Nurturing Pagpapakatao and Pagkakakilanlan among Filipino Learners: Weaving Thomistic Prudence on Reflexive Pedagogy and Hidden Curriculum

The utilization of various forms of pedagogy has been accentuated far and wide as a significant component of the educative process and student formation. However, the exclusive exercise of traditional pedagogy in the classroom has been widely criticized since it is geared to produce would-be theoretical and technical specialists who cannot confront the ethico-moral forces of their undertakings. Today, more than ever, prior studies have repeatedly typified that a greater emphasis must be accorded to morally inclined and culturally sensitive pedagogies. This article attempts (1) to portray how educators can anchor on the precepts of Thomistic Prudence to cultivate the Pagpapakatao (Humanity) and Pagkakakilanlan (Identity) of learners through the exercise of Reflexive Pedagogy and Hidden Curriculum in the classroom; and (2) to provide an insightful characterization as to how the Filipino philosophical lens and cultural configuration will come into play as the educators attempt to carry out the Western educational modalities in a collectivistic society such as the Philippines.