Derelo, Michaela Micole M.

EDCS 102
2018-02417 Prof. Gunio
My Ideal Philippine Curriculum: Para sa bata
For the past few discussions, we’ve deepened our understanding regarding the
contexts which surrounds the whole developments of curriculum. Theoretically, there
comes the different philosophies in education, theories of learning, socio-cultural contexts,
and demands in industries and profession. All of these constituted to how I, personally,
constructed my own definition of education in the light of curriculum development and
instruction.

Education is a process, tool, and means in one’s lifetime. It is like the

‘curriculum’ of learning; the much broader scope. Learning is its ‘instruction’.
It manifests in various forms. People undergo education, use education as a
tool to do and achieve various things in life, and experience it naturally for it
is vital in one’s lifetime just as adapting is in surviving. It is every
experience, explicit or implicit, that constitute to learning outcomes that
enable us to perform and contribute to real ‘outside’ world.

The definition I was able to form was somehow influenced by John Dewey, a
known proponent of pragmatism in education. I was able to discover, also, along the way
that I was indeed an experimentalist, constructivist, and is still a visual-auditory learner
myself. These ideas express how I actually tend to view an ideal curriculum development:
a contemporary and learner-centered type of curriculum.
As a future educator, I expect myself to hone the love for discovering knowledge
among my future students, making sure they appreciate why we humans need and ought
to seek education and learning throughout our lives. That these contents and subject
matters aren’t just mere absolute ideas existing around us; these are essential for us to
utilize in order to develop and to contribute to the society we belong to as human beings.
Everyone might have different learning styles they’re accustomed to, different socio-
cultural backgrounds; but despite these uniqueness and differences, achieving given
learning goals or outcomes could still be possible as long as a curriculum has an adaptive
nature along and attends to the needs of the varied set of learners in the country, and its
instruction contextualizes the contents and goals of the curriculum through topics and
objectives relative to the learners capacities and socio-cultural background.
We may have a long, messy, and abundant external forces affecting the history of
education and curriculum in our country, producing a lot of mismatches in various
contexts in education, uncontextualized curriculum, and a lot more ‘problems’ which inflict
and leave the long term burden on our learners. I have hope that there’s still chance for
us, mga guro ng bayan, to change it, turn the table around, para sa bata at para sa bayan.
Let’s give our bright Filipino learners what they truly deserve