SINCE TIME immemorial, teachers have constantly been faced with the expectation to equip students with the means to critically engage with real-life political affairs.
However, teachers are now caught in a trap set by the social expectation for political neutrality as Halanan 2022 draws nearer. Educators are restrained from sharing their political leanings in their own classes due to a host of policies, with the Code of Ethics for Professional Teachers being the most notable one.
Amid resounding calls for faculties to uphold political neutrality, schools must find an effective way to cultivate meaningful political engagement in the classroom amid today’s political collisions.
The student need for a political education
Ever since the 1960s, the Filipino youth has stood at the forefront of sounding the alarm on critical sociopolitical issues. However, as the walls of the classroom have minimized to the sides of a computer screen, so has the political growth of Lex* (1 BS PSY). Lex laments that the lack of on-site classes has understandably limited the spaces for organic political discussions among peers.
Growing up in an apolitical and conservative environment, Lex found comfort in their high school classmates and teachers who opposed traditional ideals reinforced by the Catholic Church. By moving past religious narratives deeply ingrained into the public consciousness, they became more aware of the different ways that society can instigate sweeping changes for the betterment of the country. Thus, this newfound environment empowered Lex to participate in movements sharply critical of society’s gender- and sexuality-related inequities.
Lex’s positive experiences in their alma mater are a testimony to the impact of encouraging political engagement in classrooms despite the country’s conservative landscape. However, not all academic spaces are built the same as teachers find their own ways to observe political nonpartisanship amid the looming expectation of political neutrality.
Despite these hurdles, students continue to assert the relevance of a political education to create significant changes in today’s world. Sammi Borromeo (4 AB COM) shares how she was inspired by the climate crisis and the upcoming national elections in particular. Despite coming from a privileged background, she felt compelled to make an effort to become more socially aware of today’s current issues.
Thus, Borromeo hopes for a more hands-on approach when it comes to discussing political topics in the University’s classes such as Philosophy, Social Science, and Political Governance. Moreover, regardless of how teachers will take on this responsibility, she insists that integrating politics inside the classroom should also be approached with sensitivity and consideration for all beliefs, to refrain from creating unnecessary tension.
The nonpartisan professional
Despite the absence of such explicit policies in the LS, the concept of nonpartisanship in the classroom is an unspoken understanding among faculty members.
In exploring the nuances of this approach to sociopolitical discussions, Associate Dean of the Core Curriculum Benjamin Tolosa, PhD, asserts that nonpartisanship is not as simple as it seems.
Nonpartisanship is defined as the lack of affiliation with any political party. Nevertheless, remaining nonpartisan is not only limited to the endorsements of political beliefs or candidates.
“You can be partisan on the side of truth. You can be partisan on the side of a commitment to human dignity and the common good. … How can you be neutral when democracy itself is at stake? How can you be neutral when the truth is under attack?” Tolosa asks.
While it is important for teachers to have a personal stance, Socio-Anthropology Professor Albert Alejo, SJ shares that discussions in the classroom require a fundamental need for teachers and students to respect the differences of the political beliefs of their peers. “Civility is important in offering a space for people who come from different backgrounds. There is a way to communicate to others,” he adds.
Openness to multiple perspectives is essential to cultivating a culture of fairness and promoting the skill of critical thinking among students. Alejo agrees that opening political discussion in the classroom extends to the Ateneo’s pursuit to holistically develop its students in all aspects of their lives.
In line with the Ignatian value of being men and women for others, teachers are called to develop Ateneans into politically well-informed and engaged citizens.
The roadmap towards political consciousness
As early as freshman year, students are taken on a journey through the core curriculum’s four main pillars of Foundations, Rootedness, Deepening, and Leadership. Each core subject is strategically positioned throughout the undergraduate experience to expose students to the sociopolitical realities of the world.
Indoctrination is far from the goals of the Ateneo’s education as students are not meant to be steered towards certain political parties, but should instead be pushed to hone the skills needed for critical discernment of sociopolitical issues.
“It’s not explicitly always partisan [in a] political [sense], but there is a real orientation towards seeing yourself as part of society and in cases where of course, you are called to act as a citizen. I think that question can really be part of the reflection process and even in the engagement of students,” Tolosa shares.
One of the main factors that affect a student’s engagement in politics is having a teacher who actively educates them to become more discerning with today’s current events. The importance of a teacher’s role in student formation is rooted in the Ateneo’s core values and principles as a Jesuit institution.
Calling back to the history of the Ateneo, Alejo shares, “In the 1970s and 80s, it was expressed in this way: Our mission is faith that does justice. Later, it was popularized as tao para sa kapwa (person for others).”
Both Tolosa and Alejo firmly believe that the teacher’s job is not to dictate the beliefs of students, but rather to help them develop the skill of analytical discernment.
“Our job is helping the formation of a student’s certain view of the world that is committed to the truth, that is committed to empowerment, especially in a society in which you really have tremendous inequality, and of course, a history of oppression,” Tolosa adds.
Paving a two-way street
Moving beyond conceptual foundations and values, the pursuit for a political education requires teachers and students to meet halfway.
Alejo emphasizes that teachers must remain vigilant regarding political affairs so they are able to present objective and truthful narratives of past and current events. “A good political education should have good political education for the teachers,” he says. Without an acute political awareness, teachers run the risk of presenting only one side of a story and unintentionally pushing an ideological agenda.
More importantly, teachers are called to seek out the connections between political issues and their own field of expertise. By doing so, it also becomes easier to develop the language necessary to integrate these lessons to students at their specific year level.
While Borromeo and Lex agree that political lessons were imbued into their core subjects, little of their political enlightenment was attributed to their experiences with LS classes. They expressed a need for a more explicit and instigative curriculum that pushes students into a more intentional political consciousness.
Outside of the classroom, students are invited to take a proactive role in their own political education. Borromeo and Lex both agree that gaining experiences in extracurricular organizations instigated their own political enlightenment. Pursuing uncomfortable political conversations with people in our circle is also a difficult but necessary first step.
With both teachers and students pushing for meaningful political engagements in the LS, this serves as the momentum to develop more critically aware citizens, willing to partake in movements against societal injustices and inequities.
*Editor’s Note: The name of an interviewee was changed to protect their identity and privacy.
