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Dr.
Allan Benedict Bernardo, chairman, counseling and
educational department at De La Salle University (DLSU)-Manila,
did not expect that a social scientist like him would be
elected as an academician to the National Academy of
Science and Technology (NAST).
The
award was given by the scientific body to those in the
natural and social sciences who have excelled in their
research works for the benefit of society.
“It was
a very strange feeling because it’s something I did not
expect. For one, there’s the age factor. Most of the
academicians elected to the [NAST] were in their 50s. I
just turned 40 this year and I am not ready for
something like this too soon,” says Bernardo in an
interview with BusinessMirror in his DLSU-Manila office.
“There
are not so many social scientists who are elected into
the Academy. I think the last social scientist elected
to the Academy was about 10 years ago. And this is the
smallest cluster in the Academy. It’s not something you
expect and prepared for. It’s kind of an honor that I’m
not prepared for it,” adds Bernardo.
Definitely, Bernardo admits it’s a prestige and he’s
eager for the responsibilities that will come with the
honor. Besides, he said he is happy he is in good
company because social and natural sciences can
contribute a lot in solving the country’s problems.
“There
needs to be much more concerted effort between the
social and natural sciences in solving the country’s
problems. Environment and public health are the two
areas where natural and social sciences collaborate,” he
says.
Bernardo
got the nod of his peers to be elected to the
illustrious body because of his work in cognitive
psychology, a branch of psychology which deals with the
different policies of education and methods of learning
and teacher development, among others. Cognitive
psychology also involves understanding the different
aspects of the learning process.
One of
his interesting research works is the study of the
relationship between learning mathematics and the role
of language in studying math.
Asked on
his stand regarding the controversial issue, Bernardo
says it is not a matter of English versus Filipino as
medium of instruction.
“It’s
not a matter of what language to use particularly
because we are a multi-lingual country. My research has
pointed out that the influence of language changes
depending on what specific aspect of mathematical
learning or performance you look at,” says Bernardo.
“In many
situations, using the first language of the student
helps. They learn better using the first language. Of
course, for most Filipinos the first language is Tagalog
or Filipino,” adds Bernardo.
He said
he noticed the problem is so complex that in
international symposia delegates suggested that teachers
should decide what language is the most convenient.
“The
teachers know the best way to communicate with
multilingual students as in the case of Filipinos,” he
says. “Our national policy should be specified in some
ways because you cannot determine the right language
because of the complexities in society. It will be
advantageous to others and disadvantageous to others,”
says Bernardo.
Being a
researcher, he knows there are major differences between
him and policymakers because the latter want to simplify
things.
However,
it is a 180-degree difference, he says, in the case of
marginalized schools because their students have minimal
exposure to English. At the same time, he is also
concerned if Filipino is used as a medium of instruction
because this will create a disadvantage to Filipinos in
an era of globalization.
Besides
enhancing teachers’ skills, Bernardo thinks it is also
important to know the motivation of students in studying
math. He says this will determine if they are aware or
not of the importance of the subject in planning their
careers.
Bernardo’s current study is focused on nontraditional
indicators of success in school in general terms. This
includes sociocultural variables that might influence a
student’s achievement.
Complementing his research on learning is that on how
teachers develop their values in relation to their
knowledge and beliefs. This means studying the different
motivating forces possessed by teachers when imparting
knowledge.
Outside
DLSU, Bernardo has been involved in programs in the
Department of Education and the Commission on Higher
Education.
“In my
professional work, NAST has noticed that I have been
involved with the policymakers and decision-makers who I
can influence through my research,” he says. This
involvement resulted in a shift in his research to
address more pragmatic and practical problems related to
Philippine education.
“That
shift has been important because it has changed not just
the focus of the research but the type of theorizing
about research. It became a very good way of sharing my
research program,” says Bernardo.
For
instance, he agrees that adding two years in primary
education is beneficial. “From a cognitive viewpoint,
there is so much going in the brain of an adolescent
person. You can’t expect things to happen so quickly. We
have to be careful, though, in terms of adding two years
[to primary education]. We have also to think of the
quality of the learning process. I think it always comes
together,” he points out.
Like his
colleagues, Bernardo believes people need time to
mature, and secondary education requires maturity not
only in outlook but in the requirements higher education
is demanding. He thinks Filipino college students, in
general, are a bit young to tackle the rigors of college
life.
“You
wonder they [students] would need more basics before
they enter high school and, especially, in higher
education where the requirements are more complex,” he
says.
At the
same time, he points out that the problem of Philippine
education is not only on math and science. “There are
problems in the social milieu that affects learning. We
are not even talking of math and science here. We don’t
even have an intellectual culture that appreciates
learning,” he stresses.
Bernardo
found out that many students agree that education is not
a factor for success. To show the seriousness of the
problem, he narrates that his student was surprised when
his young interviewee said she wanted to be like
Wowowee noontime program dancer “Luningning” when
she grows up.
“The
notion that education is important to succeed in
Philippine society is appreciated in the abstract sense.
But in the practical sense, it’s not there.”
The
young cannot be blamed, he says, because their models
are everywhere, from movie stars to sports celebrities.
But teachers can play an important role to motivate
their students to develop the right values.
Bernardo
admits this will be a Herculean job for the teachers.
“Values education is a long-term investment and many of
our countrymen could not afford that. I think teachers
have to understand that.”
“But
it’s not a hopeless thing. We need more interventions
and programs that could be put in place. Social problems
also have to be addressed by the right social
institutions,” he adds.
Of
course, the media has a big role to play in building
intellectual and scientific culture, and in setting the
goals and aspirations of the people.
For
instance, Bernardo says, putting the right programs is
the proper step, which is not the case in the
Philippines.
He cited
a television network which, while it has educational
programs, its mainstream programming does harm to
children’s education. |
