(We made 3 critique papers (which were submitted last Dec 15, 2011), as one of the requirements in our HSC class @ the University of Asia and the Pacific.. I felt the need to share valuable information. Your comments will be highly appreciated.. TY..)
Critique Paper on “Parents’ Contribution to the Education of Their Children” by Fr. Cecilio Magsino
Eugenia C. Martin
MA-ELP
Fundamentals of Home, School and Community Partnership
Dr. Severina M. Villegas
Critique Paper on
“Parents’ Contribution to the Education of Their Children” by Fr. Cecilio Magsino
No one can aptly replace the prodigious contribution of parents to the education of their children. The rights and duties of parents as the primary educators of their children have been the constant teaching of the Church as far as education is concerned. In order to promote an integrated personal and social education of the children, parents must create a family atmosphere inspired with love and devotion to the Creator and other people.
The author suggested the following general ideas on children’s education: (1) parents ought to be aware of the value of and the need for good example; (2) they must gain the friendship of their children; (3) they must try to be consistent; and (4) they must be firm.
He also suggested the following virtues needed to develop in their children: (1) fortitude; (2) sobriety and temperance; (3) piety; (4) charity; and (5) chastity and holy purity.
Though the author offered few ideas on the contributions of parents to their children’s education, it elicited important and related issues which may still be further expounded.
Parents are the primary educators of their children.
The word parenting was derived from a Latin verb “parere”, which means ’to bring forth, develop or educate’. The short article emphasized the “original, primary and alienable right” of the parents to educate their children. Thus, the vital role of parents / home in children’s lives was emphasized. The importance of home involvement in schooling was also discussed by Kellaghan in 1993, stressing “the central role of the home in children’s lives, the importance of early development, and the cumulative nature of development” (p. 9).
Though it has been repeatedly stressed that no one can take the place of parents in the education of their children, parents are duty-bound to seek for assistance from educators who are also concerned with their children’s spiritual formation and growth, i.e., for justifiable and serious circumstances, (‘in loco parentis’ - in place of parents, assigned to teachers). Other concerned individuals may assist the parents in their children’s personal, social and spiritual formation.
Educating the children entails good example, healthy relationship, consistency and firmness.
The relationship between the parents and their children during the earlier years of life is critical since children are perceptive and receptive. Parents ought to be persons of character, if they want to raise virtuous children. Parents must be solicitous of their languages, actions and behavior. Children are starting to form their own set of values and tend to do things which they believe are ‘good’ and do not do things which they believe as ‘bad’, based on what they have observed from their parents or from other significant persons at home.
Children are highly susceptible to peer pressure. It will be favorable if the relationship developed among peers is healthy. However, if close relationship with their parents and identification of family values are wanting, coupled with negative peer influences, it will jeopardize the children’s lives (Lickona, 1991). Considerable amount of time, open communication lines, and opportunity for children to be heard were some of the ways that parents could invest on in order to build genuine and lasting friendship with their children. Through this relationship, advices and reprimands of the parents, as part of formation, would be accepted heartily and with respect, by the children.
Consistency and firmness come from the parents’ own struggle to be virtuous. These traits will enhance their skills to withstand the challenges of parenting that will eventually cascade to their children’s attitude and behavior.
Aside from material needs, parents must be more concerned with their children’s moral development. Thus, there is a need for parents to develop fortitude, sobriety and temperance, piety, charity, and chastity and holy purity among their children.
Parenting is probably the most overwhelming and significant endeavour in one’s lifetime. A parent has duties for oneself, for the spouse, for the children and for work, which is very complicated, given the demands, and at times, conflicting burdens of each one. Thus, one should be equipped with the right attitude, knowledge, skills and morals to be an effective and responsible parent. A virtuous life is a lifetime pursuit and parents should be prepared to make sacrifices and have strong self-control to withstand the challenges of educating their children.
Parents should be resourceful, creative and inventive to capture and maximize the “teachable moments” with their children, (e.g., in simple chores, doing routine family activities) to highlight and demonstrate virtues of fortitude, sobriety and temperance, piety, charity, and chastity and holy purity. Again, the importance of setting a good example is imperative.
Application
It is disheartening to note that the issue on ‘unprepared’ or ‘accidental’ parents, who lacked the proper parenting skills, is so prevalent in this rapidly changing world. The following remarks from an elementary school teacher, Central New York, reminded me of the usual scenario in school, where most parents tend to renounce their responsibilities and leave everything up to the school personnel / teachers as far as children’s education is concerned (even moral education) - “ The moral education thing bothers me because I feel as if I’m doing it alone. Many parents seem to enjoy their rights – having a child – but no longer seem to want the responsibilities. I get the feeling, who’s helping me here?”(cited in Lickona, 1991, p. 45).
Despite the waning moral situation, the schools are aware of their responsibilities to do something that could salvage these children (and their parents) from despondency. Lickona (1991) pointed out that, “To take on that task, however, they need two things: hope that it can be done, and the feeling that they won’t be doing it alone” (p. 45).
The article supported my philosophy in dealing with parents during parent-teacher conferences, case conferences and family counseling. School personnel must understand that parents are indispensable partners in their children’s education, that they should be treated appropriately with utmost respect. Though teachers augment the knowledge, skills and attitude learned by the students, it cannot be denied that the home / parents had the greatest impact in the child’s personal, social and spiritual development. Their opinions and suggestions for their children’s welfare must be heard, acknowledged and considered.
Parents do many things that they think are the best and for the welfare of their children. However, due to lack of proper parenting skills, instead of having a thriving family environment and healthy relationship with other family members, some parents fail. The school must be sensitive enough and must have functional awareness to assist parents who may benefit from parenting seminars.
The article underscored the responsibility of parents in their children’s education. The suggestions offered by the author (i.e., the values and virtues) must be emphasized during classes in Values / Character Education, Technology and Livelihood Education and other related subjects. Value-laden classroom activities, action learning and other noteworthy strategies must be utilized to develop and strengthen the traits and virtues of the students, in support of the family’s / parents’ hope to have well-educated, responsible, and God-fearing children.
References
Kellaghan, T. et al. (1993). The home environment and school learning. San Francisco: Jossey-Bass.
Lickona, T. (1991). Educating for character. New York: Bantam Books.
Magsino, C., (1999, Second Quarter). Parents’ contribution to the education of their children. Ad Continuum, 51-53 .
MA-ELP
Fundamentals of Home, School and Community Partnership
Dr. Severina M. Villegas
Critique Paper on
“Parents’ Contribution to the Education of Their Children” by Fr. Cecilio Magsino
No one can aptly replace the prodigious contribution of parents to the education of their children. The rights and duties of parents as the primary educators of their children have been the constant teaching of the Church as far as education is concerned. In order to promote an integrated personal and social education of the children, parents must create a family atmosphere inspired with love and devotion to the Creator and other people.
The author suggested the following general ideas on children’s education: (1) parents ought to be aware of the value of and the need for good example; (2) they must gain the friendship of their children; (3) they must try to be consistent; and (4) they must be firm.
He also suggested the following virtues needed to develop in their children: (1) fortitude; (2) sobriety and temperance; (3) piety; (4) charity; and (5) chastity and holy purity.
Though the author offered few ideas on the contributions of parents to their children’s education, it elicited important and related issues which may still be further expounded.
Parents are the primary educators of their children.
The word parenting was derived from a Latin verb “parere”, which means ’to bring forth, develop or educate’. The short article emphasized the “original, primary and alienable right” of the parents to educate their children. Thus, the vital role of parents / home in children’s lives was emphasized. The importance of home involvement in schooling was also discussed by Kellaghan in 1993, stressing “the central role of the home in children’s lives, the importance of early development, and the cumulative nature of development” (p. 9).
Though it has been repeatedly stressed that no one can take the place of parents in the education of their children, parents are duty-bound to seek for assistance from educators who are also concerned with their children’s spiritual formation and growth, i.e., for justifiable and serious circumstances, (‘in loco parentis’ - in place of parents, assigned to teachers). Other concerned individuals may assist the parents in their children’s personal, social and spiritual formation.
Educating the children entails good example, healthy relationship, consistency and firmness.
The relationship between the parents and their children during the earlier years of life is critical since children are perceptive and receptive. Parents ought to be persons of character, if they want to raise virtuous children. Parents must be solicitous of their languages, actions and behavior. Children are starting to form their own set of values and tend to do things which they believe are ‘good’ and do not do things which they believe as ‘bad’, based on what they have observed from their parents or from other significant persons at home.
Children are highly susceptible to peer pressure. It will be favorable if the relationship developed among peers is healthy. However, if close relationship with their parents and identification of family values are wanting, coupled with negative peer influences, it will jeopardize the children’s lives (Lickona, 1991). Considerable amount of time, open communication lines, and opportunity for children to be heard were some of the ways that parents could invest on in order to build genuine and lasting friendship with their children. Through this relationship, advices and reprimands of the parents, as part of formation, would be accepted heartily and with respect, by the children.
Consistency and firmness come from the parents’ own struggle to be virtuous. These traits will enhance their skills to withstand the challenges of parenting that will eventually cascade to their children’s attitude and behavior.
Aside from material needs, parents must be more concerned with their children’s moral development. Thus, there is a need for parents to develop fortitude, sobriety and temperance, piety, charity, and chastity and holy purity among their children.
Parenting is probably the most overwhelming and significant endeavour in one’s lifetime. A parent has duties for oneself, for the spouse, for the children and for work, which is very complicated, given the demands, and at times, conflicting burdens of each one. Thus, one should be equipped with the right attitude, knowledge, skills and morals to be an effective and responsible parent. A virtuous life is a lifetime pursuit and parents should be prepared to make sacrifices and have strong self-control to withstand the challenges of educating their children.
Parents should be resourceful, creative and inventive to capture and maximize the “teachable moments” with their children, (e.g., in simple chores, doing routine family activities) to highlight and demonstrate virtues of fortitude, sobriety and temperance, piety, charity, and chastity and holy purity. Again, the importance of setting a good example is imperative.
Application
It is disheartening to note that the issue on ‘unprepared’ or ‘accidental’ parents, who lacked the proper parenting skills, is so prevalent in this rapidly changing world. The following remarks from an elementary school teacher, Central New York, reminded me of the usual scenario in school, where most parents tend to renounce their responsibilities and leave everything up to the school personnel / teachers as far as children’s education is concerned (even moral education) - “ The moral education thing bothers me because I feel as if I’m doing it alone. Many parents seem to enjoy their rights – having a child – but no longer seem to want the responsibilities. I get the feeling, who’s helping me here?”(cited in Lickona, 1991, p. 45).
Despite the waning moral situation, the schools are aware of their responsibilities to do something that could salvage these children (and their parents) from despondency. Lickona (1991) pointed out that, “To take on that task, however, they need two things: hope that it can be done, and the feeling that they won’t be doing it alone” (p. 45).
The article supported my philosophy in dealing with parents during parent-teacher conferences, case conferences and family counseling. School personnel must understand that parents are indispensable partners in their children’s education, that they should be treated appropriately with utmost respect. Though teachers augment the knowledge, skills and attitude learned by the students, it cannot be denied that the home / parents had the greatest impact in the child’s personal, social and spiritual development. Their opinions and suggestions for their children’s welfare must be heard, acknowledged and considered.
Parents do many things that they think are the best and for the welfare of their children. However, due to lack of proper parenting skills, instead of having a thriving family environment and healthy relationship with other family members, some parents fail. The school must be sensitive enough and must have functional awareness to assist parents who may benefit from parenting seminars.
The article underscored the responsibility of parents in their children’s education. The suggestions offered by the author (i.e., the values and virtues) must be emphasized during classes in Values / Character Education, Technology and Livelihood Education and other related subjects. Value-laden classroom activities, action learning and other noteworthy strategies must be utilized to develop and strengthen the traits and virtues of the students, in support of the family’s / parents’ hope to have well-educated, responsible, and God-fearing children.
References
Kellaghan, T. et al. (1993). The home environment and school learning. San Francisco: Jossey-Bass.
Lickona, T. (1991). Educating for character. New York: Bantam Books.
Magsino, C., (1999, Second Quarter). Parents’ contribution to the education of their children. Ad Continuum, 51-53 .
