Education for Sustainable Development: Curricular
Analysis of K to 12 education curriculum in the
Philippines (Grade 7-12)
Key Readings
Introduction
Education
As a major component of well-being, and thus development in
general, human development refers to the attainment of a long and
healthy life, a rise in knowledge and education, and growth in
economic productivity (Kates, 2010). For many years, education has
been acknowledged as a vital factor in addressing environmental and
sustainability issues and ensuring human well-being (ICSU, ISSC, 2015).
Education
Education is essential for a satisfying and rewarding life and also
essential to the broader concept of expanded human capabilities that
lie at the heart of the meaning of development. In addition, education
is recognized as a key ingredient for a developing country to absorb
modern technology and to develop the capacity for self-sustaining
growth and development (Todaro & Smith, 2006).
Education
Enhanced quality education is viewed as necessary for further
progress across all dimensions of sustainable development. Enhanced
quality education does not only open wider employment opportunities
but also gives people the skills and values in addressing the gap
between human development and planetary boundaries (Institute for
Global Environmental Strategies, 2014).
What is Education for Sustainable
Development (ESD)?
ESD is education for social transformation with the goal of
creating more sustainable societies. ESD touches every aspect of
education including planning, policy development, programme
implementation, finance, curricula, teaching, learning, assessment,
administration. ESD aims to provide a coherent interaction between
education, public awareness, and training with a view to creating a
more sustainable future (UNESCO, 2012).
Characteristics of ESD (UNESCO, 2005)
ESD has essential characteristics that can be implemented in many
culturally appropriate forms. ESD:
• is based on the principles and values that underlie sustainable
development
• includes all three spheres of sustainability – environment, society,
and economy – with an underlying dimension of culture
• uses a variety of pedagogical techniques that promote participatory
learning and higher-order thinking skills
• promotes life-long learning
Characteristics of ESD (UNESCO, 2005)
ESD has essential characteristics that can be implemented in many
culturally appropriate forms. ESD:
• is locally relevant and culturally appropriate
• is based on local needs, perceptions and conditions, but
acknowledges that fulfilling local needs often has international effects
and consequences
• engages formal, non-formal and informal education
• accommodates the evolving nature of the concept of sustainability
Characteristics of ESD (UNESCO, 2005)
ESD has essential characteristics that can be implemented in many
culturally appropriate forms. ESD:
• addresses content, taking into account context, global issues and
local priorities;
• builds civil capacity for community-based decision making, tolerance,
environmental stewardship, workforce adaptability and quality of life;
• is interdisciplinary: no single discipline can claim ESD for itself alone,
but all disciplines can contribute to ESD.
SDG 4: Quality Education: Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all
Education is the key that will allow many other Sustainable Development Goals
(SDGs) to be achieved (1) they can break from the cycle of poverty, (2) reduces
inequalities and help reach gender equality, (3) empowers people everywhere to
live more healthy and sustainable lives, and (4) crucial to fostering tolerance
between people and contributes to more peaceful societies.
SDG 4 targets are more focused on ensuring gender equality in
education, equal access to education for boys and girls as well as to the
extremely poor and persons that are differently able, their indicators
include statistics on literacy rate, number of available teachers and
enrollment data, rather on the curriculum content of educational
programs.
Enhanced K to 12 Basic Education Program
The objective of the program is to be able to produce more productive and responsible citizens
equipped with the essential competencies and skills for both life-long learning and employment.
The K to 12 program specifically intends to decongest curriculum, to prepare students for
higher education, to prepare students for labor markets and to comply to global standards
K-12 Model: kindergarten, six years of elementary education, four years of junior high school
(Grades 7-10), and two years of senior high school (Grades 11-12)
K to 12 Model
Under K to 12, the official school age for kindergarten is five years old, 6 to 11 years old for
elementary (Grades 1 to 6), 12 to 15 years old for junior high (Grades 7 to 10), and 16 to 17 years
old for senior high (Grades 11 to 12).
The curriculum in Grades 11 and 12 will allow specializations in science and technology, music
and arts, agriculture and fisheries, sports, business and entrepreneurship
As of today, universal kindergarten has already become mandatory beginning school year (SY)
2011-2012. The new curriculum for Grade 1 and first-year Junior High School (Grade 7 JHS)
students were already implemented this SY 2012-2013. By SY 2018-2019, all students would have
already finished 12 years of basic education before they enter college.
Statement of the problem
Despite the recognized link between education and
development, there are still unclear explanations on the link between
sustainable development and education. Murphy (2012) cited that
although education is presented as a key social indicator in
international SDIs (sustainable development indicator sets), these
indicator sets did not include any measurements so as to measure
commitment to education for sustainable development (ESD) and/or
environmental awareness, since education is always viewed in terms of
its social and economic benefits (Sterling, 2015). This weakness thus
calls for a greater need of raising awareness on sustainability to be
included in the education curriculum.
Statement of the problem
In the Philippines, there are no exact records of ESD in the newly
implemented K to 12 curriculum. That is, the importance of education
for sustainable development must target not only the delegates of
different nations in international conventions on sustainable
development but also reach the educational community and the
general public. Moreover, quality primary and secondary education
coined in Sustainable development goal number four, ensuring
inclusive and equitable quality education and promote life-long
learning opportunities for all, need to be linked explicitly to sustainable
development, leading to effective learning outcomes relevant to
sustainable development and sustainable living.
Objectives
• To present the link between quality education and sustainable
development.
• To discuss sustainable development goal number 4: Ensure inclusive
and equitable quality education and promote life-long learning
opportunities for all.
• To evaluate whether the four-dimensional model of sustainability is
applied in K-12 education curriculum (per subject assessment,
Grade7-11)
• To present policy recommendations regarding education for
sustainable development in the k12 curriculum
Scope and limitations
The study uses the four- dimensional model of sustainability in
reviewing the K to 12 curriculum in the Philippines and only covers
grades 7-12 (Junior and Senior High School). For Junior High School, 8
subjects were reviewed including Mathematics, English, Science, Aral-
Pan, MAPEH, Edukasyon sa Pagpapakatao, and TLE. On the other hand,
only the academic strand of the Senior High School program was
evaluated. Curriculum review was conducted on each strand (ABM,
HUMSS, GAS, STEM) based on three groups of courses (core subjects,
specialized and applied subjects).
Methodology
Past studies (published journal articles), policy briefs, SDG
handbooks, studies about K to 12 in the Philippines, and textbooks
about theories on development, quality education and sustainable
development goals are reviewed. Data, theories and concepts from
these literatures are utilized as foundations to different arguments in
this term paper. Furthermore, curriculum guide per course/subjects on
Gr 7-12 of the K to 12 program by DepEd were assessed to check the
inclusion of the four dimensions of SD on each learning standards.
Framework of Analysis
The curriculum review is similar to what O’Byrne et. al. did
(Reading # 4). It is also tied up on the four-dimensional model of
sustainability. Each subject/courses were reviewed based on its
respective learning content, standard and course description. The study
highlighted those areas which tackle the social, cultural, economic, and
environmental dimension of sustainable development.
After identifying the concepts related to 4 dimensional model of
SD on each subject/course, these concepts will be identified whether it
is a foundational concept (to sustainability) or a sustainability concept.
FOUNDATIONAL
CONCEPT
SUSTAINABILITY
CONCEPT
The four-dimensional model of sustainability
Economic Dimension Ecological Dimension
Caring economy; recycling economy; material flow Efficient use of resources; nature’s rhythms
management; environmental management system; (regeneration, “propertime); biodiversity; ecological
environmentally friendly, innovative technologies; lifecycle systems; regenerative energy; precautionary
eco-design (operating life, disposability, aesthetics); principle; avoiding ecosystem degradation (reducing
prices reflecting ecological and social costs; polluter- pollutants, emissions, waste)
pays principle; regional and local marketing networks;
fair trade
Social Dimension Cultural Dimension
Promoting human health; equal rights to the use of Ethical verification; sustainable lifestyle; holistic
natural resources and to development; intrasocial perception of nature; aesthetic perception of
justice; accounting for the interests of future sustainable development; local cultural diversity of
generations; democratization; participation of all paths to sustainable development; traditional
population groups in all areas of life, networks, knowledge; experience of time; material culture;
livelihood through work consumer awareness; local community; international
exchange; global responsibility; cosmopolitan culture
Foundational vs Sustainability Concepts
(UNESCO ESD Sourcebook)
• foundational concepts – concepts that are foundational to
understanding sustainability
Ex. The flow of energy through an ecosystem.
• sustainability concepts- concepts directly related to sustainability
Ex. Human impact on ecosystems.
ESD Curriculum Review Matrix
Subject/Course Themes/concepts related to sustainable development based on Course S C Ec En
Description, Learning Standard and/or Content Standard
Earth Science The flow of energy through an ecosystem. FC
Human impact on ecosystems SC SC SC SC
FC- Foundational Concept
SC- Sustainability Concept
Results and Discussion
ESD in the Philippines (Country Reports on ESD by UNESCO)
• The National Environmental Awareness and Education Act (2008)
- mandates all relevant agencies to integrate environmental
education in its school curricula at all levels (including in day care,
preschool, non-formal, technical vocational, professional level,
indigenous learning and out of school youth courses)
- agencies involved: DENR, DepEd, CHED, TESDA
ESD on Philippine Education Curricula
(before K to 12)
• Curriculum Mapping and Integration of Lifelong Learning for
Sustainable Development in the Pre-school Level (NatCom)
• Modules, lesson exemplars and resource materials on disaster risk
reduction and climate change
- Safe Schools Program (2007)
- Eco-Kids (climate change, energy conservation, waste
management) (2008)
ESD on Philippine Education Curricula
(before K to 12)
- Mainstreaming Disaster Risk Reduction in the Secondary
Curriculum (2010)
- Lesson Exemplars for Science I and Social Studies I
- Teacher/Student Modules for Science I and Social
Studies I
ESD in the K to 12 Curricula
K to 12
Grade 1-10
Subject Themes/concepts related to sustainable development based on Course Description, Learning
Standard and/or Content Standard
S C Ec En
Fililpino Naipamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at
pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at akdang rehiyunal
upang maipagmalaki ang sariling kultura; akdang pampanitikang pambansa upang maipagmalaki ang FC
kulturang Pilipino; saling-akdang Asyano upang mapatibay ang pagkakakilanlang Asyano.
Naipamalas ng mag-aaral ang kakayahang komunikatibo, mapanuring pag-iisip, at pag-unawa at
pagpapahalagang pampanitikan gamit ang teknolohiya at iba’t ibang uri ng teksto at saling-akdang
pandaigdig tungo sa pagkakaroon ng kamalayang global
Araling Naipamamalas ang malalim na pag-unawa at pagpapahalaga sa:
Panlipunan - kasaysayan, kultura, lipunan, pamahalaan at ekonomiya ng mga bansa sa rehiyon tungo sa
pagbubuo ng pagkakakilanlang Asyano at magkakatuwang na pag-unlad at pagharap sa mga hamon SC SC SC SC
ng Asya
- mga pandaigdigang hamon sa sangkatauhan sa kabila ng malawak na pagkakaiba-iba ng heograpiya,
kasaysayan, kultura, lipunan, pamahalaan at ekonomiya tungo sa pagkakaroon ng mapayapa, maunlad
at matatag na kinabukasan
- pangunahing kaisipan at napapanahong isyu sa ekonomiks gamit ang mga kasanayan at
pagpapahalaga ng mga disiplinang panlipunan tungo sa paghubog ng mamamayang mapanuri ,
mapagnilay, mapanagutan, makakalikasan, produktibo, makatarungan, at makataong mamamayan ng
bansa at daigdig
- kontemporaryong isyu at hamong pang-ekonomiya, pangkalikasan, pampolitika, karapatang pantao,
pang-edukasyon at pananagutang sibiko at pagkamamamayan sa kinakaharap ng mga bansa sa
kasalukuyang
Subject Themes/concepts related to sustainable development based on Course Description, Learning
Standard and/or Content Standard
S C Ec En
Edukasyon sa Naipamamalas ang:
pagpapakatao (a) kakayahan sa pakikipagtastasan (b) nag-iisip nang mapanuri at may kakayahang lumutas ng FC SC SC
suliranin, (c) ginagamit ang mga likas na yaman nang mapanagutan para sa susunod na
salinlahi at (d) produktibo, napauunlad ang sarili at ang pakikipagkapwa, at (e) may malawak
na pananaw sa daigdig.
TLE Students have learned skills in the field of agri-fisheries, industrial arts, home-economics, and FC FC
ICT (software and computer hardware)
Science - Learners describe what makes up the Philippines as a whole and the resources found in the
archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ, and how these FC FC
weather systems affect people.
- Learners can explain how active faults generate earthquakes and how tropical cyclones
originate from warm ocean waters. - - They recognize other members of the solar system.
- Learners have delved deeper into the process of digestion as studied in the lower grades,
giving emphasis on proper nutrition for overall wellness.
- They are familiar with climatic phenomena that occur on a global scale.
- Learners can predict the outcomes of interactions among objects in real life applying the laws
of conservation of energy and momentum.
- They can demonstrate ways to ensure safety and reduce damage during earthquakes,
tsunamis, and volcanic eruptions.
- They can analyze situations in which energy is harnessed for human use whereby heat is
released, affecting the physical and biological components of the environment
Subject Themes/concepts related to sustainable development based on Course Description, Learning
Standard and/or Content Standard
S C Ec En
English The learner demonstrates communicative competence through his/her understanding of Afro-
Asian, British-American Literature, including Philippine Literature and other text types for a FC FC
deeper appreciation of Philippine Culture and those of other countries. Furthermore, learners
uphold the following:
- Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at
work within our society. These include traditional literacy practices using texts as well as new
literacy practices using texts of popular culture such as films. Social literacy encompasses how
we communicate and exchange meaning in our society while professional literacy links with
the notion of literacy for school of the workplace.
- Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts,
namely, the cultural values, norms, and other socio-cultural conventions in social contexts.
Mathematics Learners are able to apply mathematical knowledge to real-life situation:
FC FC
Critical Thinking and Problem solving (Math Curriculum goals) are to be achieved
with an organized and rigorous curriculum content, a well-defined set of high-level
skills and processes, desirable values and attitudes, and appropriate tools, taking
into account the different contexts of Filipino learners. Contexts refer to beliefs,
environment, language and culture that include traditions and practices, as well
as the learner’s prior knowledge and experiences.
Grade 11-12
• core subjects
• Specialized subjects
• applied
Core Subjects for Senior High
School
Core Subject Title: Introduction to the Philosophy of the Human Person
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
Ec En S C
The human person in their environment: Show that care for the environment SC SC SC
contributes to health, well-being and sustainable development
Intersubjectivity: The learner understands intersubjective human relations FC
The Human Person in Society: The learner understands the interplay between the FC
individuality of human beings and their social contexts
Core Subject Title: Physical Science
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
Ec En S C
How chemical changes take place: describe how energy is harnessed from different FC
sources: fossil fuels, biogas, geothermal, hydrothermal, batteries, solar cells and,
biomass
Core Subject Title: Understanding Culture, Society and Politics
Themes/concepts related to sustainable development based on Course Description, Learning Standard and/or Content
Standard
Ec En S C
Starting points for the understanding of culture, society, and politics: The learners demonstrate an understanding of FC FC
(1) human cultural variation, social differences, social change, and political identities (2) the significance of studying
culture, society, and politics
Defining Culture and Society from the perspectives of anthropology and sociology: perspectives in/approaches to the FC FC
study of culture and society (i.e., comparative, historical, structural functional, interpretive, and critical)
Looking back at Human Biocultural and Social Evolution: the role of culture in human adaptation and processes of FC FC
cultural and sociopolitical evolution
Becoming a member of society: how individuals learn culture and become competent members of society FC FC
How society is organized: cultural, social, and political institutions as sets of norms and patterns of behavior that FC FC
relate to major social interests
Cultural, social and political institutions (includes economic institutions): social stratification as the ranking of FC FC FC
individuals according to wealth, power, and prestige
Social and political stratification: the agents/ institutions, processes, and outcomes of cultural, political, and social FC FC
change
Cultural, Social, and Political Change Sources of social, cultural, and political change: the agents/ institutions, FC FC
processes, and outcomes of cultural, political, and social change
New challenges to human adaptation and social change: the agents/ institutions, processes, and outcomes of FC FC
cultural, political, and social change
Responding to social, political, and cultural change: the agents/ institutions, processes, and outcomes of cultural, FC FC
political, and social change
Core Subject Title: Contemporary Philippine Arts from Regions
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
EC EN S C
Different Contemporary Art Techniques And Performance Practices: Traditional FC
techniques applied to contemporary creation
Core Subject Title: Earth and Life Science
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
EC EN S C
The learners demonstrate an understanding of the subsystems (geosphere, hydrosphere, FC
atmosphere, and biosphere) that make up the Earth
The learners demonstrate an understanding of: SC
1. the principles of the ecosystem
2. biotic potential and environmental resistance
3. terrestrial and aquatic ecosystems
4. how human activities affect the natural ecosystem
Core Subject Title: 21st Century Literature from the Philippines and the World
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
EC EN S C
21st century Philippine literature from the regions
21stCentury literature from the region where the school is based in relation to the FC
literature of other regions in various genres and forms
Study and appreciation of literary texts from the different regions written in FC
different genres covering regions in Luzon, Visayas, Mindanao
21st century world literature
Literary genres, traditions and forms from different national literature and cultures, FC
namely, Asian, Anglo-American, European, Latin American, and African
Core Subject Title: : Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
EC EN S C
Mga Uri ng Teksto:
Nasusuri ang iba’t ibang uri ng binasang teksto ayon sa kaugnayan nito sa sarili,
pamilya, komunidad, bansa at daigdig
FC
Core Subject Title: Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
EC EN S C
Tungo sa Mabisang Komunikasyon
Nauunawaan ang mga konsepto, elementong kultural, kasaysayan, at gamit ng wika sa FC
lipunang Pilipino
Wika, Wikang Filipino at Sitwasyong Pangwika sa Pilipinas
Nauunawaan nang may masusing pagsasaalang-alang ang mga lingguwistiko at kultural FC FC
na katangian at pagkakaiba-iba sa lipunang Pilipino at mga sitwasyon ng paggamit ng
wika dito
Core Subject Title: Earth Science
Themes/concepts related to sustainable development based on Course Description, Learning
Standard and/or Content Standard
EC EN S C
The learners demonstrate an understanding of the various sources of energy (fossil fuels, SC SC
geothermal, hydroelectric), the amount of usable water resources on Earth, the distribution of
arable land on Earth and, waste generation and management
Core Subject Title: Personal Development
Themes/concepts related to sustainable development based on Course Description, Learning
Standard and/or Content Standard
EC EN S C
The learners demonstrate an understanding of the various aspects of holistic development: FC
physiological, cognitive, psychological, spiritual, and social development
The learners demonstrate an understanding of concepts about social influence, group FC
leadership and followership
Core Subject Title: Media and Information Literacy
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
E EC S C
Media and Information Literate Individual: The student synthesizes the overall FC FC
implication of media and information to an individual (personal, professional,
educational, and others) and the society as a whole (economic, social, political,
educational, and others)
Opportunities, Challenges, and Power of Media and Information: Economic, FC FC
Educational, Social, and Political
Core Subject Title: Disaster Readiness and Risk Reduction
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
EC EN S C
The learners demonstrate understanding of the Concept of disaster, Concept of disaster SC SC SC SC
risk, Nature of disasters and, Effects of disasters: Analyze disaster from the different
perspectives (physical, psychological, socio-cultural, economic, political, and biological).
The learners demonstrate understanding of various elements that may be exposed to SC SC SC
hazards (1) Physical (2) Social (3) Economic and (4) Environmental
The learners demonstrate understanding of Community-based disaster risk reduction and SC SC SC
management for preparedness
Core Subject Title: Oral Communication
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
EC EN S C
Nature and Elements of Communication: Intercultural Communication FC FC
Functions Of Communication: Social Interaction FC
Communicative Competence Strategies In Various Speech Situations: Identifies social FC
situations in which each speech style is appropriate to use
Core Subject Title: Physical Education and Health
Themes/concepts related to sustainable development based on Course Description, Learning Standard
and/or Content Standard
EC EN S C
1st and 2nd Quarter: Course on dance includes rhythmical movement patterns; the promotion and FC
appreciation of Philippine folk dance, indigenous and traditional dances as well as other dance forms.
3rd and 4th Quarter: Course on recreational activities are associated with outdoor, natural or semi-natural SC SC SC
settings; it enables learners to move safely and competently in these settings while making a positive
relationship with natural environments and promoting their sustainable use.
Core Subject Title: General Mathematics
Themes/concepts related to sustainable development based on Course Description, Learning
Standard and/or Content Standard
EC EN S C
Basic Business Mathematics: The learner demonstrates understanding of (1) key concepts of FC
simple and compound interests, and simple and general annuities (2) basic concepts of stocks and
bonds and, (3) basic concepts of business and consumer loans.
Core Subject Title: Reading and Writing Skills
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
E EC S C
The learner realizes that information in a written text may be selected and organized
to achieve a particular purpose.
The learner understands the relationship of a written text and the context in which it
was developed.
The learner understands the requirements of composing academic writing and
professional correspondence.
Core Subject Title: Statistics and Probability
Themes/concepts related to sustainable development based on Course Description,
Learning Standard and/or Content Standard
E EC S C
The students will be able to find the mean and variance of a random variable, to
apply sampling techniques and distributions, to estimate population mean and
proportion, to perform hypothesis testing on population mean and proportion, and
to perform correlation and regression analyses on real-life problems.
Senior High School
Specialized Courses/Subjects
ABM Strand
Course Themes/concepts related to sustainable development based on Course Description, Learning S C Ec En
Standard and/or Content Standard
Applied economics as an applied science and its utility in addressing the economic problems of the fc Fc
Economics country
various socioeconomic impacts of business on the following sectors: consumer, supplier and
investors, government, households, and international trade
Business the responsibilities and accountabilities of entrepreneurs and accountabilities of sc sc sc
Ethics and entrepreneurs toward the employees, government, creditors, suppliers, consumers, general
Social public, and other stakeholders; major ethical issues in entrepreneurship (basic fairness,
Responsibili personnel and customer relations distribution dilemmas, fraud, unfair competition, unfair
ty communication, nonrespect of agreements, environmental degradation, etc.)
STEM Strand
Content Themes/concepts related to sustainable development based on Course S C Ec En
Description, Learning Standard and/or Content Standard
Biology 1 Evolution and Origin of Biodiversity Fc
and 2
show patterns of descent with modification from common ancestors to
produce the organismal diversity observed today
General Work, Energy, and Energy Conservation Fc
Physics 1
Research/ Students identify a scientific, technological, or mathematical problem, design Fc
Capstone and apply an appropriate methodology, formulate hypothesis, and draw
Project conclusions based on their investigation.
HUMSS Strand
Course Themes/concepts related to sustainable development based on Course Description, Learning Standard S C Ec En
and/or Content Standard
Trends, Planetary Networks: Climate Change 4.1 The effects of consumption and production patterns to climate sc sc sc
Networks, and change The effects of climate change 4.3 Steps to address the problems of climate change
Critical
Thinking in the Global trends in the 21st century are examined and are either accepted or rejected on a sound set of
21st Century criteria. Students will be asked to create and analyze scenarios that will challenge them to (1) formulate
their stances on issues or concerns; (2) propose interventions and; (3) formulate alternative futures. The
students will realize the interconnections between their neural connections and social realities.
Philippine politics and political science, governance, political ideologies, power, states, nations, and globalization fc
Politics and
Governance Historical Background of Philippine Democratic Politics
elections and political parties and civil society and social movements
citizenship
Community the integration of social science perspective and community action initiatives fc
Engagement,
Solidarity, and Importance of understanding community dynamics and community action
Citizenship
(CSC)
HUMSS Strand
Course Themes/concepts related to sustainable development based on Course Description, Learning Standard S C Ec En
and/or Content Standard
Disciplines and the emergence of the Social Sciences and the different disciplines fc fc fc sc
Ideas in the DOMINANT APPROACHES AND IDEAS
Social Sciences Structural-Functionalism 2. Marxism 3. Symbolic Interactionism 4. Psychoanalysis, Hermeneutical Phenomenology 10.
(DISS) Human-Environment Systems
INDIGENIZING THE SOCIAL SCIENCES Filipino Social Thinkers
Institute of Philippine Culture’s study on Philippine values, Sikolohiyang Pilipino
the role of Social Science in the real world
Disciplines and Functions of Applied Social Sciences fc
Ideas in the 6.1 Self-development 6.2 Persuasion 6.3 Art and Entertainment 6.4 News and Information 6.4 Organizing advocacy and
Applied Social mobilization 6.5 Education 6.6 Socialization
Sciences
Introduction to Understand the historical contexts of nine religions, appreciate their uniqueness and similarities and promote mutual fc fc
World Religions understanding among believers of different faiths. They are expected to demonstrate understanding and appreciation of
and Belief one’s faith and that of others.
Systems
