DAMAGED CULTURE

August 3, 2024 Educator's Corner

Agueda A. Pal-iwen

In recent years, the concept of a “damaged culture” has become a focal point in discussions about various societal issues, particularly within the realm of education. As educators, we often witness the multifaceted impacts of cultural degradation, especially within the Philippine educational system. This issue affects more than just academic performance; it also influences student behavior, societal values, and the overall quality of education. In an era where global trends and local challenges intersect, it is crucial for us to understand and address the elements contributing to a damaged culture.

However, how do we, as teachers already struggling with limited resources and overwhelming responsibilities, begin to tackle this complex issue? Navigating the Philippine educational landscape feels like a constant balancing act, involving everything from integrating technology and digital literacy to preserving cultural identity amid globalization. Many of us strive to impart not only knowledge but also the values that underpin a robust and ethical society. The shift to online learning during the COVID-19 pandemic showcased our adaptability but also highlighted the digital divide and underlying socio-economic disparities.

These challenges beg the question: how can we bridge these gaps when we ourselves are grappling with the demands of the job? The Department of Education’s updated K to 12 Curriculum emphasizes the integration of holistic
development alongside academic subjects. This approach includes not only traditional academic rigor but also a focus on social and emotional learning, values education, character development, and social skills. The curriculum has been revitalized to include “peace competencies” and strengthen literacy and numeracy programs, reflecting a broader trend toward developing well-rounded students equipped with both intellectual and interpersonal skills (DepEd). While these initiatives are promising, the reality of implementing such a curriculum often falls short due to inadequate resources and support.

Recognizing the role of educators as catalysts for transformation is essential, yet it can feel like an overwhelming responsibility. Fostering a culture of critical thinking, empathy, and resilience in students is crucial. However, achieving this amidst our own challenges requires reflective practices, innovative teaching methodologies, and a commitment to inclusivity. The question remains: is this enough? Creating an environment where students can critically engage with their cultural heritage while embracing modernity is another significant challenge. Integrating lessons on cultural appreciation, respect for diversity, and the impact of globalization can help students develop a nuanced understanding of their identity and role in society.

However, doing this effectively requires adequate resources and support, which are often lacking. Encouraging community involvement and collaboration with local cultural organizations can enrich the educational experience, grounding students in their heritage while preparing them for global citizenship. Yet, how can we foster these connections when our own schedules are already overloaded? Addressing systemic issues such as poverty, inequality, and lack of resources is crucial for creating a conducive learning environment. Policymakers and educational leaders must work together to ensure that all students, regardless of their socio-economic background, have access to quality education.

But as teachers on the front lines, how do we advocate for these changes while managing our daily classroom
struggles? This includes advocating for investment in infrastructure, adequate training for teachers, and ensuring that educational materials are relevant and inclusive. Are these systemic changes truly within our reach, or do they remain distant goals? In summary, the concept of a damaged culture within the Philippine educational landscape highlights the interconnectedness of education, societal values, and cultural identity.

As educators, we play a crucial role in this dynamic, but the path forward is challenging and fraught with obstacles. By embracing a holistic approach to education that incorporates cultural heritage and modern advancements and addressing systemic inequalities, we can work towards repairing the cultural rifts that hinder progress. The journey to mending a damaged culture is daunting, but with concerted efforts and a commitment to positive change, it is a goal within our reach. The question we must ask ourselves is: can we, as educators, rise to the challenge and make a lasting impact?