11
SENIOR HIGH SCHOOL
Disciplines and Ideas
in the Social Sciences
Quarter 2 – Module 13:
Key concepts and ideas of Filipino thinkers in the Social
Sciences rooted in Filipino language/s and experiences
Disciplines and Ideas in the Social Sciences – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 13: Key concepts and ideas of Filipino thinkers in the Social
Sciences rooted in Filipino language/s and experiences
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:
Maria Reina Mae M. Ablir
Editors:
Maria Reina Mae M. Ablir and Maria Eula Pauline A. Elumir
Reviewers:
Gemma F. Depositario,Ed.D.
Illustrator:
Name
Layout Artist:
Richie C. Naingue
Management Team: Senen Priscillo P. Paulin, CESO V
Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D.
Maricel S. Rasid
Nilita L. Ragay, Ed.D.
Elmar L. Cabrera
Carmelita A. Alcala, Ed.D.
Printed in the Philippines by ________________________
Department of Education –Region VII Schools Division of Negros Oriental
Office Address:
Tele #:
E-mail Address:
Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental
(035) 225 2376 / 541 1117
negros.oriental@deped.gov.ph
11
Disciplines and
Ideas in the
Social Sciences
Quarter 2 – Module 13:
Key concepts and ideas of
Filipino thinkers in the Social
Sciences rooted in Filipino
language/s and experiences
Introductory Message
For the facilitator:
Welcome to the Disciplines and Ideas in the Social Sciences Alternative
Delivery Mode (ADM) Module Key concepts and ideas of Filipino thinkers in
the Social Sciences rooted in Filipino language/s and experiences!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.
ii
For the learner:
Welcome to the Disciplines and Ideas in the Social Sciences 11 Alternative
Delivery Mode (ADM) Module Key concepts and ideas of Filipino thinkers in
the Social Sciences rooted in Filipino language/s and experiences!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know
What I Know
This will give you an idea of the skills or
competencies you are expected to learn in the
module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
What is It
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
iii
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References
This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!
iv
What I Need to Know
Examine the key concepts and ideas of Filipino thinkers in the Social Sciences
rooted in Filipino language/s and experiences:
a. 19th Century (Isabelo delos Reyes, Jose Rizal, others)
(HUMSS_DIS 11-IVe-1)
b. 20th – 21st Century (Sikolohiyang Pilipino, Pantayong Pananaw, others)
(HUMSS_DIS 11-IVf-3)
Key concepts and ideas of Filipino thinkers in the Social Sciences
rooted in Filipino language/s and experiences
As early as the Revolutionary period, Filipinos have been exploring the
possibility of making sense of their world based on their own experiences and
sets of knowledge. Who are these Filipinos who set a big impact in our society
using their intellect and skills in writing?
How does Indigenous Filipino Psychology or Sikolohiyang Filipino
affect the Filipinos’ views in life? What are the roles of these so called Filipino
indigenous social ideas in dealing with everyday life especially in making
decisions? What is the significance of these social sciences in changing the
future of the Filipino culture?
For whom do we write our history? What is the basis in writing history?
What is the purpose of writing history? Do Filipinos know their history? How
do they know if it is authentic or not? Do they understand it well?
3
At the end of the module, you should be able to:
•
Explain the significance of using a particular language for discourse;
•
Identify key concepts in the social sciences rooted in Filipino
language(s) and experiences;
•
Draw a comic strip based on the indigenous concepts; and
•
Show an understanding of the role of interpersonal relations in
Philippine culture.
What I Know
Directions: Read each item carefully write your answers in your activity notebook.
Pre-test: Identify who is being described in each sentence.
1. He wrote El filibusterismo.
2. He is the Father of Sikolohiyang Pilipino.
3. He was known as the “Brains of the Revolution”.
4. He believed that Philippine history should be written in the local language or
dialect.
5. He advocated the “Filipino First Policy”.
6. He is the Father of Filipino Socialism.
7. He believed that “our education should instill love for work, spirit of tolerance,
respect for law, love for peace and practice thrift”.
8. He was elected as the Commonwealth president in 1935.
9. He is the “Brains of Katipunan”.
10.
He started La Liga Filipina with the job of enlightening the minds of the
people.
4
What’s In
Analyze the picture and answer the questions below in your notebook.
Source: https://www.e-education.psu.edu/geog30/sites/www.eeducation.psu.edu.geog30/files/system_diagram_example.png
a. How does your environment affect your life?
b. Why do you think, does this phenomenon happen?
What’s New
Important Thinkers of the Revolutionary Period
JOSE RIZAL (REFORMIST) (1861–1996)
The most influential figure of the Revolutionary period was Jose
Source:
https://en.wikipedia.org/wiki/Jos%C
3%A9_Rizal
Rizal.
It was during his stay in Europe that he penned two of his most
important works, which are believed to have sparked the 1896 Revolution: Noli Me
Tangere (1887) and El Filibusterismo (1891). The two are fictional works which were
based on the social issues that Filipinos were experiencing during that period –
inequality, racism, and colonialism, among others.
Rizal claimed that the form of revolution that the Philippines needed to go
through is that of intellectual revolution, such that every Filipino should be educated
well on the concepts and exercise of freedom and it can only be attained by educating
5
the masses of the truth – a truth that is based on science and rational thinking, and
non from the morality-based education provided by the Church.
Andres Bonifacio (1863 – 1897)
Bonifacio is the founder of the revolutionary society,
Katipunan. When Spanish authorities discovered it, the society
already had some 30,000 members in a period of approximately
six months. Three days after the founding of La Liga Filipina, Rizal
was banished to Dapitan in Mindanao, the southern part of the
Philippines. Bonifacio, a member of the Liga, thought that was the
end of the line and founded the Katipunan (Gripaldo 2013).
Source:
According to Bonifacio a man’s worth is not measured by https://en.wikipedia.org/wiki/Andr
%C3%A9s_Bonifacio
his stations in life neither by the height of his nose nor the fairness
of skin and certainly not by whether he is a priest claiming to be God’s deputy. Even if
he is a tribesman from the hills and speaks only his own tongue, a man is an honorable
man if he possesses good character, is true to his word, has fine perceptions and is
loyal to his native land.
Apolinario Mabini (1864 – 1903)
Apolinario Mabini became well known in Philippine history
as the “Sublime Paralytic” and the “Brains of the Revolution.”
Mabini was born to an illiterate farmer and market vendor
with seven other children in Tanauan, Batangas, Mabini had no
initial economic and social capital that could have secured him a
good education. Nevertheless, he was able to receive
scholarships and part-time jobs teaching children, which allowed
him to complete a bachelor of Arts degree at the Colegio de San
Source:
Juan de Letran and a Bachelor of Laws at UST.
https://en.wikipedia.org/wiki/Apo
Another struggle that he overcame was his paralysis. In linario_Mabini
1895, Mabini was struck with polio and lost the capacity of his lower limbs. During such
time, he had started writing his most influential works – El Verdadero Decálogo (The
True Decalogue) and Ordenanza de la Revolución (The Ordinance of the Revolution).
According to Mabini, humans are naturally good. It is from this stand that he
argues for the concepts of freedom being a by-product of people’s exercise of
goodness (rationality and being just). Mabini said, “True liberty is only for what is good
and never for what is evil; it is always in accordance with reason and the upright and
honest conscience of the individual”. He also distinguished reason as a key element
in the citizens’ participation in political life. It is also the same element that should guide
revolutions because without reason, such movement will be mere futile, if not
disastrous for the society. This is clearly synonymous to Rizal’s call of reliance on the
“Truth”.
6
Emilio Jacinto (REVOLUTIONIST) (1875 – 1899)
Emilio Jacinto popularly referred to as the “Brains of the
Katipunan” due to significant contributions to the Katipunan, primarily
his Kartilya ng Katipunan (Primer of Katipunan) and his article
published in Kalayaan. He became Andres Bonifacio’s advisor and
secretary.
Source:
While Jacinto died at the young age of 23 due to malaria, he https://en.wikipedia.org/wiki
/Emilio_Jacinto
remained as one of the most recognized heroes from the
Revolutionary period due to his literary works that guided the Katipunan.
The Kartilya, which became the source of values of the revolutionaries,
exemplified core values like that of charity, piety, honor, and equality. His concepts of
charity were linked with the performance of care for others that is void of self-interest.
A person helping another without expecting anything in return is an example of
Jacinto’s ideal charity. Piety, according to Jacinto, is the practice of charity wherein a
true pious individual would extend support to others and conduct himself or herself
with fairness. With fairness comes honor, an honorable person is one who has
commitment to his or her word, integrity, and the well-being of his or her countrymen.
Finally, Jacinto promoted the concept of equality in three respects: race, gender, and
social status. He argued that any person, whatever his social class, gender or skin
color, should be treated fairly. He highlighted the importance of women in the process
of building a strong society, the capacity of the underprivileged to contribute to social
development, and the irrelevance of one’s race in his or her capacity to be a good
citizen.
Manual L Quezon (Political Philosopher) (1878 – 1944)
Manuel L. Quezon was elected as the Commonwealth president in
1935, Quezon now buttressed his political ideas with some educational
and social thought. He believed in Social Darwinism—that governments Source:
https://en.wikipe
are products of political struggles for survival.
Quezon’s political philosophy consists of two strands: political pragmatism and
political preparation for an eventual Philippine independence. Political pragmatism is
the principle, which says that one must fight for a goal, but if obstacles towards that
goal are difficult to surmount, then one must fall back to an alternative that is better
than nothing provided it is in the right direction.
He believed in justice for all, a social justice that would allow the working class
to receive decent compensation to enjoy culture and leisure. His social justice program
included higher wages, credit facilities that would allow the Filipinos the opportunity to
earn a decent livelihood, and the protection of the rights of women and the poor,
among others.
According to Quezon, there can be no progress except under the auspices of
peace. Without peace and public order, it will be impossible to promote education,
7
improve the condition of the masses, protect the poor and ignorant against exploitation
and otherwise ensure the enjoyment of life, liberty and property.
Important Thinkers of the Post-Revolutionary Period
Isabelo De Los Reyes (1864 – 1938)
Isabelo de los Reyes is referred to by many historians as the
“Father of Filipino Socialism” due to his writing on anti-Catholicism
and labor unions. He was one of the founders of the Iglesia Filipina
Independiente (Philippine Independent Church) or the Aglipayan
Church, which is an independent Christian Protestant Church.
De los Reyes exhibited immense talent at a young age, having
won a silver medal for his work El folk-lore filipino (Filipino Folklore)
at the Exposición in Madrid. He founded the first labor union in the
country – the Unión Obrera Democrática.
Source:
https://en.wikipedia.org/wiki/
Isabelo_de_los_Reyes
Camilo O. Osias (1889 – 1976)
Camilo Osias advocated that the educational system must
contribute towards the achievement of the goals of education by
inculcating in the minds and hearts of the youth the value of
preserving the patrimony of the country, promoting the general
welfare of the people. He believes that education must secure for
every Filipino the fullest measure of efficiency, freedom, and
happiness.
Source:
Osia said, that “the school has an important role in the https://en.wikipedia.org/wiki/
Camilo_Os%C3%ADas
dynamic nationalism and internationalism in relation to democracy
in the education of the youth. High educational institutions should do more to turn out
graduates who can think logically, scientifically and creatively.” And further he said,
that "our education should instill love for work, spirit of tolerance, respect for law, love
for peace and practice thrift".
CLARO M. RECTO
Claro M. Recto became known as the “foremost statesman” of
his generation due to the various nationalistic writings that he made as
a senator. Recto became known for his advocacy of highlighting
Filipino nationalism as opposed to the colonial backdrop that most
people were embracing. He was often heard and read advocating the Source:
“Filipino First Policy,” where he claimed that our country’s https://en.wikipedia.or
g/wiki/Claro_M._Recto
development will depend on the extent by which our country and its interest would be
prioritized before those of other countries, especially our former colonial “masters.”
8
For Recto, a true free government is that which is capable of making economics
and social decisions for its citizens without placing as its primary consideration the
interests of other governments.
Virgilio Enriquez (1942 -1994)
Virgilio Enriquez, considered the Father of Sikolohiyang Pilipino
(Filipino psychology). Sikolohiyang Pilipino is the scientific study
derived from the experience, ideas, and cultural orientation of the
Filipinos (Yacat 2013).
Sikolohiyang Pilipino or Indigenous Filipino Psychology is
also known as Kapwa Psychology. Kapwa Psychology draws from folk Source:
https://en.wikipedia.org/w
practices as much as from modern theory. It perceives no iki/Virgilio_Enriquez
contradiction between indigenous folk beliefs and modern psychological concepts and
scientific norms. It includes in its study the IKSP of healing from the Babaylan and
Albolaryos (native shamans and healers) as well as the religio-political approaches of
the Filipino mystics and folk heroes and other ancestral ways of knowing. Kapwa
psychology implies a call for social action. Scholars and students are encouraged to
go to the villages to learn from the people and in turn, serve them with the gain
knowledge.
Basic Tenets and Key Concepts in Sikolohiyang Pilipino
Accommodative values (colonial):
HIYA (propriety/dignity)
UTANG NG LOOB (gratitude/solidarity)
Pivotal interpersonal value:
Core Values
Linking socio-personal values:
PAKIKIRAMDAM (shared inner
perception)
KAPWA
KAGANDAHANG LOOB
(shared/humanity)
(share identity)
Confrontative values (surface):
BAHALA NA (determination)
LAKAS NG LOOB (guts/courage)
Value System of Philippine Psychology
Source: DIWA Senior High School Series: Discipline and Ideas in Social Sciences 2016
9
Core Values or Kapwa (Togetherness)
The concept of kapwa (shared identity) is the core of Sikolohiyang Pilipino and
heart of the structure of Filipino values. Pakikipagkapwa means treating the other
person as kapwa or fellow human being.
Two categories of kapwa:
1. Ibang Tao (outsider)
• Pakikitungo: civility
• Pakikisalamuha: act of mixing
• Pakikilahok: act of joining
• Pakikibagay: act of conformity
• Pakikisama: Being united with the group
2. Hindi Ibang Tao (insider/one-of-us)
• Pakikipagpalagayang-loob: Act of mutual trust
• Pakikisangkot: Act of joining others
• Pakikipagkaisa: being one with others
Examples of Filipino Values:
❖ Hospitality - the friendly and generous reception and entertainment of guests,
visitors, or strangers
❖ Utang na loob – debt of gratitude.
❖ Bahala na – fatalism or determination and being risk taker. Bahala na ang Diyos
(God will take care of us)
Pivotal interpersonal Value
Another significant Filipino value is that of pakikiramdam (shared inner
perception) which is considered as the pivotal interpersonal value. Within this value,
Filipinos use their inner perception of the other’s emotion in order to efficiently interact
with them.
Linking Socio-personal Values
Another value that contributes to our practice of pakikipagkapwa is that of
kagandahang loob (shared humanity), in which this value shows an act of charity
toward others. The practice of bayanihan or community-based action entails the
participation of the community on a task that is meant to improve the quality of life and
livelihood of the members of the locality. Various terms from different locality use to
refer to bayanihan: pintakasi (Samar), kapanyidungan (Batanes), tiklos (Leyte), and
bataresan (Southern Tagalog).
10
Accommodative Surface Values
The bayanihan or any form of kagandahang loob is always framed within
another set of Filipino values, which are labeled as accommodative surface values.
These values include hiya (propriety/dignity), utang na loob (debt of gratitude), and
pakikisama (esteem/companionship).
Confrontative Surface Values
Confrontative surface values that Filipinos exhibited especially when
confronted by difficult situation these includes bahala na (determination), lakas ng loob
(guts/courage), and pakikibaka (resistance).
Societal Values
According to Enriquez, Filipinos also hold societal values which he called
pagpapahalagang panlipunan. These values include karangalan (honor), katarungan
(justice), and kalayaan (freedom), which are essential to the preservation of Filipino
societal order and harmony. Moreover, these values shape a psychological unity
among Filipino communities as they build a common perception of moral obligation to
other members of the community who are considered as kapwa.
Zeus A. Salazar (1934 – Present)
Zeus Salazar was one of the Filipino scholars who were
trained and whose methods were derived from the West, and he
argued for a shift in perspective. He developed his lifelong crusade
for a nationalist brand of history that became a staple perspective for
the next generation of history students, that is, the pantayong
pananaw.
Source:
https://en.wikipedia.org/wi
ki/Zeus_A._Salazar
Key Arguments of the Pantayong Pananaw
The primary arguments of the pantayong pananaw is the need of reorienting
contemporary historian on the “right” way of reconstructing the past based on who is
talking for whom, with whom, and to whom. According to Salazar, there are three
perspectives by which Philippine history was and is being written.
Pangkayong Pananaw (from-you-for-us)
This perspective is used by Western historians – who used their own cultural
background and their countries’ politico-economic agenda – in framing the events that
transpired in our country. This perspective is used by foreigners or outsiders in talking
about or refencing a particular culture, its people, and their customs. To illustrate: the
British would say, “You Filipinos are different from us in many aspects.” (Kayong mga
Pilipino ay iba sa amin sa maraming bagay)
11
Pangkaming Pananaw (from-us-for-you)
The pangkaming perspective launched works on the Philippines made by
Filipinos for Western consumption. It is used when a native talk to outsiders or
foreigners regarding his or her own society and culture. Ones’ own language may or
may not be used. The main goal of the pangkaming pananaw is to correct the
erroneous Western analysis of the Philippine context.
Pantayong Pananaw (from-us-for-us)
Philippine history should be written and consumed primarily by Filipinos and to
achieved this goal a key element needs to be addressed – the use of the Filipino
language in transmitting knowledge. Salazar states that a community, society, or
culture can claim to have pantayong pananaw only if all its members use concepts
and manifest habits and behaviors whose meanings can be understood by all, like
when we say “We Filipinos” (Tayong mga Pilipino), including the relationship between
the meanings. This is made possible with the existence of a language, which is the
basis and channel of understanding and knowledge.
Local Language for Discourse
According to Salazar, Philippine history should be written in the local language
or dialect for two important reasons: (1) the local terms, when transposed to Western
language, lose their actual meanings and historical significance; and (2) our history
should be discussed among ourselves and not for the others. The use of local
language characterizes the pantayong pananaw.
Salazar urged the Filipino nation to have a talastasang bayan that is oriented
toward discussion of Philippine history for the Filipinos and by the Filipinos.
What is It
We can say that what our intellectual forefathers did was to provide a corpus of
academic studies that served not only to teach but also to inspire. Their studies can
be considered as the basis of Philippine Social Science, which was not detached from
reality and applied to the needs and conditions of their times. Social Science, thus,
from the very start was about revealing the nature of social reality and implied that
there were things to do in order to correct or improve the current material condition
and consciousness of the people.
12
What’s More
Write your output in you Activity/Quiz Notebook
Task 3: DRAW ME!
1. Draw a comic strip based on the indigenous concepts. Choose only one (1) from
the concepts below.
utang na loob
pakikisama and pakikisalamuha
bayanihan
hiya
pagdamay
RUBRIC FOR COMIC STRIP
Cohesiveness
Use of poetic
elements
Rhythm
Creativity
Excellent
(5 points)
The poem goes perfectly
together. There is unity
between lines and
stanzas, which connect
with the topic
The poem uses 3 or
more poetic elements to
enhance the poem and
the reader’s emotions.
The poem uses rhythm
throughout, which
benefits the poetic tone.
The poem uses 3 or
more unique metaphors
and similes to describe
situations, objects, and
people.
Average
(3 points)
The poem somewhat goes
together but needs more
cohesiveness. The poem’s
lines and stanzas
sometimes sway from the
topic.
The poem uses 1 or 2
poetic elements but they
sometimes distract the
reader.
The poem sometimes uses
rhythm but may waver in a
way that distracts the
reader and negativity
affects the tone.
The poem uses or 2 unique
metaphors and similes to
describe situations, objects,
and people.
Poor
(1 point)
The poem does not go
together. The poem’s
lines and stanzas sway
from the topic
The poem uses no
poetic elements.
The poem does not
have any noticeable
rhythm.
The poem does not
use unique metaphors
and similes
Created by Gary R. Hess (http://garyrhess.blogspot.com/)
Source: https://brightdreamsjournal.com/poetry-writing-rubric-middle-school-to-college/
13
What I Have Learned
Directions: Read the questions below and answer them in your
activity notebook.
1. How would you apply or use Sikolohiyang Filipino for the betterment of your daily
life?
2. How these values help you as a senior high school?
What I Can Do
Task 1: Write your answers in your activity notebook
Identify whose work are the pictures below:
Source:
https://www.pinterest.ph/pin/
7810999332390159/
Source:https://www.amazon.com/Noli-MeTangere-Touch-Not/dp/0143039695
Source:
https://www.vigattintourism.com/tourism/articles/Riz
al-Monument-Honoring-the-National-Hero-of-thePhilippines
What specifically are they known for?
Task 2: Study the pictures below, and read the process questions after. Write your
answers in your activity notebook.
Source:https://balay.ph/filipinohospitality-culture/
Source:https://clipartstation.com/wpcontent/uploads/2018/10/pakikisamaclipart-5.jpg
14
Source:https://filipinosaround.files.w
ordpress.com/2011/11/juan-tamadand-guava-fruit.jpg
Source:
http://filipinoproject01.blogspot.com/
Processing questions:
•
•
•
What do you see from the picture?
What does the picture try to depict?
What is common with all the pictures shown?
Assessment
Directions: Read the statements below, and write your answers in
your activity notebook.
1.
2.
3.
4.
He wrote El filibusterismo.
He is the Father of Sikolohiyang Pilipino.
He was known as the “Brains of the Revolution”.
He believed that Philippine history should be written in the local language or
dialect.
5. He advocates the “Filipino First Policy”.
6. He is the Father of Filipino Socialism.
7. He believed that “our education should instill love for work, spirit of tolerance,
respect for law, love for peace and practice thrift”.
8. He was elected as the Commonwealth president in 1935.
9. He is the “Brains of Katipunan”.
10. He started La Liga Filipina with the job of enlightening the minds of the people.
15
Glossary
The following terms used in this module are defined as follows:
Colonialism – the policy or practice of acquiring full or partial political control over
another country, occupying it with settlers, and exploiting it economically
Futile – incapable of producing any useful result; pointless
Pen – write or compose
Pivotal – of crucial importance in relation to the development or success of something
else.
Racism – the belief that different races possess distinct characteristics, abilities, or
qualities, especially so as to distinguish them as inferior or superior to one
another
Social Thinkers – individuals in society who can be regarded as forefronts and
visionaries towards the improvement of society in a particular time
Statesman – a skilled, experienced, and respected political leader or figure
Answer Key
Try This!
What are the influences of these countries to the attitudes and behaviors of the Filipinos?
1. Spain
- Religiousness, Eating habits, forms of entertainment, manner of dressing
2. American - open, free, education, independent, religious freedom, English, eating habits
3. Japan
-Work ethics, Patriotism, nationalism
Jose Rizal
Virgilio Enriquez
Apolinarion Mabini
Zeus Salzar
Claro M. Reto
Isabelo De Los Reyes
Camilo Osias
Manuel L. Quezon
Emilio Jacinto
Andres Bonifacio
16
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Post-test
References
Alejandria-Gonzalez, Maria Carinnes P., and Elizabeth T. Urgel. DIWA Senior High School
Series: Discipline and Ideas in Social Sciences. Makati City, Philippines: DIWA
Laerning Systems Inc., 2016.
Botor, Celeste O. and Aniceta M. Ortinero. Philosophy of Education Concerns: Purposes,
Content and Methods of Education. Quezon City, Philippines: REX Bookstore, 1994.
Duka, Cecilio D. Philosophy of Education' 2006. Manila City, Philippines: REX Bookstore 1994
Gayanes, Tessalonica. Frameworks in the Philippine Context. Accessed May 31, 2013.
https://www.slideshare.net/TessalonicaGayanes/comm-130-frameworks-in-thephilippine-context-17966259
Gripaldo , Rolando M. Philippine National Philosophical Research Society, 2007.
Guillermo, Ramon. “Pantayong Pananaw and the History of Philippine Political Concepts.”
Kritika Kultura 13 (2009): 107-116. https://doi.org/10.3860/kk.v0i13.1209.
Jose, M. D. and Ong, J. A. Disciplines and Ideas in the Social Sciences. QC: Vibal Group, Inc.
2016.
Pe-Pua, Rogelia and Elizabeth A. Protacio-Marcelino. “Sikolohiyang Pilipino (Filipino
psychology): A legacy of Virgilio G. Enriquez.” Asian Journal of Social Psychology 3,
no.1 (2000): 49–71. https://doi.org/10.1111/1467-839X.00054.
Yacat, Jay. “Filipino Psychology (Sikolohiyang Pilipino).” Cross‐Cultural Psychology 2 (2013).
https://doi.org/10.1002/9781118339893.wbeccp224.
http://filipinoproject01.blogspot.com/
https://clipartstation.com/wp-content/uploads/2018/10/pakikisama-clipart-5.jpg
https://en.wikipedia.org/wiki/Andr%C3%A9s_Bonifacio
https://en.wikipedia.org/wiki/Apolinario_Mabini
https://en.wikipedia.org/wiki/Camilo_Os%C3%ADas
https://en.wikipedia.org/wiki/Claro_M._Recto
https://en.wikipedia.org/wiki/Emilio_Jacinto
https://en.wikipedia.org/wiki/Isabelo_de_los_Reyes
https://en.wikipedia.org/wiki/Jos%C3%A9_Rizal
https://en.wikipedia.org/wiki/Manuel_L._Quezon
https://en.wikipedia.org/wiki/Virgilio_Enriquez
https://en.wikipedia.org/wiki/Zeus_A._Salazar
https://filipinosaround.files.wordpress.com/2011/11/juan-tamad-and-guava-fruit.jpg
https://www.amazon.com/Noli-Me-Tangere-Touch-Not/dp/0143039695
https://www.pinterest.ph/pin/7810999332390159/
https://www.vigattintourism.com/tourism/articles/Rizal-Monument-Honoring-the-NationalHero-of-the-Philippines
17
18
For inquiries or feedback, please write or call:
Department of Education – Schools Division of Negros Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental
Tel #: (035) 225 2376 / 541 1117
Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net