Intellectual Competencies: Purposive Communication

English

Purposive Communication in English is about writing, speaking, and presenting to different audiences
and for various purposes.
CHAPTER 1 UNDERSTANDING 21ST CENTURY COMMUNICATION
Lesson 1: Communication Processes, Principles and Ethics
What is Language?
 Method of human communication, either spoken or written, consisting of the use of words in a
structured and conventional way.
Language Acquisition
 The process whereby children learn their native language subconsciously.
Language Learning
 Learning a new language involves listening, speaking, reading, writing, sometimes even a new
alphabet and writing format.
Language Contact
 Occurs when speakers of two or more languages or varieties interact and influence each other.
What is Communication?
 Comes from the Latin word “communicare” “to share” or “to make common”.
 The process of understanding and sharing meaning.
 Relational process of creating and interpreting messages that elicit a response.
Communication is the exchange of information, ideas, thoughts, and feelings by one individual to
another.
Nature of Communication
 It is much more than words
 It is a process
 It is between two or more people
Components of the Communication Process
Technically, communication happens in a systematic process to achieve its success.
Communication process is important particularly among professionals because of the following notable
reasons according to Bhasin (2021):
• It develops coordination for people to understand the thoughts, and ideas of one another.
• Its function in an organization is elemental for the smooth and proper functioning of each member of
the organization.
• It contributes to effective and efficient decision making among people.
• It increases the managerial efficiency and leader potentials in organizations.
• It promotes the overall organizational peace and cooperation among all employees who are holding
different places in the hierarchy.
• It boosts the morale of all employees and promotes a healthy working environment in the
organization.
Elements of Communication
 Sender - one who crafts a message, idea, or information
 Encoding - process of converting idea or thoughts of the information into symbols
 Message - the information, idea, thought, etc. that the speaker wants to convey
 Channel - means of transmission or distribution of the message
 Interference - a hindrance that prevents effective communication
 Decoding - receiver’s mental processing of interpreting message into meaning
 Receiver - for whom the message was created and one who receives it
  Feedback - the receiver’s response or reaction to the sender’s message
 Environment - physical and psychological space where the communication happens
 Context - common and shared understanding of the situation
Classification of Communication
1. According to Mode
 Verbal (Oral and Written)
 Non Verbal (Body Language, Hand Gestures, Facial Expressions)
 Visual (Illustrations, Charts, Photo, Drawings, Maps)
2. According to Context
 Intrapersonal – within an individual
 Interpersonal - (Dyadic and Small Group)
 Extended Communication – with the use of technological tools
 Organizational Communication – business environments
 Intercultural Communication – among people of diverse cultures
 Mass Communication – to large audience through different modes
3. According to Purpose and Style
 Formal – it is carefully thought to selected audience to inform, persuade, and entertain
 Informal – casual and takes place in ordinary conversation to socialize
Forms of Nonverbal Communication
1. Kinesics – body movement
2. Oculesics – eye movement
3. Haptics - touch
4. Proxemics - distance
5. Chronemics – time
Grapevine Communication (Organizational)
1. Single Strand Chain - passing information through a line of persons to the ultimate recipient
2. Gossip Chain – only one person seeks and tells the information to everyone
3. Probability Chain - random process in which someone transmits the information from person to
person.
4. Cluster Chain - a person tells the information to the selected people who will pass the information to
other selected people.
Principles of Effective Communication
9 communication principles into operation as suggested by Kapur (2020):
 Trustworthiness
 Effective Speaking Skills
 Active Listening
 Good Writing Skills
 Good Reading Skills
 Objective Judgment
 Value Difference
 No Assumptions
 Authenticity
Ethical Considerations in Communication
 Respectful of their audiences.
 Considerate of the consequences of their communication.
 Truthful
 Efficient in using information
 Watchful of falsified information.
  Respectful of the rights of others to information.
Models of Communication
1. Linear Model – one way process with no external feedback
 Aristotle’s Model (300 B.C.) – It is a communication model which can be used to develop public
speaking skills or to create propaganda.
 Lasswell’s Model (1948) – It is the “In which channel” as It describes an act of communication by
defining who said it, what was said, in what in what channel it was said, to whom, it was said,
and with what effect it was said.
 Shannon and Weaver’s Model (1949) – It is also known as the “Mathematical Theory of
Communication” that argues that human communication can be broken down into 6 key
concepts.
 Berlo’s SMCR Model (1960) – It represents the process of communication according to Sender,
Message, Channel, and Receiver.
2. Interactional Model – two-way process but more mechanical and has more delayed feedback. It
also deals with exchange of ideas and messages taking place both ways from sender to receiver
and vice versa.
 Schramm’s Model (1949) – It views communication as a process wherein the message is
transmitted using a medium by a sender to a receiver. He added the notion of field of
experience in his theory. Field of experience assimilates a mutual understanding of both the
parties.
 Osgood-Schramm’s Model (1954) – It is known as a circular model because it indicates that
messages can go in two directions. Also, the two parties decode, interpret, and encode the
message of each other.
3. Transactional Model – two-way process and more simultaneous as it has direct and immediate
feedback.
 White’s Model (1960) - There is eight stages of the oral communication process: thinking,
symbolizing, expressing, transmitting, receiving, decoding, feed backing, also monitoring. So,
communication is a sequential interaction process
 Dance’s Helical Model (1967) – It disagrees with the concept of linearity and circularity
individually, and introduces the concept of time and continuous communication process.
 Barnlund’s Transactional Model (1970) – It emphasizes a multi-layered feedback system for all
parties involved and recognizes that anyone can be a sender and receiver anytime. Shared field
of experience is also its strength.
Lesson 2: Communication and Globalization
 Globalization
Globalization is not only the mobility and trade of goods across countries, but all that go with it
such as people, services, knowledge, culture, etc. Historically, globalization has opened borders and
modernization from one country to another. Thus, the inevitable globalization is now intertwined
not only in the economy but also in human communication. As communicators, we need to
recognize and understand the features, dimensions, and impact of globalization to human
communication.
 Cultural Barriers to Effective Communication
o Language
o Stereotypes and prejudices
o Behaviors and beliefs
o Norms and values
o Ethnocentrism
 o Body language and gestures
 Strategies to become an effective global communicator. (www.books forbetterliving.com):
o Mindful Presence
o Mindful Listening
o Mindful Speech
o Unconditional Friendliness
o Mindful Responsiveness
Lesson 3: Local and Global Communication
 Communication in Multicultural Settings
Multicultural refers to a society that contains several cultural or ethnic groups. People
live alongside one another, but each cultural group does not necessarily have engaging
interactions with each other.
Socio-Cultural Aspects of Communication (Dapat, et al, 2016)
 Cultural identity
 Gender role
 Age identity
 Social class
 Religious identity
Cultural Factors in Multicultural Settings (Cotton, 2013)
 Mother tongue and secondary languages
 Race
 Ethnicity
 Gender
 Local culture
 Religion
 Regional attire
 Ancestry, Parents and Families
 Teachers
 Friends
 Neighborhood
 Education
 Profession
 Experience
 Politics
 Physical features
 Media
Intercultural Communication
 People from different backgrounds often encounter difficulties in processing meanings and
understanding messages due to the difficulties in understanding certain factors of
communication such as language, context, and meaning. Communication problems often occur
when there is a lack of understanding about how certain cultures "work."
Forms of Intercultural Communication
 Interracial communication – communicating with people from different races
 Interethnic communication – interacting with people of different ethnic origin
 International communication – communicating between representatives from different nations.
 Intracultural communication – interacting with members of the same racial or ethnic group or
co-culture
Improving Intercultural Communication Competence (Dapat, et al, 2016)
1. People should be mindful of other communicators who have different cultures.
2. People should mindfully choose the suitable words and actions that are culturally acceptable to
others.
3. People should be skillful and tactful in communicating in multicultural settings.
4. People should be observant of the connection among communication patterns.
5. People should open their minds to dissimilar cultures because it can give them fresh options to try a
new approach in life.
Lesson 4: Varieties and Registers of Spoken and Written Language
Varieties of Spoken and Written Language
Written language is carefully organized and explanatory. Words of choice are deliberate and
follow a particular structure. Spoken language is spontaneous and momentary; it is mostly maintained in
the form of a dialogue.
Characteristics of Written English and Spoken English:

Written English Spoken English

Flow of language--------------steady-------------------------Pauses - utterances
Organization---------------structured-----------------less particular with structure
Register ---------------formal and informal----------------Mostly informal

Different Registers in different Forms and Functions

 Frozen or “static” register
 Formal register
 Consultative register
 Casual register
 Intimate register
Concentric Circles of English
 Inner Circle English as a NATIVE LANGUAGE
USA, UK, Canada, Australia, New Zealand
 Outer Circle English as a SECOND LANGUAGE
Bangladesh, Ghana, India, Kenya, Malaysia, Nigeria, Pakistan, Philippines,
Singapore, Sri Lanka, Tanzania, Zambia
 Expanding Circle English as a FOREIGN LANGUAGE
China, Caribbean Countries, Egypt, Indonesia, Israel, Japan, Korea, Nepal, Saudi
Arabia, South Africa, South America, Taiwan Zimbabwe
Lesson 5: Evaluating Messages and/or images of different types of texts reflecting different cultures
Text Types
A. Linguistic Landscape
This is the language in the environment, words and images displayed and exposed in public
spaces, that is the center of attention.
Features of Linguistic Landscape
o top-down (public signs, created by the state and local government bodies)
o Bottom-up (created by shop owners, private businesses, etc.)
B. Geosemiotics
It is the study of social meaning of the material placements of signs and discourses and of our
actions in the material world.
Principles of Geosemiotics
Indexicality - The meaning was given to a sign by a place the sign was put in.
Dialogicality - Signs have double meaning and they correspond to each other.
Selection - One does not see all signs.
Kinds of Signs
Regulatory Signs - These are used to indicate or enforce traffic laws, regulations or requirements which
apply either at all times or at specified times or places
Infrastructural Signs - It is defined as the basic physical systems of a business, region, or nation and often
involves the production of public goods or production processes.
Commercial Signs- These are signs, displays, or devices designed, intended or used to encourage or
promote purchase or use of goods or services.
Transgressive Signs- These are signs which violate (intentionally or accidentally) the conventional
semiotics at that place.
C. Online Landscape
Mode used to display wide-screen content, such as a Web page, image, document or text.
Key Concepts of Media Literacy
Media refers to all electronic or digital means and print or artistic visuals used to transmit messages.
Literacy is the ability to encode and decode symbols and synthesize and analyze messages.
Media literacy is the ability to encode and decode the symbols transmitted via media and the ability to
synthesize, analyze and produce mediated messages.
Media education is the study of media, including ‘hands-on’ experiences and media production.
Media literacy education is the educational field dedicated to teaching the skills associated with media
literacy.
Skills as Media Literate Communicator
 Understand and respect the power of mass communication messages.
 Understand content by paying attention and filtering out noise.
 Understand emotional versus reasoned reactions to mass communication content in order to
act accordingly.
 Develop heightened expectations of mass communication content.
 Understand genre conventions and recognize when they are being mixed.
 Think critically about mass communication messages, no matter how credible their source.
 Understand the internal language of mass communication to understand its effects, no matter
how complex.
CHAPTER 2 COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF TECHNOLOGY
Lesson 1: Preparing Multimedia Presentation
Characteristics of Multimedia Presentations (brainly.ph)
 Multimedia systems must be computer controlled.
 Multimedia systems are integrated.
 The information they handle must be represented digitally.
 The interface to the final presentation of media is usually interactive
Steps in Making Effective Communication Presentations
 Elements to consider:
 Create visual aids with purpose.
 Strive for quality.
Developing Effective Visuals
 Visual aids are clearly integrated with the content of the presentation
 Photographs and illustrations suit the overall tone of the presentation
 Images and text are large and clear enough for the viewer to see or read
 Images are shown with explanatory text or a caption
 Informational graphics include clear, easy-to-read labels and headings
  Text within informational graphics is easy to read (Watch out for wordiness and crowded text or
a font that is too small and hard to read.)
 Formatting choices (color, different fonts, etc.) organize information effectively
 Any text within graphics is free of errors
 Hyperlinks within slides function properly
 Display text for hyperlinks is concise and informative (Never paste a link into a slide without
modifying the display text.)
Lesson 2: Preparing Pecha Kucha Presentation
Pecha Kucha definition
Pecha Kucha is a presentation method that calls for telling a story using images rather than
reading text from slides during a PowerPoint presentation. Pecha Kucha presentations use 20 slides and
allow only 20 seconds of commentary per slide. That keeps a total presentation to just 6 minutes and 40
seconds.
Steps on how to make a Pecha Kucha Presentation
 Topic in a Sentence
 Keep Slide text to a Minimum
 Find the story in your topic
 Tell story with images
 Use just few points
 Timing
 Visual Cues
Lesson 3: Blogging
What is Blog?
A blog (a shortened version of “weblog”) is an online journal or informational website displaying
information in reverse chronological order, with the latest posts appearing first, at the top. It is a
platform where a writer or a group of writers share their views on an individual subject.
Effective ways of introducing a Blog
 Be Short and Direct
 Quirky/Funny Opening Sentence or Paragraph
 Ask a Thought-Provoking Question
 Ask a Multiple Choice Question
 Share a Shocking Fact or Statistic
 Share Something Personal
 Withhold a Compelling Piece of Information
 Debunk Conventional Wisdom
 Lead With a Success Story
 Start With a Reader’s Question
CHAPTER 3 COMMUNICATION FOR VARIOUS PURPOSES
Lesson 1: Informative, Persuasive, and Argumentative Communication
Informative Communication Persuasive Communication Argumentative Communication
Focuses on talking about people, Act of presenting arguments to Used to settle disputes and
events, processes, places, or move, motivate, or change your discover truth.
things; however, informing an audience.
audience about one of these
subjects without being
persuasive is often a difficult task
to complete.
Lesson 2: Public Speaking
  Reading from a Manuscript - word-for-word iteration of a written message
 Memorized - rote recitation of a written message that the speaker has committed to memory.
 Extemporaneous Speaking - carefully planned and rehearsed speech, spoken in a conversational
manner using brief notes
 Impromptu - presentation of a short message without advance preparation.

3. Making Inquiries
Inquiry Letter
A letter of inquiry is mainly about requesting, asking, or obtaining specific information to
another party whom it addresses. This letter intended to pose a request or question to the reader and
persuade it to respond. There are three types of inquiry letters, the solicited, unsolicited and inquiries
asking for a favor. Solicited letter of inquiry is a letter used when a business is advertising its product or
services, unsolicited letter of inquiry is a letter that inquiring regarding something thus it is a formal
letter if the sender doesn’t know the receiver, and the latter is seeking information with or without
commercial proposition and must be clear with their objectives. It is very useful when seeking
information but be mindful of asking too much information especially if that information you can obtain
easily.
Context and Organization of Letter of Inquiry
 Write the sender’s name and address, you may also include phone number and email if it is
required.
 Leave one space below the address then write the date.
 Include the receiver’s address.
 Subject of the letter; state what your main reason in writing this letter is.
 Below the subject, write a salutation to address the person being written to. If not sure on the
gender of the recipient, you may write Sir/Madam.
 The body of the letter, it is divided into three (3) paragraphs; First Paragraph – Introduce
yourself and include the purpose of the letter; Second Paragraph - Inform the recipient about
the details of your inquiry and the other information you wanted to know; Third Paragraph -
Conclusion and end of the paragraph, you may include here that you are expecting or waiting to
have their response. And don’t forget to include gratitude in the letter.
 Below the body of the letter, write the sender’s name and signature, including also the
designation of the sender.
Emails
Internal operational communication is a system where members of an organization
communicate with one another to implement the business goal which has become increasingly
important. It has many forms such as supervisors giving orders, oral exchanges among employees about
work matters, assembling and distributing reports, and composing and sending e-mail messages to other
workers within the company, other companies in and outside the country.
Interview
A job interview is a conversation which occurs between a potential employer and a job
applicant. During the job interview, the employer has the opportunity to appraise the applicant's
qualifications, appearance and general fitness for the job opening.
Tips in Conducting an Interview
 Display a sense of responsibility by coming to the scheduled interview on time and prepared.
 Exhibit research skills by conducting a study about the employer, hiring manager and job
opportunities.
  Suggest a sense of loyalty by verbalizing an intention to stay longer with the company.
 Insinuate leadership skills by articulating that you can work with less supervision.
 Show creativity by answering difficult questions with style and ease,
 Demonstrate professionalism and proper work ethic by dressing up corporately during the
interview.
 Be natural, optimistic, focused, confident, candid, and precise.
 Flaunt your sensibility by asking insightful questions.
 Illustrate confidence by positively selling yourself.
 Exemplify social graces by thanking the interviewer for his or her time.
CHAPTER 4 COMMUNICATION FOR WORK PURPOSES
Lesson 1: Communication for
Nurses: Writing Basic Patient Notes
A patient note is the primary communication tool to other clinicians treating the patient, and a
statement of the quality of care.
Patient Notes
Initial notes: refer to the first or earliest assessment.
Interim or progress note: refer to the assessment reports done in order to monitor the condition of the
patient.
Discharge notes: are the reports given once medication is discontinued or the patient is release from the
hospital.
Way of Organizing Patient Notes
Subjective (assessment given by the family member or patient himself)
Objective (assessment seen by you or reflected in laboratory or other medical reports)
Assessment (diagnosis)
Plan (procedures to be done to address the diagnosis)
Firming up: it becomes clearer, stronger, or more definite.
Concretizing: make something concrete, Become specific; "the idea concretized in her mind"
Introspecting: Consider one's own internal state or feelings. To look into or examine (one's own mind,
feelings, etc.).
Lesson 2: Communication for Journalists: Writing a Lead
Writing opening paragraph of a News Article or Lead
The Five W’s and H: News writing strives to answer “The Five W’s and H:” that is, Who, What,
When, Where, Why and How. Good leads answer as many of these questions as possible in a single
sentence. When writing a lead, it helps to think about which of these facts is the most vital for readers
to know.
Keep It Short: A good lead provides all the information the reader requires in just a few words. Ideally, a
lead should be between 25 and 40 words.
Keep It Simple: Don’t clutter up the lead with unnecessary adjectives or adverbs. Also make sure that
your lead only discusses one idea to avoid confusion.
Write in Active Voice: Avoid all forms of the verb “to be.” Common exceptions include writing about
fatalities (“two people were killed Thursday”) and when discussing police activity (“two people were
arrested”). Passive voice is often the result of incomplete reporting.
Structure Your Lead Properly: Put your most crucial information at the very beginning of the sentence.
Important secondary information can go in subsequent sentences. Not following this practice is called
“burying the lead.” If you need attribution in your lead, make sure it goes toward the end of the
sentence because it is less important than the information itself. Understand the Context: Keep in mind
what your readers may already know about your story based on previous media coverage. Write in a
way that speaks to these realities and adds relevant, useful information.
Be Honest: Never mislead the reader. If you promise a certain type of information with your lead, you
should be ready to deliver.
Types of Lead
Summary Lead or Straight Lead - brief summary, containing most of the Five W’s and H in one sentence.
Question Lead - ask a question. Although they are effective in sparking interest, use them sparingly
because they generally do not provide the main points of a story as concisely.
Quotation Lead - use direct quotation used in first paragraph
Funny Lead - lead written in a funny way
Anecdotal Lead - quick, relevant story to draw in the reader. The anecdote must help enhance the
article’s broader point, and you must explain the connection to that point in the first few sentences
following the lead.
Descriptive Lead - describe how an event happened rather than simply telling what the event is about
Lesson 3: Tour Guiding
 Tourism - To inform, remind and advise
 Communication Tasks for Tour Guides; giving directions and commentaries; explaining
procedures and itineraries; providing advice on safety and security; and describing tourist
attractions.
Communication Techniques in Dealing with Complaints
 Set a complaints handling policy
 Respond quickly to complaints
 Be patient, empathetic, and fair with customers
 Research the customer’s situation
 Involve customers in the solution
 Keep customers updated
 Touch base with the customer afterward
Lesson 4: Communication for Teachers: Storytelling
Storytelling - interactive art of using words and actions to reveal the elements and images of a story
while encouraging the listener’s imagination.
Image Description - a detailed explanation of an image that provides textual access to visual content;
most often used for digital graphics online and in digital files; can be used as alt text in coding to provide
access to more complete information.
Lesson 5: Communication for Business and Trade
A SWOT analysis is a compilation of your company’s strengths, weaknesses, opportunities and threats.
The primary objective of a SWOT analysis is to help organizations develop a full awareness of all the
factors involved in making a business decision.
Strengths (Internal) Threats (External)
 Financial resources  Technology innovations and changes
 Technical resources and capabilities  Competition
 Human resources  Economic trends
 Product lines  Government policies and legislation
 Legal judgments
 Social trends

A SWOT analysis pulls information from internal sources (strengths or weaknesses of the specific
company) as well as external forces that may have uncontrollable impacts to decisions (opportunities
and threats).

Benefits of SWOT Analysis (managementstudyguide.com)

  It is a source of information for strategic planning.
 Builds organization’s strengths.
 Reverse its weaknesses.
 Maximize its response to opportunities.
 Overcome organization’s threats.
 It helps in identifying core competencies of the firm.
 It helps in setting objectives for strategic planning.
 It helps in knowing past, present and future so that by using past and current data, future plans
can be chalked out.
How to make SWOT Analysis (business.qld.gov.au/)
 Decide on the objective of your SWOT analysis
 Research your business, industry and market
 List your business's strengths
 List your business's weaknesses
 List potential opportunities for your business
 List potential threats to your business
 Establish priorities from the SWOT
 Develop a strategy to address issues in the SWOT
Lesson 6: Writing Business and Technical Reports
A report is a specific form of writing that is organized around concisely identifying and
examining issues, events, or findings that have happened in a physical sense, such as events that have
occurred within an organization, or findings from a research investigation. (owll.massey.ac.nz/)
Characteristics of a Report (University of Lucknow)
 An ideal report should be clear, concise, accurate and well organized with clear section
headings.
 Easy for the audience to understand.
 Presentation is a key element in successful report writing. Formatting, revising and
Proofreading is an important process for good report writing.
 All reports should have an executive summary that presents the essential elements of the report
from the introduction through to the recommendations and outcomes.
 Reports should be visually appealing and easy to read. Diagrams, figures, charts, tables and
graphs can all add interest to a report.
Report Categories (qsstudy.com)
Formal Report - reports that are prepared in prescribed forms
Form of the report: Formal report is highly structured and is prepared in a prescribed format. Most
Formal reports are always written in a manuscript (narrative style) format.
Purpose: Formal report is written to help management in making long term and strategic decisions.
Objective: Objective of the formal report is to assist decision making by providing an effective
recommendation.
Length: It is long in size. Size of a formal report is large. It generally includes some particular pages (e.g.
prefatory page) that do not appear in short reports.
Distribution: In most cases, formal reports are circulated to top-level executives and outside parties.
Nature of problem: Formal report deals with complex and non-recurring problems. It is analytical and
systematic in nature. It deals with key complex problems.
Frequency of writing: Formal report is written very infrequently.
Writing responsibility: This type of report is usually written by internal or external experts.
Use of visual aids: This type of report makes extensive use of visual aids to present the facts and
findings.
Writing Style: This report follows inductive (indirect) and impersonal writing style. A formal report on
the other hand, after analyzing and interpreting the conclusion of the draw and makes
recommendations.
Recommendation: Recommendation is an essential part of a formal report.
Informal report - prepared not by following any prescribed rule or formality.
Form of the report: Informal report is less structured and it is less important to follow the prescribed
format. Most Informal reports are written in memorandum and letter formats.
Purpose: The main purpose of an informal report is to present the facts that help managers in making
thee-to-thy business decisions.
Objective: Conveying routine messages and to help routine functions are the basic objectives of the
informal report.
Length: It is short in size. An informal report is short in size. This report writing is generally complete in a
page or two.
Distribution: Short report is usually circulated within the organization.
Nature of problem: Informal report deals with less complex and recurring problems. It is not methodical
in nature. This report deals with the schedule matters.
Frequency of writing: It is written very frequently, even daily and weekly.
Writing responsibility: These reports are usually written by a subordinate.
Use of visual aids: This type of report seldom uses visual aids.
Writing Style: This report follows deductive (direct) and personal writing style. Informal reports follow
deductive writing styles. A short report highlights facts and specific recommendations. It avoids analysis
and inclusion of supporting information.
Recommendations: Recommendations are not required in an informal report.
Lesson 7: Communication for Employment: The Resume
Business Writing
Basic Parts of a Business Letter
 Letterhead
 Dateline
 Inside Address
 Salutation
 Body of the Letter
 Complimentary Close
 Signature
Format of a Business Letter
A. Full-block Style
 All parts of the letter flushed on the left margin. This is considered the most popular, most
formal, and easiest of all the styles or formats of business letters.
B. Modified Block Style
 In this type format of the business letter, the body of the letter is left justified. The Dateline and
Complimentary Close begin near the center going to the right margin
C. Semi-Block Style
 It is much like the modified block style except that each paragraph is indented instead of left
justified. It is the most balanced of all formats of business letters.
Resume - where you can display your top skills and qualities it consists of one to two pages. It is the
most required tool for every company when looking for a job because it will be a way to help you get
your interview and it will be easy for the employer in hiring decisions. Structuring your resume and
deciding what to include matters the most. There are characteristics that must be included in your
resume. For example, communication skills, openness, creativity, commitment, etc. To have a good
resume, it must include the same keywords that can be seen to the job description. There are three
most popular formats that are used when writing Resume. These are: Chronological, Functional and
Combination. All of these types are useful for every person who has different backgrounds and
objectives when applying for a company. These are the Guidelines that help us write a resume correctly.
Lesson 8: Communication for Employment: The Application Letter
The application letter is a clear link between the positions the applicant is searching for and the
qualifications mentioned in the resume. To put it another way, the letter fits those credentials with the
specifications of the position, illustrating how correct an applicant is for that role. It addresses details in
the resume selectively, as needed. Working with information, examples, information about relevant
aspects of your educational and job history is one of the best ways to make an application letter perfect.
However, so little interest might be created by a letter that is too general and ambiguous that the reader
may not even want to turn to the resume. Working in a selective detail in the application text, which
makes the person stand out, makes it unforgettable, and completes the statements making about their
abilities and experience.
It is very important for an applicant to design a successful cover letter before applying for a new
job and make adjustments to their resume to accommodate the organization to which they are applying.
People searching for jobs too often overlook their cover letters, leaving them until the last minute,
particularly not taking adequate time to provide valuable and relevant information that is really
important for a good first impression to be made. When applying for a position, the cover letter is
something that introduces the applicant and their resume, which is responsible for a first impression.
The cover letter is a prospective employer #39;s first impression of the applicant. This single document
offers the initial insight into which the applicant is as a professional and a person to potential employers.
Writing a letter for an application letter is somewhat different from a short email to a friend or a
message of thanks to a parent. When it comes to the letter’s presentation and appearance, potential
employers and prospective interviewers have some standards, from length (no more than a page) to
font size and design to letter spacing.
When it comes to length in an application letter should be no longer than one page long. Style
and page margins provide a single-spaced application letter that must have a space between each line
that uses margins of around one and match the text to the left, which for most documents is the
standard layout. Font varies on a conventional font such as Times New Roman, Arial, or Calibri and the
font size must be around ten to twelve.
The rules for the parts used in the letter are also laid down, from greeting to sign-off, to how the
letter is arranged. Here's a short lowdown on the key parts used in a letter demanding a job:
In the heading, both the applicant’s name and the employer's contact details (name, address,
phone number & email) accompanied by the date should begin with a letter of application. Include your
contact information at the end of the message, after the applicant's signature. For the salutation, the
applicant must have a friendly greeting for this. The most frequent salutation is "Dear Mr./Ms." followed
by the last name of the user. The applicant must find out all about acceptable cover letter greetings, and
what to do if the applicant does not know the name of the recipient, or are uncertain of the gender of a
communication.
The applicant should note the position he or she is applying for in the first line and where the
applicant has seen the job description. The most critical part of the applicant’s letter is the next
paragraph. This is where the applicant can share the related knowledge about his or her experience and
achievements. The applicant must show gratitude to the employer for the third and last portion of the
body of the letter; the applicant may also provide follow-up information. For the complimentary close:
With a friendly close, such as "Favorite" or "Sincerely," followed by the applicant’s signature, signing off
the applicant’s account. Lastly, for the signature, the applicant must finish with its handwritten signature
followed by the name of the applicant that must be typed, lastly followed by the applicant’s contact
details.
Lesson 9: Communication within a Company: The Memorandum
A Memorandum, or commonly known as a memo, is a short concise message or record that is used for
internal communication in a business, administration, or an institution. A note, document or a form of
communication intended to issue a directive, execute a policy, present an information report, convey
information, rebuke errors, give warnings, solve problems or make requests. This communication can be
between or among administrators, and subordinates or may suffice subordinates coordinating with co-
employees to carry out a task or activity. This communication is an interoffice tool.
Basic Principles and Characteristics of Memorandum according to Sharma, 2014:
 Necessary and Sufficient Information
 Do not assume that everyone knows Everything related to the issue discussed in the Memo
 Be Clear, Concrete and Specific
 Easy-to-Understand
 Explain with Ease and Co-operation
 NO Emotional Appeal
The following are the uses of Memorandum according to Sharma, 2014:
 To Provide Information
 To Issue Instruction
 To Convey Policy Decision
 To Offer/Invite Suggestion
 To Record/Report an Agreement
 To Establish Accountability
 Helps you to avoid meeting personally, when necessary
These are the guidelines in making Memorandums:
 Short as possible and concise.
 Use simple English.
 Avoid using jargon.
 Use a captivating Heading by bolding or using different colors for the heading.
 Be aware of the important information that needs to be included in the memorandum.
 Be aware of the grammar and spelling.
 Anticipate any questions your readers might have.
Lesson 10: Writing Minutes of Meeting
Meetings are set and conducted in different ways by different companies and organizations to
discuss different agendas and matters that affect the surrounding area and the people involved. Being in
a meeting, one must keep record of the meeting’s agendas, suggestions, and actions requested by the
group; a list of what happened during the meeting, the Minutes of the Meeting. A written record of the
meeting that lets the attendees be reminded, and the absentees be informed of what happened in the
meeting. A written record that serves as detailed notes reflecting all actions done within the meeting; A
record that also serves as a reminder to the task that must be completed after the discussion.
Before the meeting: Choose your recording tool. One may choose to use it in recording the
meeting, from a pen and paper to a laptop or a recorder. Always check your tools as one will need it for
future references. Reading the meeting’s agenda may also help your outlining of the meeting where one
can easily pinpoint what are the important points within the meeting.
During the meeting: Passing the attendance is a sign that the meeting is starting, to know who is
involved within the meeting, to know who they are and what their main point is. One may not include all
comments instead the important notes are enough. Write all motion and who made them, and its
results. Always remember to keep your own biases.
 After the meeting: Encode the notes you have taken during the meeting. Include the
participants and the different key points they added. Add to your final record the organization, the title
of the committee, the type of meeting, and the purpose of it. Always proofread your record and avoid
lapses of important discussion within the meeting, if needed a second opinion do not hesitate to ask to
fully verify your work. Submit it to the person who ran the meeting unless instructed to do another way
or otherwise.
CHAPTER 5 COMMUNICATION FOR ACADEMIC PURPOSES
Lesson 1: Avoiding Plagiarism
 Quoting
 Plagiarism
 Paraphrasing
 Summarizing
Lesson 2: Writing a Research Proposal: The Topic Proposal
Research - Research involves a scientific method which uses logical and systematic procedure
for the acquisition of new knowledge or for the verification or confirmation of previous and existing
knowledge to answer problems and to apply in practical life.
Types of Research
Pure Research
● the researcher tries to find the truth
● the research meant to seek knowledge simply for knowledge’s sake
● also termed as library or desk research
Applied Research
● Practical application of knowledge to everyday situations.
● also termed as action research
Quantitative Research
● Associated with positivist tradition (there is reality out there that can be studied and known)
● gathers numerical values as its data
● Investigates concepts, constructs, variables
● Use deductive reasoning
● Use control (imposing condition so that biases are minimized and validity and precision are
maximized)
● Gather empirical evidence (from objective reality collected through senses)
Qualitative Research
● Associated with Naturalistic inquiry (reality is not a fixed entity but rather a construction of individuals
participating in research.)
● Gathers narrative description as its data
● Investigates phenomena and concepts
● Use inductive process
● Use subjectivity that enriches the analytical insights
● Gather information, insights that lead to search for further evidence (subjective) takes place in the
field.
Lesson 3: Writing a Research Proposal: The Introduction
How to Write Research Introduction
The introduction is a generalized discussion which should lead to actually stating and clearly
articulating the research problem. Thus, the introduction provides a background that establishes the
status of the problem in context. The background of the study that functions in terms of the following:
1. It establishes the problem by describing its nature, and narrating its development, occurrence or
existence.
 2. It situates the problem by describing the setting where the problem is conceived. This actually
refers to the local setting where the respondents have directly experienced the problem. It sets
the status of the problem.
3. It explains the rationale of the problem by justifying the necessity for conducting the study.
Study the following sample introduction to determine how they are developed. The introduction is a
generalized discussion which should lead to actually stating and clearly articulating the research
problem. Thus, the introduction provides a background that establishes the status of the problem in
context. The background of the study that functions in terms of the following:
1. It establishes the problem by describing its nature, and narrating its development, occurrence or
existence.
2. It situates the problem by describing the setting where the problem is conceived. This actually
refers to the local setting where the respondents have directly experienced the problem. It sets
the status of the problem.
3. It explains the rationale of the problem by justifying the necessity for conducting the study.
Study the following sample introduction to determine how they are developed.
Lesson 4: Writing a Research Proposal: The Method
The Questionnaire
● is a form prepared and distributed to secure responses to questions that are intended to obtain
information about conditions or practices on which the respondent is presumed to have knowledge
● Questionnaire can be provided as paper-and-pencil device, a telephone survey, or a structured
document uploaded onto the internet
● The questionnaire format could be:
 Dichotomous (yes/no)
 Multiple choices
 Cafeteria
 Rank order
 Forced choice ratings
 Checklists
 Calendar
Visual analogue
● Two Types of Questionnaire Items
1. The free response questions or “open-ended” or unstructured Questionnaire
 The questions frequently asked are why, what and how
2. The “close-ended” or structured form of Questionnaire
 Has the response already prepared, the respondents merely checks, underlines or ranks the
responses as directed
The Interview
 Is the second most common method for data collection
 It is a purposeful face to face relationship between two persons, one of whom called the
interviewer who asks questions to gather information and the other called interviewee or
respondent who supplies the information asked for
Purposes and Uses of Interview
1. The researcher may interview knowledgeable people to enable to gain insight into his problem
2. The researcher may interview knowledgeable people about the proper construction and validation of
questionnaire
3. In case when the subject has some signs of abnormality, the interviewer may wish to gain physical
and emotional reactions of the subjects
4. Interview can be used as a principal tool in gathering data or just to supplement data collected by
other techniques
What to Avoid in Interviews
 Avoid exerting undue pressure upon a respondent to make him participate in an interview
 Avoid disagreeing or arguing with or contradicting the respondent
 Avoid unduly pressing the respondent to make a reply
 Avoid using a language well over and above the ability of the respondent to understand
 Avoid talking about irrelevant matters
 Avoid placing the interviewee in embarrassing situations
 Avoid appearing too high above the respondent in education, knowledge and social status
 Avoid interviewing the respondent in an unholy hour
Observation
 Is the most direct means of studying the subjects when the researcher is interested in their
behavior
 Perceiving the data through the senses
Recording the Results of Observation
Checklist
 Is a device which contains the items to be observed and a space for number or check marks or
short verbal entries.
 Rating scale
 Is a checklist with an evaluation standard
 Anecdotal forms
 Is a checklist that provides for less breakdown of dimensions or factors hence, much space is
provided for writing
 Mechanical Recording
 Stenographic Recording
Records
 Provide a readily available and valuable source of data
 Three major criteria necessary to establish authenticity and accuracy of records:
o Authorship- the identity of the person who conceived the material
o Body- the outward form of the material
o Function- purpose for which it was compiled
Lesson 5: Writing Literary Analysis
The review of related literature is a written summary of the existing knowledge base on
a research problem obtained from an in-depth search on non-research references and research
references. The review includes a statement indicating what the present study will add to what
is already known. It is a written, analytic summary of research findings on a topic of interest. It is
a comprehensive compilation of what is known about the phenomenon. It provides the
background and the context on which the research is conducted.
1. Conceptual Literature/Related Literature
 It is composed of discussions of facts and principles to which the present study is related
 These materials are usually printed and found in books, encyclopedias, professional journals,
magazines, newspapers, and other publications
 Also referred to as non-empirical references
 Are classified as local and foreign
2. Research Literature/Related Studies
 These are studies, inquiries, or investigations already conducted to which present proposed
study is related or has some bearing or similarity
  These are usually unpublished materials such as manuscripts, theses, and dissertations
 Also referred to as empirical references
 Are classified as local and foreign
Sources of Literature
Empirical References may be of primary and secondary sources:
1. Primary Source
 Description of studies written by the researchers who conducted them
 It is ideal to rely heavily on primary sources of data
 The researcher’s oral discussion of his study in research forums, seminars, conferences, and
even competitions, may also be considered primary sources
2. Secondary Source
 Descriptions of studies prepared by someone other than the original researcher
 Secondary source documents are a good way to start a literature review with because they
provide a quick summary and a good bibliography
Lesson 6: Writing Political Analysis Paper
Political Science analysis paper
 start from the premise that politics does not consist merely of human actions and interaction
 involves rational planning, motives, principles and beliefs
Requirements for a decent political analysis paper
 Topic and research question.
 Preliminary research
 Substantial research
 Thesis
 Impartiality
 Quotations and references
1. Remember to cite all references you used, with either the MLA (Modern Language Association) or the
APA (American Psychological Association) writing style.
2. Use a minimum of three (3) scholarly sources: e.g., Taking Sides: Clashing Views on Political Issues,
academic books, journals, newspapers and magazines, etc.
3. Use subheadings as you begin each section.
4. Have a separate title or cover page, and just staple all the pages together
Lesson 7: Academic Presentation
Academic Presentation
1. Determine the purpose for presenting your research at the forum.
2. Focus on forecasting what you want to share with the audience about your research; on Explaining
the key findings of your study; Synthesizing your research in relation to the statement of the problem
3. Know your audience in terms of their background knowledge, research interests or experience.
4. Get ready with your outline and cue cards.
The Three P’s of an Academic Presentation
1. Prepare - Organize one’s content. Relevant to audience’s needs
2. Practice - Great delivery of the presentation
3. Present - Well thought speech, must be comfortable when presenting.
 Malayuning Komunikasyon

Wika
Kahulugan ng Wika
 WIKA ay masistemang balangkas na sinasalitang tunog na pinili at isinaayos sa paraang
arbitraryo na ginagamit ng tao sa komunikasyon na kabilang sa partikular na kultura.

-HENRY GLEASON

Dagdag impormasyon:
1. Monolinggwal– isang wika lamang ang alam ng isang tao.
2. Bilinggwal– taong marunong magsalita ng dalawang wika
3. Multilinggwal- taong marunong magsalita ng higit sa dalawang wika at nauunawaan ang
agham ng wika na iyon.
4. Polyglot– mahigit sa tatlong wika ang ginagamit ng isang tao
5. Linggwistika– maagham na pag-aaral ng wika
6. Linggwista– taong nag-aaral ng wika

Linggwistika
 maagham na pag-aaral ng wika
PONOLOHIYA- pag-aaral ng makabuluhang ponema.
MORPOLOHIYA- pag-aaral ng salita
SINTAKSIS- pag-aaral sa ugnayan ng mga pangungusap
SEMANTIKA- pag-aaral sa kahulugan
PRAGMATIKS- Pag-aaral sa praktikal na gamit ng salita
ORTOGRAPIYA- paraan ng pagsulat

May inilahad pa rin si Eastman (1982) kaugnay sa paraan ng pagpili ng wika. Sa

katunayan, may sampung kategorya kung saan maaaring makapamili ng isang wika na
sasailalim sa estandardisasyon (Constantino, 1996.)
1. Indigeneous Language – Wikang sinasalita ng mga sinaunang tao na nakapanirahan sa isang
lugar.
2. Lingua Franca – Wikang gamitin ng mga taong may magkaibang unang wika na may tiyak na
layunin sa paggamit.
3. Mother Tongue – Wikang naakwayr mula sa pagkabata.
4. National Language –Wikang ginagamit sa politika, sosyal at kultural na pagkakakilanlan.
5. Official language –Wikang ginagamit sa transaksyong pampamahalaan.
6. Pidgin – (Nabuo sa pamamagitan ng paghahalu-halo ng wika) Wikang kadalasang ginagamit
ng mga taong may magkaibang pinagmulang wika.
7. Regional Language – Komong wika na ginagamit ng mga taong may magkaibang wikang
pinagmulan na naninirahan sa isang partikular na lugar.
8. Second Language –Wikang natutunan bilang karagdagan sa unang wika.
9. Vernacular Language –Wika ng isang sosyal na grupo na nadomina ng ibang wika.
10. World Language – Wikang ginagamit sa malawak na saklaw ng mundo.

ANTAS NG WIKA
Ang wika ay nahahati sa iba’t ibang kategorya sa antas na ginagamit ng tao batay
sa kanyang pagkatao, sa lipunang kanyang ginagalawan, lugar na tinitirhan, panahon,
katayuan at okasyong dinadaluhan.
1. Pormal
- Ito ay antas ng wika na istandard at kinikilala/ginagamit ng nakararami.
Pambansa.
-Ito ay ginagamit ng karaniwang manunulat sa aklat at pambalarila para sa paaralan at
pamahalaan
-Mga salitang ginagamit sa mga aklat at babasasahing ipinalalabas sa buong kapuluan at lahat
ng paaralan
-Ang wikang ginagamit ng pamahalaan at wikang panturo sa mga nagsisipag-aral.
Halimbawa: Asawa, Anak, Tahanan
Pampanitikan o panretorika.
-Ito ay ginagamit ng mga malikhain manunulat.
-Ang mga salita ay karaniwang malalim, makulay at masining.
Halimbawa: (Pambansa- Kapatid) (Pampanitikan- Kapusod)
2. Impormal. Ito ay antas ng wika na karaniwan, palasak, pang araw-araw,
madalas gamitin sa pakikipag-usap at pakikipagtalastasan.
Lalawiganin (Provincialism)
-Mga salitang kilala at saklaw lamang ng pook na pinaggagamitan nito.
-May kakaibang bigkas at tono
Halimbawa: (Ina- Pambansa) (Mamay- Bikol) (Iloy- Bisaya) (Nanang-Ilokano)
Kolokyal (Colloquial)
-Mga salitang ginagamit sa pang-araw-araw na pakikipagtalastasan ngunit may kagaspangan at
pagkabulgar, bagama’t may anyong repinado at malinis ayon sa kung sino ang nagsasabi.
Halimbawa: (Pormal- Aywan) (Impormal- ewan)
Balbal (Slang)
-Sa Ingles ito ay slang. Nagkakaroon ng sariling codes, mababa ang antas na ito; ikalawa sa antas
bulgar.
-Una ay hindi tinatanggap ng mga matatanda at mga may pinag-aralan dahil hindi raw maganda
pakinggan
-Kilala rin bilang salitang kanto o salitang kalye
Halimbawa: (Pormal- Tatay/Ama) (Balbal- Erpat)
Bulgar - Ito ang mga pagbaba sa moral ng isang tao. Halimbawa ay mga mura tulad ng put*ng
ina mo atbp.
Dahilan Kung bakit TAGALOG ang wikang Pambansa
1. Ito ay ginagamit sa sentro ng kalakalan.
2. Ito ay may pinakamayamang talasalitaan. Ang tagalog ay binubuo ng 30, 000 salitang-ugat at
700 na panlapi.
3. Ito ang may pinakamaunlad na panitikan
4. Ito ang wikang ginagamit ng nakararami.
5. Madaling pag-aralan, matutuhan at bigkasin ito.
6. Ito ay may kahalintulad na wika sa iba.

Opisyales sa pagpili ng Wikang Pambansa

Mga Opisyales
-Jaime C. Veyra (Visayang Samar), Tagapangulo
-Cecilio Lopez (Tagalog), Kalihim at Punong Tagapagpaganap
-Santiago A. Fonacier (Ilokano), Kagawad
-Filemon Sotto (Visayang Cebu) Kagawad
-Di nakaganap ng tungkulin dahil sa kapansanan
-Felix Salas-Rodriguez (Visayang Hiligaynon), Kagawad Casimiro F. Perfecto (Bikol), Kagawad
-Hadji Butu (Muslim), Kagawad
-Di nakaganap ng tungkulin dahil sa maagang pagkamatay. Hinirang ni Pangulong Manuel L.
Quezon ang mga sumusunod na kagawad:
-Lope K. Santos (Tagalog), pinalitan ni Iñigo Ed. Regalado
-Jose I. Zulueta (Pangasinan)
-Zoilo Hilario (Kapampangan)
-Isidro Abad (Visayang Cebu)

Mga Larangang Pangwika at ang Intelektuwalisasyon ng Filipino

Ang mga Larangang Wika na Nagkokontrol
(Controlling Domains of Language)

Katangian:
1. “nagdidikta” ng wika at ng rehistrong gagamitin sa larangan;
2. Nangangailangan ng pagbabasa at pagsusulat;
3. Nangangailangan nang paggamit ng wikang natutuhan sa paaralan lalo
sa mas mataas na institusyon ng pag-aaral.
Kabilang dito ang:
1. Pangasiwaang pampamahalaan
2. Agham, teknolohiya, at industriya
3. Edukasyon (elementarya, post-secondary na bokasyonal at teknikal, tersiyarya, gradwado)
Hal.: pagtatanggol sa pagpapanatili ng wikang Filipino hanggang kolehiyo
4. Mga propesyon

Ang mga wika sa mga larangang nagkokontrol ay ang wikang kadalasang higit na gusto ng mga
tao dahil ito ang pangunahing wika sa mga Gawain. Ito ang wika para sa hangarin ng pagsulong
na sosyo-ekonomiko atpangkarunungan. Sa Pilipinas, ang wikang iyon ay Ingles, Layunin na
palitan ng Filipino ang Ingles sa mga nagkokontrol na larangang pangwika.

Ang Nagkokontrol nang Bahagya sa mga Larangang Pangwika

(Semi-Controlling Domains of Language)

Katangian:
1. Nangangailangan ng paggamit ng isang partikular na wika subalit hindi sa paraang
kasinghigpit ng mga nagkokontrol ng larangang pangwika.
2. Ipinapahintulot nito ang pakikibahagi ng isang tao sa mga gawain ng larangan nang hindi
kailangang nagpapakadalubhasa sa pagsusulat.

Ipinapahintulot nito ang pakikibahagi ng isang tao sa mga gawain ng

larangan nang hindi kailangang nagpapakadalubhasa sa pagsusulat

Ang Di-Nagkokontrol
na mga Larangang Pangwika
(Non-controlling Domains Of Language)

Halimbawa:
1. Tahanan
2. Lingua Franca
Ano nga ba ang Teorya?
Ang teorya ay isang siyentipikong pag-aaral ng iba’t ibang paniniwala ng mga
bagay-bagay na may batayan pero hanggang ngayon, hindi pa napapatunayan ng
lubos.

MGA IBA’T IBANG MGA TEORYA NG WIKA

1. Teoryang Bow-wow - Tunog na nalilikha ng mga hayop at ng kalikasan gaya ng ihip ng
hangin.
2. Teoryang Ding-dong - Sariling tunog ng lahat ng bagay sa kapaligiran tulad ng tik-tok ng
orasan.
3. Teoryang Pooh-pooh - Matinding damdamin bunga ng pagkatakot, sakit, labis na katuwaan o
kalungkutan.
4. Teoryang Tarara Boom De Ay - Tunog na bunga ng mga nilikhang ritwal ng mga sinaunang
tao.
5. Teoryang Sing-song - Isang teorya na kung saan ang mga unang salita ay mahaba at musikal,
at hindi maiikling bulalas na pinaniniwalaan ng marami.
6. Tore ng Babel - Ito ay mula sa Biblia sa Genesis 11: 1-9 na nagsasabi na ang buong lupa ay
iisang wika at iisang mga salita.
7. Teoryang Yo He Yo - Ayon kay A.S Diamond, ang tao ay natutong magsalita bunga ng
kaniyang puwersang pisikal.
8. Teoryang Ta-ta - Galing sa wikang Pranses, ito ay nangahulugang paalam sapagkat kapag ang
isang tao ay nagpapaalam, siya ay kumakampay ang kamay nang pataas o pababa.
9. Teoryang Jean Jacques Roussea - Ang kalayaan ng tao ang nagtulak sa kanya nalumikha ng
wika. Ang unang wika ay magaspang at primitibo.
10. Teoryang Aramean - Sinaunang tao na nanirahan sa Syria at Mesopotamia na ang wika ay
ARAMAIC na nagmula sa Afro- Asiatic Timog- Silangang Kanluran ng Asya.
11. Teoryang Mama - Tinutukoy ito sa unang sinabil ng sanggol, na dahil hindi niya masabi
ang salitang ina o ang Ingles na mother, sinabi niyang mama kapalit sa mother.
12. Teoryang Hey you - Ayon sa linggwistang si Revesz, nagmula ang wika sa mga tunog na
nagbabadya ng pagkakakilanlan (Ako!) at pagkakabilang (Tayo!). Napapabulalas din tayo bilang
pagbabadya ng takot, galit o sakit (Saklolo!). Tinatawag din itong teoryang kontak.
13. Teoryang Coo coo - Tinutukoy nito sa mga tunog na nalilikha ng mga sanggol na ginagaya ng
mga matatanda bilang pagpapangalan sa mga bagay-bagay sa paligid.
14. Teoryang Hocus Pocus - Ayon kay Boree, ang pinanggalingan ng wika ay tulad ng
pinanggalingan ng mga mahikal o relihiyosong aspeto ng pamumuhay ng ating mga ninuno.
15. Teoryang Eureka - Ayon rin kay Boree, ang ating mga ninuno ay may ideya ng pagtatakda ng
mga arbitraryong tunog upang ipakahulugan sa mga tiyak na bagay. Nang nalika ang mga
ideyang iyon, mabilis na iyong kumalat sa iba pang tao at naging kalakaran sa pagpapangalan ng
mga Bagay-Bagay.

ART APPRECIATION
PHILIPPINE ARTS AND CRAFTS: A CHRONOLOGY
According to the Philippine Art Period Timeline, the history of Philippine art is described in detail.
Art History
 1. Prehistoric Art  relied on the use of natural pigments
(40,000-4,000 BC)  Stone carvings to create representations of objects, animals, and
rituals that governed a civilization’s existence.
 Wall/cave paintings
Art Forms Stationary
Portable Art

Example Artworks 1. Lascaux Cave paintings in France

 the Great Hall of the Bulls
 The Chamber of Felines
 The Shaft of the Dead Man.
2. Venus of Willendorf, fertility sculpture found in Willendorf Austria
3. Stonehenge (Post and Lintel), Salisbury Plain Wiltshire,England

Philippine Prehistoric 1. Angono Petroglyphs,

art  The oldest known artworks in the Philippines. 127 figural carvings
engraved on the wall of a shallow cave of volcanic tuff.
2. Manunggul Jar
 A secondary burial jar excavated from a Neolithic burial site in the
Manunggul cave of the Tabon Caves at Lipuun Point in Palawan,
Philippines.
3. Maitum Jar
 are earthenware secondary burial vessels
 Discovered in 1991 by the National Museum of the Philippines'
archaeological team in Ayub Cave, Barangay Pinol, Maitum, Sarangani
Province, Mindanao, Philippines.

2. Ancient Art (4,000  Art was produced by advanced civilizations, which in this case refers to
B.C.–A.D. 400) those with an established written language.

a. Mesopotamia
b. Egypt
c. Greece
d. Rome
e. China
f. India
g. Persia
h. Palestine

Functions of Arts  to tell stories

 decorate utilitarian objects like bowls and weapons
 display religious and symbolic imagery,
 demonstrate social status
 Depict stories of rulers, gods, and goddesses.

Sample Ancient 1. Code of Hammurabi. Created around 1792 B.C., the piece bears a
Artworks Babylonian set of laws carved in stone.
Famous Artist  ‘Venus and Mars’
1. Leonardo (1452-1519)  The Birth of Venus
 the ultimate “Renaissance man” 7. Giovanni Bellini (1430-1516) - Portrait
 Epitomized the Renaissance humanist of Doge Loredano
ideal.
 Famous works 5. Baroque (1600–1750)
o “Mona Lisa” (1503-05)  Over-the-top visual arts and
o “The Virgin of the Rocks” (1485) architecture.
o “The Last Supper” (1495-98),  characterized by grandeur and richness
Fresco  Stylistically complex.
o Vitruvian Man
o Allowed him to reproduce A. Michelangelo Merisi Caravaggio (1573-
reality with a remarkable 1610)
degree of accuracy.  Realistic religious depictions,
2. Michelangelo Buonarroti (1475-1564) done on a grand scale,
 the dominant sculptor of the High  Italian painter
Renaissance  Known for: dramatic use of
 Famous works lighting in Baroque paintings
o Pietà in St. Peter’s  Death of the Virgins
Cathedral (1499)  Italian sculptor and architect
o David in his native Florence  Known for: creating the
(1501-04) Baroque style of sculpture
o Giant fresco covering the B. Gian Lorenz Bernini (1598 1680) -
ceiling of the Sistine Portrait of Philip IV, Las Meninas
o Chapel, completed over C. Diego Rodríguez de Silva y Velázquez,
four years (1508-12) and (1599- 1660),
depicting various scenes  Flemish painter, draughtsman, and
from Genesis. diplomat
3. Raphael Sanzio  Assumption of the Virgin,
 the youngest of the three great Judgement of Paris, The Garden of
High Renaissance masters, Love
 Sistine Madonna, Madonna of the D. Peter Paul Rubens (1577 – 1640)
Chair, The School of Athens  Dutch Baroque painter and
4. Filippo Brunelleschi printmaker
 father of Renaissance architecture,  one of the greatest storytellers
 Duomo of Santa Maria del Fiore, in the history of art,
Florence’s central cathedral  Possessing an exceptional
5. Donatello (1386-1466) ability to render people in their
 one of the best-known sculptors of various moods and dramatic
the Renaissance guises.
 His most famous piece, the bronze E. Rembrandt Harmenszoon van Rijn,
David, was the first free-standing (1606- 1669)
nude statue made since antiquity  The Night Watch, Man with the
6. Sandro Botticelli (1445- 1510) Golden Helmet, Descent from the
 Primavera’, Cross.
 The Adoration of the Magi 6. Rococo Art (1700-1800)
  It is characterized by lightness,  The Black Duchess, The Nude Maja,
elegance, and an exuberant use of The Third of May, 1808, Saturn
curving natural forms in Devouring His Son,
ornamentation. Théodore Géricault (1791-1824)
 The word Rococo is derived from  French Painter
the French word rocaille, which  The Raft of the Medusa, Portrait of
denoted the shell-covered rock Mustapha,
work that was used to decorate Eugène Delacroix (1798 -1863)
artificial grottoes  French Painter
Jean Antoine Watteau (1684–1721)  Widely regarded as the leader of the
 The father of Rococo painting Romantic Movement in 19th-century
 Who invented a new genre called fêtes French art.
galantes, which were scenes of  Scenes from the Massacres of Chios,
courtship parties. The Death of Sardanapalus, Liberty
 La Surprise Leading the People, Apollo Slaying the
7. NEOCLASSIC Serpent
 Was the predominant movement in OTHERS
European art and architecture during 1. LEONARDO DA VINCI
the late 18th and early 19th centuries. • Born: 04-15-1452, Vinci, Italy
 Neoclassical works (paintings and • Profile: Painter, Architect, Sculptor, Inventor,
sculptures) were serious, unemotional, Military Engineer andDraftsman.
and sternly heroic. • Died: 05-2- 1519, Amboise, France
Jacques-Louis David (1748-1825) • Quotes: “He who thinks little, errs much”
 The Oath of the Horatii, The Death of • Famous Works The Last Supper Mona Lisa
Socrates, The Lictors Returning to Vitruvian Man
Brutus the Bodies of his Sons, The 2. VINCENT VAN GOGH
Death of Marat, Bonaparte Crossing the  Born: 03-30-1853 Zundert, Italy
Grand Saint- Bernard Pass, 20 May  Profile: Painter
1800.  Died: 07-29-1890 Amboise, France
Jean-Auguste - Dominique Ingres  Famous Works The Starry Night Sunflowers
 La Grande Odalisque, The Vow of Louis Irises
XIII, The Apotheosis of Homer, The 3. MICHAELANGELO
Turkish Bath,  Born: 4-6-1475, Michaelangelo, Italy
 Profile: Painter, Architect, Poet
 Died: 2-18-1564, Rome, Italy
8. Romanticism  Quotes: “Genius is eternal patience.”
 The artists emphasized that sense and  Famous Works David Creation of Adam St.
emotions – not simply reason and order Peter’s Basilica
- were equally important means of 4. CLAUDE MONET
understanding and experiencing the • Born: 11-14-1840, Paris, France
world. • Profile: Painter, Philosopher
 Romanticism celebrated the individual • Died: 12-5-1926, Giverny, France
imagination and intuition in the • Quotes: “The richness I achieve comes from
enduring search for individual rights Nature, the source of my inspiration.”
and liberty. • Famous Works Water Lilies Impresion,Sunrise
Francisco Goya (1746 -1828) Rouen Cathedral Series
 Spanish painter and printmaker 5. FRIDA KAHLO
• Born: 07-06-1907, Mexico City, Mexico
• Profile: Painter • Quotes: “Every child is an artist. The problem
• Died: 07-13-1954, Mexico City. Mexico is how to remain an artist once he grows up.”
• Quotes:” I never paint dreams or nightmares. • Famous Works Guernica The Young Ladies of
I paint my own reality.” Avignon The Weeping Woman
• Famous Works The Two Fridas SELF- 11. GUSTAV KLIMT
PORTRAIT WITH THORN • Born: 7-14-1862, Baumgarten, Austria
NECKLACE AND HUMMINGBIRD The Broken • Profile: Painter
Column • Died: 2-6-1918, Vienna, Austria
6. GEORGIA O’KEEFFE • Quotes: “Truth is like fire; to tell the truth
• Born: 11-15-1887, Wisconsin, USA means to glow and burn.”
• Profile: Painter • Famous Works The Kiss Portrait of Adele
• Died: 03-06-1986, New Mexico , USA Bloch-Bauer I The Virgin
• Quotes: “The days you work are the best 12. HENRY MOORE
days.” • Born: 7-30-1898, Castleford, Unite Kingdom
• Famous Works Black Irises III Cow’s Skull: • Profile: Sculptor
Red, White and Blue RadiatorBuilding • Died: 8-31-1986
Night- New York • Quotes: “One never knows what each day is
7. EDGAR DEGAS going to bring. The important thing is to be
• Born: 7-19-1834, Paris, France open and ready for it.”
• Profile: Painter, Sculptor • Famous Works Reclining Figures King and
• Died: 9-27-1917, Paris, France Queen Bird Basket
• Quotes: “Art is not what you see, but what 13. SALVADOR DALI
you make others see. • Born: 5-11-1904, Figueras, Spain
Famous Works The Absinthe Drinker The Dance • Profile: Painter, Draftsman
Class The Bellelli Family • Died: 1-23-1989,Figuerras, Spain
8. EDVARD MUNCH • Quotes: “Intelligence without ambition is a
• Born: 12-12-1863, Adalsbruk, Norway bird without wings.”
• Profile: Painter • Famous Works The Persistence of Memory
• Died: 1-23-1944, Oslo, Norway Swans Reflecting Elephants Premonition of
• Quotes: “From my rotting body, flowers shall Civil War
grow and I am in them and that is eternity. “ 14. PAUL CEZANNE
• Famous Works The Scream The Day After The • Born: 1-19-1839, Aix-en, France
Dance of Life • Profile: Painter
9. JACKSON POLLOCK • Died: 10- 22-1906, Aix-en, France
• Born: 1-28-1912, Wyoming, USA • Quotes: “We live in a rainbow of chaos.”
• Profile: Painter • Famous Works The Bathers The Card Player
• Died: 8-11-1956, NY, USA Series Jug, Curtain and Fruit Bowl
• Quotes: “T he painting has a life of its own. I 15. DIEGO RIVERA
try to let it come through.” • Born: 12-8-1886, Guanajuato, Mexico
• Famous Works The Number 5 The Number 11 • Profile: Painter
The Number 31 • Died: 11-24-1957, Mexico city, Mexico
10. PABLO PICASSO • Quotes: “I've never believed in God, but I
• Born: 10-26-1881, Malaga, Spain believe in Picasso. “
• Profile: Painter, Sculptor, • Famous Works The Man at the Crossroad The
• Ceramicist, Stage Designer, Poet and a Card Player Series The History of Mexico
Playwright.
• Died: 4-8-1973, Mougins, France I. Art Appreciation, Art, creativity,
imagination, and expression
Beauty  refers to the main idea that is
 Sensual qualities in a thing or idea represented in the artwork
which excites one’s immediate  The subject of art is VARIED.
admiration, pleasure or satisfaction for  Usually anything that is represented in
itself rather than for its uses. the artwork. (Person, object, sense, or
Sources of beauty event.
1. Nature Two kinds of arts as to subject
 “Mother of all arts” 1. Representational Art or Objective Art
2. Art  arts which depict (represent) objects
 Made by man, not imitative but creative that are commonly recognized by most
Art Definition people
 The expression or application of human  Arts that have subjects (paintings,
creative skill and imagination sculpture, literature, graphic arts,
 The term ART derives from the old theater arts)
Latin, which implies a “craft or 2. Non-representational Art or Non-objective
specialized sort of expertise, as Art
carpentry or smithing or surgery”  Arts that do not have subject (Music,
(Collingwood, 1938). Architecture, and many of the
Essential Requirements of Arts Functional art)
Art must be man-made  They do not present descriptions,
It must benefit and satisfy man stories, or references to identifiable
It must be expressive through certain objects or symbols
medium or material Kinds of subjects
The subject in art
 Landscapes, Seascapes, andCityscapes  Through civic and graphic arts, man
 Still Life learns to cooperate, love and help each
 Animals other.
 Portraits
 Figures
 Everyday Life CLASSIFICATION OF ART
 History and Legend I. FINE OR AESTHETIC ART
 Religion and Mythology 1. Music
 Dreams and Fantasies  Harmonious combination of sound
Functions of Art  Most dynamic, most emotional, most
1. AESTETIC FUNCTION universal, and most abstract of all fine
 Through art, man becomes conscious of arts
the beauties of nature and the benefits 2. Painting
he gets from his own work and those  Visual art which expresses either by
done by his fellow man. line, form, texture, or value of color
2. UTILITARIAN FUNCTION 3. Sculpture
 Art provides comfort and happiness  Express by carving, shaping, or
 Shelter, clothing, landscaping, etc. modeling
3. CULTURAL FUNCTIONS 4. Architecture
 Transmit and preserve skills and  Most useful of all the fine arts
knowledge from one generation to  Sometimes called as “frozen music”
another because it has many rhythmic features
 Broadens one’s cultural background such as windows, ornaments, columns,
4. SOCIAL FUNCTION and floorings.
5. Literature o lliad and the Odyssey are the
 Includes the writing of poems, short- two Greek Epics that one’s
stories, novels, plays, histories, being taught in school.
biographies, essays, etc. o The Sanskrit compositions
6. Dancing Mahabharata and Ramanaya
 Based upon music or rhythmic sound are also classics in this domain.
 Characterized by rhythm or repetition 2. Nature Is Not Art, and Art Is Not
 The only art having one medium – the Nature
performer or dancer o In the absence of a depiction of
7. Drama reality, art may be thought of as
 Includes acting, directing, stage setting, a perspective of reality.
stage lighting and public speaking. o In the Philippines, it is fairly
II. PRACTICAL OR USEFUL ART uncommon for some viewers of
1. Industrial Art local films to express their
 Changing raw material into some dissatisfaction with the films'
significant product or human realism by stating that they are
consumption or use. unrealistic. They argue that
2. Applied or household art local movies are based on a set
 Refers mostly to household arts such as, of formulas that are
flower arrangement, interior detrimental to the content and
decoration, dressmaking, embroidery, fidelity to reality of the films
make-up, etc. they produce.
3. Civic Art o 'Well and Grinding' is a painting
 Refers to civic planning and by French artist Paul Cezanne
beautification to improve the standards that depicts a situation from
of living reality.
4. Commercial Art o The Chateau Noir's Forest has a
 Involves business propaganda in the wheel, and it is located there.
form of advertisements in newspaper, 3. Art is a result of personal experience
magazines, signage’s, billboards, and o It is not a comprehensive guide,
the likes but rather an experience. The
5. Graphic Art actual act of accomplishing
 Anything printed from raised or sunken something.
reliefs and plain surfaces. o For others, reaching this point
without having a good
ASSUMPTIONS OF ART definition of art might seem
1. Art Is Universal bizarre and bizarre. For the
o Timeless, transcending majority of people, art does not
generations and nations need a comprehensive
through and through. definition. Art is nothing more
o Misconception: Artistic created than a sensory experience.
long time ago. ELEMENTS AND PRINCIPLES OF ART
o Age is not a factor in ELEMENTS
determining art.  There are six integral components in
o Literature has contributed the creation of a design: lines, colors,
crucial terms of art. texture, and shape.
LINES
  Verticality is associated with dignity, There are five fundamental principles that
formality, stability, and strength. underpin anengaging design.
 Horizontal axis represents quiet, Balance
tranquility, and relaxation. Vertical axis  Parts of the design are evenly placed
represents activity. across the space to generate a feeling
 Action, activity, enthusiasm, and of solidity. It's possible to have both
movement are represented by the bodily and visual equilibrium.
diagonal. Rhythm
 It has the look of softness and  Using line, form, color, texture or
generates a relaxing sensation or pattern repeatedly is what patterning is.
atmosphere. It represents freedom, the Emphasis
natural world, and the ability to be  The most personal component of a
creative. design is the way it is highlighted. This is
COLOR the aspect that draws in viewers. It may
 Color has an immediate and significant be created using several elements like
impact on the design of a piece of as size, positioning, color, and line use.
artwork. Colors can influence how Proportion and scale are important
individuals feel and behave. considerations.
 Warm Colors: RED, ORANGE, and  It is the comparative connections
YELLOW between components in a design that
 Cool Color : BLUE, PURPLE, and GREEN are measured in terms of their size and
FORM/SHAPE proportion
 Whatever something is in terms of its  Unity
form, outline, or arrangement.  Is the use of uniform usage of lines,
 Squares, circles, ellipses, ovals, color, and texture across a design
rectangles, and triangles are all possible project.
shapes.
SPACE
 It can either increase or decrease visual ASIAN ART
space. Asian art is diverse and rich as a
 Open, uncluttered environments are result of thousands of years and the
preferred. Crammed and contributions of numerous nations. It is
overburdened. also well renowned for its calligraphy,
TEXTURE which is regarded as the highest form of
 The appearance or feel of an object's art in East Asian art, along with ritual
surface. bronzes, exquisite ceramic sculptures,
 Reflects lighter than a rough surface, jades, textiles, poetic painted
making the color more vibrant as a landscapes, garden design, amazing
result of the reflection. temples, shrines, pagodas, and stupas.
 Rough surface Fan Kuan's Travelers amid Mountains
 Absorbs more light, giving the and Stream, Katsushika Hokusai's series
appearance of being darker. of 36 views of Mount Fuji, and
VALUE Basawan's Akbar Restraining the
 Tone (the degree to which a color is Enraged Elephant Hawai'i are just a few
bright or dark) instances of artworks that have stood
 Shade (the degree to which a color is the test of time (Akbar Restraining the
light or dark) Enraged Elephant Hawaii). In recent
 Tint (A pale or faint variation of a color) years, Asia has significantly influenced
 modern art. Asian modern art has Organum was a crucial early
gained popularity recently. The number strategy that made it possible to
of regional biennials and triennials, the investigate polyphonic texture. It had
opening of new contemporary art two lines of voices and a selection of
museums, and the international acclaim different heterophonic textures. The
of artists like Cai Guo-Qiang (born in three major kinds of organum are as
China), Miwa Yanagi (born in Japan), follows:
Suh DoHo (from Korea), and Rirkrit A type of organum that coexists
Tiravanija (from Thailand), among alongside another organum is called a
others, have all contributed to the parallel organum, also referred to as a
exponential growth of Asian "strict organum."
contemporary art in recent years. One voice sings the melody
THE DEVELOPMENT OF WESTERN ART while the other sings at a set interval,
The Classical, Medieval, giving the impression that the two
Byzantine, Romanesque (including voices are moving parallel to one
Baroque and Rococo), Renaissance another. For a better understanding,
(including Baroque and Rococo), listen to this synthesized example of a
Neolassicism (including Neoclassicism), parallel organum, melismatic organum
Romanticism (including Realism), (melismatic organ)
Impressionism (including The other accompaniment
Impressionism), Modernism (including component wanders around above the
Modernism and Postmodernism), and pitch on which one section of the
Postmodernism are among the accompaniment stays fixed. Listen to
successive periods and or movements this synthesized sample and observe
that are distinguished in the history of how the second voice stays on the same
Western art (including Postmodernism). note while the first voice sings the
A GREEK CHANT (GREGORIAN CHANT) melody, as well as how the second
One of the most well-liked voice stays on the same note while the
styles of music during the middle Ages first voice sings the melody.
was this one, which featured a single NUEMES
line of vocal melody that was The direction in which the pitch
unaccompanied and in free rhythm. was shifting was indicated by these
This is not at all surprising given the symbols engraved above chants.
importance of the Catholic Church The flute is a type of musical
throughout this time period. The Mass, instrument constructed of wood.
which commemorates and celebrates Medieval flutes resembled modern
the Last Supper of Jesus Christ, has recorders more in appearance since
always been and will always, be a they had finger apertures rather than
ceremonial event using predefined keyholes.
words (liturgy), which were both Dulcimer The Middle Ages'
spoken and sung throughout the dulcimers were originally plucked, but
service. as technology advanced, hammers were
MUSICAL POLYPHONIC DEVELOPMENT used to strike them.
Composers began Lyra The lyra, which dates back
experimenting with new methods as to antiquity, is frequently recognized as
the Medieval Period went on, and as a one of the earliest known bowed
result, polyphonic genres were born. instruments.
ORGANUM
 Two more medieval Antonio Vivaldi, Henry Purcell, Georg
instruments that can be found are the Philipp Telemann, Jean-Baptiste Lully,
recorder and the lute. Traveling singers Arcangelo Corelli, Tomaso Albinoni,
and performers called troubadours and François Couperin, Denis Gaultier,
trouvères were also common around Claudio Monteverdi, Heinrich Schütz,
this time. Jean-Philippe Rameau, Jan Dismas
MIDDLE EASTERN MUSIC HAS ITS OWN SPECIAL Zelenka, and Johann Pachelbel
STYLES
Ars Nova, which is Latin for CLASSICAL MUSIC
"new art," was a brand-new kind of The history of classical music is
music that evolved in the 14th century a long one (1750-1810) The term
and had its roots in France and Italy. "classical," with a capital "C," designates
The phrase comes from a work anything of the greatest level and is
written by Philippe de Vitry and frequently linked to the ancient Greeks
published in France in 1320. and Romans. The letter "C" stands for it
In writing, the style was and designates a certain composer's
characterized by a wider variety of style. Any non - contemporary music is
rhythms, the usage of double time, and incorrectly referred to as traditional
a higher level of freedom and music while discussing classical music.
autonomy. These experimental This type of music is actually referred to
initiatives laid some of the groundwork as "art music" by composers from the
for later musical development era.
throughout the Renaissance. During the The most important composers
Art Nova era, the chanson was the most to remember and admire are those who
popular secular genre. have been designated with an asterisk.
Galant is a name in fashion. This
THE ORIGINS AND DEVELOPMENT OF BAROQUE early classical style is also referred to as
MUSIC THROUGHOUT HISTORY "galant," which is a French word that
Baroque music was a style of means "galant" or "galant-like."
Western art music that was composed This early classical design also
in the Western world from roughly has a very courtly aspect. Instead of
1600 and 1750. The Classical era came trying to provoke thought, it was meant
next, coming after this era, which to make the listener feel good. The
occurred after the Renaissance. The most well-known composers that
name "baroque," which is derived from utilized this technique were Johann
the Portuguese word barroco and Christian Bach and C.P.E. Bach.
means literally "misshapen pearl," was THE ORCHESTRA IS ON THE WAY
used pejoratively to describe the The size of the Orchestra began
complex and ornately embellished to grow. The use of the harpsichord
music of this era. Later, the phrase continuo gradually decreased in the
began to be used to describe the same repertory. Horns in particular were
era's architecture as well. more important in tying the texture
As a large portion of the together than other wind instruments.
"classical music" canon, baroque music In spite of this, the main instrument
is still frequently studied, performed, was still the string section, to which two
and heard today. Johann Sebastian horns, one or more flutes, or a pair of
Bach, George Frideric Handel, oboes could be added. Gradually, as
Alessandro Scarlatti, Domenico Scarlatti, needed, composers started adding one
 or two bassoons, along with a pair of individual movement, not a piece. It consists of
trumpets or a pair of kettle drums. three sections:
Clarinets were initially made available in 1. The Exposition: The composer exposes his
the latter part of the 18th century. Due musical ideas. The main ideas are called
to his compositions, Mozart is credited subjects. The first subject is in the tonic, which
with making the clarinet better known. modulates (changes key) near the end to a
Simple broken chords repeated bridge (transition) passage, which leads to the
in the left hand make up the Alberti second subject. The second subject is in a new,
Bass, which drives the beat and defines but related, key, often the dominant (Sta) or
the harmony. One of the first relative major (If the first subject is m a minor
composers for the piano, C.P.E. Bach key). The second subject is usually more
began his work around 1750. J.C. The tuneful.
first piano recital by Bach took place in 2. Development: Here the ideas are developed.
London. Many pieces of music were It creates a feeling of tension and conflict. The
published for harpsichord or piano, climax may be in this section.
although harpsichord use steadily 3. Recapitulation: The music is repeated from
declined. the beginning, but the second subject is now in
SONATA the tonic. Finally, the music may have a coda
A sonata is a piece of music (A direct translation is tail), which rounds off the
with one or more movements for one music.
or more instruments. It is a trio with THE CONCERTO
three instruments, a quartet with four, It contains a solo instrument
and a quintet with five. and an orchestra. There are three
SYMPHONY movements (slow, fast, and slow). The
A symphony is an orchestral first movement has a double-
sonata. The Symphony evolved from exposition. The first is for the orchestra
the Italian Overture, however it alone, followed by the soloist. The
features three movements rather than second, with the second subject group
three sections. in the related key. Then comes the
First movement: Usually fast, and in sonata development and the recapitulation, for
form. both the orchestra and the soloist.
Second movement. Usually slower and more Towards the end, the orchestra pauses,
song-like. It could be in sonata form or ternary and the soloist plays a cadenza (a short
form, and perhaps with variations. passage,'based on themes heard
Third movement: Haydn and Mozart wrote a earlier, which displays the brilliance of
minute in trio at this point. Beethoven later the player.) When the soloist finishes,
turned this into a Scherzo (A direct translation is the soloist ends with a trill, which
joke.) signifies the orchestra should come in
Fourth movement: Fast, often light hearted, and finish off the piece. The orchestra
perhaps in Rondo form, or sonata form, or with plays the coda to end.
variations. Haydn wrote numerous sonatas, OPERA
including the Surprise Symphony, the Drum Roll Classical composers wrote
Symphony and the London Symphony. Trios and much vocal music, especially opera.
quartets were also in four movements. Sonatas Gluck was an important opera
might have three or four movements. The composer. Orfeo ed Euridice is one of
Classical Concerto did not include the minuet, his works. He made the actions more
so only had three movements. Sonata Form important in the opera. At the start of
Sonata form is a way of building up an the opera, the overture prepared the
 audience for what was to come; Mozart contrast in pitch. He increased the size
wrote operas including The Marriage of of the orchestra, for example, he often
Figaro, The Magic Flute and Don added a 3rd horn and a piccolo, and
Giovanni. The Magic Flute is an example also added a choir in his 9th symphony.
of singspiel (an opera in which singing is
mixed up with dialogue). The orchestra SOULMAKING
mirrors the mood and drama of the Soul-making is a nontraditional
action. Don Giovani is an example of method of getting to know oneself and
'opera buffa' (comic opera). delving into the depths and true
LUDWIG VAN BEETHOVEN (1770-1827) significance of what we do in our daily
Beethoven composed to please lives. It encourages the development of
himself. He wrote 32 piano sonatas, our inner artist while also assisting us in
nine symphonies. The 9th Symphony is communicating with others,
the Choral Symphony. He wrote one understanding culture, and embodying
opera, called Fidelio. Towards the end tolerance and peace. It opens the door
of his life he became deaf. He could still to a plethora of different intelligences
composer, and hear the sounds in his and expressions.
head, but had great difficulty in SOUL-MAKING is the process of
conducting his works. Beethoven creating and deriving meaning through
modified Classical music. His music is art. For a person to make sense of
weightier, and on a larger scale. There is language and draw meaning from
more emotion in his music, and his last words, it is necessary to take into
movements are usually the most consideration semantic and
important. He uses more discords, grammatical principles.
more dynamic contrast and more
ART FROM THE PERSPECTIVE OF PHILOSOPHY In agreement with Plato, Aristotle, on
Art as a kind of emulation the other hand, saw art as a tool to help
Plato's The Republic portrays artists as philosophy in the pursuit of the truth. Art is a
mimics and art as nothing more than a representation of a version of reality.
collection of imitations. He believes that the Aristotelian philosophy holds that art has two
things that exist in this world are simply copies distinct purposes: it allows for the enjoyment of
of the original, the eternal, and that authentic pleasure, and it has the power to be
beings can only be discovered in the World of instructional, teaching its audience valuable
Forms, according to his metaphysics or lessons about life and its surroundings.
perspective of reality. Art is nothing more than Art as a kind of unbiased evaluation
a copy of another's work. In the World of Kant's Critique of Judgment asserted
Forms, a painting is just a copy of nature, which that the judgment of beauty, which he regarded
in turn is an imitation of reality in the actual to be the foundation of art, was something
world. universal, despite the fact that it was
Art as a means of communication susceptible to subjectivity. In his understanding
of beauty, he acknowledged that it is subjective.

The Subjects of Art and the Method of

Presenting Them
Subject of Art
 The matter to be described or to be portrayed by the artist.
o Person, object, scene, event.
2 kinds of art as to subject
 1. Representational Art or Objective Art
 Uses “form” and is concerned with “what” is to be depicted in the artwork.
A. Still Life
o Depicting mostly inanimate object matter, typically commonplace objects which may be
either natural (food flower, plants, rocks, shells) or man-made (drinking glasses, books,
vases, coins, pipes, etc.) in an artificial setting.
B. Portraiture
o Portrait
o Painting, photograph, sculpture, or other artistic representation of a person, in which
the face and expression is predominant.
C. Landscapes
o Seascapes, and Cityscapes
2. Non – Representational Art or Non- Objective Art
o Uses “content” and concerned with “how” the artwork is depicted.
Methods of Presenting Art Subjects
 Realism
o Began in France 1850s
o Believed in the ideology of objective reality and revolted against exaggerated
emotionalism
o Depict what the eyes can see, what the ear can hear, an what the sense faculty may
receive.
o Gustave Courbet and Honore Domier
 Abstraction
o In abstract art, the artist does not show the subject at all as an objective reality, but only
his ideas or his feeling about it (exaggerated emotionalism).
o Wassily Kandivinsky
A. Distortion
 Subject is in misshapen condition, irregular shape, twisted out
 Form of emphasizing detail to the point that something in no longer “correctly” depicted.
 The old guitarist – Pablo Picasso.
B. Elongated
 Being lengthen
 Protraction or extension.
C. Mangling
 Not commonly used to portray abstract art.
 Cut, lacerated, mutilated, torn, hacked, or disfigured.
D. Cubism
 Early 1900s
 Combination of basic geometric shapes – sometimes showing multiple viewpoints of a particular
image.
 Looking like a piece of fractured glass.
E. Abstract Expressionism
 Modern art movement in America (WWII)
 Depart completely from the subject matter from the studied precision and from any kind of
preconceived design.
 (parang batik batik lang kagaya kay JC Intal)
 Symbolism
 o Systematically uses symbols to concentrate or intensify meaning, making the work of art
more subjective (rather than objective) and conventional.
o Spolarium
 Fauvism
o Les Fauves “the wild beast”
o Emphasized spontaneity and use of extremely bright colors.
o A color red tree.
o Henri Matisse
 Dadaism
o Dada “hobby – horse”
o System of art which is per se “non- essential”
o Strives to have no meaning at all.
o Post – WW cultural movement against the barbarism.
o Fake urinal turned into fountain
 Futurism
o Modernist movement celebrating the technological, future era.
o A love of speed, technology, and violence.
 Surrealism
o Offshoot or child of dada.
o Also known as “super realism”
o Dream like
o Fantasy
a. Veristic Surrealism
o Allowed images of the subconscious to be undisturbed so that the meaning could be
understood through analysis.
o They follow images if the subconscious until consciousness can understand the meaning.
Rene Magritte, Salvador Dali.
b. Automatism or Abstract Surrealism
 Images of the subconscious should not be burdened by meaning, so they are
represented in an abstract form.
 Focused more on the feelings and less analytical
 Carl Jung and Sigmund Freud
Surrealistic Techniques
I. Scale – changing an objects scale or size.
II. Levitation – floating objects that don’t normally float.
III. Juxtaposition – joining 2 images together in impossible combinations.
IV. Dislocation – taking an object away from its usual environment and placing it in an unfamiliar
one.
V. Transparency – making objects (that are not transparent) transparent.
VI. Transformation – changing objects in unusual way; dahon na may bitak na parang puzzle piece
tas naging butterfly.
 Impressionism
Optical realism
 Focused on directly describing the visual sensation derived from nature.
 Devotee’s impressionism was not concerned with the actual depiction of the object they
painted; they were concerned with the visual impressions aroused by those objects.
PSYCHOLOGY OF COLORS
RED (PHYSICAL)
Positive:
 Physical courage, strength, warmth,energy, basic survival, 'fight or flight’, stimulation,
masculinity, excitement
Negative:
 Defiance, aggression, strain
BLUE (INTELLECTUAL)
Positive: Intelligence, communication, trust,efficiency, serenity, duty, logic, coolness, reflection, calm
Negative: Coldness, aloofness,lack of emotion, unfriendliness.
YELLOW (EMOTIONAL)
Positive: Optimism, confidence, self-esteem,extraversion, emotional strength, friendliness, creativity
Negative: Irrationality, fear, emotional fragility,depression, anxiety, suicide
GREEN (BALANCE)
Positive: Harmony, balance, refreshment,universal love, rest, restoration,reassurance, environmental
awareness, equilibrium, peace
Negative: Boredom, stagnation, blandness,enervation
VIOLET
Positive: Spiritual awareness, containment,vision, luxury, authenticity, truth,quality
Negative: Introversion, decadence,suppression, inferiority.
ORANGE
Positive: Physical comfort, food, warmth,security, sensuality, passion, abundance, fun
Negative: Deprivation, frustration, frivolity,immaturity
PINK
Positive: Physical tranquility, nurture, warmth,femininity, love, sexuality, survival ofthe species.
Negative: Inhibition, emotional claustrophobia,emasculation, physical weakness
GRAY
Positive: Psychological neutrality.
Negative: Lack of confidence, dampness, depression, hibernation, lack ofenergy.
BLACK
Positive Sophistication, glamour, security,emotional safety, efficiency, substance.
Negative Oppression, coldness, menace,heaviness.
WHITE
Positive Hygiene, sterility, clarity, purity,cleanliness, simplicity, sophistication, efficiency.
Negative Sterility, coldness, barriers,unfriendliness, elitism.
BROWN
Positive: Seriousness, warmth, nature, earthiness,reliability,support.
Negative Lack of humor, heaviness, lack ofsophistication.
GENERAL EDUCATION: CONTEMPORARY WORLD

Globalization -The intensification of all the captures in its scope the economic and
interactions (economic, political, social) social changes that have come about as a
among the different actors in the result. It may be pictured as the threads of
international system. an immense spider web formed over
Globalization is a term used to millennia, with the number and reach of
describe how trade and technology have these threads increasing over time.
made the world into a more connected and 1. Development of Globalization
interdependent place. Globalization also
  Traders traveled vast distances in  Poorer countries can be exploited of
ancient times to buy commodities their labor and physical &
that were rare and expensive for intellectual resources
sale in their homelands.  Cultures and the products consumed
 The Industrial Revolution brought around the world can become
advances in transportation and homogenized
communication in the 19th century 3. Perspectives in Globalization
that eased trade across borders. A. Hyperglobalist
 The critical steps in the path to  View globalization as purely
globalization came with the North economic
American Free Trade Agreement  Positive Effects of Globalization
(NAFTA), signed in 1993. One of B. Skeptics
NAFTA's many effects was to give  View globalization as Not
American auto manufacturers the ‘Globalization’ but Americanization
incentive to relocate a portion of or Westernization
their manufacturing to Mexico C. Transformationalist
where they could save on the costs  Middle-ground
of labor.  Globalization as Transformation of
 The Bretton Wood Conference Human lives
where GATT or the General  Both Positive and Negative sides
Agreement on Tariff and Trade was Negative Effects of Globalization
born. 2. Ways to achieve Globalization
 Governments worldwide have A. Liberalization of Trading Policies
integrated a free market economic B. Foreign Direct Investment
system through fiscal policies and C. Privatization
trade agreements over the last 20 D. Presence of Multinational Companies
years. The core of most trade E. Contractualization
agreements is the removal or 3. Global Economy
reduction of tariffs A. Historical Background
2. Pros and Cons of Globalization World War II
A. Pros  War between the Allied Powers
 A larger market for goods and (USA, Britain, France, and USSR) and
services the Axis Powers (Germany, Italy, and
 Cheaper consumer prices Japan)
 Outsourcing can benefit both  Political (World Domination) and
domestic firms and foreign labor Economic (Resources)
 Increased standard of living  Allied powers win in 1945
B. Cons  Devastation after the war =
 Concentrates wealth in richer Developmental problems
countries  The need for global cooperation for
 Some poorer countries can be left development
behind  Establishment of International
Institutions due to the intensified
relationships among the different
 members of the community 3. International Development
(Globalization) Association (IDA) – interest-free loans
B. Bretton Wood Conference (credits) to poorest
 1944 – Bretton Woods, New 4. Multilateral Investment
Hampshire; 44 delegates Guarantee Agency (MIGA) – encourage
 GOLD STANDARD based on US foreign direct investments
Dollars 5. International Center for
 Adjustable-peg exchange rate Settlement of Investment Disputes (ICSID) –
system conciliation and arbitration of investment
 Created the International Bank of disputes
Reconstruction and Development II. International Monetary Fund
(IBRD) – now known as the World Functions:
Bank – and the International 1. Foster global monetary
Monetary Fund (IMF) cooperation
 1947 – Attempt to create an 2. Secure financial stability
International Trade Organization 3. Facilitate international trade
(ITO) 4. Promote higher employment
 The US Congress vetoed the ITO. 5. Reduce poverty
Alternatively, the General III. World Trade Organization
Agreement on Tariffs and Trade • Formerly the General Agreement
(GATT) was created. This would later on Tariffs and Trade (GATT)
become the World Trade • Became the WTO in 1995
Organization (WTO). • Facilitation of international trade is
C. Problems encountered after the Bretton the main goal of the WTO
Wood Conference • Rules-based system was
 Cold War established
 1971 – Abandonment of the Gold Functions
Standard • Trade Negotiations
 Triffin Dilemma – international • Dispute Settlement
liquidity à US provides more dollars • Implementation and Monitoring
ß risk in converting dollars into gold • Building Trade Capacity
 Vietnam War, Korean War, US Basic Information
Deficits, Oil Crisis  MEMBERSHIP: 164 members and 24
D. The Global Financial Institution observers
I. The World Bank  DIRECTOR-GENERAL: Ngozi Okonjo-
5 Institutions under the World Bank Iweala
(worldbank.org)  HEADQUARTERS: Geneva,
1. International Bank of Switzerland
Reconstruction and Development – loans Definition of Terms:
for middle-income and deserving low- 1. Triffin Dilema
income countries  In October 1959, a Yale professor sat
2. International Finance Corporation in front of Congress' Joint Economic
(IFC) – loans for the private sector Committee and calmly announced
 that the Bretton Woods system was  Floating exchange rates became
doomed. more popular after the failure of the
 The dollar could not survive as the gold standard and the Bretton
world's reserve currency without Woods agreement.
requiring the United States to run 3. International Liquidity
ever-growing deficits. This dismal  The term ‘International liquidity’
scientist was Belgium-born Robert refers to the supply of certain
Triffin, and he was right. categories of financial assets or
 The Bretton Woods system claims which are created by all the
collapsed in 1971, and today the different countries and international
dollar's role as the reserve currency financial organizations in the
has the United States running the international community, as
largest current account deficit in the receptacles of calculable ready
world Concentrates wealth in richer purchasing power over all the
countries Some poorer countries can domestic currencies in vogue”
be left behind 4. Privatization
 Poorer countries can be exploited of  Transfer of government services or
their labor and physical & assets to the private sector. State-
intellectual resources Cultures and owned assets may be sold to private
the products consumed around the owners, or statutory restrictions on
world can become homogenized competition between privately and
2. Floating Currency publicly owned enterprises may be
 A floating exchange rate is a regime lifted. Services formerly provided by
where the currency price of a nation government may be contracted out.
is set by the forex market based on The objective is often to increase
supply and demand relative to other government efficiency;
currencies. This is in contrast to a implementation may affect
fixed exchange rate, in which the government revenue either
government entirely or positively or negatively.
predominantly determines the rate. The Inter-State System
 A floating exchange rate is one that 1. Configuration of World Power
is determined by supply and A. BIPOLARITY
demand on the open market.  Two dominant powers in the world
 A floating exchange rate doesn't  USA and USSR emerged as world
mean countries don't try to powers after WWII
intervene and manipulate their  Engaged in the COLD WAR
currency's price, since governments B. UNIPOLARITY
and central banks regularly attempt  A single world power exists
to keeptheir currency price (hegemon)
favorable for international trade.  USA became the sole power after
 A fixed exchange is another currency the disintegration of USSR
model, and this is where a currency C. MULTIPOLARITY
is pegged or held at the same value  There are multiple world powers
relative to another currency.
  Our situation today can be described  To decide legal disputes among
as such states
 Unlike before, power is measured by  Recommend sanctions
economic prosperity  The seat of the Court is at the Peace
2. International Law Palace in The Hague (Netherlands).
 Usually, these refers to treaties and  The Court is composed of 15 judges,
agreements among the different who are elected for terms of office
actors of nine years by the United Nations
 Not the same as domestic laws General Assembly and the Security
 Due to the sovereignty of state Council. It is assisted by a Registry,
actors, they are based upon its administrative organ. Its official
CONSENT languages are English and French.
 No assurance of COMPLIANCE  Secretariat
especially from powerful states  Composed of the Secretary-General
3. UNITED NATIONS (presides the General Assembly
 Predecessor: League of Nations meeting) and Staff
(after WWI in 1920)  Manages the general assembly
 Established after WWII in 1945 (San  Record keeper of the sessions
Francisco Charter of 1945)  The Secretariat is organized along
 HEADQUARTERS: New York departmental lines, with each
 MEMBERSHIP: 193 states department or office having a
 LEADERSHIP: António Guterres distinct area of action and
 MANDATE: to end international war responsibility. Offices and
and promote social and economic departments coordinate with each
development other to ensure cohesion in the UN’s
Organs of United Nations programme of work.
1. General Assembly VII. ASEAN
 Meeting of all member states 1. Basic Information
 Recommendatory function only  Establishment: August 8, 1967
 appointing the Secretary-General on (Bangkok Declaration or ASEAN
the recommendation of the Security Declaration)
Council  Founding Members: Indonesia,
 electing the non-permanent Malaysia, Singapore, Thailand and
members of the Security Council Philippines
approving the UN budget  Other members: Brunei Darussalam
2. Security Council (January 4, 1984); Viet Nam (July 28,
 Composed of 5 permanent members 1995); Laos and Myanmar (July 23,
(USA, Russia, France, UK, China) 1997); Cambodia (April 30, 1999);
 10 elected members – 2-year term Timor Leste (2023)
 Intervention arm (international 2. Objectives
security)  To accelerate the economic growth,
 Legitimate use of force social progress and cultural
3. International Court of Justice development in the region through
joint endeavors in the spirit of
 equality and partnership in order to  Western countries are considered to
strengthen the foundation for a be more advanced as compared to
prosperous and peaceful community Eastern counterparts
of Southeast Asian Nations;  The West promoting their VALUES as
 To promote regional peace and UNIVERSAL; the East trying to adapt
stability through abiding respect for these values OR trying to resist (to
justice and the rule of law in the find own identity)
relationship among countries of the 2. Clash of Civilization
region and adherence to the  Samuel Huntington believed that the
principles of the United Nations conflicts after the Cold War are not
Charter; IDEOLOGICAL but, CULTURAL
 To promote active collaboration and  More particularly, it will be based on
mutual assistance on matters of RELIGIOUS BELIEFS
common interest in the economic,  The September 11 attack on the
social, cultural, technical, scientific World Trade Center gave this theory
and administrative fields more credence
 To provide assistance to each other Different Division of the World
in the form of training and research 1. Sinic: the common culture of China and
facilities in the educational, Chinese communities in Southeast Asia.
professional, technical and Includes Vietnam and Korea.
administrative spheres; 2. Japanese: Japanese culture as
3. Principles distinctively different from the rest of Asia.
 Mutual respect for the 3. Hindu: identified as the core Indian
independence, sovereignty, equality, civilization.
territorial integrity, and national 4. Islamic: Originating on the Arabian
identity of all nations; Peninsula spread across North Africa,
 The right of every State to lead its Iberian Peninsula and Central Asia. Arab,
national existence free from Turkic, Persian and Malay are among the
external interference, subversion or many distinct subdivisions within Islam.
coercion; 5. Orthodox: centered in Russia. Separate
 Non-interference in the internal from Western Christendom.
affairs of one another; 6. Western: centered in Europe and North
 Settlement of differences or America.
disputes by peaceful manner; 7. Latin American: Central and South
 Renunciation of the threat or use of American countries with a past of a
force; and corporatist, authoritarian culture. Majority
 Effective cooperation among of countries are of a Catholic majority.
themselves 8. Africa: while the continent lacks a sense
The World Division of a pan-African identity, Huntington claims
1. Division after the Cold War that
 The EAST and WEST Dichotomy was Africans are also increasingly developing a
created sense of African Identity.
Decline of the Western Power
1. The current Western decline is a very 4. The West's ability to maintain military
slow process and is not an immediate superiority through the nonproliferation of
threat to World powers today. emerging powers.
2. Decline of power does not occur in a 5. The promotion of Western political
straight line; it may reverse, speed up, or values such as human rights and
pause. democracy.
3. The power of a state is controlled and 6. The Restriction of non-Western
influenced by the behavior and decisions of immigrants and refugees into Western
those holding power. societies.
Clashes of Civilization 4. The Division using Brandt Line
1. The West's ability to maintain military  The world is divided by an imaginary
superiority through the nonproliferation of line called the Brandt Line
emerging powers.  Incidentally, most of the countries
2. The promotion of Western political NORTH of this line are developed
values such as human rights and ones. Meanwhile, those SOUTH of
democracy. this line are developing ones.
3. The Restriction of non-Western  There is a strong anti-globalization
immigrants and refugees into Western (homogenizing) movement from the
societies. Global South

Characteristics of the North Characteristics of the South

Global North Global South

1/4 of the world's people 3/4 of the world's people
4/5 of world's income 1/5 of world's income
Average life expectancy more than 70 years
Average life expectancy of 50 years
Most people have enough to eat 1/5 or more suffer from hunger and
malnutrition
Most people are educated 1/2 of the people have little chance of any
education
Over 90% of the world's manufacturing less than 10% of the world's manufacturing
industry industry
About 96% of the world's spending on 4% of the world's research and development
research and development

Global Issues and marine ecosystems as well as our

access to basic resources like food and
1. The climate crisis water. Most of the world’s recent natural
This is the big one. A toxic combination disasters – including super storms, freak
of dependence on fossil fuels and floods and out of control fires, as well as
unsustainable industrial practices has some of hottest and coldest seasons on
created extremely dangerous weather record – are the direct result of man-made,
events that threaten to destroy terrestrial fossil-fuel induced global warming.
 2. Marine ecosystem deterioration Sanctions against Russia, one of the world’s
Our oceans aren’t doing much better. biggest producers of fossil fuels, have
Global warming has caused an increase in further increased energy prices, causing
coral bleaching, killing ecosystems food prices to rise too, ultimately making it
sustained by the nutrients the coral much harder on people already struggling
provide, including fishing grounds on which to afford food. Ukraine is also one of the
local communities across the world depend. world’s largest exporters of grain, which it
We are also endangering countless has had to stop producing due to the war.
marine species with unsustainable fishing Most of these exports were due to
practices like overfishing and by catch, countries suffering food shortages.
where dolphins and turtles are caught in Together, Russia and Ukraine are also the
commercial fishing nets and later discarded world’s largest exporter of fertilizer. The
as waste. Meanwhile, pollutants like boat war has caused a lack of supply, creating
fuel, pesticides, fertilizer, sewage and higher prices for farmers that ultimately
plastics are causing ocean dead zones – translate to higher food prices.
spots where no organism can live. 5. Health Issues
3. The hunger crisis and water scarcity The current overwhelming threat to our
One in nine people in the world go overall global health and well-being is the
hungry each day and suffer from nutritional COVID-19 pandemic.
deficiencies as a result. Current estimates Even though we now have access to
show that 957 million people across 93 effective vaccines and treatment is better
countries do not have enough to eat. understood, more than six million people
The problem isn’t that we aren’t have died, and the virus continues to
producing enough food; it’s that people lack threaten vulnerable populations across the
access to food. Many people don’t have world, especially in those areas where
enough money to buy basic foodstuff and access to healthcare is limited. There have
cannot grow their own. And the number of also been serious socio-economic side
displaced persons who suffer from food effects that will further contribute to health
insecurity is increasing too. According to the issues, including mental health issues, for a
World Food Programmed (WFP), countries long time to come.
with the highest level of food insecurity also 6. Gender Inequality
have the highest outward migration of There are well-established historic and
refugees. social barriers to economic and personal
4. The hunger crisis and COVID-19 freedom for women across the world. While
The ongoing COVID-19 pandemic much has been done to alleviate this, there
severely exacerbated the food and water is still quite a way to go, especially in
crisis, seeing food and fuel prices rise communities where women are
dramatically due to supply chain issues, disempowered from a young age, held back
failing economies, and an energy crisis from attending school for financial reasons
brought on by forced lockdowns and closed or because of the perception that their
borders. education does not matter.
The hunger crisis and the war in Globally, women still earn less than
Ukraine. The recent Russian invasion of men, and women with children tend to earn
Ukraine further complicates this problem. even less. Meanwhile, it is estimated that
one in three women are subjected to communicable diseases like hepatitis,
physical or sexual violence. This places cholera, malaria, tuberculosis and HIV. And
women at greater risk of mental health while the focus of the global healthcare
issues caused by trauma, as well as sexually community has now shifted to non-
transmitted infections. communicable diseases like cancer,
Other diseases also affect health on a diabetes, chronic respiratory and
global scale. Fortunately, increased access cardiovascular diseases, all of these health
to clean water and improved education problems remain a concern in countries
around proper sanitation has resulted in an that lack healthcare resources.
overall decrease in the prevalence of some

International Organization

Organization Nature Director Members

 North Atlantic NATO promotes Jens Stoltenberg ALBANIA (2009)
Treaty democratic values BELGIUM (1949)
Organization. and enables members BULGARIA (2004)
to consult and CANADA (1949)
CROATIA (2009)
cooperate on defense
CZECHIA (1999)
and security-related
DENMARK (1949)
issues to solve ESTONIA (2004)
problems, build trust FRANCE (1949)
and, in the long run, GERMANY (1955)
prevent conflict. GREECE (1952)
NATO is committed to HUNGARY (1999)
the peaceful ICELAND (1949)
resolution of ITALY (1949)
disputes. If diplomatic LATVIA (2004)
efforts fail, it has the LITHUANIA (2004)
LUXEMBOURG (1949)
military power to
MONTENEGRO (2017)
undertake crisis-
NETHERLANDS (1949)
management NORTH MACEDONIA
operations (2020)
NORWAY (1949)
POLAND (1999)
PORTUGAL (1949)
ROMANIA (2004)
SLOVAKIA (2004)
SLOVENIA (2004)
SPAIN (1982)
TÜRKIYE (1952)
THE UNITED
KINGDOM (1949)
THE UNITED STATES
 (1949)
 Asia Pacific To support Dr. Rebecca Fatima Australia; Brunei;
Economic sustainable economic Darussalam; Canada;
Cooperation growth and Chile; People's
prosperity in the Asia- Republic of China;
Pacific region. United Hong Kong, China;
in our drive to build a Indonesia; Japan;
dynamic and Republic of Korea;
harmonious Asia- Malaysia; Mexico;
Pacific community by New Zealand; Papua
championing free and New Guinea; Peru;
open trade and the Philippines; the
investment, Russian Federation;
promoting and Singapore; Chinese
accelerating regional Taipei; Thailand; the
economic integration, United States of
encouraging America;
economic and
technical
cooperation,
enhancing human
security, and
facilitating a favorable
and sustainable
business
environment. Our
initiatives turn policy
goals into concrete
results and
agreements into
tangible benefits.
 OPEC To coordinate and HE Al Ghais Republic of Iran, Iraq,
(Organization of unify the petroleum Kuwait, Saudi Arabia
Petroleum Exporting policies of its Member and Venezuela are
Countries) Countries and ensure the Founder
Members of the
the stabilization of oil
Organization.
markets in order to
These countries were
secure an efficient, later joined by Qatar
economic and regular (1961), Indonesia
supply of petroleum (1962), Libya (1962),
to consumers, a the United Arab
steady income to Emirates (1967),
producers and a fair Algeria (1969), Nigeria
return on capital for (1971), Ecuador
 those investing in the (1973), Gabon (1975),
petroleum industry. Angola (2007),
Equatorial Guinea
(2017) and Congo
(2018).
 North NAFTA provides Shri Steephen Mexico, Canada, and
American Free coverage to services the United States.
Trade except for aviation
Agreement transport, maritime,
(NAFTA) and basic
telecommunications.
The agreement also
provides intellectual
property rights
protection in a variety
of areas including
patent, trademark,
and copyrighted
material. The
government
procurement
provisions of the
NAFTA apply not only
to goods but to
contracts for services
and construction at
the federal level.
Additionally, U.S.
investors are
guaranteed equal
treatment to
domestic investors in
Mexico and Canada.
 G8 The G8 is a forum that Gary Carroll France, Germany,
Provides the Italy, the United
opportunity for its Kingdom, Japan, the
members to United States,
cooperate in Canada, and Russia
addressing global
challenges. The
standards it sets,
commitments it
makes and steps it
takes aim to drive
 prosperity and
economic growth all
over the world.
 BIMP EAGA Brunei Darussalam, Dato’ Ahmad Zamri Brunei Darussalam,
Indonesia, Malaysia bin Khairuddin Indonesia, Malaysia
and the Philippines and the Philippines.
created the East
ASEAN Growth Area
to shift economic
activities from
resource extraction to
higher levels of
processing and value-
added production,
focusing on industries
that adopt clean and
green technologies.
 EU European The common European Parliament Austria, Belgium,
Union principles and values president – Roberta Bulgaria, Croatia,
that underlie life in Metsola Republic of Cyprus,
the EU: freedom, Czech Republic,
democracy, equality European Council Denmark, Estonia,
and the rule of law, president – Charles Finland, France,
promoting peace and Michel Germany, Greece,
stability. Hungary, Ireland,
European Italy, Latvia,
Commission Lithuania,
president Luxembourg, Malta,
– Ursula von der Netherlands, Poland,
Leyen Portugal, Romania,
Slovakia, Slovenia,
Spain and Sweden.

Sustainable Development Goal

1. Eliminate Poverty
2. Erase Hunger
3. Establish Good Health and Well-Being
4. Provide Quality Education
5. Enforce Gender Equality
6. Improve Clean Water and Sanitation
7. Grow Affordable and Clean Energy
8. Create Decent Work and Economic Growth
9. Increase Industry, Innovation, and Infrastructure
10. Reduce Inequality
11. Mobilize Sustainable Cities and Communities
12. Influence Responsible Consumption and Production
13. Organize Climate Action
14. Develop Life below Water
15. Advance Life on Land
16. Guarantee Peace, Justice, and Strong Institutions
17. Build Partnerships for the Goals

Life and Works of Jose Rizal

and Distribution Thereof, and For Other

I. RA 1425 Purposes”.
“An act to include in the Curricula of All Public  Mandates the study of life, works and
and Private schools, Colleges and Universities writings of Rizal.
courses on the life, works and writings of Jose  The Board of National Education is
Rizal, particularly His Novel Noli Me Tangere hereby authorized and directed to adopt
and El Filibusterismo, Authorizing the printing forthwith measures to implement and
carry out the provisions of this Section.
  The Board shall promulgate rules and 2. To pay tribute to our national hero for
regulations providing for the exemption devoting his life and works in shaping the
of students for reasons of religious Filipino character; and
belief stated in a sworn written 3. To gain an inspiring source of
statement, from the requirement of the patriotism through the study of Rizal‟s life,
provision contained in the second part of works and writings.
the first paragraph of this section; but The Issues and Debates of RA 1425 in the
not from taking the course provided for Context of 1950‟s
in the first part of said paragraph.  Sen. Claro M. Recto authored the Rizal
 It shall be obligatory on all schools, Bill
colleges, and universities to keep in their  Sen. Jose P. Laurel sponsored the Rizal
libraries an adequate number of copies Bill
of the original and unexpurgated  It sparked the debate in senate that
editions of the Noli Me Tangere and El revolved around the separation of
Filibusterismo, as well as of Rizal‟s church and state issues. This is primarily
other works and biography. focused on the “unexpurgated edition”
 The Board of National Education shall of novel.
determine the adequacy of the number  The Catholic Bishops Conference in the
of books, depending upon the Philippines cited several violations of
enrollment of the school, college, or the novels on the free exercise of
university. religion that in turn would seriously
Historical Background and context in the injure the Catholic faith and its
1950‟s believers. The arguments they
 The tension is brought about by the presented:
issues on the following:  They argued that the novels
 Political unrest between have passages that negate the
Communism and Democratic teachings of the Catholic Faith
Ideology.  These passages violate the
 The growth of Communism in freedom of the Church and the
East Asia. state.
 Hukbalahap rebellion in the  They feel that it is their sacred
Philippines. duty to come to the conclusion
 Magsaysay create a wide-scale that these works fall under
propaganda program to educate Canon Law 1399 which
the youth on the evils of establishes books that are
communism (Reyno, 2012) forbidden.
 In support, Senator Claro M.  With these contentions, Senator Recto
Recto created Senate Bill 438 and Laurel stood firm on their
known as Rizal Bill. arguments:
1. Objectives of Rizal Bill  Rizal novels should be read in
1. To rededicate the lives of the youth to every generation for the
the idea of freedom and nationalism, for which Filipinos to know the
our hero lived and died; sufferings, ideals and sacrifices
of the Filipino people that led
 us to where we are today and in  Maladministration in the delivery of
the future. justice.
 Rizal novels would allow us to  No equality before the law.
see ourselves; it is through the  Spanish penal code imposed heavier
works of Rizal which would penalties on Filipinos.
show not only the strengths and  Implementation of Polo Y Servicio and
virtues of the Filipinos but also tribute.
our defects and vices as well.  Racial prejudice against native Filipinos
 The only objective of the bill is became prevalent.
to foster a better appreciation of  Existence of Frailocracy or the
our National Hero‟s role in “government rule of the friar”.
fighting for freedom against the  Lack of Representation in the Spanish
Spaniards, not to go against any Cortes. It was year 1811 that the
religion. Philippines were represented by a 71-
years old Filipino-Spanish merchant
II. Rizal in the 19th Century named Ventura De los Reyes. His
Context diligent representation was one reason
Just like what we have today, Rizal was also a why the galleon trade was abolished for
product of his time. He did not wake up one day its reported abuses.
and realized that he wanted to become a hero.
His life’s choices were a response to the
successes and failures he experienced. The 19th B. Economic Context
century Philippines were not just about people  The second half of 19th century was a
struggling against colonial rule; it was about period of rapid economic growth due to
Filipinos, men and women alike, fighting against Industrial Revolution.
political oppression.  The opening of Suez Canal brought
 To know why Rizal fought for reforms, several advantages to the Philippines:
one must look into the political  The distance of travel between Europe
conditions of the 19th century to and Philippines was significantly
understand the political struggles of the shortened.
Filipinos.  It brought the country closer to Spain.
 To know why Rizal fought against the  Principalias were able to send their
Spaniards, one must assess the how the children to universities in Europe.
Spanish government exploited the  The education gained by the ilustrados
Filipinos through their economic opened their minds to the opposing
policies. conditions that are happening in the
 To determine why Rizal attacked the colony (Philippines) and the mother
Friars in his novels, one must country (Spain).
understand the Social Realities of the
Filipinos during his time. C. Social Context
A. Political Context  The rise of enlightenment period, where
 Spain was suffering from frequent people began to rely on human reason
constitutional and governmental changes rather than faith and religion.
that led to colonial instability
  Rise of Middle-Class (Principalias). o School attended: Colegio de San
With the increasing demand for Abaca Jose in Manila.
and other crops in Europe, there was a o Degree: Philosophy and Latin
need for more Filipino to cultivate lands. o He was elected in Calamba as
Manila became Free port in 1834 Cabeza De Barangay
primarily to European traders.  Mother’s name: Teodora Alonso
 Spanish Government allowed Filipinos Realonda Y Quintos
to rent and cultivate lands. To achieve o Born as the second child of
this more families had to engage in Lorenzo Alonso and Brigida De
farming. Among those principalia quintos on November 9, 1827 in
families was the family of Rizal. Manila.
 Despite of social development, o School attended: College of Sta.
agricultural unrest continued to grow. Rosa
Friars who owned the land exploited the o Rizal described her as “a
tenants through flimsily increasing land
woman of higher culture”
rentals and taxes.
o She was married to Don
Francisco on June 28, 1848.
III. Rizal as a Person
Siblings of Jose Rizal:
 Name: Jose Protacio Rizal Mercado Y
 Saturnina “Neneng”
Alonzo Realonda
o Oldest of the siblings
 Birthdate: June 19, 1861
o Attended La Concordia College
 Birthplace: Calamba, Laguna
in Manila
 Baptized by: Father Rufino Collantes
o Married to Manuel Hidalgo of
 Godfather: Rev. Pedro Casañas
 Mga Sikat na Nobela: Tanuan Batangas
o Noli Me Tangere o In 1909, she published Pascual
o El Filibuterismo Poblete‟s Tagalog translation of
Noli Me Tangere.
o Makamisa
o She died on 1913, at the age of
 Mga hayop na ipinangalan kay Rizal:
63.
o Draco Rizali - Lizard
 Paciano “Ciano”
o Apogonia Rizali - Beetle
o Only brother
o Rhacophorus Rizali – Frog
o Jose referred to him as “Uto”
o Attended Collegio de San Jose
Family members:
in Manila
 Father’s name: Francisco Engracio
o He sent a monthly allowance of
Rizal Mercado Y Alejandra II
50 pesos to Jose Rizal
o Born as the youngest of 13
o He became a Military
children of Cirila Alejandro and
Commander of Katipunan.
Juan Mercado on May 18, 1818
o He married Severina Decena
in Biñan, Laguna. He was from
and they had 2 children.
the fourth generation of Chinese
o He died of Tuberculosis at the
immigrant named Domingo
Lamco. age of 79
 Narcisa “Sisa”
 o She supported her Brother  Jose “Pepe”
Jose‟s studies abroad. o The seventh child of Don Kiko
o She could narrate all of the and Doña Lolay.
poems of Jose Rizal o Known on his pen name
o Married to Antonio Lopez, a Laonglaan, Dimasalang at Agno
teacher and musician. o Married to Josephine Bracken
o She relentlessly searched for the and had 1 child.
grave of Rizal in Paco Cemetry o Died on December 30, 1898 at
and after 2 days she found it and the age of 35
marked the grave with the o Pepe derived from Saint Joseph
initials R.P.J. P.P. (pater putativus in latin)
 Olimpia “Ypia” „P‟ is pronounced „peh‟ in
o Married to Silvestro Ubaldo, a Spanish. That‟s why Jose was
telegraph operator from Manila. called as Pepe.
o Jose loved to tease her; he  Concepcion “Concha”
described Ypia as stout sister. o Died at the age of three (3)
o Attended in La Concordia o Cause of death: sickness
College. o Rizal‟s first sorrow
o She was the schoolmate of o Jose played with her and from
Jose‟s first love, Segunda her he learned the sweetness of
Katigbak. a sisterly love.

 Lucia “Lucia”
o Married to Mariano Herbosa  Josefa “Panggoy”
and they had five children. o She suffered in epilepsy
o Mariano died in 1889 Cholera o She joined and was an active
Epidemic, but he was denied a member of the Katipunan.
Christian burial. This was due to o Unmarried and lived with sister
the fact that he was Jose Rizal‟s Trinidad until death.
brother-in-law. o She died in 1945.
o In response Jose Rizal wrote the  Trinidad “Trining”
Una Profanacion. o Known as the custodian of Mi
o She passed away in 1919. Ultimo Adios
 Maria “Biang” o She also joined Katipunan when
o Married Daniel Faustino Cruz Jose died
and they had 5 children o Remained single and share a
o One of Maria‟s children, home with her sister Josefa
Mauricio Cruz, became one of o She died in 1951, having
the students of Rizal in Dapitan. outlived all of her siblings
o She was the recipient of many  Soledad “Choleng”
of Rizal‟s letter. o Youngest of the Rizal‟s siblings
o Maria passed away in 1945.
 o Married Pantaleon Quintero and o Usman – Big black dog
had 5 children o Alipato – Pony
o Most educated among rizal‟s  The Story Of The Moth
sister o Amigo De los Nios – The
o She was an Educator Children‟s Friend, a story book.
o She passed away in 1929 o Donya Lolay scolded Jose for
 Surname of Rizal drawing on the pages of the
o CLAVERIA DECREE OF 1849 story book.
o FRANCISCO MERCADO = o She then read him a story in it to
RIZAL teach him the value of
o TEODORA ALONSO obedience to his parents.
QUINTOS = REALONDA IV. Education of Rizal
o Originally “Ricial” which 1. Calamba
means “the green of young  Doña Teodora – First Teacher
growth”  Taught Jose Rizal the ABC‟s
 Rizal Birth  Stimulated her son’s imagination by
Rizal wrote in his diary, Memoirs of a telling many stories
Student in Manila," that his mother had  Encouraged to write poems
a difficult time giving birth to him. It is  Uncle of Rizal – Influences
said that Dona Teodora made a pact o Tio Jose Alberto - cultivate his
with Antipolo's Patroness, Our Lady of artistic ability
Peace and Good Voyage, that she would o Tio Manuel - physical exercises
send the child she was carrying on a o Tio Gregorio - intensified
pilgrimage to her shrine once she had avidness to read good books
passed through the difficult birthing
process. The baby was saved. Dona
Teodora kept her promise. She sent her  The Private Tutors
seven-year-old son on a journey from o Maestro Celestino – was Jose‟s
their hometown of Calamba to Antipolo, first private tutor.
which was then part of the province of o Maestro Lucas Padua - was the
Morong. Don Francisco Mercado, the second private tutor.
young Rizal's father, accompanied him. o Leon Monroy – Tutor in
 Childhood Spanish and Latin. He was a
o Jose – Body was frail and classmate of Don Francisco.
sickly. 2. Biñan
o At the age of 3 – Learned  First formal Schooling
Alphabet  June 1869
o At the age of 5 – Could read and  Rizal was only 9 years old
write.  Maestro Justiniano Aquino Cruz – Strict
o In Memory of My Town – a disciplinarian.
poem about his love for his  Pedro – the bully.
hometown.  Andres Salandanan – challenged him to
 Animal Pet of Rizal arm-wrestling match.
  During Rizal‟s early education, two  FRANCISCO DE PAULA SANCHEZ
disheartening events drew his attention - best professor, a model of decency,
and disturbed him. solitude and love for the student.
1. The imprisonment of Doña Teodora  Rizal also participate in the following:
 Arrested for alleged attempt to poison o Gymnastics
her sister-in-law. o Fencing
 She was around 45 years old o Sculpture – Romualdo de Jesus
 Walk 50 km around Laguna o Drawing and painting – Don
 Imprisoned for 2 years without trial Agustin Saez
2. The Death of GomBurZa  Books encountered:
 200 workers staged a mutiny led by o The Count of Monte Cristo –
Fernando La Madrid first foreign book read by Rizal.
 Mariano Gomez – Bacoor Priest o Travels in the Philippines –
 Jose Burgos – Manila Priest book which had greatest
 Jacinto Zamora – Marikina Priest influence upon the young man‟s
3. Ateneo De Municipal career.
 Excellent School for boys 4. University of Sto. Tomas
 Bachelor Of Art Degree - Sobresaliente  Enrolled on April 1877
 Initially denied admission:  Nearly 16 y/o
1. was already late for  Study Philosophy and Letters
registration  He enrolled for 2 reasons:
2. He was frail and sickly. o His father like it
 He was admitted because of the o He is unsure of what career to
intervention of Manuel Xeres Burgos. pursue
 To encourage healthy competition,  After his first year, he enrolled to
classes in Ateneo were divided into two medicine.
groups:  He pursued medicine for the following
1. Roman empire reasons:
2. Carthaginian empire o To cure his mother‟s failing
Individual competitions were used to
eyesight
win these honors, in which one had to catch
o Fr. Pablo Ramon recommended
one’s opponent in error three times. When an
medicine
individual from one empire was caught in error
 Land Surveyor and Assessors Degree –
by one from the opposing empire, a point was
Ateneo.
awarded to the latter. As a newcomer, Jose was
 In 1879, he joined in Artistico-Literario
placed at the back of the class at first, but he was
and submitted his poem A La Juventud
quickly promoted and continued to be promoted
Filipina. He won First Place and
until, at the end of one month, he had attained
received feathered shaped and gold-
the rank of Emperor.
ribbon-decorated silver pen.
 JOSE BECH - a man with mood swing.
 His allegorical drama, El Consejo De
He was a bit of a lunatic with a sporadic
Los Dioses, won for First Place.
sense of humor.
 He received gold ring engraved with a
bust of Cervantes.
  Cervantes, Spanish author of Don  Reasons:
Quixote. o The Dominican Professor were
 The book had a major influence on the hostile to him
literary community, as evidenced by o The Spaniards discriminated
direct references in Alexandre Dumas' Filipinos based on their race.
The Three Musketeers (1844), Mark o The teaching method was
Twain's Adventures of Huckleberry antiquated and oppressive
Finn (1884), and Edmond Rostand's o He did not received high
Cyrano de Bergerac (1897), scholastic honors as a result of
 Other works published by Rizal: his professors‟ attitude.
o Abd-el-Azis y Mahoma (1879) 5. Universidad Central de Madrid
Junto al Pasig (1880) Zarzuela  On Nov 3, 1882, he enrolled in coursed:
performed by Ateneans.  Medicine - Fair
o A Filipinas (1880) – a sonnet  Philosophy and Letters – with honors.
o Al M.R.P. Pablo Ramon (1881)  On June 1884 he was awarded with the
– a poem in tribute to Ateneo‟s Degree of Licentiate in Medicine -
rector.  Dr. Miguel Morayta – “freedom of
 RIZAL STOP ATTENDING CLASS Science and the teacher should
on 1882 beprotected”

6. Other Places and Universities attended by Rizal for Seminar/training/part-time job.

Place Country People Encountered
University of Paris France Dr. Louis de Weckert (Leading French Ophthalmologist
University of Heidelberg Germany Dr. Otto becker and Wilhelm Kuehne
Wilhelmsfeld, Heidelberg Germany Dr. Karl Ullmer (Kind protestant Pastor)
University of Leipzig Germany Dr. Friedrich Ratzel (German Historian ) Dr. Hans
Meyer (German Anthropologist)
Dresden Germany Dr. Adolph Meyer (Director of Anthropological and
Ethnological Museum)
Berlin Germany Dr. Feodor Jagor, Dr. Rudolf Virchow and Dr. Karl
Ernest
Schweigger (Well-known German Opthalmologist)

V. Rizal as a Person

 Actor  Ascetic  Commentator

 Anthropologist  Bibliophile  Conchologist
 Agriculturist  Botanist  Educator
 Ambassador of Good  Businessman  Ethnologist
Will  Cartographer  Father of Community
 Animal Lover  Chess Player School
 Archeologist  Cosmopolitan man  Fencer
  Freemason  Ichthyologist  Ichthyologist
 Historian  Japanophile  Lover of truth
 Humorist  Journalist  Musicians
 Mythologist
Nationalist
 Ophthalmologist  Public  Sinologist
 Orientalist  Relation man  Sociologist
 Pharmacologist  Reformer  Sodalist
 Philologist  Researcher  Sportsman
 Philosopher  Revolutionist  Tourist and
 Physical  Rhetorician  Traveler
 Culturist  Rural  Tuberculosis
 Poet  Reconstruction  Expert
 Politician Worker  Youth Leader
 Polyglot  Scientist  Zoologist
 Proof Reader  Sculptor
 Propagandist  Sharpshooter

VI. The Loves of Rizal

1. Segunda Katigbak Puppy Love. From Lipa, Batanggas. First Love. Engaged to Manuel
Luz. Rizal referred to her as “Miss L” “Fair with seductive and attractive
eyes”.
2. Leonor Valenzuela Tall girl from Pagsanjan. Known as “Orang”. He wrote love letters in invisible
ink.
3. Leonor Rivera “Taimis”, Cousin from Camiling, Tarlac. Antonio Rivera‟s “Casa Tomasina”.
Longest love of Rizal. Inspiration for Maria Clara. She was married to Henry
Kipping.
4. Consuelo Ortiga Daughter of Civil Governor. Had a short affair with Rizal Engaged pa si Rizal
kay Leonor Rivera at that time Type siya ni Eduardo De Lete, friend ni Rizal.
5. Seiko Usui Rizal called her as “O-Sei-San”. They shared passion on Arts Anak ng
Samurai, improved Nihonggo of Rizal. Help Rizal on Japanese Painting and
Rizal 45 days in Japan was one of the happiest periods of his life.
6. Gertrude Beckett “Gettie” Daughter of Landlord in London. She has blue eyes and brown hair.
They had Short relationship.
7. Nellie Boustead An emotional rebound. Reason for failed marriage proposal: Nellie demanded
that he give up his Catholic faith and convert to Protestantism and Nelly's
mother did not approve of Rizal.
8. Josephine Bracken “Common-Law-Wife” 18 years old petite Irish girl Adopted daughter of
George Taufer from Hong Kong Give birth prematurely to a stillborn baby.
They had son named “Francisco”, only lived for 3 hours.

VII. Membership in Organization

Organization Country Description
Comapañerismo Philippines Secret society of Filipino students in UST
(Companions of Jehu)
Acacia Masonic Lodge Spain He joined for assistance of free-masonry in his
 fight against friars. Rizal used the penname
Dimasalang.
Berlin Ethnological Society and Germany Under the patronage of the famous pathologist
the Berlin Anthropological Rudolf Virchow he was inducted in Berlin as a
Society member of the Berlin Ethnological Society and
the Berlin Anthropological Society.
Circulo Hispano-Filipino Spain Founded by Filipino and Spaniards who are
pushing for government reform.
Kidlat Club France The Kidlat Club was purely a social club of
temporary nature.
Indios Bravos France The members pledged to excel in intellectual and
physical prowess in order to win the admiration
of the Spaniards.
Sociedad R.D.L.M France (Redencion de los Malayos) Aim was the
propagation of all useful knowledge in the
Philippines.
International Association of France Though a self-recognized convention, it was
Filipinologists never accredited and recognized by the
French government leading to its dissolution in
August 1889.

Propaganda Movement Spain Peaceful crusade for reform, notable members

are Graciano Lopez Jaena, Marcelo H. Del Pilar
and Rizal
La Liga Filipina Philippines It was a civic organization founded on July
3, 1892 in Manila, Philippines. It was conceived
in Hong Kong.

VIII. Comparative Analysis of Noli Me tangere and El Filibusterismo

Noli Me Tangere El Filibusterismo
 Published date: March 21, 1887  Published date: Sept 18, 1891
 Berlin, Germany  Gent, Belgium
 SOCIAL CANCER  REIGN OF THE GREED
 Touch Me Not (John 20:13-17)  Dedicated to GOMBURZA
 Dedicated to Fatherland  Inspired on The Count of Monte risto by
 Inspired on Uncle Tom’s Cabin by Harriet Alexandre Dumas
Beecher Stowe  VALENTIN VENTURA – SAVIOUR OF
 MAXIMO VIOLA - SAVIOUR OF NOLI EL FILI
 64 Chapters  38 Chapters
 Romantic Novel  Political Novel
 “Work of the Heart”  “Work of the Head”
 Book of Feeling  Book of thought
 It has:  Contains:
 Freshness  Bitterness
 Color  Hatred
 Humor  Pain
 Lightness  Violence
 Wit  Sorrow
Noli Me Tangere
Characters Description
Crisostomo Ibarra  He is a Filipino who studied in Europe for 7 years and the son of Don
Rafael Ibarra. He is Maria Clara‟s sweetheart and love interest.
Elias  He is Ibarra‟s mysterious friend. He is a master boater who helps Ibarra to
escape; he is also a fugitive.
Maria Clara  He is Ibarra‟s sweetheart and the beautiful daughter of Capitan Tiago.
She is the illegitimate daughter of Father Damaso and Pia Alba.
Father Damaso  Full name as Damaso Vedolagas; the Franciscan friars and Maria Clara‟s
biological father.
Padre Salvi  Full name: Bernardo Salvi, He is in love with Maria Clara.

Capitan Tiago  Full name: Don Santiago De los Santos

Captain General  Most powerful official in the Philippines, a hater of secular priests and
corrupt officials; and a friend of Ibarra.

El Filibusterismo
Characters Description
Simoun  He is Crisostomo Ibarra who reincarnated as a wealthy jeweler.
Isagana  He is poet and Basilio‟s bestfriend; portrayed as emotional and
reactive; Paulita Gomez boyfriend before being dumped for student
Juanito Pelaez.
Tiburcio De Espadaña  Henpecked husband of Dona Victoria
Ben Zayb  Spanish journalist who wrote only articles about the Filipinos
Padre Camorra  Parish Priest of Tiani
Basilio  Medical student in the novel famous for his successful cures and extra
ordinary treatment.
Padre Florentino  Priest with sad and serious features perhaps tried by deep moral
suffering

IX. Poem of Rizal

Poem Description
TO MY FELLOW  (Sa Aking Mga Kababata, 1869) It was believed to be the national
CHILDREN hero‟s first written Tagalog poem at the age of eight.
MY FIRST  Jose Rizal‟s poetic verses show his eternal love and appreciation for
INSPIRATION his mother. This is somehow his way of paying tribute to all the
(Mi Primera efforts of her dear mother.
Inspiracion,
1874)
FELICITATION  The 14 year old Rizal wrote this poem to congratulate his brother-in-
(Felicitacion, 1875) law, Antonio Lopez (husband of his sister Narcisa), on Saint‟s day.
IN MEMORY OF MY  (Un Recuerdo A Mi Pueblo, 1876) The poem was written to express
TOWN his love and appreciation for the place where he grew up.
TO THE PHILIPPINE  It is said to be a classical piece of Philippine literature for reasons that
YOUTH (A la (1) Spanish literary authorities recognize it as an impressive poem
Juventud written in Spanish by a Filipino and (2) it was the foremost literary
Filipina, November piece to display the nationalistic belief that Filipinos were the “fair
1879) hope of the Fatherland”
THE FLOWERS OF  Expresses prayer for the wellbeing of his native land.
HEIDELBERG April
1886)
MY RETREAT (Mi  In the poem, he gave a narrative account of his peaceful life while
Retiro, exiled in Dapitan--where he lived a well-rounded life as a farmer,
1895) teacher, and a merchant.

X. Essays of Rizal
 “El Amor Patrio” (The Love of Country)
 “A La Defensa” (To La Defensa)
 “Una Profanacion” (A Desecration/A Profanation)
 “Llanto Y Risas” (Tears and Laughter)
 “Filipinas Dentro De Cien Anos” (The Philippines within One Hundred Years)
 Sobre La Nueva Ortografia De La Lengua Tagala” (On The New Orthography of The Tagalog
Language)
 “Sobre La Indolencia De Los Filipinas” (The Indolence of the Filipinos)
 To The Young Women of Malolos”
XI. Rizal in Dapitan

 From July 17, 1892 to July 31, 1896

 a period of four years and 13 days –Jose Rizal lived the life of a political exile in Dapitan, the
northern Mindanao which today is part of the province of Zamboanga del Norte, near Dipolog
 An accomplished young life. Jose Rizal was 31 years by the time he was put by the Spanish
colonial authorities into exile. At that age, he had essentially accomplished most of the works for
which he would be martyred as a hero.
 Achievements of Rizal in Dapitan
o Established community school for boys
o Invented wooden machine for making bricks
o Engaged in farming and commerce
o Practice medicine
o Created a large relief map of Mindanao
o Created a water system
o Gather specimen of flowers, insects, shell and reptiles
o Conducted scientific research
o Established Cooperative Association of Dapitan Farmers
o Invented Sulpukan – wooden cigarette lighter

XII. Trial and Execution

 Lt. Luis Taviel De Andrade – Rizals‟ Lawyer
 He was imprisoned in Fort Santiago.
 Military Court – trial took place on Dec 26, 1898
 Governor Gen. Camilo De Palavieja – signed the decision of the court Martial to execute Rizal on
7:00 AM, Dec 30, 1898 at Bagumbayan.
 On the Charged of Rebellion
 Buried in PacO, Cemetery.
 Readings in Philippine History

Historiography
 The study of how history is written
 Involves how history is interpreted by the various writers
 History is not totally OBJECTIVE; It has a SUBJECTIVE side
Factors Affecting Historiography
1. Time it was written
2. Bias of the writer
3. Intentions of writing narrative
4. Proximity to the event
Philosophy of History
 1. Herodotus
 Father of History
 The origins and execution of the Greco-Persian Wars (499–479B.C.) that he called “The
Histories.”
 The Histories” was a straightforward account of the wars.
2. Thucydides
 History of Peloponnesian War
 His writing is condensed and direct, almost austere in places, and is meant to be read rather
than delivered orally.
 He explains in a scientific and impartial manner the intricacies and complexities of the
events he observed
3. Giambattista Vico
 “Comes to be at once a history of the ideas, the customs, and the deeds of mankind.
 The principles of the history of human nature, which we shall show to be the principles of
universal history, which principles it seems hitherto to have lacked
4. Georg Wilhelm Fredrich Hegel
 History has a Telos (Goal)
 Dialectics ( Thesis-Antithesis= Synthesis)
 Ideas towards the Human Freedom
5. Karl Marx
 Materialistic version of Dialectic
 Production affecting the movement of history
 A history of class struggle
 Towards a communist society
6. Fernand Braudel
 Founded the Annales school of History
 Importance of economic, social, political and cultural context of the writing of History
 The subject matter of history changes because of the changes in time frame
7. Michel Foucault
 Archeology of knowledge
 There is no such thing as objective truth
 Everything is an interpretation
 History is about power relation
8. Zeus Salazar
 “Pantayong pananaw” lamang Kung ang lahat ay gumagamit ng mga konsepto at ugali na
alam ng lahat ang kahulugan, pati ang relasyon ng mga kahulugang ito sa isa’t isa. Ito ay
nangyayari lamang kung iisa ang code o “pinagtutumbasan ng mga kahulugan,”

MGA DALUMAT ayon

 Pasalaysay na Kasaysayan
 Epiko
 Mito
  Kwentong Bayan
 Biro
 Awit
 Tula
Historical Sources
1. Primary
 Firsthand experience
 Written during the event
 Diaries, letters, pictures, and government documents
2. Secondary
 Interpretation of primary sources
 Written at the time way beyond the event
Elements of History
 People
 Date
 Place
 Significance
Controversies in Philippine History

A. First Mass
1. Account of Antonio Pigafetta
 That island lies in latitude of nine and two thirds degrees toward the Arctic Pole and in a
longitude of one hundred and sixty two degrees from the line of demarcation. It is 25 leguas
from the Acquada (Humonhon) and is called Mazaua.

2. Account of Fr. Urdaneta

 The Spaniards' next attempted call was at Camiguin... but they met the same reception at
Masava. Then the ships made for Butuan but contrary currents drove those northwards, to
Bohol.
B. CAVITE MUTINY
1. Account of Jose Montero Vidal
 Events: The soldiers wanted to assassinate their officers, their masters and the escort of the
Captain General at Malacanang and dispose the governor general. The rebels will start the
rebellion upon the firing of the rockets from the walls of the city.
2. Account of Jose Montero Vidal
 Jan 20, 1872 the rebels started the mutiny The assault headed by P. Felipe Ginoves in Jan 22,
1872 The rebellion failed because the people of Cavite mistook the fireworks in the fiesta in
Sampaloc Manila as the signal to start the rebellion.
3. Account of Rafael Izquierdo
  The native clergy encouraged the Indios to join the rebellion because God was with them. The
rebels made the signal agreed upon by means of lanterns, but the native civilians in Bacoor
although they tried it, failed because of the vigilance of the Spanish Navy that had placed there a
gunboat and armed vessels.
4. Account of Dr. Trinidad Pardo de Tavera
 Few soldiers participated the attack No further disturbance on peace or insubordination in any
kind. The uprising among soldiers in Cavite was used as powerful lever by the Spaniards and by
the friars.
C. CRY OF PUGAD LAWIN
1. Account of Dr. Pio Valenzuela
 In August 22, 1896, 1000 members of the Katipunan attended the meeting in the house of Juan
Ramos, son of Melchora Aquino. In August 23, 1896, debate and discussion on whether or not
the revolution against Spain should be started in August 29, 1896. After the meeting they tore
their cedula and shouted “long live the Philippines”.
2. Account of Mariano Alvarez
 In August 23, 1896, 10 AM, 500 members of the Katipunan arrived in Sampaukan, barrio of
Bahay Toro, property of Melchora Aquino. In August 24, 1896, about 1000 katipuneros arrived
and attended the meeting at 10:00 AM In 12 noon of August 24, 1896; they tore their cedula
and shouted “long Live the Philippines”.
3. Account of Gregoria de Jesus
 In August 25, 1896, the first cry for freedom happened. Through my friends, I learned that I will
be arrested by the Spanish soldiers. At 11 pm, I left our home and fled to rice field of Laloma.
4. Account of Guillermo Masangkay
 In August 26, 1896, the meeting was held in Balintawak house of Apolonio Samson At about 9
AM, the meeting was open with Andres Bonifacio as presiding and Emilio Jacinto as secretary.
The topic is about whether to start the revolution or not.

Oral History

1. NATURE OF ORAL HISTORY

 Unwritten sources couched in a form suitable for oral transmission and that their preservation
depends on the power of memory of successive generations of human beings
2. DANGER OF ORAL HISTORY
 The end-product is conditioned both by the historian’s social position vis-à-vis the informant,
and by the terms in which he or she learned to analyze the past and which may well be
communicated to the informant.
3. INTERPRETATION OF ORAL HISTORY
 It requires critical evaluation and that it must be deployed in conjunction with all other available
sources. Transcriptions of testimonies are needed.
Local History
1. NATURE OF LOCAL HISTORY
 Narrative in the Local Context
  Concentrated in the local community Important in Building the National History.
 Local history is the study of history in a local context, often concentrating on events that
affected a local community.
STATE
1. Nature
 A community of persons, more or less numerous, permanently occupying a definite portion of
territory, having a government of their own to which great body of inhabitants render
obedience, and enjoying freedom from external control. (de Leon & de Leon, 2014)
2. Element
A. People
B. Territory
C. Government
D. Sovereignty
3. Power of the State
A. Power of Eminent Domain
B. Power of Taxation
C. Police Power
Constitution
A. Malolos Constitution
 Date of Ratification: January 21, 1899
 Historical Event Which Leads to the Creation: Philippine Revolution against Spain and
Declaration of Independence
 Chairman of the Commission: Felipe Calderon
 President of the Philippines: Emilio Aguinaldo
 Form of Government: Republican
 Form of Legislature: Unicameral
 Term of the President: 4 years with reelection
 Suffrage: Male, 21 yrs old, welleducated and had properties and annual tax amounting to 500
pesos.
Significant Provisions of Malolos Constitution
1. Legality of the Declaration of Independence
2. Division of Government into three branches; Legislative, Executive and Judiciary.
3. The Separation of Church and State
4. Freedom of Religion
5. National Assembly approve rules for its internal government.
6. To approve a bill, only 1⁄4 of the vote of the members of the legislative body is required.
7. The Chief Justice and the Solicitor-General shall be chosen by the National Assembly.
8. The Executive Committee, headed by the Prime Minister, as hereinafter provided, shall
exercise the powers and discharge the duties of the President until a President shall have been
elected and qualified
9. If the Batasang Pambansa withdraws its confidence in the Prime Minister, the Speaker shall
preside over the Executive Committee.
 10. In the absence of an Executive Committee, the Speaker of the Batasang Pambansa shall act
as President until a President shall have been elected and qualified.
B. 1935 Constitution
 Date of Ratification: May 14, 1935
 Historical Event Which Leads to the Creation: Ratification of Tydings Mcduffie
 Law by Philippine Assembly
 Chairman of the Commission: Claro M. Recto
 President of the Philippines: Manuel L Quezon
 Form of Government: Commonwealth
 Form of Legislature: Unicameral
 Term of the President: 4 years with re-election
 Notable Provisions
 The government established by this Constitution shall be known as the
 Commonwealth of the Philippines
 The public debt of the Philippines and its subordinate branches shall not exceed limits now or
hereafter fixed by the Congress of the United States
C. 1973 Constitution
 Date of Ratification: January 17, 1973
 Historical Event Which Leads to the Creation: Martial Law
 Chairman of the Commission: Ferdinand Marcos
 President of the Philippines: Ferdinand Marcos
 Form of Government: Parliamentary
 Form of Legislature: Unicameral
 Term of the President: 6 years without re-election

Notable Provisions
1. Suffrage shall be exercised by citizens of the Philippines not otherwise disqualified by law,
who are eighteen years of age or over,
2. No literacy, property, or other substantive requirement shall be imposed on the exercise of
suffrage.
3. The Legislative power shall be vested in a Batasang Pambansa
4. The Prime Minister may advise the President in writing to dissolve the Batasang Pambansa
whenever the need arises for a popular vote of confidence on fundamental issues, but not on a
matter involving his own personal integrity
5. The Legislative power shall be vested in a Batasang Pambansa
6. The Prime Minister may advise the President in writing to dissolve the Batasang Pambansa
whenever the need arises for a popular vote of confidence on fundamental issues, but not on a
matter involving his own personal integrity
7. The incumbent President shall continue to exercise legislative powers until martial law
D. 1987 Constitution
 Date of Ratification: February 2, 1987
  Historical Event Which Leads to the Creation: EDSA Revolution I
 Chairman of the Commission: Cecilia Munoz-Palma
 President of the Philippines: Corazon Aquino
 Form of Government: Republican
 Form of Legislature: Bicameral
 Term of the President: 6 years without re-election
Important Provisions:
1. The State shall pursue an independent foreign policy
2. The State shall develop a self-reliant and independent national economy effectively controlled
by Filipinos.
3. In case of serious illness of the President, the public shall be informed of the state of his
health
4. Military Bases of other countries are not allowed in the country
5. In case of invasion or rebellion, when the public safety requires it, he may, for a period not
exceeding sixty days, suspend the privilege of the writ of habeas corpus or place the Philippines
or any part thereof under martial law.
6. The Congress, voting jointly, by a vote of at least a majority of all its Members in regular or
special session, may revoke such proclamation or suspension
7. The Congress may, in the same manner, extend such proclamation or suspension
8. There is hereby created an independent office called the Commission on Human Rights.

Land Reform
A. Agricultural Tenancy Act of 1954
 RA No. 1199
 President: Ramon Magsaysay
 It allows tenants to shift from share tenancy to leasehold.
 This act prohibited the ejection of the tenants, unless the Court of
 Agrarian Relations found a just cause.
B. Land Reform Act of 1955 RA No. 1400
 President: Ramon Magsaysay
 Provided for the expropriation of private agricultural land over 300 hectares of contiguous area
if owned by private individual
 It allows for the expropriation of the land regardless of the hectares in the places where there
were justified agrarian unrest
C. RA No. 3844
 President: Diosdado Macapagal
 This code provided the purchase of private agricultural land with the intention of distributing
them to the landless tenants in easy-term payments.
 It lowered the retention limit to 75 hectares.
  It formulated the bill of rights for the agricultural workers.
D. Agricultural Land Reform Code of 1971
 President: Ferdinand Marcos
 Abolition of personal cultivation or the conversion of agricultural land to residential land as
reasons for the ejection of the tenants.
 Automatic conversion of the share-tenants to leasehold tenants with some exemptions and
qualifications.
 Creation of the Department of Agrarian Reform
E. CARP or Comprehensive Agrarian Reform Program or RA 6657
 Except as otherwise provided in this Act, no person may own or retain, directly or indirectly, any
public or private agricultural land, the size of which shall vary according to factors governing a
viable family-size farm, such as commodity produced, terrain, infrastructure, and soil fertility as
determined by the Presidential Agrarian Reform Council (PARC) created hereunder, but in no
case shall retention by the landowner exceed five (5) hectares.
 Three (3) hectares may be awarded to each child of the landowner
F. CARP or Comprehensive Agrarian Reform Program or RA 6657
 Except as otherwise provided in this Act, no person may own or retain, directly or indirectly, any
public or private agricultural land, the size of which shall vary according to factors governing a
viable family-size farm, such as commodity produced, terrain, infrastructure, and soil fertility as
determined by the Presidential Agrarian Reform Council (PARC) created hereunder, but in no
case shall retention by the landowner exceed five (5) hectares.
 Three (3) hectares may be awarded to each child of the landowner

THEORIES IN TAXATION
A. Ability-to-pay principle
 The belief that taxes should be based on the individual’s ability to pay.
B. Benefit principle
 The idea that there should be some equivalence between what the individual pays and the
benefits he subsequently receives from governmental activities.
Types of TAXATION
 A progressive tax imposes a higher percentage rate on taxpayers who have higher incomes.
 A regressive tax is a tax imposed in such a manner that the tax rate decreases as the amount
subject to taxation increases
 A Proportional Tax- A proportional tax is a tax imposed so that the tax rate is fixed, with no
change as the taxable base amount increases or decreases.
Taxation in the Philippines
TRAIN
 The Tax Reform for Acceleration and Inclusion (TRAIN) under the Comprehensive Tax Reform
Program seeks to correct a number of deficiencies in the tax system to make it simpler, fairer,
and more efficient.
 Those with annual taxable income below PHP 250,000 are now exempt from paying personal
income tax
 GENERAL EDUCATION: SCIENCE AND TECHNOLOGY

A. General Concepts and Historical Development

1. History of S&T in the World

1.1. Ancient Three-Age System - a system of classifying ancient ages into groups based on tools
developmental stages.

A. Stone Age
 Weapons made of stone, wood, bone or some other materials for hunting.
 Neanderthals and Denisovans human species
I. A.1. Paleolithic Period – Old Stone Age (2.5 MYA to 10,000 B.C.)
 People are mainly hunters and gatherers of food
 Living nomadically in caves
 Used basic stone tools for hunting
 Controlled fire
II. A.2. Mesolithic Period – Middle Stone Age (10,000 B.C. to 8,000 B.C.)
 People are still hunters and gatherers of food
 Living as permanent settlers in villages (near rivers)
 Used small stone tools for hunting
 polished, pointed spears/arrows
  Learned fishing and introduced agriculture
III. A.3. Neolithic Period – New Stone Age (8,000 B.C. to 3,000 B.C.)
 People are using agriculture and domesticate animals for food
 Living as permanent settlers in villages (near rivers)
 Used stone tools in agriculture
 Polished hand axes
 Advanced farming, home construction, and art
B. Bronze Age (3,000 B.C. to 1,300 B.C.)
 Tools and weapons were widely made with copper and bronze.
 Smelting is a process of extracting metal from involving heating and melting.
 Sumerians discovered that a harder and stronger metal could be made by blending copper and tin.
 Different human societies entered the Bronze Age at different times.
 Rise of states or kingdoms—large-scale societies joined under a central government by a
powerful ruler.
o Sumer and Babylonia in Mesopotamia
o Athens in Ancient Greece
 The Bronze Age ended around 1200 B.C. when humans began to forge an even stronger metal:
iron.
C. Iron Age
 Between 1200 to 600 B.C. depending on the region
 Hittites (Turkey) firstly made steel, a much harder metal, by heating iron with carbon.
 Launched the beginning of mass production and created major advancements in warfare.
 Persians, first civilization to develop an armored cavalry completely covered in steel armor.
D. Antiquity (600 BCE to 529 CE)
 Rise of Greek civilization
 Natural philosophers – first scientists
 Pre-Socratic Philosophers
o Thales - Assumed Earth to be floating in water
o Anaximander - Formulated a theory of the origin and evolution of life.
o Anaximenes - Suggests that air is the primary substance
o Heraclitus - “change is the essence of all being” and fire plays a crucial role in the
process.
o Leucippus - Introduces the first idea of the atom, an indivisible unit of matter.
o Democritus - thought that atoms are solid, indestructible particles that are separated by
empty space
o Pythagoras - Recognizes that Earth is sphere
o Pythagoreans - viewed the universe as form and number.
o Hippocrates - Recognized as Father of Medicine
o Hippocratic Oath - encourages separation of medicine from religion
 Socratic Philosophers
o Socrates - Contribute knowledge through dialogues using the Socratic Method
o Plato - Coined the term element and established the Academy
o Used abstract geometry models rather than empirical observations
 o Aristotle - Elements undergo changes when they combine and have qualities that are
based on observations using our senses.
o Proposed the fifth element as aether
o Established the Lyceum
o Considered as Father of Biology
o Introduced the inductive method
 Aristarchus – originally proposed Sun-centered universe (Heliocentrism).
 Claudius Ptolemy - calculated size of Earth and its distance to the Moon
o Earth-centered model (Geocentrism) and became the most common cosmological view
until middle Ages.
 Herophilus – Father of Anatomy
 Erasistratus – founder of Physiology
 Euclid – Father of Modern Geometry
 Archimedes – Father of Mathematics

1.2. Middle Ages (476 – 1450 A.D.)

 Also known as Medieval Period

 European history between the fall of Roman Empire and beginning of Renaissance
 Birth of ideas - many scientific discoveries and technological advancement.
A. Early/Dark middle Ages Discoveries (476-1000 A.D.)
 Slow progress of Science in Europe, rise of Catholic Church and suppressing natural scientists’
discoveries
 Islamic Empire became the most advanced civilization
 Agricultural and Transportation discoveries
o Heavy plough
o Horse collar
 Science in China
o Gun powder
o Paper
o Mechanical clock
o Compass - a magnetized needle placed on a straw floating on water for reliable
navigation
 Science and Mathematics in India
o Recognition of zero in mathematics
o Introduction of decimal system
 Arab Science
o Many of the works of the ancients have been preserved (including Ptolemy’s Astronomy)
because they were translated into Arabic.
o Toledan Tables (by al-Zarkali), a collection of mathematical tables used to predict the
movements of the Sun, Moon and planets relative to the fixed stars.
o Discovery of borax
o Firstly to synthesize sal-ammoniac (ammonium chloride)
 o Science of anatomy did not progress because dissection of corpses is not allowed by
Islamic law.
B. High Middle (1000-1450 A.D.)
 Rebirth of Science in Europe
 St. Thomas Aquinas – founder of Scholastic Schools
o Scholastic – Christian philosophers that set out to absorb the newly gained knowledge of
the ancients (Plato and Aristotle) and reconcile it with teachings of the church
 Roger Bacon – use experimentation to gain new knowledge
 Many scientists started to question Aristotelian teachings (Theory of Motion and Earth’s fixity)
 Water Wheel - most important source of mechanical power throughout northern Europe for many
centuries.
 Black Death - 2nd Bubonic Plague Pandemic
o caused by the plague bacterium (Yersinia pestis) carried by fleas living on the black rats

1.3. Modern Age (1453 - 1659 AD)

A. Renaissance Period - scientists began to perform many experiments

 Scientific Method – scientific process based on observation and experimentation, popularized by

Francis Bacon.
 Printing Press – introduced by Johannes Gutenberg using movable type printing
 Bible – world’s most printed book.
 Philippus Aureolus Paracelsus – discovered Laudanum, tincture of opium as painkiller
 Tartaglia (Nicolo Fontana) – discovered Pascal’s triangle and elevation of 45o for maximum
distance shot of a canon
 Leonardo da Vinci – known for his engineering of canal locks, cathedrals, and engines of war.
 He was also known for of physical concepts such as inertia, and sketches for working parachutes
and helicopters.
 Scientific Revolution
 Nicolas Copernicus – successfully proposed the Heliocentric Theory, published in his book De
revolutionibus orbium caelestium (The Revolution of Celestial Bodies)
 Johannes Kepler – Kepler’s Law of Planetary Motion:
o describe a planet’s orbit as eliptical
o the speed at which it travels
o time it needs to complete one revolution around the Sun
 Galileo Galilei – first scientist of Scientific Revolution
o Law of Motion (force causes acceleration)
o Discovered pendulum and thermometer
o Dialogue on Two New Sciences, last published work
o Validated Copernican system using his own telescope and observations
 craters and mountains of the moon
 moons of Jupiter
 phases of Venus
 stars of Milky Way
 sunspots
  Tycho Brahe – first to describe 1572 Supernova and published the positions of 777 stars
 determined the distance of 1577 comet from Earth using parallax
 Believes that Sun and Moon revolved around Earth and other planets (Geo- heliocentric)
 John Ray – first to use species as the fundamental unit of classification
 Carolus Linnaeus – Father of Modern Taxonomy
o Modern system of classification of living organisms
o Binomial System of Nomenclature
 Andreas Vesalius – Father of Modern Anatomy
o De humani corporis fabrica (Structure of the Human Body), the first accurate illustrations
of internal human anatomy.
 William Harvey - the first to recognize the full circulation of the blood in the human body
 Marcello Malpighi discovered capillaries
 Blaise Pascal – discovered Pascaline, first mechanical calculator that used gears
 Evangelista Torricelli – invented first barometer using mercury, leading to production of first
vacuum known to science
 Enlightenment (1735-1819)
 Isaac Newton – formulated the laws of motion and universal gravitation
o Nature of white light
o Introduced calculus together with Gottfried Wilhelm Leibniz
 César-François Cassini – first national geographic survey, resulting in the first map produced
according to modern principles.
 James Watt – steam engines
 Jean Baptiste de Lamarck – first to propose Theory of Evolution he called Transformation,
acquired characteristics gained during an organism’s life and can be inherited by the organism’s
offspring
 Charles Darwin – Father of Evolution, demonstrated that all living things evolved from earlier
forms of life by the process of natural selection and published Origin of species
 Sigmund Freud – Founder of Psychoanalysis
o importance of childhood experiences and sex in the development of affective disorder
(Psychosexual Stages of Development)
o structured model of ego psychology (id, ego, super-ego)
 Alan Turing – developed Turing Machine, basis for the first computer
o Turing Test - a computer in one room that can communicate with humans in another
room must be able to convince the humans that it is intelligent

2. SCIENCE and Technology in the Philippines

2.1. Pre-Colonial Period

 Metal Age – significant influence in the lives of early Filipinos

 Developed tools in everyday life (planting, hunting, cooking, and fishing)
 Interpret movements of heavenly bodies for predicting seasons and climates.
 Made simple tools and weapons from stone. Which later developed by sawing and polishing.
 Discovered the use of medicinal plants.
 Weaved cotton, glass ornaments and cultivated lowlands and field terraces in mountain regions.
  Learned to build warfare boats (caracoa) which also used for trading purposes.
 Traded with China and Vietnam
 Counted years by the period of the moon and from one harvest to another
 With alphabet and writing system, method of counting and measurements.

2.2. Spanish Colonial Period

 Beginning of formal science and technology in the country.

 Spaniards established schools for boys and girls and introduced concept of subjects and
disciplines.
 Established schools
o Colegio de San Ildefonso – Cebu
o Colegio de San Ignacio – Manila
o Colego de Nuestra Senora del Rosario – Manila
o Colego de San Jose - Manila
 Medicine and Pharmacy - Most developed science-based profession
o University of Sto. Tomas – highest institution of learning
 Development of Hospitals
o San Juan Lazaro Hospital – oldest in the far-east (1578)
 Manila Observatory - Founded by Jesuits to promote meteorological studies o Fr. Federico Faura
issued the first public typhoon warning
 At the end of Spanish regime, the country had evolved into a primary agricultural exporting
economy

2.3. American Period and Post-Commonwealth Era

 Science and technology in the Philippines advanced rapidly during the American regime due to:
o extensive public education system
o granting of scholarships for higher education in science and engineering
o organization of science research agencies
o Establishment of science-based public services.
 Promoted higher education in sciences through University of the Philippines
o Agriculture
o Liberal Arts
o Engineering
o Veterinary Medicine
o Law
o Pharmacy
o Education
 Replaced Bureau of Science with Institute of Science as primary research center
 Passed the Science Act of 1958
 Established the National Science Development Board
 Recognized National Research Council of the Philippines
2.4. Marcos Era and Martial Law

 Mandated Department of Education to promote science in public high schools

 Training and scholarships were awarded
 Presidential Decree No. 78 s. 1972 – established the Philippine Atmospheric, Geophysical and
Astronomical Services (PAG-ASA)
 Other S&T Agencies established
o Philippine National Oil Company
o International Rice Research Institute
o Philippine Coconut Research Institute
o Philippine Council for Agriculture and Fisheries

2.5. Fifth Republic

 Pres. Corazon Aquino

o National Science and Technology Authority (NSTA) was renamed as Department of
Science and Technology
o Crafted the Science and Technology Master Plan (STMP1991-2000) aiming to be a
Newly Industrialized Country
o RA 6655 – Free Public Secondary Education Act of 1988
 Pres. Fidel V. Ramos
o Significant increase in personnel specializing in S&T
o Crafted the Science and Technology Agenda for Development (STAND) aiming to
improve R&D in the country
o Enacted laws for S&T during his term, including RA 8439, Magna Carta for S&T
Personnel
 Pres. Joseph Estrada
o Signed the RA 8749, or Clean Air Act of 1999 and RA 8792, or the Electronic
Commerce Act
 Pres. Gloria M. Arroyo
o Golden Age of Philippine S&T
o RA 9637, Biofuel Act of 2006
o To direct the use of biofuels, establishing for this purpose the biofuel program,
appropriating funds therefore, and for other purposes.
 Pres. Benigno Aquino III
o Recognized scientific researchers
o Gavino C. Trono – seaweed species
o Angel Alcala – marine biology research
o Ramon Barba – induction of flowering of mango
o Edgardo Gomez – national conservation of coral reefs
o Abelardo Aguilar – discovered erythromycin
o Gregorio Zara – invented videophone
o Fabian Dayrit – research on herbal medicine
o Diosdado Banatao – invented single-chip graphical use interface (for internet)
 o Daniel Dingel – water-powered car
o Gregory Ligot Tangonan – research in the field of Communications Technology
o Fe Del Mundo – invented incubator
o Lourdes Cruz – research on sea snail venom

Science & Technology in Nation Building

Science & Technology Defined

 Science is the systematic process of obtaining knowledge of the physical and natural world
through observation and experiment.
 Technology is the application of scientific knowledge for practical purposes.

Importance of S&T in National Development

 Wealth creation
 Improvement in the quality of life
 Society transformation
 Economic growth

Importance of Science & Technology

 Better life
 Information
 Comfort
 Education
 Save time and money

Impact of Technology on Society

 Communication
 Information
 Transportation
 Education

The Role of Science & Technology in Nation-Building

 One of the driving forces of economic growth (Research and development)

 The Role of S&T in the Developing World in the 21st Century
 Breakthrough in health services and education
 Improve infrastructure
 Determines socio-economic progress of a country

Science & Technology Environment from 1986 to 2016

 Pres. Corazon Aquino highlighted the importance of S&T in achieving economic progress.
 Established the Department of Science and Technology (DOST) formulating the Science and
Technology Master Plan (STMP1991-2000) aiming to be a Newly Industrialized Country
  Pres. Fidel V. Ramos introduced laws on Inventors’ Incentives (RA 7459) and S&T Scholarships
(RA 7687, RA 2067, RA 10612)
 Pres. Gloria Macapagal-Arroyo adopted policies focusing on a national innovation system and
promoted technological entrepreneurship under Medium Term Plan (MTP 2004-2010).

D. Gov’t Laws, Policies, Projects, and Plans

Government Policies and Laws Pertaining to S&T

 RA 2067 - Science Act of 1958

o To integrate, coordinate and intensify scientific and technological research and
development and to foster invention to provide funds therefore and for other purposes.
 National Research Council of the Philippines
o Act as the official adviser on scientific matters to the Government of the Philippines.
 RA 3589 – Act Amending RA 2067
o No person may manufacture, produce, transfer, acquire, own, possess, import or export
any radioactive material except in pursuance of a license issued in accordance with this
Act.
 RA 6655 – Free Public Secondary Education Act
o Opened free secondary education and promotes scientific and technological literacy
through Science for the Masses Program
 RA 8439 - Magna Carta for Scientists Engineers Researchers and other S&T
 Personnel in the Government
o To empower Filipino scientists, expand the country's pool of S&T experts, and motivate
them to continue working for the government.
 RA 7459 - Inventors and Inventions Incentive Act
o To empower Filipino scientists, expand the country's pool of S&T experts, and motivate
them to continue working for the government.
 RA 8749 - Clean Air Act of 1999
o To protect and preserve the environment and ensure the sustainable development of its
natural resources.
 RA 8792 - Electronic Commerce Act
o To outlaws computer hacking and provides opportunities for new businesses emerging
from the internet-driven New Economy
 RA 9637, Biofuel Act of 2006
o To direct the use of biofuels, establishing for this purpose the biofuel program,
appropriating funds therefore, and for other purposes.
 RA 7687 - Science and Technology Scholarship Act of 1994
o Provides for scholarships to talented and deserving students whose families’ are under
socio-economic status and do not exceed the set cut-off values of certain indicators.
 RA 2067 - DOST-SEI Merit Scholarship Program
o Formerly known as NSTA Scholarship
o Awarded to students with high aptitude in science and mathematics and are willing to
pursue S&T careers.
  RA 10612 - Fast-Tracked S&T Scholarship Act of 2013
o Aims to strengthen the country’s S&T education by fast-tracking graduates in the
sciences, mathematics and engineering who shall teach science and mathematics in
secondary schools throughout the country.
 RA 8293 - Intellectual Property Code
o An Act prescribing the Intellectual Property Code and establishing the Intellectual
Property Office, providing for its powers and functions, and for other purposes

Major S&T Development Plans

 S&T Master Plan (STMP) - shows the direction and desired goals of Philippine S&T for both the
public and private sectors aiming the Philippines to become Newly Industrialized Country.
o Sectoral Planning Councils
 Philippine Council for Agriculture, Aquatic and Natural Resources

Research and Development (PCAARRD)

 Philippine Council for Health Research and Development (PCHRD)

 Philippine Council for Industry, Energy and Emerging Technology

Research and Development (PCIEERD)

 Research and Development Institutes

o Advanced Science and Technology Institute (ASTI)
o Food and Nutrition Research Institute (FNRI)
o Forest Products Research and Development Institute (FPRDI)
o Industrial Technology Development Institute (ITDI)
o Metals Industry Research and Development Center (MIRDC)
o Philippine Nuclear Research Institute (PNRI)
o Philippine Textile Research Institute (PTRI)
 Scientific and Technological Services
o Philippine Atmospheric, Geophysical and Astronomical Services

Administration (PAGASA)

 Philippine Institute of Volcanology and Seismology (PHIVOLCS)

 Philippine Science High School (PSHSS)
 Science and Technology Information Institute (STII)
 Science Education Institute (SEI)

Technology Application and Promotion Institute (TAPI)

o Collegial and Scientific Research Bodies

 National Academy of Science and Technology (NAST)
 National Research Council of the Philippines (NRCP)
 Major S&T Development Plans
 S&T Agenda for National Development (STAND Philippines, 2000)
 o Emphasizes the development and utilization of superior technologies to a level of
competitive advantage.
o Identified investment areas
o export winners, domestic needs, supporting industries and coconut industries
 National S&T Plan (NSTP 2002-2020)
o By 2004, contributed significantly to the enhancement of national productivity
o By 2010, earned niches and become a world class knowledge provider and user in
selected S&T area
o BY 2020, developed a wide range of globally competitive products and services of high
technological content.
o Priority Areas for S&T Development in NSTP 2002-2020
 Agriculture, Forestry and Natural Resources
 Health and Medical Services
 Biotechnology
 ICT
 Microelectronics
 Materials, Science and Engineering
 Earth and marine services
 Fisheries and aquaculture
 Environment
 Natural Disaster mitigation
 Energy
 Manufacturing and service engineering
 National Integrated Basic Research Agenda, NIBRA 2022-2028
o Blue Skies (Pure Basic Research)
o Issue-Based (Oriented Basic Research)
o Tubig: Water Security (Tubig Ay Buhayin At Ingatan)
o Alert: Clean Energy (Alternative Energy Research Trends)
o Likas: Health Sufficiency (Likas Yaman Sa Kalusugan)
o Atin: Inclusive Nation-Building(Ang Tinig Natin)
o Sapat: Food And Nutrition Security (Saganang Pagkain Para Sa Lahat)
o Saklaw: Sustainable Community (Saklolo Sa Lawa)
o Policy Research
 Science for Change Program (S4CP)
  Status of S&T and Plans for Development under President Rodrigo Duterte
 DIWATA-1 satellite, made by Filipino scientists was launched in 2016
 DIWATA-2 satellite, was improved and was launched in 2018
 Installed the Zamboanga Doppler Weather Radar System
 RA 11035 – Balik Scientist Program - To give more incentives to returning Filipino experts,
scientists, inventors and engineers who would share expertise in the country.

B. STS and the Human Condition

B.1. The Human Flourishing

B.1.1. Aristotle Asks

 Eudaimonia “good spirited” - To describe the peak of human’s happiness that can be attained.
 Flourishing is the highest good of human attempt to achieve his/her goal. It is a success as a
human being when he/she achieved it for the betterment of his/her life
 Western civilization tends to focused on the individual (individual flourishing).
 Eastern civilization tends to put community above the individual (community-centric).
 Science as a Method

B.1.2. Science as a Social Endeavor

 Balance possible biases

 Stimulate problem solving
 Facilitate specialization
 Inspire and motivate
 Divide labor

B.1.3. What are the Human Conditions before and after science and technology?

Technological advancements and their effects on Humanity (Karehka Ramey, 2012)

1. Transportation

2. Communication
3. Business

4. Medicine and health

5. Agriculture

6. Education

B. 2. The Good Life

B.2.1. What is meant by a good life?

 Moral approval (Socrates)

 Pleasures in life (Epicurus)
 Fulfilled life (Aristotle)
 Meaningful life

B.2.2. Materialism, Hedonism, Stoicism, Theism, Humanism

 Materialism – comfort, pleasure and wealth are the only highest goals.
o Leucippus and Democritus
o Atomist Philosophers, universe and matter are only made up of atoms
 Hedonism – see the end goal of life in attaining pleasure
o Epicurus, life is limited, one must indulge itself with pleasures
o “Eat, drink and be merry for tomorrow we die”
 Stoicism – asserts virtue is happiness
o Marcus Aurelius
o People do not have any control must not rely on external events
 Theism – one or more Gods exist within universe that are omniscient (all-knowing), omnipotent
(all-powerful) and omnipresent (all-pervasive).
o Monotheism
o Polytheism
 Humanism – human beings have right and responsibility to give meaning and shape their own
lives.
o Stewards of creation
o Have control for themselves and world outside them.

B.2.3. What is the ultimate goal of life?

 EudaimoniaTrue happiness is found by leading a virtuous life and doing what is worth doing.
 Realizing human potential is the ultimate goal.

B.3. When Technology and Humanity Cross

 Television Sets, Mobile Phones, Computers, and Humanity

 Paul Gottlieb Nipknow, send images through wires with the aid of rotating metal disk, “electric
telescope”
  Alan Arachibald Campbell Swinton and Boris Rosing, used cathode-ray tube in television,
mechanical and electronic television
 Martin Cooper, made the first mobile phone, Motorola
 Charles Babbage, originated the concept of a digital programmable computer
 Osborne 1, first true portable computer, Laptop
 Roles Played by These Technological Advancements
o Advertisements and information dissemination
o Recreational activity
o Propagandas and advocacies
o Communication
 Robotics and Humanity
 Robot is actuated mechanism programmable in two or more axes with degree of autonomy,
moving within its environment, and performed intended tasks.
o A service robot perform useful tasks for humans or equipment excluding industrial
automation application.
o A personal robot is a service robot for non-commercial tasks
 Roles Played by Robot
o Autonomous Mobile Robots (AMRs) - make decisions in near real-time as they go.
o Automated Guided Vehicles (AGVs) - tracks or predefined paths and often require
operator oversight.
o Articulated Robots - emulate the functions of a human arm.
o Humanoids - perform human-centric functions and often take human-like forms.
o Cobots - function alongside or directly with humans.
o Hybrids - capable of more complex tasks
 Ethical Dilemma/s Faced by Robotics
o Privacy & Surveillance - information privacy and the right to secrecy and personhood
o Manipulation of Behavior - vulnerability to “nudges”, manipulation, and deception
o Opacity of AI Systems - lack of due process, accountability, community engagement, and
auditing
o Bias in Decision Systems - where and when police forces will be needed most
o Human-Robot Interaction – cannot be replaced by robots: care, love, and sex.
o Ethical Dilemma/s Faced by Robotics
o Automation and Employment - “job polarization”
o Autonomous Systems - must adapt to or whether they just require technical adjustments.
o Machine Ethics - ensuring that the behavior of machines toward human users and other
machines
o Artificial Moral Agents – robots having rights and responsibilities
o Singularity - trajectory of artificial intelligence reaches up to systems that have
o human level of intelligence

C. Specific Issues in STS

C.1. Information Age

C.1.1. Historical Development

 21st century, also called Computer Age

 Characterized by rapid shift from traditional industry
 4 Periods
o Pre-Mechanical – 3,000 BC to 1450 AD
o Mechanical – 1450-1840
o Electro-Mechanical – 1840-1940
o Electronic/Information – 1940 to present
 Clade Shannon, Father of Information Age

C.1.2. Living in the Information Age

 Advantages of Information Technology

 Globalization
 Communication
 Cos-effectiveness
 Creation of new jobs

C.2. Understanding Gene Therapy

C.2.1. Understanding Gene Therapy

• Gene therapy is a technique that uses a gene(s) to treat, prevent or cure a disease or medical disorder.

o adding new copies of a gene that is broken

o replacing a defective or missing gene in a patient’s cells with a healthy version of that
gene
 Ex vivo - introducing normal genes in isolated cells from patients
 In vivo - introducing DNA directly into cells while they are in the patient.
 Genetic Engineering - It is a process to alter the DNA makeup of an organism by changing a
single base pair (A-T or C-G), deleting a region of DNA or adding a new segment of DNA.

C.2.2. Diseased People Cured by Fixing their Genes

 CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats) to treat sickle cell anemia
 CAR-T cell therapy (Chimeric antigen receptor) to treat ccute lymphocytic leukemia (ALL)
 Lukturna, FDA approved voretigene neparvovecrzyl to treat retinal dystrophy
 Spinraza, FDA approved nusinersen to treat Spinal muscular atrophy
 Diseased People Cured by Fixing their Genes

C.2.3. Ethical Considerations

 Justice and equity

 Informed consent
 Genome-Editing Research Involving Embryos
 Safety
C.2.4. The Role of Genes in Heredity

 Gene is considered the basic unit of inheritance.

 Humans have approximately 20,000 protein-coding genes.

C.2.5. Effects of Gene in our Environment

 Major risks of GMOs

o Risk in gene flow
o Emergence of super weeds
o Recombination of viruses and bacteria to produce new pathogens
 Direct risks of GMOs
o Disruption of natural environment (competition and interference)
o Unexpected behavior of GMO upon escape
o Interfere natural biochemical cycles
o Negative impact to consumer
 DNA Code
o Genetic code is the set of instructions in a gene that tell the cell how to make a specific
protein.

C.3.1. Biodiversity and Healthy Society

C.3.1. The impact of Biodiversity on Human Life

 Nutrition
 Human health
 Environment-related illnesses

C.3.2.Human Population Growth

 6th Mass Extinction

o The reduction in biodiversity since the emergence of humans is now on the scale of another mass
extinction

C.3.3.What are the top ten environmental problems in the world

 Pollution
 Global warming
 Overpopulation
 Waste disposal
 Ocean acidification
 Loss of biodiversity
 Deforestation
 Ozone layer depletion
 Acid rain
 Public health issues
C.4. Nanotechnology

 Nanotechnology is science, engineering, and technology conducted at the Nano scale (1 to 100
nm)
 Richard Feynman, Father of Nanotechnology
 Commercial Applications
o Body armor/vests
o Surface protection materials
o Solar panels
o Food products and packaging
o Transdermal patches
o Bandages
 Potential Uses
o Energy production
o Agriculture productivity
o Water treatment and remediation
o Disease screening and diagnosis
o Health monitoring
o Food processing and storing
o Air pollution control
o Construction
o Pest detection and control

D. Climate Change and Energy Crisis

 Climate change refers to long-term shifts in temperatures and weather patterns.

 Causes of Climate Change
o Natural Causes
 Volcanic eruptions
 Orbital Changes
 Variation in Solar Radiation
 Movement of Crustal Plates
 El Niño-Southern Oscillation (ENSO)
 Changes in Greenhouse Gases
 § Sources of Greenhouse Gases
 Carbon dioxide
 Water vapor
 Nitrous oxide
 Methane
Sources of Carbon dioxide
 Respiration and decomposition
 Weathering of carbonate rocks
 Burning of fossil fuels and forests
 How is Climate Change affecting the Philippines?
 o More intense El Nino
o Sea surface temperatures to rise
o Ocean acidification
o Sea levels rise by 4 to 6 meters
o Tropical cyclones
o Rainfall, river flow and flooding
o Altering agricultural production
o Reduction in crop yields
o Food security declines
o Malnutrition increases
 Energy Crisis - It is the foreseeable end of the cycle of oil, gas and coal which takes hundreds of
thousands of years to replenish.
 Causes of Energy Crisis
o Overconsumption
o Overpopulation
o Poor infrastructure
o Unexplored renewable energy options
o Delay in Commissioning of Power Plants
o Wastage of energy
o Poor distribution system
o Major accidents and natural calamities
o Wars and Attacks
o Miscellaneous Factors
 Possible solutions to Energy Crisis
o Move towards renewable resources
o Buy energy efficient products
o Lighting controls
o Easier Grid Access
o Energy Simulation
o Perform Energy Audit
o Common Stand on Climate Change

E. Environmental Awareness

E.1. Promotion of Environmental Awareness

 Components of Environmental Education

o Awareness and sensitivity
o Knowledge and understanding of the environment
o Attitude of concern and motivation to improve or maintain environment quality
o Skills to identify and help resolve
o Participation in activities that lead to resolution
E.2. Top 10 benefits of Environmental Education

o Heightened imagination and enthusiasm.

o Learning transcends the classroom
o Critical and creative thinking are enhanced
o Develop tolerance and understanding
o State and national learning standards are met for multiple subjects
o Decline in biophobia and nature deficit disorder
o Healthy lifestyle
o Communities are strengthened
o Responsible action is taken to better the environment
o Students and teacher are empowered.

E.3. Beliefs and Convictions

 Environmental Stewardship
o Help in forging community linkages for nature preservation activities
o Educate people on proper waste segregation
o Practice 7R
o Save energy

F. Alternative Energy Resources

 What is Alternative Energy?

o It refers to energy sources other than fossil fuels (coal, gasoline, and natural gas)
including all renewable resources and nuclear power.
o Intended to address concerns of high carbon emissions.
 Differences between Alternative Energy and Renewable Energy
o Renewable resources come from sources that are naturally occurring and replenishes.
 Sources of Alternative Energy
o Nuclear power
o Wind power
o Solar power
o Hydraulic power
o Geothermal power
o Space-based solar power
o Tidal power
o Biofuel
o Hydrogen or hydrosulfuric power
 Alternative and Renewable Energy Sources in the Philippines
o Hydroelectric Plants
 Angat Dam, in Bulacan is the major hydropower facility in the Philippines
  There are 14 conventional dams and 15 run-of-the-river systems
 Alternative and Renewable Energy Sources in the Philippines
 Geothermal Plants
o Suitable for areas with low winds, such as Mindanao, and areas that have rainy weather,
such as Batanes.
 Solar Power
o The country is geographically located in a region that receives a high amount of sunlight
each year.
 Wind Power
o All wind power sites in the Philippines are on-shore facilities and are tourist destinations
 Biomass Power
o Refers to energy derived from plant and animal sources.
o Bagasse, rice husks, coconut husks, as well as landfill are used to generate power.

ETHICS &UNDERSTANDING THE SELF

UNDERSTANDING THE SELF

The Self from Philosophical Perspective
Philosophers Concept of Self Characteristics
A. Socrates  He believed that the Self exists Two Dichotomous Realms:
(496-399 in two parts:  Physical Realm: The body is
B.C.) 1. Physical (body) – tangible and changeable, transient, and
mortal aspect of a person is or imperfect. The body and soul
can be constantly changing. are attached while the person is
2. Soul – is immortal “Our TRUE alive.
SELF is our SOUL”  Ideal Realm: Soul is
 “Know thyself” is to question unchanging, eternal, and
oneself and others which is the immortal. When a person dies,
highest form of human the body stays in the physical
excellence realm while the soul travels to
 “An unexamined life is not the ideal realm which makes it
worth living” immortal.
 “To live but to die inside” can  Famous quote: “The
be the worst thing that can unexamined life is NOT worth
happen to man living”
B. Plato (428-  The self is an "immortal soul in Tripartite Nature of Soul:
348 B.C.) a mortal perishable body. a) an immortal rational part
  The soul has a tripartite nature. which existed before it became
 Soul is the "giver of life to the part of the body
body, the permanent, b) a courageous or spirited part
changeless and divine element which is mortal and perishable
 Body is changing, transitory c) an appetitive part
and perishable (Book IV of “Life is a continuous ascent towards
Plato's Republic). The body is the world of ideas” which means to
just a shell of the soul. free our soul from imprisonment in the
body.
C. Aristotle  The self is composed of body  He does not neglect the
(384-322 and soul, mind and matter, development of a human
B.C.) sense (lower nature of human person's physical, economic,
person which dominate and social powers.
person’s life) and intellect,  Human happiness comes from
passion, and reason (supreme in the harmonious development
human person which govern all of the whole self.
life’s activities).  Perfection and happiness come
 Theory of Golden Mean from wisdom (true knowledge)
focuses on moderation; avoid and virtue (doing what is best
the extremes, avoid too much for you)
and too little. Living a life of
moderation is doing things in
consonance with reason.
D. St.  The self is made up of a body  Every human person is created
Augustine and a soul, "a soul in possession into the image and likeness of
(354-430 of a body' which does not God. Every human person is
A.D.) constitute two persons but one made for God. It is only upon
man." his/her recognition of God's
 Happiness is the end-all and the love and his/her response to
be-all of human living and this the invitation to love that
happiness can be found in God he/she finds inner peace.
alone.  To love God means necessarily
 Virtue is "the order of love." to love one's fellow man.
 Aristotle's Golden Mean  Never to do any harm to
 Taught against hedonism another as you would not want
others to do unto you.
 Man craves for something
perfect, immutable, and
enduring. Possession of the
goods of this world such as
health, beauty, power, honor,
fame can never give to a
human person what he/she is
truly looking for, as these
goods are finite, unstable and
ephemeral.
E. St. Thomas  Proclaimed the supremacy of  A human person can know the
Aquinas reason in a human person truth with certainty by the use
(1225-1274)  God, who is TRUTH Itself. of his reason. There are some
 Aquinas pointed to a higher truths which cannot be known
 form of human perfection by human reason alone and
beyond this life because of the which can be perceived only
immortality of the human soul - with the aid of the light of
found in God alone. divine revelation, can never
contradict each other because
they emanate from the same
source.
F. Rene  Dualism: self is an immaterial  Mind is the seat of
Descartes mind and a material body. consciousness. The body
(1596-1650)  One can have ideas prior (a (which includes the human
priori) to experience. senses) is unreliable hence
 "I think, therefore, I am." should not be trusted.
 The rationality and activity of
the mind are at the center of
man's being. To instill virtue
and to give primacy to the
mind
G. John Locke  At birth the (human) mind is a  The mind is empty at birth.
(1631-1704) tabularasa which means blank  Infancy serves as the
slate." foundation of the development
 “Associations of ideas” that of the self; this does not mean
individuals make when young that individuals can no longer
are more important than those unmake the negative effect of
made later because they are the not-so-good earlier
foundation of the self. experiences.
 Emphasized the "freedom of  Individuals are free to define
individuals to author their own the content of their character
soul." except for their basic identity
 "God created man and we are, as a member of the human
[sic in effect, God's property. species.
 Every human person has the  The chief end set by our
right to life, liberty, health and creator for us as a species and
property. as individuals is survival.
H. Immanuel  Human person has an inner and  Inner self consists of his/her
Kant (1724- an outer self which, together, psychological state and
1804) form his/her consciousness. rational intellect.
 Self as prone to corruption  Outer self is a human person's
 Known for his supreme senses and the physical world
principle of morality, the  Live in the Enlightenment
Kantian Categorical imperative: period characterized by
"Act only according to that growing secularism and the
maxim by which you can at the weakened effect of religion.
same time that it should become Kant replaced religion with
a natural law." reason.
I. Maurice  Self is an inextricable union  "Everything that we experience
Merleau between mind and body. in this world - experiences of
Ponty  Oneness or harmony between joy, sadness, love, remorse -
(1908-1961) the body and the world as our happens with our bodies. There
being-in-the-world that our is never a moment in which we
being is always an existence are separated from our bodies
 that is in the world. as if it is clothing that we can
 The mind and the body are so shed oft."
intertwined that we cannot even  We grow and move about in
distinguish where the work of the world in such a way that
the mind ends and where the our bodies learn to be in
work of the body begins. harmony with it.
 Knowledge shows that the
body is also intelligent.
Conversely, the mind is not
pure spirit, detached from the
material world through its
cognitive activity. The mind
always thinks in an embodied
way.
J. Gilbert  The workings of the mind are  The mind is a set of capacities
Ryle (1900- not distinct from the actions of and abilities belonging to the
1976) the body but are one and the body. The mind is a
same. mysterious entity that controls
 Understanding and developing the mechanical workings of the
yourself is the distinction of: body. The mind should not be
knowing how (technical viewed as an additional
ability), knowing that (facts and mysterious thing that is
propositions) knowing what subjected to observation or to
(acquaintance with things and mechanical laws.
persons).  Knowing that (some facts) is
empty intellectualism without
knowing how to make use of
the facts.
 Effective possession of a piece
of knowledge (museum
possession of knowledge)
involves knowing how to use
that knowledge, when
required, for the solution of
other theoretical or practical
problems (workshop-
possession of knowledge).
K. Paul  Adheres to materialism  Materialism is the belief that
Churchland  It is the physical brain and not nothing except matter exists. If
(1942- the mind that gives us our sense a thing can't be recognized by
present) of self. the senses, then it is not real.
 Defends his eliminative  The mind can't be experienced
materialism by our senses, and then the
 Decision-making and moral mind doesn’t really exist.
behaviors are biological  Eliminative materialism is
phenomena when we believe in a mind
 Human behavior must be when science is proving that
explained materially in terms of mental health is connected to
"recurrent neural network” and the physical brain? For
this is neuro-conscience. instance, depression is strongly
 linked to brain chemicals gone
wrong.
 Example: depression is
strongly linked to brain
chemicals gone wrong. Some 4
people still say things like,
‘She's lost her mind. But
neuroscience says, 'No, it's a
physical problem and we aim
to fix it.

THE SELF FROM A SOCIOLOGICAL PERSPECTIVE

SOCIALIZATION is the whole and lifetime process by which people learns the values, attitudes
and behaviors that are appropriate and expected by their culture and community.
 It is the process of internalizing the norms of society which influences one's beliefs, actions, and
behavior.
 The process of socialization helps shape a person's image. According to both Cooley and Mead,
the concept of self is developed through a socialızation process.
Philosophers Concept of Self Characteristics
A. GEORGE  Self is not there at  Self is not based on inherited traits and other
HERBERT birth biological factors. Self is something which has
MEAD  Self-influence is a development and not initially there at birth.
(1863-1931) restricted only to  Self is developed over time from social
“significant others” experiences and activities.
 Self is also  Concept of self emerges from social
influenced by the interactions such as observing and interacting
"generalized other” with others opinions about the self, and it is
developed with social experience
 The significant others are people who play
important roles in the life of a person such as
parents, teachers, friends and take place only
at certain periods of life.
 Example: younger children do not really care
about what other people think of them. They
are focused on their own world. But as
children grow up and get more socialized their
beliefs about how other people perceive them
become important. They gain a new
understanding of society.
 The "generalized other” act based on personal
beliefs but also on what society expects of
them. Talks about our personality as the “I”
and the "me”.
 The "I” is the natural, existential aspect of the
self.
 The “me" is the socialized me or the cultured
self.
B. CHARLES  Man develops our  We learn to view ourselves as we think others
COOLEY sense of self or self- view us.
(1864-1929) image by his looking-  We are influenced by our own imaginations or
 glass self-theory. perceptions or opinions on how others see us.
 Three steps in the This means that we are actively engaged in
formation of the defining our self-image or self-concept using
looking glass self: our past experiences to aid us in interpreting
1. We imagine how we others responses.
appear to others.
2. We imagine how
others judge our
appearance
3. We develop feelings
about and responses
to these judgments

THE SELF FROM AN ANTHROPOLOGICAL PERSPECTIVE

Anthropology employs a holistic approach to the study of the self.
 Quinn refers to the self as the "totality of what an organism is physically, biologically,
psychologically, socially and culturally."
 Quinn likewise refers to the self as the "totality of what an organism is physically, biologically,
psychologically, socially and culturally.
 Ewing (1990) likewise says, "self" encompasses the physical organism, all aspects of
psychological functioning and social attributes.
Anthropology employs a holistic approach to the study of the self by integrating various models into
a broader framework by considering what each model brings and by showing the interactions among
them. The physical characteristics of people affect their culture, their way of life.
Example: because man has two legs and two feet we walk upright. We don't crawl nor move like
quadrupeds (four-legged animals). Our locomotion is not crawling like the snake but walking upright on
two feet. On the other hand, people's culture affects the physical characteristics of people. Think of the
tattoo that the Kalingas of the Cordillera Administrative Region have even before this has become
widespread among the present generation who have tattoos on their legs and arms and in other parts of the
body for varied cultural reasons.

Universals and Variety: Hallmarks of Anthropology

Holistic concept of the self, anthropologists look at the full range of human people by studying
people in all parts of the world, at different times and at different levels of society. Anthropologists are
likewise mindful that any general theory of humanity must at the same time account for variety. They are
concerned with human universals as well as human variety. This is the hallmark of anthropology.
Stratigraphic Approach and Reductionism
Division of Self:
 physical self
 biological self
 psychological self
 social self

Note: There is no integration of the different selves, avoid error reductionism which means interpreting
all observations by reducing the different self to a single level analysis.
Example: reductionism as an error is committed when Ideas are explained purely in terms of electron
flows in the brain; life is defined only in terms of chemical equations, and human culture is described
only by biological needs and instincts.
Understanding the Self and Culture
Culture is the integrated system of learned patterns of behavior, 1deas and products characteristics of a
society. A person’s culture influences his/her physical being.
People’s physical being also affects the kind of culture they build and the ways in which they relate to
fellow human beings.
Two Contrasting Models of the Self: Egocentric and Sociocentric
Culture exerts an influence on the development of an egocentric and sociocentric self.
1. Egocentrism but always within a larger interpersonal relation "natural tendency to view
everything within the world in relation to oneself.
Example: Americans are egocentric; they believe that they should be assertive and independent.
2. Sociocentrism is the natural tendency to view everything within the world in relation to one's
group and so be group-centered. The sociocentric person abides by the group and so is highly
accepted by and is popular in the group. (Interdependence)
Example: Japanese and Chinese are both sociocentric. Their very essence of interpersonal relations is
mutual dependence.
Cultural relativism is the idea that a person's beliefs, values, and practices should be understood based on
that person’s own culture, rather than be judged against the criteria of another.
Ethnocentrism is the belief that one's culture is Superior to that of others.
Xenocentrism is the thinking that another's culture is superior to one's culture.
THE SELF FROM A PSYCHOLOGICAL PERSPECTIVE
 Sense of self (psychology) is defined as the way a person thinks about and views his or her traits,
beliefs, and purpose within the world.
o The self is said to be in constant change. As one grows up, his/her sense of self changes.
o The self is a multilevel system not simply reducible to genes or neurons that emerges
from multifaceted interactions of mechanisms operating at neural, psychological, and
social levels.
Philosophers Concept of Self Characteristics
A. SIGMUND The Id, Ego and  Id is the completely unconscious, impulsive, child-
FREUD Super Ego like portion of the psyche that operates on the
(1856-1939) "pleasure principle” and is the source of basic
impulses and drives. It sees immediate pleasure and
gratification.
 Ego acts on “reality principle"
 Super ego acts on moralistic and idealistic
principles.
B. WILLIAM  James  The Self is the totality of all that a person can call
JAMES Theory of his or hers.
(1842-1910) the Self  "I" (Self-as-subject) is “The thinker that does the
 Self into the thinking." Pure ego, “I” is the self that knows who
“Me" and he/she is and what he/she has done in his/her life. "I
into the "I." know it was me who ate the cookie."
 Self is an  "Me is the “self-as-object." The "Me" is the
object that material self, social self and spiritual self can be
can be thought of as a separate Objector individual a
observed person refers to when describing his/her personal
and a experiences, part of self the “empirical me”
subject, an  Associated with the body are clothes, family, home,
agent that and material possessions. Everyone pays attention
does the to his/her clothes because his/her clothes reveal
observing. who he/she is. Clothes reflect a person's status.
 The Clothes contribute to the formation and
Material maintenance of self-image.
Self – the 1. The Social Self – is a person in a social situation. It
 core of is the person given recognition by others. It is how
Material one presents oneself in public. Every person has an
Self is innate desire to get himself/herself noticed
BODY favorably by others.
2. The Spiritual Self – is a person’s subjective and
most intimate self. It is who a person is at his/her
core. It is more permanent than the other two
selves. The spiritual self includes things like
personality, core values and conscience. The
spiritual self-dwells on introspection and asks
spiritual, moral, or intellectual questions. William
James asserts that achieving a high level of
understanding of our spiritual selves is more
rewarding than satisfying the needs of the social
and material selves.

THE SELF IN WESTERN AND ORIENTAL THOUGHT

Oriental concept of a human person is one integrated whole. He/she is also one with society and
the universe.
Oriental philosophers do not emphasize the dichotomy of matter and spirit, body, and soul.
Everything that happens to the universe affects man and everything that man does affect the universe.
People are fundamentally connected. Duty towards all others is a very important matter.
Collectivism is strong. In contrast, for Westerners, a human being has an individualistic nature
and is an independent part of the universe and society.
INDIVIDUALISM is comparatively stronger.
UNPACKING THE SELF: THE PHYSICAL SELF
Aspects of Physical Self - Refers to the body that includes basic parts such as head, neck, arms,
and legs. As part of the natural course of nature, physical changes become evident at the onset of puberty.
During this period, some changes noticed among the boys are their voice gets deeper; hair starts to show
on their faces. This develops into a mustache, as they progress into adulthood. At this period, they
experience rapid growth in a span of two to three years. This is referred to as growth spurt. Also, during
this period, they attain body maturity when they experience ejaculation, the ejection of semen through the
penis. On the other hand, maturity of the body among the girls is attained when girls experience their first
menstruation. It is at this stage when they become capable of reproduction. More noticeable changes
occur when the individual reaches adolescence, the transition between childhood and adulthood.
ADOLESCENCE STAGE (Corpuz, et. al., 2020)

Early Adolescence  Adolescents would rather tell their stories to their peers rather
(11-14 y/o) than to their family.
Middle Adolescence  The child demonstrates consistency to achieve their goals in life.
(15-17 y/o)
Late Adolescence They become more concerned of others rather than, mainly, of
(18-24 y/o) themselves.
 Children notice further changes in their physical self.
 They become more conscious of how they look, rather than the
other aspects of the Self
 Sometimes, they can adapt to the changes, but there are others
who find these changes difficult to accept.
 Children at this period would need guidance from their significant
others to realize that they should not only be concerned of their
 physical self, as they should value much higher goal that lasts and
that is, the formation of the Positive Self-identity, self-image,
self- concept and self-esteem

Self-identity, Self-image, Self-concept, Self-esteem

There are four important concepts related to physical self
Self-introduction, what usually would you tell people about you In all probability, you would
state your name, your status, profession, your place of origin, the place where you reside, your rank in the
family whether you're the eldest, or the youngest, as the case may be. That is how you are known. That is
your personal self-identity.
Self-image refers to the idea one has of his/her abilities, appearance, and personality.
Example, as you stand before the mirror, what do you see? How do you look? What skills are you
capable of doing? All these tell of your self-image, the idea that you have about yourself.
Self-concept is a collection and construction of an individual's thoughts, feelings, and beliefs that
he/she holds about himself/herself and the responses about him/her. It is active, dynamic, and adaptive.
Self-concept differs from self-awareness which refers to the extent to which self-Knowledge is defined,
consistent and currently applicable to one's attitudes and dispositions.
Self-esteem, on the contrary, refers to how much you appreciate value and like yourself. Your
self- concept affects your self-esteem. What you hear from other people, their influences and beliefs,
including those of your family, contribute to the formation of self-concept.
Factors Affecting Growth and Development

Heredity Is the transmission of physical characteristics from parents to children through their
genes 2 biological factors: 1. Nutrition 2. Gender
Intelligence Specifically in emotion, it means honestly evaluating and paying attention to how you
feel.
Environment Is observed that a well-nurtured child does better than a deprived one. Accidents and
incidents that children experienced may also affect their physical development.
Sexual Self - Comprises a complex set of schemas that allow us to understand and express ourselves as
sexual beings.
Sex - Refers to the biological and physiological characteristics that define men and women.
SEXUAL DEVELOPMENT
Prenatal Stage
Gonads - At 6 weeks after fertilization, regardless of gender, all embryos have identical
primordial gonads (primordial meaning existing at the beginning) (Pinel, 2014). The identical pair of
gonadal structures consists of an outer covering, or cortex that has the potential to become an ovary and
an inner core, or medulla that can potentially become a testis. At about 6 weeks after conception, the SRY
gene (so named because it is found in the sox-determining region of the Y chromosome of the male
embryos) triggers the synthesis of SRY protein (Arnold, 2004). This protein causes the internal part, or
the medulla, of each gonad to grow and develop into testes. In female embryos that lack the: SRY gene
that encodes the SRY protein, the primordial gonads automatically develop into Ovaries.
Internal Organs - Until about the third month in the prenatal development, both embryos possess
the same reproductive ducts including a male Wolffian system and a female Müllerian system (Freberg,
2010).
The Wolffian system has the potential to develop into the male reproductive ducts comprising the
epididymis, vas deferens, ejaculatory duct and seminal vesicles (Witchel & Lee, 2014).
The Müllerian system, on the other hand, has the capacity to form into the fallopian tubes, the
uterus and the upper portion of the vagina (Goodman, 2009). This duplication in the reproductive ducts of
the male and female embryos soon changes when at the third month; the male's newly developed testes
begin to secrete two hormones: the testosterone and anti-Müllerian hormones (Freberg, 2010).
Puberty Stage
It is the period of maturity of the external genitalia and the development of secondary sex
characteristics. Secondary sex characteristics are those physical changes that distinguish sexual maturity
in women and in men. The changes that Occur during puberty are mainly caused by increased production
of hormones. The anterior pituitary releases high levels of growth hormones that act directly on the bones
and muscle tissues resulting in growth spurt (Pinel, 2014). The hypothalamus releases the gonadotropin-
releasing hormone (GnRH) that stimulates the anterior pituitary gland to release two gonadotropic
hormones: follicle-stimulating hormone (FSH) and luteinizing hormone (LH). Both hormones are present
in males and females but produce different effects. In males, FSH and LH cause the testes to release
testosterone while in females; they stimulate the ovaries to produce estradiol (the most common type of
estrogen). The higher the levels of androgen than estrogen, masculinization occurs. Likewise, the more
abundant amount of estrogen than androgen results in feminization.
Abnormalities in Sexual Development
 Androgen Insensitivity Syndrome (AIS) - Individuals with AIS have an XY genotype but
develop a female appearance.
 Adrenogenital Syndrome - It is due to Congenital Adrenal Hyperplasia (CAH), an inheritable
condition in which there is increased level of androgen.
 5-Alpha Reductase Deficiency - The 5-alpha-dihydrotestosterone is responsible for
masculinization of the external organ of the fetus.
Gender - Refers to the attitudes, feelings, and behaviors that a given culture associates with a person’s
biological sex.
MAMAWA - Men-Are-Men-and-Women-Are-Women
Gender Identity - Refers to the internal awareness of where the individuals belong in the feminine and
masculine categories.
Gender Identity Terminologies
Cisgender Is a male or female that identifies with the sex that was assigned at birth.
Genderqueer The binary conceptualization of gender, male or female, does not accurately
describe an individual's gendered outlook or self-concept.
Intersex Described a variety of medical conditions wherein an individual’s reproductive
anatomy or genitals do not fit the binary definition of male or female.
Transgenderman Female to Man (FtM) - Is a man whose sex is female, but he lives and identifies
as male.
Transgenderwoman Male to Female (MtF) – is a woman whose sex is male, but she lives and
identifies as female

Gender Expression -The manner by which people express themselves and behave outwardly.
Sexual Orientation - Refers to the stable pattern of attractions or sexual interest that one has to a member
of particular sex.

Sexual Orientation Terminologies

Asexual Refers to absence of physical or sexual attraction to another human being.
Bisexual Male or female who is attracted to both males and females.
Gay Gay males are self-identified men who are emotionally, physically, romantically and/or
sexually attracted to people who identify as male.
Lesbian Self-identified female who are emotionally, physically, romantically and/or
sexually attracted to people who identify as female
Heterosexual An individual who identifies as either male or female and is attracted to opposite sex.
Queer It describes an individual’s self-concept of their sexual orientation identity.
Erogenous zone – areas in the human body that have heightened sensitivity, can produce sexual
responses.

Body Parts Arousal Score (highest first)

 Clitoris  Nipples
 Penis  Nipples
 Vagina  Inner thigh
 Mouth/Lips  Perineum
 Mouth/Lips  Back of neck
 Scrotum  Pubic hairline
 Nape of neck  Ears
 Inner thigh  Back of neck
 Breast  Lower
 Nape of neck  back Ears

Sexual Response
 Sexual desire is typically higher in men than in women (Van Anders, 2012).
 Biological response:
o Vasocongestion - swelling of bodily tissues in penis, vagina and nipples
o Myotonia - muscle contraction and tension that causes spasms of orgasm and spasms of
the hands and feet.
Triangle model of Love
 Intimacy – refers to the couple’s sense of closeness and the presence of mutual concern.
 Passion – means romance and sexual feelings.
 Commitment – means deciding to enhance and maintain the relationship.
 Consummate Love – ideal form of LOVE.
Sexual Health
Sexually Transmitted Diseases are as follows:
Gonorrhea Syphilis ChlamydiaTrichomoniasis HPV or Human Papillomavirus
HIV or Human Immunodeficiency Virus HSV or Herpes Simplex Virus

Material Self - Refers to our body, as well as the tangible objects, places, things that we describe as
“My” or “Mine”.
 Two subclasses: Body self and Extra-corporeal Self = Extended self.
Spiritual Self - Refers to the real, true or authentic YOU. It is the least explored. It is a system that
stresses the idea that a person does not need formal religion to live a life of faith. It includes a sense of
connection to something bigger than us, it typically involves a search for meaning in life.
Religion - is the set of beliefs, feelings, dogmas, and practices that define the relations between people
and sacred beings or divinity.
Political Self - Is the aspect of the self that helps an individual to understand and function effectively in
society.
National Identity - It boosts one’s sense of duty as a citizen of a particular country. It has 3 Dimensions:
Self-categorization, Affect, and Normative Contents.
Filipino Values and Traits - Virgilio Enriquez (Father of Philippine Psychology) known for his
Kapwa Model Value and it includes 4 Categories and 12 Filipino Values.
Digital Self – is an aspect of the self that we present online. Trolling, cyber bullying, bashing and
shaming are modern terminologies referring to how seemingly unimportant people including strangers
have the capacity to create damage to their victims.
Self-Presentation – refers to the act of creating a favorable impression or the desired image to an external
and internal audience.
Learning to be a better Learner
Information-Processing Model – is a simple way to visualize how we acquire information and store and
retrieve it.
Metacognition - Thinking about thinking, learning to learn. Being aware of your own thinking and
learning process.
1. Person – how you see yourself as a learner.
2. Task – refers to what you need to accomplish
3. Strategy – includes effective ways of tackling learning tasks

PQ4R METHOD
1. Preview Get a general picture of material before you begin
2. Question Change headings into questions
3. Read Look for the answers to your question as you read.
4. Reflect Try to relate the material to past learning or to personal experience.
5. Recite Speak the answers to your questions aloud to solidify the info in your mind.
6. Review Review the material regularly

Self-Regulation
1. Adherence – a young child will do one thing because he/she is told to do so.
2. Identification – A child will do one thing because he/she likes the person asking him to do.
3. Internalization – An individual will do something because he/she values it.
Setting Goals for Success
Goals should be what you want your life to be all about. Connect your goals to what are the most
important things to you. Your purpose and your goal should be the driving forces in your life.
Albert Bandura’s Self-efficacy - Is the belief in one’s ability or capacity.
4 ways to develop it:
1. Mastery Experience - Set a goal and persists. We learn when we continue against difficult challenges,
we strengthen our belief that we can succeed and become better.
2. Social Modeling - Be inspired by people who have overcome and succeeded. Reading and watching
about their lives can lead to vicarious modeling.
3. Social Persuasion - Have a mentor and cheerleader. Surround your life with people that will lift you
up.
4. State of Physiology - Reflect and learn more about your emotions and moods. Through reflection and
education, you can learn to remain positive even in trying times.

Dr. Carol Dweck Growth Mindset Framework

Two mindsets:
1. Fixed Mindset – makes a person avoid challenges.
2. Growth Mindset – enables a person to embrace challenges.
Locke and Latham Goal-Setting Theory
Five Goal Setting Principles:
1. Clarity
2. Challenge
3. Commitment
4. Feedback
5. Task Complexity
Taking Charge of One’s Health and Well-being
Stress is the inability to cope with a perceived (real or imagined) threat to someone’s mental, physical,
emotional and spiritual well-being, which results in a series of physiological responses and adaptation
(Seaward, 2017). Three types of stress: Acute, Episodic and Chronic.

Strategies for Good Health and Well-being

1. Embrace the positive perspective 6. Reach out to people
2. Laugh and enjoy wholesome humor 7. Listen to music
3. Establish limits and routine 8. Eat for a healthy immune system
4. Give time for hobbies 9. Exercise
5. Pray and Meditate 10.Be with nature

ETHICS
 The word ethics came from the Greek word Ethos which means Custom or character.
 Studies the righteousness or wrongness of human action.
 How a human person ought to act.
Two Views on Ethics
Greek Tradition Judeo-Christian Tradition
● The main goal is to have a “Good Life” ● The main goal is “The ideas of righteousness
before God”
● Being happy ● Doing what is right.

Importance of rules - Rules are a set of guidelines that got created in communities and countries and get
used all as a standard. These rules usually differ from one place to the other and the differences are often
determined by factors such as social interactions, beliefs, policies, and the method of governance in place.
Also, the violators of these rules are often handled by the penalties which the laws of the land for the
violation.
Types of Applied Ethics
 Bioethics - This concerns ethical issues about life, biomedical research, medicines, health care,
and the medical profession.
 Business Ethics - It examines moral principles concerning the business environment, which
involves issues about corporate practices and policies.
 Environmental Ethics - It deals with moral issues concerning nature, ecosystem, and its
nonhuman contents.
 Sexual Ethics - It studies moral issues about sexuality and human sexual behavior.
Moral - It is an adjective describing human act as either ethical right or wrong.
Moral standards - Are norms that serve as the frameworks for determining what ought to be done.
Moral standards
CONSEQUENCE STANDARD NON-CONSEQUENCE STANDARD
- Depends on result or outcome. - Based on the Natural Laws.
- Greatest good of greatest numbers. - Law of God that is written in the hearts of men.
- Based on goodwill
- Sense of duty that you wish to apply to all human people.

Non-Moral standards:
• Social Rules, Etiquette, and Good Manners

COMPLIANCE OR NON-COMPLIANCE
MORAL STANDARD NON-MORAL STANDARD
 Causes guilt.  May only cause shame and embarrassment.
CLASSIFICATION OF THEORIES OF MORALS STANDARDS – GARNER AND ROSEN
(1967)
CONSEQUENCE STANDARD NOT-ONLY CONSEQUENCE STANDARD
 Teleological  Deontological
 The act is wrong depending on the  Right and wrong depends on the sense of
consequences of the act. duty.
 Natural Law

WHAT MAKES STANDARD MORAL?

THEIST NON-THEIST
 Moral standards are commandments of  Based on sages like Confucius and Kant
God revealed to man through prophet  Don’t do unto others what you don’t want
others to do unto you. – Confucius
 “Act only according to that maxim
whereby you can at the same time will that
it should become a universal law” –
Immanuel Kant, Categorical Imperative.

FREEDOM
 Exercising our capacity to make decisions, choose or life path and direct the course of our live
through our own steering/
 Humans have freedom.
 Dilemmas presuppose Freedom
 Without freedom it is impossible to make a moral choice
 Making moral choices is a necessary consequence for being free, a consequence of being a human
person.
FACTICITY - Refers to the “givens” of our situation.
CULTURE
 Total way of life.
 Ralph Linton (1945) defined the culture of a society as 'the way of life of its members: the
collection of ideas and habits which they learn, share and transmit from generation to generation'
Culture is transmitted through:
Enculturation Acculturation Assimilation
CULTURAL RELATIVISM - The idea that a person’s beliefs, values and practices should be
understood based on that person’s own culture, rather than be judged against the criteria of another.

THE FILIPINO CHARACTER

POSITIVE TRAITS NEGATIVE TRAITS
1. Regards for other 1. Extreme personalism
2. Family centeredness 2. Extreme family centeredness
3. Hospitality 3. Mañana habit
4. Sense of humor 4. Ningas-Cogon
5. Faith and religiosity 5. Kanya-Kanya Syndrome
6. Creativity 6. Crab Mentality
7. Hard Work 7. Colonial Mentality
8. Ability to survive 8. Split Personality
9. Palusot Syndrome
10. Bahala na system

Universal Values:
  Happiness  Freedom  Human  Justice
 Peace  Safety Respect  Nature
 Love  Intelligence  Equality  Health

Character - refers to a set of moral and mental qualities and beliefs that makes a person different from
others.
Personality refers to the combination of qualities, attitude and behavior that makes a person distinct from
others.
Moral character – refers to having or lacking moral virtue
Moral agent – It is the person who does a moral act.

ST. THOMAS AQUINAS – Medieval Philosopher

 Summum Bonum - “Every human act is directed toward an end”
 THREE THOMISTIC PRINCIPLES:
o According to Alfredo Panizo (1964):
a. Every agent that performs an action acts for the sake of the end purpose to be attained.
b. Every agent acts for an ultimate end.
c. Every agent has the power of moving for an end which is suitable or good for him.

According to 20th Century thinkers – there were NO Pre-fixed plans for man.
 Jean Paul Sartre - A human person is or becomes what he/she makes of him/herself by choice.
 Teilhard de Chardin (1948) and Alfred north whitehead (1946) – believers of Process Philosopher
o For them, whatever a human person is or will be a result of creative process.
 Martin Heidegger, Gabriel Marcel and Martin Buber. - See themselves as being-with-others,
inseparably related to their fellow man,
The Development of Moral Character Of The Moral Agent
DEFINING MOMENTS - Refers to the life changing event or moment that reverberates throughout
your career and personal life and so changes everything.
Relationship between moral acts and character - “The person who has moral character does moral
actions more readily”
Stages of moral development:
1. Pre-Conventional
2. Conventional
3. Post-Conventional
Human Act Act of Human
● Acts of moral agent. ● Actions merely happen in the body without the
● Involves reasoning. awareness of mind.
● Observing prescribed diet, tutoring the slow ● Breathing, blinking of the eyes, dilation of pupil
learners and preparing the board exam. of the eye, perspiring and jerking of the knee.

The determinants of the morality of human act:

1. The object of the act
2. The end, or purpose
3. Its circumstances
For an act to be morally good, all three determinants must be without flaw.
FEELINGS AND MORAL DECISION MAKING
FEELINGS - Is an emotional state or reaction, experience of physical sensation like feeling of joy,
feeling of warmth, love affection, tenderness, etc.
FEELINGS as Instinctive response to moral dilemma - Several studies conclude that up to 90% of the
decisions we made are based on emotion. They can be obstacles but they can also help in making right
decisions.
Ethical Subjectivism
 Moral statements cannot be objective because it is only people’s perception and attitudes that
makes them right or wrong.
 It highlights the subjectivity of morality; it is always dependent on feelings.
 It allows us to see convicting intentions behind moral statements.
 People may get involved in an argument by ethical subjectivism to persuade the opponent to
follow their point of view but not to disprove their objective truth.

2 Versions:
1. Simple subjectivism - One can only approve or disapprove of the things that he states to be good or
bad in aspects of morality.
2. Emotivism - Moral Statements simply reflect preference. Moral Statements are neither used to state
facts nor to convey information; instead it serves as means of affecting human behavior and expressing
one’s feelings and emotion. Known as Boo-Hooray Theory.
RULE OF REASON - When we make any kinds of judgment we must reinforce them for valid reasons.
 Feelings can help in making the right decision - Subjective feelings sometimes matter when
deciding between right and wrong. Emotions, like our love for our friends and family, are a
crucial part of what gives life meaning, and ought to play a guiding role in morality.
Reason and Impartiality as Minimum Requirement for Morality
 Reason – is the basis or motive for an action, decision, or conviction.
 Impartiality – is a principle of justice holding that decisions ought to be based on objective
criteria, rather than on the basis of bias, prejudice, or preferring the benefit to one person over
another for improper reasons.
The 7-step model is as follows:
1. Gather the facts
2. Determine the ethical issues
3. Determine what virtues/principles have a bearing on the case
4. List the alternatives
5. Compare the alternatives with the virtues/principles
6. Consider the consequences
7. Make a decision
Will – refers to that faculty of mind which chooses, at the moment of making a decision, the strongest
desire from among the various present.
Moral Courage – means doing the right thing even at the risk of inconvenience, ridicule, punishment or
loss of job, security or social status.
ETHICAL FRAMEWORKS
 Is a set of codes that an individual uses to guide his or her behavior
 Also known as “Moral Standard”
 It is what people use to distinguish right from wrong in the way they interact in the world.
Dominant Mental Frames:
1. Virtue or Character Ethics
2. Natural Law or Commandment Ethics
3. Deontological and Duty Framework
4. Utilitarianist, Teleological and Consequentialist Approach
5. Love and Justice Framework
1. ARISTOTLE VIRTUE ETHICS
 This question focuses on the character traits one is supposed to have in order for that person to be
considered as ethical.
  An ethical person is a virtuous person.
 Virtue ethics is Person-based Rather than action-based.
Aristotle - A Philosopher from Stagira, he wrote a lot of ranging topics in various disciplines.
 “Good character is the indispensable condition and chief determinant of happiness, itself the goal
of all humans. The end of all action, individual or collective, is the greatest happiness of the
greatest number.” – Ethics, 350 BCE
 “Happiness is the meaning and the purpose of life, the whole aim and end of human existence”
 We must cultivate virtues because they are the qualities that will help the people to live well.
 Telos – End / Ultimate Goal:
 Happiness = Eudaimonia

2. ST. THOMAS NATURAL LAW ETHICS

 “Some truths about God exceed all the ability of human reason... but there are some truths which
natural reason also is able to reach. Such as that God exists” -Summa contra Gentiles
 He was from a noble family in Naples and early in his life he decided to join the Dominican
Order.
 “We call this man a dumb ox, but his bellowing in doctrine will one day resound throughout the
world.”- Albertus Magnus in defense of Aquinas
 “REASON” is the source of the moral law; it directs us towards the “GOOD”
 GOOD – is the ultimate GOAL of the person’s actions. The good is discoverable within the
person’s nature.
 An act is morally right if it is done according to moral law.
 What is MORAL LAW? Do good and avoid evil
 How do we know that one is acting in accordance with good? An action is Good if it is done in
accordance with CONSCIENCE.
 How do we know that one’s action obeys conscience? If it satisfies the three-fold natural
inclination of the human person.
THREE-FOLD NATURAL INCLINATION OF THE HUMAN PERSON
1. Self-preservation - Natural inclination to take care of one’s health or not to kill or to put one’s self in
danger.
2. Just dealing with others - Treat others with the same respect that we accord ourselves
3. Propagation of human species - The reproductive organ is by nature designed to reproduce and
propagate human species.
 An act does not obey conscience; It is therefore immoral.
 Circumstance - The CONDITIONS affecting the morality of an action.

Classification:
 Quality of person (Who)
 Quality/Quantity of the moral object (What)
 Circumstances of place (Where)
 Circumstances of mean (By what means)
 Circumstances of end (Why)
 Manner in which the action is done (How)
 Time Element (when

3. KANT’S DEONTOLOGICAL ETHICS

 Born in 1724 in Konigsberg, Prussia. He is a Philosopher that published books entitled Critique
of Pure Reason and Prolegomena to any Future Metaphysics
 “I had to deny knowledge in order to make room for faith.”
 Deontological – means duty. It focuses on “duty, obligation and rights” instead of consequences
or ends.
  The duty-based approach argues that doing what is right is not about the consequences of our
action (something over which we ultimately have no control) but about having the proper
intention in performing the action.
 THE ETHICAL ACTION IS ONE TAKEN FROM THE DUTY.
 How important is the intention in the analysis of one’s ethical behavior?
 Whatever result may happen as consequence of the act is not included in this moral assessment.
Thus, it is possible that though the consequence was not the desired result, or may result in
something bad, still- the act can be considered good.
 A person should be morally judged only on things that are within his control, in short those that
he willed.
 An action is legally right if it is the same in accordance with a universal law, that is , in
accordance with the categorical imperative

4. UTILITARIANISM: THE CONSEQUENTIALIST ETHICAL FRAMEWORK

 An action is morally right if it maximizes overall well-being and happiness.
 “The said truth is that it is the greatest happiness of the greatest number that is the measure of
right and wrong” -Jeremy Bentham
 Bentham studied law and wrote on ethics, politics, economics and the law. He is known as the
founder of Utilitarianism.
 The primary motivation of human behavior is the desire for pleasure and the avoidance of pain.
 Hedonism – The pursuit of pleasure
 “I have learned to seek my happiness by limiting my desires, rather than in attempting to satisfy
them” -John Stuart Mill
 He continued Bentham’s legacy and is generally credited for having popularized it. As a
utilitarian, he lived its tenet and found that one of the secrets of happiness is the limitation of
desire.

5. JUSTICE AND FAIRNESS PROMOTING COMMON GOOD

 Social Justice is equal access to wealth, opportunities and privileges within society.
 Promotion of Social Justice is equivalent to promotion of the common good.
 Common Good – refers to those facilities that the members of a community provide to all
members in order to fulfill a relational obligation they all have to care for certain interests that
they have in common.
 When the government improves public property and services, and develops natural resources, it
simultaneously promotes equal access to wealth, opportunities, and privileges within society.