st. carmen seminar

8/17/2019 St. Carmen Seminar

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Tama o Mali?

ThePhilippines

wasdiscovered

byMagellan.


3/78

Sino ang nagsasalita dito? Kaninongkwento ito?

Ano ang ibig sabihin ng “discovered”?

Ang kasaysayan ba ay dapat kwentong “discovery”?

Ang nakatuklas, may alam, siyaang“authority”, siya ang nagpapangalan.

Ang tinuklas walang alam tungkol sakanyang sarili?


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PWEDE KAYA ITO?

Magellan arrived in hePhilippines.


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Tama o Mali?

Ang !ga Igoroay na"aira sa

b#l#b#nd#"ing$ordillera% asila ay !alayo

sa "abihasnan.


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Sino ang nagsasalita dito?

Ano ang ibig sabihin ng

kabihasnan?Kabihasnan = civiliation =

development?Sino ang !gorot?


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PWEDE KAYA ITO?

Ang !ga Igoro ayna"aira sab#l#b#nd#"ing $ordillera

a sila ay !ay sariling"abihasnan.


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Tama o Mali?

ThePhilippines is

an archipelago!ade #p o&several islands

divided bywaers.


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"he #hilippines has a richmaritime history and culture.

“$aters connect, mountainsdivide”


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PWEDE KAYA ITO?

The Philippines is an

archipelago !ade #p o&several islands connecedby waers.


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Ang kasaysayan ng Pilipinasay nahahati sa mgasumusunod napanahon:

'a()ago d#!aing angKasila

'b(Panahon ng Kasila

'c(Panahon ngA!eri"ano%

'd(Panahon ng *apon% a

'e(Pagbabali" ngA!eri"ano sa Pilipinasa pag+iral ngde!o"rasya.

Tama o Mali?


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PWEDE KAYA ITO?

Ang "asaysayan ng

Pilipinas ay isang "wenong pagb#b#o ng bayan% a

ang !ga panahon ngpanana"op ay nagingha!on sa "wenong io.


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Tama o Mali?

Ta!ad angPinoy "aya

hindi#!##nlad.


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Ano ang ibigsabihin ng

tamad? Ano ang ibigsabihin ngkaunlaran?

PWEDE KAYA

ITO?Masipag angPinoy% ng#ni

angna"i"inabangsa "asipaganniya ay angiilang

!a"apangyari


15/78

Mahalagang pangalagaan ang

kultura ng mga katutubo dahil itoang puhunan ng ating bansaupang palakasin ang turismo.

Tama o Mali?


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PWEDE KAYA ITO?

Mahalagang pangalagaan ang

"#l#ra ng !ga "a##bodahil io ang #lad ng #bigna b#"al ng "anilang

pa!#!#hay a pinag!#!#lanng "anilang galing a dangal.


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What is culture?


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Culture

Shared ways of being, knowing, anddoing ( Shawn Kana’iaupuni )

Sum-total of beliefs, practices,attitudes, laws, norms, artefacts,knowledge, symbols, and

everything a person learns and shareswith the community (Edward ylor )

!ay of life


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Culture

Total complex of values, beliefs,

practices, behaviour, patterns shared

in common and transmitted by a group

of people from one generation to thenext.


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WHAT I !"#CATI$%?


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!ducation

Is the acquisition of knowledge, skills, and

attitudes that make people do better in their

life-choices.

Organied system of instructions designed to

create meaning-making sense of individual

or communal life-ways, in the hope thatawareness, understanding and appreciation of

life will make life it more liveable.


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Ho& is culture mani'ested in

!ducation?


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Cultural Icons

!ersons

!laces

"vents Ob#ects

$lora and $auna


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Cultural Heritage

%atural

"ngineering and architectural

structures

Intangible

&ovable


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Cultural !(pressions

'eliefs and values

(rts

)ituals and practices

*nowledge and skills

+anguage


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Cultural )esources

reative cultural occupation

ommunity cultural organiation

$estivals and events

pace, facilities and landmarks

• reative ultural industries


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Cultural education

•an education that brings outa&areness* understanding andappreciation o' a people+s cultural

patrimony

,%CCA ,PC!P !(ecuti-e ummary* /0

• Ang kultura ay angminanang GALING atDANGAL ng ating

ama anan


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The landscape of cultural education

• Among 1ilipinos ingeneral* there is alack o'

understanding andappreciation o'Philippine cultureand its importance

to their li-es andthe nation.


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The country+s leadersand decision,makersha-e not gi-en

importance to cultureas a -ital componentin nationalde-elopment.


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Cultural education has not been gi-enpriority in the country+s 'ormaleducation system.


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• Museums* galleries* historical sites*the media and other culturalresources ha-e not been 'ully

e(plored and ma(imi2ed.


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Contextualization

• the educational process of relating the

curriculum to a particular setting, situation

or area of application to make the

competencies relevant, meaningful anduseful to all learners


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Localization

• the degree of contextualization that relates

learning content specified in the

curriculum to local information and

materials in the learners communit!


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Ang kultural na edukasyon ay

•pagtuturo ng sining$


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Angkultural naedukasyonay•%aglalang

kap ngsining sapagtuturong mga

asignatura?


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Angedukasyongkultural ay

•%agtuturong nakaraanupang

mauna&aanangkasalukuyan?

,sinauna ?

,kasaysayan

natin?

C lt l


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Culturaleducation

•ackno&ledges localculturalkno&ledge*

gi-ing -oiceto theunarticulated

&ays o'understanding the &orld.


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• a culture,based education*kailangang ang guro ay

0. %akakapagk&ento at nakakapagbigay,saysay

3apag &alang k&ento* &alang k&enta

3apag &alang k&enta* ibinabasura.

4meaning,making5H$T

. %aglilinang mula kultura ng mag,aaral

6. Tagapamagitan ng pagkatuto7. 3A,8I3HA 9kabalikat sa paglinang ngkaalaman at hindi lamangtagapagsalintagapagpalaganap ng kaalaman.


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Ang mga dulog at pamamaraan ngcultural education:

•4Pagpapagitna5 ng bansang Pilipino* ng mgakaranasan nito bilang bayan* ng kalinangan atlipunan nito* sa sistematikong paglilikha ngkaalaman sa akademyang Pilipino.

•Pagbibigay,halaga sa local cultural kno&ledge

•Pagtatampok ng bahagharing kultura at pagkilala,saiba+t ibang kultura

•8earner,centered at kumikilala sa iba+t ibangkatangian at pangangailangan ng mag,aaral

•Pag,uugnay ng uni-ersal kno&ledge ;academic

abstractions< sa local cultural kno&ledge ;li-edsocio,cultural reality<

•%dukas!on #ilang pam#a!an at hindi pansarili


44/78

TA,O,-

aan natin kukunin ang mgakagamitang pampagtuturo para saculture,based education?


45/78


46/78

&eritage


47/78

Heritage ba ito? $o o Hindi


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What is H!)ITA=!?

• the entire corpus o% material signs &eitherartistic or symbolic &handed on by the past toeach culture and, there%ore, to the whole o%

humankind.

• As a constituent part o' the armation andenrichment of cultural identities, as alegacy belonging to all humankind , thecultural heritage gives each particular place itsrecogniable %eatures and is the storehouseof human experience


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What constitutes H!)ITA=!?

• 'irst, it no longer stops at the dawno% the nineteenth century but nowalso embraces the records left

behind by the twentieth century .


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What constitutes H!)ITA=!?• Second, the aim is not only to preserve

increasingly numerous items o% cultural propertybut also to sa%eguard complexes which go farbeyond single large monuments orindividual buildings.

• "he idea o% the heritage has now beenbroadened to include both the human and thenatural environment , both architectural

comple(es and archaeological sites, not only therural heritage and the countryside but also theurban, technical or industrial heritage,industrial design and street %urniture.


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• 'urthermore, the preservation o% thecultural heritage now covers the

non-physical cultural heritage,which includes the signs and symbols

passed on by oral transmission,artistic and literary %orms o%e(pression, languages, ways o% li%e,myths, belie%s and rituals, valuesystems and traditional knowledge

and know&how.


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• Tangible heritage

• Intangible heritage

• %atural heritage

• >uilt heritage


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• %atural Heritage• •Mountains* -olcanoes* -alleys

• •'orests, caves• •Lakes, rivers(falls, #eaches

• •)ice elds* under&ater

• •)lants, animals• •*ocks, minerals


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• )#il *eriage• •Church, mos+ue

• •Government #uildings

• •chools

• •-arketplace

• •Pla2asparks* monuments

• •Cemeteries* 'orts* bridges• •&ouses

• •treet s( roads


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• Intangible Heritage• •'estivals

• •ong(-usic• •Dance

• •Local .echnolog!

• •Local sports(games

• •*ituals• •)oetr!(Literature

• •Culinar! Arts

• •Language

• •/okes

• •0eliefs

• •&ealing Arts

• •ecret kno1ledge


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• Mo-able Heritage• •)ainting(Art1orks

• •Documents(0ooks

• •-emora#ilia

• •)hotographs

• •Costumes

• •2eaponr!

• •*eligious Items

• •'urniture

• •%+uipment(machiner!

• •/e1elr!

• •Crafts

• •-usical Instruments

• •2ork Implements

• •)ersonalities


63/78

Ang "weno ng a"ing pangalan

Isulat ang in!ong pangalan3

aan nanggaling ang iyongpangalan?

ino ang nagbigay sa iyo ngpangalan?

>akit ito ang ipinangalan sa iyo?


64/78

/ino ang nagbigay ng pangalan?

•Nana!

•.ata!

•Nana! at .ata!

•Lolo, Lola, .ito, .ita

•)insan, i#a pang kamag"anak

•Hindi kamag,anak ;kaibigan ngmagulang* hilot* mid&i'e* ci-il registrar<


65/78

/aan "in#ha ang pangalan?

•4alendar!o

•Pangalan ng %anayTatay

•Pinagsamang pangalan ng %anay at Tatay

•8olo* 8ola* Tito* Tita* ibap ang kamag,anak

•4ai#igan ng magulang•ikat na personahe;artista* bayani*president<

• Tauhan sa pelikulakomiksdrama saradioo telebisyon

•Pinaglihihan ng ina

•0a#! #ook


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What is A!A% Integration?

Is there a cultural dimension in thisregional clustering?


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A!A% Integration

Strengthening "egional #ffiliation and$ollaboration to stem the tide of %lobali&ation

- !olitical ooperation )egional and

%ational ecurity/

-ocio-ultural ooperation !eople

&obility in the region/

-"conomic ooperation !romotion andupport for local, national, and regional

Trade and Industry/


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What is the implication o'A!A% Integration to

Philippine !ducation?

A!A% Community @ Philippine


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A!A% Community @ Philippine

!ducation

!aradigmatic hift 0 * to 12

&ulti-disciplinary (pproach to learning

Outcomes-based +earning

Integrative ontent and piralling

curriculum

&ulticultural and ulture-based classroom

ontextualied and indigenied learning &other Tongue - based &ultilingual

"ducation


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)egional Impact

tandardiation of curriculum that will meet

the needs of the changing times, the market

driven interest, and the regional expectations

trengthening the teaching task force which

will serve as 3midwife of ideas4 0 assisting

the birthing of thoughts, and facilitating

knowledge production, dissemination, and

consumption through collaborative national

and regional training


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Issues and challenges

1. The colonial state

of !hilippine

"ducation is inimical

to the growth,development, and

institutionaliation of

culture-based

education in the!hilippines

Interventions

1.5arious modes of

decoloniation must

be done in order to

recuperate local and

indigenous knowledge

which have been

effaced and displacedby colonial education


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'ssues and challenges

2. &ost teachers andadministrators do not

know and understand

the value of culture-based

education asthe foundational

requirement for a

revitalied *-12

urriculum in thecontext of 2617

("(% Integration

'nterventions

2. 'ridge theInformation gap

through orientation

fora, conferences,

write-shops, andretooling seminars in

order to familiarie

the faculty and

administration

regarding the

importance of '".


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'ssues and challenges

8. +ack of nationaleducational policy that will

spell out the nature,

purview,

framework, method, andapproach to culture-based

education. The need to

enact law which mandates

that all formal, non-formaland informal education be

' is needed.

'nterventions

8. The nationalgovernment must enact

laws or executive orders

that will institutionalie

' instruction in *-12, the

tertiary level and beyond

in order to produce citiens

who are not only nationalistic

and patriotic, but alsoresponsible global citiens as

well.


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9.There is a scarcity of

learning resources and

instructional materials

available to our teachers inall academic levels which

are culturally sensitive,

ulturally informed, and

culturally-relevant.

Interventions

9."ducational agencies

and institutions must

encourage the development

and production of instructional materials,

teaching aids, and

learning resources which

will strengthen culture-based instruction


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7. There is a cleft or dividebetween the ommunity

and the (cademe, the

(cademe

and the &arket whichaccounts for educational

missed matched and

disparity of skills and

knowhow with the demandsof both industry and

community.

Interventions

7. ( '" is rooted from

the community and

informed significantly by

heritage and history of agiven locality. The (cademe

must use '" as a bridge

that will connect the

interests, and priorities ofvarious stakeholders.


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:. There is little or no

research conducted in

schools, districts,

provinces regarding

the impact of '" in

their locality

Interventions

:. !olicy-makers must

engage themselves in

scientific evidence-based/researches, tracer studies,

and action plans which can

promote and develop '"

in the country.