Name: Juan Miguel Z Velez
Section: GE 10 – DD
Reflection: Whole Person Education: The Goals and the Challenges
Link: https://unitedboard.org/ben-s-malayang-iii-silliman-university/

Dr. Ben S. Malayang III, the twelfth president of Silliman University, offers profound insights into the concept of whole person education and the multifaceted challenges associated with its integration into higher education institutions. Whole person education, as elucidated by Dr. Malayang, constitutes an educational philosophy that seeks to holistically nurture individuals in three pivotal dimensions: competence, character, and faith in God. It aspires to produce graduates who excel academically and possess robust moral values and a profound spiritual connection to their faith. In essence, the goal is to cultivate individuals who are not only well-equipped for their chosen careers but are also ardently committed to serving others and maintaining a spiritual perspective throughout their lives.

Dr. Malayang underscores the potential role of organizations such as the United Board in advancing the cause of whole person education. With its extensive network spanning across Asia, particularly within ASEAN countries, the United Board can serve as an invaluable platform for sharing best practices and fostering collaboration among educational institutions dedicated to the seamless integration of faith and character development into their curricula. This collaboration extends beyond national borders, providing a rich tapestry of experiences and insights from diverse cultural backgrounds.

An intriguing aspect discussed by Dr. Malayang is the role of accreditation systems in pursuing whole person education. These systems can play a pivotal role in establishing internal and external educational quality standards. This includes evaluating academic content and addressing the subtler yet immensely significant facet referred to as the “silent curriculum.” This ‘silent curriculum’ encompasses the hidden, yet indispensable, aspect of character and faith development that transpires within the very fabric of educational institutions. These standards act as guiding principles, reinforcing the institution’s commitment to holistic education.

Moreover, Dr. Malayang sheds light on the formidable challenges that educators, particularly faculty members, encounter when transitioning to a whole person education model. While many educators are genuinely dedicated to enhancing the educational experience for their students, adopting a curriculum that accentuates character development and faith necessitates a profound reimagining of teaching and learning methods. It entails faculty development and training as crucial components of this transformative process.

Dr. Malayang emphasizes the need to create opportunities for students to engage in dialogue and understand different perspectives on faith and values. This dialogical approach encourages students to appreciate the rich diversity of beliefs and worldviews while simultaneously strengthening their own faith. Such interactions promote a holistic understanding of faith that is rooted in empathy and respect for others’ convictions.

Lastly, Dr. Malayang is keen on preserving cultural and regional identities within the framework of whole person education. The philosophy encourages graduates to emerge as well-rounded individuals without erasing their unique cultural or regional heritage. In this way, the approach seeks to strike a delicate balance between global competence and the preservation of cultural diversity.