PHILSOC-FINALS-TRANS-_CO.pdf

o Philippine Society MODULE 1 Man, Society, and Culture Centrality of Man and Society Founded on Truth Human beings are the essential foundation, cause and end of all social institutions. Man is the center, source, and purpose of all economic and social life. Man as a political animal and a social b...

o Philippine Society MODULE 1 Man, Society, and Culture Centrality of Man and Society Founded on Truth Human beings are the essential foundation, cause and end of all social institutions. Man is the center, source, and purpose of all economic and social life. Man as a political animal and a social being. A civic society is to be considered well-ordered, beneficial and in keeping with human dignity if it is grounded on truth. Truth is all about the recognition that all men and states are equal in dignity. This will be accomplished when each one duly recognizes both his rights and obligations towards others. Both people and states should have the right to existence, to self-development. Truth is always linked to the concept of freedom and justice. The Principle of Common Good o “The sum total of social conditions which allow people, either as groups or as individuals, to reach their fulfillment more fully and more easily.” o Stems from the dignity, unity and equality of all people. o Everyone is responsible for each other. o Main purpose of political authority. o Maslow’s hierarchy of needs o 3 essential elements: a. Respect for the human person’s fundamental and inalienable rights such as the right to privacy and rightful freedom in matters of religion b. Social well-being and development of the group itself by making food, clothing, health, work, education, culture, suitable information, the right to establish a family, etc c. Stability and security o abundant opportunities for employment and sources of wealth Protects people from abuses by higher-level social authority and calls on these same authorities to help individuals and intermediate groups to fulfill their duties. The dignity of work, protecting the worker from unemployment. Participation o It is essential for human beings to have a sense of participating, of being a part of the decisions and endeavors that shape the destiny of the world. o Violence and injustice are the result of people’s sense of being deprived of the right to shape their lives. o Duty of Justice and Truth: not to allow fundamental human needs to remain unsatisfied (developing human capital by increasing one’s knowledge and skills) o Citizens should be given the chance to participate freely and actively in establishing bases of a political community. (e.g. governing, choosing our leaders, and determining the scope and purpose of various constitutions) Social Freedom and Democracy According to the Catholic Church, o Democratic government is defined by the assignment of powers and functions on the part of the people, exercised in their name, in their regard and on their behalf. o Every democracy must be participative. According to the Social Agenda, o The democratic process breaks down because of corruption and favoritism which prevents people from benefitting equally from community assets and services to which everyone has a right. o There can be no morality without freedom but genuine freedom is an outstanding manifestation of the divine image in man. The Principle of Solidarity o It is a firm and persevering determination to commit oneself to the common good. o Solidarity takes on the Christian dimension of total gratuity, forgiveness & reconciliation. o The same duty of solidarity that rests on individuals exists also for nations: “Advanced nations have a very heavy obligation to help the developing peoples” Democracy vs Tyranny o Article II Section I: The Philippines is a democratic and republican state. Sovereignty resides in the people and all government authority emanates from them. o Moral components of political representation: to put power into practice as service, to seek solutions to social problems. o The root of modern totalitarianism is to be found in the denial of the transcendent dignity of the human person. o The culture and praxis of totalitarianism also involve a rejection of the Church (which claims to be able to lead history) o Only use martial law for state of emergencies. The Principle of Subsidiarity o All about creating favorable conditions for the free exercise of economic activity, which will lead to Information & Democracy: Role of Media o Information is among the principal instruments of democratic participation. CHELSEA MAE C. CO Section 1IM1 1 o o Media must be used to build up and sustain the human community in its different sectors: economic, political, cultural, educational, and religious. Article III (Bill of Rights), Section 7: The right of the people to information on matters of public concern shall be recognized. Access to official records and to documents and papers, government research data used as a basis for policy development. Genuine Human Development o An obstacle to individual fulfillment and to man’s true greatness. Both for nations and individual men, avarice is the most evident form of moral underdevelopment. o Modern underdevelopment is not only economic but also cultural, political, and simply human. o Integral human development: the development of every person and of the whole person (especially the poor) o The development of technology and contemporary civilization demand a proportional development of moral and ethics. Culture o The persons belonging to that group are shaped to a large extent by the culture in which they live. o Inculturation - re-expression of the gospel in forms and terms proper to a culture. Fundamental Values of Social Life: Truth, Freedom, and Justice Truth Freedom Justice Based on a person’s right to life, liberty, and property (Bill of Rights, Section 1) and the inherent dignity of the human person as created by God in his likeness. Must be understood within the limits imposed by the common good and public order and, in every case, in a manner characterized by responsibility. According to its most classic formulation, it consists in the constant and firm will to give their due to God and neighbor. Reference: PPT slides of Ms. Jann Laksmi Espino CHELSEA MAE C. CO Section 1IM1 2 Philippine Society MODULE 2 Geographical and Historical Foundations of Philippine Culture The Philippine Archipelago Article I of the Constitution: National Territory “Comprises the Philippine archipelago, with all the islands and waters embraced therein...” ; ”Consisting of its terrestrial, fluvial, and aerial domains” Geographical fragmentation is one of the central facts of Philippine life. Geography: Nature’s Terrors The Philippines lies in the Pacific Ring of Fire which explains why it is considered as one of the most disaster-struck countries in the world. Frequency of volcanic eruptions, earthquakes, typhoons, and floods. Among the major sources of new revenue projected by the Americans was the sale of public land. The U.S. colonial land policy was predicated on the American experience and on the belief that the Philippines was underpopulated. The assumptions were that the archipelago could support many more people if the tens of millions of acres of public land were developed, that there was a labor shortage in the society, and that the problems of tenancy would be solved by free land and universal education With this plan in mind, William Howard Taft went to Rome to negotiate with the Vatican for the sale of the friar lands. The US colonial practice of permitting the elite to gain power through land acquisition created a situation in which land reform was impossible because privileged elite controlled the government Reference: PPT slides of Ms. Jann Laksmi Espino According to Israel and Briones (2012): “There are direct and negative impacts of natural disasters on the agriculture sector as well. Typhoons, floods and droughts have the potential to reduce farm productivity; damage farm inputs, facilities and/or infrastructure, and limit farm planting options” “typhoons, as exemplified by Ondoy and Pepeng in 2009, have a significant negative impact on the food security of the households in the affected areas” Land Ownership and the Distribution of Rural Wealth Spaniards established the European concept of private ownership—prior to their arrival, land had been held communally. “Polo” - a forced-labor obligation of forty days for all males between sixteen and sixty; “Tributo” – a head tax, which was frequently abused; “Tithes” to the church the “Donativo de Zamboanga” - a periodic special levy to help fight the Muslims. the “Vandala” - a forced delivery system by which certain goods had to be delivered to the government at set prices The burdens of these repressive taxes fell excessively on the peasants. Nineteenth-century economic development led the Spanish to restructure the tax base, and urban and industrial taxes were created. Eventually a graduated personal tax was established, forced labor (the polo) was reduced, and tariffs were used to generate income. Problem of Tenancy and Sharecropping - involving the abused system made by the Friars, Inquilinos to sharecroppers. CHELSEA MAE C. CO Section 1IM1 3 Philippine Society MODULE 3 Filipino Identity, Nationalism and Patriotism: The Dilemma of Colonial Mentality I. This mindset would negatively affect a Filipino’s sense of self-identity; “cultural identity is the fundamental source of social participation, development, and empowerment. To remove such identity will result in the society becoming disunited, self-serving, and short-sighted” (Adame, 2023). Reference: PPT slides of Ms. Jann Laksmi Espino Aguilar (2005): “Ilustrado Nationalism” The timely application of the migration-waves framework to the Philippines colored the intellectual climate in which the early nationalists imagined the past. The first systematic formulation of the migrationwaves theory purporting to explain the peopling of the Philippine islands with two races and diverse cultural groups was advanced in 1882 by Ferdinand Blumentritt in Versuch einer Ethnographie der Philippinen (An Attempt at Writing a Philippine Ethnography). Rizal’s perception of the past would be incomprehensible apart from Blumentritt, with whom he formed a friendship. Because the ilustrados believed that there were no court chronicles, manuscripts, temples, or monuments that could illuminate the past, Rizal relied on the world of science to construct history and define an identity. During his stay in Europe in the 1880s, he read countless "scientific" books on the Philippines. Antonio de Morga's Sucesos de las Islas Filipinas (Events in the Philippine Islands), originally published in 1609 was annotated by Rizal and distribution was banned in Manila. Two-race schema: Negrito (First Wave) and Malay (Second Wave). Blumentritt contended that the third migratory wave was composed of a "second group of Malay invaders" who possessed "a higher civilization and milder morals as compared to the first Malay wave. These new invaders, composed of the Tagalogs, Pampanguinios, Visayans, Bicolanos, Ilocanos, Pangasinanons and Cagayanons. Igorots were part of the Second wave along with other Indigenous Peoples. Ethnic groups in Mindanao are still not part of the Third Wave. Ethnology = cultural studies, origins of people Nation as an “artifact” of history (Clement Camposano), Nation as an “imagined” community (Benedict Anderson). Case Study on Colonial Mentality Colonial mentality is a form of internalized oppression and perception of ethnic or cultural inferiority (David and Okazaki). CHELSEA MAE C. CO Section 1IM1 4 o Philippine Society MODULE 4 Philippine Educational System: Historical Evolution and Contemporary Issues I. Early Filipinos vs Spanish Period EARLY FILIPINOS The medium of instruction used was Alibata, the native alphabet The educators or the teachers during the precolonial era were the Babaylan and the Katalonan. The fathers trained their sons in how to hunt and other means of maintaining a livelihood. On the other hand, the mothers were in charge of their girls and instructing on household chores. Islam and the Koran Informal and Unstructured – education is NOT institutionalized and separate institutions for education were not in place SPANISH PERIOD The first Christian school built in the Philippines was mandated by the Augustinians and established in Cebu in 1565. The public school system in the Philippines was born in 1863, with the passage of the Education Reform Act in the Spanish Courts ONLY wealthy Filipinos or the Illustrados were accommodated by the schools. Realities of that time made it impossible for everyone to learn Spanish (esp. due to the diverse native tribes and languages) Christian doctrines were the main focus of these schools and schools for boys and girls were separate. Religious and Patriarchal – schools were controlled by the friars and gender inequality (female subordination, women could only either enter vocational schools or join the convent) THE SPANISH PERIOD: o Higher education institutions for BOYS were soon established by the Jesuits and the Dominicans such as the following: § “Colegio de San Ignacio”, the first college schools for the boys in Manila in 1580. § “Colegio de San Idelfonso” in Cebu in 1595 § “Colegio de San Jose” (for boys) § The Dominicans established the University of Santo Tomas which opened in 1611 § Around 1630, another university was set up built especially for orphaned boys called the “San Juan de Letran” CHELSEA MAE C. CO Section 1IM1 For the WOMEN: § Compared with the boys, it took a little time to establish schools and colleges for girls. § “There were a few institutions of higher learning for girls but they were meant only for daughters of Spaniards and other local elites” (Sobritchea, 1989). § In 1589, “Colegio de Santa Potenciana” was opened for girls; this was the first school and college for girls. § “Colegio de Santa Isabel” opened in 1632. According to Fesnoza (1950), “The contents of the materials to be read were religious, such as the common prayers required for the sacraments of confession and communion and the cathechism of the Christian doctrines. Classes were ungraded and the children were required to attend the schools until they had learned to say the prayers required for the sacraments of confession and communion and memorized the Doctrina Cristiana. Instruction was given in the dialect of the community. Spanish was taught to the more brilliant students, especially to the sons of the principalia (upper class).” “This education produced the type of mestiza who dragged her feet, according to Jagor, who did nothing but join cofradias and go to church, all veiled in black, or get dressed in gold and velvet and be laden with all the family jewels as she walked as zagala in a religious procession” (Sobritchea, 1989). “The religious congregations instituted “beaterio”. The sole purpose of this was to provide education for orphaned girls who could not afford to educate themselves. The lessons taught were basically about household tasks such as cooking, embroidery-making, sewing and others skills necessary for good housekeeping” (Musa and Ziatdinov, 2012) § § § § The courses offered to girls were not as varied as those given to male students. Other than the basic subjects like reading, writing and arithmetic, the girls were given heavy loads of course work in needlework and other home crafts, religion, and music. The boys had a wider choice of schools to attend and professions to pursue. The common courses of study in these institutions, beyond the basic grammar and arithmetic courses, included philosophy, Latin, Greek, physics, metaphysics, logic, ethics, Cannon law, Roman law and others. These subjects were generally deemed unfit for women and did not become part of their curriculum. 3 German Ks: Kirche, Kuche und Kinder – (i.e. church, kitchen, and children) 5 II. American Colonial Education & Its Impact on the Status of Filipino Women (Sobritchea, 1989) AMERICAN PERIOD (PROS) – Musa and Ziatdinov (2012) AMERICAN PERIOD (CONS) – Sobritchea (1989) PUBLIC SCHOOL SYSTEM Every child from age seven was obliged to register at the nearest school. School supplies were provided to the students for free which greatly increased Filipino literacy. INTENSIFICATION OF SOCIAL INEQUALITIES Due to the gender gap, it’s still very evident when statistics are analyzed that there’s a great difference in the ratio of men and women college graduates as well as the number of professionals; Women finally had the right to vote but political candidates are still limited to the men who dominated politics. COMPLETE DISREGARD FOR ETHNIC LANGUAGES By January of 1901, the colonial civilian government passed law known as Act 74 that established the Bureau of Education. Among its provision was the mandatory use of English as the "basis of instruction”. “The use of English as medium of instruction widens the divide between the elite and the Filipino masses. The Filipinos started to learn not only a new language but an entirely new way of life. They learned everything American, which they believed is the beginning of their education” (Catalan and Durban, 2012). RACIAL DIFFERENCES “It’s people were thus consigned to a racial state of exception. They were subject to American laws but, by virtue of their racial difference, not entitled to the same”. (Rafael, 2015) CAPTURING MINDS OF THE NATIVES Renato Constantino’s Miseducation of the Filipino People: Capturing minds to conform to American ideas and dilute Filipino nationalism. ESTABLISHMENT OF MORE UNIVERSITIES Philippine Normal School in 1901 (now a university), National University (1901), St. Paul University Dumaguete (1904), Zamboanga Normal School in 1904 (now Western Mindanao State University), the University of the Philippines (1908), the University of Manila (1914), Philippine Women's University (1919) and Far Eastern University (1933). RELIGION NOT THE BASIS OF CURRICULUM During the American period, religion was NOT part of the school curriculum, more subjects were discussed, and more professions became available at colleges. SCHOLARSHIPS TO STUDY IN AMERICA For the academically excellent students, scholarships were given for them to pursue higher education in the United States and they were expected to go back and teach. INCLUSION OF REMOTE AREAS TO PACIFY THE NATIVES CHELSEA MAE C. CO Section 1IM1 OVERDEPENDENCE ON AMERICA EVEN AFTER INDEPENDENCE 6 Vocational schools were established in more remote areas such as Mountain Provinces and some parts of Mindanao like Sulu. Japanese Occupation o The Japanese Occupation started on 1941. Changes in the system of education were implemented a year later based on the Military Order No. 2 in 1942 o To forget and to stop English language learning, and instead learn and adopt Nippongo; o To recognize that the Philippines as a part of the Greater East Asia Co-Prosperity Sphere so that the Philippines and Japan could have good relations. Japanese Occupation 1943-1946 Present Education aimed to foster a new Filipino culture based on the selfconsciousness of the people as Orientals. Education is for everyone regardless of class and gender. Public schools in basic level education are not moneyoriented. Nippongo served as another oppressing language on the Filipinos. To be aware of the materialism to raise the mortality of the Filipinos. Inadequate school facilities. The government only spends 12% of the national budget on education that is far from the suggested cut of World Bank which is 20%. Lack of welltrained teachers in addition to insufficient instructional materials. Low teacher salaries. Private tuitions are increasing year on year. Education finance is very far from other Asian countries such as Malaysia and Thailand. Section 3(2), Article XIV of the Constitution states that: “ALL educational institutions shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and CHELSEA MAE C. CO Section 1IM1 This is due to the United States’ growing global impact in a globalizing world and our history of being colonized makes things worse for us. personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote vocational efficiency,” III. Issues & Concerns of Philippine Education Through the Years The Role of Education in National Development “Education has been looked into as the means of alleviating poverty, decreasing criminalities, increasing economic benefits and ultimately uplifting the standard of living of the Filipino masses” (Durban and Catalan, 2012) o o o o o o Issue of Underemployment – studies have shown that earning a college degree was not a guarantee for a stable job that can provide better income. This motivated the educated Filipinos, especially the middle class to shift their interest in finding better paying jobs abroad. This phenomenon contributed to the exodus of the best educated Filipinos resulting to “brain drain.” After the EDSA people power revolution, the Aquino administration brought a new period in education history. New concepts were introduced such as schools for the people, democratic and relevant education, and education as a right not a privilege, emerged and taken up by the civil society. The Inadequacy of Public Education – lack of instructional materials, inadequate facilities, and lack of training for professional growth hindered teachers to perform their best. Issue of Child Labor – functional literacy of the Filipinos is at its minimum reflecting the sad state of education. There are rampant problems of child labor, where children who are supposed to be in the classroom are working to help augment family income. Globalization of Education – this concern was a response to the ever-changing milieu in the international academic community where students must be globally competitive. Thus, schools must transform their orientation from being parochial to liberal. Programs must be realigned to meet international standards, both for teachers and students, as well as facilities and instructional materials Lack of Budget from Government – this resulted to poor facilities. Schools in the rural areas do not receive much support from the government. School supplies such as books are received by them almost at the end of the year. The same problem is also experienced by State Universities and College when the government decided to reduce their budget allocation. 7 o Politics in Education – the impact of improper legislation to the whole educational system, doesn’t explain concrete implementation process of solving certain educational issues. Other example would be instances when principals, supervisors and even superintendent of schools and divisions are appointed because they are recommended by wellknown senators, congressmen, governors and even mayors. Reference: PPT slides of Ms. Jann Laksmi Espino CHELSEA MAE C. CO Section 1IM1 8 Philippine Society MODULE 5 Globalization, Economy, and Trade I. Manila-Acapulco Galleon Trade cotton, musk, wax, and curiosities of the East which were sold at very high prices at the market fair in Acapulco. On the voyage back to Manila, they carried loads of Mexican and Peruvian silver pesos, the huge earnings from the sale and the royal subsidy to the Philippine colonial government” (Ango, 2010). Note that there was no cinnamon in Cebu; it was brought from Mindanao. The Spaniards traded for the spice in the port of Butuan, brought it from Zamboanga or bartered for it in the Point of Cavite. In Cavite, which was on the eastern side of Mindanao, cinnamon was believed to be very abundant. II. o o o o III. Cebu vs Manila: Competition between the Two Ports Miguel Lopez de Legazpi (first Spanish governor of the Spanish Colonial Philippines) Sample Galleons: San Pedro, San Juan, etc. Cebu-Acapulco Galleon Trade (1565-1604) – the route was closed. It took two and a half centuries for the trading route to re-open. § Manila was more profitable. § Voyages from Cebu are vulnerable to calamities, especially during habagat season. Structural Inequality in the Philippines “On their way to New Spain, as Mexico was called then, the galleons’ cargo holds were filled with silk, spices, porcelain, CHELSEA MAE C. CO Section 1IM1 9 “The capitalists in the Philippines during Ferdinand Marcos regime were disorganized in a sense that there were several sets of oligarchs existing depending on their relationship with the state. There were oligarchs which were attacked by the state for their potential as opponents, cronies including friends and relatives, and the get along oligarchs. Park Chung Hee, on the other hand, put illicit traditional profiteers into house arrest and made them served the nation in exchange for their freedom. He disciplined them through an agency that checked and balanced their performance” (Perez, 2015; p. 64) V. o IV. o o Structural Inequality in the Philippines Income and Employment Inequality Crony Capitalism in the 70s It was in the 1970s that cronyism and rent seeking in the Philippines became institutionalized. The cronies had certain monopoly over businesses, whether wholly owned or co-owned. These sectors include agricultural export sugar and coconut milling and trading, bananas), banking and finance, broadcasting and print media, construction, communications, car and truck manufacturing and distribution, gambling, mining, logging, electricity generation and distribution, pharmaceuticals, transportation, tobacco and beverages, real estate, machinery distribution, shipping and ship repair, and oil and coal exploration (Dohner & Intal, 1989, p. 474). CHELSEA MAE C. CO Section 1IM1 Source: ADB key indicators “The Philippines has the highest GINI Coefficient among ASEAN’s six largest economies at 41.58 percent. Malaysia follows at 39.37 percent. Indonesia is at 38.33 percent. Vietnam is at 35.58 percent. Singapore is at 35.58 percent and Thailand is at 34.55 percent. For context, Slovenia has the world’s most equally distributed wealth with a GINI Coefficient of 24.6 percent” (PIDS website). 10 “The poverty line in the Philippines is pegged at P10,481 per month for a family of five. The Philippine Institute for Development Studies reported that 22 percent of Filipino households were living below the poverty line as of 2021. Households earning between P10,481 to P20,962 are considered low income and they constitute 35 percent of all households. Together, these two classes comprise 57 percent of the population” (PIDS website). o Attracting Foreign Direct Investments o Key Challenges for SMEs Reference: PPT slides of Ms. Jann Laksmi Espino CHELSEA MAE C. CO Section 1IM1 11 Philippine Society MODULE 6 Filipino Social Values & the Filipino Family I. Kinship and Social Relations in Filipino Culture Table of Consanguinity A. The Kinship Structure B. Neighbors and Neighborhood (“Magkapitbahay”) C. Dynamics of Social Expectations PRIMACY OF THE FAMILY Family is the earliest and most continuously functioning agency of socialization. GROWING DIFFERENCE BETWEEN RURAL & URBAN FAMILY RELATIONS STRICT LINES OF CONSANGUINITY (It is often emphasized that ongoing social relations, rather than structural relations per se, define succinctly the probability of continued interpersonal attachments). EXTENDED FILIPINO FAMILY Includes bilaterally positioned relatives who may reside in the same neighborhood or live elsewhere (Mendez & Jocano, 1974). Kinship relations extend on both sides to include grandparents, siblings of parents, and their own offspring. SHARING WITH YOUR NEIGHBORS Represents "the most effective segment of the rural society where collective responsibility and social member gains from his labor in kind by sharing in the harvest of rice, for example. Mainly observed in traditional rural family and kinship relations "The contingency principle... stems from specific definitions of social goals on the one hand and the rules of social interaction on the other hand which allow individuals to create among themselves, bonds of obligation, negate these and define areas in which there is a lack of obligatory responsibility. 4 PRINCIPLES : Generation, Seniority, Bilaterally, and Sex LIQUIDITY – can easily change/ cut ties with a neighbor since they can easily transfer from one neighborhood to another Thus, the dynamics of interaction are such that individuals continue to establish alliances insofar as they behave "properly" within the prevailing culture. Determines reciprocal rights and obligations of each member CHELSEA MAE C. CO Section 1IM1 D. Patterns of Behavior: Pakikipagkapwa CENTRALITY OF SOCIAL RELATIONS REFLECTED IN THE FILIPINO VOCABULARY (e.g. tiya – aunt; lolograndfather; kuya and diko – eldest and second brother, respectively) to represent seniority 1. 2. 3. 4. 5. 6. 7. 8. Pakikitungo (civility) Pakikisalamuha (interacting with) Pakikilahok (participating with) Pakikibagay (in conformity) Pakikisama (being-along with) Pakikipahpalagayangloob (being in rapport) Pakikisangkot (getting involved) Pakikiisa (being-one with) Pakikipag-kapwa incorporates these prescribed rules of reciprocal privileges and obligations between kindred members. Kapwa is the cognitive image of these relationships, and becomes generalized in experience to include all acceptable forms of 12 towards each other Bilateral relations refer to relatives from both the maternal and paternal side of one’s family social relationships (Enriquez, 1981). II. The Family, Traditional Values, and the Socio-Cultural Transformation of Philippine Society (Miralao, 1997) o Is Filipino Traditional Values and Family System a Deterrent to the Attainment of a Modern Industrial State? § The strong familistic orientation of Filipinos and their emphasis on personalistic ties are often cited as giving rise to nepotism, corruption, and dependency, and are seen as incompatible with the requirements of progressive modern societies o Some analysts argued that: Modernization Consequently Erodes Traditional Values, Family Life and the Country’s Social Fabric § State intervention was deemed necessary to promote values. For example, the suggestion that there is a need to recapture national tradition and values has led the Philippine government to initiate a Moral Recovery / Values Formation program in schools, the civil service, the police force and the public at large. o As societies move from a primitive to a modern state, structures of human interactions shift from those congruent with or promotive of primary, personalistic and diffuse relationships (BETA) to those requiring Characteristic #1: Large Size Compared to Other Countries’ Standards Characteristic #2: Maintain Close Relationships The typical Filipino family consists not only of immediate family members but of relations extended vertically & horizontally (grandparents, children, aunts, uncles, nephews, and nieces) This is further reinforced by a continuous flow of help, assistance, and favors among relatives and by reciprocal exchanges. Reciprocal obligations and privileges characterize most if not all, sets of relations within the family. o o secondary, universalistic, and specific relationship (ALPHA). Historical Transformation of Societies: Johan Galtung (from primitive state to post- modern phase) – concludes that societies display mixes of Beta and Alpha. Reduction of personal relationships and the existence of more elites that increase inequality in social hierarchy are some indicators of a more Alpha based structure of Philippine society. “As Alpha structures become the dominant mechanism for production and social organization in modern societies, Beta structures thin out and weaken. The crisis, thus, of post-modern societies is often seen to lie in a dehumanization process engendered by the loss of Beta relationships and by meaner Alphas and bureaucracies that are devoid of human content.” Examples: Robotization, Modern Information Technology, A Feeling of Individual Alienation (the failure of modern industrial state to satisfy human needs) o Anthropologists write that the family is the central unit that defines a Filipino’s set of personal responsibilities and obligations and his or her network of social relations (Fox, 1961) Characteristic #3: PAKIKISAMA and HIYA “pakikisama” – getting along well with others “utang na loob” –crudely translated as an internal debt of gratitude “hiya” – “propriety” - Demands that one acts circumspectly as as not to shame or embarrass others nor bring this shame upon one’s self It also entails an appreciation for a favor received through other giftgiving exchanges or by rendering other forms of favors and services even after the debt has been paid (to the point when it becomes toxic). A few negative implications (Miralao, 1997) 1. Too much dependency o Families typically expect financial or economic support only while children are CHELSEA MAE C. CO Section 1IM1 Characteristic #4: Utang na Loob 2. growing up. This support is usually limited to the immediate family, meaning parents, children, and possibly siblings. Inadequacy of Social Services & Welfare Institutions 13 Families serve as people's sources of economic and social insurance esp. when there are instances when someone in the family lost a job or became ill. In more developed societies, such functions are taken over by the State or other institutions. Persistence of Nepotism in Government o Many thus continue to blame Philippine values for the nepotism that exists in government or the personalism that pervade formal official transactions and for the ills in Philippine society in general. o 3. Reference: PPT slides of Ms. Jann Laksmi Espino CHELSEA MAE C. CO Section 1IM1 14 Philippine Society MODULE 7 Nation-State Formation in the Philippines and Key Governance Issues I. Nation-State Formation in the Philippines (Quilop, 2006) Nation – refers to a large group whose members believe that they belong together on the basis of a shared identity as a people. An imagined community (Benedict Anderson) – ”It allows one to feel a connection with a community of people even if he/ she will never meet all of them in his or her lifetime.” A nation could be classified as an ethnic nation or a territorial nation. Various ethnic groups comprise a nation Forging a sense of national belongingness and identity among various ethnic groups is a constant struggle in the Philippines over the years State – "an organization, composed of numerous agencies led and coordinated by the state’s leadership (executive authority) that has the ability or authority to make and implement the binding rules for all the people...” Therefore, Nation: Culture ; State: Political Unit Effective states are characterized as having autonomy and capacity State as a “coercive” authority over specific territories (Max Weber) State as an “independent political communities with governments (Hedley Bull) Attributes of a State: 1. Exercises authority over a specific population (citizens) 2. Governs a specific territory 3.Has a structure of government that crafts various rules that society follow 4. Has sovereignty over its territory 1. The barangay was the unit of government during precolonial times 2. The Spanish established a centralized hierarchy 3. American colonial period introduced a liberal democratic form of government There was no central government The barangay chief exercised full powers over everything Various levels of government composed of a governor, an audiencia and treasury officials exercising control over these subcentral units Municipalities (gobernadorcillos), Cities (cabildos), Settled provinces (alcalde mayores) and Frontier provinces (corregidores) Frailocracy – Spanish friars had a major role in running the civil government. State power was divided among the executive, legislative, and judicial branches, with each branch exercising checks and balances Elections were held both at the national and local level Filipinos had more opportunities for political participation. Separation of church and state The 1935 Constitution was an exact replica of the US Constitution except for the Electoral College and the bicameral legislature II. Colonial Government and Social Organization in the Spanish Philippines (Elizalde, 2002) Note: Not all states are nations and not all nations are states. Examples: (A). Scotland (a nation with its own flag and culture but still under the UK which is a state), (B). Bangsamoro (a nation but still recognizes the authority of the Philippine state), (C). Single nation with multiple states- (Nation of Korea with North and South Korea, Chinese nation with the People’s Republic of China and Taiwan – ROC). CHELSEA MAE C. CO Section 1IM1 15 American Colonial Period: Legislative Body Timeline Key Events 1899 – Philippine Commission (Upper House) Membership in the Philippine Commission was still restricted to appointed American officials. Philippine Organic Act of 1902 Electoral representation in the Philippines by Filipinos began when the American insular government allowed partial selfgovernance by establishing the Philippine Assembly (Lower House). From 19071946 The Philippine Legislature sent a representative to sit in the U.S. House of Representatives, as Resident Commissioner. Under Spain, the Philippines had also been given limited representation in the Spanish Cortés, and like the resident commissioners, they had the right to speak, but not to vote. On May 15, 1909, Manuel L. Quezon, as assemblyman, was elected Resident Commissioner of the Philippines The 1935 Constitution established a unicameral National Assembly. The debate between the advantages & disadvantages of unicameralism and bicameralism started. 1916 - Jones Bill to Jones Law On August 29, 1916, U.S. President Woodrow Wilson signed the bill into law, with the provision of replacing the Philippine Commission with the Philippine Senate, and the Philippine Assembly with the Philippine House of Representatives. III. State, Patronage, and Local Elites (Magno, 1989) “Patron-client relationship is conceived as a specific form of power arrangement that involves the informal linkage between a political leader (patron) who is able to provide material goods and services for his political followers (clients) who, in return for benefits received from the former, reciprocate by rendering personal support and loyalty to their patron.” IV. Special Governance (Politico-Cultural) Issues and Behavior Creation of an elite-dominated politics CHELSEA MAE C. CO Section 1IM1 Weak social control– corruption, patrimonial plunder, electoral fraud and clan-based politics became accepted practices of governing. Increase in socio-political inequality between rural and urban areas Inadequacy of institutions and bureaucratic processes Dangers of vote-buying practices Lack of proper civic education Utang na Loob( debt of gratitude) Informal influential in governance (padrino,kamaganak, kaibigan) Machismo in governance style Conclusion: All of these are heavily ingrained/ hardwired in our political culture because of our colonial past Important Terminologies to Remember: Caciquism and Landlordism (interchangeable terms) In the exercise of their powers, the cabezas and gobernadorcillos started practicing a system of rule known as caciquism. In broad terms, a cacique is a leader who exercises “boss rule.” Cacique rule was sustained not only through the exercise of local political power but also through the possession of landed property acquired through colonial patronage. Crony Capitalism- an economic system characterized by close, mutually advantageous relationships between business leaders and government officials. Oligarchy – power structure in which economic and political control is vested in a small group of people, most often referring to the elites in society. Cartels – a group of manufacturers or suppliers which deliberately resist any form of competition in order to keep control of the economy, primarily to maintain prices at a high level, benefiting only the oligarchs. VI. Comparing Governance Indicators of ASIAN countries Indicator #1: Government Effectiveness Reflects perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation and the 16 credibility of the government’s commitment to such policies Indicator #2: Rule of Law Reflects perceptions of the extent to which agents have confidence in and abide by the rule of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Indicator #3: Control of Corruption Reflects perceptions of the extent to which public power is exercised for public gain, including both petty and grand forms of corruption, as well as “capture” of the state by elites and private interests. Reference: PPT slides of Ms. Jann Laksmi Espino CHELSEA MAE C. CO Section 1IM1 17 Philippine Society MODULE 8 Philippine Development Administrations Across Different The Paradox of Weak State Under Strong Man Rule (Villacorta, 1994) Under Marcos Administration (1965-1986) The landed-capitalist elite resisted Marcos technocrats' efforts to shift to an export-oriented economy, enjoying monopoly privileges and protection under the guise of nationalism (Villacorta, 1994). The crony phenomenon extended the use of political machinery for wealth accumulation, a process predating martial law (De Dios, 1990). Unlike Northeast Asia's industrialization driven by family conglomerates and genuine land reform, the Philippines lacked such transformation of agricultural surpluses into industrial capital (Villacorta, 1994). External funds from the World Bank and IMF allowed the Philippines to adopt a debt-driven growth strategy without pushing for export-oriented industrialization (Balisacan and Hill, 2003). Martial Law dismantled democratic institutions, leading to short-lived economic gains sustained by foreign loans, but crony abuses caused economic disaster in the early 1980s (De Dios, 1984). Efforts in Bringing Back Democratic Values Under the Aquino Administration (1986-1992) The Aquino administration inherited a severe recession in 1986, with a 15% GNP contraction over two years, collapsed investor confidence, and ongoing debt payments. The new government faced threats from unreconciled military elements, suppressing coup attempts in 1987 and 1989. The 1987 Constitution restored a bicameral legislature and included provisions to prevent another dictatorship. Efforts to revive democratic values included the formation of the PHILEXPORT lobby and an open political framework for new economic actors. Land reform faltered due to the Hacienda Luisita issue, slow adjudication, and lack of government funds for landlord compensation (Putzel 1992; Riedinger, 1995). Oligarchs retained control of major industries and wealth. Labor-export policy became the norm. General Jose Almonte criticized the inefficiency of Philippine industries protected by the home market, noting the elite's skill in converting political power into economic advantage (Villacorta, 1994). Responding to globalization, the Philippines engaged with international forums and free trade associations like APEC, AFTA, and GATT (Balisacan and Hill, 2003). President Ramos implemented economic liberalization, widespread privatization, and infrastructural development. Major contributions of the Ramos administration included: 1. Reforming telecommunications and electric industries through competition, and later airlines and shipping. 2. Attracting significant international investment. 3. Improving financial inclusion by privatizing the banking sector. The 1998 Asian Financial Crisis revealed the Philippines' development lagged behind its Asian neighbors, highlighting the need for capable, oligarchyfree states to successfully implement market reforms. Rise of Populism: Politics of Personality Under the Estrada Administration (1998-2001) As a populist leader, Estrada's "Erap para sa Mahirap" campaign won public favor, but weakened party structures. In October 2000, a governor accused Estrada of heading a national syndicate involved in the illegal numbers game "jueteng" and receiving substantial payoffs (Balisacan and Hill, 2003). Estrada hijacked earmarked taxes for personal use. On December 7, 2000, the Senate began Estrada's impeachment trial on charges of bribery, graft and corruption, betrayal of public trust, and culpable violation of the Constitution (Singh, 2022). The Dilemma of Normalcy: Economic Revival Under the Arroyo Administration (2001-2010) The administration failed to control the military and its police properly which resulted in the deterioration of peace and order (rising cases of kidnapping, drugs, and gambling). The fecklessness of local police and military in bringing the Abu Sayyaf terror group to justice ultimately led to a call for US troops to participate in ostensible war exercises with the objective of decimating the group and freeing its captives The extended presence of American troops reopened old debates about sovereignty and undue foreign influence on policy. Reference: PPT slides of Ms. Jann Laksmi Espino Responding to the Demands of Globalization Under the Ramos Administration (1992-1998) CHELSEA MAE C. CO Section 1IM1 18 CHELSEA MAE C. CO Section 1IM1 19