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Senior High School Specialized Subject: Trends, Networks, and Critical Thinking in the 21st Century



Trends, Networks, and Critical Thinking in the 21st Century is one of the specialized subjects under the Academic career track and the HUMSS learning strand. Some examples of the things that you will learn from taking this subject include:

  • Definition of a trend
    • The process of identifying a trend
    • Differentiating a trend from a fad
    • Elements of a trend
    • The characteristics of a trend
  • Understanding Local Networks
    • Strategic analysis
    • Intuitive thinking
  • Global Networks
    • Labor
    • Migration
  • Planetary Networks: Climate Change
    • The effects of consumption and production patterns to climate change
    • The effects of climate change
    • Steps to address the problems of climate change
  • Democratic Interventions
  • Information Communication Technology (ICT)
  • Neural and Social Networks
    • Connections, relationships, and networks
    • The neural and social networks

While studying, you will also be asked to demonstrate what you have learned by participating in class activities that may include the following:

  • Explaining the process of spotting a trend
  • Pointing out the elements that make up a trend
  • Identifying emerging patterns
  • Identifying connections, relationship, and networks
  • Showing the interconnectedness of peoples and nations
  • Differentiating key components in strategic analysis and intuitive thinking
  • Examining how social network maps can help solve problems in the community through intuitive thinking
  • Creating a map showing the different components of a gadget, business enterprise, industrial/technological/agricultural product, etc
  • Writing a reflection essay on the insights generated from the map
  • Explaining the effects of consumption and production patterns on climate change
  • Explaining and illustrating personal contributions that can help solve climate change
  • Explaining how ICT ┬ácan facilitate social relationships and political movements
  • Demonstrating how thinking processes are shaped by social relationships
  • Identifying the significant social roles students play within the community by creating a social map of their relationships

These examples only cover the scope of the specialized subjects under the Academic track and HUMSS learning strand. For the scope of the core and contextualized subjects under the senior high school curriculum, please refer to their respective lists.

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