BY EDISON MARTE SICAD
“Let our searching be such that we can be sure of finding, and let our finding be such that we may go on searching.” – St. Augustine (De Trin.9.1, 1)
THE UNIVERSITY of San Agustin, in celebration of its 120 Years of Augustinian Excellence in Virtus Et Scientia, gave honor to its alumni by organizing the Bugal Agustino Awards. Each department of the university reached out to their respective graduates whose achievements reflect the high standards of excellence that the institution strives to uphold.
At the center of this recognition is the significance and appreciation of the core values of an Augustinian education: Unitas, Veritas, Caritas.
I was reminded (again) by this legacy and, as a graduate, by this responsibility. I believe that a person’s achievements in life also have a social meaning that the person himself or herself would not be able to know. In the same manner that a teacher can never measure the extent of his or her influence on society, the same goes to a person’s achievements. Exemplary could be the term. Or good influence. A person’s character, as can be seen from his or her actions and results can, in numerous and diverse ways, be an inspiration to others.
And so, I tried to learn again the university’s core values.
The Core Values of Augustinian Education (My basis for this topic comes from the journal article of Stephen J. Baker, OSA, of the Villanova University.)
1. Pursuit of Unity (Unitas)
“Augustine did not envision learning as individualistic, but as accomplished in community with others. In his Rule of life, Augustine reminded his brothers and sisters that the primary reason for coming together is to “live harmoniously in your house, intent upon God in oneness of mind and heart” (Augustinian General Curia, 2008, p. 9).
The core value of unity is promoted in Augustinian education through the dialogue that takes place between teachers and students and students with each another.”
When I was teaching, I struggled in balancing standardized testing with authentic learning. I had a hard time combining lesson planning and spontaneity in my class discussions. I guess did not do very well in following to the letter the DepEd curriculum. In a sense, I am not an “obedient” teacher.
But there were occasions that my students told me they like my class. That in learning the lesson, they also learned about life. They were inspired to learn more. To read more.
I learned that these students got interested when I integrated stories into the lessons. I told them that they are part of this amazing, never-ending story that we call life. And that learning has a social aspect. That we can all contribute for the good of the society.
2. Pursuit of Truth (Veritas)
“Augustine’s understanding of the pursuit of truth influences Augustinian pedagogy to view objective truth as a reality that continues to unfold, rather than as something that can be captured and frozen in approaches such as fundamentalism, traditionalism, and literalism, or that truth can only be discovered strictly through the scientific method as in scientism (McCloskey, 2006).
With this Augustinian approach to truth, one can say that the searcher for truth is always on the way to wisdom: one becomes a life-long learner (McCloskey, 2006). This perspective on truth can be helpful in a world that questions objective truth claims (McCloskey, 2006).”
Men of Integrity, this is the motto of the private school (exclusive for boys) where I had my teaching career. High school boys can be as energetic as inquisitive, mischievous as well as confused. Sports activities become the avenue for brotherhood, cultivating a healthy competitive spirit. But the mind is another matter. I have observed that regardless of grades, an honor student can get as confused or depressed — if not more — than a “failing” student.
This is why the school also offers a mentoring chat: a teacher becomes the student’s big brother to talk with.
I learned that a teacher does not only teach lessons that are sometimes just made up of prefabricated facts. A teacher must also be a seeker of truth, a lover of wisdom, and an exemplar of humility.
3. Fostering of Love (Caritas)
“Tack (2006) asserted that Augustinian education has an important connection to the human heart and therefore with relationships with God, with one’s self, and with others.
This love and passion for learning fostered in both the educator and the learner is manifested in the person’s development of character and formation of the will. For the Augustinian learner, knowing what is true and right is not enough; the challenge of life is to do what is right (McCloskey, 2006).”
After teaching for more than ten years, I learned that there were school matters that will, unavoidably, be in constant conflict with the parents’ priorities: What is the best way of teaching a child? Of disciplining a student? Of rewarding or grading a school activity?
With the many possible and plausible answers, I only came up with a rather simplistic suggestion: read books. My passion for learning is indubitably linked to my passion in reading books. And when I say books, I refer to the great books of the world, the classics preferably.
For me, learning is threefold: going to the school chapel, going to the library, and going to class.
IN CONCLUSION, these core values can serve as a compass to a person’s journey towards lifelong learning. On the other hand, I believe that these core values also give a transcendental or spiritual perspective towards our daily work. I do not deny the necessity of having a salary and the importance of financial security to enjoy life and give support to others, especially to our loved ones. But man does not live by bread alone, so to speak. And who we are gives value to what we have. And what we have gains more meaning because of what we give./PN
