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CHAPTER 1
THE PROBLEM AND ITS SETTING
This chapter presents the introduction and statement of the problem. It also
states the hypothesis of the study. Moreover, it discusses the scope and limitation and
the significance of the research.
Introduction
What do children need to learn?
Children necessitate cultivating academic abilities as these are foundation to live
in the modern world. But much more than this is desired, and adults seeming at what
was required in order to face their obstacles in their lives and the successes they have
had can confirm to this. The vital learning that we all need should begin in childhood.
Children need to begin to learn about themselves. The value of "knowing thyself"
is so undeniable as to be a platitude, but handing over to children that they are worth
knowing about seems fundamental to healthy self-respect and self-esteem.
Furthermore, children need to know about relationships. Relationships are the
most important source of happiness and misery; however most children only have the
relationships they perceive in their direct environment (such as family, friends, etc.) and
on the media (which are usually superficial) to learn from. Sociology and child
development psychology repeatedly insists that learning about relationships is gained
and not innate, and yet the institutions created for children's learning have little to no
time nor resources given to helping children learn how to have healthy, productive
relationships.
Finally, children must learn that seeing beauty, wondering, understanding
transcendence, and appreciating those timeless "truths" which have encouraged and
sustained individuals and cultures are a natural part of life. The ordinary and substance
have assumed too great a place in modern life, leaving a hunger for meaning that is
often difficult to satisfy.
Holistic education
More than 200-years ago of public schooling, an extensively scattered group of
critics have mentioned that the education of young human beings should involve much
more than simply molding them into future workers or citizens. Such as the Swiss
humanitarian, Johann, the America Transcendentalists, Thoreau, Emerson and Alcott,
the founders of progressive education Francis Parker and John Dewey and
pioneers such as Maria Montessori and Rudolf Steiner, among others, all insisted that

education should be understood as the art of cultivating the moral, emotional, physical,
psychological and spiritual dimensions of the developing child. It was during 1970s, an
emerging an emerging body of literature in science, philosophy and cultural history
provided an overarching concept to describe this way of understanding education -- a
perspective known as holism. A holistic way of thinking seeks to encompass and
integrate multiple layers of meaning and experience rather than defining human
possibilities narrowly. Every child is more than a future employee; every person's
intelligence and abilities are far more complex than his or her scores on standardized
tests. (http://www.infed.org/biblio/holisticeducation.htm).
According to Miller (2000), found the following:
Holistic education is based on the premise that each person finds identity,
meaning, and purpose in life through connections to the community, to the
natural world, and to spiritual values such as compassion and peace. Holistic
Education aims to call forth from young people an intrinsic reverence for life and
a passionate love for learning. It is with this emphasis that the foundation for the
development of every child in the school is laid.
Holistic education is holds on the principle that each person finds identity,
meaning, and purpose in life through connections to the community, to the
natural world, and to spiritual values such as compassion and peace. Holistic
education aims to call forth from people an intrinsic reverence for life and a
passionate love of learning. This is done, not through an academic "curriculum"
that condenses the world into instructional packages, but through direct
engagement with the environment. Holistic education nurtures a sense of
wonder. Montessori, for example, spoke of "cosmic" education: Help the person
feel part of the wholeness of the universe, and learning will naturally be
enchanted and inviting. There is no one best way to accomplish this goal, there
are many paths of learning and the holistic educator values them all; what is
appropriate for some children and adults, in some situations, in some historical
and social contexts, may not be best for others. The art of holistic education lies
in its responsiveness to the diverse learning styles and needs of evolving human
beings (para. 1 & 2).
For almost 35 years, Elizabeth Seton School is willing to adhere to perfection and
is unafraid of change. Above all, it aims for growth and development. It spreads its
wings and soars to realize its dreams, constant in its noble pursuit of molding the
youth. Its history is a legend of excellence and success from a humble journey towards
a single goal --- to provide the best holistic education for all.

It is thus in this light that the present study, the researcher establishes the need
to evaluate Christian Values Education and its impact in an integrated holistic approach
to child development that responds to the nurturing, social, emotional and intellectual
needs of the child. The study features necessary information on the importance of
holistic education particularly in the field of Christian values and how does it can be
utilized by the pupils in achieving its holistic development.

Statement of the Problem

The study entitled Current Christian Values Education and Its Impact on
Holistic Child Development of Student, aimed to understand the underlying concept
of holistic child development. This study also attempts to find evidence on the
correlation between the academic performance and related learning experience of the
Grade School pupils in terms of its holism.
More specifically, this study sought the following questions:
1. What is the performance of the Grade School 4 6 pupils in terms of:
a. Academic Performance in Christian Values Education
b. Related-Learning Experience
2. What is the degree of relationship of the academic performance and related
learning experience Grade School 4 6 pupils?
3. What can be the implications based on the results?
Null Hypothesis
The hypothesis to be tested at .05 level of significance is:
There is no correlation between the academic performance and related learning
experience Grade School 4 6 pupils.

Scope and Limitations of the Study

The study presents a model of Current Christian Values Education and Its
Impact on Holistic Child Development of Student using the descriptive approach. This
approach would be discussed extensively in Chapter 3, on the studys research
methodology.
The sample consists of teachers with the age range of 20-45 years old within the
selected educational institution, namely Elizabeth Seton School. Due to the nature of

the sample, the results may not be representative of the rest of other organizations in
the Philippines educational setting. Only the Grade School teachers of level 4 to 6 will
serve as the respondents of the study. Exempted from the study are in the subject
coordinators and management.
The time frame for this study is from April to September 2010 covering the data
gathering period and October January 2011 for processes and analysis, writing up for
the report and final dissertation. Thus, any or all developments that occurred thereafter
are deemed excluded. These developments may contain situations in the holistic
education and other future trends that may influence the findings, observations and
recommendations of the study.

Significance of the Study

Result of this study will be of importance to the following:
Educational Institutions The findings of this study could help determine what
possible strategies that could support the implementation of holistic education through
the field subject of Christian values education. Thus, the results of the study can enable
the institution to help their pupils be competitive.
Teachers This study will provide insights to help them examine their roles and
competencies as professional teachers in relation to the vision and mission of the
school and help them enhance their skills that will contribute to schools success
specifically, holistic education for all their pupils.
Other Researchers This study will serve as an invitational research agenda for
further research and development in response to the continuous search for
contemporary approaches to further understand of concerns parallel to this work.