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“Interdisciplinarity” ng G.E. at ang Epekto nito sa Pagtuturo ng Filipino, Literatura at Humanidades sa Kolehiyo Ramon Guillermo Depto. ng Filipino at.

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Presentation on theme: "“Interdisciplinarity” ng G.E. at ang Epekto nito sa Pagtuturo ng Filipino, Literatura at Humanidades sa Kolehiyo Ramon Guillermo Depto. ng Filipino at."— Presentation transcript:

1 “Interdisciplinarity” ng G.E. at ang Epekto nito sa Pagtuturo ng Filipino, Literatura at Humanidades sa Kolehiyo Ramon Guillermo Depto. ng Filipino at Panitikan ng Pilipinas Kolehiyo ng Arte at Literatura UP Diliman

2 BILDUNG: Ang ideyal ni Humboldt „ …die Anregung aller Kräfte des Menschen, damit diese sich über die Aneignung der Welt entfalten und zu einer sich selbst bestimmenden Individualität und Persönlichkeit führen,“ (Wilhelm von Humboldt, 1767-1835) “Ang pagpapasigla ng lahat ng lakas ng tao upang umunlad siya sa pamamagitan ng pag-aangkin ng daigdig at upang tumungo sa pagiging isang sarili at pagkatao na may kasarinlan.”

3 BildungEdukasyong Neoliberal Pagpapaunlad ng buong pagkatao, ng sarili at ng mga kakayahan ng bawat isang indibidwal Pag-aaral ng mga kaalaman at kasanayan na kailangan sa pamilihan sa paggawa batay sa mga istriktong naitakdang kurikula ng mga partikular na espesyalisasyon (“outcomes based education”)

4 BildungEdukasyong Neoliberal Pagpapahalaga sa hindi matatawarang indibidwal na katangian ng pag-unlad ng bawat tao na nagbibigay sa kanya ng kasiyahan at katuparan sa kanyang pag-iral at kahusayan bilang mamamayan Pagpapahalaga sa istandardisasyon at pagka- masusukat ng mga kaalaman at kasanayan ng bawat indibidwal alinsunod sa mga naitakdang pamantayang pang-ekonomiya na pambansa at internasyunal (“internationalization”)

5 BildungEdukasyong Neoliberal Walang tigil at habambuhay na pagpapaunlad ng mga kakayahan at pagpapalawak ng kaalaman Patuloy na pag-aaral ng mga kaalaman at kasanayan batay sa laging nagbabagong pangangailangan ng pamilihan sa kontraktwalisadong paggawa (“lifelong learning”)

6 BildungEdukasyong Neoliberal Paglalaan ng sapat na panahon ng pag-aaral na naaangkop at nababagay sa pangangailangan ng pag-unlad ng pagkatao ng mga indibidwal sa pamamagitan ng malawak na edukasyon Pagpapaikli ng panahon ng pag- aaral at pagbabawas ng sa pangkalahatang edukasyon upang mas mabilis na makatugon ang mga eskwelahan sa kagyat na mga pangangailangan at “turnover” ng pamilihan sa paggawa (“on time graduation rates”)

7 Bildung vs. “Interdisciplinarity” Ang isang taong may Bildung ay may malawak na kaalaman at may taglay na iba’t ibang antas at direksyon sa pag-unlad ng kanyang mga kaalaman at kakayahan. Bagamat maaaring may higit na malalim siyang kaalaman sa isa o higit na mga partikular na disiplina ay hindi masasabing simpleng “espesyalista” ang ganitong uri ng tao. Dulot ng malawak niyang kaalaman at pamilyaridad sa iba’t ibang disiplina ay maaari siyang makipag-ugnayan sa kanyang gawaing siyentipiko sa iba pang mga indibidwal na may Bildung.

8 Naiiba ang kaso ng tinatawag na “interdisciplinarity”. Ang interdisciplinarity ay ang pagtatagpo ng mga “espesyalista” sa isa’t isa. Ang pormula ng “interdisciplinarity” ay tugon sa labis na espesyalisasyon ng edukasyon sa mga Unibersidad. Hindi kinakailangan ang ganitong konsepto upang ipaliwanag ang pagtatagpuan ng mga indibidwal na nahubog ayon sa ideyal ng Bildung ni Humboldt. Likas na dito sa huli, dulot ng malawak na kaalamang nakamit sa edukasyon, ang pagtatagpo at pagbabahagihan ng mga disiplina sa isa’t isa. Bildung vs. “Interdisciplinarity”

9 Andrew Barry and Georgina Born (eds.), Interdisciplinarity: Reconfigurations of the Social and Natural Sciences. London & New York: Routledge, 2013. Ang dalawang pinakalaganap na Praktikang Interdisiplinaryo: 1) Integrative Synthesis Mode 2) Subordination Service Mode

10 Andrew Barry and Georgina Born (eds.), Interdisciplinarity: Reconfigurations of the Social and Natural Sciences. London & New York: Routledge, 2013. Integrative Synthesis Mode: “the sum of two or more 'disciplinary' components or as achieved through a synthesis of different disciplinary approaches, whether through a process of integration or negotiation”;

11 Andrew Barry and Georgina Born (eds.), Interdisciplinarity: Reconfigurations of the Social and Natural Sciences. London & New York: Routledge, 2013. Subordination Service Mode: “interdisciplinarity takes a form in which one or more disciplines occupy a subordinate or service role in relation to other component disciplines. This points to the hierarchical division of labour that characterises many forms of interdisciplinarity (and that may indeed be the nature of the articulation in putatively 'integrative' interdisciplinarity). In this mode the service discipline(s) are typically conceived as making up for, or filling in for, an absence or lack in the other, (master) discipline(s). In some cases the social sciences are understood precisely in such terms. They appear to make it possible for the natural sciences and engineering to engage with 'social factors' that had hitherto been excluded from analysis or consideration.”

12 Andrew Barry and Georgina Born (eds.), Interdisciplinarity: Reconfigurations of the Social and Natural Sciences. London & New York: Routledge, 2013. Subordination Service Mode: “In a nuanced analysis of his role as a social scientist working in an interdisciplinary nanotechnology research centre, Robert Doubleday suggests that in these circumstances '"social science" runs the risk of taking on the role of protecting an inner experimental core from wider complexities of the public meanings of nanotechnology research'. In effect, the social scientist can come to represent 'society' in the laboratory, leaving the conduct of natural scientific research both largely unaffected by the presence of the social scientist and remote from any wider social engagement. While in the field of art-science, particularly in the UK, funding has often been predicated on the notion that the arts are expected to provide a service to science, rendering it more popular or accessible to the lay public, or enhancing and publicising aesthetic aspects of scientific materials or imagery that might not otherwise be appreciated or known.” (11)

13 Robert Frodeman, Sustainable Knowledge: A Theory of Interdisciplinarity. New York: Palgrave Macmillan, 2014.

14 Robert Frodeman, Sustainable Knowledge: A Theory of Interdisciplinarity. New York: Palgrave Macmillan, 2014. In addition to disciplinary work, academics should imagine what rigor looks like under inter- and transdisciplinary conditions... These opportunities are real, but so is the danger that new inter- and transdisciplinary standards can become a stalking horse for the neoliberal agenda. In opening up our understanding of rigor to more- than disciplinary standards we could also strike at the integrity of university life. Universities could lose their critical function, being reduced to a one-dimensional tool of marketing and the status quo. Again, to be clear: reducing universities as market entities is a category mistake. (51)

15 “transdisciplinary standards can become a stalking horse for the neoliberal agenda” stalk·ing horse (noun) a screen traditionally made in the shape of a horse behind which a hunter can stay concealed when stalking prey. a false PRETEXT concealing someone's real intentions

16 Robert Frodeman, Sustainable Knowledge: A Theory of Interdisciplinarity. New York: Palgrave Macmillan, 2014. This is a way of noting that the impetus for transdisciplinarity has changed... The rise of neoliberal market mechanisms applied to academia means that professors are increasingly subject to a regime that makes use of all the means of the information age to discipline their behavior... Syllabi must be publically available on university websites, student evaluations are tabulated and used in tenure decisions, and the use of bibliometrics in tenure and promotion review has become commonplace. The use of metrics of various types – G and H Indexes, journal impact factors, and even a host of altmetrics such as the number of PDF downloads – mean that the contemporary academic is monitored to a degree unimaginable to past generations. (69)

17 Robert Frodeman, Sustainable Knowledge: A Theory of Interdisciplinarity. New York: Palgrave Macmillan, 2014. The university has a distinctive place within knowledge production precisely because of its distance from the proprietary interests of private firms and individuals. Entire areas of research would likely be lost, and the status of the areas that remain would profoundly change, as knowledge production would be more clearly identified with specific interests. Neoliberalism names the shift in public philosophy over the past 40 years, the development of a new public management paradigm that seeks to govern every social institution by market relations. Under a neoliberal regime education is treated as a private rather than a public good, undercutting the financial model of state university systems, as the responsibility for funding higher education shifts from the state to the individual. The drive to apply market mechanisms to every aspect of the academy implies that areas without a clearly saleable market presence could simply disappear. (77)

18 Robert Frodeman, Sustainable Knowledge: A Theory of Interdisciplinarity. New York: Palgrave Macmillan, 2014. STEM (science, technology, engineering, and math) disciplines might be expected to survive through their connections to technological advance; but they would be transformed by closer ties to market concerns. As for the humanities, there are a number of possibilities. We would expect them to suffer both because of their (seeming) lack of market utility, and because the knowledge produced by humanists is often provocative rather than productive in nature. It is, after all, part of the humanist’s Socratic heritage to be a provocateur. On the other hand, the wholesale elimination of programs across the humanities might cause a renewed appreciation of how central they are to the creation of a civilized society. (80)

19 Robert Frodeman, Sustainable Knowledge: A Theory of Interdisciplinarity. New York: Palgrave Macmillan, 2014. Humanists have at least three roles to play: as conservator of a common cultural legacy, as instantiation of the avant-garde, and as interpreter and translator in the borderlands between disciplines and between the disciplines and society. The first two categories have defined much of 20th-century humanities. The third, working with scientists, engineers, and policy-makers, could – and should – be seen as complementary to the first two projects. The next chapter will survey this last possibility, exploring whether there could be a non-disciplinary career track for humanists.(80)

20 “ a non-disciplinary career track for humanists”

21 “ a non-disciplinary career track for humanists” Interdisciplinarity in “subordination-service” mode Mga Posibleng Trabaho? Maaaring maging service teaching staff (na karaniwang untenurable) para sa mga interdisiplinaryo na core course sa mga science at engineering colleges at departamento o maaaring magsilbi bilang mga “interdisciplinary consultant” para sa mga research project.

22 KONTEKSTONG PAMBANSA: CHED MEMORANDUM ORDER No. 20 Series of 2013 SUBJECT : GENERAL EDUCATION CURRICULUM: HOLISTIC UNDERSTANDINGS, INTELLECTUAL AND CIVIC COMPETENCIES The core courses are inter-disciplinary and are stated broadly enough to accommodate a range of perspectives and approaches. Starting with the self, the courses expand to cover the nation and the world and various ways of comprehending social and natural realities (artistic, scientific, mathematical). Internationalization!

23 CHED MEMORANDUM ORDER No. 20 Series of 2013 Section 4. General Education Electives A total of nine units, the elective courses, each must qualify as a GE subject where it must: 1. Conform to the philosophy and goals of General Education as stated in this document; 2. Apply an inter- or cross-disciplinary perspective; and 3. Draw materials, cases or examples from Philippine realities and experiences, and not just from those of other countries. Although GE electives are categorized by knowledge domain, primarily to ensure a balanced and well-rounded course design, the content and perspectives of the GE electives traverse disciplinal borders.

24 CHED MEMORANDUM ORDER No. 20 Series of 2013 GE Core Courses (wala nang Filipino, English at Literatura) Understanding the Self/Pag-unawa sa Sarili Readings in Philippine History/ Mga Babasahín hinggil sa Kasaysayan ng Pilipinas The Contemporary World/ Ang Kasalukuyang Daigdig Mathematics in the Modern World/ Matematika sa Makabagong Daigdig Purposive Communication/ Malayuning Komunikasyon Art Appreciation/ Pagpapahalaga sa Sining Science, Technology and Society/ Agham, Teknolohiya, at Lipunan Ethics/ Etika

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26 ILANG KONKLUSYON Ang tunay na Trans-disciplinarity ay isang magandang hangarin kapag nangangahulugan ito ng simetrikong relasyon at paggalang ng mga disiplina sa isa’t isa sa pagsasagawa at pagbubuo ng iba’t ibang moda at kompigurasyon tungo sa pagtuklas ng higit na kaalaman. Mahirap ang lagay ng humanidades sa kasalukuyang neoliberal na Unibersidad dulot ng pagiging hindi ganap na maaaring bilangin ng mga “produkto” nito, sa epekto man sa mag-aaral, o sa laki ng tubong kikitain ng negosyo; Nanganganib na malamon ang mga humanidades ng mga disiplina sa siyensya, inhenyeriya o negosyo sa modang “subordination service” ng interdisciplinarity; Ang Neoliberal at nakatuon-sa-pamilihan na interdisciplinarity ay nangangahulugan ng paghina ng disiplinal na katatagan, kung hindi man abolisyon, ng malaking bahagi ng humanidades sa mga Pamantasan.

27 ILANG KONKLUSYON Ang posibleng mga epekto ng Neoliberal Interdisciplinarity sa pagtuturo ng wika sa antas Unibersidad: 1)Ganap na paglusaw ng mga sabjek ng pagtuturo ng wika sa kolehiyo (nagaganap na); 2)Pagpapalabnaw ng pagtuturo sa wika bilang hiwalay na sabjek patungo sa pagiging bahagi lamang ng mga interdisiplinaryong sabjek (magaganap pa lamang); 3)Pagbuwag o abolisyon ng mga espesyalisadong departamento na nagtuturo ng wika at literature (nagaganap na sa ibang mga Unibersidad); 4)Paghina o paglaho ng disiplinal na batayan ng pag-aaral ng wika at literatura sa antas A.B., M.A. o PhD sa maraming Unibersidad (nagaganap na o magaganap pa lamang?).

28 Kailangang maging Kritikal sa ibinabandila ngayong Neoliberal Interdisciplinarity!


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