Integrating Christian Living Education with the Good Manners and Right Conduct and Values Education Curriculum

Abstract

The institutionalization of the Good Manners and Right Conduct (GMRC) and Values Education (VE) Act in the Philippine K–12 curriculum has prompted Catholic schools to integrate Christian Living Education (CLE) with these state-mandated subjects. While the Catholic Educational Association of the Philippines (CEAP) proposed a comprehensive integration model in 2017, current policy shifts risk diluting the distinct religious identity and theological foundations of CLE. This conceptual study examines the curricular dilemma of maintaining CLE’s unique identity while fulfilling state-mandated moral education outcomes within the CEAP framework. Through a comparative analysis of the pedagogical nature, theological foundations, and core objectives of CLE versus GMRC and VE, this paper delineates the systemic challenges of curriculum convergence. The findings reveal critical points of tension, particularly regarding teacher preparation and the philosophical distinction between secular morality and faith-based formation. Building upon the 2017 CEAP proposal, this paper provides a framework of curricular safeguards and actionable guidelines to prevent the secularization of religious education. This study contributes to the discourse on religious school autonomy, curriculum integration, and institutional policy response in pluralistic educational landscapes.