April 1, 2010
Reflection Paper on Pedagogy of the Oppressed: Life under the Tyrant named ‘A to B’
For at least ten years, I had a classroom situation that could be likened to a circle, where you could literally count the number of times the teachers tried to break out off the methods that they used for every single class session. It would always be the same thing—the teacher comes in, blurts out a bunch of words, gets the class to speak or write, and finally, leaves in the same fashion as her entrance (which gives me the idea that he or she is just passing by). If we tried commenting in any way, there is a chance that the school would slap an offense or two, seeing our actions as ‘disrespect.’ We could not even tell the teacher that she is wrong, as that was also an act of disrespect.
Not a very pretty sight now, is it? Looking back, I ask myself, “Who is in command of the classroom?” At first glance, it appears to be the teacher, guided by principles that he or she learned throughout her years of study and practice. I have always thought that there was some problem with the system of education in this country, especially when I started seeing how people could end up ‘not thinking’, yet they end up being ‘achievers’ in such a system.
Well, this does not mean that I am one with some of the people going against this system. These people are quick to point out that the problem is the educational system; in such a system, we see that careless decisions lead to intellectually crippled individuals—in our case (as we see will point out that the system is ruled by rote learning), we shall call them ‘memorization machines’.
Thus, we are then led to look at the educational system. Is there are problem in the system? Yes, I certainly believe so, but there is another question that some may pose, one that I believe is what is trying to be addressed in the text. Is the problem the system itself? No, the problem is not limited to what I believe is merely the physical manifestation of the education system—to say that this is the case means to completely ignore one key characteristic of any ‘crime scene’. Someone is pulling the strings, and from the examples I have given throughout this discussion, I spare no doubt that this ‘puppeteer’ is none other than a tyrant called ‘traditional education’—a tyrant called ‘A to B’. Indeed, the traditional ‘banking’ concept of education (as cited from the text) is the culprit here. With this concept alive, we will continue living in a society where classrooms are filled with memorization machines who are unable to think past the ‘here and now’ of a curriculum prescribed by people who do not have the intention of developing the intellect of their constituents—the things Paolo Freire, in Pedagogy of the Oppressed, is fighting. For him, the end of education is not the birth of another memorization machine, but something much more than a being whose sole purpose is to associate A with B.
The cause of this ‘memorization machine’ phenomenon is not the ‘banking system’, but the psychological principles which appear to be the ones running the show. Yes, I would like to point a finger at the long-entrenched principles of behaviorism, which I perceive is the root of the ‘banking system.’ As education in this system is a matter of conforming to an established set of norms, a point that is noticeable in how assessments are made—if you answer based on the ‘norm’ (which is sometimes centered on a particular group, as in the case of Social Studies), then expect a good grade (which reflects not your ‘intellect’, but your ability to conform). Of course, the reverse is true if you decide to break the norm.
I have spent my entire life toiling under this system, and I have to admit, I have grown comfortable with it. Although there were times in which I tried to fight the system, there were factors that prevented me from continuing the fight. First, we have my personality—I do have a markedly condescending and elitist (intellectual) attitude towards other people, which translates to me believing that some people deserve their lot because they did not toil hard enough for a better lot (which for me means excellent school performance). Second, we have an attractive reward system for those who decided to stay with the system—this is the honors system that is present in many schools. By giving people incentives to stay with the system (as these ‘honors’ allow people better ‘opportunities’ in life, which we can liken to how we save up for a difficult situation), we give people a very strong reason to conform, and not to fight—something I have already mentioned earlier. Finally, it is my inability to effectively see through the present that dooms me from realizing the full extent of Freire’s goals—I am already ‘within’ the system, thus making me unable to really see the gains of leaving it. The business of making ‘memorization machines’, apparently, is a lucrative one—why leave? All in all, we are presented with a very difficult situation here, one that may appear to be unsolvable.
Given the gravity of the situation, how are we supposed to solve it? From the text, it appears that Freire’s solution to the pedagogical mismatch brought about by traditional educational systems is simple; we should veer away from a ‘banking’ model and move towards an interactive ‘dialogue’ model. By doing so, we make the learning experience a constant dialogue in which mentors and learners continually learn and re-learn the workings of the world. Although Freire situated this solution (the ‘dialogue’ model elaborated upon in Chapters 3-4) from within a neo-Marxist context, I see this solution as something that is ideologically-neutral—it is something that can be situated in pedagogy alone.
The problem, of course, is in getting people to realize the faults of the old system—if people are comfortable with a system that some perceive to be tyrannical, it would be very difficult to get them out of it, as they already see themselves as part of the system. Admittedly, I am getting quite pessimistic at this point, but I realize that shifting the ‘pedagogical gear’ is a task that requires drastic changes in many different people—the teachers and school administrators who utilize the pedagogy, the students who work with their mentors regardless of philosophy, and the people who are located outside the teacher-student relationship—the very people who are least likely to care about what goes on in the classroom (as I see it, these are the ones who are most comfortable with the situation stated earlier). Yes, a revolution, though not in the typical sense—a revolution comes by changing people, one at a time, with the change (hopefully) radiating across society, thus reforming it without violent (and potentially divisive) upheavals. It appears that this is what Freire is trying to say in the final chapter—by making use of methods that empower individuals, it is possible to tear down the oppressive establishment that has taken root in many societies. As I see it, this is the true revolution—a revolution that is rooted on the willingness to change.
All in all, Paolo Freire’s Pedagogy of the Oppressed brought me insights on the weaknesses of traditional schooling systems—these are based on the need to conform, with students being reduced to memorization machines instead of being revered as colleagues in the learning process. Although I am no Marxist (something that will never change), I agree with Freire in that intellectually oppressive educational systems make use of pedagogical methods that reflect their goal—to control, to force people to conform. At the same time, I do not think that a strong upheaval is necessary—a true revolution is not one that comes up and destroys its enemies, but one that changes people, one at a time, until it becomes unnecessary to recall that such an event is taking place.
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As a teacher, I recognize that my goal is to empower people to
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become critical individuals who could recognize their faults (and the faults of society), and find ways in which that such faults could be rectified. The system that produces such individuals is not the problem; rather, it is the conscience that molds the system—a conscience that I ought to eliminate, a conscience that I ought to change. Should I be among the individuals who succeed in this fight, it would appear that we, as a race, would be one step closer to unseating the tyrant named ‘A to B.’
March 30, 2010
Agoo kay Ganda!
Sa laki ng bansang Pilipinas, maraming lugar ang iyong mapupuntahan- iba’t ibang kulturang masasaksihan, iba’t ibang karanasan..at sa buong buhay ko, minsan lang ako makapunta sa bayan ng Agoo- isang lalawigan sa hilaga na talaga namang kaaya-aya.
Sa isang buong araw ng aming paglilibot, marami mga bagay na doon ko lamang nakita sa bayan ng Agoo- mga bagay na aking natutunan at hindi malilimutan.
- Ang “KAHALAGAHAN” ng edukasyon.
-Sa lugar na iyon, masasabi mo na totoo ang pagpapahalaga nila sa edukasyon. Doon makikita kung paano ipinamumulat sa mga mamamayan ang tunay na kahalagahan ng pag-aaral. Kitang -kita ito sa mga programang kanilang ginawa upang mapalaganap ito at sa mga istratehiya na alam mo talagang pinag-isipang mabuti upang maging epektibo sa anumang uri ng mag-aaral. Dito, wala kang maaaring maging dahilan upang huminto sa pag-aaral- bata man o matanda, may trabaho man o wala, at kahit ibang lahi ka pa, hindi ito magiging hadlang upang maranasan ang edukasyong ipinagkakaloob nila para sa lahat. (ang iba pa nga’y hindi na rin taga-bayan ng Agoo:) )
- Ang pagkilos ng mga mamamayan tungo sa ikauunlad ng kanilang bayan.
-Isang napakalaking aspeto ng bayang ito ang pagkakaisa at pagtutulungan ng bawat mamamayan tungo sa kanilang adhikain. Isa sa mga bagay na nakakatuwang masaksihan sa lugar na iyon ay ang tamang paggamit ng kapangyarihan ng mga taong nasa posisyon tungo sa ikauunlad at ikagaganda ng lugar na pinamumunuan. Ito ang naging dahilan upang maging masigasig ang mga mamamayan na gawin ang kani-kanilang responsibilidad para sa ikabubuti ng buong lalawigan. Ang determinasyon ito ng bawat isa ang susi sa dinadanas nila ngayong
- Tamis ng tagumpay
-Sabi nga nila, “Kung ano ang puno, iyon din ang bunga. Kung ano ang itinanim, ito rin ang iyong aanihin.” Ang buto na itinanim sa lugar na iyon sa nakalipas na panahon ay namunga na..at patuloy pang nagbubunga. Maliban sa lahat ng parangal at pagkilalang kanilang natamo na sumisimbolo ng kanilang tagumpay at nagsisilbi rin nilang inspirasyon upang mas lalo pang mapalawak ang kanilang adhikain..hindi ba’t mas matamis ang tagumpay na iyong tinatamasa kung ito ang nagiging dahilan ng pagmamahal ng iyong mga mamamayan sa edukasyon na susi ng kaunlaran sa iyong bayan?
Kung ako ang tatanungin, kulang ang isang araw upang buo mong masaksihan ang lahat ng mga bagay na aking natutunan. Ngunit sapat na ito upang mapamangha ka sa angking katangian ng lalawigan. Talaga nga namang, “Agoo, Kay Ganda!”
Joana Marie Frias
Settling for the Gray Area
Is an Alternative Learning System a better option to be able to learn? It is true that we are privileged to be able to study in a school like the University of the Philippines, where we are being developed to be critical and to be aware of the things happening around us. But if we had the choice before we came here, would it have been better to study the alternative way?
I am amazed at how the alternative learning system works and develops students’ capabilities in a way formal schooling can only tap a little. It is true that most students who get into preschool have a very slim chance of being able to finish schooling until college. This is a perfect opportunity for alternative learning to blossom into something more convenient, especially since most drop outs come from less fortunate families. The thing is, government doesn’t seem to take much interest in the system and how it works. The Alternative Learning System is supposed to be a viable alternative to the existing formal education structure. But what we see now is more people pushing their kids into formal schools because that is what the society dictates them to do. If we, as education students, are able to present more concrete ways to promulgate information about ALS programs, there would probably be a greater opportunity for those kids who can’t afford to study.
After watching the documentary on mobile teaching, I was awestruck by how these people are able to leave and travel far and long distances just to be able to teach these kids in mountains or provinces that can’t reach the education we often take for granted. But come to think of it, if a child isn’t able to go to the area where education is available, the next viable option is to bring the education to them. Every child has the right to learn, after all.
A few days later, a professor in another subject talked to us about our responsibility as teachers and as students of UP to give back to the country, one way or another. She mentioned UP’s Pahinungod program which sent fresh graduates to different parts of the country to serve our fellow countrymen. She seemed so enthusiastic and grateful for the experience that I myself felt like such an adventurer and felt like I wanted to do this because it would definitely be a life changing experience–something I would want to do for myself. Of course, at the back of my mind, I knew it was going to be a big decision. I had friends from other schools who did volunteer work and were sent off to different places in the country and I, for one, have nothing but praises for them.
Alternative education seems to entail as much courage to pursue because you can’t expect to gain a lot from it, but you will surely be able to help so much lives. I guess this is how volunteerism works. You do what you can, and you don’t expect much or anything in return. This is what the teachers at CCFC Lifestream Minisistries’ Student Center Program do. They prepare what they can, and they do what they do best– teach the kids and give them the opportunity to learn beyond formal schooling. They complement the regular schooling of school-aged children from these less fortunate communities with learning, social, health and spiritual development activities.
As I’ve come to discover throughout the course, alternative learning is a very gratifying endeavor. But from the perspective I am in, having been educated in a formal setting, I can’t help but wonder how it would have probably been if I were educated alternatively. I appreciate the structure of formal education, as much as I appreciate the dynamic atmosphere of the alternative system. I am grateful for formal education’s pattern of development as much as I love the alternative system’s variety. Of course this is not to say that one option is better than the other. In my mind, thinking about whether or not it would have been better to be educated the alternative way, I realize, why not both? It may seem like I’m settling for the gray area, but both systems have benefits and learning shouldn’t be contrived to just one approach. My parents have sent me to a private school, which I believed developed me well into the person I am now. Throughout my schooling (and even up to now) I have engaged myself in a number of extra curricular activities to help others and develop my own skills as well. On top of this, my school did not lack initiative in this aspect because we were taught to be of service to others.
We live our lives with so many options, and more often than not, we tend to take them for granted. After taking this course, I realize that we are given options because we have the ability to decide. It is then up to us if we are willing to take that extra step to help ourselves or to help others around us. Who knows? Maybe in time I’d be able to gather the courage to be deployed elsewhere for volunteer work. But for know, I am entertaining the options presented to me and figuring out how I can become a better person and be of service to others in the simplest of ways. But then again, why not do both?
Vicka Siddayao
Final Reflections
For a whole semester, we have learned the ways of alternative learning. Recently, we visited the North to observe and see what these alternative learning systems have done on its learners. Our first stop — Baguio. Walking through the vast Burnham Park, you could see a lot of people dealing with different trades. Photographers, manicurists and pedicurists, Masseurs and masseuses, boatmen, etc. All of these people learned their trade in different ways. In our interview with a group of photographers, we have see how some of the things discussed in class actually works. Like there are certain factors that may affect one’s decision to leave school — family problems, peer pressure, teen issues like drug addiction and many more. These people we have talked to were school leavers and yet they could still provide for themselves and their families as effectively and efficiently as the school graduates. This simply implies that school achievement doesn’t necessarily equate to one’s capability for working and actually becoming useful to our society. Just like how functionaly literacy has been defined and discussed in class. We also learned how they have developed these trades, how and why they chose it, and how it has been sustaining them for the past years, even decades. It has been so much fun talking to these people. They are those “everyday” people some may just disregard. But in reality, there is so much more to them than meets the eye. Next on our literacy immersion trip is the pride of La Union — Agoo’s Literacy Program. When we arrived there, all of the people has been so welcoming. Here, we saw how good and responsible leaders can put up change in the community. Agoo’s literacy program has bagged several awards, locally and internationally. It is really commendable in more ways than one. First, it caters to different age groups. Second, it not only focuses on the marginalized group per se but welcomes anyone who wants and is willing to learn. They also have a program for children with special needs. Simply put, Agoo’s literacy program doesn’t limit a person to who they are. They help these poeple to know their talents and capabilities — nurture, enrich, and make good use of them. It develops in them a strong sense of self-trust and self-knowledge. It puts them into a plce where they could maximize their own potentials in whatever field they may opt to go. It builds in its learners and within the people of the community, independence. Skille have also been strongly developed throughout the years this program has been established. They also have witty and wonderful projects lined up for their population and the neighboring places. For one, I really admire how hardworking the people of Agoo are. They are all dedicated and they all have their eyes set on their goals. The passion for work and change is really present. No wonder, all of these projects has been very successful. Agoo’s program opens a lot of oppurtunities for its learners. If I have been a learner of such program, I know I would definitely gain a lot of knowledge and develop a lot of skills. It is not on what kind of facilities are available for use. Learning become effective when the instructor shares the right knowledge and shares it in the right way and/or manner. This class activity made me realize a lot of things regrading my future career. It has opened my eyes to all sorts of knowledge and possibilities. One things I’ve learned from this activity is that learning doesn’t always have to happend inside the classroom nor in a formal seeting. As how and old saying goes, learning is a continuos process — we learn as we live. We should not always limit ourselves to just learning in school. We learn as we process and apply the knowledge we have acquired not only in school but also in life. And this will make us useful and productive citizens of our nation. For a whole semester, this class has taught me that learning doesn’t have to be formal all the time. Also, not all formal learners go a long way. Sometimes, those school-leavers are miles ahead of them. It’s just a matter of how one sees and perceives the learning he receives. If he enjoys this then for sure, it would hone him into what he have always wanted to be.
-Katrisha Pingol
March 28, 2010
Ano Nga Ba Ang Mahalaga?
Maagang nagising si Ding nang umagang iyon. Unang araw kasi ng klase sa malaking paaralan. Excited na excited siya sa makikita niya. Sabi ng ate niya, maganda raw ang eskwelahan nila. Maraming mga gusali, maraming mga estudyante, maraming guro at may mga computers pa. Pribado kasi ito. Hindi tulad ng kanyang pinasukang paaralan noong day care siya. Isa lamang itong maliit na silid sa kanilang barangay. Iisa rin ang guro. Nasubukan din niyang pumasok sa Mapuroc Elementary School kung saan nagtuturo ang kanyang ina. Malawak na ang eskwelahan ngunit, maliliit lamang ang mga gusali. Sabi ng kanyang ate, sa Yuh Chiau raw, hanggang pang-apat na palapag ang mga gusali.
Agad-agad siyang bumangon. Naligo, nagbihis at kumain ng almusal. Nang bumusina na ang kanilang sundo, napangiti siya. “Wow, may sundo na ako!”, naisip niya. Hindi na siya maglalakad papuntang paaralan tulad ng kanyang nakagawian. Malayo rin kasi mula sa kanilang bahay ang paaralan nila ng kanyang ate. Hindi pwedeng lakarin.
Pagdating niya sa paaralan, nagulat siya sa mga nakita. Totoo nga ang lahat ng sinabi ng kanyang ate – ang tungkol sa mga gusali, sa rami ng mga estudyante at mga guro. Nagulat na lamang siya nang hinila siya ng kanyang ate papunta sa isang linya ng mga mag-aaral na hindi naman niya kilala kung sinu-sino. Flag ceremony na pala. “Ding, dito ka ha? Pila ng grade 1 dito. Pupunta na ako sa pila ng grade 4.”, sabi ng kanyang ate. Napatango na lamang si Ding. Gusto niya sanang umiyak dahil napapaligiran siya ng mga taong hindi niya kilala. Ngunit, hindi pwede. Wala ring papansin sa kanya. At naalala rin niya ang sabi ng kanyang mga magulang, “Anak, malaki ka na kaya sa malaking paaralan ka na rin mag-aaral. Hindi ka na babantayan ng lolo mo.” Kaya kahit hindi siya mapalagay sa kinatatayuan niya, pinilit pa rin niyang magmukhang kalmado.
Nang pumasok na sila sa kanilang silid, may lumapit sa kanyang kaklase niya. Kinausap siya nito. “Hi, ako nga pala si Odet! Bago ka rito no? Kasi lahat ng kaklase natin dito nag-kinder. Anong pangalan mo?” Nag-isip nang mabuti si Ding kung ano ang isasagot niya. Nasanay kasi siyang Ilokano ang wika sa bahay at sa eskwelahan dati. Ngayon, kailangan niyang magsalita ng Tagalog. “A…a…ko…si…Rachelle.” Ito raw dapat ang sabihin niyang kanyang pangalan. Kapag sa bahay, Ding ang pangalan niya pero kapag sa eskwelahan, dapat ay Rachelle. Mas magandang sabihin, mas magandang pakinggan. “Hi Rachelle, tabi tayo a?” Tumango lamang si Ding. Hindi siya sanay sa kanyang pangalan.
Hindi nagtagal ay pumasok na rin ang kanilang guro. Ang sabi ni Odet, siya raw ang magiging guro nila sa Chinese, si Sien Si Fernando. Payat, matangkad at mukhang maamo kung hindi mo makikita ang kanyang dalang pamalo, isang mahaba at manipis na kahoy. Kahit pala rito ay may pamalo rin ang mga guro. Ganun din kasi sa pampublikong paaralan niya dati. Akala niya makakatakas na siya sa pamalo dahil sa pribado na siya papasok. Hindi rin pala. Nagsimula ang kanilang klase sa pagsusulat at pagbabasa ng mga Chinese characters na hindi naman niya maintindihan. Peng yow lang yata ang natutunan niya sa araw na iyon. Ang ibig sabihin nito, kaibigan.
Mayroon din silang mga klase sa Math, English, Science, Filipino, Sibika at Kultura at marami pang iba. Sa bawat asignatura, iba-iba ang guro. Lahat pa rin sila ay may dalang pamalo. Natapos rin ang klase sa wakas. Naisip niya, ang dami pa pala niyang dapat matutunan. Kailangan niyang matutong magsalita ng Tagalog at Chinese. At kailangan din niyang matutong makisama sa kanyang bagong mga kaklase. Hindi na siya anak ni Ma’am Cabillon ngayon kaya madali lang makipagkaibigan. Kailangan na niyang tumayo sa sarili niyang mga paa bilang Ding, este Rachelle Cabillon.
Ito ang kwento ng unang araw ko sa klase. Ang Philippine Yuh Chiau School ang nagsilbing paaralan ko sa loob ng sampung taon, mula unang grado sa elementarya hanggang sa ikaapat na taon sa sekondarya. Matapos ang araw na iyon, nasanay na rin ako sa takbo ng buhay sa paaralan. Marami akong mga nagawang pagkakamali – napalo ako dahil nakalimutan ko ang multiplication table, nakipag-away sa ibang seksiyon dahil nawala ang mga walis namin, nagkalat sa ibang silid upang kami ang manalong best classroom, nangopya at nagpakopya sa pagsusulit sa Chinese, nandoktor ng datos sa Chemistry lab, nagpaiyak ng guro, natawag na delinquent at marami pang iba.
Ngunit, dito ko rin natutunan ang mga mahahalagang aral sa buhay ko. Dito ko natutunang mag-Tagalog at magsalita ng kaunting Chinese. Dito ko natutunang magsabi ng tamang oras, magbasa ng Ingles, magsulat sa writing composition, magsolve ng Math problems, magkabisa ng mga pangulo ng Pilipinas, gumamit ng mga pananda, malaman ang solid, liquid at gas, at marami pang iba. Dito ko natutunang maging lider sa sarili kong paraan, maging manunulat, magustuhan ang Math, magsalita sa harap ng maraming tao, ipakita ang aking mga talento, maging responsable, maging tapat, magbigay-respeto sa lahat ng tao, makisama at makipag-kaibigan. Dito ko natutunang mangarap at gumawa ng paraan upang maabot ang mga pangarap na ito. Dito ko natanto na gusto ko palang maging guro tulad ng aking mga guro at ng aking ina. Higit sa lahat, dito ko nahanap ang mga taong naging malaking parte ng buhay ko – ang aking mga peng yow.
Naisip ko rin paano kaya kung natuto ako sa alternatibong paraan? Maaaring mas marami ako natutunan tungkol sa mga Math, Science, English at Filipino dahil tinuturuan ako base sa kung ano ang kaya ko. Marahil, hindi ko pa rin limot ang lahat ng natutunan ko sa elementarya at sekondarya dahil hindi ko lamang kinakabisa ang mga konsepto kundi pinaiintindi talaga ito para sa akin. Ako rin siguro ay naging mas mapanlikha dahil hindi nalilimita ang aking mga ginagawa sa kung ano ang gusto ng aking mga gurong ipagawa sa klase. Mas marami rin siguro akong natutunan tungkol sa pag-aalaga sa aking sarili at sa kalikasan. Natuto rin siguro akong manahi at magluto, na hindi ko kailanman natutunan sa loob ng paaralan. Mas maaga rin siguro akong namulat sa kung ano ang nangyayari sa lipunan. Namulat lang ako tungkol dito nang pumasok ako sa UP. Mas marami rin siguro akong natutunan tungkol sa ating bansa at sa ating kultura. Marahil hindi rin nalimita sa Tagalog ang aking wikang ginagamit sa pag-aaral at mas napatalas ko pa ang kaalaman ko sa wikang Ilokano. Dahil nasanay na akong magsalita ng Tagalog, minsa’y napaghahalo ko na ang dalawang wikang ito.
Kung natuto ako sa alternatibong paraan, marahil ay hindi ako napalo, hindi napagalitan, hindi natawag na delinquent, hindi nakapagpaiyak ng guro, hindi natutong mangopya at magpakopya, hindi nakipag-away at hindi ko nagawa ang napakarami ko pang pagkakamali noong nasa Yuh Chiau pa ako. Ngunit, hindi naman ako nagsisisi dahil marami naman akong natutunan sa dati kong paaralan. Maaaring natutunan ko rin sa alternatibong paraan ang lahat ng natutunan ko sa loob ng eskwelahan. Ang hindi ko lang maisip ay kung makikilala ko ba sa alternatibong paraan ang aking mga naging kaibigan.
Kahit na ganun, napagtanto ko na kahit sa paaralan o sa alternatibong sistema ako pumasok, ang mahalaga ay matututo ako. Iyon naman talaga ang layunin ng edukasyon – ang magbigay-kaalaman sa lahat ng tao.
what passion and compassion can do…
I never expected that what we will see in Agoo, La Union is not just the technicals and mechanics of having a literacy program in a community but the compassion and passion of the people responsible for the program.
Their literacy program is indeed a success. Besides the recognitions they have been receiving, the learners themselves are the evidences of this success. The whole program is functioning real well and is getting all the support and resources it needs.
There are a number of things I noticed that I think are what contributed to the success of the whole project. First, the support of the community. One of the most important thing needed for the success of a program is the support from the community; may it be in the financial, physical and moral aspect. Those who are in-charge of the project kept on telling us that there is an ample amount of funds allocated for the program which is excellent. Also the Agoo government is very much willing to have some public places like the hypermarket and the schools to be venues of the literacy program.
Second, is there literacy project itself. The ones that Agoo developed is something that had really captured the functional literacy [theory]. It truly catered the marginalized learners (farmers, vendors, out-of-school youths, etc.). They also have problems that will help their learners generate income (soap and dishwashing liquid making, massage therapy, etc.).
Lastly, and I think the most important of all, the people behind the literacy program—the coordinators, the mobile teachers, and all the ones who have their hands on the program. Nothing can beat the dedication they are giving to the whole program. They are giving their whole time, effort and attention to the whole program. And not only that, what we can see is not just their physical participation but their compassion and love for the learners. It takes love and compassion to continue pushing through this kind of project, especially with all the difficulties they will encounter along the way. If they have wrong intentions and motives behind doing this project, I don’t think they will go this far (being recognized by different authorities in the field).
Since the class started last year, I have always been ecstatic in learning new ideas specially that the course is about Alternative Learning Delivery. It is interesting to talk about a kind of system that is “different” from the system to where it is talked about. Your perspectives will change. You will realize that being an educator is not just imparting facts to your students but also to have them realize that learning is not just about knowing facts but for it to be used in the betterment of their lives.
I know that to be able to be a good educator, you’ve got to have compassion and love for your learners. You can’t be emotionally detached from them; because what will make you stay in the profession is not the recognition you will be receiving because of your effectiveness in teaching, nor the material things you could gain (well, if there’s any) but the relationship you already have established to them.
After all that we have done in the class, the trip to Agoo and all the discussions we had, I am now actually considering teaching in the alternative system. I was stirred when we visited Agoo. I can’t think of anything else but salute the people behind the literacy program, especially the mobile teachers. They can have a choice of teaching in the formal classroom, but they still chose to go to far-off places, teach those who are marginalized and encounter problems regarding the funds, teaching style and the diversity of the learners.
Allayed Cynicism (Part 2)
In this nation of failed and incomplete revolutions and perpetual short term historical memories, cynicism and apathy are among the many defense mechanisms employed by its citizenry. I, a citizen of this nation, admit my despair. I am distrustful and disparaging of government, but neither am I beholden to the promises of revolution, not even of people power. They have become cliches, overused and abused by contending forces who seek to manipulate the Filipino public to attain legitimacy over their rivals in power.
Government is dirty. Government is unreliable. Government is not for the people. This has become a citizen’s cynical mindset. In a country beset by a deep-seated socio-economic divide where the interests of the elite few have captured the institutions of democracy, and the culture of corruption and patronage has seeped into the public administration system from the President down to the local barangay captain, it is an understatement to say that having Local Government Units which actually respond to the interests of its constituency and provide the basic social services is a rare occurrence. Yet though the occurrence is rare, these are not non-existent. The municipality of Agoo in La Union is a testament to this.
Our EDUC 101 field work that brought us to this small municipality in the North exposed us to a flagship of change in the region that has passed the notice of national media. The municipality is a living example of a change that arose from the grassroots whose success is founded upon and maintained through the collaborative efforts of the local community and its varied stakeholders. Through the initiative of its local leaders, Agoo is perhaps the first and only LGU in the country that possesses an all-inclusive program for literacy that addresses the many educational, social, and economic needs of its citizenry. To have seen this place, to have been welcomed so warmly, to have seen firsthand the involvement of its elected officials from the mayor down to the barangay captain and council, literacy coordinators, teachers, parents and students, to have heard of the innovations and adaptations its leaders have made on the existing educational system, and to have proved that their success is real, my cynical self could not help but be swayed to hope and to yearn that the changes the municipality of Agoo has begun be multiplied and spread like a grapevine fire throughout this nation in dire need of change.
I will strive to always remember the visit to Agoo, and to relive the surge of hope that I felt there. Change is possible. It is within our hands if only we were to take the initiative to start it. Presently, I am beginning to think of possibilities for my own locality to attain this change because among the many lessons that we can learn from Agoo, one of them tells us that comprehensive change emanates from the grassroots, that it is through involving the community and its resources that literacy can be sustained, and that through improving the functional, the life literacy of its constituency, a municipality can continue to provide for and serve the interests of its citizenry, and thereby be, a government that is by, of, and for its people. I celebrate my experience of Agoo. There is reason for hope. But may this hope not end with wisfhul thinking for the true power of hope is to lead us all into action.
Susan Anne A. Quirante
B SE Social Studies/C.A. English
UP – Diliman
Recipe for Success: The Agoo Project
Basic education has long been considered a right—a necessity that enables an individual to be a functioning member of society. To deny a person of the opportunity to attain a certain level of education is to deny a person of the opportunities that riddle a society that requires its individuals to achieve the essence of basic education—a level of literacy that enables people to look at the world, make rational decisions on observations, and act based on the decisions made. There is something wrong if many people could still live out their lives without being able to read, write or count—chances are, these are people who have been fooled by those with enough cunning to outwit and eventually abuse their fellow man. I will not deny that our country is still riddled with illiterate communities—we do not even have to go out of Metro Manila, as there are most likely communities within the country’s largest urban center that harbor individuals who are unable to do the things that would allow them to advance from their sordid state. This is made worse when we look at our present government; if indeed our government truly wishes to eradicate ignorance (and with it, a reason for poverty), why did it choose to virtually abandon education? Why are smaller groups forced to fend for themselves in a dog-eat-dog world?
I already had these things in mind when we arrived at Baguio (the day before we went to Agoo to watch their local literacy project); despite its reputation as the ‘summer capital’ of the Philippines, Baguio is also a place of two worlds. On one end, you see the sprawling mansions and sparkling structures in which the rich live, and of course, in which the not so well-off gawk at in envy. I have long known Baguio as the former, having gone there before with my aunt when she was still a director at Microsoft Philippines—we stayed in Camp John Hay, which in itself would symbolize my view of Baguio in those days—closed off, limited to what comforts could be found in the former military camp.
I was not exactly shocked when I learned of the people we encountered in the city; after all, I have encountered people like them in Manila, most especially during our catechism work in the church. However, I never really thought of them as people who strived really hard no matter how hard the circumstances were (at least outside of the people we hired as household help)—it probably did not help that I encountered parents who lost themselves in alcohol or other vices. Imagine my surprise when I learned that there were none of the kind among the people we interviewed (taho vendors)—these were people who were driven out of the nearby provinces (like some of the people who sojourned to Manila, hoping for better opportunities), sometimes without encountering the full cycle of formal education; every day, they fight for their subsistence by peddling something that they themselves had to buy (meaning they may take huge losses or gain huge profits). Small bits of creativity would help to sell their items (e.g. adding local products such as strawberries), but their ability to communicate would remain their greatest asset (which can be a problem once the foreigners come in).
It is sad to see that there is not enough support for people who were virtually abandoned by society. Even if there are projects, they tend to be insufficient for their needs and numbers. The next day, upon reaching Agoo, I realized that we should stop relying on the national government for everything. It is our turn to step up to the plate, and seize what we truly need—what our mind desires, a chance to work and ‘be free.’
Agoo managed to win the Confucius Prize not because its local government was determined to improve its constituents, but because of the city’s will as a whole—even the best of programs will fail to prosper should people resist any opportunity to change. They did not win the prize because of the efforts of a few—the people in power merely served as a ‘slight push’ for the people in the municipality, as they themselves wanted to make their lives better. After all, Agoo did not win because it had an extremely unique literacy program; it won because it was a very well-executed program that reached out to its constituents no matter where they were. You may be in the marketplace, you may be in the farmlands, you may be in the schools—it makes no difference. Their literacy team has something for you, and that sets them apart from other cities—it was a concerted effort made by the entire municipality to improve their lives.
A great image of this would be in Agoo East District—I look at that child undergoing ‘therapy’ in a Special Education class, and in her actions I see how the whole town participated in the program. She leaves her mentors for a while (who are most likely from Agoo as well—some of them were volunteers, others were licensed teachers), and visits her mother, who is enrolled in a livelihood class (as I recall, they were making powdered and liquid soap). I have not seen her father, but it is likely that he is tending crops in the farm, thinking about his family… and his next visit to the community learning center (as the people there said, the farmers would go to the center to study—when they were not farming). Everyone in the family is involved, and if allowed to multiply (as was likely the case), the effects of such a program would radiate until it covered the whole town. Efforts like these seem small in the eyes of the nation as a whole, but these are efforts that can be undertaken by each individual. When one city works to better the lives of its citizens, and other cities follow to emulate that example, we could have a national movement in our hands. That, I believe, is the recipe of success for the education of our country.
It is high time we stopped relying on ‘the one’—a Messiah would give us salvation in the end, but we have to work in order to reach that end. It is time we stopped searching for a panacea, a be-all end-all solution to our problems. We start with ourselves, we start with our families, we start with our local communities. Our efforts would seem futile at first, but they do not seem futile at all if we all fought for one of our basic rights—the right to not be ignorant. To quote from a movie I watched before (modified, of course), “Ignorance and stupidity are ‘inherent’ disorders, and it’s your problem if you choose to do nothing about it.” We have a lot of choices in this fight against ignorance—school, the alternative system—it does not matter. We have one goal at hand, but different ways to achieve it.
-Anton Bartolome
Alternative Learning System (ALS) course became very helpful to me as an education student. For me, this is more appropriate to study as an undergraduate student than studying about this when you’re already a teacher who lives a traditional educational system his/her whole life. They say that it’s really hard to accept changes. Conservative people usually resist changes. But I believe that youth nowadays are trained to be flexible to changes especially those who are trained in Alternative Delivery Modes of Education. The course was really an eye-opener for me. It showed not only on the current status of the Philippine Educational System but more on how to breed quality students in the future through alternative learning system and alternative delivery mode (ADM) of education. I don’t have anything against formal education. It’s just that after this course, I became more aware on how oppressive formal education is. There may be some exceptions but most schools nowadays in the country are just breeding robotic students who can be controlled by the operators (who are the teachers) through input of information, voice commands, etc. and assume that these robots have limited space of memory. It’s very depressing to see the quality of education in the Philippines deteriorate. But as they always say, it’s ok to be disappointed but it’s never ok to be discouraged. There will always be hope. And I believe that we can become this hope of the country’s educational system. The course opened our eyes and taught us how to do it. It really was worth taking this course even though I know all education students are required to take it.
They say that being a teacher is one of those professions which are considered the noblest. But it doesn’t stop on getting your teacher’s license, applying to schools and teaching on what you know. Few teachers have what I call “sincere teaching”. As a student, I can tell if a teacher is sincere inside the classroom. What I mean by this is that the teacher’s goal of going to school, his/her goal of teaching is not just on the salary or incentives or any recognition. A sincere teacher goes to school, goes inside the classroom because he/she wants his/her students to learn more than what he/she knows. A sincere teacher doesn’t just play the “pass-a-massage” game to students. He/she stimulates the minds of the students to think. A sincere teacher teaches students to “learn how to learn”. But sad to say, I only knew a handful of “sincere teachers” back when I was in high school. My school was a private school so maybe, they are only up to the salary. But of course, not all of them were like that. I despise myself judging them but it’s a free world. I can say whatever I want. Those mobile teachers that I’ve watched in class were no doubt “sincere teachers”. One can surely say that they don’t have any vested interest on their profession. They do their job mainly because they wanted to help. They want to transform an illiterate community to a functional literate people. They don’t care how the environment stops them from doing their calling. It’s them against the world. It’s a very noble profession. I salute them. I’m not even sure of myself if I can live a life like theirs. They live a life of inconvenience and that’s what I need to learn first before I can say that I’m capable of being a mobile teacher too.
Those religious groups who have programs for non-formal and informal educations are also very charitable and bighearted. It’s not so surprising why religious groups like the one we reported in the class can sustain having programs like that not only for the children but also to all range of ages. They have a calling. Their beliefs push them to do gracious things like free education to children with free foods. For them, evangelization is one big business that they all have to work in to. Maybe some have oppositions on this kind of scenario. They may think that it’s not so different from the formal school set-up wherein teachers forcefully inculcate into the students certain beliefs, values and principles. In here, they teach about the word of God. They teach the passages from the Bible. I’m not sure what side I will be in. I don’t know if this kind of set-up is oppressive or not. All I can say about what these religious groups do is that I appreciate what they do for people. They do their jobs without being paid for what they do. They just rely on subsidies and sponsorships. They work on whatever they have and hopefully, there’s no corruption inside. These people are God-fearing and I’d like to think that they are practicing whatever they teach to children and youth.
If I were trained in an Alternative Learning Way of in an Alternative Delivery Mode, maybe I would be different in some ways than I am right now. I am usually a passive learner. I consider that more of a weakness than a strength because I am not pushing myself to my real potential. I go to school, listen to my teachers, correct nothing from them, ask nothing and assume that everything that the teacher said is correct and undoubtful. But if I were trained to be thinking critically and being an open-minded student like in ADM and ALS, I could be learning more than what I know right now. I could have discovered a lot of things that I dare not to touch or search into in formal education set-up. If I was taught in a Critical Pedagogical way, I could even say that I’m smarter than how I am right now. It’s because the teacher doesn’t just give me answers from the questions. The teacher who teaches in a critical pedagogical way teaches students to find solutions to questions. When I was in high school, I can say that we were spoon-fed. I am not saying that I was not challenged. Of course there are a lot of challenges too. But when I came here in UP, where spoon-feeding is a big no-no to a lot of professors and instructors, I was even more challenged. I got a hard time adjusting to a liberated school. If I was trained in an ALS way, I am more of a street-smart person than a book-smart person. In ALS, functional literacy is taught not academic literacy. There are a lot of people who graduate in top but not successful. Why? Because in a lot of formal educational system, they don’t teach students on how to live outside the school. They don’t teach students on how to cope up with reality once you finish studying. They just teach you all these theories which many students don’t even know how to apply. Application is far more significant than just pure knowledge. I am street-smart in a sense that even if I wouldn’t be able to finish a degree, I can be able to find means of livelihood. Well I wish I were really trained that way but I’m not. But as I’ve said, it can never be too late for a person who would really like to do something. I can still be street-smart and at the same time, book-smart. I can learn more outside the school. People around me influence me and teaches me without them even knowing. My experiences in life can make me street-smart. Learning shouldn’t stop in school. Learning is a lifetime activity that we shouldn’t stop doing.
-Sheena Bautista
Educ 101: the Alternative Experience
To me, educ 101 is one of the most relevant subjects in educ. It doesn’t just teach us with trivial things about non-formal education but more importantly, it taught us to be critical with the present education system. We were taught on how to take into consideration the social phenomena that affect the students learning. From educ 101, I have learned that our classrooms are not distant from the society ,that the problems in school are mere reflections of the problems of the community and we must always take this into consideration when teaching. I have learned that the students’ problems in school are not as simple as it seems and we must always remember that, so as not to judge or label our students. I was really enlightened by these things. I never knew them until I entered our class.
The most striking thing that I have learned from this subject is the Freirian Thought. It is one of those books that will really have an impact in your life once you read it. I have learned so much from it. In fact, it influenced not just my view on education, but my view on society as well. I think we should have a Frerian leader someday, someone who will really listen to people and believe in our capability to decide for ourselves. The problem with our leaders today is that they never really listen to us. They think that they know everything and that they can solve all our problems but the truth is, they never really took time to understand us. Freire opened my eyes into things that I haven’t seen before. I am really glad that we read this book in our class. It changed my life.
And of course, how can I forget the Cagayan de Oro trip? It was memorable! It was my first time to ride a plane and it was awesome! I also met a lot of good friends there especially Donna, Rose and Tsan. They are really awesome people. And of course, I get to know our prof, Mam Ched as well as other professors like Mam Bilbao and Sir Nolasco. More importantly, the diverse environment of the conference made me realize that things are different in other places. That life is not always about us. And in making decisions in education, we must always consider that diversity, not just in language but other things like gender, religion etc., exists so no one will be left out.
With regards to the Alternative Education, I believe in differences. I believe that some people will not perform well in a typical school setting but it doesn’t mean that they are less of a human than us. It’s just that they need a different venue where they can express their ideas and brilliance. I remember when my classmate reported in my edpsych class about multiple intelligences, she told us that maybe the reason why we have different talents is that our society demands us to perform different tasks to survive and through different specializations, we can cope with this demand. That is why it is important that we recognize this diversity in talents by providing a venue where each of us can hone our skills and values. Therefore, Alternative Education should never be disregarded because it plays a huge role in the development and more importantly, survival of our society.
Although I place a very high regard for Alternative Learning, I do not see myself as a student in that kind of mode. I think I won’t perform as well as I perform inside a formal school setting. I think I belong here. But if my future kids want to study through that, I will let them do so.
-Melbert Tizon
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