The discussion on authentic education provides an insightful reflection on how educational practices have evolved to prioritize meaningful, experience-based learning over rote memorization. The emphasis on learners taking an active role and connecting their studies to real-life contexts captures the essence of what modern education strives for—relevance, engagement, and deeper understanding.@Alexis James Has

• Vanessa Lucas

De esta unidad rescato los aportes de Dewey y la reconstrucción de la experiencia, los de Neill y el énfasis que puso en la libertad y la autonomía de los estudiantes y los de María Montessori, quien apunto a un aprendizaje autodirigido. Todos estos aportes tienen vigencia e impulsan formas alternativas al modelo cientificista de la educación; sin embargo, tienen dificultades al momento de asegurar la uniformidad y el rigor curricular. Es como para seguir discutiendo y reflexionando sobre cómo adaptarlos o integrarlos a las exigencias de los sistemas educativos.

• Jorge Rivas Rivas

Update Title:

“ARAL Law & Inclusive Education: New Social Goals in PH Education Policy”

Update Post:

I pulled this text from the Philippines: President Ferdinand R. Marcos Jr.’s speech at the ceremonial signing of the Academic Recovery and Accessible Learning (ARAL) Program Act.
Philippine Commission on Sports

Key excerpt:

“We gather to provide every child in the country with the education that they deserve, and that they have a right to, empowering them to shape a future where learning is not a privilege but it is a right, and where every young mind can flourish.”
Philippine Commission on Sports

“With the signing of the ARAL Program law, we embark on a definitive journey to champion the right of every Filipino child to quality education—ensuring as well that it is accessible to all.”
Philippine Commission on Sports

What stands out / Reflection:

This rhetoric explicitly frames education as a right, not a privilege, which places moral and legal responsibility on the state to ensure access and equity.

There’s a strong emphasis on accessibility for all, including those who dropped out, those struggling with foundational skills (reading, math, science), and those re-entering school after time away.
Philippine Commission on Sports

Beyond just “catching up”, the speech also includes restoring “the joy of learning” and nurturing not just academic ability but resilience, empathy, and critical thinking.
Philippine Commission on Sports

The policy includes concrete supports: free tutorials, online/digital access, partnerships with broadcasters for tutorial videos, subsidized data plans for learners from disadvantaged backgrounds. These go beyond rhetoric toward actionable interventions.
Philippine Commission on Sports

Critical thoughts / Questions:

While there are many promising components, the success will depend heavily on implementation (e.g. teacher training, infrastructure, funding). Sometimes policies are strong in speeches but weak in rollout.

There’s a risk of inequality between regions — remote or rural areas may have weaker digital infrastructure, fewer qualified tutors, or slower access to necessary resources.

Monitoring and evaluation mechanisms weren’t deeply discussed in the speech — how will progress be measured, which benchmarks will be used, are there accountability structures?

I’m curious: Do you think the ARAL Law’s approach is enough to reverse the learning loss in PH? And how important is it for policy speeches to attach measurable targets vs. inspirational language?

• Alexis James Has

Update Title:

“ARAL Law & Inclusive Education: New Social Goals in PH Education Policy”

Update Post:

I pulled this text from the Philippines: President Ferdinand R. Marcos Jr.’s speech at the ceremonial signing of the Academic Recovery and Accessible Learning (ARAL) Program Act.
Philippine Commission on Sports

Key excerpt:

“We gather to provide every child in the country with the education that they deserve, and that they have a right to, empowering them to shape a future where learning is not a privilege but it is a right, and where every young mind can flourish.”
Philippine Commission on Sports

“With the signing of the ARAL Program law, we embark on a definitive journey to champion the right of every Filipino child to quality education—ensuring as well that it is accessible to all.”
Philippine Commission on Sports

What stands out / Reflection:

This rhetoric explicitly frames education as a right, not a privilege, which places moral and legal responsibility on the state to ensure access and equity.

There’s a strong emphasis on accessibility for all, including those who dropped out, those struggling with foundational skills (reading, math, science), and those re-entering school after time away.
Philippine Commission on Sports

Beyond just “catching up”, the speech also includes restoring “the joy of learning” and nurturing not just academic ability but resilience, empathy, and critical thinking.
Philippine Commission on Sports

The policy includes concrete supports: free tutorials, online/digital access, partnerships with broadcasters for tutorial videos, subsidized data plans for learners from disadvantaged backgrounds. These go beyond rhetoric toward actionable interventions.
Philippine Commission on Sports

Critical thoughts / Questions:

While there are many promising components, the success will depend heavily on implementation (e.g. teacher training, infrastructure, funding). Sometimes policies are strong in speeches but weak in rollout.

There’s a risk of inequality between regions — remote or rural areas may have weaker digital infrastructure, fewer qualified tutors, or slower access to necessary resources.

Monitoring and evaluation mechanisms weren’t deeply discussed in the speech — how will progress be measured, which benchmarks will be used, are there accountability structures?

I’m curious: Do you think the ARAL Law’s approach is enough to reverse the learning loss in PH? And how important is it for policy speeches to attach measurable targets vs. inspirational language?

• Alexis James Has

Authentic pedagogy significantly impacts the learning process by enhancing student engagement through real-world connections, fostering deeper and more meaningful understanding of subject matter, and developing essential skills like critical thinking and collaboration. By increasing the relevance and transferability of knowledge, it empowers students to apply what they learn in new situations, while authentic assessment provides a more comprehensive measure of their abilities. This approach also fosters student agency and a lifelong love of learning, connecting them to their community and encouraging engagement in addressing social and environmental issues, ultimately transforming students into active, informed, and skilled members of society.

• Gary Asuncion

Authentic pedagogy significantly impacts the learning process by enhancing student engagement through real-world connections, fostering deeper and more meaningful understanding of subject matter, and developing essential skills like critical thinking and collaboration.

By increasing the relevance and transferability of knowledge, it empowers students to apply what they learn in new situations, while authentic assessment provides a more comprehensive measure of their abilities. This approach also fosters student agency and a lifelong love of learning, connecting them to their community and encouraging engagement in addressing social and environmental issues, ultimately transforming students into active, informed, and skilled members of society.

This vision aligns with UNESCO’s Education 2030 Agenda, which frames education as a foundation for peace, prosperity, and sustainability. Both perspectives highlight the transformative power of learning that connects classroom experiences to global realities.

how do you see authentic pedagogy fitting within your country’s current education policies? Are there examples where rhetoric about “transformative education” is actually being put into practice?

• Alexis James Has

Authentic pedagogy significantly impacts the learning process by enhancing student engagement through real-world connections, fostering deeper and more meaningful understanding of subject matter, and developing essential skills like critical thinking and collaboration.

By increasing the relevance and transferability of knowledge, it empowers students to apply what they learn in new situations, while authentic assessment provides a more comprehensive measure of their abilities. This approach also fosters student agency and a lifelong love of learning, connecting them to their community and encouraging engagement in addressing social and environmental issues, ultimately transforming students into active, informed, and skilled members of society.

This vision aligns with UNESCO’s Education 2030 Agenda, which frames education as a foundation for peace, prosperity, and sustainability. Both perspectives highlight the transformative power of learning that connects classroom experiences to global realities.

how do you see authentic pedagogy fitting within your country’s current education policies? Are there examples where rhetoric about “transformative education” is actually being put into practice?

• Alexis James Has

“Authentic Pedagogy: Bridging Classrooms and Communities”

Authentic pedagogy significantly impacts the learning process by enhancing student engagement through real-world connections and fostering deeper, more meaningful understanding of subject matter. It equips students with essential skills such as critical thinking, collaboration, and adaptability, ensuring that knowledge becomes transferable across new contexts.

Through authentic assessment, learners are evaluated more holistically, beyond memorization, which provides a clearer picture of their abilities. This approach also nurtures student agency, a lifelong love of learning, and a stronger sense of community connection. Most importantly, it encourages learners to actively engage with pressing social and environmental issues, transforming them into informed, skilled, and responsible members of society.

• Alexis James Has

This approach also fosters student agency and a lifelong love of learning

• Gary Asuncion

I just love how they summarised the different types of authentic pedagogy by different kinds of educators, writers, and poets. Until now, most of it is being used for the education of the students around the world, such as Maria Montessori's Free, Natural education.

• Maria Janine Herrera

I found your point about authentic education being “closely and practically connected to life experiences” really thought-provoking. It reminds me of Dewey’s belief that education should prepare students for real life, not just exams. At the same time, I appreciate the critical question you raise—whether authentic education truly changes life chances or simply adapts to existing inequalities.

• Lanie Antonio

I really agree with your connection to Dewey’s philosophy—education should indeed be a preparation for life, not just passing exams. Your point about authentic education being tied to lived experiences is powerful, especially in contexts like the Philippines where many students balance school with real family or community responsibilities. At the same time, I also share your concern about whether authentic education actually transforms opportunities or just adapts to existing inequalities. It makes me wonder: how can schools ensure that authentic pedagogy empowers all learners, especially those from marginalized backgrounds, rather than reproducing the same gaps?

• Linafe Ricabo

I found your point about authentic education being “closely and practically connected to life experiences” really thought-provoking. It reminds me of Dewey’s belief that education should prepare students for real life, not just exams. At the same time, I appreciate the critical question you raise—whether authentic education truly changes life chances or simply adapts to existing inequalities.

• Lanie Antonio

https://cgscholar.com/community/community_profiles/community-24006/community_updates/244394

• Jennifer Cantar