The Commission on Higher Education (CHED) and the Department of Education (DepEd) face mounting criticism over their proposed "Reframed GEC" and "Strengthened SHS" curricula, which eliminate core subjects like Ethics, Understanding the Self, and Art Appreciation. Critics argue that these changes prioritize competency-based skills at the expense of holistic human development.
Loss of Foundational Subjects
Under the new framework, Ethics, Understanding the Self, and Art Appreciation are no longer standalone courses. Instead, their contents are integrated into competency-based modules. Opponents contend that this shift reduces education to mere skill acquisition, neglecting the formation of moral character, self-identity, and aesthetic sensibility.
Philosophical Concerns
The Philosophical Association of the Philippines (PAP) has issued a strong statement opposing the changes. They argue that the curriculum reflects a "mechanization of Filipino man," where individuals are valued only for their productivity. This echoes dystopian visions from novels like George Orwell's 1984 and Yevgeny Zamyatin's We, where conformity and loss of humanity prevail.
Holistic Education Under Threat
The 1987 Philippine Constitution mandates "total human liberation and development" (Article II, Section 17). PAP emphasizes that education must be holistic, not merely competency-based. They reference Pope John Paul II's framework for formation: human, spiritual, intellectual, and pastoral. Removing the humanities undermines this balance.
Call to Action
Philosophy students, educators, and intellectuals are urged to respond. While PAP has addressed constitutional and pedagogical arguments, deeper philosophical refutation is needed. The debate highlights a fundamental question: should education shape productive workers or fully realized human beings?
