Teaching That Transforms

By Herman M. Lagon

Asking about one’s educational philosophy is more than a homework—it is a chance to consider education’s value, possibilities, and influence in a changing world. For me, education goes beyond teaching skills and knowledge. I have spent over 20 years in the Atenean system and 2 years in the state university paradigm, and believe education should go beyond textbooks and curricula. My philosophy, which is based on a fusion of social responsibility and humanistic values, is to create environments where students are active participants in their education rather than merely recipients. Its goal is to mold people who are equally dedicated to their own development as they are to the welfare of society.

From a humanistic standpoint, education becomes a transformative experience. It is based on the idea that every student has potential for development beyond academics. The concept of cura personalis, or care for the whole person, reflects this. This is not a lofty idea but a practical approach that values students’ strengths, recognizes their challenges, and adapts to their needs. When a student feels truly seen and supported, learning becomes a process of genuine self-discovery. Research supports this: students who experience holistic care often show improved motivation and resilience, essential traits in today’s fast-paced world (Tisdell & Merriam, 2016).

But teaching with care does not mean going easy. Instead, it embraces the principle of magis, or “the more”—the pursuit of excellence and the willingness to go further in service to others. In my classroom, this means encouraging students to constantly ask themselves how to do more for themselves and the communities they serve. Education should ignite in them a drive to achieve and contribute meaningfully. In this sense, excellence becomes less about competition and more about making a difference. A study revealed that students exposed to community-driven projects often developed a greater understanding of accountability and empathy (De la Cruz, 2022).

This leads us to a vital aspect of my philosophy: contextual learning. Knowledge should connect with the real world, especially for Filipino students facing unique social, economic, and political landscapes. For instance, teaching concepts of democracy shouldn’t just be a lecture on governance; it should involve discussions on local issues and students’ roles in civic life. Education should serve as a bridge, linking abstract concepts to everyday experiences. Learning in this manner allows students to see themselves as part of something larger, giving weight to their academic journey and making them invested stakeholders in their communities.

A socially responsible approach naturally aligns with social re-constructivism, a philosophy that sees education as a tool for social transformation. Ignoring this component risks producing skilled but detached learners, individuals who may excel academically but need more social consciousness to address issues like poverty, inequality, or climate change. In an era where society faces mounting challenges, education must train students to understand the world’s problems and take action. Studies have shown that students exposed to social justice in education are more likely to engage in civic activities and pursue careers focusing on social impact.

However, social reconstructivism is only one part of a collaborative process. Social constructivism adds another dimension: the belief that learning happens best in the community through dialogue and shared experiences. Each student’s understanding grows through interaction, a concept that applies whether they’re studying mathematics, literature, or history. For example, group projects in my classroom often involve analyzing current events, with students bringing their diverse perspectives to the discussion. Such practices promote not only knowledge acquisition but empathy, an awareness that different viewpoints enrich our understanding of the world.

In designing a curriculum that embodies these philosophies, I focus on the “4 Cs”—competence, conscience, compassion, and commitment. These elements represent what I believe are the pillars of a balanced education. Competence without conscience can lead to misuse of knowledge, while compassion and commitment keep students grounded and focused on the welfare of others. This Atenean framework does not just prepare students academically; it prepares them to be engaged citizens. And, importantly, it shapes how they perceive their role in society, reinforcing that they are active agents of change with responsibilities beyond personal success.

I operationalize my philosophy of education using pragmatic frameworks such as the Ignatian Pedagogical Paradigm (IPP) and Understanding by Design (UbD). UbD guarantees that every lesson has a specific goal and direction, helping to make the curriculum relevant and meaningful. In the meantime, IPP encourages students to go beyond rote memorization to absorb what they learn by including reflection and active learning. This helps them leave the classroom with ideas and insights applicable outside tests, strengthening their stickiness. Reflective learning helps students feel more comfortable applying what they know in practical settings (PERC, 2021), according to a Philippine Education Research Council survey.

My guiding principle in teaching is the will to enable students to become leaders as well as learners. Education is supposed to nurture people who see their own value, know their rights, and acknowledge their obligations to society. For me, it is about service rather than only personal development. In a society like ours, where problems like justice and inequality are all too familiar, education has to teach the bravery and wisdom required to meet these challenges squarely.

When asked why I teach, my response is straightforward: I see education as my means of helping to create a future that upholds justice, empathy, and service. My perspective is not a set of strict guidelines; it changes with every class, every lesson, and every student I encounter. I am convinced that preparing students for the world and the workplace is crucial since it will equip them with the tools and mindset to lead meaningful and purposeful lives.

Indeed, my approach could sound utopian, but ideals have a place. They remind us why education really counts and help us stay oriented in the long run. Our job as teachers, as far as I can tell, is to guide students toward their own paths full of the bravery to change things, not to produce copies of us. At its core, education is an act of hope—a belief in each student’s potential and a commitment to nurturing that potential into something transformative.

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Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.