000			04796nam a2200193Ia 4500
003			NULRC
005			20250730145916.0
008			250730s9999 xx 000 0 und d
022			_a0031-7802
245		0	_aPhilippine Social Science Review
260			_aQuezon City, Philippines : _bUniversity of the Philippines, _c2017
300			_a73 pages : _billustrations ; _c23 cm.
490			_vPhilippine Social Science Review, Volume 69, Issue 2, 2017
504			_aIncludes bibliographical references.
505			_aAn Inquiry into the Nature and Causes of the Happiness of Nations -- Academic Field Instruction as Development Communication Praxis -- A Teacher Education Institution (TEI) Initiative for Collaborative Materials Development in Mathematics Through Community Engagement.
520			_a[Article Title : An Inquiry into the Nature and Causes of the Happiness of Nations / Ryan Ralph Nicholas, p. 1-24] Abstract : Authoritarian rulers and their supporters often argue that limiting freedom is necessary to attain and preserve economic development in the interest of the country's welfare and the citizens' well-being. If happiness is the ultimate pursuit of human beings in life, then what makes nations happy? Does freedom bring happiness? To answer this question, I analyzed the happiness of nations based on the Cantril scale of the World Happiness Report, along with other socioeconomic and political variables in 116 states. Controlling for economic development, unemployment, inequality, corruption, democracy, and life expectancy, OLS estimates suggest that freedom causes happiness only in countries where it is culturally important. Ultimately, albeit rather surprisingly, the results reveal that economic development remains to be the most important universal determinant of happiness.;[Article Title : Academic Field Instruction as Development Communication Praxis / Winifredo B. Dagli, Mildred O. Moscoso Dagli and Moscoso, p. 25-52] Abstract : This paper looks at academic field instruction as a venue to contest assumptions made in development communication regarding development, communication, communities, learning, and participation. Through autoethnographic writing and analysis, we critique these assumptions using critical pedagogy, reflexive sociology, and standpoint theory as theoretical lenses. We argue that there is a shared yet unarticulated view of development and communication that is institution-led, innovation-centric, modernist, and rooted in the institution's history and development contexts. It is embedded in the way field instruction is institutionalized and articulated in the manner by which students build relationships with people and sustain such engagements. In this paper, we draw the theoretical, methodological, and ethical implications of situated, narrative-based research on development communication education. Academic field instruction, in our view, should look at development communication as a process and outcome of collaboration between the academe and communities. We also advocate for autoethnography as a more introspective methodology for development communication research and to look at development communication as an intrinsic value.;[Article Title : A Teacher Education Institution (TEI) Initiative for Collaborative Materials Development in Mathematics Through Community Engagement / E.S.A. Gadong, D.J.P. Sodusta, L.C. Zamora, M. J. B. Tan, and C Gadong Parcon, p. 53-73] Abstract : For a topographically diverse and archipelagic country like the Philippines, truly contextualized learning materials that can cater to specific cultures in the country are difficult to find and may not be sufficiently provided by a centralized department like the Department of Education. Teacher education institutions housed in state universities and colleges, we propose, should be at the forefront of the development of instructional materials through collaborative undertakings involving students, faculty members, and other community stakeholders. Using the experience of a capstone project involving graduate students at a teacher education institution (TEI) in Iloilo, Philippines, we demonstrate that collaborative initiatives are not only important as fundamental groundwork but are in fulfillment of public universities' core mandate of instruction, research and extension. In the project, four graduate students immersed in an island-community in northeast Panay to develop contextualized learning modules using the Community as Learning Laboratory Model to develop supplementary learning resources for students in the island community. We conclude with some recommendations as to how the adoption of the model for materials development may benefit other disciplines.
650			_aSOCIAL SCIENCE
942			_2lcc _cSER
999			_c26128 _d26128