PROPOSED REVISIONS TO

THE CORE CURRICULUM

(Proposal as of 2 February 2016)

Curriculum Committee
Student Forum on the Core Curriculum
10 February 2016

OUTLINE
A. The Context: Why Are We Revising the Core Curriculum at this
Time?
B. The Core Curriculum, Jesuit Education, and the Mission of the
ADMU
C. The Ideal ADMU Graduate
D. The Framework of the Core Curriculum
E. Proposed Revisions to the Core Curriculum

THE CORE CURRICULUM

Formally in place since the 1950s
Reviews around 1982 and 1987
Late 1994 revision
Articulation of the ideal ADMU graduate in the context of a changing world
(globalization; internet; competitiveness rankings)
Impending growth of the School of Arts and Sciences
Revisions included
Reduction in units
Balance between core and specialization
Inner/Outer core format
Introduction of Double Majors, 5-year (AB-MA) programs, Minors
Integrated Non-Academic Formation (INAF)

THE CORE CURRICULUM

The Current ADMU Core Curriculum (since 1998)
Languages and Literature

24 units

Natural Sciences and Math

17/20/26 units

Social Sciences and History

21 units

Philosophy and Theology

24 units

Free Electives

6 units

TOTAL (academic units only)

92/95/101 units

THE CORE CURRICULUM

CORE

MAJOR

Outer core: NatSci, Math, FLC, Hi 16/18, Free Electives

THE CURRENT CORE CURRICULUM

(which incorporates the Current CHED GE Curriculum)

The Current ADMU Core Curriculum
(since 1998)

CHED GE Curriculum
CHED CMO 59, Series of 1996

Languages and Literature

24 units

Natural Sciences and Math

17/20/26
units

Social Sciences and History

21 units

Philosophy and Theology

24 units

Free Electives

6 units

Mandated Subjects

6 units

TOTAL
(academic units only)

92/95/101
units

Total

63 units

Language and Literature

24 units

Natural Sciences and Math

15 units

Humanities and Social Sciences 18 units

Why are we revising the core curriculum at

this time?
CONTEMPORARY
CHALLENGES IN THE
WORLD AND
PHILIPPINE SOCIETY

DIRECTIONS IN JESUIT
AND CATHOLIC HIGHER
EDUCATION

PHILIPPINE
EDUCATIONAL
REFORM

Globalization

Depth, Universality, and

Learned Ministry
(Fr. Nicolas, SJ)

K-12 Basic Education

(eff. 2016)

Disconnect between
decision-making class and shift to the geographical and
the masses
existential periphery
(Pope Francis)

New CHED GE
Curriculum
(eff. 2018)

THE CONTEXT OF THE CORE CURRICULUM

Contemporary Challenges in the World and Philippine Society

CONTEMPORARY CHALLENGES IN THE

WORLD AND PHILIPPINE SOCIETY
GLOBALIZATION
Benefits:

Concerns:

scientific and technological

innovation

degradation of the environment,

financial crises

economic growth knowledge

diffusion

persistence of poverty

economic and political inequities

creation of new hierarchies based on

information access and knowledge
expertise

deepening social exclusion and

marginalization

competitive integration

CONTEMPORARY CHALLENGES IN THE

WORLD AND PHILIPPINE SOCIETY
GLOBALIZATION
Need to build competitive capacities and institute practices,
structures and models of sustainability, democratization, dialogue and
inclusiveness

CONTEMPORARY CHALLENGES IN THE

WORLD AND PHILIPPINE SOCIETY
GLOBALIZATION OF SUPERFICIALITY (A.NICOLAS, SJ)
shallow, self-absorbed perceptions of reality make it almost
impossible to feel compassion for others
contentment with the satisfaction of immediate desires or the
laziness to engage competing claims on ones deepest loyalty results
in the inability to commit ones life to what is truly worthwhile

Nicolas, Adolfo, S.J. (2010) Depth, Universality and Learned Ministry: Challenges to Jesuit Higher Education
Today. Mexico City: Networking Jesuit Higher Education- Shaping the Future for a Humane, Just,
Sustainable Globe (April 23, 2010).

ajcu.net

CONTEMPORARY CHALLENGES IN THE

WORLD AND PHILIPPINE SOCIETY
GLOBALIZATION OF SUPERFICIALITY (A.NICOLAS, SJ)
CHALLENGE to Jesuit higher education: to promote in creative new
ways the depth of thought and imagination that are distinguishing
marks of the Ignatian tradition
Response: profound engagement with a world of suffering that starts
from a critical discernment of reality

Nicolas, Adolfo, S.J. (2010) Depth, Universality and Learned Ministry: Challenges to Jesuit Higher Education
Today. Mexico City: Networking Jesuit Higher Education- Shaping the Future for a Humane, Just,
Sustainable Globe (April 23, 2010).

ajcu.net

CONTEMPORARY CHALLENGES IN THE

WORLD AND PHILIPPINE SOCIETY
GLOBALIZATION OF INDIFFERENCE (POPE FRANCIS)
from unquestioned reliance on market mechanisms for wealth
generation and distribution and from a lifestyle of consumerism and
an individualistic culture of prosperity and self-seeking
incapacity for compassion and for taking responsibility for others,
particularly the poor and excluded

Pope Francis. (2013) Evangelii Gaudium: Apostolic Exhortation to the Bishops, Clergy, Consecrated
Persons and the Lay Faithful on the Proclamation of the Gospel in Todays World. Vatican: Libreria
Editrice Vaticana.

ajcu.net

CONTEMPORARY CHALLENGES IN THE

WORLD AND PHILIPPINE SOCIETY
GLOBALIZATION OF INDIFFERENCE (POPE FRANCIS)
We are called to form people, communities and cultures of mercy and
compassion; and provide an education which teaches critical
thinking and encourages the development of mature moral values.
We are called to make a hermeneutical shift to the geographical and
existential periphery.

Pope Francis .(2013) Evangelii Gaudium: Apostolic Exhortation to the Bishops, Clergy, Consecrated Persons and the Lay
Faithful on the Proclamation of the Gospel in Todays World. Vatican: Libreria Editrice Vaticana.
________. (2014) My Door is Always Open: A Conversation on Faith, Hope and the Church in a Time of Change (with Antonio
Spadaro). London: Bloomsbury in association with La Civilta Cattolica.

ajcu.net

CONTEMPORARY CHALLENGES IN THE

WORLD AND PHILIPPINE SOCIETY

GOAL

to form leaders who are globally attuned and

responsive but also deeply rooted in local conditions,
needs, practices and institutions

CONTEMPORARY CHALLENGES IN THE

WORLD AND PHILIPPINE SOCIETY
CHALLENGE IN PHILIPPINE SOCIETY
Centuries of colonialism, concentration of power, and inequitable
growth have produced elite decision-makers who are culturally
disconnected from the majority of the people.

CONTEMPORARY CHALLENGES IN THE

WORLD AND PHILIPPINE SOCIETY
need for leadership formation grounded in the
history and culture of the nation and local communities.
Popular religiosity
Participation in formal democracy
Family-centeredness
corruption,
source of:
lack of public
dreams for a better future,
but
accountability,
self-sacrifice,
also
weak sense of the
hard work,
common good
resilience

distortions
but also
potential for selftranscendence,
missionary commitment,
sociopolitical involvement,
empowered citizenship

THE CONTEXT OF THE CORE CURRICULUM

Philippine Educational Reform

SENIOR HIGH SCHOOL

FIRST YEAR OF IMPLEMENTATION: SY 2016-17

(Infographic Source: http://

www.deped.gov.ph/kto-12/About/curriculumguides)

SENIOR HIGH SCHOOL CORE SUBJECTS

Oral Communication

General Math

Reading and Writing

Statistics and Probability

Komunikasyon at Pananaliksik sa Wika at

Kulturang Filipino

Earth and Life Science (Earth Science for

STEM)

Pagbasa at Pagsusuri sa Ibat Ibang Teksto

Tungo sa Pananaliksik

Physical Science (Disaster Readiness and

Risk Reduction for STEM)

21st Century Literature from the Philippines

and the World

Intro to Philo of the Human Person

Contemporary Philippine Arts from the

Regions

Personal Development

Media and Information Literacy

Physical Education and Health

Understanding Culture, Society and Politics

NEW CHED GE CURRICULUM (CHED CMO 20, S2013)

*TO TAKE EFFECT SY 2018-19
CORE COURSES
(24 units)

ELECTIVES
(9 units)

MANDATED SUBJECT
(3 units)

Purposive Communication
3 Interdisciplinary
Rizals Life and Works
Art Appreciation
Electives
Math in the Modern World
Science, Technology and Society
Understanding the Self
The Contemporary World
Reduction in CHED GE from
Readings in Philippine History
63 units to 36 units
Ethics

CORE V.S. GE
Core carries the connotation of being more directly related to
institutional mission and heritage, and often is a smaller, more
integrated set of courses, especially at faith-based institutions.
General education tends to be associated with acquisition of basic
or foundational skills and less connected to values and identity.
General education often is structured around distribution
requirements that allow students considerable choice.
- Former Superior General Peter Hans Kolvenbach, SJ
Peter Hans Kolvenbach, Address Delivered to the Commitment to Justice in Jesuit Higher Education Conference,
Santa Clara University, October 3, 2000 .

CORE V.S. GE

TO HS

CORE
GEN
ED

K-12 and Gen Ed Reform

MAJOR

THE CORE CURRICULUM, JESUIT EDUCATION

AND THE MISSION OF THE ADMU

JESUIT EDUCATION
The Core Curriculum carries the mission of any Jesuit school.
- Claude Pavur, SJ

Source: Pavur, Claude SJ. The Curriculum Carries the Mission: The Ratio Studiorum, the Making of Jesuit Education,
and the Making of the Society of Jesus. New Jesuit Review 2010, Vol. 2.

JESUIT EDUCATION
one of the leading ministries of our Society is teaching our
neighbors all the disciplines in keeping with our Institute in such a
way that they are thereby aroused to a knowledge and love of our
Maker and Redeemer
- Ratio Studiorum

JESUIT EDUCATION
full growth of the person which leads to action - action, especially,
that is suffused with the spirit and presence of Jesus Christ, the Son
of God, the Man-for-Others.
- Former Superior General Peter Hans Kolvenbach, SJ

International Commission on the Apostolate of Jesuit Education, Go Forth and Teach: The Characteristics of Jesuit Education, JCEA 2005

sjweb.info

JESUIT EDUCATION
If our operation of the school flows out of the strengths drawn from
our own specific charism, if we emphasize our essential
characteristics and our basic options then the education which our
students receive should give them a certain Ignacianidad Our
responsibility is to provide, through our schools, what we believe God
and the church ask of us.
-Former Superior General Pedro Arrupe, SJ

Our Secondary Schools, Today and Tomorrow, Acta Romana Societatis Iesu Volume XVIII, English text, pp. 257276

jesuit.ie

MISSION AND PURPOSE

As a University, the Ateneo de Manila seeks to preserve, extend, and communicate truth and apply
it to human development and the preservation of the environment.
As a Filipino University, the Ateneo de Manila seeks to identify and enrich Philippine
culture and make it its own. Through the education of the whole person and the formation of
needed professionals, and through various corporate activities, the University aims to contribute
to the development goals of the nation.
As a Catholic

University, the Ateneo de Manila seeks to form persons who, following

the teachings and example of Christ, will devote their lives to the service of
others and, through the promotion of justice, serve especially those who are most in
need of help, the poor and the powerless. Loyal to the teachings of the Catholic Church, the
University seeks to serve the Faith and to interpret its teachings to modern Philippine society.
As a Jesuit

University, the Ateneo de Manila seeks the goals of Jesuit liberal

education through the harmonious development of moral and intellectual virtues. Imbued with
the Ignatian spirit, the University aims to lead its students to see God in all things and to
strive for the greater glory of God and the greater service of mankind.
The University seeks all these, as an academic community, through the exercise of the functions
proper to a university, that is, through teaching, research, and service to the community.

CHARACTERISTICS OF JESUIT
EDUCATION
The characteristics of Jesuit education can be re-grouped as follows:
Know the world
Know your self
Know others
Know God
Magis

KNOW THE WORLD

Create a sense of wonder and mystery

See the world from different lenses: arts, humanities, sciences,
etc.
Dialogue between faith and culture
Provide realistic knowledge of the world in which we live

KNOW YOUR SELF

Develop talents, meaning, depth

Participate actively: personal study, discovery and creativity,
attitude of reflection
Develop joy in learning and a desire to learn
Nurture values
Encourage a realistic knowledge, love, and acceptance of self
Cura personalis

KNOW OTHERS

Serve others
Seek to form men and women for others
Serve the faith that does justice
Prepare for active life commitment
Stress lay-Jesuit collaboration
Rely on a spirit of community

KNOW GOD

Propose Christ as the model of human life

Provide adequate pastoral care
Personal and community prayer
Worship and service
Apostolic instrument

MAGIS

Witness to excellence
Pursue excellence in formation
Depth, caring, passion

THE CORE CURRICULUM OF THE

ATENEO DE MANILA

Liberal Arts tradition:

eloquentia, sapientia, humanitas

THE CORE CURRICULUM AT THE

ATENEO DE MANILA
Progression in
Learning skills and tools
Understanding the physical world
Understanding the Self
Understanding Others and Society
Knowing God
Integrating, Interiorizing, Manifesting

THE IDEAL ADMU GRADUATE

THE FRAMEWORK OF THE CORE CURRICULUM

MISSION AND PURPOSE

As a University, the Ateneo de Manila seeks to preserve, extend, and communicate truth and apply
it to human development and the preservation of the environment.
As a Filipino University, the Ateneo de Manila seeks to identify and enrich Philippine
culture and make it its own. Through the education of the whole person and the formation of
needed professionals, and through various corporate activities, the University aims to contribute
to the development goals of the nation.
As a Catholic

University, the Ateneo de Manila seeks to form persons who, following

the teachings and example of Christ, will devote their lives to the service of
others and, through the promotion of justice, serve especially those who are most in
need of help, the poor and the powerless. Loyal to the teachings of the Catholic Church, the
University seeks to serve the Faith and to interpret its teachings to modern Philippine society.
As a Jesuit

University, the Ateneo de Manila seeks the goals of Jesuit liberal

education through the harmonious development of moral and intellectual virtues. Imbued with
the Ignatian spirit, the University aims to lead its students to see God in all things and to
strive for the greater glory of God and the greater service of mankind.
The University seeks all these, as an academic community, through the exercise of the functions
proper to a university, that is, through teaching, research, and service to the community.

IDEAL ADMU GRADUATE

GOAL

Graduates of the Ateneo de Manila University are

persons-for-others who engage the world using their
competencies and the lens of sustainable
development, grounded in Ignatian spirituality.

IDEAL ADMU GRADUATE

Develops the self and deepens self-awareness continuously (life-long
learning) in the context of a community
1. Exemplifies resourcefulness, creativity, respect and appreciation for rigor,
scholarship, and love of learning
2. Manages the self in diverse contexts--private and public, while being
aware of strengths, limitations, and role in society

IDEAL ADMU GRADUATE

Engages the world while critically rooted in local sensibilities, local and
global cultures, and social realities (cultural rootedness, global perspective)
3. Critically evaluates how local history and conditions, contemporary
events, and the Filipino heritage, in all its dimensions, shape the Filipino
identity
4. Participates proactively and productively in national and global discourses,
while remaining rooted in local culture and local social conditions
5. Participates in a global exchange of experiences to contribute to national
and global development
6. Engages in productive dialogues with people from different cultures and
different faiths

IDEAL ADMU GRADUATE

Uses the scientific spirit, the creative imagination, a continuing sustainable
development perspective, and Christian values in becoming a leader and
agent of change (academic excellence, sustainable development perspective)
7. Uses technical competencies, understanding of complexity, appreciation of
local conditions, and global and sustainable development perspectives in
analyzing contexts, solving problems, and making decisions
8. Reflects and acts in the context of sensitivity, reason and faith; in particular,
Christian values that respect and recognize diverse creeds and spiritualities
9. Leads with passion, sense of purpose, and critical intelligence, innovates in
one's area of expertise, and in the process, facilitates dialogue and
resolution of conflicts, and engages others

IDEAL ADMU GRADUATE

Develops a vision of personal and structural transformation, grounded in social
awareness and in Ignatian spirituality that is strongly oriented to faith and justice
(spiritual grounding, social involvement)
10. Works with others to create a just and hopeful vision of the future, proceeding
with integrity and conviction towards personal, systemic, and structural
transformation grounded in Ignatian spirituality
11. Translates one's sense of service to involvement in the renewal of the Church
and of society, especially work with the marginalized, at the frontiers or the
peripheries
12. Reaches out with compassion to others as a result of a discerning spirit that
comes from an awareness of one's own woundedness and the joy and hope
that comes from a personal encounter with a merciful God

THE FRAMEWORK OF THE ADMU CORE

CURRICULUM

PROPOSED REVISIONS TO THE CORE CURRICULUM

NOTE: PROPOSAL AS OF 02 FEBRUARY 2016; STILL TO BE FINALIZED

THE FRAMEWORK OF THE ADMU CORE

CURRICULUM

FOUNDATIONS

Purposive Communication*
Malayuning Komunikasyon*
Literature
Panitikan ng Pilipinas
Natural Science (Lecture and Lab)
Math in the Modern World*
Understanding the Self*
Faith, Spirituality, and the Church

*CHED GE CURRICULUM

NOTE: Proposal as of
02 February 2016;
still to be finalized

ROOTEDNESS

Art Appreciation*
Foreign Language and Culture
The Contemporary World*
Rizal*
Readings in Philippine History*
Philosophy of the Human Person and Human Society
Catholic Social Vision
The Economy, Society and Development

*CHED GE CURRICULUM

NOTE: Proposal as of
02 February 2016;
still to be finalized

DEEPENING

Science, Society and Technology*

The Economy, Society, and Development
Marriage and Vocation
Philosophy of Religion
Vocation and Commitment
Interdisciplinary Electives*

*CHED GE CURRICULUM

NOTE: Proposal as of
02 February 2016;
still to be finalized

LEADERSHIP
Politics, Governance, and Citizenship
Ethics*
Discerning Life Questions

*CHED GE CURRICULUM

NOTE: Proposal as of
02 February 2016;
still to be finalized

PROPOSED REVISIONS TO THE CORE CURRICULUM:

PRESENTED IN DISCIPLINAL CLUSTERS
NOTE: PROPOSAL AS OF 02 FEBRUARY 2016; STILL TO BE FINALIZED

LANGUAGES AND LITERATURE

CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

English and Filipino (Draft ELOs based on the Bulletin of Information

2014)
1. sharpen basic language skills (listening and speaking, reading and writing)
both in English and Filipino so that students can communicate in both
and use both to learn other subject areas
2. deepen their knowledge and appreciation of various types of literature
shaped by different cultural contexts
3. think critically and to communicate effectively, and to be in touch with
the world of creative imagination.

LANGUAGES AND LITERATURE

CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

Foreign Language and Culture (Draft ELOs based on the Bulletin of

Information 2014)
1. initiate and engage in everyday conversation, employing the foreign
language of their choice
2. demonstrate a knowledge of basic vocabulary and proper grammar of
the foreign language
3. articulate their appreciation of the culture contained in and expressed
through the language

LANGUAGES AND LITERATURE

CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

Art Appreciation (Draft ELOs Based on CHED CMO 20, s. 2013 and
Interdepartmental Conversations)
1. appreciate different forms of art, in both aesthetics and context, through
the lens of the Filipino
2. recognize the importance of art in a cultures tradition and history
3. articulate the importance and impact of art in ones own life

LANGUAGES AND LITERATURE

CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

UNITS
Purposive Communication English*

Purposive Communication Filipino

Literature English

Literature Filipino
(Fil 14 - Survey of Philippine Literature)

Art Appreciation*

Foreign Language and Culture

3
18

*CHED GE CURRICULUM

NATURAL SCIENCES AND

MATH CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

Natural Sciences (Draft ELOs based on the Bulletin of Information 2014

1. apply the scientific method to approaching and solving a problem
2. hypothesize, design and conduct a rational experiment based on
scientific theory, particularly, collect and interpret data, and draw
conclusions based on findings
3. articulate and reflect on the role of science in everyday life as well as in
national development

NATURAL SCIENCES AND

MATH CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

Mathematics (Based on CMO 20, s.2013 and Math Dept. Draft ELOs)
1. discuss and argue about the nature of mathematics, what it is, how it is
expressed, represented, and used;
2. use different types of reasoning to justify statements and arguments
made about mathematics and mathematical concepts;
3. discuss the language and symbols of mathematics;
4. use a variety of statistical tools to process and manage numerical data;
5. use mathematics in other areas such as finance, voting, health &
medicine, business, environment, arts and design, logic, networks, data
encryption, and recreation.

NATURAL SCIENCES AND

MATH CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

UNITS
Natural Science, Lecture & Lab

Science, Technology, and Society *

(revised Sci 10)

Math in the Modern World*

(revised Ma 12)

3
10

*CHED GE CURRICULUM

SOCIAL SCIENCES AND

HISTORY CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

Social Sciences (Draft ELOs based on the Bulletin of Information 2014)

1. evaluate social realities using a wide range of local, national and global
perspectives in the midst of social transformation
2. distinguish different standpoints, interpretations and approaches to
human life and society, and draw upon them critically and creatively, to
understand and respond to social questions
3. competently and ethically use relevant scientific methodologies to
generate and analyze empirical information
4. address pressing social problems through research and praxis.

SOCIAL SCIENCES AND

HISTORY CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

History (Draft ELOs based on the Bulletin of Information 2014 and Hi 165/
Hi 166/Hi 170 ELOs)
1. identify the basic primary sources in Philippine history and determine their
usefulness on the basis of their historical context and the authors credibility
2. develop the tools for the evaluation of the sources of history
3. situate key historical events, personalities, and developments in their local,
national, and global contexts
4. analyze the Philippine historical experience as part of international currents
and realities
5. explain current Philippine realities in the light of past events

SOCIAL SCIENCES AND

HISTORY CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

UNITS
Understanding the Self*

The Contemporary World*

The Economy, Society & Development

Politics, Governance & Citizenship

Rizal*

Readings in Philippine History*

3
18

*CHED GE CURRICULUM

PHILOSOPHY AND THEOLOGY

CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

Philosophy (Draft ELOs based on the Bulletin of Information 2014)

1. identify and clearly explain the dominant terms and perspectives
associated with different philosophical strains and traditions
2. apply this understanding in their interpretation of problems of
contemporary Philippine society, particularly regarding development and
its place in the global order,
3. explore and reflect on the problem of God in their daily lives, and
4. identify and ethical systems and apply these in the evaluation of social
and disciplinal issues in terms of their ethical dilemmas and
considerations

PHILOSOPHY AND THEOLOGY

CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

Theology (Draft ELOs based on the Bulletin of Information 2014 with input
from the Theology Dept.)
1. articulate the significance and value of their own unique existence in
light of the Christian faith, and express this faiths central claims, as
found in Scripture and Tradition, relative to their own lives and the
wider Philippine, and Asian context;
2. demonstrate a commitment to enhancing the quality of life and
humanity of others, especially those excluded and in greatest need
3. express a desire for a life of gratitude and greater intentionality
towards pursuing ones missionall marks of a maturing intellectual,
moral, and spiritual life

INTEGRATIVE COURSE*

NOTE: Proposal as of
02 February 2016;
still to be finalized

Discerning Life Questions (Working Description)

With the background from various core courses, this Ignatian integrative
course draws from philosophical and theological perspectives in discussing
selected life questions, e.g., suffering and the pursuit of happiness,
brokenness and the pursuit of wholeness, finitude and the infinite,
approaches to making life decisions, developing moral imagination. By its
very nature, life questions need a more reflective approach that combines
phenomenology and Ignatian discernment. Ignatian spirituality will be a
defining influence in the discussion of these life questions. Ideally, this
course is followed by the seniors eight-day retreat.

*To be administered by the proposed Office for the Core Curriculum

PHILOSOPHY AND THEOLOGY

CLUSTER

NOTE: Proposal as of
02 February 2016;
still to be finalized

UNITS
Ph 1 Philo of the Human Person and Human Society

Ph 2 Philo of Religion

Ph 3 Ethics*

Th 1 Faith, Spirituality & the Church

Th 2 Marriage and Vocation

Th 3 Catholic Social Vision

Discerning Life Questions (Integrative Theology-Philosophy

course)

3
21

*CHED GE CURRICULUM

INTERDISCIPLINARY
ELECTIVES

NOTE: Proposal as of
02 February 2016;
still to be finalized

CHED CMO 20, Series of 2013: Interdisciplinary Electives*

must cover at least any two domains of knowledge (arts and

humanities; social sciences and philosophy; and science, technology
and mathematics). They may not all be taken from a single domain so as
to ensure some balance across disciplines and retain the well-rounded
character of General Education.
Although GE electives are categorized by knowledge domain, primarily
to ensure a balanced and well-rounded course design, the content and
perspectives of the GE electives traverse disciplinal borders.

*CHED GE CURRICULUM

INTERDISCIPLINARY
ELECTIVES

NOTE: Proposal as of
02 February 2016;
still to be finalized

Interdisciplinary Elective 1
Interdisciplinary Elective 2
Interdisciplinary Elective 3 a course on Leadership and
Sustainability, customized according to major/school

INTERDISCIPLINARY
ELECTIVES

NOTE: Proposal as of
02 February 2016;
still to be finalized

1. Although the content and perspectives of the GE electives traverse

disciplinal borders (CMO 20), the courses will be classified and offered
by a department/school.
2. The courses will use catalog numbers such as IE-En (English), IE-Hi
(History), IE-Ch (Chemistry), IE-LS (Leadership and Strategy), etc.
3. Except for the Leadership course, a student may not take an
Interdisciplinary Course offered by his/her home department.
4. Interdisciplinary Electives 1 and 2 must be taken from different schools.
5. The proposed Office for the Core Curriculum will determine which
courses will qualify as an Interdisciplinary Elective.

NOTE: Proposal as of
02 February 2016;
still to be finalized

SUMMARY
DISCIPLINAL CLUSTERS

UNITS

Languages and Literature (including Art

Appreciation)

18

Natural Sciences and Mathematics

10

Social Sciences and History

18

Philosophy and Theology

18

Discerning Life Questions

Interdisciplinary Electives

9
TOTAL

76

NOTE: Proposal as of
02 February 2016;
still to be finalized

COMPARISON
DISCIPLINAL CLUSTERS

CURRENT CORE PROPOSED CORE

(UNITS)
(UNITS)

Languages and Literature (including Art

Appreciation)

24

18

-6

Natural Sciences and Mathematics

17*

10

-7

Social Sciences and History

21

18

-3

Philosophy and Theology

24

18

-6

+3

(free)
6

(interdisciplinary)
9

+3

92

76

-16

Discerning Life Questions

Electives
TOTAL

*based on a Math load of 6 units; for some majors, the Math load is 9 or 15 units

NEXT STEPS

NEXT STEPS
1. Refinement and Finalization of Proposal
2. Presentation to the School Council and the Board of Trustees
Proposed Core Curriculum + One Core Curriculum for LS
Proposal for the Office for the Core Curriculum
Proposal for a Minimum-Maximum No. of Units for 4-year undergraduate
degree programs
3. Review of Majors Curricula
4. Establishment of the Office for the Core Curriculum
Faculty Retooling
Revisiting Ignatian Pedagogy
Preparation of Syllabi and Assessment Instruments for Core Courses

Thank you!