Intergenerational learning and Sikolohiyang Pilipino

Abstract

Research on intergenerational learning delves into both the reciprocal transfer of knowledge and learning relationships between different generations. However, as this is an emerging research topic, there is a gap in the information available from various cultures. This paper aims to present intergenerational learning through the development of non-western indigenous psychology via the lens of Sikolohiyang Pilipino (Filipino psychology) in order to broaden the existing perspectives and understanding of intergenerational learning, engagements, and programs. By utilizing the theoretical framework of Sikolohiyang Pilipino, notably as espoused by Virgilio Enriquez, indigenous Filipino values are identified as key to understanding the predominance of family and community as venues and arenas for intergenerational learning in the Philippines. This underscores the importance of using the philosophical arguments associated with different cultural perspectives to challenge current assumptions and biases in intergenerational research and of being mindful when applying concepts that predominate in one culture to another. Additional intergenerational research in the Philippines will benefit from the inclusion of Sikolohiyang Pilipino as a theoretical framework since this will enable a deeper understanding of educational concepts within Filipino culture.

Proficiency Level and Challenges of Students in Disciplines and Ideas in the Social Sciences

“…The students' developing proficiency was likely rooted in the course's complex nature, which involved the integration of indigenous perspectives, knowledge, and experiences (Education, 2019). Understanding and applying the concepts of Filipino thinkers require a deep appreciation of the cultural and indigenous frameworks (Guidangen, 2021;Oropilla & Guadana, 2021). Also, limited exposure to diverse case studies, research materials, and resources that emphasize the contributions of Filipino JERE, P-ISSN: 2597-422x E-ISSN: 2549-2675 thinkers hindered students' comprehension and engagement (Guidangen, 2021).…”

Promoting Intergenerational Approach in Local Governance for Inclusive, Sustainable, and Resilient Pandemic Recovery: The Case of the City of Malolos

“…Intergenerational exchanges and learning also exist in Filipino's everyday lives. The Philippines has the concept of intergenerational, but they were not aware that it existed (Oropilla & Guadana, 2021). It was in cultural values learned from family ties and their concept of "kapwa."…”

Visibilizing Everyday Intergenerational Engagements: Philippines in 2020 Lockdown

“…Generations pass down family and community traditions, skills, culture, values, and customs (Jessel, 2009;Rogoff, 2015;Schmidt-Hertha, 2014). However, with the genesis of formal educational institutions and age-specific social services, constructions of learning are increasingly drawn from settings where generations are edged apart (Oropilla & Guadana, 2021). Here, learning is more likely to be represented according to measurable, quantifiable, and normalized outcomes by individual learners, according to age or stage (Elwick & White, 2022).…”

“…At the same time, young children were more frequently at home than in early years institutions as a result of countrywide school closures in 188 countries affecting 1.5 children and youth (UN Sustainable Development Group, 2020). In countries such as the Philippines where multigenerational households are highly prevalent (Oropilla & Guadana, 2021;Philippine Statistics Authority, 2015), the pandemic provided them more time to spend with families across age groups. As such, social media was used to connect across generations in familial contexts, locally and also globally.…”