The Lasallian Core Curriculum : development and early experiences of the revised general education curriculum of De La Salle University, Philippines

Abstract

The revision of the general education curriculum of De La Salle University began in 2002; the revised curriculum was completed and initially implemented in 2005. In this paper, I undertake the following: (a) describe the premises and processes involved in the development of the curriculum, (b) discuss the general and specific curriculum objectives, (c) describe its general structure and the specific elements, (d) articulate the various principles that guide the curriculum framework and the implementation, and (e) discuss some important issues related to its early implementation. The curriculum development process aimed to contextualize the student development goals of the university within the changing requirements for effective engagement of the global community, while being cognizant of constraints within the Philippine education system, and adhering to the mission of De La Salle University as a Catholic institution. Thus, the curriculum was designed to address multiple goals, which is reflected in the structure of the curriculum that defines three main components: foundational, formative, and integrative courses. The paper discusses the concept and design for each of the components, and how the components. taken together are intended to inculcate in students a critical appreciation of the diverse fields of human knowledge, their principles and science, and their arts and methods of inquiry. The ultimate goal of the Lasallian Core Curriculum ???is to produce in students a nationalistic and humanistic outlook and the development of a carefully reasoned adultfaith that promotes human flourishing and inspires dedicated service to God and country, especially by helping the marginalized members of society. However, the substance of the curriculum aims to address the specific expressions of these lofty goals through the particular curricular requirements. The paper also discusses how the university attempted to articulate the guiding Principles of the curriculum, to ensure that the concerned sectors of the community subscribe to these principles, and that the support systems were in place for the implementation of the revised curriculum.