*Dr. Rodolfo John Ortiz Teope, PhD, EdD
A Story, Not Just a Theory
Let me begin with a story. I recently met Dolfina, a bright yet often distracted high school senior in San Mateo, Rizal. She was always glued to her phone, navigating a sea of social media trends, buried in AI-generated content, and constantly anxious about grades and her future. But everything began to change when her school introduced a new, heart-centered curriculum: one that included liberal arts, ROTC-inspired training, industrial arts, home economics, and Good Manners and Right Conduct (GMRC).
Over time, I watched Dolfina transform—from a
screen-tethered teen into a self-aware, responsible, and patriotic young woman.
Her story isn’t rare—it’s a testimony to how holistic education can shape not
just students, but the soul of a nation.
Liberal Arts: Lighting the Mind
Dolfina’s journey began with reading José Rizal’s letters,
Bonifacio’s manifestos, and excerpts from Filipino scholars and philosophers.
These weren’t just reading assignments—they were awakenings. She learned how to
ask difficult questions, reason through conflicting opinions, and reflect
deeply on civic duty and justice (Satchanawakul, 2025; Zampella, 2024).
Through liberal arts, Dolfina began to understand that being
educated isn’t just about facts—it’s about knowing who you are, where you come
from, and what kind of future you want to shape.
Military Training: Discipline and Love for Country
Through military training modules, based on a revived and
redefined ROTC program, Dolfina learned something unexpected: that discipline
wasn’t a punishment—it was empowerment. Whether she was learning first aid,
participating in rescue simulations, or helping clean up a flooded
neighborhood, she found pride in structure and service (Legaspi, 2022).
She no longer viewed patriotism as a vague ideal. It became a daily practice—showing up, stepping up, and giving back.
Industrial Arts & Home Economics: Learning by Doing
In her industrial arts class, Dolfina designed a
water-saving device for her school garden. In home economics, she learned to
plan healthy meals and manage a household budget. These skills weren’t about
gender roles—they were about survival, dignity, and pride in work (Del Mundo,
2022; Soriano, 2022).
For the first time, she saw manual skills not as secondary
but as equally valuable to academic achievements.
Good Manners & Right Conduct: Heartwork, Not Homework
Perhaps the most profound change came from the GMRC classes.
Dolfina started treating others with greater kindness—offering her seat to
elders, apologizing sincerely, and refusing to join in gossip. When she faced
peer pressure to cheat in an online exam, she stood firm. Integrity, she
realized, is built in the small, quiet decisions we make every day (Pimentel,
2022).
These moments helped her internalize a sense of moral
compass—one that wouldn’t easily sway with trends or temptation.
Technology and the Digital Dilemma
Of course, her journey wasn’t without its challenges. AI
tools made it easy to shortcut assignments. Social media spread fake news
faster than facts. Dolfina even stumbled upon deepfakes and disinformation
about Philippine history (Mazurczyk et al., 2023; Shanmugasundaram, 2023).
Thankfully, the same holistic curriculum taught her how to
cross-check information, manage screen time, and stay rooted in truth. Digital
literacy became part of her defense system—alongside critical thinking and
moral clarity (Huang et al., 2024; Pérez-Juárez et al., 2024).
A Student, A Nation
The story of Dolfina is, in many ways, the story of our
youth. Caught between fast-evolving technology and slow-changing social values,
many students feel lost. But there is hope—when education shifts from simply
filling minds to shaping character, from test scores to life purpose.
With the right curriculum, students like Dolfina become more
than just achievers—they become responsible citizens with a deep love of
country, respect for others, and a reverential fear of wrongdoing.
What Must Be Done
To ensure every Filipino student gets the same chance at
transformation, the following steps are crucial:
• Institutionalize
GMRC in all grade levels to foster values-based decision-making (Pimentel,
2022).
• Revive ROTC and
civic service with emphasis on nation-building rather than militarism (Legaspi,
2022).
• Expand access to
industrial arts and home economics, particularly in underserved areas (Del
Mundo, 2022; Soriano, 2022).
• Elevate liberal
arts education as essential for democracy, human rights, and critical thinking
(Satchanawakul, 2025; Zampella, 2024).
• Implement
nationwide digital literacy programs, especially among Gen Z learners (Santos
& Cruz, 2024; Mazurczyk et al., 2023).
From One Dolfina to a Generation
Dolfina is now applying to volunteer with a youth civic
group and hopes to study community development in college. Her change wasn’t
instant, but it was profound—and it began with the courage of her school to
teach not just academics but life itself.
Multiply her by a million and imagine the future of our
nation: empathetic, critical thinkers who serve their communities with courage
and conscience.
Final Thoughts: Teaching the Heart
Our children live in a time where shortcuts are everywhere
and silence is often rewarded. Yet we must teach them otherwise—that character
still matters, that service still inspires, and that love of country isn’t
outdated—it’s the foundation of everything positive.
Holistic education is not a luxury. It is a necessity for
any nation that dreams of peace, progress, and genuine democracy.
Let us not just produce professionals—but patriots. Not just
skilled workers—but wise and ethical citizens. In every Dolfina, there is a
future. We only need to teach with heart, guide with values, and believe in
what they can become.
References
Del Mundo, M. (2022). Home Economics and community
empowerment. Philippine Journal of Educational Development, 9(1), 10–25.
Huang, S. et al. (2024). AI technology dependence and mental
health among adolescents. Journal of Adolescent Mental Health, 58(4), 112–125.
Legaspi, A. (2022). Reviving ROTC for youth empowerment.
Philippine Defense Review, 6(1), 33–46.
Mazurczyk, W. et al. (2023). Deepfakes and AI disinformation
threats. Journal of Cybersecurity and Society.
Pérez‑Juárez,
M. Á. et al. (2024). Digital distractions in
higher education. Smart Learning Environments.
Pimentel, J. (2022). The return of GMRC in Philippine
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Sanchez, C. & Cruz, M. B. (2024). Effects of AI use in
student research. Globus Journal of Progressive Education, 14(1), 46–55.
Satchanawakul, N. (2025). The evolution of liberal arts
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Shanmugasundaram, M. (2023). Digital technology’s impact on
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Soriano, H. (2022). Technical‑vocational education in rural
communities. Development Horizons, 10(4), 41–58.
Zampella, T. (2024). Importance of liberal arts in
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Zhai, L. et al. (2024). AI writing tools and academic
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