EJAIB Vol. 33 (3) May 2023
www.eubios.info

ISSN 1173-2571 (Print) ISSN 2350-3106 (Online)

Official Journal of the Asian Bioethics Association (ABA)

Copyright ©2023 Eubios Ethics Institute(All rights reserved, for commercial reproductions).

Contents
page
Editorial: Hans-Martin Sass65
- Darryl Macer
In memory of Prof. Dr. Phil. Hans-Martin Sass
(1935-2023)
66- Michael Cheng-tek Tai
Access, Equity and Quality of Education as Part of
the United Nations Convention on Human Rights
and the Sustainable Development Goals in
Relation to the Educational Framework of
the Philippines
67- Amihan April M. Alcazar
Beyond the Obvious: Adopt a Child Program as a
Beacon of Hope and Inspiration for the Education ofIndigent Children
71-Rogelio P. Bayod, Ferry Joy L. Natonton, Erikka
June D, Forosuelo, Hermogenes C. Orion, Jr., Darwin
Arnosa and John Roy Palima
Loosing a spleen84- Osama Rajkhan
The Impetus of a Job: Narrative Research on Child
Labour in Roxas, Oriental Mindoro, Philippines 86- Gavino C. Bituin II, Jessamay M. Lignes, andCiedelle Piol-Salazar
Martin Heidegger and Pope Francis on
Ecological Crisis
90- Melchor L. Cuizon
EJAIB Editorial Board
95
Ordering information
96

Editorial: Hans-Martin Sass

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In my life I have been privileged to meet many
wonderful souls, and people who have been part of
my journey. In this issue we start with the obituary
to a unique soul that I was blessed to meet, and amutual friend and colleague, Michael Tai, wrote an
obituary to Prof. Hans-Martin Sass. This is particular
poignant for EJAIB, as for all 33 years he was a
devoted subscriber and supporter of EJAIB.
I had the pleasure to serve on the UNESCO
International Bioethics Committee (IBC) as well as
the Board of the International Association of
Bioethics with Hans-Martin. We met in many
conferences, and also he invited me to give lecturesff

Eubios Journal of Asian andInternational Bioethics

in both Bochum and in Washington D.C., his two
homes.
His work to translate and discuss the 1927-1928
papers of Frtiz Jahr, the irst person we know of tohave used the term “Bioethics”, are consistent withhis genuine passion and support for Eubios Ethics
Institute and the Asian Bioethics Association, withhis particular support for bioethics in China. His
in luence was broad, and he was warmly respected
in many academic ields beyond bioethics. Yet, hetook the time to write personal recommendation
letters for me as I made the move to the UnitedStates to found American University of Sovereign
Nations (AUSN).
The fact that Hans-Martin spent his primary years
during WWII in Germany, and spent his life working
for cross-cultural understanding, provides a glimmerof hope for the future of all children who share that
portion of their lives growing up in poverty and war.
The next paper in this issue follows on the themeof hope for children, as April Alcazar argues for thefull Access, Equity and Quality of Education as
fundamental parts of the United Nations Convention
on Human Rights and the Sustainable Development
Goals. In order to provide that in practice, thescheme used in Cor Jesu College in the Philippines,
called “Adopt a Child” is analysed by-Rogelio Bayodet al. AUSN alos offers tuition support to promosing
scholars all around the world, and this enhances thequality and diversity of the approaches to education.
Osama Rajkhan provides his own testimony on
how a violent attack in school, when he lost his
spleen, provided him lessons for a life journey toight for human rights and peace.
Narrative
Research on Child Labour in Roxas, Oriental
Mindoro, Philippines is presented by Gavino Bituin II
et al. The inal paper in this issue is a discussion ofmoving from Ecological Crisis to Ecological
Equilibrium: through the Lens of Martin Heidegger’s
Philosophy of Technology and Pope Francis’ Laudato
Si by Melchor L. Cuizon. As we re lect on the sort ofworld we would like to see, we have to be part of thechange to effect that. Thank you to all who haveshared their wisdom in these pages, both living andpast souls. - Darryl Macer

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Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

In memory of Prof. Dr. Phil.
Hans-Martin Sass (1935-2023)- Michael Cheng-tek Tai, Ph.D.
Distinguished Chair Professor
Chung Shan Medical University, Taiwan; Canada
Email: mctaicht@gmail.com

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On February 6, 2023, Prof. Dr. Hans-Martin Sass,
retired Professor of Philosophy at the Ruhr
University in Bochum Germany, and Senior Research
Scholar and Director of the European Professional
Ethics Program of the Kennedy Institute of Ethics at
Georgetown University in Washington DC, passed
away peacefully in his sleep to be with God and his
beloved parents in Virginia, USA at the age of 87
years. Prof. Dr. Hans-Martin Sass was one of the
major bioethicists of modern time and a co-founderof the International Society of Clinical Bioethics, andamong many past and current positions he was also
Professor of Medical Ethics at American Universityof Soveriegn Nations.
Dr. Hans Martin Sass, born in Hagen, Germany to
Pastor Hans Sass and his wife Else, was one of themost important bioethicists of modern time and afrequent contributor to the Eubios Journal of AsianInternational Bioethics (EJAIB) and Journal of
Formosan Medical Humanities plus many renowned
journals of the world.
One of Dr. Sass’ key contributions to the history
and understanding of bioethics was his discovery in1997 of little known publications by ProtestantGerman professor and pastor Fritz Jahr who coined
the word “bioethik” in publications in 1926 and1927 that was the irst use of the word “bioethics”.
Jahr, a philosopher and educator in Halle an der
Saale, asserted that we have moral obligations
toward human and non-human forms of life in “BioEthics: A Review of the Ethical Relationships of
Humans to Animals and Plants” (1927). Dr. Sasspublished an article in the Kennedy Institute of
Ethics Journal -- Fritz Jahr’s 1927 Concept of Bioethics
in 2007, and a short pamphlet, Selected Essays in
Bioethics 1927-1934 to introduce Dr.Jahr’s global
bioethics.
Dr. Sass also edited the future of
integrative bioethics (Berlin: LIT Verlag, 2012) and
1926-2016 Fritz Jahr’s Bioethics: A global discourse(2017). He was the irst recipient of the Fritz Jahr
Award which was established in 2016 in Rijeka,
Croatia. This award was created through thecollaboration of two well-known bioethics centers
within two Universities, the University of Zagreb(Centre of Excellence for Integrative Bioethics of theFaculty of Humanities and Social Sciences) and the
University of Rijeka (Fritz Jahr Documentation andResearch Centre for European Bioethics).
Dr. Sass developed the Bochum Protocol as amethodology in clinical ethics that was described as
one that “incorporates clinical, ethical, andepistemological issues and, in addition, covers
different clinical settings.” He continued his work on

advance directives and end-of-life, edited an
important comparative volume on Advance
Directives and Surrogate Decision Making in Health
Care: United States, Germany, and Japan (1998), with
Robert M. Veatch and Rihito Kimura. He worked with
Rita Kielstein to share their work “Using Stories toAssess Values and Establish Medical Directives”(1993) as a narrative alternative to determine
wishes for end-of-life.
In 1991-1992 Dr. Sass was a member of the
preparatory committee appointed by the DirectorGeneral of UNESCO for the establishment of the
UNESCO International Bioethics Committee (IBC)/
Comité international de bioéthique (CIB) andsubsequently participated as a member of the
UNESCO International Bioethics Committee (IBC) inthe development of the UNESCO Universal
Declaration on the Human Genome and Human
Rights in 1997.
He was a founder of the Bochum Center for
Medical Ethics and the Academy for Ethics in
Medicine in Goettingen, Germany and a Professor
Emeritus of Philosophy at Ruhr-Universitaet,
Bochum, Germany and Senior Research Scholar
Emeritus at Kennedy Institute of Ethics at
Georgetown University, Washington D.C. He also held
academic positions at People’s University of Chinaand Peking Union Medical College in Beijing. He was
editor of the Ethik in der Praxis / Practical Ethics
series at Lit Publishers, Münster, London, New York,and the Medizinethische Materialien, Bochum. He
authored more than 250 journal articles and 100+books and 300+ invited lectures around the world..
Dr.Sass continually worked to share what he waslearning and to bring people together lecturing inArgentina, Austria, Belgium, Bulgaria, Brazil, Canada,
China, Croatia, the Czech Republic, India, Iran, Israel,
Italy, Japan, France, the Netherlands, the Philippines,
Poland, Portugal, Russia, Spain, Switzerland andTaiwan, among other countries.
He was born in 1935 in Hagen, Germany and waspreceded by his wife, Renate, in 2004. He is survived
by his daughters, Gabriele Sass, Angelika Sass, his
granddaughters, Elisabeth and Anna, his sister,Annemarie Clarke, and his brother, Klaus Sass.
Hans-Martin was a Knight of Justice of the Orderof St. John (Johanniter). In 2015, he was awarded
Germany's Federal Cross of Merit.
A few of his publications include:“Health and Happiness of Political Bodies “(2020 Lit)in Cultures in Bioethics (2016, Lit: Zuerich)
Bioethics and Biopolitics. Beijing Lectures by aEuropean Scholar (2007, Chin/Engl,
Xian:press.fmmu.sn.cn)“Differentialethik” (2006, Lit: Muenster, includes
Bibliography pp. 247–274)"Emergency Management in Public Health Ethics".
EJAIB 2005;15(5)161-166"Ethical Dilemma in Stem Cell Research". Formosan
Journal of Medical Humanities 2005; 6(3&4)"E-Health: Health Promotion and Wellness
Communities". EJAIB 2004;14:170-174

Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

67"Asian and Western Bioethics – Converging,Con licting, Competing". EJAIB 2004; 14:13-22.
"Formulating Global Post-Hippocratic Health Care
Virtues". Europe Phil’s of Medicine & Health Care2(1):6-10; also J Intern Bioethique 1995;6(1):5-7;
Kos 1995; 118:46-51"Bochum Working Paper on the Practice of Medical
Ethics" (with Herbert Vie hues, transl by Stuart
Spicker), Bochum: Zentrum fuer Medizinische Ethik,January 1988

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Prof. Dr. Dr. Jochen Vollmann, director of theInstitute for Medical Ethics and History of Medicine,
Ruhr-University, Bochum Germany, wrote: “With thedeath of Hans-Martin Sass, medical ethics inGermany loses a formative, internationallyaccomplished and far-sighted founding father.
Through his decades of personal commitment, which
went far beyond his professional duties as auniversity professor of philosophy, he rendered great
service to the ields of science, society, andinternational understanding. His kindness, reliability
and optimism have encouraged and strengthened
many younger medical ethicists. We will keep HansMartin Sass in honorable memory.”
I irst met Dr. Sass in Shanghai, China where weboth were invited to present talks at the conferenceof international bioethics in 1999 and had become
good friends since. I was in hospital for a surgicalprocedure early this year (2023) and he phoned me
every day to see how I was recovering. I told himthat I would be discharged on Feb 6 and on thatnight he went with the Lord. After returning home I
was wondering his whereabouts as he did not phone
me as usual on that day and a few days later I
received the word that he had passed on peacefullyin his sleep that night. Though he is dead, yet still
speaking to us through his books and thought.
In his last book, Health and Happiness of Political
Bodies published by Lit-verlag.ch wrote: “I submit awider integrated biocultural, corporate and political ‘
Bio-cultural Imperative : Support direct humaninter-action and common-sense as an end in itself
and use hardware and software tools only instabilizing healthy and happy cultures in the bodies
of ecologies, corporations and politics’. In 1989 theBerlin Wall feel down, in 1993 the World Trade
Center in New York fell down, in 2020 global Corona
pandemic fell down on people and communities.
Biological, political and corporate bodies chance, andwe change with them and in them: ’ tempora
mutntur et nos mutamur in illis’. (Times change andwe change in them).
The following picture was taken when he wasinvited to lecture in Taiwan in 2017 and had apersonal chat with Dr. Huang Jong-tsun, the former
Minister of Education, and now a Premier of the
National Examinational Yuan of Taiwan in 2017. Dr.
Sass will always live in the hearts of those who met
him.

From left: Dr. Michael Tai, Dr. Hans Martin Sass andDr. Huang Jong-tsun (2017)

Access, Equity and Quality of
Education as Part of theUnited Nations Convention on
Human Rights and theSustainable Development
Goals in Relation to the
Educational Framework of thePhilippines- Amihan April M. Alcazar, Ph.D.
University President
Urdaneta City University andMonitoring & Evaluation Of icer,
National Commission on Internationalization,
Commission on Higher Education, Philippines
Email: aaalcazar@ucu.edu.phIntroduction
There is a need to provide a framework for access,equity and quality of education as a re lection of theUnited Nations Convention on Human Rights and theSustainable Development Goals. It provides theparameters by which the State of every country withan educational system can be evaluated as being
supportive of protecting the human right toeducation.
The research is responsive to the call of the times
as many States around the world experienced
invoking emergency powers or have taken
extraordinary measures to meet the challenges of
the COVID pandemic. Regardless of the dif icultcontext encountered, there is an ethical imperativethat the protection of human rights shall beparamount above all.

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Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

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The conceptual framework proposed in the
research can also be expanded to evaluate otherhuman rights protected under different conventions.
It then becomes a possibility that infringement of or
violations of the provisions of conventions as
recognized under public international law, as a basis
for legal or extra-legal means for enforcement by
nation States.
Based on Article 26 of the United Nations
Convention on Human Rights, there are threeelements towards the protection of the human rightto education. The irst paragraph de ines theparameter of access to education and the minimum
required level which should be accorded to all. It is
p rov i d e d t h a t e l e m e n t a r y e d u c a t i o n a n dfundamental stages, usually identi ied as earlychildhood development education, shall be madefree and compulsory. Beyond such level, other typesof education, including, but not limited to, technical,
vocational and higher education, shall be madeaccessible depending on the condition of every
nation State.
The second paragraph provides the rationale foreducation as a tool for the development of
humankind. It provides the qualitative aspect ofeducation to further the aspiration of the United
Nations to promote world peace through the mutual
understanding between people of different nations,
ethnic and religious backgrounds.
The last paragraph states that since elementary
education is extended to those of minority age, theparents have the prior right to determine the kind of
education provided to their children. It de ines theparameters by which parental authority is exercisedover their children, indicating the content andmanner by which they shall be educated.
The Sustainable Development Goals 2030 are thedevelopmental aspirations which provide a timebound international benchmark for countries
articulated by the United Nations. This is the basis
for the research framework according to theprinciples of access, equity and quality of education
provided in the 4th Sustainable Development Goal.
Access is de ined as the ability of all people tohave equal opportunity in education, regardless of
their social class, gender, race, sexuality, ethnic
background and physical or mental disabilities.
Equity is the condition when personal or social
circumstances such as gender, ethnic origin or family
backgrounds are not obstacles to achieving
educational potential (de inition of fairness) andthat all individuals reach at least a minimum level ofskills (de inition of inclusion).
Quality in education is achieved when it isdelivered with outcomes that encompass knowledge,
skills and attitudes that are linked to national goals
for education and positive participation in society.
The research shall provide the framework toevaluate the laws of the country to be analyzed. The
case study cited in the research is that of thePhilippines and speci ically takes into consideration
the case of persons deprived of liberty (PDLs) andchildren in con lict with the law (CICLs). Expansionof the research can be done in the future byincluding data from different countries tocomparatively analyze the variance of each country
based on the framework. Utilizing such frameworkprovides the conclusion to determine whether anation State supports the protection of the humanright to education or on the contrary, possibly
infringes or violates the right to education.
The study has a policy impact in supporting future
legislation for countries to accord protection
towards the human right to education. It is relevant
as education is the major driving force fordevelopment prioritized in the Sustainable
Development Goals 2030. It is an ethical concern
when the human right to education is either
infringed or violated. The research can be the basis
for which a nation State can be enjoined to refrainfrom the infringement of thew right to education or
to restore the right when there is a violation.
C AS E ST U DY: T H E P H I L I P P I N E S ’ L E G A L
FRAMEWORK TO THE RIGHT TO EDUCATION
In illustrating the use of this framework, the irst
inquiry would be the identi ication of the laws of acountry that support the human right to education.
In the case of the Philippines, the irst law which
can be cited is the fundamental law of the land, theConstitution promulgated in 1987. According to
Article XIV Section 1, the State shall support
education at all levels and shall provide appropriate
steps to provide access to such education.
Section 2 further quali ies the parameters by which
support to education is extended by the State. It
provides in the irst paragraph, the mandate of theState to provide a complete, adequate and integrated
educational system responsive to the needs of theFilipino society. In the second paragraph, it thenprovides that the State shall support free educationin the elementary and secondary levels. Based on theparameters set in the U.N. Convention, this is alreadyover and above that indicated as the minimum levelconsidered as inclusive education. But every nation
State in the exercise of its sovereign selfdetermination can provide for a higher level of
support. This is what is indicated in the Philippine
Constitution. The third paragraph goes on to providethat the State shall establish a system of support in
the form of resources being allocated throughscholarships, subsidies and other incentives,
qualifying those who are deserving of such support.
The fourth paragraph is an option which can bea d o p t e d by t h e S t a t e , p rov i d i n g fo r t h eencouragement of non-formal and indigenous
learning systems, as well as independent learning
systems, if deemed feasible. The last paragraphstates that the State shall provide its adult citizens
education limited to the content of civics, vocationalef iciency or other similar skills. Therefore, thewhole section indicates the quality of education to
be accorded to its citizens on the basis of content.

Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

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The next level of laws that can be evaluated arelaws passed by the Congress of the Philippines,
which are national in scope.
In Republic Act 9155, the governance system forbasic education is strengthened by providing forprincipal empowerment based on the principles oftransparency and local accountability. The law
supports access to education by providing expanding
principals decision-making authority in theirschools.
The next illustration is a landmark law passed by
Congress, Republic Act 10533, which provided forthe adoption of the K-12 basic educational system in
the Philippines. The country was only one of threeremaining countries in the world that had not yet
adopted the system when the law was passed in
2013. By joining the standard basic educational
system adopted in the world, the country is better
able to provide access to education, not only in thePhilippines, but possibly for its nationals to accessother countries’ educational systems as well.
The following two laws provides for thedifferentiation of the basic education regulatory
agency from the regulatory agencies with authority
over higher education and technical education. It
provides the support extended to higher education
to have autonomy and exercise academic freedom. In
the case of technical education, the law identi ies theagencies’ thrust towards middle-level humanresource training and development.
By analyzing the laws, the data can indicate
whether nation States are compliant with theparameters of access, equity and quality for theprotection of the human right to education.
Thereafter, by utilizing the framework of the
Sustainable Development Goals, the laws can
indicate whether the time frame for achieving thegoal can be accomplished. Lastly, the framework isable to determine whether the State infringes orviolates the right to education. The differentiation
between infringement is the gradual non-compliancewith elements of the exercise of the right toeducation vis-à-vis outright denial of the right which
is a violation.
In conclusion, there can be four possible conditions
that can be identi ied as hampering the access to theright to education and which may require action to
be undertaken to address the ethical concern ofprotecting human rights.
The irst possible condition is that laws themselves
need to be changed. For example, af irmative action
is a law that promotes the admission of students inhigher education belonging to a particular identi iedgroup. The law proved untenable and was eventuallyabolished as it was determined to be against equityof student applicants when the criterion of merit foradmission should be the prime determining factor
for admission, rather than ethnicity of the student
applicants. This was articulated in the case of
Grutter vs. Bollinger decided by the United States
Supreme Court in 2013.

69

The second probable condition is that there might
be environmental factors outside of the legal systemthat hamper the promotion of the right to education.
Even if there are laws ensuring access to education,
cultures of particular communities may prevent
those belonging to the female gender to accesseducation, such as early marriage, prioritization offamilial obligations or physical immobility. The
probable solution is to promote the protection of theright to such communities in order to eventuallychange the culture.
The third condition is resource allocation that
requires prioritization to address the constraints
due to limited resources. During the pandemic, many
students experienced the phenomenon of educationor learning loss. This was brought about by theimposition of lockdowns that prevented students
from the conduct of face-to-face classes. Therefore,
alternative means of delivering the academic
programs were adopted. However, some of themeans proved to be ineffectual to the point that it
was tantamount to denial of the access to education.
For example, in the Philippines, since 90% of thebasic student population are students in the public
educational system, the government may need toprovide for budgets to enable students to havegadgets and connectivity to ensure delivery ofacademic programs virtually. If government does notprioritize such resources, it may be determined to be
infringing the right to education because school
children are unable to access the education due totheir lack of means. After the pandemic was declared
over by the government, the Department of
Education determined the return of basic education
students to full face-to-face classes. The government
decided that it did not have the means by which todeliver technology-assisted education, despite thechronic problems of shortage of teachers, lack ofclassrooms and facilities and instructional materials.
The fourth condition is the State adoption ofprohibition on the exercise of the right of education
which can be considered as a violation to the right toeducation. When the Taliban irst came into power in
Afghanistan, the segment of the population
belonging to the female gender were prohibitedfrom access to education. Thus, the State policy canbe considered as a human right violation. Pressure
from the international community may be a measure
which can be adopted to change the State policy.
Recognition of advocates for the exercise of the rightto education, such as the 2014 Nobel Peace Prize,
can highlight the need to change the State policy.
A STUDY OF THE RIGHT TO EDUCATION OFPERSONS DEPRIVED OF LIBERTY (PDLs) AND
CHILDREN IN CONFLICT WITH THE LAW (CICLs)
In 1991, the Local Government Code (Republic Act7160) established the system and de ined thepowers of provincial, city, municipal and barangay(translation by the author: smallest politicalsubdivision) in the Philippines.

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Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

The case study is located in a highly urbanized cityin the Metropolitan Manila area. Based on Section
452 of the Local Government Code, a highly
urbanized city is characterized as having at
minimum of 200,000 inhabitants and latest annual
income of P/50,000,000 (50 million).
In Section 17, which provides for Basic Services
and Facilities, it is deemed that services areprovided:“(4) For a city:
All the services and facilities of the municipality
and provinces, and in addition thereto, the following:(i) Adequate communication and transportation
facilities;(ii) Support for education, police and ire services
and facilities(2) For a municipality:(IV)
Social welfare programs which include
programs and projects in child and youth welfare,family and community welfare, women’s welfare,
welfare of the elderly and disabled persons;community based rehabilitation programs forvagrants, beggars, street children, scavengers,
juvenile delinquents and victims of drug abuse;
livelihood and other pro-poor projects; nutrition
services; and family planning.”
In addition, it is also mandated in Section 309(a)that:“Special Education Fund (SEF) shall consist of therespective shares of provinces, cities, Barangays in
the proceeds of the additional tax or real property to
be appropriated for purposes prescribed in Section
272 of this Code” (Section 272. Application ofProceeds of the Additional One Percent SEF Tax.
The proceeds of the additional one percent (1%)
tax on real property accruing to the Special
Education Fund (SEF) shall be automaticallyreleased to the local school board: Provided, That, incase of provinces, the proceeds shall be divided
equally between the provincial and municipal schoolboards; Provided, however that the proceeds shall beallocated for the operation and maintenance of
public schools, construction and repair of schoolbuildings, facilities and equipment, educational
research, purchase of books and periodicals andsports development as determined and approved by
the Local School Board.)

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Therefore, on the local level, education is
supported by policy providing for inancial
appropriation as well as support from the local
government unit.
The subjects of this study comprise sixteen malepersons deprived of liberty, currently in the facilityof the Bureau of Jail Management and Penology maledormitory, ranging in age from 18 to 24 years old.
Their sentences are for a period of not more than (3)three years and their violations range from drug use,
drug distribution and sales, theft, and actions
resulting in physical injuries.

The other subjects comprise 27 children in
con lict with the law, 25 males and 2 females,
currently in the facility operated and maintained by
the highly urbanized city’s social welfare
department, ranging in age from 15 to 17 years old.
Their sentences are suspended until they reach theage of 18 years, after which a judgment will berendered in the case, depending on the gravity of theoffense, leaving to transfer to a facility of the Bureau
of Jail Management and Penology or freedom.
In the case of the persons deprived of liberty, since
the Bureau of Jail Management and Penology isdirectly under the Department of Interior and Local
Government, the national agency through its
regional of ice in the National Capital Region, wasthe authority granting permission.
For the children in con lict with the law, thefacility is under the devolved social welfare anddevelopment of ice of the highly urbanized city,which granted the authority for the education
program.
In both instances, the respective entities were
supportive of the state policy to support the right toeducation of the subjects, despite their lack ofpersonal liberty due to criminal activity andsubsequent con inement.
The program is under the auspices of aninternational aid agency offering preparatory
courses to enable out-of-school youth from 15 to 24
years old pursue any of three (3) opportunities for asecond chance: irst would be to pursue education inbasic education or post-secondary education orundertake skills or technical training; the second is
to apply for wage employment; and third is tobecome an entrepreneur or to become selfemployed.
From the national government policy to the local
government implementation, the case of thePhilippines would show the support given to
advocate the right to education, providing access,equity and quality based on the context and levelappropriate for the students. The support issubstantiated since it gives the opportunity to both
persons deprived of liberty and children in con lictwith the law despite the legal challenges they facewhen their personal liberties are restricted due tothe sentences they are serving.
The institutions are supportive in providing forthe opportunity to have both technology-assisted
and face-to-face mode of delivery for the academic
programs.
References“Girls Education in Afghanistan at Risk from U.S.
Withdrawal”, July 7, 2021, TIME Magazine
Grutter vs. Bollinger June 23, 2003 539 US 306 (2003)“I Won’t be a Doctor and One Day You’ll be Sick”
Girls Access to Education in Afghanistan, October 17,
2017, Human Rights Watch
Nobel Peace Prize Organization Press Release
Nobel Peace Prize 2014 Kailash Satyarthit and Malala
YousafzaiEubios Journal of Asian and International Bioethics 33(3) (May 2023)
Republic Act 7160 Congress of the Philippines, October
10, 1991, The Of icial Gazette
Republic Act 7722 Congress of the Philippines, May 18,
1994, The Of icial Gazette
Republic Act 7790 Congress of the Philippines, August
8, 1994, The Of icial Gazette
Republic Act 10533 Congress of the Philippines, August
11, 2011, The Of icial Gazette
Republic Act 9155 Congress of the Philippines, May 15,
2013, The Of icial Gazette
Sustainable Development Goals 2030 (Adopted in
September 2015 by the United Nations)
United Nations Declaration on Human Rights (Adopted
in December 1948 by the United Nations)

Beyond the Obvious: Adopt a
Child Program as a Beacon of
Hope and Inspiration for the
Education of Indigent
Children-Rogelio P. Bayodroger.bayod@gmail.com- Ferry Joy L. Natonton
ferrynatonton@g.cjc.edu.ph-Erikka June D, Forosueloerikkaforosuelo@g.cjc.edu.ph- Hermogenes C. Orion, Jr.
hermogenesorionjr@g.cjc.edu.ph- Darwin Arnosadarwinarnosa@g.cjc.edu.ph- John Roy Palimajohnroypalima@g.cjc.edu.ph
Cor Jesu College, Philippines

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Abstract
It is already well established that education isnecessary for a person to increase his or her
freedom and capabilities to live a lourishing lives.
Education serves as one of the keys to success in the
future of students and to take advantage of many
opportunities that lie ahead of them. But due tomany factors such as inancial dif iculties,
geographical location, lack of opportunities and evenlack of support, ful illing children’s right becomescomplicated and very dif icult to achieve. To mitigate
these, governments have partnered with different
institutions to provide support program for theeducation of children. Cor Jesu College has been
implementing its Adopt-a-Child Program to its
partner school for the last 8 years. This study aims toassess the bene its of the program and to see whatneeds to be improved. Results revealed that the
program has been a source of hope and inspiration
to the children bene iciaries as well as to theirparents. This study reveals further that there was asigni icant change in the attitudes and behavior of
students towards their studies. The children have71

become motivated to go to school and do well in
their academics because they consider themselves as
scholars of Cor Jesu College. Their parents also
become very active in school activities as partners inthe school for the education of their children. The
teachers also witness the improvements in theattitudes and behaviors and eventually, the school
performance of the bene iciaries of the program.
Indeed, the program is a beacon hope andinspiration for the indigent children in Digos City.
Keywords: Transformative Education. Adopt-A-Child
Program. School Attitudes. School Performance.
Qualitative Case Study. Philippines
Introduction
Education is necessary for persons to have freedom
and to live lourishing lives. When people are
educated, they can take advantage of life’sopportunities. They can also use their knowledge
and skills to navigate safely in an environment
despite challenging circumstances that they are
faced with. However, not all are fortunate enough topursue their education because of so many
hindrances, one of those, is poverty. Even inelementary level where education is free, there arestill many challenges that confronted students andparents alike which may result in students droppingout of school.
There is no doubt that for a country to survive andthrive, citizens must be properly educated.
Education serves as one of the keys to success in the
future and to take advantage of many opportunities
that the student life can offer (Al-Shuaibi, 2014).
Seeing that educating the children means survival of
the country, governments ensure that every student
has the right to go to school and pursue their studies.
But due to many factors such as inancial dif iculties,
geographical location, lack of opportunities and evenlack of support, ful illing children’s right becomescomplicated and very dif icult to achieve.
Among the many factors that hinder children to go
to school, inancial constraints had been the leading
cause why students are forced to drop out fromschool. The United Nations Educational, Scienti ic
and Cultural Organization or UNESCO (2014)
revealed that the lack of inancial resources is amajor factor that increases the number of out- ofschool children. This inding is not only true todeveloping economies but even in some developed
countries. As a matter of fact, students in Japan
experienced inancial hardships which has resulted
to an increase of the number of dropouts for children
are not motivated and interested to pursue theireducation due to their inancial incapability (Suzuki,
et. al., 2022). The same is true in China according to
the study of Cao et. al. (2020) which revealed thatstudents also experienced lacking of inancial
support which negatively affect their schooling.
The Covid-19 pandemic has also affected theeducation of students in many countries throughout
the world. According to Adarkwah (2021) and Day
et al. (2021), the pandemic somehow exposed theEubios Journal of Asian and International Bioethics 33(3) (May 2023)

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many inequities in the educational systems within
and across countries. In the case of a developing
country, families from lower socioeconomic strata
have limited learning space at home, access toquality internet service, and online learning
resources. This is the reason that the learning
environment and learning resources recorded thehighest level of challenges. The socioeconomic
pro ile of the students (i.e., low and middle-income
group) is the same reason inancial problems
frequently surfaced from their responses (Day, et. Al,2021). These students frequently linked the lack ofinancial resources to their access to the internet,
educational materials, and equipment necessary for
online learning.
Given the reality of the inancial constraints that
hamper the children’s educational journey, variousorganizations and groups in the different societies
have crafted and implemented different educational
policies and programs to ensure that even the poor
children can continue to study at least in the basic
education level.
For instance, in Myanmar andThailand, Assisting Con lict-Affected Children Enroll
and Stay in School (ACCESS) Project was created by
Save the Children Program (Leelakitichok, 2015).
The ACCESS project aims to provide quality
education access to out of school children to enterbasic education by stimulating education demands
to increase education funds. In Ghana, the approach
was to help the parents of children through theLivelihood Empowerment Against Poverty (LEAP).
This is a social cash transfer program which has
been operating since 2008 under the auspices of the
Ministry of Gender, Children and Social Protection.
The said program has provided direct cash to
alleviate inancial assistance to help poor
households specially to aid children’s proper
education (Karakara & Ortsin, 2022).
In the Philippines, the government has recently
shown its political will and has been doing its best to
ful ill its commitment of alleviating poverty in the
country through its many educational programs tohelp the poor. One of these government-initiatedprograms is the Universal Access to Quality Tertiary
Education Act (Republic Act 10931) which
institutionalizes free tuition and exemption fromother fees in state universities and colleges (SUCs),
and local universities and colleges (LUCs). The
Commission on Higher Education (CHED) stipulated
the implementing rules and regulations through its
Uni ied Financial Assistance System for Tertiary
Education Act (UniFAST). This ensures that theunderprivilege students are given a chance to get a
diploma (Alda, 2022). These students’ inancial aid
motivate them to pursue their dreams of inishingcollege education despite inancial constraints andpoverty which they experienced in their households.
Additionally, there are many programs andservices implemented to help alleviate the inancial
burden encountered by poor families in sending
their children to school. One of these is theConditional Cash Transfer Program (CCTP) and the

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4-Ps program. The Philippine government gives cash
subsidies to poor families for the education of theirchildren. The cash allowance should be used to buy
b o o ks , s c h o o l s u p p l i e s a n d o t h e r s c h o o lrequirements. However, in spite of this, there arestill families who ind it hard to provide for theeducation needs of their children. Wanting to ill-in
the gap, the Department of Education (DepEd)
launched its “Adopt-A-School Program” (ASP). This
program is implemented based on the principle ofvolunteerism and multiple partnerships. In line withthe government thrust to strengthen its PublicPrivate Partnership (PPP), ASP program gives theprivate sector an opportunity to become dynamic
and strong partners towards the noble goal of
educating all Filipinos (Llego, 2020). As a result,
there had been numerous efforts from different
organizations both from the public and the private
sectors to support DepEd in their noble task of
educating the children and young people. Moreover,the government has also implemented the Students
Grants-in-Aid Program for Poverty Alleviation,commonly known as SGP-PA. This is instituted by thegovernment through CHED in partnership with the
Department of Social Welfare and Development(DSWD) and Department of Labor and Employment(DOLE). This scholarship provides for the students’
educational expenses including living allowance ifthey are willing to take on a CHED-priority course(Alda, 2022).
Locally, College of Special Programs of Cor Jesu
College has responded the call for the Adopt-A-Child
Program of DepEd by also launching its own version
of “Adopt-A-Child Program” even if most of thestudents enrolled in the CSP belong to inanciallychallenged families. Guided by the core value ofcompassion instilled in them by the school, CSP
started its Adopt-A-Child Program last SY
2015-2016. The main objective of this program is toprovide inancial and material support such as
school supplies and school uniforms to indigent
students. During the giving of goods, tutorial
sessions sessions were also given to the student
bene iciaries. Some faculty members and students
have contributed cash so that they can provide forthe needs of the indigent students studying the
Binaton Elementary School and Matti Elementary
School, both of which are located in the far- lungarea of Digos City. Majority of the sponsors are theCollege of Special Programs students who believedthat despite their inancial dif iculties, they can still
become blessings to other children who also dreamof going to school. Up to the present, a total of two
hundred forty-one (241) scholars are recipients ofschool supplies, uniform allowance, bags andsubsidy for their school fees. The cash and in-kinds
are channeled to the Cor Jesu College’s Brother
Polycarp Foundation, Inc. that facilitates the
distribution of the donations coming from thestudents. The CSP students are giving Php10.00 per
month for the whole semester as their contribution.

Eubios Journal of Asian and International Bioethics 33(3) (May 2023)
As of October 2022, a total of Php 409, 700.00 that is
Php 1,700.00 per pupil per year.
This program has been running since 2015 up to
the present but there is no formal study being
conducted to assess the relevance of the programfrom the perspective of the student bene iciaries andtheir parents. Thus, this study aimed to determine
the bene iciaries’ assessment of the program. We
hope that through this study, the CSP can be able toimprove or modify the program if needed.
Purpose of the Study
The purpose of this qualitative case study was todetermine the relevance of the Adopt-A-Child
Program of Cor Jesu College, College of Special
Programs from the perspective of the children
bene iciaries and their parents.
Research Questions:
1. What are reasons why they are enrolled in the
program?
2. What are the assessments of the bene iciaries aswell as their parents about the program?
3. What inspiring stories the recipients and theirparents as well as teachers can share as regards
to the program?
4. What are their suggestions/recommendations forthe improvements of Adopt-A-Child Program?
Limitation and Limitation of the Study
This study was focused on the bene iciaries and theirparents’ experiences including their assessment of
the Adopt-A-Child Program of the Cor Jesu College,
College of Special Programs. The experiences andassessment my include positive and negative. In thisstudy, the selected participants were the recipientsof the Adopt-A-Child program from different gradelevels for at least one year. Since the study design iscase study, the researchers also interviewed theparents of the recipients to know their experiences
and assessment of the program as well as theperspective of the teachers and their observations totheir students who are recipients of the program.
Excluded in this study are the non-recipients ofthe program and those that are new recipients of the
program. By new, we mean, less than six months.
Another limitation of the study was the data
gathering tool. We relied heavily on the responses ofour participants during interview and focus group
discussion. While we interviewed teachers about
their observations of the students who are recipientsof the program, we did not employ participant
observation as researchers. In our assessment, werelied on the narratives of our participants. We did
not employ quantitative instrument using scale torate the program.

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Theoretical Lens
This study can best be viewed through the lens of
ARCS Attributes Model of Keller (2008) and SelfDetermination Theory of Ryan and Deci (1985).
According to ARCS Model, Students can be motivated73

directly through the use of attractive, satisfying andstimulating learning material. The school supplies
such as notebooks, crayons, drawing books, papers,
pens and pencils as well as the school uniforms therecipients of the program received can be considered
as attractive, satisfying and learning materials that
stimulate their desire to learn. According to Keller(2008), ARCS model is a systematic way todetermine and deal with learning motivation. ARCS
model which stands Attention, Relevance,
Con idence and Satisfaction attributes asserts thefollowing: Firstly, to catch the attention of students isvery crucial to gain and sustain the students’
engagement in learning. Secondly, students’experiences and their needs are related andtherefore, relevant in the learning process. Thirdly,
con idence is related to the students’ emotion andanticipation. Lastly, the positive feeling regarding thelearning process and the gained knowledge leads tosatisfaction as completing the whole learning
process.
This study found out that the Adopt-A-Child
Program of Cor Jesu College has stimulated theinterest and motivation of the recipients to learn andcontinue learning. Since they believed that Cor Jesu
College provided them scholarship through theprogram, they become more determined to learn,changed their bad behaviors and engaged in thelearning process. During regular visitation of Cor
Jesu College to them, they were given the chance toshare their experiences and aspirations through thedifferent activities given to them before the giving ofschool supplies. These activities, and the thoughtthat they are chosen as scholars of Cor Jesu College,
have boosted their self-esteem and self-con idence
to study hard.
Self-determination theory, also known as SDT
evolves from the intrinsic and extrinsic motivations.
The intrinsic motivation illustrates the human’snatural tendency to encompass several features in
the learning process such as their desire to achieve
and perform well in class because they consideredthemselves as scholars of Cor Jesu College.
Meanwhile extrinsic motivation depicts a different
considerable in its relative sovereignty. It re lects
either its external control or true self-regulation. In
other words, autonomy is related to volition andliberty (Ryan and Deci, 2000). In the context of thisstudy, the provision of school supplies has increased
the freedom of the students to focus on studying thelesson and not to worry on school fees andrequirements. Thus, their freedom to focus on theirstudies was enhanced which eventually resulted to
an inspiration to study more to also enhance theircapabilities. Similarly, on the part of the parents, theAdopt-A-Child Program has also increased thefreedom and capability of the parents to show moral
support to their children instead of focusing so muchtime on inding money to buy the school supplies
and materials needed for their children.
Methods

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Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

Research Design
This study utilized the qualitative case study design
to gather comprehensive information what it is in
the program why students were so inspired andhappy to be recipients of the program. Was it
because of the material things such as schoolsupplies they received or there was really something
about the program that really inspired them.
Qualitative case study design is deemed appropriate
in this study since the study sought to gather
information on the peculiarities of the program
coming from the multiple sources (Yin, 2003; Baxter& Jack, 2008) such as the children bene iciaries,
their parents and also the teachers.
Research Participants
The main participants of the study were the children
bene iciaries of the Adopt-A-Child Program for atleast one year and are currently enrolled in Matti,
Binaton, Elementary School, a far- lung community
in Digos City, Davao del Sur, Philippines . We also
included as participants the parents of the children
bene iciaries since they can give us valuable
information about their experiences as well theirassessment of the program. Other participants who
provided us with information of this study were theteachers who also witnessed the implementation of
the program and its effect to the learning attitudes
and behaviors of the students. The teachers must be
at least three years as teachers in the school andthey must be actively involved in the implementationof the program.

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Sampling Procedure
In selecting the participants of this study, wee m p l oye d p u rp o s ive s a m p l i n g a s we l l a s
convenience sampling techniques. Purposive
sampling is a non-probability sampling method(Saunders, 2012) and one of the most common
sampling strategies used in qualitative study.
Purposive sampling technique selects participants
according to preselected criteria relevant to aparticular research question (Mack et al., 2005). We
aimed to focus on information provided by theselected participants of the study who are willing
and able to answer the research questions. We wereable to interview six children bene iciaries, six
parents and ive teachers including the principal of
the school. All in all we have interviewed 17 people
who have irsthand knowledge and experiences ofthe program. The number of people who have beeninterviewed have reached more than the adequate
number of people for data saturation and for the
purpose of this study. Creswell, (2014) and Roy, et,al. (2015) argued that small samples are more
relevant when employing in-depth interviews inqualitative research. Small samples are ideal becauseof its facilitation of a deeper comprehension of theexperiences, views and perceptions of theparticipants (Rosenthal, 2016).

Data Collection
In gathering the data, we have conducted individual
in-depth interviews for children bene iciaries andteachers and Focus Group Discussion (FGD) for theparents. According to Sutton & Austin (2015)
whatever the researcher's philosophical point ofview, in-depth interviews are important source of
information for qualitative study. The format for theinterview was semi-structured and conversational innature. A semi-structured interview takes a
combination of closed-ended and open-ended
questions, often followed by a follow-up of why or
how questions (Adams, 2015). With this kind ofinterview, conversations had given comfort for theparticipants to respond to the research questions.
Furthermore, participants have given deeper
insights and detailed statements as their answers to
the probing questions.
Guided on how the collection of data were done,
here are the steps or procedures that we have taken.
First, we wrote a letter to the dean, asking
permission to conduct the study. Then, we also asked
permission to the principal as well as theparticipants to conduct the study. We conducted the
In-depth interview and Focus Group Discussion
guided by the validated guide questions. The
participants were given information sheet of thestudy and consent form before the interview started.
According to Maxwell (2009), qualitative studies
must rely on the integration of data from a variety ofmethods and sources of information, a generalprinciple known as triangulation. This strategy
would reduce the risk that conclusions would re lect
only the systematic biases or limitations of a speci ic
method. Triangulation is a marker for validity inqualitative research (Creswell, 2012; Liamputtong &Ezzy, 2009). Triangulation in qualitative research is
not and does not only happen in data collection, itm u s t b e a t t e n d e d t o c o n s t a n t ly e ve n i ninterpretation and analysis as the study progresses
through the intentionality of the researchers of thestudy (Carter, Bryant-Lukosius, Di Censo, Blythe, &Neville, 2014).
We were very careful that our task in datacollection as well as in analysis that theinterpretations of the participants are in luenced bytheir gender or socio-economic backgrounds. This
helped us in framing our analysis. During the datacollection as well as in analysis, we were very careful
to observe re lexivity by capturing the meanings andinterpretations of those we have interviewed(Creswell, 2012; Denzin and Lincoln, 2011; Merriam2009).
Data Analysis
The participants’ responses were transcribed,
summarized, and veri ied to ensure the accuracy andauthenticity of the information we have gathered.
Following the veri ication, the data were coded,
analyzed, interpreted and con irmed. The codes
were the words which were highlighted in different
colors. They were thenused as our basis toEubios Journal of Asian and International Bioethics 33(3) (May 2023)
categorize or organize texts that are considered as
essential parts of qualitative research.
After the initial coding, the coded data wereanalyzed and organized into themes. We havefollowed the techniques of Colaizzi (1978) in looking
for the emerging themes in our data. Interpreting thedata was done by distinguishing any reoccurring
themes during the interview and highlighting any
similarities and differences of the stories,
experiences and suggestions of our participants as
regards to the Adopt--Child program of Cor Jesu
College.
Lastly, horizontalization and cross-case analysis
was done to determine patterns and generalizations
from the different sources of information. This isimportant to establish generalization of indings andconclusions which is a key feature in a qualitative
case study.

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Ethical Considerations
Mack et.al (2005) de ines research ethics as dealing
primarily with the interaction between researches
and the people they interviewed. During the conductof the study, we have closely monitored the ethics inresearch and practice to preserve the privacy,
con identiality, anonymity and informed consent of
the participants of the study. We have consideredeach of these issues in the planning stage of the
project: maintaining anonymity and con identiality
while using the direct works of the participants totell the story; recognizing the potential intensity andfriendship that could be generated from a face toface relationship; and writing with balance andfairness. These aspects were posited by Guilleminand Gillam (2004), as cited by Anyansi-Archibong(2015), as the crucial aspects of ethicalconsiderations in any qualitative research design.
Privacy, Anonymity and Con identiality. We wereable to maintain the anonymity of the participants
by refraining from identifying their responses byname but instead by assigning the participants withcodes. In this manner, the participants were assured
that they will remain anonymous in terms of theirstatements regarding their experiences and views
with the Adopt-A-Child Program of the Cor Jesu
College.
As researchers, we were prudent in establishingand guarding the invisible boundaries of ourcapacity as researchers and the capacity of thelearners and their parents as our participants. We
were cautious in maintaining the boundaries
between us as researchers and our participants inthis study by not getting so involved in theirpersonal lives and not asking questions which are
too personal and irrelevant to our study.
Balance and Fairness. We have established andguarded the invisible boundaries of our capacity as
researchers by writing the study with balance andfairness. We achieved this by minimizing theinclusion of any of our personal bias as initiators andimplementers of the program. We have relied on theinformation shared by our participants. We were75

actively alert in reading and sensing if ourinterpretation of the statements of the participants
was not from the perspective of the participants but
based on our own assumptions. We were vigilant inplacing the perspective of the participants at theforefront in order that we will not put in jeopardy
the honesty and impartiality of the results of ourstudy.
Voluntariness and Informed Consent. Last but not
the least, we have ensured that the participants were
not forced but are willing to participate in this study
through the informed consent that they have signed.
Informed consent is a method for ensuring thatparticipants understand what it means to participate
in a particular research study so that they can makean informed, voluntary and deliberate decision as towhether to participate or not. Informed consent is
one of the most important ways to ensure respect forpeople during research. They understood very wellthat they are free to withdraw their participation if
they feel any discomfort on their part without fearthat they will not be included in the lists ofbene iciaries of the program anymore. In short, there
was no pressure on their part to really participate sothat they will continue their status as bene iciaries ofthe program.
Results and Discussion
Reasons of Bene iciaries in Joining the Program
Based on our interview with the children
bene iciaries and their parents, there were two
reasons why our children and parent participants
have been included as bene iciaries of the program –First they were identi ied by the teachers and theirnames were submitted to the CJC- Br. Polycarp
Foundation as quali ied recipients of the program
because they belong to poor and indigent families.
Second, they also expressed their desire to be part ofthe program because they belong to poor andindigent families.
A grade four student was happy when his namewas included in the lists by his teacher, “I am notsupposed to be included in the lists of bene iciaries if
not because of my teacher who included me in the lists
of bene iciaries of the Adopt-A Child Program that is
why I am so happy” (KII 2). A grade 5 students also
shares their dif icult home situation before she wasincluded in the lists of bene iciaries of the program,“Our situation was really dif icult because my parents
cannot really afford to shoulder the expenses
especially in my school needs plus our food. Good that
I was included to be in the list in the adopt-a-childprogram by my teacher” (KII2). A parent who was aformer PTA of icer also shares her experiences
during the FGD we have conducted,“Good afternoon sir and to all of us here…for me
before when there was no adopt-a-child program yet,our situation was really dif icult especially when it
comes to funding the schooling of our children but we
continued to struggle and do our part because wewant that our students will really have education but

Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

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because of our economic condition, sometimes there
are school needs of our children that we were not able
to buy. However, we continued to support our children
in whatever ways we can.” (FGD, June 17, 2022)
This was also supported by another participant of
the FGD, a grandmother who was teary eyed when
she shares these words, “For me sir I am very muchthankful to Cor Jesu College because of this Adopt-aChild program because it has provided big help for the
grandson. He is staying with me because he has nomother and father anymore so I am the one who takes
care of him and I’m already too old that is why I ind it
so dif icult to look for money and so sometimes I reallycannot provide his school needs. But I really send him
to school so that he will have a degree even if I ind it
so hard.” (FGD, June 17, 2022)
A widower who travels by foot for two hours justto join the FGD has these words, “Good morning sir
and to your companions, I’m sorry because I’m shy
and I’m not really used to talk in front of people but
because I’m so thankful because of your program I will
speak now. Before when there was no program yet, it
was very dif icult for me especially because I’m theonly one who takes good care of my children because
their mother left us for somebody else. Even if it wasvery dif icult for me I really send my kids to school”(FGD, June 17, 2022).
A widow who has resonated with the experiencesof her companion also shares that she was left by herhusband and that makes her situation even more
dif icult, “If kuya’s family was left by her wife, we werealso left by my husband that is why it is very dif icult if
you do not have partner in raising your family.
However, I really worked hard to send my kids toschool but it was really dif icult that is why sometimes
even their food is not enough, so much so with buying
school needs always”. (FGD, June 17, 2022)
Some teachers whom we interviewed also sharedthat they really selected the recipients who are indire need. “We make it sure sir that those who arereally in dire need we will include in the lists especiallythose that came from broken family like they do nothave father or mother anymore and they are reallyfacing economic dif iculty but they are really willingto go to school” (KII8). Another teacher adds, “Wealso interviewed them sir including their parents andwe also visit their homes to verify if they are really indire need.” (KII9).
Whether the reason why they are included in thelists of recipients of the program is because they
were identi ied by the teachers as bene iciaries orthey expressed their desire, the fact of the matter isthat, it is because they belong to poor and indigent
families and that they experienced economic
dif iculties and challenges. However, despite
hardship the parents have exerted efforts to send
their kids to school even if it was very dif icult forthem to provide the school needs of their children
such as bags, notebooks, shoes, school uniforms andeven food. Thus, the Adopt-a-Child program which
was implemented in their school is a blessing forthem. The program is not only a blessing for the

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indigent children and their families but it is also an
opportunity for the private sector to be generous
and channel of blessings for others as what Llego,(2020) has asserted. It is important to note that indeveloping countries such as the Philippines, low
income students' desires to inish higher education
because they believe that a college degree improves
their employment conditions. This is signi icant
because higher education leads to a socialtransformation that is guided by individual
development and equality of opportunity, as well asshared prosperity (e Silva, 2023). These children are
driven to participate in the educational assistanceprogram because they are excited about theopportunities that it brings to their challenging lives.
It is a reality even in some other countries that
inancial dif iculties of parents are one of the reason
why parents ind it dif icult to provide the otherinancial needs of their children in school. Somechildren were forced to quit school because of these
realities. Even in Japan and China which are moredeveloped than the Philippines, students faced
inancial dif iculties which resulted to an increase
number of students dropping out from schools(Suzuki, et. al., 2022) and other negative
consequences according to the study of Cao et. al.
(2020). The good news, however, is that thesestudents can be prioritized when it comes togovernment support such as Adopt-A-Child program
which has been implemented in partnership withprivate sector such as Cor Jesu College in the case of
Digos City and Davao del Sur. The provision of
inancial and material assistance, such as schoolsupplies and uniforms, to children who are unable toinancially support themselves is the primary goal of
Adopt-A-Child Program. In addition to the provisionof material things, the student bene iciaries werealso offered the opportunity to participate in
instructional sessions. A number of the students andmembers of the teaching staff have made inancial
contributions to enable the school to meet therequirements of the needy students. These children
attend either the Binaton Elementary School or the
Matti Elementary School, both of which are found ina more remote part of Digos City. The majority of thesponsors are students at College of Special
Programs. These students think that in spite of thechallenges they face with their own inances, they
are still able to provide a blessing to other children
who share their desire to be able to attend school. To
this day, a total of two hundred forty-one (241)students have bene ited from inancial assistance inthe form of subsidies for their school fees, uniform
allowances, bag subsidies, and school supply
allowances.
Assessments of the Bene iciaries as well as
their Parents about the Program
The main objective of this study was to investigate
the assessment of the recipients and their parents
about the Adopt-a-Child Program of the school. The
assessments of both the parents and the children asEubios Journal of Asian and International Bioethics 33(3) (May 2023)
well as the teachers were centered on the following
themes: Happy and Grateful as well as Source ofRelief and Inspiration.

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Happy and Grateful. All participants – the children
bene iciaries, their parents as well the teachers
happily expressed their gratitude for being chosen asbene iciaries of the program. The school principal
himself shares his sincere appreciation to Cor Jesu
College for the different assistance the school
extended to their children and their parents
especially, the adopt-a-child program and its
activities which had been existing consistently forthe past 8 years: “I am very thankful to Cor Jesu
College for all the help and assistance you gave to ourchildren and their parents. I am deeply happy to see
our children who have become so happy andmotivated to go to school because of your support. The
parents also become very active in our school every
time we call them to come to school for some activities
especially when they knew that Cor Jesu College will
also come to school during that activity” (KII, 10).
The statement of the principal was con irmed by agrade 6 student who cannot contain his happiness: “I
am deeply happy and thankful when you gave us
something. I am happy because I can bring ricebecause we do not have rice in the house that is whyeven if our house is far, we will really go to school if weare told that you called us because I am expecting that
I will receive rice and other school supplied that arevery much helpful to us “ (KII,2).
The same is true to all other children bene iciaries
who are so happy and grateful of the program
because it was very helpful to them in easing theireconomic burdens. Some of them say that instead of
buying school supplies, their parents used the little
money that they have in buying food and medicine(KII, 4, KII, 5, KII, 7).
During the FGD, all the parents also shared their
gratitude and happiness of the program because it
has helped them a lot in easing their inancial
burdens. For instance, a father emphatically shares
his appreciation to Cor Jesu College: “For me sir Cor
Jesu College has given us big help because you have
many programs so that our children will go toschool. It is true that as a father I really work hard tosend my kids to school but it was really dif icult sir.
That is why in terms of priority, our food should be
the number one instead of buying school supplies
but I really send them to school. But when yourprogram has arrived, I was so happy because there
will be somebody who can provide the school needsof my kids” (FGD, June 17, 2022)
While it is a normal thing for a recipient of aid tobe grateful for the giver, the gratitude that theparticipants of this study especially the children
were translated into improving their social andstudy attitudes and behavior. ”I am so happy that I
was part of a scholar of Cor Jesu. I really tried to study
very well” (KII, 1) narrates a grade four student who
was happy being recipient of the program andbecame motivated to focus on her studies.

77

In addition, another child recipient proudly sharesthat the program has a big impact into his social
behavior. “Before I was naughty but now I am notnaughty anymore because I am a member of Cor Jesu
Scholar” (KII, 2). Because they were so happy andgrateful that they are included in the program
implemented by Cor Jesu College, there werechanges in their social and academic loves and they
become motivated to focus on their studies. The
external reward has improved their inner desire tocontinue their studies. The experiences helped themin improving their self-determination.
According to the self-determination theory,
intrinsic as well extrinsic motivation help in
improving social behavior (Ryan & Deci, 2000; Ross,
et al., 2016). According to Morato, (2022),
Scholarships have a signi icant effect on the lives ofstudents because they lessen the inancial burdenthat comes with obtaining an education and make itpossible for them to exercise a fundamental humanright. Education is a worthwhile investment since itis the stepping stone to self-determination andsuccessful work. When we look at the ways in which
education bene its our students, we need to keep inmind that education is a service department whose
primary mission is to generate educated men andwomen who will make signi icant contributions to
the economy. This is because education is primarily
responsible for the growth of our nation's humanresources. Because of this, the fact that both the
public and private sectors actively participate in the
granting of scholarships for Filipino students should
not come as a surprise. Without a doubt, both ofthese groups are aware of the contribution that acapable and educated student can make to the
expansion of skilled human capital.
Source of Relief and Inspiration. Aside from being
happy and grateful, the parents also share that the
program is a source of relief and inspiration to themas well as to their children. The program helped ineasing the inancial burden they have experienced.
In addition, the program also provided inspiration totheir children to continue their studies. A widow
emphatically shares that the program not only
helped in easing her inancial burden but also
provided inspiration to her children. “When the
program was implemented, I felt a sense of relief
because I do not have to worry on the school needs of
my kids because Cor Jesu College has provided them.
Then, my kids were very happy and they were somotivated to go to school especially because they havenew shoes and bag and plenty of school supplies. They
were given hope and I am also so happy that I see mykids who are so motivated to go to school“ (FGD, June17, 2022).
A grade four student whom we interviewed also
shares that when the program was implemented herworry about school supplies and other materials has
slowly vanished and she was inspired to focus on her
studies. “When the Adopt-a- Child Program was
implemented, my worry on how to buy school supplies,Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

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Improvement of Self-Esteem. The program also
boosted the self-esteem of the children bene iciaries
to the delight of their parents or guardians. For
instance, a guardian of a bene iciary expresses her
gratitude and appreciation to Cor Jesu College
during the FGD. “As for me sir as a guardian to onefInspiring stories the recipients and their parents
as well as teachers about the program
While it is already evident from the sharing of ourparticipants that the program has really provided
big help for the children and their parents, we would
like to present some inspiring stories of thefbene iciaries of the program as well as their parents.
Hearing from their sharing, we discovered that the
program really provided hope and inspiration for thechildren as well as their improvement of their selfesteem because they consider themselves as scholarof Cor Jesu College.

fbags, shoes and others was lessened because were sopoor. Now that Cor Jesu is here to help us, our money
will be used on buying for your food. I also become
focused on my studies and I am so motivated to go toschool and I do not skip schooling anymore” (KII, 1).
The same is true with the grade 3 student who isalso a bene iciary of the program he says that the
program really provided relief to their situation. Heeven considers himself as a scholar of Cor Jesu
College which really inspires him to go to school“Before when I was not yet a scholar of Cor Jesu, it
was really dif icult for us but now that I am already ascholar, we felt a little better because I received
plenty from Cor Jesu. I am so motivated to go toschool this time” (KII, 6)
We found out that the program has really provided
inspiration and motivation of the students to go toschool and their parents to support their children
through their active participation in school activities
as what the principal of the school reported. The
teachers also con irmed that the children
bene iciaries were motivated to go to school andstudy their lessons well. Their parents became so
active also in school activities. According to a grade 5teacher, “The program provided huge help sir because
our students have been so motivated to go to school.
They do not skip schooling anymore and they are so
focused on studying their lesson well. Their parents
have been so active also in school activities” (KII, 9).
The program has provided relief and inspiration.
Relief not only in the inancial aspect of their lives
but also on giving motivation to the students tocontinue their studies and perform well on school on
the part of the teachers as well as their parents.
Some educational programs provided by otherinstitutions to the students have provided relief andinspiration to the parents (Bayod, C. and Bayod, R.,2020). Furthermore, in the study of Jurada andBalaoro, (2022), it was found out that because
recipients of scholarships and grants are required toparticipate in a variety of extracurricular activities
and clubs at their individual institutions, students
develop a sense of gratitude and modesty regarding
the accomplishments they have attained. This is oneof the positive effects that scholarships and grants
have on students. Students develop a sense of
responsibility in all aspects of their lives, which isespecially true if they are afforded the opportunity
to continue their education through the receipt of ascholarship grant from one of a variety of
governmental organizations or institutions. In
addition, students have the option of repaying their
Alma Mater for all of the opportunities andprivileges they have been afforded through theirstatus as a scholar grantee at that institution.

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Hope and Inspiration. The widow during the FGD
shares that the program has provided hope andinspiration to her children. “My kids were very happy
and they were so motivated to go to school especiallybecause they have new shoes and bag and plenty ofschool supplies. They were given hope and I am also sohappy that I see my kids who are so motivated to go toschool” (FGD, June 17, 2022).
A student who is a recipient of the program also
shares that before he was so naughty and he does
not care about going to school but because of the
program, his behavior was changed. “Before I wasnaughty and I do not like going to school because wewere really poor. I do not even have enough food but
now I am taking my studies seriously and I am doing
good because I am already a scholar of Cor Jesu
College” (KII, 2).
A grandmother who is the one who takes care ofher grandchildren because their parents are bothdead already was teary eyed when she shares herappreciation and experiences with the program.
“That is why I am so thankful to Cor Jesu College
because of your program and that my grandchildren
were included in your program, they have alreadyschool supplies, uniform and shoes. And because of the
program, they were so inspired to go to school. They
do not want to skip classes. They are really given big
hope because of Cor Jesu College.” (FGD, June 17,2022)
As emphasized by Giva Authorship Team (2015),
the fact that scholarships reduce one's educationalcosts is, perhaps, the most evident advantage they
offer. Many more bene its can be derived from thislarger, more comprehensive advantage. The everincreasing price tag associated with receiving an
education is a signi icant barrier to entry forpotential students. Scholarship grants can provide
students with the inancial boost necessary to takethe plunge and enroll in school. In addition, they canprovide a boost to a student's morale and con idence
in their abilities to work toward a brighter future.
The provision of school supplies is greatly
appreciated by parents and guardians because it
helps minimize the overall cost of raising theirchildren. They now have optimism that they will beable to complete their studies because they areaware that they will be provided with the support
that they require, particularly in these trying times.

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child because we are the ones who sent this child toschool, the program has is a big help for us. Asidefrom the fact that it helped us inancially andmaterially, the program really helped in boosting theself-esteem of my child. She is much motivated to go
to school and she is so proud because she considers
herself as scholar or Cor Jesu College that is why she
is eager to go to school and she does not skipclasses .” (FGD, June 17, 2022)
The same with the other parent who is an of icerof the Parents-Teachers Association (PTA), theprogram does not only provided material things but
also hope and encouragement and self-con idence tothe children because they consider themselves as
scholar of Cor Jesu College. “It has provided huge
help to us not because of the free school supplies,
uniform and other gifts that you have provided for us
but because the program has provided
encouragement to our children to go to school andtheir con idence was boosted because they arescholars or Cor Jesu College. They do not want toskip schooling because as scholars they do not want
to disappoint Cor Jesu College who gave themscholarship. They are so motivated to go to school
because they consider themselves as scholars of Cor
Jesu College.” (FGD, June 17, 2022)
The feeling of encouragement and motivation to
study and not skip classes were also shared by thechildren themselves. For instance, one student
shares, “Even if our house is far from the school, I do
not want to skip classes because I want that Cor Jesu
will be proud of me as their scholar” (KII, 4).
According to the teachers there were signi icant
improvement in the attendance of the students aswell as in their school performance the moment they
were enrolled in the program (KII, 8, KII, 9).
According to Usher (2013), pupils who are not
motivated only by a love of learning may have ahigher chance of succeeding in school if they canperceive studying as a gateway to something elsethat they value. Setting objectives for oneself might
be an effective way to drive oneself to work harder, if
certain requirements are met. The objective ought tobe reasonable, attainable, and contingent uponreceiving an education.
The goal ought to have been proposed by thestudent, or at the very least accepted by the student,
and the student need to have been able to perceive a
distinct way to get to the goal. It is also bene icial forthe student if the aim is backed by persons who are
signi icant to them. A number of scholarshipprograms have been created with the goal ofboosting the academic drive of students inelementary and secondary school by inspiring themto pursue more advanced kinds of education. For
instance, certain philanthropists have pledged tocover the cost of higher education for each student
in a speci ic class who satis ies the requirements forentrance.
Other initiatives have taken a more holistic
approach by offering children who are at risk with avariety of assistance to establish a "college-bound79

climate" in elementary and secondary schools. This
"climate" is intended to encourage students tocontinue their education beyond high school. These
aids might vary but may include professional college
counseling, tutoring, and encouragement tocomplete the appropriate coursework. They can also
include tours to college campuses, assistance withapplications, and funding to cover the costs ofcollege admission examinations. This only showsthat scholarship grants and programs, mostespecially those provided for by Cor Jesu College,
add to the motivation of the student bene iciaries tostrive even more to be deserving of theopportunities given to them. Furthermore, even if
they experience discomfort and dif iculties, they arestill motivated to move forward because of theprivilege they have been given.
Suggestions and recommendations for the
improvements of Adopt-A-Child Program
Another aim of this study why we need to know theassessment of our recipients is for us to know theirsuggestions and recommendations for the
improvement of our program. The children
bene iciaries said that they do not have suggestion to
improve the program because they are alreadysatis ied with the program. They just hope that the
program will continue. For the parents, they have
one suggestion which is to expand the program sothat others will also bene it. Some of them shared
the blessing that they received from Cor Jesu College
to their neighbors who are not bene iciaries of the
project especially during the pandemic that is why
they pray and wish that Cor Jesu College will be
blessed with more so that they can continue with theprogram and even expand it to many students. Thisis emphatically expressed by one parent who is anof icer in the PTA;“The program has really provided huge help sir. Then
during the pandemic, we were given food packs andother gifts by Cor Jesu, we were able to share toothers especially our neighbors who are notbene iciaries of the program. Because we received
more than enough that time so we also shared thefood packs and the school supplies. I hope that Cor
Jesu College will be given more blessings so that they
can continue to implement this program andhopefully, it will expand so that other children here
will be included because sometimes they told us why
is it that they were not included knowing that they
are also poor, why only you? But I cannot answer
them; I just only say that it is the teachers who choseus. So, I hope that more blessings will be given to Cor
Jesu College for the next years to come.” (FGD, June17, 2022)
This was also supported by the guardian when she
shares, “I hope you will be blessed with many graces
sir so you can continue to help others. We also sharewhat you have shared for us to our neighbors who are
not bene iciaries of the program”. (FGD, June 17,2022).

80

Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

Table 1: Cross-Case Analysis on the Participants’ Assessment of the Program
Study
Components

Children
Beneficiaries

Parents of the
Beneficiaries

Teachers

Implications

Reasons they
were enrolled
in the program

They were listedby their teachers
to be included asrecipients of the
program because
for them they are
poor

They were
included because
they are poor

They list namesof children who
are poor anddeserving

The answers ofparticipants havecommon theme:
They were enrolled
in the program
because they belong
to poor andindigent families

Assessment of
the program

HappygratefulHappygratefulandStudents became
motivated to go
to school andstudy theirlesson because
they consider
themselves as
scholars of Cor
Jesu College

For the children
beneficiaries andtheir parents, they
were so happy andgrateful that they
were included in the
program

Program assourceofinspiration andmotivation to
study

Program assource of relief
and inspiration

Parents became
supportive of
their children
and active inschool activities

The program is asourceofinspiration andmotivation for thechildren to focus on
their studies and forthe parents to be
more involved in theschool activities of
their children

The program is asourceofinspiration toc o n t i n u e
studying and do
best in school

The program is
not only a sourceof inspiration forthe children tocontinue theirstudies and do
best in schoolbut
also
enhances theirself-esteem andself-confidence
because they
consideredthemselves as
scholars of Cor
Jesu College

Children who arerecipients of the
program are
inspired to go toschools and theirs c h o o lperformance has
improved.

The program does
not only provide
support to thematerial needs ofstudents and parents
but it also provides
sense of hope andinspiration to thechildren as well as
their parents. As aresult, self-esteem ofchildren has
improved and there
was a change intheir academic andsocial lives.

Parents arehoping that the
program willcontinue that thatCJC will be
blessed withmore graces sothat the program
will also expand
and cater tomany students

Teach er s als ohope that the
program willcontinue andexpand.

Inspiring
Stories about
the Program

andThere is alsochange in the
behavior andattitudes ofstudents. Theyprioritized theirstudies and theyalso became
generous to theirclassmates.
Suggestions
for theImprovementof the Program

They are alreadysatisfied with theprogram. They
just want the
program tocontinue.

Parents became
supportive of
their children
and active inschool activities

The program has
provided help to therecipients that their
only hope is that the
program will not
only continue but
also expand to otherbeneficiaries asschools.

For the school to be able to continue running the
Adopt-a-Child program, the alumni associationneeds to be strengthened. One way to do this would
be to create an online group page for the alumni
association on which information regarding
activities, events, and other pertinent topics may beposted to encourage inancial support. It is the goalof the program to grow the number of students whobene it from it, and thus, the funding becomes achallenge in order to provide ongoing assistance tothese disadvantaged students who are nonethelessquali ied. It is also possible that the group page may
motivate other civic organizations to raise further
cash and be able to accommodate a greater numberof scholars in the not too distant future. It has been
maintained for a very long time that education is the
single most important factor in creating equality, andscholarships provide students with the assistancethey require to achieve their goals and eventuallyenter the profession. According to Morato (2022),
receiving a good education is every Filipino's goal, as
well as their best chance to lift themselves and theirfamilies out of poverty. Scholarships for students canhave a life-altering impact on their ability to receive
a quality education, which is one of the primaryreasons that children in the Philippines do not haveaccess to a suf icient level of education.

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Cross-Case Analysis on the Participants’
Assessment of the Program
Cross-case analysis (See Table 1) reveals that thestudents were enrolled in the program because they
belong to the poor and indigent families. The
teachers were also instrumental in their admission
to the program because it was them who determine
who deserves to be included in the program. Cor
Jesu College relies so much on the assessment of theteachers in terms of who will be admitted to theprogram. After assessing the children, the teachers
submit the lists of bene iciaries to the staff of Cor
Jesu College Br. Polycarp Foundation.
As regards to the assessment of the main
participants of this study, the children bene iciaries
as well as their parents said that they are happy andgrateful for the program because it helps theminancially. Instead of spending money for schoolsupplies and other school stuff, they can focus on themost basic need of the family which is food. They areeven more happy because during the pandemic, they
were also given food packs aside from schoolsupplies. They also said that the program has been asource of inspiration to their children to go to school
and do their best in the academics which was also
attested and con irmed by the teachers. According to
Zulli and Clayton (2018), the replies that parents
gave when asked about their perceptions ofscholarship programs suggested that the parents
believed that participation in the programsigni icantly and positively bene ited the lives of
their children and that the program was of greatvalue. Their replies also suggested that they had ahigh degree of involvement in the program and that

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Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

81

positive parental outcomes were associated toprogram participation. Additionally, theirinvolvement in the program was related to positive
results for their children. The scholarship program
has been successful in making both students andtheir parents happy, which has encouraged theparents and students to participate actively byproviding inancial support. They have a lighter
inancial load as a result, and they eagerly anticipate
the upcoming events and activities that areassociated with the program.
There were inspiring stories that we also gatheredfrom the participants of this study. We found out thatstudents are inspired and motivated to go to school
and do well in their academics not only because of
the material things and also sessions that they havereceived from Cor Jesu College but more so because
they consider themselves as scholars of Cor Jesu
College. This thought and feeling of being a scholar isin luential in boosting their self-esteem and selfcon idence and in changing their attitudes andbehaviors for the betterment of their lives. This was
also con irmed by the teachers and even theprincipal of the school. They said that after they
were included in the program, the children became
active in school and performed well in theiracademics. The parents also became very active inschool activities as partners of the school in the
education of their children. Vargas et.al. (2020)
emphasized that the reasoning behind a scholarshipprogram is to contribute to the scholastic
permanence of individuals receiving the scholarship,consequently impacting their academic success. Thiswas underlined as being the primary objective of ascholarship program. The irst scenario is a distinct
possibility. Because of this, there is a larger incentive
for parents and guardians to keep their children
enrolled in school so that they may invest in theirchildren's health, education, and food because theresources that are accessible to the families haveincreased and they are now able to do so. These are
the primary reasons why parents and children havebeen motivated and bursting with enthusiasm as aresult of actively engaging in a variety of activities
related to school.
Lastly, the participants are hoping that Cor Jesu
College will be blessed with more graces so that the
program will continue and will even expand to beable to cater many students. however, in themeantime, another good thing that happened as aresult of their enrollment to the program is the factthat the participants as well as their parents also
share what they have received from Cor Jesu College
to their neighbors who are not included in the
program.
According to the research conducted by the Bukas
Team (2021), despite the fact that the digitallearning environment may encourage lexibility,
habitual learning, and adaptability, a signi icant
number of students are still unable to attend school
because of inancial restrictions. Students learn theimportance of community service by participating inEubios Journal of Asian and International Bioethics 33(3) (May 2023)

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ReferencesfImplications of the Study
The results of this study provided relevant data for
Cor Jesus College to continue to be grounded on its
core value of compassion. While the school spendftime, talents and resources in going to the far lungareas to reach out to students and their parents, theschool also received many blessings like increase ofenrollment, accreditation of programs and manyother achievements. This study provided additional
impetus for the college to continue the program andto encourage more students and faculty to share
their human and material resources for the program
because it has contributed a lot not only in easing
the inancial burdens of students and their families
but also in boosting the con idence of the students
and providing them hope and inspiration to change
their attitudes and behaviors and to focus more on
their studies.
Likewise, the study provided data for some otherinstitutions to consider doing the same program toother communities and to craft mechanism tosustain the program. They may look into fostering
partnership and linkages with other institutions
both in the public and private sector to ensuresustainability of the program.
The study also provided data for our partner
school to continue to reach out to other private
institutions who can provide them with different
forms of assistance. The current leadership andatmosphere of the school are conducive enough for
private sectors to implement their community
outreach activities. Thus, other schools may learn
from them on how to entice private sectors to foster
partnership with them.

fscholarship programs. Students are afforded theopportunity to pursue and succeed in higher
education thanks to the assistance that is madeavailable by educational institutions in the form of
inancial aid. At the same time, giving aid to students
can also be a means to encourage them to develop
philanthropic tendencies once they have establishedthemselves as successful professionals. Due to thefact that students are familiar with the sensation ofreceiving assistance, particularly in terms of funds,
their positive experience may drive them to giveback to the school or possibly sponsor the educationof another student.
Students and educational institutions alikeemerge victorious from this virtuous cycle ofgratitude. A population of high-achieving students
can be encouraged to enroll in schools that offer
scholarships. The Philippines is home to a large
number of young people who possess impressive
levels of talent. However, the fact that many young
individuals are unable to ful ill their potential
because of inancial constraints is disheartening tolearn. Many students are unable to improve theirskills because they lack the appropriate supervisionand educational background to do so, which
prevents them from constructing the future that theywant for themselves. Having said that, universities
and colleges that provide ample inancial aid in theform of scholarships and grants have the ability toclose this gap. In addition to the inancial aid that is
made available, schools give young people theo p p o r t u n i t y t o m a t u re a n d d eve l o p i n t oknowledgeable professionals. In the end, this makes
it possible for the institution to develop a pool oftalented students, which in turn contributes to theinstitution's increased credibility. That would be anatural by-product, to clarify.
The scholarship program has the potential tobuild a more robust alumni network. When a schoolis generous with its resources, it makes theatmosphere at the institution more warm andinviting for the students. Because of the establishedtrust that is gradually formed with the student
community via the utilization of these scholarshipprograms and grant opportunities, the formation ofan alumni network occurs organically.
When a student feels highly supported and linked
by their school, it is common for them to have apositive attitude toward the upcoming activities andprograms that the school will be hosting. In addition
to making inancial contributions or participating inalumni-sponsored events, such as awarding
academic scholarships to the following generation of
students, it is essential to emphasize the fact that the
memories they make while they are af iliated withthe school will remain with them for the rest of their
lives

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Conclusions
While it is really an established fact that provision ofmaterial goods like school supplies, uniforms andother school needs provide help for the poor
students, what we have discovered in this stud inthis study go beyond those realities. Students foundhope and inspiration because Cor Jesu College hasreached out to them. The material provision as wellas the different sessions conducted to the students
have given them strong motivation to continue theirstudies and perform very well so that Cor Jesu
College will be proud of them. They consider
themselves as scholars of Cor Jesu College and thishas boosted their self-esteem and self-con idence.
They were so inspired to go to school even if some ofthem need to walk many kilometers in muddy and
dif icult terrain. They do not want to skip classes.
Their parents also show support to them throughencouraging them and reminding them to really dotheir best and not to stop schooling because for theirbeautiful and lourishing life in the future. The
teachers also witness the change in the attitudes andbehaviors and eventually, the school performance ofthe bene iciaries of the program. Indeed, theprogram is a beacon hope and inspiration for theindigent children in Digos City.
Adams, William. (2015). Conducting Semi-Structured
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Barrios, J. M., & Hochberg, Y. (2020). Risk Perception
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Loosing a spleen- Osama Rajkhan, Ph.D..
Professor of Bioethics, American University ofSovereign Nations, USA; Jedda, Saudi Arabia
Email: osamarajkhan@gmail.com
During COVID19 lockdown in 2020, I noticed my riskof infection remained high in spite of everything I've
done to stay healthy since the traumatic loss of myspleen back on 8 October 1973 – a uniquely
challenging experience during a school visit from
Sweden to Saudi Arabia at a time when emotions
where high due to the war in Palestine with Israel.
The Middle East had been caught in frequent
con licts, tension, and economic challenges that not
only hurt social and health budgets that threatened
the wellbeing of regular citizens, it also heightened
private emotional intensity between individuals,
including young school students, as I found out.
Avenging humiliation had trapped belligerent
rivals in a repeat cycle of violence, a time loop
probably dating to the 14th century BC, that spilledduring the visit that day when a Palestinian student,a recent refugee, learned by chance that my bestfriend at the Anglo-American school in Stockholm
was from Israel – hate, and maybe fear, must havewelled up and drove him to attack me with a blow
while unguarded that ruptured my spleen, stomach,appendix and part of the pancreas.

Eubios Journal of Asian and International Bioethics 33(3) (May 2023)
I was only 13 yrs. at the time and experiencing
such a violent act at that age has been extremely
dif icult to heal from and the event had a lasting
impact on my family’s emotions and my well-being.
I survived the medical emergency and as timemarched on, I took health precautions and kept myvaccines current, which I maintained vigilantly since
my splenectomy.
Like most people during lockdown, it became
important to take extra precautions to protect myself
from the virus, especially since my risk of infection
remained high.
At the time the World Emergency COVID19
Pandemic Ethics (WeCope) Committee,, developed
general recommendations to lower the risk ofcontracting COVID-19 and I adhered to them. These
include:1. “Following the guidelines provided by healthauthorities: Stay updated on the latest
guidelines and recommendations provided
by local health authorities, such as wearing
masks, practicing social distancing, andwashing hands frequently.
2. Maintaining good hygiene practices: Wash
my hands often with soap and water for atleast 20 seconds. If soap and water are notavailable, I used hand sanitizer with at least
60% alcohol content. I also avoided touching
your face, especially my eyes, nose, andmouth.
3. Practicing social distancing: I stayed at least
6 feet away from others, especially in public
places. I avoided crowded places andgatherings where maintaining physicaldistance may be challenging.
4. Wearing masks: I wore a mask that covered
my nose and mouth when in public settings
where social distancing measures were
dif icult to maintain.
5. Boosting my immunity system: I maintained
a healthy lifestyle by eating nutritious food,exercising regularly, getting enough sleep,and managing stress. These practices helped
support my immune system.”

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It was crucial to remember that no preventive
measures are 100% guaranteed to prevent infection.
However, following the above recommendations
signi icantly reduce the risk. As I teach bioethics
with medical doctors, I consulted with colleagues
about any speci ic concerns or questions about myhealth for personalized advice.
The degree of risk of infection, as my doctors toldme, depended on the number of people I mixed with,or encountered socially, especially in closed
environments, and the emerging and seasonaldiseases that expand their range in society (likeSARS and lus related to coronavirus family thatcaused diseases like Covid19).
The advice from my surgeon in Jedda about
watching out for lu-like symptoms and addressing
them immediately was crucial, especially85

considering the risks associated with infections forindividuals without a spleen.
My doctor also mentioned the potential healthrisks involved in terms of hygiene, travel stress, andviral infections through bodily luid exchange. Overtime, various viral diseases and pandemics haveemerged, emphasizing the importance of practices
such as hygiene, vaccination, and keeping up withannual vaccines to protect against changing viruses.
I have managed to stay physically it and diseasefree throughout your life. Indeed, regular vaccines
and antibiotics played a signi icant role in preventing
and managing infections. It was also important toprioritize protein, phosphorus, and potassium forstrength and immunity.
These nutrients are essential for overall healthand can be obtained from various food sources. I
learned that it was important to include a variety ofprotein-rich foods such as lean meats, poultry, ish,eggs, dairy products, legumes, and tofu. Foods rich inphosphorus include dairy products, meat, ish, nuts,
and whole grains. Potassium-rich foods include
bananas, potatoes, citrus fruits, leafy green
vegetables, and beans. This was my staple diet.
In addition to a medical diet, participatory sports
also became important for building my immunityand protecting against infectious diseases –knowledge that I shared while hearing the many
inspiring medical advice from colleagues at AUSN
and partner universities during the many COVID19
conferences we organized around the world.
Among other things, we paid particular attention
to underlying conditions and symptoms like fever,diarrhea, chills, achy feeling, stomach pain, cough,vomiting, skin rash or infection, all of which required
immediate health care attention to avoid the risk ofdeath.
Over time, various viral diseases and pandemics
have emerged, emphasizing the importance ofpractices such as hygiene, vaccination, and keeping
up with annual vaccines to protect against changing
viruses, but this time, due to factors likedeforestation, environmental degradation, andurban crowding, these measures were crucial.
Diseases like HIVAIDS, Bird and Swine Flus, andchronic diseases, like Diabetes 2 and hypertension,increased our infection risks, especially after 50
years of age, and as such, we advised everyone totake booster and seasonal lu shot due to virus
mutation and viral reassortment (gene swapping
between related viruses that infect a person at thesame time, and which can be deadly) every winter.
I was well aware of the idea that without a spleen,a small infection can become very serious, which iswhy my doctors always prescribed antibiotics andgave me Pneumococcal vaccine conjugates toprevent Pneumonia, In luenza, and Meningitis. And
also recommended daily exercise to help boost my
immunity.
Subjective experience con irmed these valuable
medical insights and taught me that my life was a
medical experimental trial, a feeling that challenged

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me to “leave a mark on the road” so to speak, an
experience that motivated me to create a positive
impact on the world. So after careful re lection andfocus, I wrote a book about COVID19.
My aim was to help educate and raise awarenessabout the pandemic, its impact, and preventive
measures.
The fears and concerns associated with infectious
diseases have resurfaced during the lockdown in
2020. Writing the book helped me take precautions,
receive multiple antibiotic treatments whennecessary, and take the recommended COVID-19
vaccinations.
To further protect yourself, I plan to take the 2023
In luenza shot before resuming visits with family
and friends or traveling. This is a proactive
approach; as seasonal in luenza can also pose a risk.
Social gatherings during the Christmas season canbe lengthy, and I have learned that vaccines' ef icacy
is generally effective for meetings with up to 10
people for about 30 minutes in a well-ventilatedroom. Spending more time with more people
increases the risk of infection, potentially leading toillness for several days.
To stay safe during this new medical era, I haveadopted certain habits such as sleeping alone,
avoiding crowded rooms, and spending more time
outdoors in natural settings, away from sources ofpollution and noise.
These precautions align with the current
understanding of reducing exposure to infectious
diseases, including viral infections like COVID-19
and in luenza. Now I feel that it's essential tocontinue following public health guidelines andrecommendations, such as maintaining good hygiene
practices, wearing masks when necessary, andstaying updated with the latest vaccination
recommendations.
That's the thing about pain. Here are a few key
points to keep in mind:
1. In luenza Vaccine: Taking the annualin luenza shot is a good step to reduce ourrisk of getting the lu. The vaccine can help
protect us from the in luenza virus and its
potentially severe symptoms. We need toconsult with our healthcare provider about
the most appropriate time to get the vaccine.
2. Social Gatherings: Limiting the size of social
gatherings and the duration of close contact
can help reduce the risk of infection.
Following the guideline of meeting with up to
10 people for about 30 minutes in a wellventilated room is a good practice.
3. Outdoor Activities: Spending time outdoors,
especially in natural settings away fromcrowded areas and pollution, can reduce therisk of viral transmission. Fresh air and open
spaces can help disperse respiratory dropletsand decrease the chances of coming incontact with infected individuals.
4. Precautions in Hospitals: When visiting
hospitals, it's important to follow thenecessary precautions. Wearing a mask
inside the hospital can help prevent thetransmission of viruses between patientsand visitors. Taking antibiotics as prescribedby your doctor before visiting a loved one orfriend in the hospital may help reduce therisk of bacterial infection, but they are noteffective against viral infections like the lu.
It’s the dawn of a new medical era. We must
remember to stay updated with the latest guidelines
from local health authorities and consult with ourhealthcare providers for personalized advice basedon our medical history and current situation.
In some way, I feel sorry about this traumatic
experience I went through at such a young age.
Experiencing violence and its lasting impact can be
extremely challenging. It was important toacknowledge and address the emotions and effects it
has had on me and my family.
Seeking support from professionals such as
therapists or counselors was helpful in processing
and healing from the trauma. The advice provided,guidance, and techniques to cope with the emotions
helped me regain a sense of wellbeing. Additionally,talking with trusted friends or family members
about my feelings and seeking their support was alsobene icial and for which I am grateful.
I also know that healing takes time, and it's
important to be patient and kind to myself. I believethat it's okay to have ups and downs as I navigate myhealing journey.

The Impetus of a Job:
Narrative Research on Child
Labour in Roxas, Oriental
Mindoro, the Philippines- Gavino C. Bituin II*, Jessamay M. Lignes, and Ciedelle
Piol-Salazar
Mindoro State University-Bongabong Campus
Labasan, Bongabong, Oriental Mindoro, Philippines
ciedellepiolsalazar@gmail.com
gavino.bituinii@gmail.com
Abstract
This narrative research study aims to explore theimpetus behind child labor in Roxas, Oriental
Mindoro, the Philippines, shedding light on thedriving forces that contribute to children
engagement in various forms of works. By employing
a qualitative approach rooted in narrative inquiry,
this research endeavors to amplify the voices andexperiences of child laborers, enabling a deeper
understanding of their socio-economic
circumstances. In-depth interviews and participant
observations are utilized as primary data collection
methods to capture the perspectives and narrativesof individuals directly impacted by child labor.
Thematic analysis is employed to identify recurringEubios Journal of Asian and International Bioethics 33(3) (May 2023)
themes, patterns, and meanings derived from thecollected data. The indings revealed that theimpetus for child labor in Roxas, Oriental Mindoro,can be attributed to a complex interplay of factors,
including family status, poverty, and peer in luence.
Economic hardships and the need to supplement
family income emerge as primary motivators,
compelling children to engage in various jobs while
they were also studying. Based on the result of thestudy, the local policymakers, government agencies,
non-governmental organizations, and otherstakeholders may develop interventions andevidence-based strategies to eliminate child labor,safeguard children's rights, and promote theiroverall well-being. Overall, this research highlights
the urgent need for comprehensive policies andprograms that address the root causes of child laborand ensure the protection and well-being of children.
Keywords: child labor, impetus, experiences,challenges

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Introduction
One of the global issues affecting millions of children
in the world is child labor. While much progress has
been made in recent years to combat child labor, itremains a complex issue that requires the continued
attention and concerted efforts of governments,organizations and individuals.
According to the International Labor Organization(ILO), about 152 million children are involved inchild labor worldwide. Of these, approximately 73
million are engaged in hazardous work that risks
their health, safety and general welfare. Child labor
is prevalent in various regions, with higher rates
recorded in sub-Saharan Africa, Asia and the Paci ic.
In these regions, poverty, lack of access to education,
weak enforcement of child labor laws and cultural
practices contribute to the persistence of child labor.
Child labor can take many forms, including
hazardous work in agriculture, mining, construction,
manufacturing, home services and the informal
sector. Children are also vulnerable to forced labour,traf icking and exploitation in some areas. It often
deprives children of their right to education. Many
working children are unable to attend school
regularly, affecting their academic performance andfuture prospects. It puts children at risk to their
physical and mental health. Unsafe working
conditions can lead to injury, illness and long-term
health problems.
The Sustainable Development Goal 8.7 calls for theabolition of child labor in all its forms by 2025.
Government and stakeholders are working to alignefforts to this goal. Addressing child labor requires amulti-faceted approach that includes a legal
framework, social protection, access to quality
education, poverty alleviation and awarenesscampaigns. Sustainable solutions must prioritize
children's rights, education and general welfare to
break the cycle of poverty and exploitation and87

create a safer and more equitable future for all theworld's children.
According to the Philippine Statistic Authority(PSA), in the Philippines the total population of thechildren 5 to 17 years old was estimated at 31.17
million in 2020. This was higher than the total
number of Filipino children 5 to 17 years of age
registered in 2019 at 30.50 million. Majority of theworking children belonged to the age group of 15 to
17 years of age accounting for 68.9% of the total
working children in 2020 and 67.4% in 2019. The
total number of working children consideredengaged in child labor was estimated at 597
thousand in 2020.
Furthermore, the data of the Department of Laborand Employment in 2021 reveals that the provinceof Oriental Mindoro has 2,904 cases with its 15
municipalities. In the Municipality of Roxas there are
278 child laborers in a 2021 survey from 20
barangays. This means that in the locality, the childlabor exists, which need to be assessed and given
attention, thus, the conduct of this study.
Conceptual Framework
An Input-Process-Output paradigm was utilized inthis study. The input section includes the reasons in
engaging child labor, the experiences and challengesof the study participants and the lessons gained. The
process box indicates the methods by which the data
were collected such as in-depth interview, and nonparticipatory observation. The output box is the
expected outcome of the study which is a proposed
Intervention Program.
Objectives of the Study
This research aims to determine the impetus ofchild labor in Roxas, Oriental Mindoro. Speci ically, itsought answers to the following questions:
1. What are the reasons in engaging childlabor?
2. What are the experiences and challenges
engaging in child labor?
3. What life lesson gained from the experiences
and challenges?
Methods
This study is qualitative research rooted in anarrative approach. Narrative research is designed
to focus on studying individual people. It is aboutcollecting and telling stories about individual
experiences, describing life experiencesand discussing the meaning of the experiences with
the individual. This study endeavors to amplify thevoices and experiences of child laborers, enabling a
deeper understanding of their socio-economic
circumstances. In-depth interviews and participant
observations are utilized as primary data collection
methods to capture the perspectives and narrativesof individuals directly impacted by child labor.
Thematic analysis is employed to identify recurring
themes, patterns, and meanings derived from thecollected data. The participants of the study are two

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Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

children who are working and at the same time
studying. The research was conducted in Barangay
Paclasan, Roxas, Oriental Mindoro.
Thematic analysis was employed in this study toidentify recurring themes, patterns, and meanings
derived from the collected data. Transcription andanalysis of data were used. After the transcription of
the data collected, the researchers of the study cameback to the study participants discuss with them thetranscription of their answers to assure thereliability of the study.
The study participants were also informed of theirr i g h t s a n d a s s u re d o f t h e i r p r iva c y a n d
con identiality.
Results and Discussion
Study participant 1 was 17 years old, living with hismother and his nephew. He is a child from a broken
family. He considered his father dead as the latter
failed to support them since he left. He lives in asmall hut with his mother as his other siblings havetheir own family, thus, he is the only provider.
At the age of 15, he experienced a day nothing to
eat as his mother remains unemployed. This serves
as his eye opener to ind a job that his age canendure. His job helped them survived each day. He
made some adjustments with his studies and thisundeniably affects his academic performance. His
dreams keep him moving, it serves as his driving
force to move forward each day despite uncertainties
of life. For him, there will always be sun after every
storm, after every challenge and dif iculty in life.
Study participant 2 was 16 years old, the fourthchild of the eight children in the family. His father
was a farmer and his mother was a vendor. As they
were 10 in the family, their parents’ income is notenough to support their daily needs speciallyeducation expenses. The study participant
remembered when he was asked to make a school
contribution and his parents had nothing to give.
This is the turning point in his life that he needs tohelp his parents for their family expenses. He joined
his brother in operating tri bike in the municipalityof Roxas. He often experienced fatigue but has noother choice as he needs to provide additional
income for his family and study.

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The driving force of the children in engaging childlabor
Family Condition
Poverty is one of the main factors that push children
into child labor. Families with many family members
often lived in extreme poverty. Most of the time,parents also rely on the income of their children tomeet the family basic needs. In such circumstances,children were compelled to work to contribute to thefamily's survival.
Study participant 1 lived in a small hut. His mother is
old and could hardly work. This is the reason why heneeds to work while studying. Study participant 2
was living together with his seven siblings andparents. He and all his siblings are studying, thus, his

parent’s income is not enough to sustain their dailyneeds. Sometimes when he had no classes or after
his class he joined his brother operating tri bike toprovide for the daily needs of his family.
Peer In luence
Peer in luence is also one of the factors in engaging
to child labor.
Academic Expenses
There are times that the participant 1 opted not toattend school classes to provide for his and his
siblings academic needs. For him, academic expenses
are a big struggle for his family as they were all
studying, and his parents could not provide all theirneeds.
The experiences of the children in engaging childlabor
HungerStudy participant no. 1 is the breadwinner in his
family. He solely provide for the needs of his motherand nephew. Being the only one working, he waspushed to work almost everyday after school andsometimes he needs to absent just to work andprovide for his mother. There were times when they
suffered hunger and go to sleep with an empty
stomach.
School activities participation
For both study participants, their academic life isdifferent. Unlike other students, they need toprioritize irst their work to provide the needs oftheir family. There were times when they were notable to attend school activities.
Physical hazards
Children who work at early age mostly experience
physical, mental and emotional stress. Undeniably,
working at a very young age in a construction job
impacts the child’s physical and emotional
development.
Limited Recreational Activities
The challenges of the children in engaging child
labor
Poor time management
Both participants were working while studying. Theyboth struggled in school, the reason for poor
academic performance. Most of the time, they got
low grades as they cannot follow and comply withthe activities given by their teachers. They usually
get tired after working which sometimes lead toschool absences.
Financially unstable
The study participants assumed responsibility ofparents in supplementing home inances andmeeting their families' needs.

Eubios Journal of Asian and International Bioethics 33(3) (May 2023)
The life lessons gained in experiences andchallenges of the children in engaging child labor
One study participant values the essence of family.
He offers his everyday struggles to his family. For
him, they are the reasons for his hardships. The
other study participant realized that one should
focus irst in achieving his dreams. Both valued theimportance of formal education. Despite all thehardships, study participants emphasized their
desire to inish their studies. For them, it is just a
matter of mind set.
Conclusions
Based in the above indings, this study concludes
that:
1.There are different driving forces that pushed thechildren to work at a very young age. The socioeconomic status and strong determination of thestudy participants in continuing their studies greatly
in luenced them in working at a very young age.
2.The experiences and challenges faced by thestudy participants affect their health condition andlead to poor academic performance in school.
3.The experiences and challenges faced by theparticipants made them realized the value of family,
the importance of formal education, and respect toparents and co-workers.
RECOMMENDATIONSConsidering indings and conclusions, the following
recommendations are offered:
1. The Municipal Government of Roxas, through its
Municipal Social Welfare and Development Of ice(MSWDO), may strongly coordinate with the
Department of Social Welfare and Development(DSWD, to consider an intervention plan to address
the issue of child labor.
2. The Department of Labor and Employment may
consider providing a livelihood program that would
help the community in improving their status.
3. The Municipal Public Employment Service Of ice
may disseminate the result of the study to MSWDO
for fund allocation and inclusion in the Annual
Investment Program of the Municipality.
4. The Sangguniang Kabataan may consider offeringscholarship to those less fortunate children
5. The academic institutions may prioritize giving
scholarships to working students throughAssistantship Program.
6. The Political Science Students Association may
consider the result of this study as basis for an
extension programs for the children who work at avery young age.

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References
Basu, Kaushik, and Pham Van. (1998). ‘‘The
Economics of Child Labor.’’ American Economic
Review 88(3):412–27.
Cockburn J., Dostie, B., (2007). Child Work andSchooling: The Role of Household Asset Pro iles
and Poverty in Rural Ethiopia.

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Dalmacio, J.M., Espinosa, J., Robosa, J., Cabria, C.M.,(2022). International Journal of Psychology andCounseling. Batang Malaya: A PhenomenologicalStudy of the Lived Experiences and Challenges
Faced by Filipino Child Laborers Amidst the
COVID-19 Pandemic.
Edmonds E., (2013), CHILD LABOR.: does child labor
decline with improving economic status?
Department of Economics Dartmouth College. NH
03755 and NBER Eric.V.Edmonds@Dartmouth.edu
Edmonds, E. (2003). Parental Callousness Theory.
Heady, C. (2003). ‘‘The Effect of Child Labor on
Learning Achievement.’’ World Development
31(2):385–98.
ILO-IOE, (2020). Child Labour Guidance Tool for
Business, how to do business with respect forchildren’s rights to be free from child labour.
INSTITUTE FOR LABOR STUDIES ISO 9001:2008
Certi ied, 5th Floor, DOLE Building, Gen. Luna St.
Intramuros, Manila 1002.
International Journal of Psychology and Counseling(2009).
International Journal of Research in Economics andSocial Sciences (IJRESS) (2019, October 10). Vol. 9
IssueInternational Journal of Theology, Philosophy and
Science (2019).
INTERNATIONAL LABOUR ORGANISATION (2002),“Every Child Counts: New Global Estimates onChild Labour”, IPEC.
International Labour Organization (2003).
International Programme on the Elimination ofChild Labour (ILO-IPEC), Manila, Philippines, Childlabour in sugar industry: A cursory assessment.
Philippine Statistic Authority (PSA) (2021). Special
release of PSA news on working children and childlabor situation.
Smith, A. (2022). Economic Theory.
Tweedy H., et al. (1962). Nimble Finger Theory.
UNICEF, (2011). The State of the World’s Children
2011: Adolescence – An Age of Opportunity.
Watson M., (2014). Bad kids gone good: A narrativeinquiry study of alternative education graduates.

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Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

Martin Heidegger and Pope Francis
on Ecological Crisis- Melchor L. Cuizon
Central Luzon State University, Philippines
cuizonmel@clsu.edu.phAbstract
Martin Heidegger and Pope Francis both argue thatthe present ecological crisis is brought about byhumanity's excessive and exploitative attitude
towards the environment. Thus, the kind ofenframing that Heidegger saw that modern humans
have is closely related to Pope Francis' idea of the
globalization of a technocratic paradigm andexcessive anthropocentrism. Both argue that humans
play a central role in controlling and dominating theenvironment. However, an escape is possible fromthe lure of the technological paradigm throughpoiesis and responsible stewardship. The outcome ofpoiesis and responsible stewardship may ensure thesubsistence of both humans and the environment for
future generations. This paper aims (1) to argue that
ecological crisis is grounded on the revealing ofmodern technology and (2) to offer a possibility ofsaving the environment through poiesis andresponsible stewardship.
Keywords: Martin Heidegger, Pope Francis,
technology, stewardship, poiesis, enframing,
environmental crisis, environmental equilibrium.

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1. Introduction
Environmental issues are part of the top concerns
today. Environmental experts are pushing for moreenvironmentally inclusive technologies anddiscussions. For example, the 1972 Stockholm
Declaration, calls the attention of the international
community to participate in the restoration andpreservation of the environment (Laudato Si 2015,123). In a television program “G Diaries” hosted by
Ms. Gina Lopez, updates viewers on the massive grey
cloud that hovers in the Philippine environment (GDiaries, 2019). This environmental crisis threatens
humanity daily according to White (2008) in theforms of water pollution, toxic and chemical
residues, the stripping of mountains and lands due
to mining, forest denudation, landslides, and manyothers that jeopardize the well-being of nature, andthe planet as well.
The above environmental crisis can be discussed
using Martin Heidegger’s philosophical re lection“The Questions Concerning Technology and Other
Essays” (1977). Here, Heidegger explicates that theroot of the problem is the driving force of presenting
reality which he calls enframing, the prevalent rulingof “modern technology”. In this view, nature or theenvironment is placed or considered a “standing
reserve for the disposal and manipulation of athinking being (Heidegger, 1977).
Pope Francis, on the other hand in his encyclicalletter Laudato Si (2015), discusses his great concern

for the environment. In this letter addressed to all
Roman Catholic bishops worldwide, the Popereiterates the lousy condition of the typical home,the earth. He traces this back to the way humanity
has taken technology and its development according
to “an undifferentiated and one-dimensional
paradigm” (Laudato Si, 2015). For him, thisparadigm is subject-centered which, puts humanbeings and the environment in a confrontational
relationship. This contentious relationship withnature can be premised on the human person's
notions of technocratic paradigm and contemporary
anthropocentrism (Laudato Si, 2015) as Handy(2015), argues drives a person to the domineering
power of technology. Likewise, the discussion of
Heidegger on the root cause of ecological crisis
revolves around the concept of enframing thatmodern humans have in their use of technology.
Both argue that this technological thinking about theenvironment causes damage, contributes toenvironmental problems the decline of the quality ofhuman life, and the breakdown of the environment.
The risk of this enframing is considered byHeidegger as high because this is gestured by the
predominance of human subjectivity (Carino, 2009).
Pope Francis, on his part, realizes that to see
everything as reserves waiting to be harnessed in
the name of technological advancements is to see allthings as devoid of meaning and role according to
the wisdom of the Creator who willed for all things
to exist according to his plan and wisdom. Bothsuggest thinking that can help humans be freed fromthe questionable enframing and the technocratic
paradigm.
This paper aims (1) to argue that ecological crisis
is grounded on the revealing of modern technology
and (2) to offer a possibility of saving theenvironment through poiesis and responsible
stewardship.
2. Excessive anthropocentrism and technocratic
paradigm as the revealing of modern technology
The story of humanity also entails the history of bothlife and the transition of technology from ancientman-made tools to the most complicated and high–tech powered machines and computers. The word
technology is derived from the Greek word techne,from the Heideggerian perspective means anunderstanding of Being, that is theoretical rather
than practical (Rojcewicz 2006, 57). In a more
inclusive understanding, “techne is episteme, put it
this way technology is understanding Being, what we
think of Being, and how we respond to the revealingof Being” (Rojcewicz 20006, 56). On the other hand,the practical side of technology is reducible to its
instrumental value such that the bene its andcomfort it offers in life are immeasurable andoverwhelming (Wrathall 2019, 13). However, despite
the technological progress it offers, people are stillfrightened and anxious about the adverse effects oftechnology on life as well as in the environment.

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Such struggle continues to persist as the world gets
more engrossed in technology.
In the irst paragraph of “The Question
Concerning Technology and Other Essays” (1977),
Heidegger, remarks on the importance ofquestioning and build a way of thinking (Heidegger,1977). These two work hand in hand to transformthe consciousness of humanity from a dualistic andhuman–centric understanding of the external worldor nature to an understanding that "let things be"
not as a means to an end (Zimmerman 1993, 156).
This statement suggests ways to approach
environmental issues that have been neglected andforgotten. This path of thinking offered by Heidegger
is possible when one decides to "re lect and have thecourage to make the truth of our presuppositions
and the realm of our own goals into the things thatmost deserve to be called into question" (De Luca
2005, 71). The primary motivation of suchquestioning, as Heidegger argues, is to enter a freerelationship with technology that allows humans toperceive the environment not merely as an object ofutility but as an inclusive reality in the overall
existence of humanity. However, the domineering
attitude brought about by the revealing of modern
technology results in a possessive and submissive
disposition of humans towards the environment(Rojcewicz, 2006).
This concerned Heidegger and was given
philosophical emphasis in his essay on technology byarguing that the modern period is destined to amode of revealing, which he calls Ge – stell oftentranslated by scholars as enframing or positionality.
This revealing of modern technology is understoodas a “setting – upon that challenge the potential ofnature or environment to give beyond its limits” (DeLuca 2005, 79). This is illustrated by Heidegger
using the mechanized agriculture of the time: “Thework of the peasant does not challenge the soil of theield. In the sowing of the grain, it places the seed in
the keeping of the forces of growth and watches overits increase. But meanwhile, even the cultivation of
the ield has come under the grip of another kind ofsetting-in-order, which sets upon [stellt] nature It
sets upon it in the sense of challenging it” (Heidegger
1977, 15).
This way of revealing may direct humans toperceive nature as a potential source of unlimited
resources the way technology presents itself andwhich for some reason is uncontrollable
nevertheless, humans can discern what is
appropriate or not, useful or destructive (Tabachnick
2007, 491). This is the reason why Heidegger seeks
to understand the essence or being of technology not
so much from a metaphysical description or humanactivity but how this being is revealed and the way
humans respond to this revealing (Blok 2014, 311).
Blok (2014) continues that “human existence isprimarily responsive to the demand of being, thatturns out to be challenging the resources of nature
as a “fundamental piece of inventory of theff

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91

technological world, and nothing else” (Blok 2014,
312).
In the Philippines, for example, mining industries
are rampant in that the majority of the land or
mountainous areas are transformed into mining
sites, where the land is challenged through thehauling of gold or other minerals. By challenging thevast area of land, the land becomes an object thatmerely yields gold for the miners and the mining
company. Another example is the recent innovationin agriculture, where both the ield and the crops are
fueled by mechanization and hybridization. The ield
and the crops which are naturally cultivated by thefarmers leaving the harvest to the forces of nature,
are challenged by modern technology to produce themaximum amount of harvest. Even the beautiful
places and tourist spots of the Philippines arechallenged to be tourist destinations. Goudie (2006),
in his book entitled The Human Impact of the Natural
Environment, explicitly illustrates the present
condition of the world as the human person is
immersed in the dominating power of technology.
The human person's absorption into the technocratic
paradigm creates several ways in which humans
affect the environment (Goudie, 2006). For instance,
deforestation, as Williams (2003) argues, is one of
the most incredible landscape transformations in theworld and here in the Philippines. The humanperson's deliberate removal of the forest is one of
the most longstanding and signi icant ways humans
have modi ied the environment, whether achievedby ire or cutting. For whatever purposes
deforestation is pursued, the ultimate goal is utility
and pro it for the few. Poor people are suffering fromthe devastating effect of deforestation, which
endangers not only their property but, mostespecially, their very lives (Williams, 2003).
This imposing attitude can be articulated in the
Laudato Si (2015) of Pope Francis, who argues thatthe irrational assumption that the earth supplies
unlimited or in inite resources can be completely
manipulated, extracted, and subject to one's
disposal. This relationship, as pointed out by Pope
becomes one-dimensional and, at the same time,
confrontational, which results in ecological crises
such as pollution, climate change, loss of
biodiversity, and the decline in the quality of life,
which in turn causes the breakdown of society andglobal inequality.
In explaining the root cause of this ecologicalbreakdown, Pope Francis relies on religion as arational justi ication for the crisis. The Pope argues
that the human person's exploitative andmanipulative disposition is rooted in the “violence
present in the heart which is wounded by sin”
(Laudato Si, 2015). He further argues that the root
cause of this ecological crisis is spiritual blindness.
The human hearts are darkened by obsessions andthe desire to possess whatever nature offers. Theinterior disposition of humanity towards technology
creates a paradigm that places the human being at
the apex of creation. Having been exalted as the

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Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

superior of all entities and absorbed by theallurement of technology, he/she then subjects theexternal reality under his/her control andmanipulation (Laudato Si 2015, 79). This "one –dimensional and confrontational" relationshipbetween human beings and the material world isgrounded on a false belief that the external world
yields an "in inite quantity of material resources"that can be extracted and demanded by the humanbeings themselves (Laudato Si 2015, 79). This
imposing technocratic paradigm not only creates
tension rather an adulterated relationship between
humanity and nature. Waterman (2017) highlights
this tension from the encyclical in the following
passages: “What Is Happening to Our Common
Home,” deals with pollution and climate change (20–25), the availability of water (27–31), loss of
biodiversity (32–42), decline in the quality of humanlife and the breakdown of society (43–47), global
inequality (48–52), “weak responses” to thesechallenges (53–59), and a variety of options (60–61)(Waterman 2017, 376).
This ungrateful disposition of the human person
toward the environment causes several destructions
such as uncontrolled loods and landslides, which
eventually destroy not only properties but also
human lives. The enactment of the Mining Act of1995 (Republic Act 7942), encourages most foreign
investors to invest in the country. For instance, theSwiss-based Xstrata, one of the largest copper
mining companies, is said to have mined aconsiderable amount of gold and copper from theprovinces of Mindanao. This mining activity not only
endangers the environment by destroying thewatersheds, water resources, and the forest but also
disrupts the indigenous cultural aspiration(Wetzlmaier, 2012.). Deforestation and mining are
just a few examples of how human beings aredestroying the environment. The dominating effectof this technocratic paradigm imposed on nature ismotivated by pro it and, in the most radical sense, as
the Pope argues, power and lordship, thus,
undermining the potential negative impact onhuman beings (Laudato Si, 2015). In the absence ofrational and reasonable policy towards theenvironment and by ignoring the undesirable impact
of humanity's amusement with the revealing oftechnology, it is only sensible to anticipate a possible
detrimental effect of the environment on humanity(Olaganathan, & K. Quigley, 2017).

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3. Ecological Equilibrium through poiesis andresponsible stewardshipIn the Discourse on Thinking, Heidegger does not
advocate the denial of technology nor perceive it assomething demonic (Heidegger, 1977) instead
Heidegger is pessimistic about its instrumental
value. The pessimistic view of Heidegger ontechnology lies in the effectiveness and ef iciency oftechnology in helping the human person do theirwork. Technology enables humanity to overcome
material limitations and has remedied countlessevils (Laudato Si 2015, 76). It is undeniable that theadvances in technology are instrumental in
improving the quality of life and providing means tos u s t a i n a b l e d eve l o p m e n t . T h e Po p e eve nacknowledges it as "wonderful products of a Godgiven human creativity" However, when theseadvances in technology overlap with human
responsibilities and values, this technical prowess
becomes a threat to humanity and the environment
as well (Laudato Si 2015, 75, 76 & 78).
The Pope observes that the environment is facing
a global deterioration because of this exalted
technocratic paradigm and excessive
anthropocentrism grounded in a Promethean visionof mastery over nature or reality. This dominating
disposition of the human person over nature mustbe transformed into a culture of care for theenvironment. This culture of care, as pointed out by
the Pope, includes a distinctive way of thinking,integrating responsible stewardship in every policy
and program of the government, as well as a radical
change of lifestyle. Furthermore, the culture of careas the Pope proposes requires a bold cultural
revolution from a technocratic paradigm andexcessive anthropocentrism, which exalts the purely
physical and consumerist value of the environment.
The Pope challenges humanity to devise means
and ways of protecting, preserving, and nurturing
nature acknowledging it as a gift entrusted by God tothe care of humanity (Laudato Si, 2015). The call fora habitable abode is a call not only locally but to theentire world. For instance, the 1992 Earth Summit in
Rio de Janeiro reiterated the 1972 Stockholm
Declaration encouraging people worldwide to takecare of the environment (Laudato Si, 2015), andinstill awareness and consciousness in the publicthrough the created laws and policies (Handl, 2012).
The summit encourages all nations to limit thegreenhouse effects in the atmosphere andincorporate plans and policies related to thepreservation of ecosystems. Other conventions, suchas the Basel Convention on Hazardous Wastes andthe Vienna Convention on the protection of theozone layer, are just a few steps toward responsible
stewardship, as the Pope commented (Laudato Si,2015). In the Philippines, the Writ of Kalikasan was
granted by the Supreme Court to protect, preserve,
restore, and rehabilitate the Philippine water,
especially the Kalayaan group of islands (Supreme
Court of the Philippines, 2019). In addition, the 1987
Constitution of the Philippines Article II, Section 16
explicitly expresses this environmental concern that
the State shall protect and advance people's right toa balanced and healthful ecology by the rhythm andharmony of nature.
Auza (2016) calls this collaborative action ofhumanity towards the care of the environment andempathy, which is modeled after St. Francis of Assisi.
This empathy is rooted in the realization thatirresponsible and egoistic use of natural resources isalways unjust and inhumane, especially for the poorand the indigenous people who are the primaryfvictims of environmental degradation (Auza, 2016).
By the dignity and intelligence endowed by God, thehuman person is called to cultivate, protect, oversee,
and recognize the inherent goodness and perfectionof each creature. Progress and development happen
when the human person realizes that theenvironment is not only an object of exploitation but
rather a gift to be nourished and nurtured (Scheid,
2014).
This notion of the Pope on responsible
stewardship is closely related to Heidegger’s poiesis
that considers the environment as alive, natural, andself-emergent. Nature as self-emergent means thatnature has inherent potential to yield and produce
resources. Rojcewicz (2006) describes thiss u c c i n c t ly : “ Fo r H e i d e g g e r t h e a n c i e n t
understanding is that Being in general is nature; allthings that have come to be have been self-emergent,
self-disconcealing. Thus the ancient names for Beingare physis (“nature,” “self-emergence”) and aletheia( " t r u t h ," " d i s c o n c e a l m e n t " ) . T h e a n c i e n t
understanding of producing things is nurture,
respect for nature, and gearing into nature, i.e.,
abetting what is self-emergent to be fully selfemergent, and fully visible. The Greek word formaking, understood in this way as a pro-ducing or
leading forth by the hand, as an abetting, is poiesis.
Ancient technology in practice is poiesis” (Rojcewicz
2006, 65).
This role of humans therefore is that of a midwife
or human artisan responsible for releasing or
abetting what is inherent in nature. The human handis used to bring into the light the hidden potential ofnature. Humans are someone who “stands there” inan abetting way (Rojcewicz 2006, 66). Heidegger
illustrates this in an example of traditional farmingthat does not challenge the imposing character of the
agricultural land. The farmer acts as a midwife of theield entrusting the forces of nature and the inherent
potential of the grains to produce and yield crops(Heidegger 1977, 15). In another example,
Heidegger further illustrates by comparing the modeof revealing between a hydroelectric dam and awaterwheel. In a waterwheel, the river remains
what it is, a natural thing in which waters low
naturally. The water is not blocked nor transformed
into something else. In a word, it remains a natural
thing, a part of nature that radiates the beauty andsimplicity of the Rhine River. On the other hand,transforming the river into an electric dam changes
the very essence of the river into a source of watersupply which turned out to be exhausting on the partof the river. From a respectful attitude revealed by
the waterwheel into a hubristic attitude of
imposition in which the natural beauty of the Rhine
River is obstructed and commandeered in either
power plants or tourist destinations (Rojcewicz,
2006).
Hubert Dreyfus (1995) clari ies this in an
example describing the sensitivity of the Japaneseculture. Dealing with people and with things is partof man’s existence, and sometimes man uses peopleff

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93

and things as mere resources and when the purpose
is achieved, man usually disposes them. In ananalogy, Dreyfus uses the example of the plastic cup
and the Japanese teacup to understand better themode of revealing both the human persons andthings. Generally, at a party or special gatherings
plastic cups or disposable cups are used for hot orcold drinks, and after being used, they are thrownaway. This differs from the Japanese understandingof using a delicate teacup. After being used, thisJapanese teacup is preserved and protected for othersocial events. This analogy suggests the Japanese
understanding of being human, which is passive,
gentle, and contented which corresponds to theJapanese understanding of things which is also
delicate, beautiful, and traditional (Dreyfus, 1995).
This analogy constitutes what Heidegger calls
clearing when the human person and things freely
show themselves without compulsion andimposition. It is a mode of openness, learning thevalue of nature beyond its purely technologicalconception. This clearing further removes thetechnological mindset of the person who sees theenvironment as totally different and foreign.
Both the poiesis of Heidegger and the responsible
stewardship of Pope Francis share a common
principle of not reducing the environment as a mere
stockpile of energy and resources solely in theservice and utility of man. Heidegger’s and PopeFrancis’ ideas suggest that nature must be restoredby adjusting human perspectives and by changing
one's lifestyle from the Promethean vision ofmastery over nature, a domineering attitude, into a
renewal of humanity that restores both the dignity of
persons and the natural world. Both concepts are
motivated by the sole purpose of preserving thesimplicity and beauty of nature. Nature has to bepreserved not only for this generation but also for
the future generation. Thus, the practice of poiesis in
Heidegger and the responsible stewardship of PopeFrancis is leading humanity to value the non-humanworld and conceive them as an essential part of theoverall existence.
4. Conclusion
Martin Heidegger and Pope Francis both argue thatthe present ecological crisis is brought about byhumans' excessive and exploitative attitude towards
the environment. Thus, the enframing that
Heidegger saw that modern humans have is closely
related to Pope Francis' idea of the globalization of atechnocratic paradigm and excessive
anthropocentrism. Both notions exalt the one –dimensional paradigm of humanity as the beings
with the power and the capacity to control anddominate the non-human world or the natural
world.
Heidegger’s notion of enframing challenges
nature to give beyond its limits. Minerals andresources are taken drastically and unreasonably
without consideration. We challenge nature, forinstance, the mountains are merely considered as94

Eubios Journal of Asian and International Bioethics 33(3) (May 2023)

potential sources of gold and other mineral
resources. On the other hand, forests and rivers arechallenged to give resources for human consumption
and disposal. In a word, apart from the perceived
utility of nature, it is considered meaningless andvalueless.
This paradigm of thinking is not far from what
Pope Francis sees. The Pope argues that naturesuffered much because humanity has in licted too
much destruction on the environment. This
ecological crisis is grounded on the continued
acceleration of progress and development brought
about by the human person's absorption oftechnocratic paradigm and excessive
anthropocentrism. These paradigms or models of
reality exalt the human person as the only being
worthy of living and existing. By placing the humanperson in a paradigm of a subject, life surrenders toa situation conditioned by technology (Laudato Si,2015).
Both Heidegger and Pope Francis share the same
sentiment in explaining the root cause of theecological crisis. This similarity stems from theiranalyses on the revealing of modern technology that
dominated and transformed the human being’s
attitude to perceive the environment merely as raw
material. Both the enframing of Heidegger and thetechnocratic paradigm, and the excessive
anthropocentrism of Pope Francis, point to aparadigm that exalts the human beings as the only
logical, and rational subject of the world while all
else are just standing reserve for humans to use.
Pope Francis' idea of responsible stewardship is
in luenced by the tragic effect of the human person'sunchecked and exploitative activity on naturegrounded on man's irresponsible attitude anddisposition. Responsible stewardship, as the Popeargues, is approaching nature with awe and wonder
and, at the same time, an acknowledgment thathumans and nature are essentially connected.
Both ideas of Heidegger and Pope Francis
culminate in the attempt to save the environment
from its recent crisis. The combined notions of
Heidegger's poiesis and Pope Francis’s stewardshipare geared toward critical ecology. It is critical
ecology because the setting of the environment
requires reasoning and determination. Restoring andrecovering what has been destroyed requires
disclosive looking, which presupposes re lective
thinking and even contemplation which gives
priority to the theoretical understanding of nature
rather than its practical value. Both notions share acommon understanding that nature has to beprotected and preserved not only for today's
generation but, most importantly, for the future
generation.
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