ARTICLE | Whole Person Education: The Goals and the Challenges
[Sharing of thoughts and reflections]
What does it entail? This is one of the questions that surfaced in my mind as I faced and came to terms with the idea of having Whole Person Education as part of the curriculum in the respective program course of Bachelor of Science in Medical Technology.
During one of our discussions with Prof. Los Baños, as a curious learner, the theme ‘Whole Person Education’ was constantly uttered. It was known to me at that moment, bridging my curiosity, how Whole Person Education was founded back in the year 1922 by the United Board, which is known as a network of unions that promote Christian research universities throughout Asia, including Silliman University. That being said, my thoughts lingered on the notion that these following Asian institutions may have been inspired to embrace the Whole Person Education approach by a desire to provide their students the opportunity of a more comprehensive education that places equal emphasis on both personal and character development, and academic performance.
Following this initial perspective, an interview with Dr. Ben S. Malayang III, the twelfth President of Silliman University, last November 22, 2016, shared his own thoughts about the ‘Whole Person Education’ program and highlighted what and how its following goals and challenges be met in the long run. Dr. Malayang highlighted, that for him, ‘Whole Person Education’ is vital for it upholds the combinations of further development or stepping up the transformation in the aspects of a student’s competence, character, and religious faith. From this point of view, I came to realize and understand that through ‘Whole Person Education,’ learners like me can gear themselves toward grasping the route in which we can deem ourselves to be better versions of who we once were, making room for constant improvement and a search for utmost expansion of each of our own set of capabilities. Taking and learning from this program can aid us hopefully in achieving holistic development – mind, body, and spirit.
Furthermore, Dr. Malayang stresses that by including and setting following accrediting procedures as well as academic requirements, that include a “silent curriculum” enhancing and promoting character, integrity, and religion alongside academics, the United Board may aid Asian schools in assessing their performance in developing well-rounded persons. This enlightened my perspective and raised awareness to my consciousness that integrating ‘Whole Person Education’ does not only limit a learner from within the realm of the academe but also when they graduate, they will be able to have a positive impact on their communities and professions by possessing values that can guide them to influence fellow individuals to do the right and just way.
However, if there are certain goals that need to be attained, it can also be coupled with a few challenges that the program may go through. Dr. Malayang addresses the question of the possible receptiveness of the faculty in the implementation of the ‘Whole Person Education,’ by sharing that when we talk about education, it does not only revolve around the learners, but it also looks upon the educators as well. By doing this, it reflected upon me that it cultivates a thought-provoking stance that illuminates the idea of how possible facilitation of the transition on the implementation of the program be applied to teaching curriculums since educators are likely optimistic about finding means to constantly improve the welfare of the learning ground of the students. It portrays to me how our instructors are doing the best that they can in molding our future to enable us to receive the education we all deserve. Looking at this challenge, I propose the idea that this can fuel the participating universities as well as the United Board and its networks to work together in collaboration with one another to find solutions to generated difficulties.
In conclusion, the interview with Dr. Ben S. Malayang III unleashed new perspectives within me and how I look at ‘Whole Person Education’ as a whole. It gave me insights on what to expect and learn from understanding the program founded by the United Board. Now, what does this entail? This entails the greater good, for within its core is the pursuit of greater knowledge that cannot only be applied to the realm of our education as learners but also as members of the community when go outside and face the world, unraveling ourselves from the four walls of a classroom we situate ourselves in.