The philosophy of the human person curriculum in the Philippines: Basis for COVID-19 Model of Curriculum Revision

Abstract

Identifying gaps and overlaps in the Introduction of Philosophy of the Human Person (IPHP) curriculum in the Philippines is a great concern that makes it relevant. This ascertains its scopes based on sufficiency in terms of themes, goals, and aims; principles and criteria used for content selection; and proposing a COVID-19 Model for future revision. Using content analysis, it utilized pre-determined codes on the themes, goals, and aims of social studies; and the principles and criteria for content selection. Four clusters of themes were sufficiently integrated with the IPHP curriculum in a spiral progression; three other clusters showed gaps with no integration. The 10 social studies goals were sufficiently integrated that remains consistent in a semester with a decrease in distribution due to is spiraling complexities of contents. Six aims were sufficiently integrated with no existing gap with a negligible overlap in personal development. The principles of the curriculum were sufficiently used as well. As the semester progresses, the utilization of these principles decreases toward the second quarter, which needs attention for a future revision, using a COVID-19 Model. These results have a practical impact on curriculum makers to see the nitty-gritty in crafting or revising a curriculum to ensure the balance of content integration, realignment of concepts and skills, and continuity. These results also promote social impact in understanding our humanity as juxtaposed in the IPHP taught in the senior high school curriculum in the Philippines.

Keywords:

• Gaps and overlaps
• human philosophy
• basic education
• senior high
• COVID-19 Model of Curriculum Revision

1. Introduction

Education plays a vital role in human history. It allows humans to see a wider picture of the progress and development of the nation’s accomplishments. Its primary purpose is to produce a holistic individual that contributes to the betterment of society. The critical observation of the needs of the curriculum stakeholders and society addresses a paramount concern in the study. The school, as a part of the educational system, must provide effective and efficient standards to nurture the learners, master the subject skills, and enforce linkage with the community through the use of updated school curricula.

The curricula are composed of essential standards as provided by the Republic Act 10,533 in the Philippines. Adapting the international standard of a 12-year basic education curriculum in the Philippines gives better opportunities for every Filipino to become globally competitive. The competitive edge in the standardized curriculum is narrowed down, but together with this, the problem arises in the selection of content and skills to be taught, facilities, and other learning resources. The state’s responsibility to establish, maintain, support, and give priority to the development and sustainability of the educational system is yet to be visible. The educational system has the duty of what to implement to meet the demands needed for a perplexing global environment. Through content selection, it is easy to address the scope and limitations of the subject and give emphasis on how to bridge the gaps and cut the overlaps in the social studies curriculum in Philosophy of the Human Person (IPHP) offered in the senior high school program within the K to 12 curricula in basic education. This content selection becomes a broad education scope with an in-depth focus, attainable through a set of competencies that serves as doable learning outcomes.

Senior High School prepares students to enter college or the industry to specialize in their life’s chosen career. The Grade 12 Social Studies Curriculum Guide in Philippine Education focuses on the IPHP that initiates the activity and process of philosophical reflection as a search for a synoptic vision of life. The topics comprise the human experiences of embodiment, being in the world with others and the environment, freedom, inter-subjectivity, sociality, and being unto death (DepEd Curriculum Guide, 2012). Philosophy comes from two Greek words, philos or philia, meaning “love” and sophia meaning “wisdom.” This offering is a broad concept because it offers various definitions of insights from different fields (Articulo, 2008). One of the areas in the study of philosophy is the “Philosophy of the Human Person” dubbed as the “Philosophy of Man” (Tubo, 2006). This disciplinary area deals with human nature and the being-man or being-woman. It tries to answer the origin, nature, and reality of human existence, and there is a close linkage to other subfields of philosophy (Babor, 2007). Man or woman is the star in “Philosophy of the Human Person” (Cedeno, 2003) and through inquiry and reflection, the student can grasp the truth of their existence (Cruz, 1987). The insights to these reflections may result in another question, but it aims to produce happiness or satisfaction (Ramos, 2016).

The units of work in this curriculum present humanity’s effort to understand itself and its place and context in the world. This curriculum asks learners to seek the truth about their own lives by being exposed to some philosophical thinkers. The presentation of communication and critical skills is essential for professional development in different units and lessons (Ramos, 2016). Unit I or the midterm topics tackle pursuing wisdom and facing challenges which include the introduction of philosophy, its nature, and branches found in Lesson I. Methods of philosophizing in Lesson II which discusses the methods of analyzing the difference between opinion and truth and realizing the methods of philosophy that lead to wisdom and truth. Lesson III on the human person as an embodied spirit focuses on transcendence in the global age. Lesson IV discusses the human person in the environment. Unit II, or the final coverage, focuses on the human person’s freedom in Lesson V, which includes the freedom of choice and the consequences of it. Lesson VI tackles inter-subjectivity, which includes accepting different people with their talents and contribution to society. Lesson VII discusses the human person in society, which tackles the different forms of society; recognizes the individuals in the society. Lesson VIII deals with human persons toward their impending death, which recognizes the meaning of one’s life.

This study aims to identify the gaps and overlaps of the IPHP Curriculum Guide in the Philippines, which is offered in Social Studies Grade XII. The gaps and overlaps in the curriculum kept pace with the tempo of societal changes and technological progress concerning the Philippine context (Hagos & Dejarme, 2008). Subject matter should respond to social revolution and highlight Filipino philosophy. The change in the curriculum entails more than the bare meaning itself. This study intends to provide a framework for possible revisions of the curriculum to make it more précised as possible and amend it based on research-based implementation. This change helps individual learners attain mastery and skill development, ready to face the challenges of globalization and for teachers’ proper alignment to the curriculum. The search for the very purpose of a human person’s existence leads to living the fullest life in this world. Having an innovative curriculum is the other concern of this study. This innovation would help the teachers to update their teaching contents and competencies since the teacher is the one who introduces the topic. The offering of the IPHP for senior high school in the Philippines promotes holistic learning, i.e. comparable with the rest of the world, and to think philosophically without negative assumptions. Thus, this can also help the learners to develop critical and analytical thinking skills and sensibility to the problems around them.

2. Review of related literature

2.1. The need for human philosophy in social studies basic education

Humans seek to find the truth, and to ignore this signifies the irrational existence of man (Tubo, 2006). The purpose of human existence has value and meaning that involves improving the quality of connectivity with one another, nature, and animals (Ramos, 2016). To grasp the truth about the nature of man and the contributions of being a man, it makes sense of pursuing to live life in a meaningful way (Babor, 1997). Human Philosophy helps students to have a deeper understanding of the different knowledge-generating techniques other than the usual memorization and the necessary knowledge acquisition. This understanding strengthens the learner’s foothold in enriching the intellect with significant and relevant learning experiences (Lone & Israeloff, 2012). This transformation serves as an eye-opening to real-world problems, formulating solutions, and choosing what method is best to apply. The force of a seeking man or woman can lead to unordinary discovery—a transcendent reflection.

In today’s generation, learners are perceived not as a blank slate; instead, they are full of knowledge and experiences needed to be guided by teachers on how to ignite their different potentials through a relevant curriculum (Baska & Little, 2011). Through the curriculum, the learner’s confidence in the capability to adapt and compete to the set standards homes to live and survive in this globally connected world. Education, therefore, must be directed toward the development of the “complete man” (Vega et al., 2015). Moreover, through performance, the teacher’s targets become an observable and manifest success in learning (Buendicho, 2010). As education centers on human beings and human development, and it emphasizes the qualitative transformation processes, which are learner-driven learning, creativity, and values are best desired (Singh, 1991). The experience inside the classroom is challenged on how to use it outside in real-world scenarios independently.

2.2. Themes of social studies and philosophy of man

Countries nowadays are interdependent. In global competition, the countries that do not adapt will likely fall behind. Globalization is a fast interconnection and interaction among people across the globe, making it seem like a small society dwelling on each other’s contributions and benefits out of the established relationship where technology and innovation serve as the mediator (Al’abri, 2011). As the world economy flourished in the global arena, the trend of education also continues to pave its way in the global setting considering the gap between each country’s different perceptions and perspectives toward education (Moloi et al., 2009).

Everyone is born to naturally acquire knowledge from the society where he or she belongs. There is a need to cope with alternative solutions to living and sustaining life and to battle, every obstacle brought by the changing needs of society (Aquino, 1986). Throughout the years, primitive ways of survival have always been the primary source of living of the prehistoric people, which has been naturally passed down by teaching and training the young ones (Reganit, 2007). Humans follow some of these patterns of ways to adapt and survive (Bauzon, 2001; Monroe, 1915). This mechanism created a society where they learn and cope with each other—the right of an individual based on truth and consensus to the majority. For many centuries, the right to education is inalienable to whoever has a life (Bauzon, 2001). When civilization began, there were endless questions on how to resolve problems in everyday situations. People adhere to their right and responsibility to bring positive change called development (Palma, 1992)

2.3. Goals of social studies and human philosophy

According to Alvin Toffler in his book, Future Shock, “Change is avalanching down upon our land, and most people are utterly unprepared to cope with it” (Bauzon, 2001). This belief gives the notion that temporality is temporal to itself, and this makes it possible (Heidegger, 1962). The set of essential practices, beliefs, customs, and mores become standards of every individual in society since it is the best method in the situation. Thus, emphasizing education has a high impact as an essential institution. Education is an instrument for nation-building. It must be flexible to the trends and issues of a nation and must lead to cater to these needs. In education, what is necessary is innovation (Aquino, 2008).

The demand for graduates that are skilled, flexible, and innovative in the actual fields continuously increases. Giving a learner proper education as a preparation for life, and adequate time to equip and prepare for the different areas of learning is necessary. In the new era, globalization challenges everyone to acquire confidence enough to adapt to these changes (Aquino, 2008). The global goal is to give quality education to every student across the globe with high standards to address the different obstacles in achieving the desired outcome of global education (Appendini Albrechtsen, 2017) and to continue enhancing and modifying the global aim of honing and enriching children to be more educated and well-informed (Vega et al., 2015). Educators are expected to be more effective and efficient in molding their students on becoming professionals and to be globally competitive and confident enough to meet global needs and standards (Armstrong et al., 1993).

2.4. Aims of social studies and human philosophy

Culture becomes the identity of a country that bonds the similarity of an individual and society. The countries differ from each other as the culture resembles the identity of their people (Crapo, 1993). Culture is the way of thinking of the people in a particular place (Zaide, 1999) that is passed down from generation to generation. However, the present generation has the final say on whether to preserve or neglect the culture of their ancestors. Preservation connotes pride, and negligence points out no longer necessary to practice (Gillin & Gillin, 1948). Current issues around the world involve culture as a hindrance to development. In a country that is open to possibilities of changing the culture to new ideas more suitable to current issues, applying critical thinking is likely to progress. Thus, it calls for a reflective understanding of history and its significance in life.

Teaching unveils the goal of the majority in society (Bauzon, 2001). The lesson learns from the present generation is a valuable tool in preparing the vision of the future. Now, the integration of value-laden content is one of the characteristics of Social Studies. It is to prepare students to be globally competent and equip them with different learning experiences in the broader scope of social studies education (Ocadiz et al., 2018). Moreover, philosophy as a significant contributor to developing students aims to expose them to vast ideas that enlighten and guide them to have a deeper understanding and integration about life and not just merely acquiring knowledge and skills (Appendinni Albrechtsen, 2017). Humanity’s conviction and value system considers vital in developing a well-informed citizenry that teaches the importance of culture as an advancement of learning in making a great nation known.

2.5. Principles of social studies and human philosophy

With twelve years of rigorous training in school, the graduates of the K to 12 would be more prepared for employment, which would help the nation’s human resources (Doddington & Hilton, 2007). Individuals must have the initiative to know what to do wherever or whatever is necessary for them, for them to work independently and do things on their own without other people checking or observing their work as correctly done (Pawilen, 2015). One of the factors for success in learning lies in the contents of the curriculum. The knowledge generation should be in increasing, and the State is developing (Armstrong et al., 1993). Learners learn from concrete to abstract while facilitating the learning process, and teachers integrate the major and minor fields of a subject because they are interdependent. The proper arrangement of contents provides even distribution to the discussion in the classroom (Lucas & Corpuz, 2014). It deals with the totality of the topics as precise in detail for learners to acquire a depth understanding and to broaden it about the other fields of disciplines. Independence, sustainability, and maturity are expected to develop in oneself. People do not merely know “what” but should focus more on “how” the things surrounding them affect or impact their lives in preparation for the future.

Time-bounded, clear goals and purpose in developing assessments for learners are the first steps to be observed in the curriculum (Lund, 2014). These make the lesson objective easy for teachers to measure the competencies set. Learners are well-managed and exposed to different educational activities because the curriculum is intentional and directive. The iterative revisiting of subjects throughout the course is particularly relevant in integrated and problem-based learning and outcome-based education that can deepen and broaden the learner’s knowledge (Harden & Stamper, 2015). This act requires a broad general education and, simultaneously, a small subject in-depth focus. Students are exposed to fundamental ideas moving to intricate details and connecting them to the new knowledge they acquire. It starts from concretization to abstraction, a basic form of learning.

2.6. Criteria of social studies and human philosophy

The learners are the client of education, and it is the educational system’s responsibility to meet their needs and help to achieve priorities in life (Doddington & Hilton, 2007). Complexity is a common notion that learners differ from one another. Personalization is precise in coping with the different learning styles of every individual (Fullan et al., 2006) and the set criteria in education are a great asset in the teaching and learning process (Vega et al., 2015). The framework of the curriculum is on the fundamental models and theories, research methods, and analysis of empirical practice in time (Nygaard et al., 2006). The curriculum, the foundation of educational reforms, aims to achieve high-quality learning outcomes (Stabback, 2016). Thus, critical and analytical thinking is a factor in making a curriculum, for it is interdependent and connected to every detail of education. The curriculum answers the content of teaching, the time and process to teach it, and the subject structure. There are different curricula concepts, and some are still relevant to the emerging changes in education, yet modified over time.

Curriculum development and students’ learning processes are related (Nygaard et al., 2006). In a classroom scenario, where learners are the actors and the teacher is the audience, this requires using rubrics to give comments and score learning outputs. In the modern and digital world today, learners in the 21^st century are technology savvy. Thus, the integration of digital literacy in the curriculum is one of the essential skills in this era (Boholano, 2017), to enable connection, address, and offer solutions. The advent of technology to an individual connotes easy access to opportunities, making people more competitive enough than before (Colinares, 2005). It enhances the learning process to become more conducive and helps to have a broader scope of the different social phenomena around the world, preparing the individual for reasonable possibilities. At the beginning of human civilization, education flourished and created a notion that life brought to the world knowledge and skills that were handed down from one generation to another (Lacuesta, 1986).

2.7. Curricular enhancement and innovations

A country with citizens that can compete with the challenges of globalization is powerful. Such abilities give people in a country more opportunities to compete and cope with globalization. The Philippines joins that wagon of global competition, but her old educational system hinders her from becoming even more competitive. Education plays a significant role in globalization to improve the increasing quality of life. With this, the country adopts the challenge by reconstructing the curriculum in primary education and responding to the call for an outcomes-based curriculum in higher education. The conceptualization of the K to 12 curricula would make the Philippine educational system at par with the international standard of a 12-year basic education program that contributes to a better-educated society (Bilbao et al., 2015). Changing the curriculum for a better future for the people is necessary in this ever-changing world to be at par with other countries. The K to 12 is a more effective educational model than the former Basic Education Curriculum. While its implementation is new, issues on how to find enough teachers and school facilities are inevitable. Facing a new chapter in changing the curriculum for the better would give the people a hard time at first, but if the people consistently believe that this curriculum would help the country, then support for its implementation is accepted. A well-constructed curriculum has to identify appropriate goals and outcomes; and related activities that support its implementation (Doddington & Hilton, 2007).

Globalization in education at all levels in the Philippines implies that the country is competing with other countries (Colinares, 2005). The push of the K to 12 is a response to that global race. In unity, the K to 12 in the Philippines becomes a tool in the global arena that needs no turning back. This context is the beginning of uncertainty, but the willingness of the Philippines for its implementation is a sign of a positive change for the road of development (Palma, 1992). Risks seen in its implementation are inevitable; if these are calculated, it prevents escalation of possible challenges from making this country move forward. When calculated risks are in place, innovation calls for betterment, leading to satisfaction (Sharratt & Harild, 2015).

3. Statement of the problem

This study determined the gaps and overlaps of the curriculum in IPHP for basic education in the senior high school social studies program in the Philippines by ascertaining themes, goals, and aims of social studies in the learning competencies, determining the bases for content selection in terms of principles and criteria; proposing a curricular framework needed for future curriculum revision.

4. Research methodology

4.1. Research design

The study used a qualitative method with content analysis design, which focused on interpreting the data generated from decoded learning competencies of the IPHP Curriculum Guide for Social Studies Grade 12. This design is limited to the curriculum scope and sequence of the two terms (mid-term and final term). Content Analysis is the systematic reading of a body of texts, images, and symbolic matter that is not necessarily from an author’s or user’s perspective, (Krippendorf, 2019). The pre-established codes used in the checklist are derived from the identified variables such as themes, goals, and aims of social studies; and principles and criteria of a content selection.

4.2. Research environment

In a content analysis where there was no need for human research participants, the study was held inside the library of one of the state universities in Cebu City and at home where the internet connection was available.

4.3. Data gathering procedure

The following steps were used in the generation of data. After the conceptualization of the central thesis, downloading the IPHP curriculum guide for Social Studies Grade 12 for free on the Department of Education website followed. The perusal of the curriculum guide, learning standards, and learning competencies was highlighted with markings. The checklist was constructed based on the identified variables, which served as pre-identified codes. The learning competencies marked in the curriculum guide were analyzed based on the identified codes. A tally using frequency counts of these codes was finely crafted to provide a general picture of the results.

4.4. Research instrument

The primary instrument used in the study is the IPHP Curriculum Guide for Social Studies Grade 12, where the learning standards and competencies are found. The checklist reflecting on the identified variables of the study was used to compare the markings made in the Curriculum Guide and the Learning Competencies mentioned. Coding sheets where the frequency counts were reflected served as the basis for the tally sheets before the presentation of the visual graphs.

4.5. Inclusion and exclusion criteria

The study focused on the IPHP Curriculum Guide for Social Studies Grade 12 in two terms: midterm and final term. Other aspects in the curriculum guide not related to social themes, goals, aims; and principles and criteria for content selection were excluded primarily from the study.

4.6. Ethical considerations

The study has refrained from using human subjects; therefore, the only ethical consideration used in the study was objectively done to ensure proper practices in sound scientific judgment. The requisite standards in making a curriculum were recognized and used as the prior elements observed in finding the gaps and overlaps in the Grade 12 Social Studies Curriculum Guide in Philippine Education. No permission was required for this study because the curriculum guides were publicly accessible as a public domain for fair use.

4.7. Data analysis

A Content Analysis was used in the data. A Content Analysis is a compression of words or texts in categories, which is useful in examining documents’ trends and patterns (Stemler, 2001). A tally sheet was used to address the themes, goals, aims, principles, and criteria as the pre-established codes. The completed codes were counted to derive the total frequencies in each category. The computed percentages of these frequency counts were presented in visual graphs.

5. Results

5.1. Trends and patterns of themes, goals, and aims of social studies used in the IPHP curriculum

The first pre-identified code is the trends and patterns of themes, goals, and aims of social studies in the IPHP curriculum. This code highlights the curriculum intent of social studies and its orientation in the senior high school in the Philippines. A theme serves as a scaffold for a vibrant curriculum. It creates a connection with the different disciplines. It has interconnected concepts, forming a strong foundation for implementing the curriculum and a guide to the full realization of a successful curriculum (Cook & Martinello, 1994 in Gerkhe (1998).

The researchers utilized a tally sheet labeled with the seven themes of social studies. Each of the learning competencies of the IPHP was scrutinized according to these aforementioned themes. Frequency marks and frequency counts were used to get its percentage. As shown in Figure 1, Theme One, the Human Person got 27.69 percent with a sufficient ratio of distribution in learning competencies of IPHP.

Figure 1. The seven themes of social studies.

The following learning competencies are supportive of this finding such as (1) distinguishing a holistic perspective from a partial point of view, (2) realizing the value of doing philosophy in obtaining a broad perspective on life, (3) distinguishing opinion from the truth, (4) realizing that the methods of philosophy lead to wisdom and truth, (5) evaluating truth from opinions in different situations using the methods of philosophizing, (6) recognizing how the human body imposes limits and possibilities for transcendence, (7) evaluating own limitations and the possibilities for their transcendence, (8) demonstrating the virtues of prudence and frugality towards environments, (9) evaluating and exercising prudence in choices, and (10) realizing that choices have consequences and some things are given up while others are obtained in making choices.

These findings link with Theme Three on Identity with a 20.00 percent sufficient ratio of distribution in the following learning competencies as (1) showing situations that demonstrate freedom of choice, and (2) reflecting on the meaning of his/her own life. This result implies that IPHP recognizes the full understanding of the social identity of the human person. The curriculum also touches on Theme Two on Change, which got another sufficient distribution ratio of 18.46 percent in the following learning competencies: (1) recognizing how individuals form societies and how individuals are transformed by societies, and (2) explaining how human relations are transformed by social systems. This finding nuances a pragmatic notion that the human person is not limited, and with that notion of change carries a great Responsibility (10.77%) in the Society (9.23%) both with a moderate ratio of distribution and Environment (6.15) with a deficient ratio of distribution. Enumerating the objectives of what individuals want to achieve and defining the projects that they want to do in their life is a learning competency that falls under the theme of responsibility. While, comparing different forms of societies and individualities (e.g. Agrarian, industrial, and virtual) fits the theme of Society.

It propounds that the environment’s deficient distribution ratio among human persons and society addresses a concern since the environment is one of the most critical themes to consider in crafting a curriculum. A better learning experience can only realize a safe and comfortable learning environment (Wurm, 2009), which connects to other environmental issues within these learning competencies: (1) noticing things that are not in their proper place and aesthetically organizing them (2) showing that care for the environment contributes to health, well-being, and sustainable development, and (3) demonstrating the virtues of prudence and frugality towards the environment.

In crafting the curriculum, the concept is considerable and becomes paramount. Through time, growth and learning development is observable. Realization of learning is best if there is a time frame established not just the time frame where the lessons focus on recitation because the curriculum guide has it, but how the integration of time into the development in the learning competency matters. On Themes Three and Four, as observed, the curriculum disregards the concept of nationhood. Nationhood in education has a better impact on students’ understanding of nationalism and its significance to the development of the country’s citizenship formation (Awang et al., 2013). However, on Themes Five to Seven, the results showed that the curriculum did not consider any of these themes with a very low integration ratio. On the political aspect, the an increasing need to address the problems of sustainable development. Political action affects curriculum development. It significantly influences the structure and content of the learning in curriculum and instruction (Joseph, 2015).

At the outset, what prevailing trends and patterns of social studies themes are used in the IPHP curriculum? As gleaned from Figure 1, the IPHP remains loyal to the philosophy core—the human person. This trend asserts the recognition of one’s identity that demonstrates freedom of choice and reflects the meaning of life. The IPHP curriculum also has shown a pattern of competencies that address the individual capacities to transform the social system and change society as found in Learning Competencies in the Curriculum Guide. This theme of change to transform society has a corresponding responsibility like responding to environmental, social, and cultural issues that may have an impact on continuity and sustainability. Though these aforementioned themes set a pattern on how the course will be taught inside the classroom, this nuance overlaps that other themes were social studies Themes Five to Seven that serve with obvious gaps, because of no distribution in the IPHP curriculum.

The lack of knowledge about how the economy works and regional relations creates a lopsided curriculum that deprives learners of a better and holistic understanding of social studies. Learners can be more useful in exercising civic competence and responsibilities for nationhood (David, 1988). Learners develop a global perspective on regional and global relations, making them more competitive. They need a local-global connection that enables them to integrate and create linkages that prepare them for the future (Hicks, 2009).

As shown in Figure 2, the percentage distribution of seven themes within the midterm showed a spiral thematic distribution in Figure 1. However, as the curriculum expanded in the final term, a substantial increase of 15% in the thematic distribution is moderately evident. The imbalanced distribution of the seven themes nuances specific implications during the crafting of the curriculum. The committee members who represented had no grasp not only of philosophy but needed someone who had expertise in social studies curriculum and instruction. At the outset, the thematic integration in Curriculum Guide for Social Studies Grade 12 was very deficient in Themes Five to Seven. Based on the results, it extrapolates that the learning competencies in IPHP technically focused on its typical content orientation in philosophy that resulted in the lopsidedness of the curriculum vis-à-vis on other related themes that showed this range from no indication to less integration in the learning competencies found in the Curriculum Guide (CG).

Figure 2. Distribution of the different themes of social studies across the semester.

Figure 3 shows the aims of Social Studies. Social Studies aim to instill civic knowledge in learners to help them become productive citizens, be globally competitive, and have a deeper understanding of society’s norms as they integrate what they have learned in the various disciplines of social studies (Santos, 2016). What are the trends and patterns of social studies aims predominantly in the IPHP curriculum? From the lowest to the highest, Figure 3 shows that Aim Five got a sufficient (12%) percentage distribution. Informed Social Criticism focuses on how the classroom setting addresses the various social criticisms inside the classroom. This criticism aims to stop and control injustices of the status quo that are prevalently affecting students’ behavior and views toward their peers (Ross et al., 2013). This is similar to Aim Three (17%) on Reflective Inquiry, Aim One (13%) on Cultural Transmission, and Aim Six (15%) on Critical Consciousness. Only Aim Four (25%) on Personal Development got a very sufficient integration, which means that the intention of IPHP is on personal development. This finding affirms the discussion on the first four sets of themes presented in Figure 1. If the curriculum makers intend to share 100% among the six aims, each would have 16.66% to establish an equal balance, then the aims of social studies are equally appropriated.

Figure 3. The integration of the social studies aims in the introduction of the philosophy of the human person.

This is ironic because lessons in philosophy include skills in philosophizing that cover issues on informed social criticisms, yet, it turns out to have the least emphasized skills in the CG. This finding shows two possible culprits: failure to integrate the nature of both philosophy and social studies in one curriculum, which during the crafting of the curriculum, experts of these two disciplines must be well represented, and the essentialist and highly structured convention of the Department of Education to prevent learners from becoming a radical thinker i.e. to criticize the status-quo that may affect conventional practices within the school culture, which the essence of the curriculum is sacrificed.

The emerging trend on Personal Development (25%) aim in IPHP is justified in the following learning competencies: evaluating and exercising prudence in choices; showing situations that demonstrate freedom of choice; enumerating the objectives of what an individual wants to achieve and defining the projects they want to do in life; and reflecting on the meaning of one’s life. Following this trend is the aim of Understanding History and Social Disciplines (18%) includes comparing different forms of societies and individualities, and explaining how human relations are transformed by social systems. As regards Reflective Inquiry on Social Issues (17%), the following learning competencies promote the realization of this aim such as doing a philosophical reflection on a concrete situation from a holistic perspective, realizing that the methods of philosophy lead to wisdom and truth, noticing things that are not in their proper place and aesthetically organize them, showing that care for the environment contributes to health, well-being, and sustainable development, demonstrating the virtues of prudence and frugality towards environments, and realizing that choices have consequences and Some things are given up while others are obtained in making choices.

Critical Consciousness (15%), includes the learning competencies in distinguishing a holistic perspective from a partial point of view, distinguishing opinion from the truth, recognizing how the human body imposes limits and possibilities for transcendence, showing situations that demonstrate freedom of choice, and the consequences of their choices, realizing that inter-subjectivity requires accepting differences and not imposing on others, explaining that authentic dialogue means accepting others even if they are different from themselves, and performing activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society.

On Cultural Transmission (13%), this includes the learning competencies in realizing the value of doing philosophy in obtaining a broad perspective on life, and in recognizing how individuals form societies and how individuals are transformed by societies. Thoughts and values are significant components of culture transmission, essential in the formation of a humane society. The beliefs and cultural patterns of orientations of families and social institutions are the solid foundations of how society is formed and transformed. While the aim of Informed Social Criticism (12%) matches the following learning competencies such as evaluating truth from opinions in different situations using the methods of philosophizing, evaluating own limitations and the possibilities for their transcendence, and evaluating and exercising prudence in choices. These learning competencies provide awareness of the self in terms of factuality and objective and right judgments.

Goals are statements of educational intention that are more specific than aims. They may be in either unstructured words or more specific behavioral terms (Wilson, 2016). Educational goals portray the overall learning outcome of the students. As shown in Figure 4, the ten goals of given equal distribution of 100% are appropriate with a 10% distribution in the curriculum guide. Goal Four (7.26%) and Goal Seven (8.06%) are sufficiently integrated with the CG. Goal Four “provides learners with knowledge of the human system in economics, government, and culture.”

Figure 4. The 10 goals of social studies.

Goal Four recognizes how individuals form societies and how individuals are transformed by societies and compare different forms of societies and individualities (eg. Agrarian, industrial, and virtual) as reflected in the CG for IPHP. These two learning competencies play a vital role in student life. Being a person, the student must learn much about this for the future of the country. Economics is essential for students to be well informed in this era of globalization and worldwide and international market competition (Lietz & Kotte, 2000) not only that, everybody deals with economics every day.

The government is a group governing a systematized community, and many people work for the government to make things better for every individual (Kishel, 2007). “Culture gives an intellectual meeting point across languages and disciplines” (Jenks, 2003) and is essential for everyone since they practice their own culture. This is sufficiently integrated into the curriculum of IPHP because nature, of course, is on developing logical thinking rather than creative thinking. Goal Seven “provides learners with an appreciation of people’s efforts to improve the human conditions through creative expressions and problem-solving.” This goal is realized through these learning competencies found in the CG for IPHP, by noticing things that are not in their proper place and aesthetically organizing them; performing activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society.

True to the inquisitive nature of IPHP, Goal One “helps learners to come to a greater awareness of themselves, to clarify, and examine their values, and establish a sense of self-identity.” With (12.5%) at a very sufficient level, this goal provides the learner with the introspection of “being” in understanding who they are, but this needs to be improved for further revision. This is realized through these learning competencies, which include distinguishing a holistic perspective from a partial point of view, realizing the value of doing philosophy in obtaining a broad perspective on life, distinguishing opinion from the truth, doing a philosophical reflection on a concrete situation from a holistic perspective, realizing that the methods of philosophy lead to wisdom and truth.

Similar to Goal Ten, which “provides learners sensitivity toward their potentials and their fellow human beings.” The learning competencies reflecting this goal includes showing care for the environment that contributes to health, well-being, and sustainable development, demonstrating the virtues of prudence and frugality towards environments, explaining that authentic dialogue means accepting others even if they are different from themselves, and recognizing how individuals form societies and how individuals are transformed by societies. The (12.1%) a very sufficient level of Goal Ten underpins the learners’ understanding of what they are capable of “becoming,” but still needs further improvement.

Goal Three “promotes learners’ concern for the development of an understanding and acceptance of other people with different values” (9.68%). This goal is realized with these learning competencies such as explaining that authentic dialogue means accepting others even if they are different from themselves, performing activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society, and explaining that authentic dialogue means accepting others even if they are different from themselves. This goal is justified to have a very sufficient distribution because of the series of history subjects taken in Grade 7 (Asian History) and in Grade 8 (World History) during their Junior High School. This nuance the greater need to follow up in IPHP.

Goal Nine “provides learners with the ability to use both cooperative and competitive circumstances for achieving goals” (9.68%), a very sufficient integration. Realizing that inter-subjectivity requires accepting differences and not imposing on others, performing activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society, and recognizing how individuals form societies and how individuals are transformed by societies are the three learning competencies that Goal Nine can be realized. This goal showed much emphasis in IPHP because the learners supposedly imbibe it in Grade 9 (Economics) and Grade 10 (Contemporary Issues) in the Junior High Social Studies curriculum.

Goals Two (10.48%), Five (10.8%), Six (10.8%), and Eight (10.08%) showed a very sufficient level of distribution. This means that “providing learners with the skills necessary to carry out the independent investigation of problems and to react critically to the solutions posed by others in Goal Five; providing learners with awareness with possible futures and the role they might play in shaping those futures in Goal Six; and providing learners with an understanding of the decision-making process involved in human interaction with the skills necessary to become effective decision-makers in Goal Eight necessitate readiness of the Curriculum for Grade Twelve consistent with the nature of the IPHP that needs enhancement in a future revision of the curriculum.

As regards the summarized distribution of these ten social studies goals in Figure 5 in a two-semester offering, the curriculum observes its spiral progression as shown in the 47% distribution in the first semester and 53% distribution in the second semester. Figure 5 shows an improvement in achieving the curriculum goals in an average distribution level in the Curriculum Guide (CG) and the Most Essential Learning Competencies (MELCs).

Figure 5. Percentage distribution of social studies goals by semester.

5.1.1. The seven criteria for content selection and the principles of the curriculum used in the IPHP curriculum

The second pre-identified code represents the seven criteria for content selection and the principles used in the IPHP. This code enhances both the quality and credibility of the IPHP curriculum. The criteria for selecting content in the curriculum play a vital role in every child’s learning. As shown in Figure 6, autonomy ranked at 11.81%, a sufficient proportion of the level of integration in content selection. Autonomy allows the students to directly experience and learn independently (2022) based on the list of competencies found in the CG. This autonomy would help the students expose themselves to different situations to learn.

Figure 6. Percentage distribution of the seven content selection criteria in the introduction of philosophy of the human person.

This exposure is an essential criterion for the student’s learning process. The eight performance standards found in the IPHP CG affirmed this finding, which includes (1) reflecting concrete experience in a philosophical way, (2) evaluating opinions, (3) distinguishing limitations and possibilities for transcendence, (4) demonstrating the virtues of prudence and frugality towards the learners’ environment, (5) showing situations that demonstrate freedom of choice and the consequences of choices, (6) performing activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society, (7) evaluating the formation of human relationships and how individuals are shaped by their social contexts, and (8) reflecting on the meaning of one’s own life.

Soundness and efficacy have the same percentage in which these showed evident interconnection. Soundness talks about the authenticity of the subject matter as knowledge becomes obsolete as time passes (Bilbao et al., 2014), thus, the subject must cope with the knowledge of the present times. Figure 4 showed that soundness got (12.5%) a sufficient ratio of integration in the CG. When it comes to soundness, the major topics found in the content standards of the IPHP are concentrated in the area of philosophy such as meaning and process of doing philosophy, the human person as an embodied spirit, the interplay of human persons and their environments, human person’s freedom, intersubjective human relations, interplay between the individuality of human beings and their social contexts, and human beings as oriented towards their impending death.

Efficacy pertains to the ability that could be useful in the future (2022). It showed to have a 12.5% sufficient ratio of distribution also. Students would not study if the content is obsolete and useless in their future lives, so these two criteria must be watched, to answer the students’ needs. The philosophical contents found in the IPHP curriculum, these contents are useful for students in senior high school to hone their skills in understanding themselves, and the realities of life that surround them. By learning these contents, they would be wiser human beings and better citizens of the country.

Viability (14.58%) with a very sufficient ratio of distribution provides attainable content in the given time using the available instructional resources that serve as the supported curriculum. There should also be an expert teacher to teach them what they need to learn, and the students’ nature should also be considered (Pacini et al., 2022). The students would want to learn from teachers they know as experts in their field; with this, there would be a higher chance for them to participate and learn new things. In terms of viability, the contents are equally distributed. There are four content standards for the first quarter and another set of four contents for the second quarter, which are arranged in a spiral progression.

Curiosity (15.97%) and Relevance (15.97%) also indicate a very sufficient ratio of integration, which interconnect with each other. Curiosity, in the curriculum, is one of the things that motivates the students to learn, would it be meaningful and the values that they could learn for their present and future lives (Bilbao et al., 2015)? The subject should be learner-centered by using the eight performance standards in the CG. Relevance is teaching the students the three learning domains, cognitive, affective, and psychomotor skills which also considers the cultural background of the students (Pacini et al., 2022)(), thus, the teacher should choose the topic that can meet the overall aim of the curriculum. The students want to learn if their interests or curiosity be answered, especially in dealing with their future and the actual situation in the real world. The use of Values Clarification Strategies, Reflective Teaching, Situated Learning, Localized and Contextual Teaching, Cooperative Learning and Differentiated Instruction are learner-centered teaching that can promote motivation and interest of the students in the listed contents of IPHP. These teaching strategies can also address the cognitive, affective, and psychomotor domains of learning.

Maturation with the highest percentage (16.67) emerges at the top of sufficient CG integration. Maturation pertains to the content that the students must learn i.e., appropriate within the range of their experiences (Bilbao et al., 2014). Most of the students would accept and learn the things that align with their interests and needs. Along the vein, it is fit that the contents and skills included in the IPHP curriculum are in line with the student’s level of maturation because the course is offered in the senior high school, where they can understand better the abstract concepts of philosophy as they explore with the aforementioned teaching strategies identified.

Figure 7 shows the percentage increase from the midterm (49.31%) to the final term (50.69) in two quarters. This increase shows that the curriculum improves its content selection and meets the student’s needs in a spiral progression model.

Figure 7. The Percentage distribution of content selection criteria in two quarters.

Figure 8 shows the percentage distribution of the curriculum principles used in the curriculum analysis for the introduction of the Philosophy of the Human Person. In 1992, Palma proposed the principle of BASIC as a guide in addressing the content of the curriculum. BASIC refers to Balance, Articulation, Sequence, Integration, and Continuity. In organizing content or putting together subject matter, these principles are useful guides (Vega et al., 2015).

Figure 8. Percentage distribution of the principles of curriculum used in the IPHP curriculum.

Balance is the proper distribution of contents with depth and breadth that guarantees the essential topics covered within the time allocation. Mastery in this subject gives attention to focus. Teachers must ensure that learners have the knowledge, skills, and values for the next stage of learning. Twenty-two percent (20%) of the subject content shows a balance in the curriculum and shifting of knowledge within the contents. In terms of depth, the learning competencies of IPHP follow a certain degree of complexity from the meaning and process of doing philosophy, to the use of freedom, to intersubjective relations, individuality to social context, and reflections to impending death show a spiral progression from easy to difficult concepts. This is balanced with the breadth, as these contents are essentially expounded and connected to other disciplines.

Articulation refers to the contents of the curriculum, which are illustrated in a step-by-step manner, either vertical or horizontal presentation. There are no daring gaps and overlaps in the content represented by nineteen percent (19%). For seamlessness, content is desired and can be assured if there is articulation in the curriculum. In terms of vertical articulation, there is a consistent core of philosophy concepts within the eight content and performance standards. The learning competencies exhibit a spiral presentation from easy to difficult. As regards horizontal articulation, the concepts in philosophy within the eight content and performance standards are presented with emphasis on correlating with other disciplines such as social sciences, the natural sciences, and the humanities, as mentioned in the integrations process.

The sequence is the logical arrangement of the content arranged in logical order. It can be done vertically to deepen the content within the discipline or horizontally to broaden the same content across other disciplines (Palma, 1992). In both ways, the pattern usually is from easy to complex, from what is known to the unknown, what is current to something in the future. The seventeen percent (17%) of the grade 12 curriculum is a manifestation of a more proper subject matter sequence. The learning competencies and the contents listed in the IPHP curriculum follow a deductive sequence. This means the flow of the presentation starts from complex to simple. For instance, it started with the meaning and process of doing philosophy as mentioned first in the content and performance standards. This concept is chunked with the various ways of doing philosophy, the human person and the embodied spirit, and the interplay with human relations and the environments for the first quarter. In the second quarter, narrowed discussions on the human person’s freedom, intersubjective human relations, the individuality of human beings and their social contexts, and their impending death. This sequence also tries to project a philosophical narrative of human life and its relationship to others and the environment until the moment of death.

Integration is the process of putting together the various disciplinal content in a selected discipline. Content in the curriculum does not stand alone or in isolation. It has some ways of relatedness or connectedness to other content. Contents should be infused into other disciplines whenever possible. This fusion provides a total or unified view of the curriculum instead of segmentation. Contents integrated into other disciplines acquire a higher premium than when isolated. The lowest among the other principles of sixteen percent (16%) project the little number of integrated subjects. The following learning competencies are spotted with the use of integration. First, noticing things that are not in their proper place and aesthetically organizing them can be integrated into art and other humanities-related courses.

Second, showing that care for the environment contributes to health, well-being, and sustainable development shows a potential integration to health and science and in the social sciences like in the field of economics and business. Third, demonstrating the virtues of prudence and frugality towards environments can be integrated into socio-anthropology for the social environment, and for the natural sciences for the physical environment. Fourth, explaining that authentic dialogue means accepting others even if they are different from themselves is an integrative discussion on diversity in sociology and anthropology as well.

Fifth, performing activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society can be well elaborated in the discussion of music, art, physical education, health and science, and sociology as well. Sixth, recognizing how individuals form societies and how individuals are transformed by societies may be integrated into sociology and politics. Seventh, comparing different forms of societies and individualities (eg. Agrarian, industrial, and virtual) can be well integrated into history, economics, and political science.

Eight, explaining how human relations are transformed by the social system will be explained in the context of economics, geography, and political science. Ninth, enumerating the objectives that the learners want to achieve and defining the projects they want to do in their life can be expounded in psychology and economics as well. Tenth, reflecting on the meaning of one’s life will be integrated into psychology discussion on individual awareness.

Continuity refers to the progression of topics. When viewed as a curriculum, content should continuously flow as it was before to where it is now and where it will be in the future. It should be perennial. It endures time. Content may be in a different form of substance, as seen in the past since changes and developments in the curriculum occur. Constant repetition, reinforcement, and enhancement of content are all elements of continuity. Twenty-six percent (26%) emphasize the continuity of topics in the grade 12 curriculum. In the IPHP curriculum, continuity is observed because the contents mentioned in the content standards were also similar to the contents in the old Philosophy of Man which was offered as a General Education course in the first two years of University life. When this course was lowered in senior high, not much difference was observed, except for the little changes in the scope and sequence and the aforementioned areas of integration.

Figure 9 shows the percentage distribution of the two-quarters of the curriculum guide being studied. The figure implies that the second quarter becomes the lowest and does not maintain the standards set to progress the contents that are reflected in the first quarter.

Figure 9. Percentage distribution of the principles curriculum used in the IPHP curriculum

5.2. COVID–19 Model of Curriculum Revision

Based on the findings of the study, the curriculum guide of the IPHP calls for an ardent revision to eliminate the gaps and overlaps in terms of the themes, goals, and aims of social studies, including the principles and criteria for content selection in the crafting of the curriculum. On this note, Figure 10 shows the COVID Model of Curriculum Revision as a guide for its intended curriculum revisit. Under this model, the first phase calls for the Conditioning of the Essential Skills (MLCs) of the course as reflected in the curriculum. MLCs need review in terms of time allocation for teaching, and the preparation of the learning environment, including online and offline access to technology.

Figure 10. The five phases of COVID-19 model of curriculum revision.

To facilitate the conditioning phase of curriculum revision, Figure 11 shows the 19 COVID-19 strategies. The first is Emptying the Cup, which means setting aside one’s preconceived biases in dealing with the planned revision, gathering expert information, listening to others, and conducting preliminary research regarding the loopholes in the curriculum. Bracing the Challenges is the second strategy in the process, recognizing that there is no perfect curriculum, and its dynamism will be measured by its constant evaluation and revision to ensure its quality. Ensuring its quality can be achieved by Embracing Change as the third strategy in the process. This means the curriculum undergoes a revisit at least every three years to five years of its implementation. The last strategy under conditioning is Enjoying the Journey of the planned curriculum review by going back into the dashboard to anticipate the pros and cons of the plan.

Figure 11. The COVID-19 strategies of curriculum revision.

The second phase is Organizing the themes, goals, and aims of the disciplines (in this case social studies), whether or not these are integrated or realigned in the curriculum. This also includes the principles and criteria used in crafting or revising the curriculum. The four organizing strategies include: preparing the ingredients, sifting the granules, sharpening the saw, and planting the seed. Like cooking, curriculum revision needs preparation of its ingredients like the national standards, goals, and objectives of the subject disciplines, national mandate, and the division circulars and memoranda. This also includes the technical knowledge of the principles and criteria in crafting a curriculum. Sifting out the Granules is the proper selection of concepts, skills, attitudes, and values to be embedded in the revision peculiar with the non-negotiable learning competencies. Sharpening the Saw is clustering the concepts, skills, attitudes, and values embedded in the learning competencies following the principles and criteria in crafting a curriculum. Planting the Seed integrates the themes, goals, and aims of social studies. This is called curriculum threading of the expected mandate of the discipline.

The third phase is Visualizing the unpacking of the MLCs in determining the needed concepts or topics and the needed skills to be taught in a week. By unpacking, it would be easy for the teachers to plan the learning activities appropriate for the students. There are four visualizing strategies. The first of these strategies is Nourishing the Sprout as a follow-up of planting the seed in the organizing phase. Nourishing the Sprout is the visualization of the unpacked content knowledge derived from the content standards and the MLCs, which serves as the basis for daily lessons to be taught in the prescribed continuum. Nurturing the Plant refers to the visualization of the unpacked skills derived from the performance standards and the MLCs, which serve as bases for identifying the learning tasks needed for the day’s lesson. Removing the Weeds refers to the visualization of removing the overlaps or filling the gaps in contention skill selection to ensure curriculum balance. Harvesting the Yield refers to completing the mapped-out curriculum draft for revision.

The fourth phase is Interacting with the curriculum stakeholders: the administrators, parents, students, teachers, community members, government organizations, and non-government organizations to the relevance of the newly revised curriculum. This includes the organized public forum and media dissemination of the revised curriculum for consultation and public awareness before implementation. The invited curriculum stakeholders are grouped according to their classification participation in the curriculum review. In Engaging the Round Table Discussions, the mapped-out curriculum produced in the visualizing phase will be presented. They are made to critique and give valuable suggestions for improvement. Using meta-cards, their suggestions will be mounted in designated Learning Stations. Once the Learning Stations are fixed, they arrange the meta-cards according to clusters. They are also made to interact with the members of the learning teams. In the Pruning of the Branches, leaders of the various stakeholders will have to sit down to finalize their suggestions and recommendations for the final revision of the curriculum draft, which will be presented for final approval of the governing body of the institution.

The last phase is Demonstrating monitoring the pilot testing of the revised curriculum, implementation, evaluation, and assessment of the curriculum to ensure the quality of instruction. Three demonstrating strategies complete the 16 strategies within the COVID-19 Model of Curriculum Revision. After the approved revision of the curriculum, Pilot Testing serves as an important strategy to establish the validity of the curriculum. The pilot test results serve as the basis for the deletion and finer revision of some aspects of the curriculum contents and skills anchored on the MELCs. Once done, the full-swing implementation is conducted with apt and timely monitoring. The last phase culminates with the assessments and evaluation of the curriculum that will serve as the basis for future revisions.

6. Discussion

The content analysis of the IPHP curriculum comprises three phases. The first phase is the analysis of its nature as regards the integration of social studies themes, goals, and aims as lenses in the understanding of its contents and competencies. The second phase focuses on the integration of the criteria and principles of content selection that are used in its crafting. The third phase culminates with the solutions for future revisions.

The examination of the IPHP curriculum using the seven themes of social studies reveals that only four of these themes are evident in the curriculum. The first four themes of Human Person, Environment, and Society; Culture, Identity, and Nationhood; Time, Continuity, and Change; and Right, Responsibility, and Citizenship are marked with an uneven integration. This accentuates the broad content orientation of IPHP which other themes like Power, Authority, and Governance; Productions, Distribution and Consumption; and Regional and Global Relations are not given appropriate integrations that make the IPHP curriculum lopsided.

As regards the aims of social studies integrated into the IPHP curriculum, Personal Development, Understanding History, Social Science Discipline, and Reflective Inquiry on Social Sciences exhibit a very sufficient integration. While, Informed Social Criticism, Critical Consciousness, and Cultural Transmission got sufficient integration. These results implied that the IPHP curriculum is true to its content and performance standards. The aim of Personal Development is met by evaluating and exercising students’ prudence in making choices; realizing and accepting differences; appreciating the talents of others. The aim of Understanding History and Social Science Discipline is connected with these most essential learning competencies of IPHP such as recognizing how individuals form societies and how they transformed societies; comparing different forms of societies and individuals; and explaining how human relations are transformed by social systems. The aim of Reflective Inquiry is dovetailed on the most essential learning competencies in recognizing and reflecting on the meaning of life. While the aims of Social Criticism and Critical Consciousness are connected with these most essential learning competencies such as realizing inter-subjectivity; and showing situations that demonstrate freedom of choice and consequences of choices. The aim of Cultural Transmission is answered on the IPHP’s all essential learning competencies most especially in evaluating the transformation of human relationships by social systems and how societies transform individual human beings.

The most essential learning competencies of IPHP are reflected in the ten major goals of social studies with sufficient to very sufficient integration into the curriculum. Helping learners to come to a greater awareness of themselves, to clarify and examine their values, and to establish a sense of self-identity; providing them with sensitivity toward their potentials and their fellow human beings; and providing them with the ability to use both cooperative and competitive circumstances for achieving goals are the first three goals that have very sufficient integration in the IPGP curriculum. These goals have bearing on the learning competencies of life’s choices, inter-subjectivity, and a demonstration of a variety of talents. Second, these goals with a very sufficient integration include promoting learners’ concern for the development of an understanding and acceptance of other people with different values and lifestyles; providing learners with the skills necessary to carry out the independent investigation of problems and to react critically to the solutions posed by others; providing learners with an awareness of possible futures and the roles they might play in shaping those futures; promoting learners’ concern for the development of an understanding and acceptance of other people with different values and lifestyles; and providing learners with the ability to use both cooperative and competitive circumstances for achieving goals. These goals correspond to the most essential learning competencies of the interdependent nature of individuals and society, authentic dialogue, human relationships, and comparison of different societies. While the last of the ten goals include providing learners with an appreciation of people’s efforts to improve the human condition through creative expressions and problem-solving; and providing learners with knowledge of human systems in the areas of economics, government, and culture receive sufficient integration of these most essential competencies of talent appreciation, understanding human relationship by social systems, and in reflecting the meaning of life.

The “life” or the sustainability of the curriculum depends upon its seven criteria employed in the crafting and revision of the selection of content of the curriculum. These seven criteria can be clustered into three interconnected knots such as integrity, timeliness, and attractiveness (ITA). As an interconnected knot of the curriculum, integrity speaks for its relevance and efficacy. Relevance addresses the holistic development of the learner that answers the humanistic aims of the curriculum. The efficacy of the curriculum has something to do with its sustainability of the curriculum. Despite the changes of the time, the efficacy of the curriculum would last even if it undergoes revisions. As regards timeliness, this knot comprises the viability and soundness of the curriculum. Viability refers to the attainability of the contents and competencies of the curriculum offered in each unit of work like a quarter or a semester, which are sequenced in a spiral progression based on their level of difficulty. Soundness, on the other hand, is the authenticity of the contents and competencies based on the changing times, the change of worldviews, and the change of technologies. In terms of attractiveness, it is said that the curriculum is useless if this does not respond to the needs of the learners. This aspect comprises autonomy, curiosity, and maturation. Autonomy provides the curriculum to have access to independent learning. Curiosity provides curriculum activities that address the interest and motivation of the learners. Maturation refers to the fitness of the curriculum according to the learners’ age requirement.

The crafting or the revision of a curriculum adheres to its guiding BASIC principles such as Balance, Articulation, Sequence, Integration, and Continuity. Based on the results, the curriculum of the IPHP met these principles. In terms of balance, the distribution of contents and competencies in the curriculum has met the sufficient to a very sufficient integration of the themes, aims, and goals of social studies. In terms of articulation or the seamlessness of the curriculum that addresses the gaps and overlaps, this complements the total integrity of the curriculum to sufficient and very sufficient results in the efficacy and relevance of the IPHP curriculum. In terms of sequence, the IPHP curriculum meets the requirement of learner attractiveness in the areas of curiosity, autonomy, and maturation with sufficient to very sufficient results. As regards integration or the interconnectedness of the themes, aims, and goals of social studies in the IPHP curriculum, the aims and goals have sufficient to a very sufficient integration. Among the seven themes of social studies, only four of these themes are integrated which corresponds to the basic nature of IPHP. The curriculum applies the principle of continuity because of its spiral profession in terms of themes, aims, and goals of social studies within the two-quarters of the semester. This finding is also consistent with the results of the criteria of the curriculum integrated with the IPHP. However, as regards to principles of content selection used in the IPHP, a declining pattern of this integration is remarkable, which needs further investigation once this curriculum will be revised in the future.

In the crafting of the COVID-19 Model of Curriculum Revision, the revision of the IPHP undergoes stakeholders of the curriculum to observe the PPNP [Prepare, Plan, Negotiate, and Practice] processes to engage the model. First, there is a need to prepare the stakeholders during the conditioning part of the revision. They need to revisit the curriculum standards and competencies including themes, goals, and aims of the subject (social studies) and the knowledge of the principles and criteria of content selection during the Conditioning and Organizing portions of the model. Second, the need to plan during the Visualizing part of the model where lessons are unpacked for easy selection of the contents, skills, attitudes, and values required in the subject. Third, the need to negotiate in the Interacting part of the curriculum stakeholders’ meeting to provide a balanced perspective on how the curriculum can be properly implemented by the school heads and the teachers. Lastly, to ensure the effective implementation of the revised curriculum, the need for practice is required. This is where the revised curriculum undergoes pilot testing to ensure its validity and reliability during the Demonstrating part of the model.

These five processes in the COVID-19 model are strengthened by its 19 strategies that curriculum planners need to know such as Emptying the Cup, Bracing the Challenges, Embracing Change, and Enjoying the Journey (Conditioning strategies); Preparing the Ingredients, Sifting the Granules, Sharpening the Saw, and Planting the Seed (Organizing Strategies); Nurturing the Sprout; Nurturing the Plant, Removing the Weeds, and Harvesting the Yield (Visualizing Strategies); Engaging in Round Table Discussions, Mounting of Learning Stations, Participating in Gallery Walks, and Pruning of the Branches (Interacting Strategies); Pilot Testing of the Revised Curriculum, Monitoring for the Implementation, and Assessment and Evaluation of the Curriculum (Demonstrating Strategies).

7. Conclusion and recommendation

Based on the findings generated through a content analysis on the curriculum guide for IPHP for basic education offered in the senior high school in the Philippines, the two-quarter units were pre-coded in terms of trends and patterns of themes, goals, and aims of social studies used; and the utilization of the seven criteria for content selection and the principles of the curriculum. Perusing and analyzing the content and performance standards, and their corresponding learning competencies, the two-quarter units of the IPHP curriculum revealed gaps in the following set of themes on power, authority, and government; production, distribution, and consumption; and regional and global relations. These deficiencies were revealed with no indication in the curriculum. However, these clusters of themes such as human persons, environment, and society; culture, identity, and nationhood; time, continuity, and change; right, responsibility, and citizenship manifested with no gaps. Being true to the spiral progression that the Department of Education intends the crafting the IPHP curriculum, the two-quarter units indicated its manifestation.

As regards the goals, the content analysis revealed a sufficient integration of 10 goals of social studies; and this finding remained consistent within the duration of the prescribed term. However, the decrease in its distribution was attributed to the spiraling complexities of contents found in the content and performance standards. When it comes to the aims of social studies used, it is concluded that the six aims were sufficiently integrated as well with no existing gap. However, the aim for personal development showed a negligible overlap. Regarding the principles used in the curriculum, continuity, balance, articulation, sequence, and integration were also found sufficient in the content and performance standards, and learning competencies as well. However, as the semester progresses, the utilization of these principles decreases toward the second quarter, which needs attention for future revision.

All curricula can become transparent in transmitting the body of knowledge to the learners and teachers’ proper teaching method, thus making it an essential factor of education when these curricula are properly aligned. Curriculum specialists should qualify the needed standards in crafting and implementing a curriculum to ensure the achievement of its outcomes (Hewitt, 2006). Hence, with the gaps mentioned in the integration of the themes and the negligible overlap in personal development, it is recommended that experts in IPHP and the basic education curriculum will plan for its future curriculum revision, hitting the required Most Essential Learning Competencies (MELCs) of the course. The need to unpack the competencies according to teachable contents and skills required as a basis for learning tasks will be prioritized to eliminate gaps and overlaps in the revision of the IPHP curriculum in the future.

Declaration of conflict of interest

The researchers declare that there is no conflict of interest in the publication of this paper. The Curriculum Guide of the Introduction of Philosophy of the Human Person is retrievable in the public domain on the Department of Education website.

Acknowledgments

The research team would like to express their gratitude to the management of Cebu Normal University for the support and encouragement they afforded in the completion and publication of this academic research. Likewise, a similar acknowledgment is also given to the Department of Education in the Philippines for having the entire Curriculum Guides and Most Essential Learning Competencies downloadable for public use. Hence, this research was completely materialized.

Disclosure statement

The paper has no potential conflict of interest because there was no sources of funding from any insitution in the completion of the research project.

Additional information

Notes on contributors

Kristel Joy V. Irmano

Ms. Kristel Joy V. Irmano is a graduate of Cebu Normal University and currently a public high school teacher at Madridejos National High School. She is teaching junior high school. Her recent publication, a co-author is Cebu’s Places Named After Endemic Flora: Basis for Innovative Teaching Models (The International Journal of Social Sciences and Humanities Invention).

Reynaldo B. Inocian

Dr. Reynaldo B. Inocian is a Professor VI, Humanities and Social Sciences Department, Cebu Normal University, Cebu City, Philippines He is the founding national president of the Culture, Arts, and Design Association of the Philippines, Inc. (CADA-PHI); a former Vice President for Academic Affairs, Cebu Normal University; a recipient of the “Garbo sa CNU Award for Being an Accomplished Writer” in the field of Arts and Letters (2017), the “Award for the Most Valuable Filipino” by the Perlas Foundation Inc., Hall of Fame (2005); and the “Best Dissertation Award” by the University of the Visayas (2011). He was awarded Best in Best Innovative Instructional Design Concept (Without the use of the Internet Category by the Commission on Higher Education, Region VII in September 2020. He carries the NBC Rank of Professor VI of the Humanities and Social Sciences Department, College of Arts and Sciences, Cebu Normal University (CNU). He is passionate to Cebuano culture studies

Jay Anne Tabunag

Ms. Tabunag Jay Anne F. is a graduate of Cebu Normal University and is currently teaching in the Sisters of Mary School- Boystown, Inc.; a research teacher and adviser for Practical Research 1 (2019-2021); an adviser of the Sisters of Mary School- Boystown - Supreme Student Government (2020- 2022); a Grade 8 and 9 Junior High School Module Writer (2021- 2022). She served as a Canvassing Secretary, CNU Unified COMELEC (2017- 2019).

Caridad Daisy M. Compuesto

Caridad Daisy M. Compuesto is a High School Teacher, Page High School, Lake Powell Blvd., Arizona, USA. She is also the newly elected national president of the Culture, Arts, and Design Association of the Philippines, Inc. (CADA-PHI) (2022); an English Language Teacher at Page High School, Page, Arizona, U.S.A. A former Associate Professor in the College of Arts and Sciences of the Department of Communication and English Studies and Other Languages Department, at Cebu Normal University (CNU); Awarded with the bronze pin for 15 years of service during the Civil Service Commission awarding at Cebu Normal University (2017). She is an Accreditor, Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACUP) (2018), Project leader of “Enhanced Written and Oral Dynamics of the Elected Barangay Officials” awarded as an Outstanding Video Entry from the Office of the External Affairs and International Linkages, CNU (2021) Best Presenter International Conference on Interdisciplinary Research Innovations (2012).

Windelee Gualiza

Windelee G. Gualiza is a DepEd Junior High School teacher. She is pursuing her masters of Education in Social Studies at the University of the Philippines Cebu. In 2019, she received her BSEd Social Sciences degree from Cebu Normal University. From 2019 to 2020, she taught SHS Social Sciences at the University of Cebu-Banilad. She co-wrote a paper titled “Cebuano cultural identities: prospects for culturally responsive pedagogies,” which was published in 2019.