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The Philippines emphasize Values Education, which had characterized the Philippine Education after the new era of the Philippine Revolution in 1986. "Values," invisible and not easy to evaluate, has e...ver sustained Filipinos' dignity and self-esteem as the democratic country in Asia. The 2002 Basic Education Curriculum (BEC), however, restructured the curriculum into five learning areas, Filipino, English, Science, Mathematics and Makabayan. Makabayan is the integrated learning subject composed of Philippine history and politicaleconomic system, local cultures, crafts, arts, music and games. Especially the secondary level Makabayan stresses Philippine history and political-economic system, and International relations. Makabayan, meaning love for the country, asks students to develop a healthy personal and national self-identity that has been the aim of Philippines Values education. Philippine Values education seems to succeed in combining the development of personality and nationalidentity. The strengthening of nationalism is needed to encourage the people's motivation of the national development. Philippine Values education, on the other hand, trusts in UNESCO's framework of Values Education that makes the Filipino Values legitimate in school. Specifically speaking, Makabayan is a "laboratory of life" or a practice environment for holistic learning and may suggest the ideal way to develop humanity and nationalism, which would never turn into a narrow sectionalism, separatism or chauvinism. Although the Philippines has opened the new possibility of Values Education, its feature suggests that education would never be free from the past and traditional values. The Philippine Values Education, strengthening both the spiritual national unification and the practical human development in a democratic society, might give us a suggestion to open up the new trend of World education, or education for the Global Citizens.show more
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はじめに 一．先行研究にみるフィリピン教育と価値教育の特質 ニ．マルコス政権下における価値教育 三．アキノ政権下における価値教育 四．マカバヤンにみるフィリピン価値教育の新潮流 五．マカバヤンと価値教育の関係～現地調査の分析を通じて～ 五．フィリピンにおける価値教育の可能性 終わりに
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