Jhonn Francis S. Woo
GE 10-BB
Link to the Article: https://unitedboard.org/ben-s-malayang-iii-silliman-university/
(Reflection)Whole Person Education: The Goals and the Challenges

The idea of whole person education is thoroughly discussed in an insightful conversation with Dr. Ben S. Malayang III, President of Silliman University. The philosophy of education is founded on the notion of developing students’ character and religious faith in addition to their intellectual skills. The objectives of whole person education as well as their accompanying difficulties are clarified by Dr. Malayang’s observation.

Whole person education is described by Dr. Malayang in a way that perfectly captures its complexity. It is a program of learning that tries to instill virtues such as character, knowledge of God, and competence all at once. In order to enable people to acquire knowledge, exist, help other people, and engage with a greater cause, it aims to elevate and improve them. This definition emphasizes how education is holistic, encompassing not just academic knowledge but also morals and spirituality as well as personal development.

In promoting whole-person education, Dr. Malayang appreciates the potential contribution of groups like the United Board. The United Board has strong ties to Asian higher education institutions and can be a major influence on the direction of the educational environment. According to Dr. Malayang, standards and certification programs can be created to assess how well institutions are able to mold individuals as full beings. With this strategy, the “silent curriculum,” or the principles, personality, and faith that pupils develop while in school, would also be emphasized in addition to the curriculum’s actual quality. The United Board can also act as a network to promote whole-person education in Asia. It gives organizations a venue to interact, exchange knowledge, and pick up best practices from one another. This cooperative effort is crucial to achieving the objectives of whole person education in a multiethnic and culturally varied region like Asia.

The change to a whole person education approach, according to Dr. Malayang, presents difficulties for both students and teachers. While many educators in Asian schools are dedicated to developing their students’ abilities while protecting their cultural heritage, the move to a more holistic approach necessitates redesigning curriculum, educational methodology, and individual teaching styles. It necessitates a major overhaul of the way education is provided.
The development of the faculty is also important. A novel technique that goes beyond the standard academic teaching methods must be welcomed by educators. They must adopt the idea of developing people with strong moral character and a firm faith, not just knowledgeable experts. Whole person education must succeed, even though this mentality change and change in instructional strategies can be difficult.

In summary, Dr. Malayang’s concept of whole person education is an excellent one that sets a high bar for the field of education. It aspires to create students who are not only academically competent but also have a solid moral foundation and a clear sense of direction. While there are obstacles to overcome in order to put this strategy into practice, such as resistance from faculty and the need to redesign the curriculum, groups like the United Board and educational institutions throughout Asia can work together to create a more promising future by promoting whole-person education as the standard and enabling students to thrive in a constantly changing environment.