“Whole Person Education: The Goals and Challenges” — Reflection

I have come to see now that whole person education is an ideal in a world with the viewpoint that education is to be centered on academics with other aspects considered as secondary. Indeed, as Dr. Ben Malayang says, it is a type of education that is transformative and goes beyond the classroom. The application of the Christian faith in learning further enlightens learners and provides a driving purpose and meaning to the act of education. They are not just creating workers but human beings and leaders; whole person education tends to humanize its recipients and focus on teaching essential values. This “silent curriculum” of character and integrity is seen as just as essential as regular academics. Within the scope of whole person education, the two go hand in hand to produce competent and respected graduates.

Another notable thing that Dr. Ben Malayang points out in the article is how being associated with Christian institutions should not be an impediment. Rather, it provides valuable learning opportunities to students to relate to those who are struggling with their own faith. The ability to have empathy is both the key and challenge in our current time.

I thought that whole person education was unique to Silliman, but was surprised to learn it is its own initiative spearheaded by the United Board for Higher Education in Asia and followed by many different universities. One of the most important things about whole person education is that it is not exclusive. It exists in a network through which it thrives by linking with other universities throughout Asia. Most of all, it focuses on educating not only students but educators themselves. Overall, whole person education is a progressive form of education catered to the development of values and not merely knowledge. It is all-encompassing, and through the United Board, it will only continue to work to widen its reach.