Philippine History PDF

**I. Pre-Colonial Philippines** - **Society and Culture**: Barangays led by *datus* formed early Filipino communities. Religion was animistic, with the presence of *babaylan* as spiritual leaders. - **Economy**: Trade was vibrant, particularly with China, Indonesia, and other Asian...

**I. Pre-Colonial Philippines** - **Society and Culture**: Barangays led by *datus* formed early Filipino communities. Religion was animistic, with the presence of *babaylan* as spiritual leaders. - **Economy**: Trade was vibrant, particularly with China, Indonesia, and other Asian neighbors. Agriculture, weaving, and fishing were essential economic activities. **II. Spanish Colonization (1521--1898)** 1. **Arrival of Ferdinand Magellan (1521)**: Marked the first European contact; Magellan was killed by *Lapu-Lapu* in the Battle of Mactan. 2. **Colonial Rule and Encomienda System**: The *encomienda* system exploited local resources, benefiting Spanish colonizers. 3. **Christianization**: Introduced by Spanish missionaries, Christianity became widespread, particularly in Luzon and Visayas. 4. **Resistance Movements**: Numerous revolts, like the *Dagohoy Rebellion*, showcased Filipino resistance. 5. **Propaganda Movement**: Intellectuals like *José Rizal*, *Graciano López Jaena*, and *Marcelo H. del Pilar* advocated for reforms and inspired national consciousness. **III. Philippine Revolution and the Katipunan (1896--1898)** 1. **Katipunan's Foundation**: *Andres Bonifacio* led the secret society fighting for independence, initiating the Cry of Pugad Lawin. 2. **Phases of the Revolution**: Leadership conflicts arose between Bonifacio and *Emilio Aguinaldo*, who later took control. 3. **Declaration of Independence**: On June 12, 1898, Aguinaldo declared independence in Kawit, Cavite, symbolized by raising the Philippine flag. **IV. American Colonization (1898--1946)** 1. **Treaty of Paris (1898)**: Spain ceded the Philippines to the U.S., ending Spanish rule but starting American colonization. 2. **Philippine-American War (1899--1902)**: A struggle ensued as the U.S. imposed its authority; notable Filipino leaders like *Antonio Luna* resisted. 3. **Education and Governance**: The American period introduced public education and democratic governance practices, though Filipinos were not fully autonomous. 4. **Tydings-McDuffie Act and Commonwealth Period**: Initiated the 10-year Commonwealth period, leading to independence after WWII. **V. Japanese Occupation (1941--1945)** 1. **World War II and Occupation**: Japan occupied the Philippines, resulting in the Bataan Death March and significant suffering. 2. **Liberation**: Allied forces under General Douglas MacArthur liberated the Philippines in 1945. **VI. Post-War Republic and Independence (1946--Present)** 1. **Independence and the Third Republic**: The Philippines gained full independence on July 4, 1946, with *Manuel Roxas* as president. 2. **Martial Law and Dictatorship (1972--1986)**: Under *Ferdinand Marcos*, martial law was imposed, curtailing rights and leading to economic decline. 3. **People Power Revolution (1986)**: Peaceful protests led to Marcos's ouster, with *Corazon Aquino* restoring democratic governance. **VII. The 1987 Philippine Constitution** - **Background and Ratification**: Following the People Power Revolution, the 1987 Constitution was drafted to replace the 1973 Constitution under Marcos. Ratified in a national plebiscite on February 2, 1987, it restored democratic governance and civil liberties. - **Key Principles of the 1987 Constitution**: - **Preamble**: Emphasizes democratic and republican ideals, national unity, and social justice. - **Bill of Rights** (Article III): Ensures civil liberties, including freedom of speech, due process, and freedom from unlawful detention. - **Separation of Powers** (Articles VI-VIII): Establishes an independent judiciary, an executive led by the president, and a bicameral legislature (Senate and House of Representatives). - **Social Justice and Human Rights** (Article XIII): Protects labor rights, agrarian reform, and social welfare. - **Autonomous Regions** (Article X): Allows for the creation of autonomous regions in Muslim Mindanao and the Cordilleras, promoting local autonomy. - **National Economy and Patrimony** (Article XII): Ensures that resources are used for national development and prohibits foreign ownership of certain national assets. - **Education, Science and Technology, Arts, Culture, and Sports** (Article XIV): Promotes education and cultural heritage. - **Amendments and Revisions** (Article XVII): Outlines the process for constitutional amendments, either by Congress or a Constitutional Convention. - **Significance**: The 1987 Constitution aims to prevent authoritarian rule by upholding democratic institutions, civil rights, and checks and balances. It emphasizes social justice and seeks to address historical inequalities. **VIII. Contemporary Issues and Challenges** 1. **Economic Challenges**: Poverty, inequality, and unemployment remain issues despite economic growth. 2. **Political Corruption**: Corruption affects governance and public trust. 3. **Territorial Disputes**: Conflicts over the West Philippine Sea remain contentious, particularly with China. 4. **Human Rights and Rule of Law**: The protection of civil liberties continues to be a critical issue, especially regarding anti-terrorism laws and extrajudicial killings. **I. Introduction to Understanding the Self** *Understanding the Self* examines how we perceive, define, and reflect upon ourselves. This course explores the idea of self across philosophical, psychological, and social contexts, focusing on how identity and self-concept develop. **II. Historical Perspectives and Key Philosophers** **1. Ancient Philosophers on the Self** - **Socrates (469--399 BCE)** - *\"Know Thyself\"*: Socrates emphasized self-knowledge as the path to wisdom and moral integrity. - He believed in examining one\'s beliefs, thoughts, and actions to achieve self-awareness and virtuous living. - **Plato (427--347 BCE)** - Proposed the concept of a **tripartite soul**: - **Rational** (logical thinking), - **Spirited** (emotions), and - **Appetitive** (desires). - The self, for Plato, is an immortal soul that exists beyond the physical body and is the source of true knowledge. - **Aristotle (384--322 BCE)** - Viewed the self as a combination of body and soul, where the soul's purpose is to realize human potential. - Emphasized *eudaimonia* (flourishing or living well) as the goal of the self, achievable through a balanced life of virtues. **2. Medieval Philosophers on the Self** - **St. Augustine (354--430)** - Influenced by Christian teachings, he saw the self as a soul seeking God's truth. - Believed in the *introspective self*, where understanding oneself brings one closer to God. - **St. Thomas Aquinas (1225--1274)** - Integrated Aristotelian philosophy with Christianity, defining the self as a union of body and soul. - Argued that reason is central to understanding one's purpose and achieving moral goodness. **3. Modern Philosophers on the Self** - **René Descartes (1596--1650)** - Famous for *\"Cogito, ergo sum\" (I think, therefore I am)*, Descartes argued that the self is fundamentally a thinking mind separate from the body. - This *dualism* posits that mind and body are distinct but interact. - **David Hume (1711--1776)** - Rejected the concept of a permanent self, arguing that the self is a bundle of perceptions that change over time. - For Hume, there is no fixed self; rather, it is a collection of sensory experiences and memories. - **Immanuel Kant (1724--1804)** - Proposed that the self is an active agent organizing experiences, not merely a passive receiver. - The self actively shapes perception, giving coherence to experiences. - **Sigmund Freud (1856--1939)** - Defined the self through a psychoanalytic lens with three parts: - **Id** (basic instincts), - **Ego** (reality-oriented self), and - **Superego** (moral conscience). - He believed the self develops through complex psychological processes, including the resolution of internal conflicts. **III. Theories of Self-Concept in Psychology** **1. William James (1842--1910)** - Distinguished between the **\"I\"** (subjective self) and the **\"Me\"** (objective self). - The \"I\" is the self as the knower, while the \"Me\" includes all aspects one can reflect upon (material, social, and spiritual). **2. Carl Rogers (1902--1987)** - Developed the concept of the **self-concept** as central to personality. - Proposed that the self has an *ideal self* (who one wishes to be) and a *real self* (who one actually is), and well-being depends on aligning the two. - Emphasized *unconditional positive regard* for personal growth. **3. Erik Erikson (1902--1994)** - Outlined the **8 stages of psychosocial development**, where each stage involves a specific crisis that contributes to the self. - Key stages for self-development include *identity vs. role confusion* (adolescence) and *intimacy vs. isolation* (young adulthood). **4. Albert Bandura (1925--2021)** - Proposed the concept of **self-efficacy**, which is the belief in one\'s ability to succeed. - Emphasized that the self is shaped through social interactions and experiences, a concept called *social learning theory*. **5. George Herbert Mead (1863--1931)** - Introduced the idea of the self as a social construct, developed through interaction with others. - Described the self as composed of the **\"I\"** (spontaneous self) and **\"Me\"** (socialized self), where individuals see themselves through others\' perspectives. **IV. Theories of Self and Identity in Sociology** 1. **Charles Cooley (1864--1929)** -- *Looking-Glass Self* - Suggested that the self is shaped by how one believes others perceive them, forming a self-image based on social interactions. 2. **Erving Goffman (1922--1982)** -- *Dramaturgical Approach* - Compared social life to a performance, where people present themselves in specific ways depending on their social environment. - The self is fluid and changes based on the \"audience.\" 3. **Henri Tajfel (1919--1982)** -- *Social Identity Theory* - Proposed that self-concept is partly derived from group memberships. - People derive pride, purpose, and identity from their associations with social groups. **V. Contemporary Views on the Self** 1. **Self-Esteem** - Refers to an individual\'s sense of self-worth or personal value. - Positive self-esteem is linked to better mental health and resilience. 2. **Self-Concept** - Encompasses beliefs, values, and attitudes one holds about oneself. - Self-concept influences one\'s actions, relationships, and life choices. 3. **Identity and Culture** - Identity is shaped by cultural, familial, and social influences. - Cultural identity forms through customs, traditions, and shared experiences. 4. **Digital Self** - The rise of social media has created a \"digital self\" where individuals project aspects of themselves online. - Digital identity can influence self-perception, often leading to a curated version of oneself. **VI. Key Themes in Understanding the Self** 1. **Self-Knowledge and Awareness** - Self-awareness involves understanding one's values, strengths, and limitations. - Reflection is key to understanding personal identity. 2. **The Self in Society** - The self is influenced by social roles, group affiliations, and cultural expectations. - Societal pressures and stereotypes can shape self-perception. 3. **Growth and Development of the Self** - Personal growth involves aligning the real self with the ideal self, often requiring overcoming challenges. - Resilience and adaptability are crucial for self-development. **Sigmund Freud\'s Psychoanalytic Theory** Sigmund Freud (1856--1939) introduced one of the foundational theories of personality, known as **Psychoanalytic Theory**. Freud\'s perspective on the self provides insights into the role of unconscious processes, developmental stages, and internal conflicts in shaping the personality. **1. Structure of the Mind** - Freud theorized that the human mind is divided into three main parts: - **Conscious**: This is the part of the mind that holds thoughts and feelings we are aware of. - **Preconscious**: Contains memories and information that, while not currently in the conscious mind, can be accessed when needed. - **Unconscious**: The largest part of the mind, containing thoughts, desires, and memories that are suppressed or hidden from conscious awareness due to their potentially disturbing or socially unacceptable nature. **2. Structure of Personality: Id, Ego, and Superego** - **Id**: The id represents the primal, instinctual part of personality. It operates on the *pleasure principle*, seeking immediate gratification of basic desires like hunger, sex, and aggression. - **Ego**: The ego is the rational part that mediates between the demands of the id and the limitations of reality. Operating on the *reality principle*, it tries to satisfy the id's desires in socially acceptable ways. - **Superego**: The superego represents the moral and ethical dimensions of personality, embodying societal standards, values, and ideals. It functions as the internalized conscience and strives for perfection. - Freud believed that the interactions among the id, ego, and superego shape individual behavior and personality. The ego's role is to balance the often conflicting demands of the id and superego, leading to complex inner conflicts. **3. Psychosexual Stages of Development** - Freud posited that personality development occurs through a series of psychosexual stages, each characterized by pleasure-seeking energies focusing on different erogenous zones. - The five stages are: 1. **Oral Stage (0-1 year)**: Pleasure centers on the mouth (e.g., sucking, biting). Fixation can lead to dependency or aggression. 2. **Anal Stage (1-3 years)**: Focus on controlling bowel movements. Fixation may result in orderliness (anal-retentive) or messiness (anal-expulsive). 3. **Phallic Stage (3-6 years)**: Awareness of the genitals and emerging sexual identity. Oedipus and Electra complexes arise, where the child feels a subconscious attraction to the opposite-sex parent. 4. **Latency Stage (6-puberty)**: Sexual impulses are dormant as children focus on social and academic skills. 5. **Genital Stage (puberty onward)**: Sexual reawakening, where individuals direct sexual urges toward others. Success at this stage leads to healthy relationships. - According to Freud, unresolved conflicts or fixations in any stage can impact personality and behavior in adulthood. **4. Defense Mechanisms** - Freud introduced the concept of **defense mechanisms**, which are unconscious strategies the ego uses to reduce anxiety from conflicts between the id and superego. - Common defense mechanisms include: - **Repression**: Burying distressing memories in the unconscious. - **Denial**: Refusing to acknowledge reality. - **Projection**: Attributing one's undesirable traits to others. - **Displacement**: Shifting emotions from a real target to a safer substitute. - **Rationalization**: Justifying behaviors or feelings to avoid guilt or shame. - **Sublimation**: Redirecting negative impulses into socially acceptable actions.