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GROUP 5

GROUP 5. Mami Adachi – University of Sacred Heart Kim Min Jung – Catholic Sangli College Ming-Rea Kao - Wenzao Fr. Abraham Boncolin Latoza, OAR – University of Negros Occidental-Recoletos Yu- wen Lee –Providence University Prabha Limpratsutr – St. Louis College

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GROUP 5

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  1. GROUP 5 Mami Adachi – University of Sacred Heart Kim Min Jung – Catholic Sangli College Ming-Rea Kao - Wenzao Fr. Abraham Boncolin Latoza, OAR – University of Negros Occidental-Recoletos Yu- wen Lee –Providence University Prabha Limpratsutr – St. Louis College Ami Soewandi - Widya andala Catholic University Caridad Tobia Shritharan – Miriam College Enrico Paulo Vicencio – De La Salle- College of St. Benilde Fr. Michael Calmano – Nanzan University

  2. Q1: “social entrepreneurship” The group agreed to delimit the term. Simple definition: “ it connotes business”, it provides assistance to people who are socially and economically helpless It means economic empowerment It provides employment and sustainable jobs It offers and provides skills training It creates jobs and make money

  3. Q1: Examples From “Rags to Riches” Livelihood Programs to a country with poverty problems like Philippines Adopting Communities like Informal Settlers, training them with vocational formation Taiwan Experience: Coffee manufactured by Cooperatives with sure market and profits shared back to coffee growers

  4. Q1: “difficulty” to do social entrepreneurship When a school decides not to engage. When it only professes to provide awareness/social consciousness. When a school ceases to exhaust its potentials to serve.

  5. Q2: Service Learning-Program SLP- is just one methodology “Not new” to a Catholic perspective It is just one of the various areas in the school that provides service learning programs It costs the Institution It can be modified, it can take a new style Education must strike the balance of educating not only the mind but also the heart (caritas et scientia) Philippine Experience: (babad-malay-suri) or exposure-action-reflection gears towards VALUE FORMATION

  6. Q3: empirical teaching experience It should invite wider/holistic impact to a community Respondents number is a big deal If the students appreciated the program it is not the experience but the values being formed in them whilst engaged in the exposure It is the post-encounter that matters

  7. SLP: Revived and CONTINUED? Compulsary NO (ACADEMIC)CREDIT 12 hours in Class 18 Hours in Exposure Seen by students as “useless” from the start The desire to revive or continue is due to the VALUES SURELY FORMED during the process.

  8. Final remarks: Doing good is addictive The experience of doing good to others begets good motivation to continue doing good whatever it costs.

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