DO EDUCATORS VEER FROM DISCUSSING SOCIAL ISSUES?

JOHN DELLE D. PANLAQUI

Why are educators reluctant to intervene in discussions of social issues? An educator is appropriately referred to as a country builder. Teachers have paved the way for great women and men to build our country by demonstrating tenacity, love, and sacrifice. Our beloved professors shape our character and personality and appropriately point us so that we may reach our goals. Is giving sentiments on every social issue violating Section 7 of the Code of Ethics? Stated, "A teacher shall not use his position, official authority, or influence to coerce any other person to follow any political course of action" of the Code of Ethics. First, we do not use our position to influence or coerce any other person. However, we carefully censor each other's opinions on social issues, and the Code of Ethics backs this up. Section 2: The Teacher and Community: "Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic, and civic betterment." In our language, we emphasize the real-life application of each lesson and discussion, so may we grab this opportunity to incorporate these issues in the teaching-learning process. Next, expressing our views about a social issue is NOT part of "Electioneering" Even the Commission on Elections and Civil Service Commission stated in their Joint Circular No. 001 that "public expressions, opinions, and discussion of potential issues in elections or politics" are allowed. Perhaps one of the modern skills of teachers is to be knowledgeable in matters of education and nationalism under Article II of the Magna Carta for Public School Teachers entitled: The Teacher and the State Section 1 states that the schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate a love of country, instill allegiance to the constitution and all duly constituted authorities, and encourage obedience to the laws of the state (Magna Carta for Public School Teachers). We must teach the learner the skills to be a good citizen of the Philippines through issue analysis and equipping ourselves with the social issues affecting future citizens. Above all, except for being teachers, we are humans like others who innately have constitutional rights, such as the right to express ourselves and others. "Everyone has the right to freedom of expression. This right shall include the freedom to hold opinions and to receive and impart information and ideas without interference by public authorities and regardless of boundaries." (1987, Philippines Constitution). We are public servants, and the public's interest should always come first in whatever social issues; people experiencing poverty are always unfortunate, and we should be more skilled at that; we will serve as eyes and mouths for them. We know the value of education for people with low incomes and who are voiceless. Who are the members? Education mirrors our society; how can we serve them if we are left behind in other social matters? Now, why are we reluctant to intervene in discussions of social issues? What's yours? Just because the state employs us? The Filipino people, to be clear once again, are the government.

-oOoThe author is Teacher II at Sindalan National High School