🔗 Link to the Article: https://unitedboard.org/ben-s-malayang-iii-silliman-university/

📑 [Insights, Thoughts, & Reflections] “Whole Person Education: The Goals and the Challenges” An Interview with Dr. Ben S. Malayang III, twelfth president of Silliman University

As I delved into the interview with Dr. Ben S. Malayang III, the twelfth president of Silliman University, I could not help but be captivated by his perspective on Whole Person Education. To him, this educational approach is not just about imparting knowledge; it is about shaping individuals into better learners, better individuals, and better servants while nurturing their faith in God. This holistic vision includes competence, character development, and spirituality, which struck me as a profound way to approach education.

What particularly resonated with me was Dr. Malayang’s emphasis on the five key venues for interaction in Whole Person Education: the classroom, the Church, the cultural center, the athletic court, and the community. These spaces represent more than just physical locations; they symbolize the diverse dimensions of human growth and development. From the classroom, where academic knowledge is acquired, to the Church, where spiritual guidance is sought, this approach recognizes that learning occurs in various settings and forms.

The idea that organizations like the United Board can play a pivotal role in promoting Whole Person Education across Asia is inspiring. Their ability to facilitate the exchange of best practices, standards, and accreditation systems can help institutions like mine (Silliman University) evolve toward this holistic approach. Dr. Malayang’s notion of the “silent curriculum” struck me as particularly intriguing. It is about shaping students’ character, integrity, and faith, not just through formal education but through the ethos and values embedded in the institution.

One challenge that Dr. Malayang highlighted was the need to transition faculty members towards embracing this holistic education approach. I found this to be a real-world challenge that many institutions face. While educators in Asian institutions share the goal of nurturing well-rounded, culturally grounded individuals, implementing changes in teaching methods and curriculum can be met with resistance. Yet, the prospect of educators like me coming together to collectively reimagine and transform our approaches is exciting.

In this light, Dr. Malayang’s suggestion that the United Board, in collaboration with its partners, can serve as a platform for educators to exchange ideas and tackle challenges seems invaluable. It is a reminder that we are not alone in this endeavor and that we can learn from one another’s experiences.

Lastly, Dr. Malayang’s emphasis on cultural and faith integration resonated deeply with me. The idea of fostering dialogues that help students and educators like me see ourselves in others speaks to the heart of global citizenship. It is not just about imparting knowledge but also about nurturing empathy, understanding, and a sense of interconnectedness among diverse cultures and faiths. This, to me, is a profound aspect of Whole Person Education.