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MODULE 1 OVERVIEW ON CIVIC EDUCATION
Training Objectives 1. 2. 3. '. *.
Defin Define e Civi Civic c Edu Educa catio tion. n. Identify Identify the the three (3) (3) essential essential co!on co!onents ents of civic civic educati education. on. "rese "resent nt the #$%" #$%" La& La&. Identify Identify the aende aendents nts of of the #$%"I #$%"I.. Discus Discuss s the value value and releva relevanc nce e of the #atio #ationa nall $ervi $ervice ce %raini %rainin+ n+ "ro+ra "ro+ra to the
society. ,. "oin "ointo tout ut the the si+n si+nif ific ican ance ce of the the #$%" #$%" La& La& to stud studen ents ts-- role role as !roa !roact ctiv ive e and and !roductive youth of this #ation. Duration %hree (3) ours Relevance to the Society Onesel! ead the "ara/le of the 0ood $aaritan and ans&er the follo&in+ uestions. rite your ans&ers ans&ers on the s!aces s!aces !rovide !rovided. d. our res! res!on onse ses s &ill &ill /e chec chec4e 4ed d usin usin+ + the the ru/ ru/ric ric !res resented ted at the end of this odule. "arable o! the #oo$ Sa%aritan 5 6e&ish an &as travelin travelin+ + fro 6erusale 6erusale do&n do&n to 6eric 6ericho ho77 and and he &as attac4ed attac4ed /y /andits /andits.. %hey %hey stri! stri!!e !ed d hi of his his clothes7 /eat hi u!7 and left left hi half half dead dead /esid /eside e the road. 8y chan chance ce a !rie !riest st cae alon+. 8ut &hen he sa& the an lyin+ there7 he crossed to the other side of the road and !assed hi 1
/y. 5 %e!le assistant &al4ed over and loo4ed at hi lyin+ there7 /ut he also !assed /y on the other side. %hen a des!ised $aaritan cae alon+7 and &hen he sa& the an7 he felt co!assion for hi. 0oin+ over to hi7 the $aaritan soothed his &ounds &ith olive oil and &ine and /anda+ed the. %hen he !ut the an on his o&n don4ey too4 hi to an inn7 &here he too4 care of hi. %he ne9t day he handed the inn4ee!er t&o silver coins7 tellin+ hi7 :%a4e care of this an. If his /ill runs hi+her than this7 I-ll !ay you the ne9t tie I- here.; 1. o& do you feel after readin+ the !ara/le< hy< ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== 2. hat do you thin4 is the theatic concern of the !ara/le< ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ==============================================================
3. hich aon+ the !riest7 te!le assistant and $aaritan is a nei+h/or to the in>ured an< hy do you say so< ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== '. 5fter readin+ the !ara/le and usin+ the !icture /elo&7 &hat have you reali?ed<
2
============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== "rocessing &ee$bac' It is i!erative to every deocratic nation to eui! their !eo!le and a4e the accounta/le to every national issue and concern. 8uildin+ a deocratic nation eans /uildin+ a deocratic society. It is &here each and every e/er of the society7
youn+
and
old7 are
!re!arin+
for
citi?enshi! and to ta4e !art in civic life (8ranson and @ui+ley 2). Aurtherore7
6ennifer
eit/er+en
McCrac4en7 an inde!endent international e9!ert and
researcher
on
environent
and
develo!ent7 defined civic education as citi?en 3
education or deocratic education. It ust !rovide inforation and learnin+ e9!eriences to eui! and e!o&er citi?ens to !artici!ate in deocratic !rocesses. %here are several fors &hich it ay /e delivered such as classroo/ased learnin+7 inforal trainin+7 e9!eriential learnin+ and ass edia ca!ai+ns (1)
5lso7 it is to sustain our constitutional deocracy (8ranson and @ui+ley 2). 5le9is de %oueville said :each ne& +eneration is a ne& !eo!le that ust acuire the 4no&led+e7 learn the s4ills and develo! the dis!ositions or traits of !u/lic and !rivate character. (as cited in 8ranson and @ui+ley 2).; Civic
education
has
three
different
eleentsB
civic
4no&led+e7 civic s4ills and civic dis!osition (eit/er+en McCrac4en 1 and 8ranson and @ui+ley ') Civic 4no&led+e is a/out citi?ens-s understandin+ on varied !olitical issues and concerns !olitical syste and their !olitical and civic ri+hts and o/li+ations. Moreover7 it includes ideals7 values7 and !rinci!les &hich ay /e used as criteria to >ud+e the eans and ends of +overnent and soe civil society oveents. Instruction !rootin+ civic 4no&led+e should include "hili!!ine Inde!endence7 the Constitution !articularly the "rea/le and the 8ill of i+hts. Each "ili!ino ust understand that it is their ri+ht and res!onsi/ility to e9!ress o!inion and ideals /ounded to restrictions to cast vote and elect !u/lic officials to run in !u/lic office and to res!ect the rule of the la& and the ri+hts and interest of others. Civic s4ills refer to citi?ens-s a/ility to analy?e7 evaluate7 o!!ose and defend !ositions on !u/lic issues and utili?e their civic 4no&led+e in !artici!atin+ to different !olitical and social or civic !rocesses. It also includes critical thin4in+ s4ills &hich are essential for infored7 effective7 and res!onsi/le citi?enshi!. %he #ational $tandards for Civics and 0overnent and the Civic Arae&or4 for the 1 #ational 5ssessent of Educational "ro+ress (#5E") classify these s4ills as identifyin+ and descri/in+ e9!lainin+ and analy?in+ and evaluatin+7 ta4in+ and defendin+ !ositions on !u/lic issues.
4
0ood civic education ais to develo! critical thin4er citi?ens. Each citi?en ust 4no& ho& to carefully identify and descri/e lan+ua+e7 sy/ols7 and functions. 5lso7 citi?en should 4no& ho& to e9!lain and analy?e !rocesses and functions in the +overnent and society as a &hole. Lastly7 each ust develo! sound decision a4in+ &hich entails the a/ility to evaluate and defend each >ud+ent. Civic dis!ositions !ertain to citi?en traits necessary for deocracy. %his includes tolerance7 !u/lic s!iritedness7 civility7 critical indedness and &illin+ness to listen7 ne+otiate and co!roise.
In #ational Civics
addition7
the
$tandards
for
and
0overnent
identified and descri/ed the dis!ositions !rivate
or
traits
and
of
!u/lic
character. %hose are as follo&B
8ecoin+
an
inde!endent
e/er of the society. 5ssuin+ the !ersonal7 !olitical7 and econoic res!onsi/ilities of a citi?en. es!ectin+ the individual &orth and huan di+nity. "artici!atin+ in !u/lic affairs in a thou+htful anner. "rootin+ the healthy functionin+ of deocracy. Deliverin+ civic education should /e a >oint effort of educational institutions across levels
and
sectors
counity
or+ani?ations
non+overnent
or+ani?ations
faith/ased
or+ani?ations international develo!ent or+ani?ations edia or+ani?ations !rivate sector andFor +overnent a+encies (eit/er+enMcCrac4en 2). Li4e&ise7 edia can /e very influential in !rootin+ and deliverin+ civic education. 8elo& are the !ossi/ilities on ho& edia can hel! facilitate civic education.
aisin+ !u/lic consciousness a/out social and !olitical issue. educin+ issues to choices to sho& the clear alternatives. 5
i+hli+htin+ the core values and any conflictin+ values /ehind each choice and
decision. $!ellin+ out the costs and conseuences of each choice. 8rid+in+ the e9!ert!u/lic +a! /y translatin+ technical >ar+on into clear lan+ua+e and
hi+hli+htin+ !u/lic o!inion. Aacilitate de/ate aon+ the different +rou!s. In the "hili!!ines7 a country &ith G71HG islands and &ell diverse in ters of lan+ua+e7 culture and ideolo+y7 decided to have a lea! of action to&ards the very sae +oal of civic education follo&in+ the oldest and ost deocrati?ed country of the &orld. %hat is to /uild a culture of +ood citi?enshi! and +ood +overnance aon+ its !eo!le. %his oveent started in tie of eorial &hen Dr. 6ose i?al stated &ith conviction :5n+
4a/ataan an+ !a+asa n+ /ayan;. %hou+h no& considered a clichJ7 Dr. 6ose i?al-s stateent &as !roven tie and a+ain to /e true. %he dynais of the youth7 +uided /y the &isdo of those &ho have +one ahead of the7 is a !otent tool in /uildin+ a nation. %eachin+ the a/out their civic duties and inculcatin+ in the the value of volunteeris7 the Aili!ino youth could /e one !o&erful over &aitin+ to /e launched. ith their inherent !ositive traits7 the Aili!ino youth could /e +lo/ally !henoenal. %he 0overnent7 &ith a !ur!ose of e/odyin+ the !hiloso!hies of the "hili!!ine Constitution7 ade a le+islation throu+h the !assa+e of e!u/lic 5ct 1,37 other&ise 4no&n as the #ational $ervice %rainin+ "ro+ra (#$%") 5ct of 2HH1 &hich focuses on the youth-s !ivotal role as a !otent force in /rin+in+ a/out develo!ent in the Country. In this 5ct7 the $tate reco+ni?es the vital role of the youth in nation/uildin+ thus7 it shall !roote and !rotect their !hysical7 oral7 s!iritual7 intellectual7 and social &ell/ein+. It shall inculcate in the youth !atriotis and nationalis7 and shall encoura+e their involveent in !u/lic and civic affairs.
6
%he #$%" 5ct su!erseded e!u/lic 5ct #o. GHGG (Citi?en 5red Aorces of the "hili!!ines eservist 5ct) &hich created the eserve Aorce7 !rovidin+ the /ase for the e9!ansion of the 5red Aorces of the "hili!!ines throu+h the eserve Officer-s %rainin+ Cor!s (O%C) that andates ilitary trainin+ aon+ students enrolled in colle+es7 universities7 and other siilar institutions of learnin+. %he !riary o/>ective of #$%" is to hi+hli+ht the role of the youth in /uildin+ a stron+ e!u/lic7 invo4in+ +ender euality and develo!ent throu+h the inclusion of feale students in national service trainin+. 5s such7 it ais to develo! the youth to /ecoe civic or ilitary leaders and volunteers throu+h a odified7 restructured and reinforced trainin+ !ac4a+e &hich includes leaders and volunteers &ho could /e called u!on /y the nation in instances that &ill &arrant their services7 es!ecially in the event of disasters or eer+encies. #$%" as a for of citi?enshi! trainin+7 !rovides the students the o!!ortunity to deonstrate !ractical and functional 4no&led+e as &ell as life s4ills7 !articularly !ro/lesolvin+ and decisiona4in+. 5fter studyin+ civic education7 &atch the "U"#$%" video titled :5n+ Ka/ataan an+ "a+asa n+ 8ayan; and ans&er the follo&in+ uestions. our res!onses &ill /e chec4ed usin+ the ru/ric !resented at the end of this odule. 1. hat is civic education< ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ==============================================================
2. o& any eleents does Civic Education have< hat are these eleents< Discuss the co!onents accordin+ to its !ur!ose and students- role and o/li+ation. ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== 3. hat is #ational $ervice %rainin+ "ro+ra< o& is it related to Civic Education< ============================================================== ============================================================== 7
============================================================== ============================================================== ============================================================== ============================================================== '. hat are the ualities that #$%" inculcates aon+ the youth< ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== *. hat are the roles of the youth that the $tate7 throu+h .5. 1,37 reco+ni?es and !rootes< ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ,. 5fter !rovidin+ ans&ers to uestions one to three7 ho& do you find the i!ortance of .5. 1,3 or #$%" La& in your everyday e9!eriences< ============================================================== ============================================================== ============================================================== ============================================================== ============================================================== ==============================================================
Class Dyna%ics "oster Ma4in+ 5ctivity Directions( 8e a !art of a +rou! &ith 1* e/ers and you &ill /e a4in+ a !oster that &ill hi+hli+ht the co!onents of #$%". %he !oster ust e9e!lify the value and relevance of each #$%" co!onent to the society and oneself. It ust /e creative and innovative realistic and s!ecific. #enerali)ation estate the trainin+ o/>ectives and e9!lain if the they &ere achieved. 8e very s!ecific as !ossi/le. ============================================================== ============================================================== ============================================================== 8
5ll @uestions leadin+ to the relevance to the society or oneself &ere elevance to ans&ered the $ociety or clearly all are Oneself >ustifia/le. 0raar and echanics &ere o/served !ro!erly.
5ll and nearly all #early all 5lost all @uestions uestions leadin+ uestions leadin+ leadin+ to the to the relevance to to the relevance to relevance to the the society or the society or society or oneself &ere oneself &ere not oneself &ere ans&ered. ans&ered. ans&ered 5cce!ta/le clearly soe +raatical and &ere >ustifia/le. echanical errors. 0raar and echanics found to have inial errors.
"rocessin+ Aeed/ac4
5ll @uestions &ere ans&ered clearly all are >ustifia/leF correct. 0raar and echanics &ere o/served !ro!erly.
5ll and nearly all #early all &ere 5lost all &ere ans&ered ans&ered. uestions &ere not clearly soe 5cce!ta/le ans&ered. &ere >ustifia/leF +raatical and correct. echanical errors. 0raar and echanics found to have inial errors.
Class Dynaics
%he !oster e9e!lified the value and relevance of each #$%" co!onent to the society and oneself. It is creative and innovative realistic and s!ecific.
%he !oster e9e!lified the value and relevance of t&o out of three #$%" co!onents to the society and oneself. It is creative and innovative realistic and s!ecific.
%he !oster e9e!lified the value and relevance of t&o out of three #$%" co!onents to the society and oneself. It is less creative and innovative unrealistic and uns!ecific.
%he !oster e9e!lified the value and relevance of one out of three #$%" co!onents to the society and oneself. It is less creative and innovative unrealistic and uns!ecific.
0enerali?ation 9
5ll uestions &ere ans&ered clearly all are >ustifia/le. 0raar and echanics &ere o/served !ro!erly.
5ll and nearly all #early all 5lost all uestions &ere uestions uestions leadin+ ans&ered soe &ere ans&ered. to the relevance to >ustifia/le. 5cce!ta/le the society or 0raar and +raatical and oneself &ere not echanics found echanical errors. ans&ered. to have inial errors.
Overall $core 5da!ted fro osales7 Ma. 6unitheser D. and Mila+rina 5. 0oe?. Aield $tudy 1 ManualB %he Learner-s Develo!ent and Environent. "hili!!inesB 5llen 5drian 8oo4s7 2H11. Wor's Cite$ 8OOK$ 8ucao7 5velina C.7 Mely M. "adilla and 5alia C. osales. Modules in National Service Training Progra- Civic Welfare Training Service. ManilaB "olytechnic University of the "hili!!ines7 2HH La/u+uen7 Alorida C. et al. Understanding the National Service Training Program: A Modular Worktet for NSTP ! . Mala/on CityB Mutya "u/lishin+ ouse7 2H12
osales7 Ma. 6unitheser D. and Mila+rina 5. 0oe?. Aield $tudy 1 ManualB %he Learner-s Develo!ent and Environent. "hili!!inesB 5llen 5drian 8oo4s7 2H11.
