Biblical Existentialism in Philippine Curriculum for Values Education

Values education frameworks traditionally depend on behavior-modification models that enforce compliance from the outside in, neglecting students' underlying psychological and existential states. This paper introduces the curricular framework of Biblical Existentialism, implemented through the Elementary and High School Values Education Class (EHSVEC) and the
Mamuhay Nang Tama (MNT) textbook curriculum series in the Philippines. This
model flips the secular existentialist premise that "existence precedes essence,"asserting instead that human ontology is anchored in a predefined, divine design—"essence precedes existence." While drawing conceptual frameworks from Søren Kierkegaard’s Christian existentialism regarding human subjectivity and internal anxiety, this curriculum departs from his stance of isolated, iintellectual dread. Instead, Biblical Existentialism structures values education as a communal, teacher-guided five-step therapeutic journey designed to transform childhood emotional trauma and natural curiosity into structural spiritual security. Furthermore, this paper incorporates my framework on The Child, the Family, and the State, mapping out how internal spiritual restoration resolves
institutional conflicts between a child's personal needs, parental rights, and
public civic duties. This comprehensive model shows complete alignment with the
Department of Education's (DepEd) MATATAG Good Manners and Right
Conduct (GMRC) core competencies (Maka-Diyos, Makatao, Makabansa,
Makakalikasan).