Dr. Gerardo Guiuan

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THE PAULINIAN 5 C’S IN THE CHURCH’S
“EDUCATIONAL EMERGENCY”:
A CENTENNIAL CHALLENGE
FICL, 28 November 2012
Gerardo L. Guiuan, Ed.D.
SPU Manila Senior Research Associate

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INTRODUCTION
“Well done, good and faithful servant: you
have been faithful over a few thing. I will set
you over many things: enter into the joy of the
Lord” (Mt. 25:21).
5 C’s: Christ-Centeredness, Community,
Commitment to Mission, Charism and Charity
sum up what is GOOD in Paulinian Education
and project what has to be done in FIDELITY.

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SPU Manila Centennial is marked by a joint
celebration with the Universal Church of the Year
of Faith (the second) as declared by Pope
Benedict XVI.
The Pope also convoked the 13 th General
Assembly of the Synod of Bishops (October 7-28,
2012) with the theme “The New Evangelization
for the Transmission of the Christian Faith.”

As declared by the Synod Bishops:
“Wherever human intelligence is developed and
educated, the Church is pleased to bring her
experience and contribution to the integral
formation of the person. . . .[P]articular care is to
be reserved for . . . catholic universities, in which
the openness to transcendence that belongs to
every authentic cultural and educational course,
must be fulfilled in paths of encounter with the
event of Jesus Christ and of his Church.”
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METHODOLOGY
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This study took seriously Lineamenta (working
paper) question 18 in Chapter III: Initiation into
the Christian Experience within the context of
what Pope Benedict calls an “educational
emergency”—the increasing difficulty in
education of transmitting to new generations the
basic values of life and right conduct.

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1. Is the presence of Catholic institutions in the
academic world an assistance in responding to
this challenge?
2. What changes in these institutions are of
interest?
3. What resources are available to respond
to this challenge?

These questions will be given a Paulinian setting.
A recent study, entitled “The Student Satisfaction
Survey (SSS): A New Tool For Quality Service
(September 2011) “ co-authored by the
proponent with the Quality Assurance Head, Mrs.
Marichen Dychangco, was utilized to put the
findings into play. The part on the Paulinian Core
Values in particular was highlighted.
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1.a. Behavioral indicators of the Value of Community:
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1)“A respectful attitude towards all persons is felt in
this campus”
2)“Students are led to be sensitive to other’s needs”
(If yes, cite concrete examples. If no, how come?)
If you are to rate your unit’s overall performance with
regard the promotion of this Paulinian Core Value in student
behavior, what will you give? (Scale of 1-4, 4 as the
highest)

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b.
Behavioral indicators of the Value of Charism:
1)“I have developed proper study habits in this
university”
2)“Love for study is felt among students”
(If yes, cite concrete examples. If no, how come?)
If you are to rate your unit’s overall performance with
regard the promotion of this Paulinian Core Value in
student behavior, what will you give? (Scale of 1-4, 4 as
the highest)

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2.a. Community calls for Respect for Persons, Human
Dignity, Human Life and Family Life.
Charism calls for the integral formation,
developing one’s talents and personality to the full, in a
holistic manner with Christian character.
What changes are needed in your unit to adequately
and easily respond to these given concerns?

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b. Community is equated to Human Formation
which is the focus of the Student Services Division;
Charism is equated to Competence and
Character handled by the Academic Services Division.
What changes are needed in your unit to adequately
collaborate with these divisions: Student Services and
Academic Services for the promotion of these two
Paulinian Core Values respectively?

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3.a. What resources help promote this behavioral
indicator of the Value of Christ-centeredness:
“The practice of personal prayer is evident?” (Be
specific.)
b. What resources help promote this behavioral
indicator of the Value of Commitment to Mission:
“I have valued sacrifice and discipline in my
study/work” (Be specific.)

As a qualitative study, these were given to the SPU
Manila Management Team, except the President’s
Council.
Simple description of the emerging themes were
made. As to the ratings, these were put in average
mean and given verbal interpretation.
Since all respondents are in-house informands except
for one, a one-month time frame (September 8 to
October 7, 2012) was enough. The office secretaries
were requested for the distribution and retrieval of
the questionnaires.
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RESULTS
Of the thirty-three (33) respondents of the
Management Team, the retrieval percentage was
75.7% with twenty-four returning the form; twenty-two
(22) actually answered—rate of 66.6%; two (2)
abstained.
There were three Deans, eight Program Chairs, two
Directors, four Managers, one Officer, two Supervisors,
one University Registrar and one Chief Librarian. Each
of the managerial positions/designations was
represented.

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The rating with regard the promotion of the Paulinian
Core Value of Community is an average mean of 3.42
which is verbally interpreted as Very Good.
The rating with regard the promotion of the Paulinian
Core Value of Charism is an average mean of 3.41
which is also verbally interpreted as Very Good.

DISCUSSION
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On the question of PRESENCE OF ASSISTANCE.
The list of proofs for the Value of Community: behaviors,
activities and insertion in subjects must be disseminated
to the academic community. Likewise, the activities,
behaviors and policies listed as proofs for the Value of
Charism.
SPU Manila should be proud and sustain these.

Comparing the results of the SSS (2011-12), there is
need to bridge the gap between the levels of student
satisfaction--“somewhat satisfied”and management
rating--“Very Good.” These were serious and priority
items in the SSS.
On the Value of Community, a unique response on a
respectful attitude towards all person is the behavior—
“maintaining silence along corridors.” This is a simple
sign of respect that builds the value of community.
The lone negative response that disrespect is learned in
the home environment points that noise—in any form,
disrupts the home/community.
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As regard sensitivity to other’s needs, two responses are
unique: “avoiding cutting classes” and “joining in wakes
of alumni/parents/relatives.”
“Avoiding”—sensitivity becomes clear by not giving bad
example. In effect, it mirrors an expectation that
teachers do not absent nor cut short the class.
“Joining wakes”—a unique opportunity to express
sensitivity in times of loss. Probably, a “bereavement”
budget is ready to cover expenses, e.g., transport and
donations.
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On the value of Charism, the development of proper
study habits is due to time management. This must be
probed; ways to develop strategies and techniques be
encouraged.
As regard love for study, a unique response is: “students
change when they are in 3 rd or 4 th year levels.”
Probably, other academic areas may be given incentive,
e.g., outstanding projects, most participative
class/group. Study can be enjoyed in a cooperative
manner, like experiential learning, co-curriculars,
performances. It is a deterrent to the lone negative
response that students are so inclined in using cellphones.
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On the question of CHANGES OF INTEREST.
The changes of interest for the Core Values of
Community and of Charism must be disseminated.
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For community-value change, the behavioral change is to
“be voluntary in orientation.”
Two activities support this: a seminar on social
responsibility and the strengthening of Community
Extension Services (CES), not only feeding program. Two
policy changes refer: to the revisiting of the staff
evaluation and promotion and for more integration of
the value of community in the delivery of academic
courses.

For charism-value change, one policy change is unique,
i.e., support of the institution/top management in the full
program implementation of Religious Education-Christian
Formation.
Opportunities for research on this may be considered,
e.g., proposing a Rel. Ed. course for Music students where
learnings are expressed through music/performing arts,
or offering a Morality course for Nursing/Business
students where outputs are case studies.
Community-value change is primary, charism-value change
is secondary.
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As regard the Changes of Interest needed to collaborate
with the Student Services to promote Community-value,
the policy change suggestions were: stricter
implementation of rules and more dialogue with student
body to address issues;
on change in activities, the suggestions pertain to
character formation of faculty and providing a deeper
outlook on understanding the dignity of persons and
family.
Two related activities can be considered:
a re-visiting/re-reading of student and faculty manuals
and a forum on behavioral observations/significant
learnings in school.

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The VP-Student Services and the HR Manager may
facilitate the manual reviews with the Student
Government and the Kapisanan ng mga Guro in a joint
session.
The four units: Health Services, Residence Services,
Student Affairs Office and the Guidance and Career
and Placement Office, may provide inputs for the
faculty and student representatives’ forum.
For change to be effected in SPU Manila, acceptance of
real issues is necessary.

On the changes to collaborate with the Academic
Services to promote Charism-value,
policy change suggestions were: competence of
Deans/Chairs in creating targets for planning/training
and eliminate too much bureaucracy;
on change in activities, the suggestion is that a more
industry-based curriculum be developed. There is a
need to strengthen closer collaboration in planning
and implementation of co-curricular/extra-curricular
activities for a Paulinian Integral Formation (includes a
Sports Development Program).
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One suggested for a monthly/quarterly meeting of the
Student and Academic Services to discuss problems and
incidents. These are to be considered primarily by the
Sister Vice Presidents concerned.
It appears that there are still untapped human resources
among students and employees of SPU Manila as well as
opportunities unconsidered.

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On the question of RESOURCES AVAILABLE.
The Paulinian Core Values of Christ-Centeredness and
Commitment to Mission are available resources. The
comments need to be disseminated as an
acknowledgment of the positive efforts and actions,
worthy to be sustained.
A cursory review is beneficial.

As regard the practice of personal prayer,
the human resources are: role-modelling of the faculty
(Mass), prayer leaders in the classroom/office,
living witnesses of Christ—more patient,
accommodating, helpful, understanding, and
volunteers in catechism/parishes (Campus
Ministry);
the material resources are: the prayer room, BEC,
confessions, Holy Hour, devotions, angelus, and
integration of spiritual activities during leadership
training.
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As regard the valuing of sacrifice and discipline in
study/work,
the human resources are: faculty serve more than 40
hours, teachers/Chairs/Deans sacrifice time for
students’ needs, clients served with a smile, people
come on time (perfect attendance), ownership of
homework and parental support; expressed
desire that the faculty inspire and direct students;
the material resources are: monitoring and coaching,
meetings, regular time for students, annual
retreats, recollection, formation, trainings, sessions
to scholars (on resiliency, counseling), Paulthenics,
assemblies (for students and parents) and
outreach in public schools/hospitals.

There is still room to enhance Christ-Centeredness and
Commitment to Mission; one sector calling for the New
Evangelization is culture of which the school is an
important agent.
The CF Services—CM Office is commended and
reminded to pursue the sponsorship of Pro-Life Masses
to address the concern on the meaning of reproduction
and death. Through homilies and projects on Pro-Life
(an SPU Manila advocacy) in Rel Ed. 5—Morality and
Rel. Ed. 7—Vocation, the relation between man and
woman will be given clarity. Recollections and retreats
are choiced avenues of discernment on these issues.
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The greatest challenge is the witnessing—role-modelling,
in particular by the faculty.
SPU Manila is blessed to be part of the SPCEM
(Education Ministry). Concommitant to this is the
adherence to university advocacies. The proponent is of
the belief that Pro-Life lies at the core of the other
advocacies: peace education, environmental
stewardship, social participation and the direction of
restorative justice. An evaluation and planning on Pro-
Life is suggested to engage each Paulinian in any of the
advocacies of his/her choice.
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CONCLUSION
GOODNESS is shared by recognizing the available
resources in the Core Values of Christ-Centeredness and
Commitment to Mission.
Continue to be witnesses in personal prayer and in
valuing sacrifice and discipline in study/work;
consider Pro-Life as primary advocacy, through the CF
Services.

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FIDELITY is shared by the presence of the Core Values
of Community and Charism through a respectful
attitude, a sensitivity to other’s needs, the development
of proper study habits and love for study.
Support to maintain silence along corridors, avoid
cutting classes, join in wakes, time management, and
cooperative study.

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CHANGE to be voluntary in orientation through a
seminar on social responsibility and strengthening the
Community Extension Services (CES) while revisiting the
staff promotion and integrating the value of community
in the delivery of academic courses.
Develop charisms through a change of institution/top
management support for the full program
implementation of Rel. Ed-Christian Formation.
Community-value change is primary while charism-value
change is secondary.

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For collaborative change with the Student Services,
consider: a re-visiting/re-reading of student and
faculty manuals and a forum on behavioral
observations/significant learnings in school.
Acceptance of real issues is necessary for communityvalue
to be developed—“all to all” attitude.

For collaborative change with the Academic Services,
consider two policy suggestions:
-maintaining the competence of Deans/Chairs in
creating targets for planning/training and
-eliminating bureaucracy in work performance;
change in three areas:
-the development of a more industry-based
curriculum,
-a closer collaboration in the planning of cocurricular/extra-curricular
activities geared to
Paulinian Integral Formation which includes a
Sports Development Program, and
-a monthly/quarterly meeting of the Student and
Academic Services to discuss problems and
incidents.
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Only the Core Value of Charity has not been part of the
study. In the preparation of the SSS tool, the studentleaders
did not find the indicators: friendliness, warmth
and joy, generous contribution to alumni foundation,
charitable/almsgiving, and giving good example as
highly significant of that value.
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Indirectly, this study paved the way for the relevance of
the four core values during this centennial year. We
need to respond to the “educational emergency” by
celebrating their presence, undergoing changes of
interest and sustaining the available resources.
There is an emergence of a compatible 5 th C—
Compassion which expresses the spirit of the behavioral
indicators—respectful attitude, sensitivity to other’s
needs, development of proper study habits and love for
study.

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We are trailblazing another one-hundred years journey
in a new way of Charity, not to change our motto but to
change our mind and heart in the way of Compassion.
Thank you, Charity! Welcome, Compassion!