Sunday, April 13, 2008

Fallacies and Controversies in Philippine History GSIS Museum, Pasay City



Lecture Proper


The first lecture entitled “Controversies and Fallacies in Philippine History”
was presented by Dr. Estrellita T. Muhi, the Treasurer PHA. These were the highlights of her lecture:

1. Origins of the Filipinos
Assumptions about ancient Filipino population
1.1 The negritos were the aboriginal group in the Philippines.
1.2 Filipinos are Malays racially and ethnically.
1.3 The Philippines was peopled by waves of migrants coming from Asia mainland and the culture of the Filipinos today is largely a result of this immigration.

2. Disagreement on the number of islands in the Philippines.
· Molina says, there are 7 083 islands while Alip counts 7 100 islands and islets. Agoncillio and Alfonso do not cite a definitive number merely saying that there are “more than 7, 100 island and islets. Zaide maintains that there are 7 100 islands but says differently in another book . . . a broken archipelago of 7 083 islands.

3. According to Gagelonia, controversies over historical facts arose simply because textbook writers differed from one another as to dates, figures, names, and even interpretation of historical events.

4. Resolution no. 12 declaring that the Code of Kalantiao has no valid historical basis.

5. Princess Urduja can not be taken as a genuine and authentic character in
Philippine History.

6. Discovery or Rediscovery of the Philippines; it is more correct to say simply that Magellan or the Spanish came to the Philippines in 1521.

7. Aims of Spanish Colonization; that the motive was purely commercial and that the religious aim were secondary.

Due to time constrain other issues assigned to Dr. Muhi were not discussed but a copy of the lectures was provided. (Copies were submitted at the Social Science Office)


The second lecture entitled “Content in Philippine History “was presented by Dr. Gloria M. Santos, Executive Director, PHA. These were the highlights of her lecture:

1. Filipino characteristics such as shyness, amor propio, “matiisin”etc.;
· Marcelo H. Del Pilar’s back fighting strategy (giving pamphlets that were presumed to be religious in content but the truth for the matter was it contained the abuses of the friars).

2. The climate (humid) in the Philippines was not favorable for the preservation of historical documents;

3. The cry of “Pugad lawin”;
· Controversy on the date (August 23, 27 or 26) when Andress Bonifacio tore their cedulas into pieces.

4. Controversy on the arrival of Magellan was not yet settle;

5. Appreciative Inquiry Method being the latest strategy in teaching history;
· It is the evolutionary study from the past to the present of what events contributed to the contemporary success of human society.
· The strategy recommends that in the learning process, the teacher must emphasize the positive rather than the negative for to dwell in the negative would be an exercise of futility.


The third lecture entitled “Strategies in Teaching History”
was presented by Dr. Teofista L. Vivar, Auditor, PHA. These were the highlights of her lecture:

Important factors, strategies and models related to teaching “History”

Factors
· Quality (performance) and quality (time of instruction) “how”;
· Emphasis on the students “who”;
· The use of nemonic devices such as the 3c’s (care, commitment, creativity)

Strategies
· Psychological methods such as exercises, readiness, and repetition;
· Combining history with arts, literature and music;
- To instill nationalism, let the students sing “Ang Bayan K o”;
- Tell stories that are etched in the minds of students like the story of Erlinda which electrically changed the Filipino soldiers and inspired the epic of Bataan;
- Making collage with one central idea;
- Drawing sketches on the student’s concept of nationalism;
- Dramatic monologue about benevolent assimilation;
- Values clarification through CPA (choosing, prizing, and acting)
Example: Auction Sale of what are important in life such as house and lot, money, four-year college education, money etc. Through this activity we can evaluate and develop values based on what they buy.

Models
· Lecture
· Cognitive/semantic/concept mapping
· Jigsaw
· Documentary analysis
· Biographical sketches
· Simulation
· Resource speakers
· Bulletin boards
· Role playing
· Interview with senior citizens
· Role playing
· Artifacts
· Relics
· Memorabilia
· Modeling.


The fourth lecture entitled “Role of the Textbook in Teaching History”
was presented by Dr. Celestina P. Boncan, Treasurer PHA. These were the highlights of her lecture:

1. Huge market for Philippine History Textbooks
· Philippine History as the subject matter of Heographiya, Kasaysayan, and Sibika (HKS);
· Philippine History as covered in grades 1-3 of Sibika at Kultura (SK) and second year Araling Panlipunan which is on Asean Studies

2.Importance of Textbooks
· Primary source of knowledge of the students in the classroom;
· Seventy to ninety percent of classroom learning in history and civic classes is text-book driven and derived

3.Learning Competencies of Textbooks
· Textbooks are structured based on the Dep-Ed prescribed Learning competencies(LCs);
- LCs was conceived and conceptualize to ensure quality education that is accessible to all;
- LCs determined the knowledge and skills that must be acquired by students and the scope and sequence of the topics or lessons;
- standardize learning i.e… they ensure that the students are provided the opportunity to acquire the same competencies whether they are studying in Manila or in a remote area

· Textbooks must then be consistent with these learning competencies;
- 90% must be develop by the textbook;
- 10% must not include a major concept or skill;
- discussion must be consistent with the sequencing of the LCs

2. Social content Guideline of Textbooks
· Sensitivity or political correctness;
· Respect racial, ethnic, and cultural diversity and promote appreciation of differences;
· Free of biases and stereotyping of individuals or groups;
· Insensitive or inappropriate descriptions or portrayals of religious practices and cultural customs, symbols, festivals, or language must be avoided;
· Gender sensitive;
· No sexist language or stereotyping of male or females by occupation

3. Historical Content of Textbooks
· Must be accurate and up to date;
· Must not have outdated statistics (statistics that are more than five years old is considered dated);
· Must rely on primary sources as much as possible;
· Must reflect recent theories or explanation in its discussions
4. Textbook errors
There is no such thing as an error free textbook but it should not be an excuse for errors in textbooks;
· Different shades of errors:
- Typographical errors;
- Factual, theoretical and conceptual errors;
- Grammatical lapses;
- Phrases or sentences that are taken out of context

Focal Points

· Textbook must educate the student
· Textbook must motivate the student
· Textbook must ignite the enthusiasm
· Textbook must augurs quality education



The fifth lecture entitled “The Flag and Heraldic Code of the Philippines”
was presented by Mr. Teodoro S. Atienza,head, Heraldy and Display Section, NHI These were the highlights of his lecture:

He focused on selected sections of Republic Act no. 8491 entitled an an act prescribing the code of the national flag, anthem, motto, coat –of-arms and other heraldic items and devices of the Philippines such as:


· SECTION 11. If planted on the ground, the flagpole shall be at a prominent place and shall be of such height as would give the flag commanding position in relation to the buildings in the vicinity. If attached to a building, the flagpole shall be on top of its roof or anchored on a sill projecting at an angle upward. If on a stage or platform or government office, the flag shall be at the left (facing the stage) or the left of the office upon entering.
· SECTION 13. When displayed with another flag, the Philippine flag shall be on the right of the other flag. If there is a line of other flags, the Philippine flag shall be in the middle of the line. When carried in a parade with flags which are not national flags, the Philippine flag shall be in front of the center of the line.

· SECTION 14. A flag worn out through wear and tear, shall not be thrown away. It shall be solemnly burned to avoid misuse or desecration. The flag shall be replaced immediately when it begins to show signs of wear and tear.

· SECTION 16. The flag may be displayed: a) Inside or outside a building or on stationary flagpoles. If the flag is displayed indoors on a flagpole, it shall be placed at the left of the observer as one enters the room; b) From the top of a flagpole, which shall be at a prominent place or a commanding position in relation to the surrounding buildings; c) From a staff projecting upward from the window sill, canopy, balcony or facade of a building; d) In a suspended position from a rope extending from a building to pole erected away from the building; e) Flat against the wall vertically with the sun and stars on top; and f) Hanging in a vertical position across a street, with the blue field pointing east, if the road is heading south or north, or pointing north if the road is heading east or west. The flag shall not be raised when the weather is inclement. If already raised, the flag shall not be lowered.

· SECTION 17. The flag shall be hoisted to the top briskly and lowered ceremoniously. The flag shall never touch anything beneath it, such as the ground, flood, water or other objects. After being lowered, the flag shall be handled and folded solemnly as part of the ceremony. C. Conduct of Flag Raising Ceremony

· SECTION 18. All government offices and educational institutions shall henceforth observe the flag-raising ceremony every Monday morning and the flag lowering ceremony every Friday afternoon. The ceremony shall be simple and dignified and shall include the playing or singing of the Philippine National Anthem.

· SECTION 19. The Office of the President upon the recommendation of the Institute shall issue rules and regulations for the proper conduct of the flag ceremony.

· SECTION 20. The observance of the flag ceremony in official or civic gatherings shall be simple and dignified and shall include the playing or singing of the anthem in its original Filipino lyrics and march tempo. D. Half-Mast

· SECTION 23. The flag shall be flown at half-mast as a sign of mourning on all the buildings and places where it is displayed, as provided for in this Act, on the day of official announcement of the death of any of the following officials: a) The President or a former President, for ten (10) days;b) The Vice-President, the Chief Justice, the President of the Senate and the Speaker of the House of Representatives, for seven (7) days; and c) Other persons to be determined by the Institute, for any period less than seven (7) days. The flag shall be flown at half-mast on all the buildings and places where the decedent was holding office, on the day of death until the day of interment of an incumbent member of the Supreme Court, the Cabinet, the Senate or the House of Representatives, and such other persons as may be determined by the Institute. The flag when flown at half-mast shall be first hoisted to the peak for a moment then lowered to the half-mast position. The flag shall again be raised to the peak before it is lowered for the day. E. Casket

· SECTION 24. The flag may be used to cover the caskets of the honored dead of the military, veterans of previous wars, national artists, and of civilians who have rendered distinguished service to the nation, as may be determined by the local government unit concerned. In such cases, the flag shall be placed such that the white triangle shall be at the head and the blue portion shall cover the right side of the caskets. The flag shall not be lowered to the grave or allowed to touch the ground, but shall be folded solemnly and handed over to the heirs of the deceased. H. Specifications of the National Flag

· SECTION 27. The flag shall have the following proportions. The width of the flag, 1; the length of the flag, 2; and the sides of the white triangle, 1.

· SECTION 28. The technical specifications shall be as follows: The blue color shall bear Cable No. 80173; the white color, Cable No. 80001; the red color, Cable No. 80108; and the golden yellow, Cable No. 80068.I. Prohibited Acts

· SECTION 34. It shall be prohibited: a) To mutilate, deface, defile, trample on or cast contempt or commit any act or omission casting dishonor or ridicule upon the flag or over its surface; b) To dip the flag to any person or object by way of compliment or salute; c) To use the flag:
As a drapery, festoon, tablecloth;
As covering for ceilings, walls, statues or other objects;
As a pennant in the hood, side, back and top of motor vehicles;
As a staff or whip;
For unveiling monuments or statues; and
As trademarks, or for industrial, commercial or agricultural labels or designs.
o d) To display the flag:
Under any painting or picture;
Horizontally face-up. It shall always be hoisted aloft and be allowed to fall freely;
Below any platform; or
In discotheques, cockpits, night and day clubs, casinos, gambling joints and places of vice or where frivolity prevails.
e) To wear the flag in whole or in part as a costume or uniform;
f) To add any word, figure, mark, picture, design, drawings, advertisement, or imprint of any nature on the flag; g) To print, paint or attach representation of the flag on handkerchiefs, napkins, cushions, and other articles of merchandise; h) To display in public any foreign flag, except in embassies and other diplomatic establishments, and in offices of international organizations; i) To use, display or be part of any advertisement or infomercial; and j) To display the flag in front of buildings or offices occupied by aliens.
· SECTION 43. The Great Seal shall be affixed to or placed upon all commissions signed by the President and upon such other official documents and papers of the Republic of the Philippines as may be provided by law, or as may be required by custom and usage. The President shall have custody of the Great Seal.

(A complete copy of R.A. 8491 was submitted at the Social Science Office)


Questions and comments were raised by the participants like Mr. Basilan one of our representative. He commented on the awareness of the people specifically school teachers, government officials and other concerned on the proper display of the Philippine flag. He also requested for a copy of the heraldic code. Mr. Atienza gave his positive responded by informing Mr. Basilan of his availability for a flag awareness program in Batangas.

Before the program ended, GSIS official ask some concerned participants on the different problems they encounter with the GSIS eCard’s and other programs; followed by the distribution of certificates to the participants coming from Pasay and Tayabas Elementary and High School Public School Teachers, and Lyceum of the Philippines-Batangas representatives from the Faculty of Social Science.

Generally, the lecture-seminar has been a success. All the speakers were able to delivered their message clearly. After the afternoon snacks prepared by the organizers; all the participants, leave the avenue equipped with more updates and knowledge with regards to controversies and fallacies in Philippine History. This seminar will be of great help to the participants to improve more on their teaching competencies, most particularly in relation to the subject matter. Thus, improving the quality of services the Lyceum of the Philippines – Batangas, is providing to its students, especially now that it is ISO Accredited Institution in the Southern Tagalog Region.

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