Julian Makabayan: The Filipinos Search For Social Justice

“History repeats itself”-a one-line reality to describe the film, Ang Alamat ni Julian Makabayan, as suggested by Mr. Nick Ocampo. It appears then that as the society, at least in the Philippine context, aims for a development in any aspects possible, one must always take a look and consider with what composes its populace, the events that had occurred and the whole condition of the country. It is while the past seems to reside in the textbooks, it also struggles to keep itself relevant, and may it still be of the same or a far different case and situation. Far from the usual themes we’ve been used to watch and enjoy, this film conscientiously affirmed a very serious topic that it may have touched most of its watchers who underwent cruelty during the 1930’s.

Committed to pronounce an issue of nationalism and prevailing oppression and marginalization among less-privileged (peasants), several issues including freedom of assembly, compelled servitude or slavery, gender biases, social stratification and roles of religion in direct exercising of political control in the practice of feudalism throughout the period were discussed as other impelling tendencies appeared to be more or less discernible.

First and foremost, the time period of the film seemed to be during the Spanish-era based on the political power held by the local priest however, Charo Santos’ role defied it the seemingly introduction of technology such as cars and new costume, signifying the American preoccupation of the Philippines, probably in the 1910’s to 1930’s. Whatever the period was what appeared to be of great significance here is a very apparent interminable cycle of poverty and oppression.

To practice the freedom of assembly was evidently deemed by the local government and the church unlawful. With the prevailing fear that the oppressed peasants will cause an act of rebellion against them, the leaders of the society not only in Nueva Ecija (the film’s setting) stringently disclaim any activities or gatherings by their subjects. This thus shows the beginning of the afflictions created by the dominating class, the government and the church alongside several other concerns. This act considered contrary to conventions established by the leaders became very evident when the town priest warned Julian Sr. from joining peasant group (kapisanan) and when he was actually arrested allegedly for joining the rebellion.

Another issue raised following the repression of expressing their wills, was the involuntary servitude most especially among women peasants. Due to an unpaid debt, Maria will serve Don Hilario, a local landlord, representing the dominating group of the society in those times. This event further established women as commodity for exchange and trade. One good thing here was when Julian Jr. went to and asked the local priest (Eddie Garcia) to absolve the family of the debt; that is, for a favor from a father and not just as a priest. Related to this, is an issue of gender bias wherein women were not allowed to exercise their right to vote, even when they can actually read or write.

While education and new political systems are together promoted by the Americans, the scene from an elite gathering introduced in the film the social classes, those reckoned as ruling and dominating ones; all cloaked with a goal to alleviate the problems of the society but were not actually making any move. The church represented by the local priest, Fr. Matias, the capitalist who held control of markets and supplies, the government lead by the captain, and the traitors of our society. Behind this beautiful occasion was the unprepossessing group of peasants, deprived from their own rights, repressed and subjugated. Unequipped with necessary power, they can’t pursue their rights and repel the dehumanizing acts by the upper class. Consequently, the social stratification established through time became much worse.

To my concern, the church also played big part in molding awareness among the people. Using religion and the concept of faith and blessed life, they took control over the peasants’ rights and their whole life in turn. Not only did these minorities abide with the government laws, they also followed what the church was preaching. In order to have his husband freed, the wife went to the priest who commanded an order to her favor but for something in exchange, one that will favor the obsessed priests.

All encompassing, after the Spanish colonization, the Philippines became a real estate for grabs. In the midst of a protracted war of national liberation against the Spanish, the Filipinos initially accepted the intervention of the U.S. military, not realizing that they have discovered a far worse colonial master in hand. Their overwhelming plans for the Philippines and alluring policies for development including that of trade, free education and political rights deceived the populace in general. While they stood great in their promises, the Filipinos pledged with the elimination of disparities between the elite and the peasants eventually lost their faith with the current system. While the farmlands were increasingly concentrated in the hands of powerful owners, hacienderos, most of the peasants became sharecroppers and farmers not for their own good. Landholding hierarchy prevailed more intensely, listening not to the needs of their workers but do their self-acclaimed interests.

With all of these suppressing events in their status, the farmers eventually became aware for an act to repel these forces, one that by rebellion, they believed they can succeed. The birth of Julian Makabayan resides in their hearts as they engage into this real life battle for rights and freedom. Even if the characters died, the insurgency among those remaining and the future groups will continue pursuing their goals for the benefit of the group. While others are scorned, some are still fighting for what they believed is legally right.

Unfortunately, the history repeats itself. Even though the story depicted the situations way back 1930’s, the story still reflects the continuously existing conditions most of us are experiencing. While the character of Julian remains a legend, may his ideals inspire us to strive for a brighter and better future for the country in general. It is unless we realize the need to resist the power of the dominating class, that we can only experience social justice and freedom.

This film so far is a great one to tackle a very grievous condition of the country, may it have been produced in 1979 or today, it will always apply effectively raising issues need to be addressed.

Image used fr http://123nonstop.com/pictures/Ang_Alamat_ni_Julian_Makabayan

A Matter of Driving Force

First and foremost, as our Psych class’ topics become indeed interesting, I have observed the increasing vitality, enthusiasm among my classmates towards the growth of our ‘involvement’ in the subject matter. Honestly, with our first few meetings, I had some worries with what’s going to happen with our class discussions, with the prevailing ‘mind-numbing’ setting, non-responsive participants (to which I belong, of course). Gladly, it was as if this New Year brought us the spirit of being active, that somehow, at least most of us, became such. Probably, as our mentor’s very evident move to shift to a new teaching method suggests too, there could have been something like an ‘impelling-cause’ that drove us to accomplish a particular goal (that is, as far as I perceived it, to have an interactive and enjoyable class discussion) and acquire a need (which could have been some sort of imparting knowledge in a thought-provoking way). For an instance, I was actually thinking if there was really an extrinsic factor which might have compelled us to change our attitude, our way of viewing the subject.

Life, encompassing all of its aspects, is the very evidence of a not so concrete force that drives one to exist and keep on persisting among all others. Inherent to all of us is a vital source of motivation allowing us to continue strive for and live our lives through the best way we can. To my knowledge, what actually motivates us to do the things we want or our body demands, for satisfaction and the like, varies from the extent to which it can create the eagerness in us up to that moment of recognizing and experiencing the feeling of being gratified. Hence, I believe and already understand why some people have relatively different type of motivation to keep them going, a degree which does not really pose any trend or pattern. For an instance, if I am to take the teacher’s part or that of a government social worker’s, to work for money would definitely matter but what may prevail to most of these individuals would be their passion to teach or help most especially the children in need, a passion as an element of their motive to do their job. Anyway, it depends on how people develop their motives in doing their activities and portraying their roles in life in particular. I personally, being a futuristic person, what drives me, at least in most of my activities, are the sense of accomplishment, success and comfort, thinking that if I will be able to conduct my endeavours at least close to the way I am expecting them to be, all efforts will be so rewarding. Evaluating myself, actually, I found out that most of the time, what motivates me essentially are various dreams and plans I have confirmed throughout my college life, those which I can’t pronounce in this paper for now, things I arrived at only after realizing that life is a continuous process and that entering college life signifies only another phase in my life. I’m speaking in behalf of my ideal side, one that I rarely make use of. While my motivations remain immaterial, the manifestations of it reside in the enthusiasm I express in every activity and task I am entitled to do.

Image used fr http://www.shafferfineart.com/The_Art_of_Walfrido.htm

Making a Case for History in Basic Education: A Policy Paper on the Social Studies Curriculum and Textbook

Note: This is a,well some sort of reaction on Dr. Maria Serena I. Diokno's Making a Case for History in Basic Education: A Policy Paper on the Social Studies Curriculum and Textbook and I included my insights as well about her talk.

Unless one has mastered the basics that the he could also engage into more advance techniques (in terms of higher levels of thinking)- one great note, which is worth keeping, I think. No one has ever reached the top worthily, disregarding those who by perseverance did, unless he knew for himself each and every fundamental nature of his field. For an instance, a child who had his first encounter with the school setting may felt overwhelmed by what he sees, what he hears and what he experiences, for he may not be that equipped with necessary skills, competitive knowledge, and any other tools especially those dealing with cognitive aspects, social awareness, and wider perspectives. The forum as I may say raised three significant points to which, I believe are made evident by researches and efforts by institutions behind the development of the sector of education.

First, glad to have this point, it can be noted that Dr. Diokno dealt stringently on the significance of textbooks in the academe. It is very apparent that we human beings are visual creatures, that is, our mind is greatly stimulated via imagery, texts and the like. In the field of education, one of the tools made important as its units to mediate instructions, established as fundamental sources of knowledge aside from that coming from the facilitators, are books. In behalf of her colleagues, she dealt with constructively criticizing the books being used by grade and high school students, those of which, as far as I am concern, I have also used. Regarding her field, she distinguished the very difference between the common comprehension and historical one, paying much of her thoughts to the incorporation of the author’s intention with the latter works. Though I already knew that in understanding historical texts, whether it is to be assessed or not, it has been a requisite to situate ourselves in the actual period of the event concerned, she further established that far being compared with the methods of presentation in Science, Mathematics and English, one should also consider the connotations of words and the arguments laid out in the texts. History is like an agreed upon collection of oftentimes related stories of time, some may appear factual but actually are not. Concerning, it was pointed out in the talk, the very spirit of utilizing the primary and secondary sources to come up with a substantial work alongside considerations of other factors. With this, the second issue was raised. She drew her thoughts with inappropriateness of applying historical competencies. Chronological thinking must always be imparted and developed to and among students reading the textbooks. This surely appears as a dilemma for some may believe that this would be sophisticated case for the children. To argue with this, the speaker pointed out that while children may appear in general with only emergent thoughts and ways of thinking, they can actually relate sequences of stories. Related to this, a history book writer when utilizing his resources must employ the skills in contextualizing stories and facts. He must be able to weigh things concerned like culture, period, the whole society and the defined event as well. Issues must always be analyzed before establishing them as true. Last big idea I found really significant, are the various ways which a mentor of history class may use. All encompassing, he who facilitates the class to this matter must take into account the existing diversity among the receivers of the insights, facts and opinions. Based on the speaker’s example, the authors of the books are unintentionally including their own concepts as shaped by colonial framework of thinking. Gender biases, ethnic and ethical dilemmas and stereotyping are just some of the excruciating yet not that easily noticeably by some, issues cited.

Mind set, generally, the issues raised are difficult to initiate an argument while some appear very lofty. While the diffusion of these kinds of thinking, methods of instructions and various concerns bother our historians, we readers of the texts must employ and practice critical thing to evaluate the relative concerns of the book, its contents and the authors themselves.

Image used fr http://traveleronfoot.files.wordpress.com/2009/11/books-1.jpg?w=470&h=352

Nocturnal Peeps: Communal Feature of Students

The question baffling my mind when I was preparing for this paper was actually not about ‘consciousness’ but rather things like how could I deal with some other requirements with my other subjects, and that it’s already getting late at night; how could I find samples for my analysis in parasitology class; or that how will I find time to attend a career orientation to guide another phase of my life. My mind has been preoccupied by lots of things to accomplish and commitments to attend. Though, I have realized that those were really awesome things I need to comply with, I had this tendency to lie back and ponder on why do I have to do these things or why should I conform with things I do not actually like to do. I do love the things I am asked to do though they may sometimes appear not interesting at all, mainly because I always try to find a very good rationale of doing the tasks. However, of course, like any other person, this does not apply true always in the long run. Admit or not, there will always come a time that we find ourselves caught in a situation of boredom, that the things we do are very regular course of work, not that challenging, something that we are already used to, and the like. Reflecting over these scenarios, I came about thinking, this is surely not true to my case alone. If I am as a student, is experiencing this argument so do my colleagues and some others with this kind of role to play (to study).

I guess, to find a lot of time for both academics and social concerns, the latter including that of establishing good relationships, intimate or not, would really matter for a student. Shaped by various cultures, we tend to prioritize things we know for a fact that would identify our needs and make us feel gratified. But if we thoroughly analyze a particular factor common to all of us student, specifically referring to those who are persevering of accomplishing goals, that is, what are the things do we utilize to achieve our intentions in a broader sense, I have identified the very role of our being conscious. With this idea however, though it may seem to be shared by most of us, our ways to maintain this state varies still. For an instance, we alter this so-called state of consciousness to arrive with a condition wherein we find ourselves responsive to the needs that our body may actually do not require. For students who do have lots of commitments, to stay awake even late at night, in everyday of their school life, is casual thing. A case in point, to keep myself alert or somehow attentive, I drink coffee. With its established stimulating effect and availability in the counter, I used to consume a cup or two especially in times wherein I have to stay awake the whole night during examinations week. Though this may turn up effective to me, it may not be good for some people. The doctor actually advised my mother to stop drinking coffee since it causes her to palpitate (actually I don’t know the potential mechanism). Anyway, it just shows that why we enjoy the benefits of these “drugs” for a psychoactive state, we should also pay attention with the potential risks they may pose. While we students and I know, even the professionals and some other peeps use coffee as our source of mind-stimulating compounds, we should bear in mind the possible consequences from which we may suffer if we keep on indulging ourselves to these drugs. While in effect it makes us nocturnal creatures for some time, if we take for granted the aftermaths it can also offer.

Image used fr http://issues.co.nz/EnlightenUp/Consciousness