CHAPTER 4

“The Strengths and Weaknesses of the Filipino

Character: A socio-Cultural Issue”

LEARNING OUTCOMES:
Discuss the strengths and weaknesses of the Filipino
character, and
Cite ways by which schools can counteract the
weaknesses of the Filipino character.
INTRODUCTION
Schools are there for society. Their relevance is proven by their
ability to address socio-cultural problems. What are these
social issues or problems that school should help address? We
have a number of them but let’s focus on the weaknesses of
the Filipino character. The strengths of the Filipino character
will also be cited for a balanced presentation. Besides, schools
can capitalize on the strengths of Filipino character to eliminate
the weaknesses.
ACTIVITY: LET’S READ THESE

Read then answer the given questions given in the ANALYSIS

phase of the lesson.

The weakness of the Filipino Character as cited in the Report are

as follows:
1. EXTREME FAMILY CENTEREDNESS
Excessive concern for the family means using one’s office and
power to promote family interests and thus factionalism patronage,
political dynasties and the protection of erring family members. It
results in lack of concern for the common good, and acts as a
block to national consciousness.
2. EXTREME PERSONALISM
Takes things personally, cannot separate object
task form emotional involvement. Because of this the
Filipino is uncomfortable with bureaucracy, with rules
and regulations an with standard procedures. He
uses personal contacts, and gives preference to the
family and friends in hiring, services and even voting.
Extreme personalism leads to the graft and corruption
evident in the Philippines society.
3. LACK OF DISCIPLINE
A casual attitude toward time and space,
manifested in lack of precision and
compulsiveness, in poor time management and
procrastination. Aversion to following procedures
strictly results in lack of standardization and
equality control. Impatience results in short cuts,
palusot, and ningas cogon.
4. PASSIVITY AND LACK OF INITIATIVE
Waiting to be told what to do, reliance on the (leadership
and government) complacence, lack of a sense of urgency.
There is high tolerance of inefficiency, poor service, and even
violations of one’s basic right. Too patient and matitiisin, too
resigned to his fate, the Filipino is easily oppressed and
exploited.
5. COLONIAL MENTALITY
Lack of patriotism, or of an active awareness, appreciation
and love of the Philippines and an actual preference for things
foreign.
6. KANYA-KANYA SYNDROME, TALANGKA MENTALITY
Done by tsismis, intriga, unconstructive criticism.. It iS
evident in the to the common good, e.g. the lack of a sense
of service among people in the government bureaucracy.
This results in the dampening upon other’s right.

7. LACK OF SELF-ANALYSIS AND SELF REFLECTION

The tendency to be superficial and some what flighty. In
the dance of serious personal and social problems, there is
lack of analysis or reflection, and instead satisfaction with
superficial explanations and solutions.
8. EMPHASIS ON PORMA RATHER THAN SUBSTANCE
This lack of analysis and emphasis on form is reinforced by an
educational system that is more from than substance

These weakness are rooted in many factors: home, social and

economic environment; culture and language; history; religion; educational
system; mass media; leadership and role models. Change is possible,
however, and the following goals are proposed to develop in the Filipino;
(1) a sense of patriotism and national pride; (2) a sense of the common
good; (3) a sense of integrity and accountability, (4) the values and habits
of discipline and hard work; (5) the value and habits of self reflection and
analysis; the internalization of spiral values and the emphasis on essence
rather than on form. (Shahani, Leticia. (1988). A Moral Recovery Program:
Building a People, Building a Nation.
ANALYSIS- LET’S ANALYZE
1. Do you agree with the findings? Why or why not? Explain your
answer.
2. According to the report, one weakness of the Filipino character is
lack of analysis and emphasis on form (porma). The report
states that this lack of analysis and emphasis on form are
reinforced by an educational system that is more form than
substance.
 What is meant by an educational system that is more form than
substance?
Do you agree that the Philippines education system is more form
than substance? If yes, why? If not, why not?
3. Share your answer with your group.
ABSTRACTION- LETS CONCEPTUALIZE
The Filipino Character: Strengths and Weaknesses
“A Moral Recovery Program: Building a People,
Building a Nation’. The strengths of the Filipino
character are: 1) Pakikipagkapwa-tao, 2) Family
orientation 3) Joy and humor, 4) Flexibility, adaptability
and creativity, 5) Hardworking and industry, 6) Faith and
religiosity and 7) ability to survive.
The Filipino character also has weaknesses:
1) Extreme family centeredness, 2) Extreme
personalism, 3) Lack of discipline, 4) Passivity
and lack of initiative, 5) Colonial mentality, 6)
Kanya-kanya syndrome, Talangka mentality, 7)
Lack of self-analysis and self-reflection and 8)
Emphasis on porma rather than substance.
 There is so much good in the Filipino but so much need to be changed,
too. Many of our strengths as a people are also sources of our weaknesses.
Shahani’s report (1998) explains that family orientation become in-group
orientation that prevents us from reaching us beyond the family to the larger
community and nation. In our personlism, we are warm and caring but this
leads us to lack of objectivity. We are concerned we know but unfair to
people we don’t know. In our flexibility, we compromise precision and
discipline. We are a joyful people with humor all the time for serious problem
needs serious analysis. Our faith in God is our source of strength but this
makes us dependent on forces outside us, do nothing that makes us
submissive to God’s will. We are good at pakikipagkapwa-tao and so we
easily empathize but we can at the same time be envious of others. We can
be hardworking and yet can be lazy and passive in the workplace.
VALUE EDUCATION IN SCHOOLS
“Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute
meaningfully to build the nation.”

Core values- Maka-Diyos, Maka-tao, Makakalikasan and Makabansa.

1) Extreme family centeredness, 2) Extreme personalism, 3) Lack of

discipline. 4) Passivity and lack of initiative, 5) Colonial mentality, 6) Kanya-
kanya syndrome, talangka mentality, 7) Lack of self-analysis and self-
reflection, and 8) Emphasis on porma rather than substance.
 So that it will not be “more form than substance’ as
described in Senator Shahani’s Report, Philippine schools
have to intensify values education in the curriculum. In fact, in
response to this report, Values Education now Edukasyon sa
Pagpapakatao in K to 12 Curriculum, was introduced as a
separate subject in the basic education curriculum under the
Values Education Framework program of Dr. Lourdes
Quisumbing, then Department of Education Culture, and
Sports Secretary in 1988-1990.
 The Values education Framework was
conceptualized in 1987. in 2002, the Basic
Education Curriculum (1-6), and First-Forth Year
High School) integrated values in the mayor
learning areas or subjects. Beginning with k to 12
Curriculum in2013, Values Education was renamed
Edukasyon sa Pagpapakatao (EsP) for grade 1-10.
 In senior High Curriculum (grade 11-12) there is no
course with the title, Values Educatiom or Edukasyong
Pagpapakatao but core courses such as Introduction
to the Philosophy of Human Person and Personal
Development, are in essence, Values Education
subjects themselves.
APPLICATION: LET’S APPLY
1.Teacher observes that when the students submit
report, the more ornate and artistic the folder is, the
less substantial the report. Which weakness in the
Filipino character is pointed to? If you were the
teacher how do you counteract such?
2. In line with government’s austerity program, DepEd reiterates the
following policies:
a. Graduation rites should be simple but meaningful to encourage civil
rights, a sense of community, and personal responsibility. While rites mark
a milestone in the life of learners, these should be conducted without
excessive spending, extravagant attire or extraordinary venue.
b. Moving Up or Completion Ceremonies should be simple, involving only
the learners, their parents and the school; and
c. Non-Academic project such as attendance to field trips, film showing,
Junior-Senior promenade, and other School events should not be
imposed as requirements for graduation or completion. (D.O. # 02, s.
2019)
Which of the weakness of the Filipino does this
DepEd order wish to help eliminate? Explain.

3. In a post-observation conference, school head cites

points for improvement for the teacher observed. It
happens that there are more points for improvement
than positive points. Teacher concludes the school head
is biased against her.
Which Filipino weakness is revealed? What should be
done?
4. What should be done in the Philippines basic
education system so that it is more substance than
form.
5. Cite instances where 1) extreme family
centeredness, 2) lack of discipline, 3) passivity and
lack of initiative, 4) colonial mentality, 5) kanya-kanya
syndrome, talangka mentality 6) lack of self analysis
and self re4flection are manifested in Philippine
Society.
Explain how school can help counteract such negative
traits.
6. Aside from the influences of the formal curriculum, there are the
influences of the ‘ hidden curriculum’ the values taught informally by
the Philippine school system. School are highly authoritarian with the
teachers as. Central focus. The Filipino students is taught to be
dependent on the teacher, so he attempts to record verbatim what the
teacher says and to give this back in its original form with little
processing during examination.
Teachers reward well-behaved and obedient students and are
uncomfortable with those who ask questions and express different
viewpoints. Critical thinking is not learned in school.

Does this picture still hold true today? Why or why not?
LET’S CHECK FOR UNDERSTANDING
1. List the weakness of the Filipino character. Explain each in a
sentence.
2. List the strength of the Filipino then in a phrase or clause, explain
when that strength become weakness.
STRENGTH IT BECOME A WEAKNESS WHEN
1.
2.
3.
4.
5.
TAKING IT TO THE NET
1. Research on the Curriculum Guide for Edukasyon sa Pagpapakatao
(ESP) from grades 1 to 10. Check on the pamantayan (standards) of
EsP from Grade 1 to 10. Does the teaching of EsP in the Grades
help in eliminating the weaknesses of the Filipino Character as given
in Sen. Shahani’s Report? Share your findings.
2. Research on the Senior High Curriculum. Find out if there are
subjects where the following are intentionally taught: (1) a sense of
patriotism and national pride; (2) a sense of the common good; (3) a
sense of integrity and accountability, (4) the values and habits of
discipline and hard work; (5) the value and habits of self-reflection
and analysis; the internalization of spiritual values and the emphasis
on essence rather than on form.
3. Research on DepEd orders on value education and value
integration. Can these DepEd orders disprove that the Philippine
educational system is more form than substance as claimed in Sen.
Shahani’s report?
4. The K to 10 Curriculum Guide for Edukasyon sa Pagpapakatao
(EsP) and he Grade 11-12 Curriculum Guide for Philosophy of the
Human Person and Personal development show that there is an
intensive and purpose effort of the Philippine educational system to
eliminate the weakness of the Filipino character that is more
substance than form. Which proofs can you give?
LET’S REFLECT

Which of the Filipino character applies to

you? Have schools helped you to counteract
such weakness?
LET CLINCHERS
1. How can schools help fight the Filipino lack of analysis?
a. Do teaching-to-the test
b. Give out-of-context drills
c. Make students solve problems
d. Let students write their observation.
2. When does the Filipino’s faith and religiosity become a weakness?
e. When he does nothing to help himself and waits for God to save him
f. When he totally submits himself to God’s will after having done all he could.
g. When he forgives his enemies and so appears weak.
h. When he prays everyday and every night.
3. What’s wrong with the Filipino sense of humor?
i. When he always joyful
j. When even serious things are not taken seriously
k. When he take things lightly
l. When his joke are corny.
4. Which Filipino weakness is proven in his penchant for
diploma?
a. Porma over substance or essence
b. Love for education
c. Desire for upward mobility
d. Fatalism
5. What does teachers encourage when she looks at
students’ questions in class as indicator of inattentiveness?
e. Critical thinking
f. Love for study
g. Passivity
h. Pakikisama
THANK YOU
AND
GOD BLESS!