Cosmic curriculum integration of Geography, History, Botany and Zoology

(Part 3 of P-Noy’s K-12 Education Plan)

Why is the conversion of the Philippine system of education to the K-12 Plan urgent? Because “our nation is at risk” as Senator Angara puts it after the 1990 EDCOM survey of Philippine schools. In the fifties and sixties we were the lead country among the ASEAN cluster. Singapore was part of Malaysia.

In spite of the plea of Lee Kuan Yew for unity, Singapore was cut off from Malaysia. As a tiny postage stamp country Singapore had shabby two storey buildings surrounded by a filthy river floating with sampan houseboats. But the Prime Minister Lee was determined to prove they could sustain themselves. Public streamers everywhere, radio and TV broadcasts, school curriculum spelled out the campaign “Speak English,” “Stop littering” (or be fined $500). Hired European and Japanese landscapers made Singapore green overnight. Pool of experts were sent to study abroad to apply the latest technologies. The K-12 education plan was readily adopted. Tourists came in flock specially when Lee Kuan Yew accepted Japan’s offer to construct the large Changi airport.

Thailand, Malaysia and even Vietnam followed suit although their English mastery was difficult. The economic recession made it urgent.

Can we do it?

Meantime, bogged down in politics specially with a decade of martial law, the Philippines became the poor man of Asia. The UN country monitoring also predicted that we shall not be able to meet the 2015 Millennium Goal of quality primary education as well as maternal mortality decrease caused by compounded adult illiteracy.

Now on its ninth year, the EFA Dakar elementary school pilot of Pulung Bulu public school in Angeles, Pampanga has had three Grade VI graduations. Since preparations for the integrated Pagsasarili high school are still on the way, these graduates enroll in the surrounding public high schools where they excel. The campus holds more than 2,000 regular public school students. There are 590 English speaking Pagsasarili students from preschool to Grade VI enrolled. Parents bring more children yearly willing to contribute financially for the maintenance of the Pagsasarili Montessori materials used per subject including a janitor, a housekeeper and a security guard.

Learning from a general perspective

Before I could describe the advanced Cosmic Math and Geometry syllabus the Pagsasarili students have been using, let me complete the explanation of the Cosmic Science which I started in my column last week when I described the Cosmic Organization as the framework integrating Geography, History and Economics with the Fundamental Needs of Mankind. This culture loaded curriculum is so rich that it can be expanded for K-12.

The concepts usually start with the general perspective descending to the particulars. The Philippine history is set first against the whole of Southeast Asian culture starting with India‘s trading with Burma (Myanmar), Thailand, Laos, Cambodia down to the Philippines. Hinduism blended with Buddhism in Cambodia as shown in the famous temple of Angkor Wat. Indonesia trading in Southern Philippines brought Muslim faith only to some provinces since the Spanish colonization of 300 years converted the Filipinos to Christianity. These various factors influenced our flora and fauna, cuisine, clothing fashion. Language, government and education became westernized.

The universe presented to the child’s imagination

For the enormous reasoning power of 6 to 12 children we observe the dictum “Throw as many seeds of culture and they will germinate with the flame of imagination.” Thus the “forest” can come into the classroom using illustrated definitions of the parts of a tree, a flower, a leaf, stems and roots. Actual plant propagation by sewing vegetable or flower seeds, by ornamental cuttings excite the students. Insects, animals, wind and water also assist in seed dispersal.

That each leaf is a production site is shown by the “Leaf Laboratory” Impressionistic chart, depicting a giant leaf attached to a trunk holding two elevators big and small. Tiny workers busy themselves working on the railway tracks along the veins of the leaf. First the large elevator carries water (H2O) from the roots to the leaf. At the same time openings on the leaf (stomata) absorbs carbon dioxide (CO2) from the atmosphere where the worker transports it to a pot. The heat breaks it up to hydrogen and oxygen molecules.

Other workers bring the hydrogen (H) to mix with the carbon (C) in the furnace. This produces the glucose (C6H12O6) or starch. The remaining oxygen (O2) is thrown out as waste through the stomata. Humans and animals benefit as they breathe it in the atmosphere in order to live. Finally, the glucose is carried by the small elevator to the other parts of the plant. The excess glucose is converted to starch and stored in the roots and seeds for future use.

The Fable of the Great River

The Fable of the Great River is another Impressionistic chart which has two symbolisms. The illustrated river with several buildings around including a major edifice at the river source is narrated – “There was once a great river in a large nation. The citizens here work 24 hours daily. None can stop working for it will mean the death of the nation. On both banks of the river were several departments: the Departments of Transport, of Defense, of Sanitation, of Production, of Nutrition and at the head of the river was the Capitol Hall where the national leader sends messages regularly to the different ministries.”

The Great River represents the Circulatory system and the Nation the Human Body. The inhabitants are the different body cells. The cells form the tissues, the tissues make up each organ while related organs make up the Skeletal and Muscular Systems, while the Nervous System communicates messages from the head and the brain. The mouth, esophagus, large and small intestines, pancreas, liver and spleen make up the Digestive System. On this basis the child can comprehend better Health Care.

The fable clearly symbolizes that a well managed country makes up a strong nation since all the departments run professionally to serve the citizens. But unless the citizens are healthy and educated properly the nation can never be great.

Human body system works as well in both animals and plants

In the Philippines, unlike in Europe, the study of Botany and Zoology is taken up only in the tertiary level. These are exciting and most useful lessons young children can easily learn and become an advantage in the future for various occupations including farming and fishing and various food industrial workers.

Botany and Zoology are introduced as early as preschool in the Pulung Bulu pilot school. A collection of picture cards of Asian birds, fishes, amphibians, reptiles and mammals are used. By primary grades the external parts of the body are identified. A turtle has a carapace shell covering the head and body while plastron protects the bottom. Its tail hides here. The internal parts of vertebrates such as the brains, skeleton, lungs and heart are compared in chart form for the upper grade level. The EFA DAKAR students also enjoy the picture taxonomy charts of vertebrates and invertebrates.

Unity in multicultural diversity

The right curriculum for K-12 will allow the students to recognize the multicultural diversity of the world and specially the Asia Pacific region. The various customs, cuisines, fashion and religions can be appreciated beyond the classrooms through television programs of National Geographic, Living Asia and Animal World. The Cosmic Science will make them realize how our neighbors are economically powered by their excellent conservation of the biosphere.

Education should do away with water-tight compartments of subjects since learning requires the integration of various concepts of history, geography, human science, etc. Like flesh and blood, these cannot be separated from one another in order to give life to mankind.

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