Sinate Office of the saccrriary TWENTIETH CONGRESS OF THE ) REPUBLIC OF THE PHILIPPINES First Regular Session ) 25 AUG 27 P5:30 SENATE RECEIVED BY: S. No. 1301 Introduced by Senator Robinhood Padilla AN ACT PROVIDING FOR THE INTEGRATION OF ABRAHAMIC STUDIES AND RELIGIONS IN THE STUDY OF PHILIPPINE HISTORY IN BASIC EDUCATION EXPLANATORY NOTE The Philippines is home to a diverse tapestry of religious beliefs shaped by centuries of cultural exchange, colonization, and migration. This rich religious heritage continues to influence national identity, social norms, and the moral and cultural formation of Filipino children. Historical records show that Christianity was introduced to the Philippine archipelago in 1565 with the arrival of Spanish explorer Miguel López de Legazpi, marking the beginning of over three centuries of Spanish colonial influence. Prior to this, Islam had begun spreading into the southern Philippines around 1350, originating from neighboring regions such as Indonesia and gradually extending its reach northward. By the time of Spanish contact in the 16th century, Islam was well- established in Mindanao and the Sulu Archipelago, with influence also present in parts of Cebu and Luzon. These Muslim communities represented some of the most politically organized and culturally advanced societies in the archipelago at the time, an advanced cohesive sociopolitical structure. As of the 2020 Census conducted by the Philippine Statistics Authority, 78.8% of the population identified as Roman Catholic (85,645,362 persons), followed by Islam at 6.4% (6,981,710 persons), and Iglesia ni Cristo at 2.6% (2,806,524 persons).
Other major religious groups include the Seventh-day Adventist Church, Aglipayan Church, Iglesia Filipina Independiente, Bible Baptist Church, United Church of Christ in the Philippines, Jehovah's Witnesses, and the Church of Christ. This religious plurality highlights the need for educational content that fosters understanding, respect, and critical awareness of the historical and cultural intersections among the world's major religions. While distinct in doctrine and tradition, many world religions share overlapping figures, intersecting historical narratives, and common ethical teachings. It is therefore imperative to refiect this reality in the nation's basic education system. This measure seeks to integrate Abrahamic Studies and Religions, particularly their historical, cultural, political, and traditional contributions, into the History curriculum of basic education. The aim is not to promote any specific belief but to cultivate interfaith understanding, respect for religious diversity, and a deeper appreciation of the Philippines' religious heritage. In doing so, the proposed measure supports the development of well-rounded, culturally literate, and socially responsible Filipino learners, consistent with the State's duty under Article XIV, Section 3 of the 1987 Constitution to inculcate patriotism, foster love of humanity, and promote respect for human rights and cultural diversity through education. In view of the foregoing, the passage of this measure is earnestly sought. ROBINHOOD PADILLA Senator
Senate TWENTIETH CONGRESS OF THE ) AT Office of the Scretary REPUBLIC OF THE PHILIPPINES ) First Regular Session 25 AUG 27 P5:30 SENATE RECEIVED BY: S. No. 1301 Introduced by Senator Robinhood Padilla AN ACT PROVIDING FOR THE INTEGRATION OF ABRAHAMIC STUDIES AND RELIGIONS IN THE STUDY OF PHILIPPINE HISTORY IN BASIC EDUCATION Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
Section 1. Short Title. - This Act shall be known as the "Abrahamic Studies and
2 Religions Act."
Sec. 2. Integration into the Philippine Educational Framework. - The
4 Department of Education (DepEd) shall include the study and understanding of 5 Abrahamic Studies and Religions in the curricula of Philippine history and social studies subjects. The integration shall be carried out with due consideration to the learners' developmental stages, particularly in the early formative levels, and progressively enriched in higher levels of education. The inclusion of Abrahamic Studies and Religions shall commence in the Grade 10 Three (3) level, where foundational knowledge appropriate to the cognitive and emotional development of learners shall be introduced. The content shall be sequentially expanded and deepened across succeeding grade levels in basic education and further integrated into relevant general education or humanities courses in higher education.
Sec. 3. Development of Content and Instructional Materials. - Prior to the
development, implementation, and institutionalization of the Abrahamic Studies and 17 Religions in the curricula, and before the writing, printing, and distribution of textbooks
and other instructional or reference materials, the concerned government agencies shall conduct consultations with recognized scholars, educators, and faculty members from various academic, religious, and interfaith institutions with expertise in world religions, theology, and interreligious studies. The following principles and 5 considerations shall be taken into account: a. The content shall be age-appropriate and pedagogically sound, tailored to the developmental and cognitive levels of learners in different formative educational stages; b. Content shall be grounded in scholarly research and presented in an objective, balanced, and respectful manner, free from bias or influence; c. Instructional content shall cover the historical evolution, central beliefs, practices, cultural and intellectual contributions, and internal diversity of the Abrahamic religions-namely, but not limited to, Judaism, Christianity, and Islam-while recognizing their interrelations and influence on global and Philippine history; d. The materials shall promote understanding, tolerance, and respect for religious freedom, cultural pluralism, and the coexistence of diverse belief systems, in accordance with the Philippine Constitution and international human rights principles; and e. All materials and programs developed shall comply with existing education-related laws, policies, and standards set by the DepEd, the Commission on Higher Education (CHED), and other relevant government agencies.
Sec. 4. Capacity Building. - The government shall support the training and
continuing professional development of teachers, curriculum developers, and school administrators in the areas of world religions and interfaith education to ensure the effective, sensitive, and appropriate delivery of content.
Sec. 5. Implementing Rules and Regulations. - Within ninety (90) days from
the effectivity of this Act, the DepEd, and other relevant agencies, in consultation with stakeholders from academic and civil society organizations, shall promulgate the necessary rules and regulations to implement the provisions of this Act.
Sec. 6. Separability Clause. - If any provision of this Act shall be held
unconstitutional or invalid, the other provisions not otherwise affected shall remain in full force and effect.
Sec. 7. Repealing Clause. - All laws, decrees, orders, issuances, and rules and
5 regulations, or parts thereof inconsistent with the provisions of this Act are hereby 4 repealed or modified accordingly.
Sec. 8. Effectivity. - This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in at least two (2) newspapers of general 9 circulation. Approved,