Seoul Accord Annual General Meeting

The Seoul Accord’s Annual General Meeting (SAGM2016) was held last June 3-5, 2016 at the Royale Chulan, Kuala Lumpur Malaysia. Read more

PSITE National Board (AY 2016-17)

Due to the recent developments with the PSITE National Board, the board met and reconvened in Manila on 15-March-2016 and held another election. Congratulations to the new set of officers listed below, they will bring PSITE into even greater heights! Soar high, PSITE! Mabuhay!!! Read more

Thailand Educational Benchmarking

Last May 23-28, 2015, I joined the Benchmarking Educational Tour of the PSITE National Board in Bangkok, Thailand. Read more

(ACTIS 2014, Japan) Asian Conference on Technology, Information and Socity

Last November 20-23, 2014, I attended and presented a paper entitled “Best Practices and Challenges of Information Technology Education in the Philippines. Read more

SEOUL ACCORD General Membership Meeting

The Accreditation Board for Engineering Education of Korea (ABEEK) invited me to attend the Seoul Accord General Meeting (SAGM2013(Seoul)), Millennium Seoul Hiiton, Seoul, Korea last June 21 to 23, 2013. Read more

Indonesia Educational Benchmarking

Last May 18-25, 2014, I joined the Benchmarking Educational Tour in Jakarta, Indonesia. Read more

PICAB MOA Signing

Philippine Information and Computing Accreditation Board -- MOA signing Read more

2013 NESRC

Pix taken during the 2013 National Engineering and Science Research Conference (2013 NESRC) held at the Heritage Hotel, Roxas Blvd, Pasay City last March 7, 2013 Read more

PSITE NATCON 2013

PSITE NatCon 2013 Opening Remarks; Read more

SMART SWEEP 2013

A team of four students from the Institute of Computing of the University of Southeastern Philippines clinched the Ideaspace Award and a PhP 100,000 cash prize; Read more

Hongkong Benchmarking Educational Tour

I joined the PSITE National Board Hongkong Benchmarking Educational Tour last January 03-06, 2013; Read more

eGOV Awards 2012

From a shortlist recommended by DOST-ICTO, i was invited to be one of the judges of the eGOV awards final judging last November 8, 2012 at Oxford Hotel, Clark Freeport Zone, Pampanga; Read more

10th National Conference on Information Technology Education

Delivered by Dr. Randy S. Gamboa, PSITE President, during the NCITE 2012 October 19, 2012 in Laoag City; Read more

Top 10 Finalists for the 9th SWEEP Innovation and Excellence Awards!

Two entries from the Institute of Computing had been shortlisted as top 10 finalists for the 9th SWEEP Innovation and Excellence Awards!; Read more

10th Philippine Youth Congress on Information Technology(Y4IT)

The Philippine Youth Congress on Information Technology or "Y4iT" (Youth for IT) is an annual event hosted by UP ITTC and UP SITF in cooperation with the UP ITTC Student Volunteer Corps, JICA, PSITE, CSP, PCS, PSIA, GDAP, EITSC, HSF, and Cyberpress. … Read more

Board Meeting

pix taken during the national board meeting last August 17-19, 2012 at Club Balai Isabel, Barangay Banga, Talisay Batangas.; Read more

Certificate of Recognition: Best Paper

The University of Southeastern Philippines held its 25th University Wide In-House Review; Read more

IBM Web Application Development Training

The Institute of Computing through its extension office with IBM and the Philippine Society of Information Technology Educators-Region X1 … Read more

ARIGATO GOZAIMAS

Konnichiwa , On behalf of the participants both from the Philippines and from other countries, I would like to thank the Association for Overseas Technical Scholarship or ….Read more

Saturday, July 23, 2005

Reflective Paper - CONSCIENTICIZING

CONSCIENTICIZING
A Reflective Paper
by: Randy S. Gamboa


The material provided to us talks about conscienticizing. Honestly, this is the first time I encountered the word and while I was doing some research on this particular topic I came across with several readings mentioning the work of Freire, whom I would like to believed awakened the minds of many educators through his work.

Here are some definitions of Conscientization based on my research:

“Conscientization is the deepening of the coming to consciousness. There can be no conscientization without coming first to consciousness, but not all coming to consciousness extends necessarily into conscientization”

In other words, conscientization is an ongoing process (not a one-time experience) whereby one becomes aware of factors and conditions that cause oppression by others and repression by oneself.

Conscientization is not only a matter of undertaking new projects and learning new skills; more fully considered, conscientization enacts freedom, creating a new human subject.

It means that education is the practice of freedom and depends on a political decision to make persons fully active in their concrete situation. That the illiterates be empowered, to raise their consciousness of their own and to motivate them to take charge of their own lives.

Conscientization rarely is a one-time awakening, but rather it is a process with multiple avenues of insightful moments as well as difficult times of denial and pain.

That process must be characterized by gradual as well as revolutionary changes at multiple levels ranging from alienation to liberation. Conscientization about one's actual reality takes place by submersion and intervention in it; hence, the necessity of doing inquiry mediated by reflective dialogue.

Basing on the definition above, I think education in the Philippines is under siege, curricula are being defined increasingly by government working with the business community. Educators are being told increasingly by the government what to teach and how to design our programs.

I strongly believed that educators and students have a right to empowering pedagogy that helps them to question their world and act on it. As an educator, I feel obligated to create opportunities and learning situations for my students to question why some people suffer, lack opportunities, and lose hope despite their hard work and resilience, while others have anything they want and more in a relatively easy way. I also feel the urgency to engage both the educators and students in the inquiry of conscientization, and to strengthen alliances for working toward a more just and democratic educational society.

The paper reminded us the purpose of education to bring critical-minded, conscienticized individuals, to lead out people, out of ignorance, out of yesterday. I agree that there is a need to revolutionize the education system, if only to contribute to the attainment of full humanity and that there is a “great” real demand for educators who are competent in problem-posing approach and experiential learning techniques.

Let me share my thoughts in these two approaches.

Problem Posing approach

In this approach, the teaching processes should provide students with opportunities and assistance for examining their social realities critically. This is a complex process of awakening, reflecting, learning from each other, and learning how to learn for oneself about issues of oppression. Educators should help students to achieve a critical understanding of their own reality and to engage in transformative actions.

By critical understanding, Freire referred it to a deep examination, through dialogue with others, of the legitimacy of the social order in terms of access to socioeconomic resources and opportunities. This examination should start in the immediacy of one's own reality, and from there identify the structures and ideology of oppression at the local, institutional and societal levels, taking into account the vital needs and interests of the various groups. To do critical understanding, the process should be mediated by dialogue. Dialogue seals the act of knowing, which is never individual although it has its individual dimension.

We should allow our student to engage in questioning the world around them and this is not indoctrination, we are just allowing the students to engage in deep examination of their own reality through inquiry and dialogue. But let me make it clear that the educators should not leave the
students by themselves nor manipulate them, meaning that educators should have directive responsibility.

In this approach, the individual inquiries should be shared through group dialogue and synthesis could be analyzed as part of a larger class discussion. In short, the problem posing approach could help students to engage the world around them, formulate their own ideas and judgments, challenge oppression and exploitation, and create more enriching and empowered lives which calls for good judgment that leads to moral action.

Experiential Learning Techniques

This approach in Learning is a broad term that includes educational methods that focus on the formation of knowledge for practice, often by turning experience into learning and it often seen as learning by doing. An example is Information Technology students in a university doing their summer practicum in their assigned workplace. The approach could be used also in classroom through techniques such a role paying or simulation exercises.

Experiential learning method often focuses on practical learning through a combination of both past and current experiences and is often student self-directed. In Information Technology course, a large part of experiential learning from field practicums combines practice in professional situations with supervision and direction from experienced practitioners and professors, as well as academic work in classroom settings.

This approach is student-centered and emphasizes the validity of students’ past and current experiences, and the importance of experience to student learning. In addition, it focuses on problem-solving skills, and thus it helps students gain skills for problem-solving in professional and practice situations.

CONCLUSION:


That education should help students to achieve a critical understanding of their own reality and to engage in transformative actions, and that there should be shared power in learning especially on the curriculum, its contents and methods and the coordination of its activities. That it should provide a forum open to imagining and free exercise of control by the students, educators and the community while providing for the development of skills and competencies.

To be more specific, I believe that there should be:
Democratic dialogue in the classroom
A curriculum situated in the learner’s reality
Participatory teaching formats
Student-centered learning




References:

Freire, P. (1973). Education for Critical Consciousness. New York: Continuum.

Ada, A.F. & Beutel, C. (1993). Participatory Research as a Dialogue for Social Action.

Giroux, H. A. & Aronowitz, S. (1985). Education under Siege. South Hadley, MA: Bergin & Garvey.

Purpel, D, Moral Outrage in Education (New York: Peter Lang, 1999).