Pic Module 8 School As Agent of Change

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: GEELECTIVE 1-2NDSEM-2020-2021
College of Arts and Sciences

Bambang Campus
DEGREE BS COURSE NO. GEELCTIVE 1

PROGRAM ENGINEERING
SPECIALIZATION ME 1B / ECE 1A COURSE TITLE PHILLIPINEINDIGENOUS COMMUNITIES
YEAR LEVEL 1 TIME FRAME 3 hours WK NO. 17 IM NO. 8
I. UNIT TITLE/CHAPTER TITLE

School As Agent Of Change
II. LESSON TITLE

1. Introduction
2. The Wisdom Of The Elders
3. Living By Indigenous Knowledge
4. Indigenous and Formal Education
5. Enhancing The Curriculum Through Indigenous Knowledge
III. LESSON OVERVIEW

This lesson provides the students an overview on the role of the school in the promotion,
protection and preservation of IKSPs . It also provides an avenue for the learners to unlock important
points relating to the protection of traditional knowledge. Opportunities will be given to the students to
share their insights on promoting, protecting and preserving traditional knowledge.
IV. DESIRED LEARNING OUTCOMES

1. explain the importance of the wisdom of the elders in the community
2. demonstrate understanding on living by indigenous knowledge
3. differentiate between traditional and formal education
4. identify opportunities for integrating relevant aspects of indigenous knowledge and approaches to
teaching and learning into the school curriculum.
V. LESSON CONTENT
1. Introduction
According to the UNESCO (2003: p.7), while universal education programs provide important tools
for human development, they may also compromise indigenous language and knowledge transmission.
Inadvertently, they may contribute to an erosion of cultural diversity, a loss of social cohesion and the
alienation and disorientation of indigenous youth. This fear is mirrored by the tribal leaders who fear
that with the Philippine school system patterned after western models, there is little hope of retaining
tribal ways if these IKSPs are not preserved, protected, and promoted.
By bringing the aforementioned indigenous knowledge, systems and practices to the fore, one
hopes that the Philippine educational system can truly live up to its mandate of educating the Filipino
youth in their own local contexts. Gredler (1997)states: “By emphasizing the importance of the
background and culture of the learner, he arrives at his or her own version of the truth. Historical
developments and symbol systems, such as language, logic and mathematical systems, are inherited
by the learner as a member of a particular culture and these are learned throughout the learner’s life.
This symbol system dictates how the learner learns and what is learned.”
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Perhaps next to the home, the School is considered to be the most powerful social agent of
change. It is tasked primarily to form, train, and develop the learner in a holistic manner, considering
the many various aspects of individual growth and development.
2. The Wisdom Of The Elders

The indigenous people of the world possess an immense knowledge of their environments,
based on centuries of living close to nature. Living in and from the richness and variety of complex
ecosystems, they have an understanding of the properties of plants and animals, the functioning of
ecosystems and the techniques for using and managing them that is particular and often detailed. In
rural communities in developing countries, locally occurring species are relied on for many – sometimes
all – foods, medicines, fuel, building materials and other products. Equally, people’s knowledge and
perceptions of the environment, and their relationships with it, are often important elements of cultural
identity
“Wisdom of the elders or indigenous knowledge Is……. practical common sense, based on
teachings and experience passed on from generation to generation; ‘knowing the country’- it covers
knowledge of the environment and the relationship between things; holistic – it cannot be
compartmentalized and cannot be separated from the people who hold it. It is rooted in the spiritual
health, culture and language of the people. It is a way of life; an authority system. It sets out the rules
governing the use of resources – respect; an obligation to share. It is dynamic, cumulative and stable. It
is truth; a way of life – wisdom is using knowledge in good ways. It is using the heart and the head
together. It comes from the spirit in order to survive; gives credibility to people.
3.. Living By Indigenous Knowledge

1. A Spiritual Relationship With The Land
2. Natural Remedies And Medicines
3. Sustainable Resource Management
4. Agriculture
4.. Indigenous And Formal Education
TRADITIONAL EDUCATION
Indigenous knowledge has been passed down from generation to generation through traditional
education, with adults teaching practical knowledge of culture, the environment and survival through
demonstrations and through a wide range of ceremonies, stories, songs, village meetings and taboos.
FORMAL EDUCATION
Formal education was introduced to many developing countries in the 19th century (often by
colonial governments) to produce administrators, clerks, teachers and interpreters. This type of
education was based on abstract knowledge systems – scientific knowledge – that evolved in the
western industrialized world. Formal education systems had little place for indigenous knowledge or
indigenous methods of education.
It was, until recently, assumed that indigenous knowledge was irrelevant, unscientific and
outdated. Therefore, few attempts were made to integrate indigenous knowledge into formal education
despite its potential value in solving contemporary problems.
As a result, education was confined to classrooms and children separated from their culture and
environment. The teacher-centered nature of formal education also separated children from parents
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and, consequently, parents became less able to pass on the knowledge they had inherited to their
children.
The experience of colonialism is often seen as the beginning of the decline in importance of
indigenous knowledge. Several contemporary factors are also contributing to the decline of indigenous
knowledge. Two of these are mass or popular culture and the elders pass away.
5. Enhancing The Curriculum Through Indigenous Knowledge

Today there is a growing recognition of the value of indigenous knowledge for sustainable
development. It would, therefore, be wise to sustain indigenous knowledge in traditional communities
and integrate it into the school curriculum where culturally and educationally appropriate.
FIVE WAYS INDIGENOUS KNOWLEDGE COULD HELP ENHANCE THE CURRICULUM
1. Learning Attitudes and Values for a Sustainable Future

Indigenous communities have lived in harmony with the environment and have utilized
resources without impairing nature’s capacity to regenerate them. Their ways of living were sustainable.
Indigenous knowledge shaped their values and attitudes towards environment, and it is these attitudes
and values, which have guided their actions and made then sustainable. Therefore, indigenous
knowledge can help to develop sensitive and caring values and attitudes and, thereby, promote a vision
of a sustainable future.
2. Learning Through Culture
Indigenous knowledge is stored in culture in various forms, such as traditions, customs, folk
stories, folk songs, folk dramas, legends, proverbs, myths, etc. Use of these cultural items as resources
in schools can be very effective in bringing indigenous knowledge alive for the students. It would allow
them to conceptualize places and issues not only in the local area but also beyond their immediate
experience. Students will already be familiar with some aspects of indigenous culture and, therefore,
may find it interesting to learn more about it through these cultural forms. It would also enable active
participation as teachers could involve students in collecting folk stories, folk songs, legends, proverbs,
etc., that are retold in their community.
3. Learning Across Generations
In view of its potential value for sustainable development, it is necessary to preserve indigenous
knowledge for the benefit of future generations. Perhaps the best way to preserve indigenous
knowledge would be the integration of indigenous knowledge into the school curriculum. This would
encourage students to learn from their parents, grandparents and other adults in the community, and to
appreciate and respect their knowledge. Such a relationship between young and older generations
could help to mitigate the generation gap and help develop intergenerational harmony. Indigenous
people, for the first time perhaps, would also get an opportunity to participate in curriculum
development. The integration of indigenous knowledge into school curriculum would thus enable
schools to act as agencies for transferring the culture of the society from one generation to the next.
4. Starting Locally: From the ‘Known’ to the ‘Unknown’
The philosophy of ‘from the known to the unknown’ should be adopted if education is to be
effective. Therefore, it is wise to start with the knowledge about the local area which students are
familiar with, and then gradually move to the knowledge about regional, national and global
environments. Indigenous knowledge can play a significant role in education about the local area. In
most societies, indigenous people have developed enormous volumes of knowledge over the centuries
by directly interacting with the environment: knowledge about the soil, climate, water, forest, wildlife,
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minerals etc. in the locality. This ready-made knowledge system could easily be used in education if
appropriate measures are taken to tap the indigenous knowledge, which remains in the memory of local
elderly people.
5. Learning Outside the Classroom
Students can learn much from fieldwork in the local area. This calls for some prior knowledge
and understanding. For instance, to be able to understand the relationship between indigenous people,
soils and plants, students need to identify the plants and soil types in the local area. One way to get a
preliminary knowledge of plants and soil types in the local environment is to consult indigenous people
and invite them to teach your students in the field.
IX . REFERENCES
Bates P. etal. (2009). Learning and knowing in indigenous societies today. UNESCO, Paris.
Nakashima, D., Prott, L. and Bridgewater, P. (2000) Tapping into the world’s wisdom, UNESCO Sources, 125,
July-August, p. 12.
Sapao (2018) .Cultural profiling awareness and practices of students: Towards the creation of cultural
center. Saint Mary’s University, Bayombong Nueva Vizcaya
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Module 8.
Name: _______________________________________________ Year/ Section:___________
VI. Learning Activities (Module 8)
1. Vlog Featuring. Directions choose an elder in your community and feature him or her in your vlog
the wisdom of the elders in the perpetuation of the indigenous peoples communities of their culture
and indigenous knowledge.
Rubrics
Criteria Excellent Fair Poor
(5) (4/3) (2/1)
Content Interesting content and Some interesting content; Gives the impression of
presentation; ideas well- points not sustainable or writing just to complete
conceived and developed not fully developed. for compliance.
with sufficient examples.
Organization Logical progression of Logical progression but Disorganized
ideas with well executed lacks transitions. presentation of ideas.
transition of ideas.
Grammar and Essay is free ofEssay has few spelling, Most spelling,
mechanics distracting spelling,punctuation, and punctuation and
punctuation and grammatical errors. grammar create reading
grammatical errors. difficult to understand
the concept.
Relevance Cited example is very Cited example is not so Cited example is not
relevant relevant relevant
Date of Submitted on time Submitted 2 days after Submitted 5 days after
submission the deadline the deadline
Total 25
2. Essay Writing. Explain the significance Philippine Indigenous Communities subject justified the
role of NVSU Bambang as an agent of change for both non – indigenous peoples and Indigenous
peoples cite specific examples in your discussion.
Rubrics
(3) (2) (1)
the concept.
Examples cited Cited example is very Cited example is not so Cited example is not
visible visible visible
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B. Reflective Writing. Surf the internet on popular culture. Give one example of popular culture that
is prevalent in the country in the present time. What is that popular culture all about? Give a
description. Why is it popular in our country? What makes it popular? What is your stand regarding
the said popular culture? Use the rubrics below in answering the questions.
Rubrics
(3) (2) (1)
the concept.
Examples cited Cited example is very Cited example is not so Cited example is not
visible visible visible
VII. Assignment ( Module 8)
Directions. Continue doing your vlog
VIII. Evaluation. ( Module 8)

Essay. State and discuss about ways of respecting indigenous knowledge . Justify your answer by
giving specific examples. Answer the question comprehensively.
Rubrics
(3) (2) (1)
Content Interesting content Some interesting Gives the impression
and presentation; content; points not of writing just to
ideas well-conceived sustainable or not complete for
and developed with fully developed. compliance.
sufficient examples.
Organization Logical progression Logical progression Disorganized
of ideas with well but lacks transitions. presentation of ideas.
executed transition of
ideas.
Grammar and Essay is free of Essay has few Most spelling,
mechanics distracting spelling, spelling, punctuation, punctuation and
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punctuation and and grammatical grammar create

grammatical errors. errors. reading difficult to
understand the
concept.
Count of words Follows the not less It has less than 90 It has less than 50
than 100 words and words and not more words and not more
not more 150 words. than 100 words than 90 words.
Date of submission Submitted on the Submitted after the Submitted after
date of submission. date of submission. several days after the
deadline.
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Prepared by:
ALICIA D. SAPAO, PhD

Faculty
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Pic Module 8 School As Agent of Change

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College of Arts and Sciences

DEGREE BS COURSE NO. GEELCTIVE 1

I. UNIT TITLE/CHAPTER TITLE

II. LESSON TITLE

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

2. The Wisdom Of The Elders

3.. Living By Indigenous Knowledge

4.. Indigenous And Formal Education

5. Enhancing The Curriculum Through Indigenous Knowledge

FIVE WAYS INDIGENOUS KNOWLEDGE COULD HELP ENHANCE THE CURRICULUM

1. Learning Attitudes and Values for a Sustainable Future

Name: _______________________________________________ Year/ Section:___________

VI. Learning Activities (Module 8)

Date of Submitted on time Submitted 2 days after Submitted 5 days after

VII. Assignment ( Module 8)

Directions. Continue doing your vlog

VIII. Evaluation. ( Module 8)

punctuation and and grammatical grammar create

ALICIA D. SAPAO, PhD

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