понедельник, 15 апреля 2019 г.
What Are You Made of, the Role of Faith in Social Identity Essay Example for Free
What Are You Made of, the Role of conviction in Social Identity EssayWhat argon you made of? This is truly a difficult move to answer if virtuoso would re exclusivelyy take the time to ponder it. How would you arrive at the conclusion of describing who you are and the things you recall in? What are the things that made you as an individual? Inevitably, in that location will be several(prenominal) social, spiritual, and political issues that one may mother to battle with to arrive at a sound conclusion. vitality is complex and that is a certain fact. The complexity life offers for various people with polar political affiliations, religious views, and socioeconomic status may be one arena of conflict.How will these differences be reconciled by the government who must develop national consciousness among its citizens? How will the Philippines become united amidst of these cultural differences? It is similarly the same question for the people, are they willing to comprom ise their determine and beliefs for the unity of the country? These are questions which have no certain answers. For years now, there have been efforts made by the government and pedagogicsal institutions that are geared towards resolving this conflict.However, it will take time before the country would experience such desired changes. The Philippines is a largely diverse country. Not only is the country multicultural, it is in any case multilingual. This situation makes it all the much difficult for the upbringingal frame to cater to the different needs of each sector. On the national level, the incision of Education has issued memorandums pertaining to generic programs addressing these issues. However, the lack of material resources and the lack of interest from stakeholders are the factors responsible for hampering envisioned improvements. man on the federation level, there are as well initiatives from the teachers themselves who make their own changes and adaptations d epending on the needs of their students. By the age of four, roughly Philippine children go to school to study. They learn about their own individualism and the roles as expected from their soulfulnessal identity, their being Filipino and duties of citizenship, the community they live in, and certain cultural beliefs and determine. All these form the trigger of their beliefs about their identity and the country at large. This indoctrination goes on until college.From here we can see that the life of one student is virtually fashioned inside the school. Thus, the school can be said to be a breeding ground where various social identities are shaped. And so the question now is, How will schools posture Filipino identity? and at the same time reconcile it with other social identities such as ethnicity and religion without marginalizing cultural or religious beliefs. This put to work of molding holds much splendor for educators because I recall that one of the most significan t functions of Philippine program line is to inculcate Filipino identity and nationalist consciousness.As a teacher, I believe that a persons religion bears so much importance in how that person thinks and behaves in the social context. It serves as the guiding light or reference signify as to which decisions regarding experiences are based. Seeing that the Philippines has several religions, it becomes one social divider in the nation. Believers of certain religious belief have their own teachings that should be strictly adhered to regarding the political body and cultural beliefs and practices that may sometimes cooccur with the rules of the state.For instance, believers of Jehovahs Witnesses do non pledge the Panatang Makabayan because they believe that they should only place their faith or for that matter, state their allegiance in the god that they serve. Moreover, I believe that religion really matters for the majority of the Filipinos. And this is the outset of conflict s, discrimination, and prejudice between Christians and Non-Christians that are manifested in different areas such as the political and economic administration. The value certain groups of communities hold are important for them that they desire the next generation to also believe to these values.In addition, cultural practices are also passed on from generation to generation. This process is evident in the articles discussed in folk where indigenous peoples argue for a system of statement in which traditional noesis should be include and given more emphasis. More so, the lessons provided by the humankind education system are starkly different from indigenous cutledge systems and practices. This creates a conflict because the significant values and practices are non learned by the youth of the community. Hence, elders develop apprehension toward the public school system.Although they acknowledge the beneficial effects of having to go to school, what matters most for them is t he sustainable ripening of values and traditional cultural beliefs and practices of their ancestral community. This case is also similar with Islamic education. There is a problem for Muslims in Mindanao pertaining to the choice of schools for their children. For Muslims, spiritual growth in their childrens religious faith is a more important factor in choosing a school. However, Islam is not a motif offered in the public school system.As a conclusion, I think that the belief and value system is the most important factor in the formation of social identities. An individuals social identity is intimately tied to the religion he is a share of. This also becomes the primary basis for the upgrade development of his social identity. Because of these conflicts, educational institutions have been classified into sectarian and non-sectarian to cater to the different needs of their clients. Parents who are Catholics want their children to study in a Catholic school to ensure that their children would grow up with values they believe in.Furthermore, members of Iglesia Ni Cristo also do the same as well as members of the Christian community. This system is also the same for nationalities. Chinese parents prefer to enroll their children into Chinese schools. Muslim parents prefer to enroll their children to Madrasah. base on this observation, membership to certain groups or having to identify with a groups belief and values system becomes one important factor in parents decision regarding their childrens education.Thus, educational institutions become an element in the processes of indoctrination of certain beliefs and practices that may marginalize other religion and cultural practices. Inevitably, they also reproduce active social structures that up to the usher in time is unfair for many. Another problem with the present curriculum is its extrusion of local knowledge systems that bears much significance with the countrys indigenous peoples or with a ill-temp ered group. In my opinion, the curriculum had put too much emphasis on orbiculate literacy or retentiveness at par with international standards.There is nothing wrong with this proposition. The only problem is that local knowledge systems have been marginalized for a long time which should have been a part of the curriculum in the firstborn place. One goal of Philippine education is to mold the Filipino identity in its students. If this is the goal, then it also follows that local history and cultural beliefs and practices should be an important part of the curriculum beginning in the elementary. The present curriculum has the Makabayan subject (Sibika at Kultura and Heograpiya, Kasaysayan, Sibika) as one way of teaching studentsPhilippine culture and history. In spite of this, I think some of indigenous knowledge systems and practices are important so it should be included in the national curriculum. The inclusion would make students understand and appreciate more their being Fi lipino and would be exposed to various local histories and cultures. Hence, they would become appreciative of the diversity of Filipino cultures. I also think that the national curriculum is a colonial make-up of foreign education.The current system of education here in the Philippines especially the private schools are more inclined to producing students who are equipped with the skills unavoidable for globalization but are alien to their own country. Yes, academic and professional competence in the global village can be beneficial to the country in terms of economic advancement. However, the problem is that there is no balance between what Filipinos truly are as a race and what they need to know as part of a larger global community.As an observation, I think that students nowadays are not rooted in their own culture and history as Filipinos. Most often than not, the variant of students schools produce have a mentality of a foreigner. In school, they learn extensively of a compo nent part of things such as world histories, architecture, literature, famous scientists, etc. Although they study Philippine history and literature, what they learn is, again, the generics or the mainstream which can be discriminating against indigenous peoples and Muslims history and culture. And this is both a danger and challenge for Philippine society.The government does not want to produce generation of students who are not rooted in the Filipino culture. So they have to adapt to the needs of the different sectors present in Philippine society. For the country, an individuals rootedness in his own culture is much needed by the country because this is one way of inculcation nationalist consciousness. This can be done gradually through shaping of a Filipino identity beginning in the elementary grades. Moreover, this shaping process should be meaningfully linked to a persons religious belief and value system.Because of this, I believe that the end result would be better. When ed ucation can establish a meaningful bridge between Filipino identity and a communitys religion, more and more Muslims and indigenous peoples would develop a feel of being a Filipino finally a part of the collective imagining of the nation. In my opinion, the reason for the Muslims apprehension toward the public school system and the nation as a whole is that they do not feel the sense of belongingness because the Philippine government has not been responding to their needs and rights to education.Since Islam is a vital part of their lives and unfortunately, the public school system does not offer this as a subject, they prefer to enroll their children in Madrasah that do not develop Muslims national consciousness of being a Filipino. Therefore, students who finish from these schools grow up to be Muslims and not Filipino. Likewise, I believe that the national curriculum is not a generic or a one-size-fits-all process of education. The Department of Education and teachers as well can not just prescribe a general program of education to students who are socially differentiated with each other.If the Philippines want to envision the Filipino race as having a nationalist consciousness and wanting each and everyone to be part of the collective imagining of the nation, then it is better for the education sector to acknowledge different local languages, ethnic groups, indigenous knowledge system and practices, and religions. I believe that through this acknowledgement and inclusion, indigenous peoples and Muslims would gradually learn and love to be a part of this country.A persons social identity is so much affected by the socio-cultural milieu. As a teacher, I should be aware of my students background so I could help them in strengthening the development of their identity as Filipino, as a member of a religious community, and as a member of a group. All these contribute to the formation of a persons social identity and not one should be left out. Being to identify w ith a group and having a sense of belongingness all contribute to an individuals over-all well-being and the nations well-being too.