In the context of the Department of Education’s (DepEd) recent MATATAG Curriculum, the dynamics of learning can be understood through the interplay of mimesis, synthesis, and reflexivity. At the level of mimesis, learners begin by imitating models—such as practicing examples provided by teachers, following structured lesson guides, or replicating problem-solving methods. This stage provides them with foundational skills and discipline. Moving to synthesis, students integrate knowledge from different subjects and real-life experiences, allowing them to see connections and apply what they have learned to authentic situations. Finally, through reflexivity, learners are encouraged to reflect on their experiences, question assumptions, and consider the broader implications of their learning for themselves and their communities.

By incorporating these three dynamics, the MATATAG Curriculum moves beyond rote memorization toward transformative pedagogy. For example, when students work on community-based projects, they first model existing solutions (mimesis), then design integrated and context-specific responses (synthesis), and finally reflect on how their actions impact the community and their own growth (reflexivity). In this way, DepEd’s curricular reforms aim to nurture not only academically competent learners but also socially responsible and reflective citizens.

Reference:
Freire, P. (2000). Pedagogy of the Oppressed. New York: Bloomsbury Academic.