03/08/2026
𝗢𝗣𝗜𝗡𝗜𝗢𝗡 | 𝐄𝐭𝐡𝐢𝐜𝐚𝐥 𝐃𝐢𝐥𝐚𝐩𝐢𝐝𝐚𝐭𝐢𝐨𝐧
‘The economy buckles and democratic institutions falter’ has been the buzz headline in recent months; and upon reading about the Commission on Higher Education’s (CHED) draft proposal to limit college units and possibly ‘water down’ humanities and ethics programs, I have realized how close we are to adding fuel to that fire. We owe it to the marginalized groups, those affected by flood control scandals, and those who are not privileged enough to speak up—to try and salvage any ounce of empathy left in the country. Yet now those ideals are being questioned by the very authorities that set standards to protect them.
To name some of the general education (GE) units that are expected to be ‘diluted’: Ethics, Philosophy, and Philippine History. All of which have been a major part in dismantling bias and cultural decay through insensitivity. It is unimaginable then for these units to be labeled as ‘less’ or ‘not as important.’ As proof, according to a 2024 research on Philippine EJournals, school systems that actively transition from strict “competency policies” to more empathetic standards, systematically reverse insensitivity. The commission needs to realize that these are more than just academic requirements, they serve as nurturing grounds for students to develop advocacies and understanding. To dilute these units means to limit students’ understanding of these ideals; an unreasonable impediment.
Further, there is a particular kind of helplessness in knowing platforms for empathy are staggering to a low point as this draft proposal gets discussed. At a public hearing held on May 5, CHED defended its draft proposal to reduce GE units from the current 36 to 18-21 units. Much to the frustration of faculty members from several universities, including the University of Santo Tomas and University of the Philippines. In a report by GMA News, they claimed that removing ethics as a standalone unit weakens understanding of legal mandates, disciplinary depth, and student formation. As a democracy, we value autonomy and free speech, it is unreasonable then to limit places in which students can learn about these principles.
Though the commission reasons out that this move will streamline the curriculum, reduce students’ workload, and align graduates with current market trends, these goals should not have to come at the expense of standalone ethics and humanities units. That is, pushing through with this draft proposal would be the equivalent of ignoring the afflictions that have been imposed on the Filipino people by egotistical leaders; with no new perspectives being introduced to the long held advocacy of economic stability and fairness, it will be lost. The outcome? A mechanical economy that fails to address its people, but rather focuses on their marketability.
If that wasn’t concerning enough, this is eerily similar to the mindset we have experienced during the colonial era: there is an evident lack of compassion, a divide between the governing powers, and limitations of pedagogy. We have experienced enough silence and subservience in the past centuries, we do not need a repeat.
Consequently, students do not deserve a cursory glance at what is ethical and just in the context of something else entirely. They deserve in-depth explanations on how to value culture and aid their fellow countrymen; Filipinos deserve decency, so, through these units, why not teach people to demand it from the oppressors. As Ateneo De Manila University (ADMU) in a May 2026 statement puts it, the kind of education we are advancing moves the lever away from holistic human development and social awareness, which have long term benefits, and pulls it towards a curriculum that caters to work demands, which is only short term. If this proposal does get passed, students will be limited by a school system that weakens units that contribute to developing sensible leadership.
It is clear that we need to act for the sake of retaining these educational programs. First, the educators and faculty of different institutions across the country need to speak up in public hearings and forums. They have firsthand experience in teaching these units and so they have the credibility and voice to back it up. Second, as students we need to become aware of ethics not merely as an academic requirement but a developmental weapon in preserving culture and combating social issues today; join organizations and outreach activities in our respective communities to deepen our insight. Lastly, CHED must be willing to accept criticism and ensure that they are not weighing out the importance of these college programs merely by their effectiveness in a work environment. As one of the governing bodies for education they need to dignify students’ need for civic empowerment and responsibility.
✍️: Matthan Dellosa
🎨: Calista Brizuela
