Student takeaways on communal learning

Part 2 – On being human and spirituality

DOCTORAL students, being seriously involved in their respective work world, would welcome assignments connected not with the mundane, humdrum existence but with some spirituality and some touches of faith. These discussions could spring from their lessons on theories. Per their feedback, these discussions somehow lighten the burden of leadership responsibilities, whether in their respective colleges or departments and their teaching subjects or non-teaching settings, such as their positions in government entities. My take is, in these VUCA times, the adults that we need some refreshing discussions on the spiritual and not necessarily lose the integrity of teaching a subject — meaning, we do not necessarily deviate from our subject content but approach it beyond what is merely earthly.

Beyond the mundane and student responses. In a doctoral class on “Philippine Values System and the Filipino Personality,” the following were some of the questions discussed. (1) What makes us distinctively human? (2) What does it mean to be a human person? (3) What is the significance of being male or female? (4) What is/are our guide/s in wanting to do well or do bad? (5) How can we relate with others as human beings? How should we behave? (6) List your learning gains/takeaways/realizations in discussing the above topics. Mr. Winston Gallinero’s philosophy background obviously manifests in his response to the number one question, which I partly quote herewith. “Drawing from Immanuel Kant’s philosophy, the Critique of Practical Reason, I believe that our capacity for rationality and moral agency, as can be seen in our upholding of Filipino values, is what makes us distinctively human.”

What makes us distinctively human?

Mr. Gallinero continued: “As a father and husband, I exercise my humanity through the love and care I provide for my family, adhering to the Filipino value of putting the family first. This decision-making process, which prioritizes their well-being, is a testament to the inherent compassion we Filipinos have for those we love and for others. Meanwhile, as a teacher and head of the SocSci department, I strive to impart knowledge and wisdom, fostering an environment that respects and celebrates the cultural diversity of the Liceo community. This aligns with the Filipino value of communal unity and cooperation, or bayanihan. In every interaction, I aim to bring joy and humor, another integral part of our Filipino value system, to lighten the atmosphere and make learning more engaging. As I strive to instill in my students and colleagues the importance of honesty and ethical behavior, I lead by example by demonstrating integrity in all my actions. Lastly, my love for our country fuels my passion to educate and shape future leaders who will uphold these values and contribute positively to our society. These roles, intertwined with my capacity for rationality and moral agency, underscore my distinctiveness as a human. My ability to reflect on my actions, learn from my experiences, and apply this knowledge in my interactions with others truly encapsulates what makes me, and all of us, distinctively human.”

What does it mean to be a human person?

Mr. Gallinero’s response: “Carl Rogers says a human person is someone who can think, understand himself, and take responsibility for himself.” A human person “values experiences based on (his) own thoughts rather than what others say. Even when things change, a human person keeps growing and learning about himself. Rogers’ definition captures the essence of the human person, such as the inherent dignity and potentiality of individuals, and it resonates with the Filipino values of kapwa (shared identity) and pagpapakatao (dignity).

But why “human person” rather than “human being”? While the human person denotes the philosophical and ethical dimensions associated with humanity, “human being” refers to the biological aspects of Homo sapiens. A human being exists in a biological sense, but a human person encompasses consciousness, intellect and morality.

Thinkers across historical periods have explored the complexities of the human person. Ancient philosophers like Aristotle and Plato emphasized the rational and social dimensions of the human person, with Aristotle proposing that humans are inherently political beings and Plato stressing the significance of reason and knowledge in shaping individual identity.

Christian thinkers like St. Augustine further developed the concept of the human person within a theological framework, emphasizing the intrinsic dignity of people as creations of God and the importance of moral virtues in nurturing the soul. This is a timely discussion as it is the Holy Week, a period of reflection and spiritual renewal for Christians worldwide.” (This assigned essay was the week before Pasion Week.) “As we contemplate the passion and resurrection of Christ, their theological insights prompt us to strive for greater compassion, integrity, and reverence for the inherent dignity of every human person, echoing the profound message of redemption and love central to the Easter celebration.”

Renaissance thinker Niccolò Machiavelli characterized the human person as cunning, adaptable and willing to employ strategic means to attain power and influence while still professing virtues.

Enlightenment philosophers like René Descartes and Immanuel Kant viewed the human person as a rational being with autonomy and moral agency,” emphasizing “human dignity and the ability to make independent moral choices.”

“Kant particularly asserts that moral autonomy is a defining characteristic of the human person, shaping his capacity for ethical reasoning and decision-making.”

The submitted essay continues with contemporary philosophers such as Jean-Paul Sartre, who “emphasized human freedom and responsibility in their existentialist perspectives, arguing that the human person is defined by their actions and choices, with a focus on individual authenticity and subjective meaning-making.”

Machiavelli likewise was cited. Concluding his thoughts on Machiavelli, Mr. Gallinero wrote that Machiavelli’s “characterization may reveal uncomfortable truths about human nature,” however, “it also serves as a catalyst for personal and societal reflection, challenging us to aspire towards higher ideals of integrity, compassion, and ethical governance.”

We shall continue next week.

Teresita Tanhueco-Tumapon, PhD, one of the Philippines’ most accomplished educators and experts on higher education institutional management, studied at top universities in the Philippines, Germany, Britain and Japan. She held top academic positions at Xavier University, the Ateneo de Cagayan; was a presidential appointee after EDSA 1986 to normalize campus operations in state institutions; and served 17 years after that as SUC president. She is an Internationalization Office consultant and professorial lecturer at Liceo de Cagayan University. Awards include the CHEd Lifetime Professional Achievement Award, the British Council Valuable Services Recognition Award, the Federal Republic of Germany Order of Merit, and the Department of Education Award for her initiatives as a pioneer member of the Philippine Teacher Education Council.

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