Citizenship
expected from a citizen to know his or her rights,
Citizenship, in its most basic sense, refersto full
membership in a community in which one lives, works,
or was born (Atlanta and Marquis 2010). However there
are three interrelated dimensions of citizenship that
shape its common notion of understanding. According to
Leydet (2014), these three pertains to legal, political and
identify dimensions of Citizenship.
When viewed from a legal dimension, a citizen refers to
a person who enjoys civil (Freedom of speech and right
to own property), political (Right to vote and hold public
office), and Social rights (Right to education, health, and
social security). A citizen, in this context, also has the
right to invoke protection by the law.
 When viewed from a political dimension, a
citizen refers to a person who is a political agent
and is actively participating in a society’s
political institution and system. As a political
agent, the citizen is expected to participate in
influencing the behavior of political decision-
makers, in the crafting of laws and policies, and
in encouraging other citizens to promote the
common good (Sundaram et al. 2012).
 When viewed from an identity dimension, a
citizen is considered a member of a political
community (nation-state) that actively shapes his
or her cultural identity. Here, a citizen is
expected to demonstrate national pride, loyalty,
and love for his or her own country. Thus,
citizenship becomes equivocal to the concept of
national identity, which is understood as a body
of people who feel they are a nation (Emersion
1960). Moreover, citizen assumed as a national
identity involves self-categorization and affect
(Reicher, Spears, and Haslam 2019). By self –
categorization, we mean an awareness of
difference (that is, recognition between “us” and
“them”) and an active awareness of being a
member of and identifying with a ntion. On the
other hand, the affect part pertains to the
emotional attachment of belonging to a nation,
thus, rousing emotions attached to nationalism
(pride for one’s language, history, and culture
heritage) and patriotism (love for one’s country
and attunement to its values and beliefs).
 These dimensions of citizenship fuel one
another. The legal dimension of citizenship,
through its provision of political rights, provides
the basis for political participation stressed under
political dimension of citizenship. Political
participation, in turn, strengthens and shapes
national identity. A strong sense of national
identity motivates citizen to participate in
society’s political life such as engaging in
community and national affairs. Having a strong
sense of national identity likewise inspires
citizens to recognize and assert their rights. I the
said dimensions, it is emphasized and is
to participate in community and national affairs,
and to exhibit a balance of nationalism and
patriotism. These expectations are usually
attained through lifelong citizenship education,
which starts in the family and progresses into the
formal education system, the spheres of peer
group influence, and information dissemination
drives and advocacy campaigns in mass
communication environments.
CITIZENSHIP EDUCATION IN THE
PHILIPPINES
 In the Philippines, every Filipino is expected to
be good citizen based on core Filipino values
that are considered integral components in
nation-building. The core Filipino values cam be
derived from the Preamble of the 1987
Constitution, which states that:
Commented [Rubylyn C1]: Sino Sino yung mga nasa
political dimension?
We are sovereign Filipino, imploring the aid of
Almighty God, in order to building just humane society
and establish a Government that shall embody our ideals
and aspirations, promote the common good, conserve
and develop our ideals and aspirations, promote the
Commented [Rubylyn C2]: palawakin pa. sinong mga
common good, conserve and develop our patrimony, and belong dito?
secure to ourselves and our posterity the blessings of
independence and democracy under the rule of law and a
regime of truth, justice, freedom, love, equality, ad
peace, do ordain and promulgate this constitution.
Based on the Preamble, the core Filipino values are: Commented [Rubylyn C3]: why bakit nila sinabing feel
nila sila ang nation?
1. Pagkamaka-Diyos (being godly) - this Commented [Rubylyn C4]: ano to?
encompasses faith in the Almighty God. Commented [Rubylyn C5]: more explanation
2. Pagkamaka-Tao (being humane) – this includes
the promotion of the common good and valuing
of truth, justice, freedom, love, equality, and
peace. Commented [Rubylyn C6]: search this one
3. Pagkamaka-Bayan (being nationalistic and
patriotic) – this includes securing the blessings
of democracy and respect for the rule of law, the
Philippine government, and its instrumentalities.
4. Pagkamaka-Kalikasan (being caring for the
environment) – this involves the conservation
and development of the country’s patrimony.
These core Filipino values are the Filipino citizenship
within the dimension of national identity. They set the
anchors of Filipino identity as defined by the nation-
state---that is, the “Philippines for the Filipinos.” Aside
from this, education in the country also requires every
Filipino citizen to know the highest law of the land ---
the 1987 Constitution. The 1987 Constitution enunciates
states principles and policies such as the following:
1. Sovereignty of the people.
2. Renunciation of war as an instrument of national
policy.
3. Supremacy at all times by the people as the
prime duty of the government.
4. Service to and protection of the people as the
prime duty of the government.
5. Enjoyment of the blessing of democracy by all
people.
6. Inviolable separation of Church and State.
7. Protection of the rights of workers and the
promotion of their welfare.
8. Separation of the power among the executive,
legislative, and judicial branches of government.
9. Autonomy if local government units.
10. Maintenance of honesty and integrity in public
service and taking positive and effective
measures against graft and corruption.
 Aside from the aforementioned state principles
and policies, another central feature of the
Philippine Constitution is the Bill of Rights. The
Bill of Rights enumerates the Filipino people’s
basic rights granted by the Constitution are the
following:
1. Due process of law and equal protection
2. Right against unreasonable search and
seizure
3. Right to privacy
4. Freedom of speech, of expression, and of the
press
5. Freedom of religion
6. Liberty of abode and travel
7. Right to information on matters of public
concern
8. Right to form unions and associations for
purposes not contrary to law
9. Right to a just compensation when private
property is taken for public use
10. Freedom of access to the courts
 Understanding the Philippine Constitution is an
obligation of the Filipino citizens so that they
may invoke their lawful rights. Knowledge of
these rights also prevents an individual from
encroaching on others’ right, reminds one of his
or her responsibilities to the nation-state, and
affords him or her, the opportunity to demand
from the government to fulfill its sworn
commitment to the Filipino people. In this
aspect, citizenship education clearly takes on the
legal dimension. But aside from this, citizenship
education clearly takes the form of political
dimension through the nationally mandated
service learning courses such as the Citizenship
Advancement Training (CAT) in junior high
school and National Service Training Program
(NSTP) in college.
 The Citizen Advancement Training (CAT)
“aims to enhance the students’ social
responsibility and commitment to the
development of their communities and develop
their ability to uphold law and order as they
assume active participation in community
activities and assisting the members of the
community in times of emergency” (Department
of Education Order No. 50, series of 2005). It
has three components, namely: military
orientation, community service, and public
safety and law enforcement service. In the words
of the DepEd order:
a. Military Orientation- provides learning
opportunities for the students to gain
knowledge, skills, and understanding of the
rights and duties of citizenship and military
orientation with focus on leadership,
fellowship, and personal discipline.
b. Community Service- refers to any activity
that helps achieve the general welfare and
betterment of life of the members of the
community or the enhancement of its
facilities, especially those devoted to
improving the health, education, safety,
recreation, and morale of the citizenry.
c. Public Safety and Law Enforcement Service-
encompasses all programs and activities
which are contributory to the maintenance of
peace and order and public safety and
compliance with laws.
 The National Service Training (NSTP) “is a
program aimed at enhancing civic consciousness
and defense preparedness in the youth by
developing the ethics of services and patriotism
while undergoing training in any of its three (3)
program components. Its various components
are essentially designed to enhance the youth’s
active contribution to the general welfare”
[Republic Act (RA) No. 9163]. Its three
components are: Reserved Officers Training
Corps (ROTC), Literacy Training Service (LTS),
and Civic Welfare Training Service (CWTS). In
the words of the law:
a. ROTC –is program institutionalized under
section 38 and 39 of RA No. 7077 designed
to provide military training to tertiary level
students in order to motivate, train organize
and mobilize them for national defence
preparedness.
b. LTS –is a program designed to train
students to become a teachers of literacy and
numeracy skills to children, out of school
youth, and other segments of society in need
of their service.
c. CWTS –refers to a program or activities
contributory to the general welfare and the
betterment of life for the members of the
 community or the enhancement of its
facilities, especially those developed to
improving health, education, environment,
entrepreneurship, safety, recreation, and
morals of the citizenry.

The CAT and NSTP are service learning courses

that help engage students with their communities.
Through such programs, students are not viewed as
“future citizens,” but are rather considered as “citizen of
today” who can make significant contributions to their
communities in the present. Fortifying the political
dimension of citizenship, such programs provide
opportunities for students to hone their involvement in
sociocivic responsibility and have their voice heard in
decisions that affect their lives and communities in the
presents. Fortifying the political dimension of
citizenship, such as programs provide opportunities for
students to hone their involvement in sociocivic
responsibility and have their voices heard in decisions
that affect their lives and communities. This way,
students participate in working toward the common good
and in preparing them to be concerned with the political
affairs of the country.