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UNIT 1
21 CENTURY:
ST

MY NEW
WORLD, MY
NEW BEING
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JASON A. SEBASTIAN

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cHApter 1
Where Am I
Heading?

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Introduction
The 21st century reveals an unfathomable dawn of a modern era.
James Martin calls it as the “make or break century”. He said,
“Humanity demands on the planet are growing rapidly. If we are
able to make the planet and civilization work, we face a magnificent
future. If we fail, we could be headed for a new Dark Age.” (Martin,
2014)

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TERMS TO
Main Ideas
DEFINE
• 21ST CENTURY
• The onset of the 21st century world has greatly changed • SHREWD TRIAGE
the lives and events of humanity.
• The kinds of jobs and the way people live will keep
• INFO-WHELM
changing.
• The world faces many challenges in the new century

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Objectives
• Identify the 21st century world.
• Discover the demands of the 21st century world.
• Explain why and how an individual needs to prepare and cope in
the 21st century world.

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The 21 century culture

st

What are the defining characteristics of the 21st century culture? How has
culture shifted during te\he 21st century? What are the drivers that caused this
significant shift in culture?
The 21st century has dawned amazing achievements, surprising milestones,
innovations, and change in modes of thinking. It has unveiled enormous
challenges as well—the demands in meeting the possibilities of fulfillment
and triumph. All these unfold on a global stage.

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The 21 century culture

st

One of the significant changes is the Internet. Specifically, the speed of the
Internet has significantly affected the way people choose and decide. Greene
(2014) mentioned in his research that growing Internet access in the
Philippines poses opportunities and challenges for many kinds of companies.
It has provided an “increasingly fertile channel for connecting with
consumers, while entirely new markets are opening in a range if Internet
sectors, including online retail, gaming, photo sharing, cloud services, music
and more.”

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The 21 century culture

st

Are these trends good or bad? How can one make use of this trend in
promoting social good? Are networks good or bad? How can one make use of
social networks in promoting social good?

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The 21 century culture

st

One promising potential of the 21st century is leading learners to become

learned and responsible citizens in the context of today’s global society.
Success in the 21st century requires everyone to understand how to learn
independently. Moreover, it brings imperatives to develop fair-mindedness
along with the interpersonal communication skills, both written and oral, for
the interconnected and complex world.

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Howard gardner in his book five minds for the future featured the
follwing:

“In the Age of Info-whelm, students are bombarded by information 27/7.

Shrewd triage becomes an imperative. Those who develop a synthesizing
mind will rise to the top.
Synthesizing is not a one-time process. New information must be acquired,
probed, evaluated, followed up with, or sidelined…there is constant reflection
and tinkering.

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Howard gardner in his book five minds for the future featured the
follwing:

Good synthesizers always keep an eye on the big picture while securing and
arrangng the smaller details in useful ways; one must know what works for
oneself and for those who make use of their synthesis.
We must help our students learn to make use of information and media in
meaningful ways.”

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Vocabulary:

• Shrewd – having or showing a clever awareness or resourcefulness,

especially in practical matters; suggests a sharp intelligence
• Triage – a process in which things are ranked in terms of importance or
priority; (v.) to sort or allocate by triage: Triage the patients according to
their symptoms.
• Shrewd triage – having a clever awareness and sharp intelligence in
identifying which needs much attention

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1. What do you mean by info-whelm?

Describe.
2. What does becoming shrewd-triage mean?
Cite 3 examples.

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 After reading the following poem,
highlight the unfamiliar words. List them
and find their meanings using any
dictionary. Answer the questions at the
end of the poem.
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RHDa: rEad, highlight, define,

answer

Insert picture that is related to your

THE PARADOX OF OUR TIME topic

-BOB MOOREHEAD

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The paradox of our time in history is that we have taller
buildings but shorter tempers; wider freeways, but narrower
viewpoints. We spend more, but have less; we buy more, but
enjoy less. We have bigger houses and smaller families; more
conveniences, but less time. We have more degrees but less
sense; more knowledge, but less judgment; more experts, yet
more problems; more medicine, but less wellness.
We drink too much, smoke too much, spend too recklessly,
laugh too little, drive too fast, get too angry, stay up too late, get
up too tired, read too little, watch TV too much, and pray too
seldom. We have multiplied our possessions, but reduced our
values. We talk too much, love too seldom, and hate too often.
We've learned how to make a living, but not a life. We've
added years to life not life to years. We've been all the way to
the moon and back, but have trouble crossing the street to
meet a new neighbor. We conquered outer space but not
inner space. We've done larger things, but not better things.
We've cleaned up the air, but polluted the soul. We've
conquered the atom, but not our prejudice. We write more,
but learn less. We plan more, but accomplish less. We've
learned to rush, but not to wait. We build more computers to
hold more information, to produce more copies than ever, but
we communicate less and less.
These are the times of fast foods and slow digestion; big men
and small character; steep profits and shallow relationships.
These are the days of two incomes but more divorce; fancier
houses but broken homes. These are days of quick trips,
disposable diapers, throwaway morality, one night stands,
overweight bodies, and pills that do everything from cheer, to
quiet, to kill. It is a time when there is much in the showroom
window and nothing in the stockroom. A time when
technology can bring this letter to you, and a time when you
can choose either to share this insight, or to just hit delete.
Remember, spend some time with your loved ones, because
they are not going to be around forever.
Remember to say a kind word to someone who looks up to
you in awe, because that little person soon will grow up and
leave your side.
Remember to give a warm hug to the one next to you,
because that is the only treasure you can give with your heart
and it doesn't cost a cent.
Remember to say "I love you" to your partner and your loved
ones, but most of all mean it. A kiss and an embrace will mend
hurt when it comes from deep inside of you.
Remember to hold hands and cherish the moment for
someday that person will not be there again.
Give time to love, give time to speak, and give time to share
the precious thoughts in your mind.
AND ALWAYS REMEMBER:
Life is not measured by the number of breaths we take, but by
the moments that take our breath away.
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Questions:
1. Why is time called a paradox? What does this poem tell you?
2. Do these paradoxes happen today? How?
3. Choose two paradoxs and cite examples on how they happen to you.

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LESSON 2
THE 21ST CENTURY
LEARNER
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iNTRODUCTION

The 21st century world definitely requires 21st century skills.

Embarking on this technology-propelled age requies one to think deeply

about any emerging issue, solve problems creatively, collaborate with a team,
communicate clearly, learn fast-changing technologies, and deal with
overwhelming information. The rapid changes compel one to be flexible, to
take the initiative and lead when needed, and to produce something new and
useful.

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iNTRODUCTION

Mcleod (2010) said, “Education, as the primary avenue, focuses on the

development and use of skills such as critical thinking and problem-solving,
written and oral communication, collaboration, creativity and innovation.
These skills are imperative for every learner to cultivate to be able to survive
today’s world.”

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TERMS TO
Main Ideas
DEFINE • Critical thinking and
problem-solving
• Communication,
information, and media
literacy
• The 21st century learner is facing enormous challenges. • Collaboration, teamwork,
and leadership
• The 21st century learner has to be equipped with the • Creativity and innovation
• Career and learning self-
skills needed to cope with the demands of the changing reliance
times. • Cross-cultural understanding
• Computer and ICT literacy

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Give a word or two to describe the following terms:

1. Critical thinking
2. Creative thinking
3. Collaborating
4. Communicating
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Initiative
10. Optimism
11. Resilience
12. Adaptability
13. Global Stewardship

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Objectives
• Identify the 21st century skills
• Discover how to get equipped with the 21 st century skills
• Apply the 21st century skills

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The 21st century skill: skills for the 21st century

challenges
(1)Anchoring: Staying focused on important tasks while undergoing
a deluge of distractions;
(2)Filtering: Managing knowledge flow and extracting important
elements;
(3)Connecting with each other: Building networks in order to
continue to stay current and informed;
(4)Being human together: Interacting at a human, not only
utilitarian, level to form social spaces;
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The 21st century skill: skills for the 21st century

challenges
(5) Creating and deriving meaning: Understanding implications,
comprehending meaning and impact;
(6) Evaluation and authentication: Determining the value of
knowledge and ensuring authenticity;
(7) Altered processes of validation: Validating people and ideas
within appropriate context;
(8) Critical and creative thinking: Employing standards of thinking,
knowing the box before going outside the box;
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The 21st century skill: skills for the 21st century

challenges
(9) Pattern recognition: Decision-making process in defining a
problem;
(10) Navigation of the knowledge landscape: Navigating between
repositories, people, technology, and ideas while achieving intended
purposes;
(11) Acceptance of uncertainty: Balancing what is known with the
unknown to see how existing knowledge relates to what we do
know; and
(12) Contextualizing: Careful consideration of the situation.
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The 21st century skill: skills for the 21st century

challenges

Mastery of the aforementioned skills ensures the certainty and

correctness of our response to a given situation.
The composition of 21st century skills has also been summarized
by Trilling and Fadel (2009) using the following formula: 3Rs x 7cs
= 21st Century learning.

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The 21st century skill: skills for the 21st century

challenges
The more traditionally established skills is the 3Rs: Reading,
Writing, and Arithmetic, which is the first key component. The
second key component, the 7cs, stands for Critical thinking and
problem-solving; Communication, information, and media literacy;
Collaboration, teamwork, and leadership; Creativity and innovation;
Career and learning self-reliance; Cross-cultural understanding; and
Computer and ICT literacy.

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Active Reading
For a time, the Intel Education programs support teachers in
creating 21st century classrooms for their students and help students
to experience a 21st century curriculum through community-based
technology centers.

The 21st century skills are a set of abilities that students need to
develop in order to succeed in the Information Age. The following
are the skills according to three types;
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Active Reading
1. Learning Skills
• Critical Thinking
• Creative Thinking
• Collaborating
• Communicating
2. Literacy Skills
• Information Literacy
• Media Literacy
• Technology Literacy
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Active Reading

3. Life Skills
• Flexibility
• Initiative
• Social Skills
• Productivity
• Leadership

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RHDa: rEad, highlight, define,

answer

Why 21st Century Childreen Need to Insert picture that is related to your
topic
Excel at Problem-solving
-Samuel Greiff and Jonas Muller

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 Culminating Activity:

Build Your Skills: Practice, Extend, and Apply

school files
Here’s What
 Performance task is expected to deliver. Product of learning shall be seen as well. One week is
alloted for the tasks in the culminationg period to extend assessment, apply learning, and
build skills.
google meet
Here’s Why
 Teamwork in fulfilling the tasks is required to enhance collaboration. Other 21sr century skills
shall be employed in fulfilling the tasks. Learning outcomes shall be seen at the end.
random
Here’s How
 Each group is expected to synthesize the chapter by choosing 3 tasks. Writing an essay is a
must. Learning barkadas will together choose from the following tasks. They are required to
deliver the tasks by performing or creating them to be submitted next week.

Log off Turn Off Computer

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 Tasks

school files 1. Film-making/Documentary film

2. Creative Play/Do hip-hop or rap
3. Poetry-making and Poetry reading
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4. Digital poster-making (to be posted in Facebook Timeline
and Instagram)
5. Photography
random 6. Act as a news anchor
7. Essay Writing
8. Planning a Campaign

Log off Turn Off Computer

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ANY QUESTION?

Informed consent (Para sa participants)

Letter addressed to principal (for
Survey)
References (iayos na, APA 7 edition
th

ang format)
ANK YOU FOR LISTENIN
 REBUS

Head Over Heels

REBUS
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O3NE
REBUS
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REBUS
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REBUS
REBUS
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cHApter 2
How Do I Think of
My Thinking?

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Introduction
“Education’s steadfast commitment to prepare today’s young people
to flourish in the knowledge-based economy of the 21 st century shall
lead educator in discovering how the 21 st century skills are brought
out in the learners.” (IntelPhilippines)

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Introduction
Critical thinking skills is vital to preparing learners in tomorrow’s
social world. Students who would be agents of change are expected
to be critically aware of their surroundings. Cultivating critical
thinking is an important element of change. It results in having
critical spirit.

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Lesson 1: Critical Thinking
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“To think incisively and to think for one’s self is very difficult. We
are prone to let our mental life became invaded by legions of half
truths, prejudices, and propaganda. At this point, I often wonder
whether or not education is fulfilling its purpose. A great majority of the
so-called educated people do not think logically and scientifically. Even
the press, the classroom, the platform, and the pulpit in many instances
do not give us objective and unbiased truths. To save man from the
morass of propaganda, in my opinion, is one of the chief aims of
education. Education must enable one to sift and weigh evidence, to
discern the true from the false, the real from the unreal, and the facts
from fiction.
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The function of education, therefore, is to teach one to think

intensively and to think critically.”

-Martin Luther King, Jr., American civil rights leader, in “The Purpose of Education,”
The Maroon Tiger, Jan./Feb. 1947.

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We all think. We have no choice but to think. However, could we challenge

ourselves to think at a higher level? Is thinking a skill that can be improved? How
often do we actually think about the way we think?

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TERMS TO
Main Ideas
DEFINE • Thinking
• Critical thinking
• Genocide
• Thinking and critical thinking are imperative in everyday life.
• There are practical tools used to develop critical thinking skills. • Socio-centric
• There are strategies on how critical thinking can be applied to tendencies
everyday tasks in the real world as well as in accepting and rejecting • Criticism
trends to get better results.
• Critical thinking is an essential tool to problem-solving and • Critical spirit
responsible decision-making. • indoctrination

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Objectives:
• Discover thinking and critical thinking in relation to everyday life.
• Outline a set of practical tools used to develop critical thinking skills.
• Discover more strategies on how critical thinking can be applied to
everyday tasks in the real world as well as in accepting and rejecting
trends to get better results.
• Discover why critical thinking is an essential tool to problem-solving
and responsible decision-making.
• Critical Thinking by Richard Paul
• Why Critical Thinking? By Richard Paul and Linda Elder
Lesson 2: BARRIERS TO
CULTIVATING THINKING
Thinking leads man to knowledge. He may see and hear, and
read and learn, as much as he please; he will never know any
of it, except that which he has thought over, that which by t
hinking he has made the property of his mind. Is it then sayin
g too much if I say, that man by thinking only becomes truly
man? Take away thought from man's life, and what remains?
-Pestalozzi
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Why is thinking significant? Why is there a need to improve

thinking?
Thinking is the main thing we do. In each moment of our life, we
think. Even if we want to, we cannot escape thinking. How well do we
think of our thinking? Why are we thinking the way we think? Who
influences our thinking? What hampers its development?

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TERMS TO • Acquisitive

DEFINE • Bias
• Bigot
• Bully
Main Ideas • Callous
• There are barriers to cultivating critical thinking. • Chauvinistic
• Socio-cultural dimensions shape thinking. • Cheat
• The 21st century world demands to revisit thinking to dismantle the
barriers to criticality and fair mind-mindedness.
• Egocentricity
• Ethnocentricity
• Terrorize

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objectives
1. Identify the barriers to cultivating thinking
skills.
2. Discover ways on how to improve citicality.
3. Apply critical thinking tools in analyzing the
way one is taught to think

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"The mind is its own place and in itself can make a hell of heaven or
a heaven of hell" —Milton, Paradise Lost

Often, we make assumptions and end up concluding without verifying.

Critical thinking process helps us verify and investigate something to
have a clear thinking. It supplants sloppy thinking with a clearer one.
Making assumptions without investigating is a big barrier to cultivating
critical thinking. Baseless conclusions and judgment are potentially
erroneous.

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Personal
problems
Politics in Troubling
our life emotions

Key Bad
Decisons habits

Critical
Thinking
About
Personal
Financial
relations
matters
hips

Our
Beliefs Responsi
and bilities
Values Future
Plans

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Critical Thinking: The Art of Taking Charge of Your Mind

Richard Paul and Linda Elder

Every human being has tremendous capacities to think critically. He or she is

not only a homo sapiens but a homo criticus as well.
The table shows the two directions we are all drawn in. We are required to
cultivate the ones on the right to start a fair-minded critical way of seeing and
doing things. This will enable us to see things more clearly so that we will be
prudent and responsible in every action we will do.
"The mind is its own place and in itself can make a hell of heaven or a heaven of
hell" —Milton, Paradise Los
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meet.google.com

Critical Thinking: The Art of Taking Charge of Your Mind

Richard Paul and Linda Elder

Every human being has tremendous capacities to think critically. He or she is

not only a homo sapiens but a homo criticus as well.
The table shows the two directions we are all drawn in. We are required to
cultivate the ones on the right to start a fair-minded critical way of seeing and
doing things. This will enable us to see things more clearly so that we will be
prudent and responsible in every action we will do.
"The mind is its own place and in itself can make a hell of heaven or a heaven of
hell" —Milton, Paradise Los
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FROM TO

Self-serving egocentrism Fair-minded, empathic reasonability

Tendency to dehumanize and distort others Considering the welfare and needs of others

Focused on getting things for ourselves and satisfying our Becoming more thoughtful, considerate, generous, less selfish
desires

Becoming greedy, acquisitive, or selfish Tendency to use intelligence in ways that are honest,
insightful, and shows integrity

Unkind, domineering, mean, violent, inconsiderate, vicious Avoiding deceiving, misleading, or deluding others; striving
not to do what causes pain or suffering to others

Hiding our true nature from ourselves and becoming Becoming more honest, sincere and genuine, less prejudiced,
prejudiced, narrow-minded, chauvinistic, or intolerant more open-minded and tolerant

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READ, HIGHLIGHT, DEFINE, ANSWER

WITCH-HUNTS
An Excerpt from “The Heritage of World Civilizations”

ROLE OF WOMEN. A good 80 percent of the victims of witch-hunts were

women, mostly single and between forty-five and sixty years of age. This has
suggested to some that misogyny fueled the witch-hunts. Based on male hatred
and sexual fear of women, and occuring at a time when women threatened to
break out from under male control, witch-hunts, it is argued, were simply woman
hunts.

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READ, HIGHLIGHT, DEFINE, ANSWER

Older single women may, however, have been vulnerable for more basic social
reasons. They were largely dependent social group in need of public assistance
and natural targets for the peculiar”social engineering” of the witch-hunts. Some
accused witches were women who sought to protect and empower themselves
within their communities by claiming supernatural powers. However, gender may
have played a largely circumstantial role.

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Because of their economic traits, more women that men led claim to the
supernatural powers that made them influential in village society. They, thus,
found themselves on the front lines in disproportionate numbers when the church
declared war against all who practiced magic without its blessing.

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Also, the involvement of many of these women in midwifery associated them with
the deaths of beloved wives and infants thus made them targets of local
resentment and accusations. Both the church and their neighbors were prepared to
think and say the worst about these women. It was a deadly combination.

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WITCH-PANICS. Political self-aggrandizement also played a role. As

governments expanded and attempted to control their realms, they, like the church,
wanted to eliminate all competitions for the loyalty of their subjects. Secular
rulers as well as the pope could pronounce their competitors “devilish”. Some also
argue that the Reformation was responsible for the witch panics. Having
weakened the traditional religious protection against demons and the Devil, while
still portraying them as powerful, the Reformation is said to have forced people to
protect themselves by executing perceived witches.

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END OF WITCH-HUNTS. Many factors helped end the witch-hunts. The

emergence of a new, more scientific wordlview made it difficult to believe the
power of witches. When in the seventeenth century mind and matter came to be
viewed as two independent realities, words and thoughts lost the ability to affect
things. A witch’s curse was merely words. With advances in medicine and the
beginning of insurance companies,people learned to rely on themselves when
faced with natural calamity and physical affliction; they no longer searched for
supernatural causes and solutions.

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Witch-hunts also tended to get out of hand. Accused witches sometimes alleged
that important townspeople had also attended sabbath; even the judges could be so
accused. At this point, the trials ceased to serve the purposes of those who were
conducting them. They not only became dysfunctional bur threatened anarchu as
well.

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Although Protestants, like Catholics, hunted witches, the Reformation may also
have contributed to an attitude of mind that put the Devil in a more manageable
perspective. Protestants ridiculed the sacramental magic of the old church as
superstition and directed their faith to a sovereign God absolutely supreme over
time and eternity. Even the Devil was believed yo serve God’s purposes and acted
only in his permission. Ultimately, God was the only significant spritual force in
the universe. This belief made the Devil a less fearsome creature. “One little word
can slay him”, Luther wrote of the Devil in the great hymn of the Reformation.

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INSIGHTS

• In seventeenth century, women were branded as agents of the devil doing

witchcraft.
• One consequence of the lack of critical thinking was the horrible acts of
burning and drowning and unnecessary deaths of countless women in Western
Europe.
• Degree of fair-mindedness was absent to religious thought. Misogyny was very
strongly present. Misogyny means a prejudice against women just because they
are women.

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