This study deals with the usage level of the library resources of the Technological Institute of the Philippines-Manila. It aims to unveil what materials are so important to the students and faculty members and whether these materials live up to the expectations of the users. It also includes other concerns like library services, facilities and staff. The respondents were the students enrolled in summer 2008 and faculty members with summer teaching load at TIP-Manila.
This study used questionnaire patterned from the TIP-Manila library survey questionnaire used in determining the library users’ satisfaction and expectations in terms of the library facilities, library staff, and library service. The material assessed the respondents’ appreciation level on the various library resources.
As shown in this study, most of the respondent teachers mainly used the periodicals in the library. However, they also visited the library for some other reasons such as photocopying/printing, using/borrowing multimedia, books in the Filipiniana section, and internet access computer. The students, on the other hand, visited the library for printing/photocopying services, using periodicals, and most of all, using the books in the Filipiniana (not to mention other minor concerns).
As to the usage level of the library services, library resources, and facilities in terms of their importance and satisfaction, most of both teachers and the students said that the usage level was important (4th rank in a scale of 1 to 5, where 5 is the highest) and fairly satisfying (no. 4 in a scale of 1 to 5, where 5 is the highest).
Most of both teachers and the students said that appreciation level of the TIP-Manila library facilities, staff and the overall services are agreeable (no. 4 in a scale of 1 to 5, where the latter is the highest).
Teachers and students visited the library for various reasons. Some went there to photocopy/print, use the periodicals, internet, online catalog, multimedia, course reserve, books, and e-journals. Others went there to seek reference desk assistance, research consultation, library database searching, interlibrary loan, and information literacy instruction.
The library users were somewhat successful in most of the library activities in achieving their goal. Though in general the library services, resources, and facilities were neither very important nor very satisfying to them, at least these were fairly important and fairly satisfying.
Some students complained of the availability of the photocopying service. According to them, it’s sometimes not available. Some faculty members, on the other hand, suggested that the library be transferred to the lower floor; if possible to the ground floor.
Overall, the TIP-Manila libraries are all “thumbs up” though there is still room for improvements.
Wednesday, June 25, 2008
Analysis of Educational Policies of Mandated Courses: Rationalizing its Inclusion in the General Education Curriculum by Ronald M. Corpuz, MA
This study endeavored to rationalize the inclusion of mandated courses in the general education curriculum by soliciting the perception of the student- respondents on the relevance of the two subjects to the needs of the learners.
Primarily, it seeks to determine the level of compliance of TIP to the goals of mandated courses in the General Education curriculum, responsiveness of mandated courses in attaining the objectives of General Education as specified in the Education Act of 1982, responsiveness of mandated courses in addressing the constitutional objectives of education, strengths and weaknesses of mandated courses and the perceived problems that affect the relevance of mandated courses.
Findings show that; TIP have complied Very Satisfactorily to the goals of mandated courses in the general education curriculum; mandated courses is responsive in attaining the objectives of general education as specified in the Education Act of 1982; mandated courses is responsive in addressing the constitutional objectives of education; in terms of strengths, respondents believed that Rizal Course and Philippine History is important, relevant and responsive to the needs of the learners; and the primary factor that affects the relevance of mandated courses in the General Education Curriculum is library/book holding.
It is recommended that: Technological Institute of the Philippines should review from time to time mandated courses and other social science subjects if they are complying continuously to their goals as specified in the goals of general education curriculum; more seminar on teaching methodologies, innovations and strategies in the field of social science must be given to the teachers to make them more effective in delivering instruction; teachers must inculcate deeply to the heart of the learner those citizenship traits embodied in studying Rizal Course and Philippine History to maketheir graduates to develop more patriotism and nationalism; and more textbooks related to history and our national heroes should be purchased to make their students more interested about the past.
Primarily, it seeks to determine the level of compliance of TIP to the goals of mandated courses in the General Education curriculum, responsiveness of mandated courses in attaining the objectives of General Education as specified in the Education Act of 1982, responsiveness of mandated courses in addressing the constitutional objectives of education, strengths and weaknesses of mandated courses and the perceived problems that affect the relevance of mandated courses.
Findings show that; TIP have complied Very Satisfactorily to the goals of mandated courses in the general education curriculum; mandated courses is responsive in attaining the objectives of general education as specified in the Education Act of 1982; mandated courses is responsive in addressing the constitutional objectives of education; in terms of strengths, respondents believed that Rizal Course and Philippine History is important, relevant and responsive to the needs of the learners; and the primary factor that affects the relevance of mandated courses in the General Education Curriculum is library/book holding.
It is recommended that: Technological Institute of the Philippines should review from time to time mandated courses and other social science subjects if they are complying continuously to their goals as specified in the goals of general education curriculum; more seminar on teaching methodologies, innovations and strategies in the field of social science must be given to the teachers to make them more effective in delivering instruction; teachers must inculcate deeply to the heart of the learner those citizenship traits embodied in studying Rizal Course and Philippine History to maketheir graduates to develop more patriotism and nationalism; and more textbooks related to history and our national heroes should be purchased to make their students more interested about the past.
Development of a Compendium of Instructional Materials in Teaching Logic by Rogelio Dela Cruz, PhD. (June, 2008)
Logic is a branch of philosophy that deals with the art and science of correct thinking. The study of logic can satisfy a wide range of interests and abilities. It develops the imagination. It trains in clear and logical thought. It is a challenge, with varieties of difficult ideas and unsolved problems, because it deals with the questions arising from complicated structures. Yet, it also has a continuing drive to simplification, to find the right concepts and methods, to make difficult things easy, to explain why a situation must be as it is. In so doing, it develops a range of languages and insights, which may then be applied to make a crucial contribution to our understanding.
The standards of learning for logic identify academic content for the essential component of the philosophy’s curriculum at different year levels for both public and private tertiary schools. The standards of learning are not intended to encompass the entire curriculum for a given year level or course or to prescribe how the content should be taught. Teachers should be encouraged to go beyond the standards and to select instructional strategies and assess methods appropriate for their students.
The main reason for studying logic to an advance level is that it is interesting and enjoyable. People like its challenge, its clarity, and the fact that you know when you are right. The solution of a problem has an excitement and a satisfaction. One will find all these aspects in a university’s degree course. One should also be aware of the wide importance of Logic, and the way in which it is advance at a spectacular rate. Logic is about pattern and structure; it is about logical analysis, deduction, calculation within these patterns and structures. When patterns are found, often in widely different areas of science and technology, the logic here is that there is a pervasive influence in our everyday lives and contributes to the success of every student.
Students today require stronger logical knowledge and skills to pursue higher education, to compete in a technologically oriented workforce, and to be a well-informed citizen. Students must gain an understanding of fundamental ideas in logic such as the relevance of terms, comprehension, extension, proposition, eduction, logical equivalence, syllogism, and fallacies, and develop proficiency in argumentation and debate.
In addition, students must learn how to use a variety of methods and tools to philosophize, think critically, calculate analytically, and solve logically. Logic is the art of conforming one's thoughts to the Law of Identity. In one respect, thoughts have to conform to the Law of Identity, as everything else does. This has to do with the nature of thoughts. Ideas have a different nature than memories which are different from emotions. In this regard, all thoughts conform to the Law of Identity.
The relevance of logical ability is not only of great importance in everyday lives, but it is also a skill that is indispensable for students in school. Very little of what happens in any learning situation is not dependent on logical thinking. It is often stated that students nowadays find it difficult to deal with definitions, meanings, propositions, syllogism, and even in solving logical problems. This is brought about by traditional way of spoon feeding method of teaching, although it helps foster memorization and recalling, still there will be a great need to enhance the logical abilities of the students in a more precise and enjoyable ways. In the light of the aforementioned background, this study will attempt to delineate the levels of logical ability of the engineering students of TIP-Manila.
This study will attempt to establish the level of logical ability of the engineering students of TIP-Manila. It will cover the six (6) personal profile indicators namely; age, gender, year level, course, type of school graduated from, and high school grade point average, and six (6) logical ability indicators namely; definitions and meanings, propositions, square of oppositions eductions, syllogisms, and solving logical problems, as the evaluation criteria in assessing the logical abilities of the students.
This study has six groups of respondents, the Chemical Engineering, Civil Engineering, Computer Engineering, Electronics and Communications Engineering, Electrical Engineering, and Mechanical Engineering students-respondents which compose of three hundred fifty-three (353) students who are officially enrolled in different engineering programs of the Technological Institute of the Philippines-Manila for the first semester of academic year 2007-2008.
The assessment of the six groups of respondents toward the different item indicators for each variable utilizes a grade-point scale with the equivalent scores, namely: 96 and above – superior, 91 – 95 – excellent, 86 – 90 - above average, 81 – 85 – average, 75 – 80 - below average, and 74 and below – poor. Analysis was done in the specific areas namely: definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
Findings show that majority of the students-respondents belong to the 17 years old bracket, males, second year college students taking up Bachelor of Science in Electronics and Communications Engineering and those who finished their high school in a private secondary institution with a high school grade point average that belong to the 81 - 85 grade point average bracket.
Findings also show that the levels of logical ability of the engineering students-respondents of the Technological Institute of the Philippines-Manila found to be average in the different aspects of the logical ability tests which is a clear manifestation that most of the engineering students are not very familiar with the logical qualities of terms and not fully capable of identifying the given propositions including the appropriate symbols, types, and its equivalent.
In view of the findings of the study, the following recommendations are hereby presented for consideration:
1. Students should be given an insight on the significance of definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
2. Students should be trained on how to develop their logical ability by putting emphasis on their knowing powers.
3. Design an instructional material that will facilitate the transfer of knowledge in order for the students to have a basic understanding of the eight syllogistic rules.
4. Students should develop self-confidence and at the same time seek ways in improving their logical and critical thinking skills.
The standards of learning for logic identify academic content for the essential component of the philosophy’s curriculum at different year levels for both public and private tertiary schools. The standards of learning are not intended to encompass the entire curriculum for a given year level or course or to prescribe how the content should be taught. Teachers should be encouraged to go beyond the standards and to select instructional strategies and assess methods appropriate for their students.
The main reason for studying logic to an advance level is that it is interesting and enjoyable. People like its challenge, its clarity, and the fact that you know when you are right. The solution of a problem has an excitement and a satisfaction. One will find all these aspects in a university’s degree course. One should also be aware of the wide importance of Logic, and the way in which it is advance at a spectacular rate. Logic is about pattern and structure; it is about logical analysis, deduction, calculation within these patterns and structures. When patterns are found, often in widely different areas of science and technology, the logic here is that there is a pervasive influence in our everyday lives and contributes to the success of every student.
Students today require stronger logical knowledge and skills to pursue higher education, to compete in a technologically oriented workforce, and to be a well-informed citizen. Students must gain an understanding of fundamental ideas in logic such as the relevance of terms, comprehension, extension, proposition, eduction, logical equivalence, syllogism, and fallacies, and develop proficiency in argumentation and debate.
In addition, students must learn how to use a variety of methods and tools to philosophize, think critically, calculate analytically, and solve logically. Logic is the art of conforming one's thoughts to the Law of Identity. In one respect, thoughts have to conform to the Law of Identity, as everything else does. This has to do with the nature of thoughts. Ideas have a different nature than memories which are different from emotions. In this regard, all thoughts conform to the Law of Identity.
The relevance of logical ability is not only of great importance in everyday lives, but it is also a skill that is indispensable for students in school. Very little of what happens in any learning situation is not dependent on logical thinking. It is often stated that students nowadays find it difficult to deal with definitions, meanings, propositions, syllogism, and even in solving logical problems. This is brought about by traditional way of spoon feeding method of teaching, although it helps foster memorization and recalling, still there will be a great need to enhance the logical abilities of the students in a more precise and enjoyable ways. In the light of the aforementioned background, this study will attempt to delineate the levels of logical ability of the engineering students of TIP-Manila.
This study will attempt to establish the level of logical ability of the engineering students of TIP-Manila. It will cover the six (6) personal profile indicators namely; age, gender, year level, course, type of school graduated from, and high school grade point average, and six (6) logical ability indicators namely; definitions and meanings, propositions, square of oppositions eductions, syllogisms, and solving logical problems, as the evaluation criteria in assessing the logical abilities of the students.
This study has six groups of respondents, the Chemical Engineering, Civil Engineering, Computer Engineering, Electronics and Communications Engineering, Electrical Engineering, and Mechanical Engineering students-respondents which compose of three hundred fifty-three (353) students who are officially enrolled in different engineering programs of the Technological Institute of the Philippines-Manila for the first semester of academic year 2007-2008.
The assessment of the six groups of respondents toward the different item indicators for each variable utilizes a grade-point scale with the equivalent scores, namely: 96 and above – superior, 91 – 95 – excellent, 86 – 90 - above average, 81 – 85 – average, 75 – 80 - below average, and 74 and below – poor. Analysis was done in the specific areas namely: definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
Findings show that majority of the students-respondents belong to the 17 years old bracket, males, second year college students taking up Bachelor of Science in Electronics and Communications Engineering and those who finished their high school in a private secondary institution with a high school grade point average that belong to the 81 - 85 grade point average bracket.
Findings also show that the levels of logical ability of the engineering students-respondents of the Technological Institute of the Philippines-Manila found to be average in the different aspects of the logical ability tests which is a clear manifestation that most of the engineering students are not very familiar with the logical qualities of terms and not fully capable of identifying the given propositions including the appropriate symbols, types, and its equivalent.
In view of the findings of the study, the following recommendations are hereby presented for consideration:
1. Students should be given an insight on the significance of definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
2. Students should be trained on how to develop their logical ability by putting emphasis on their knowing powers.
3. Design an instructional material that will facilitate the transfer of knowledge in order for the students to have a basic understanding of the eight syllogistic rules.
4. Students should develop self-confidence and at the same time seek ways in improving their logical and critical thinking skills.
Wednesday, June 11, 2008
Alexander Hamilton (1755 - 1804) by Ronan S. Estoque, DPA (June, 2008)
If you happen to have a $10 in your pocket, the individual in the portrait is no other than Alexander Hamilton. And for people who couldn’t care less, they might ask the most telling question of all, “so what?”
During the early stage of the British-American war, he served as a captain in an artillery company where he distinguished himself and caught the attention of General George Washington. Eventually, he became the most trusted secretary of the first American president. He served as the first Secretary of Treasury of the American Government, reconstructing and rebuilding continental America from the ruins brought about by the above-mentioned war.
You would have to imagine that during the tenure of President George Washington, there were no precedents to speak of when it comes to governance, people were afraid of taxes and the very reason that there was war with Britain was because of its excessive taxes levied against the colony.
There were two contrasting views that serve as a demarcation line. It is either that one is for a stronger federal government or for a stronger republican (local) government.
When Alexander Hamilton assumed the position of Secretary of Treasury, he espoused a stronger federal government, calling for the establishment of a central bank and a coherent fiscal system, for the collection and payment of taxes, for the creation of customs, the creation of a navy and a standing army over the objections of the faction led by Thomas Jefferson and James Madison. Without precedence, he argued for the “implied” powers of government before the Supreme Court, winning a monumental brick for the establishment of what is America today. Undoubtedly, he is credited as the father of American government.
The dark side of this story is that he was killed in a duel with then American Vice-President Aaron Burr. He personally thwarted the ploy of Burr in becoming president and governor of New York and was inevitably challenged to a duel. The duel and death of Hamilton ruined the career of Burr, eventually leading to a conspiracy charge (an acquittal) of trying to establish a separate confederate state in the West allied with Spain.
Did I also mention that Alexander Hamilton was a foreigner? He was born in the colony of British West Indies and only migrated to continental America to pursue a degree. The shape of American history and government would have been different if it weren’t for this poor immigrant.
During the early stage of the British-American war, he served as a captain in an artillery company where he distinguished himself and caught the attention of General George Washington. Eventually, he became the most trusted secretary of the first American president. He served as the first Secretary of Treasury of the American Government, reconstructing and rebuilding continental America from the ruins brought about by the above-mentioned war.
You would have to imagine that during the tenure of President George Washington, there were no precedents to speak of when it comes to governance, people were afraid of taxes and the very reason that there was war with Britain was because of its excessive taxes levied against the colony.
There were two contrasting views that serve as a demarcation line. It is either that one is for a stronger federal government or for a stronger republican (local) government.
When Alexander Hamilton assumed the position of Secretary of Treasury, he espoused a stronger federal government, calling for the establishment of a central bank and a coherent fiscal system, for the collection and payment of taxes, for the creation of customs, the creation of a navy and a standing army over the objections of the faction led by Thomas Jefferson and James Madison. Without precedence, he argued for the “implied” powers of government before the Supreme Court, winning a monumental brick for the establishment of what is America today. Undoubtedly, he is credited as the father of American government.
The dark side of this story is that he was killed in a duel with then American Vice-President Aaron Burr. He personally thwarted the ploy of Burr in becoming president and governor of New York and was inevitably challenged to a duel. The duel and death of Hamilton ruined the career of Burr, eventually leading to a conspiracy charge (an acquittal) of trying to establish a separate confederate state in the West allied with Spain.
Did I also mention that Alexander Hamilton was a foreigner? He was born in the colony of British West Indies and only migrated to continental America to pursue a degree. The shape of American history and government would have been different if it weren’t for this poor immigrant.
People Reduction Program by Ronan S. Estoque, DPA (January, 2008)
It is very noticeable that during the semestral and summer break, traffic in the metropolis is light. Students that seem to crowd the streets and malls are surprisingly absent - when there is an academic furlough this leads to a city traffic that is inevitably light and easier.
Whenever there is traffic or gridlock – time, manpower and opportunities are lost that are certain never to present themselves again. Like a cancer that is brought about by urbanization, traffic seems to be an inherent problem that is beyond a simplistic solution.
The government, in response the horrendous daily traffic brings, adopted numerous schemes so as to lessen, avoid and if possible, eradicate the curse of traffic. From the multi-billion projects of MRT to LRT, to the construction of “infrastructures” that was designed originally to decongest potential traffic gridlocks.
The government even went to the extent of establishing a government arm specifically tasked with controlling metro traffic. The Metro Manila Development Authority (MMDA), with its annual expenditures of another billion of pesos acts as a main traffic enforcer for the Metropolis.
From a color-coding scheme to an odd-even program to a unified vehicular reduction program, the social experimentation was meant to gather empirical data so as to ease metro traffic and have a semblance of reason in the management of number of vehicles using the road of the metropolis.
The weakness of an odd-even scheme is that even if there is a vehicular reduction, people (particularly students) would still need to commute from their place of residence to their schools. Yes, there is a reduction of vehicles on the road, but there are still students on the road using another mode of transportation and still causes another form of traffic and gridlock.
Crudely, what I have in mind is that instead of focusing on reducing vehicles on the road of metropolis, maybe a more efficient mode of reducing students on the road would be more effective in reducing traffic and gridlock.
Now how do we go about this?
We reduce the number of students on the road by having a school time that does not coincide with the usual time frame of the other sector of society. When employees are usually within the time frame of 8 AM to 5 PM/9 AM to 6 PM, maybe students could be on a 6 AM to 2 PM time frame where there are a lesser number of people on the road since majority of them are still at work.
This suggested arrangement reduces the number of people on the road where instead of adopting a vehicular reduction program, the government adopts a people reduction program. Lesser people on the road means lesser traffic…
This particular set-up is applicable only in Metro Manila since this is where traffic is very heavy. In the province, the status quo of schedule is sufficient to meet the current dictates and imperatives.
Whenever there is traffic or gridlock – time, manpower and opportunities are lost that are certain never to present themselves again. Like a cancer that is brought about by urbanization, traffic seems to be an inherent problem that is beyond a simplistic solution.
The government, in response the horrendous daily traffic brings, adopted numerous schemes so as to lessen, avoid and if possible, eradicate the curse of traffic. From the multi-billion projects of MRT to LRT, to the construction of “infrastructures” that was designed originally to decongest potential traffic gridlocks.
The government even went to the extent of establishing a government arm specifically tasked with controlling metro traffic. The Metro Manila Development Authority (MMDA), with its annual expenditures of another billion of pesos acts as a main traffic enforcer for the Metropolis.
From a color-coding scheme to an odd-even program to a unified vehicular reduction program, the social experimentation was meant to gather empirical data so as to ease metro traffic and have a semblance of reason in the management of number of vehicles using the road of the metropolis.
The weakness of an odd-even scheme is that even if there is a vehicular reduction, people (particularly students) would still need to commute from their place of residence to their schools. Yes, there is a reduction of vehicles on the road, but there are still students on the road using another mode of transportation and still causes another form of traffic and gridlock.
Crudely, what I have in mind is that instead of focusing on reducing vehicles on the road of metropolis, maybe a more efficient mode of reducing students on the road would be more effective in reducing traffic and gridlock.
Now how do we go about this?
We reduce the number of students on the road by having a school time that does not coincide with the usual time frame of the other sector of society. When employees are usually within the time frame of 8 AM to 5 PM/9 AM to 6 PM, maybe students could be on a 6 AM to 2 PM time frame where there are a lesser number of people on the road since majority of them are still at work.
This suggested arrangement reduces the number of people on the road where instead of adopting a vehicular reduction program, the government adopts a people reduction program. Lesser people on the road means lesser traffic…
This particular set-up is applicable only in Metro Manila since this is where traffic is very heavy. In the province, the status quo of schedule is sufficient to meet the current dictates and imperatives.
Sigmund Freud (1856 - 1959) by Ronan S. Estoque, DPA (January, 2008)
The most telling contribution of Dr. Sigmund Freud is the formulation of the psychoanalytic theory. The “unconscious” became the operative word in psychology in the 1940’s and 1950’s.
Accordingly, explaining human behavior, predicting human behavior, and manipulating human behavior became embedded with the unconscious mind. Dr. Freud became what Michael Jordan was in the field of basketball. He became the superstar of the psychology in his time.
The framework for explaining neurosis became plain and simple. Thinking about sex became normal and every psychological problem can be resolved by confronting and embracing human sexuality instead of the usual repression (in whatever form) method advocated by moral police of his era. Dr. Freud also identified and explained disparate manifestations of defense mechanisms, namely:
Identification. The unconscious process that protects the subject from anxiety by adopting traits from a psychological model.
Displacement. The unconscious transfer of an emotion from its original object to something or someone else.
Projection. The unconscious process that attributes other people’s feelings (i.e aggression) which one does entertain himself.
Regression. Retreating to a more immature pattern of behavior.
Repression. Keeping one’s memories and wishes in the unconscious.
Sublimation. Finding a socially acceptable outlet for a morally unacceptable impulse (i.e desire for one’s mother).
Denial. Refusing to accept something that is true.
Rationalization. Justifying irrational behavior or giving/offering excuses to one’s shortcomings.
Reaction formation. Behaving opposite to what one feels. More than anything else, he became the creative architect behind the rest of the personality theorists after him. Majority of them borrowed from his framework minus the overemphasis on sex as a platform for explaining human behavior.
References
Estoque, Ronan S, Dela Cruz, Rogelio G, & Pichay, Marinelle Ivy T (2006), College Psychology, Mindshapers Inc., Philippines.
Oxford Interactive Encyclopedia 2000. Oxford University Press (2000)
Accordingly, explaining human behavior, predicting human behavior, and manipulating human behavior became embedded with the unconscious mind. Dr. Freud became what Michael Jordan was in the field of basketball. He became the superstar of the psychology in his time.
The framework for explaining neurosis became plain and simple. Thinking about sex became normal and every psychological problem can be resolved by confronting and embracing human sexuality instead of the usual repression (in whatever form) method advocated by moral police of his era. Dr. Freud also identified and explained disparate manifestations of defense mechanisms, namely:
Identification. The unconscious process that protects the subject from anxiety by adopting traits from a psychological model.
Displacement. The unconscious transfer of an emotion from its original object to something or someone else.
Projection. The unconscious process that attributes other people’s feelings (i.e aggression) which one does entertain himself.
Regression. Retreating to a more immature pattern of behavior.
Repression. Keeping one’s memories and wishes in the unconscious.
Sublimation. Finding a socially acceptable outlet for a morally unacceptable impulse (i.e desire for one’s mother).
Denial. Refusing to accept something that is true.
Rationalization. Justifying irrational behavior or giving/offering excuses to one’s shortcomings.
Reaction formation. Behaving opposite to what one feels. More than anything else, he became the creative architect behind the rest of the personality theorists after him. Majority of them borrowed from his framework minus the overemphasis on sex as a platform for explaining human behavior.
References
Estoque, Ronan S, Dela Cruz, Rogelio G, & Pichay, Marinelle Ivy T (2006), College Psychology, Mindshapers Inc., Philippines.
Oxford Interactive Encyclopedia 2000. Oxford University Press (2000)
From Plow to Ballpen to Diaper by Claudio V. Tabotabo, MA (January, 2008)
Perhaps the clergyman who was also a teacher in the Philippines during the Spanish time had only one problem in the classroom. There were Spanish children but the natives were in farms helping their parents. The natives who were the core of the clergyman’s mission seemed to be far from school.
Life revolved around the farm, it was the orientation of the Filipino family. It was not that Filipinos did not love to learn the rudiments of the Catholic faith. They only found the farm the direct answer of their economic problems. Or the Filipinos did notice other areas of the academe more particularly the subject on self-governance Or Filipinos did not like the “Informal Education” which was the only type of education the Spaniards could give. So the Filipinos who were inferior in physical stature but smarter than their colonizers opted to stay in the farm and enjoy the day under the sun.
Thinking that Filipinos wanted something practical the Spaniards offered trade schools, and as reported established in 1863, but the number of indios going to school remained small.
The Americans came bringing the educational system that is anchored on Booker T. Washington’s proclamation of Vocational Education. Although Filipinos still considered farm labor a source of income, the Americans were not so much challenged by the Filipinos’ indifference to education. The number of natives going to school had considerably increased.
Filipinos began to see education as their avenue towards decent living. They found education the ax that will break the chain that bound them for centuries in the farm. Education for the Filipinos is a magic balm that will put them in alignment with their American masters. But what the Filipinos liked is education without manual labor. In 1925 the Monroe Commission reported a lament on the white-collar orientation of education.
Well it is not the purpose of this paper to analyze the educational system of the Americans in the Philippines. But there must be a paper that will say something about the Vocational Education brought by the Americans. Again it must be education that would direct the Filipinos towards self-governance, and not just to train as technicians, carpenters, welders or care-givers.
The Americans wanted to see the Filipinos as the best workers of the world, and indeed it is what the Filipinos are today. They are the best caregivers and the most fluent English-speaking maids in the Middle East.
There is nothing wrong for Filipinos working abroad. But they must not confine to it. Care giving alone could not govern a country.
Life revolved around the farm, it was the orientation of the Filipino family. It was not that Filipinos did not love to learn the rudiments of the Catholic faith. They only found the farm the direct answer of their economic problems. Or the Filipinos did notice other areas of the academe more particularly the subject on self-governance Or Filipinos did not like the “Informal Education” which was the only type of education the Spaniards could give. So the Filipinos who were inferior in physical stature but smarter than their colonizers opted to stay in the farm and enjoy the day under the sun.
Thinking that Filipinos wanted something practical the Spaniards offered trade schools, and as reported established in 1863, but the number of indios going to school remained small.
The Americans came bringing the educational system that is anchored on Booker T. Washington’s proclamation of Vocational Education. Although Filipinos still considered farm labor a source of income, the Americans were not so much challenged by the Filipinos’ indifference to education. The number of natives going to school had considerably increased.
Filipinos began to see education as their avenue towards decent living. They found education the ax that will break the chain that bound them for centuries in the farm. Education for the Filipinos is a magic balm that will put them in alignment with their American masters. But what the Filipinos liked is education without manual labor. In 1925 the Monroe Commission reported a lament on the white-collar orientation of education.
Well it is not the purpose of this paper to analyze the educational system of the Americans in the Philippines. But there must be a paper that will say something about the Vocational Education brought by the Americans. Again it must be education that would direct the Filipinos towards self-governance, and not just to train as technicians, carpenters, welders or care-givers.
The Americans wanted to see the Filipinos as the best workers of the world, and indeed it is what the Filipinos are today. They are the best caregivers and the most fluent English-speaking maids in the Middle East.
There is nothing wrong for Filipinos working abroad. But they must not confine to it. Care giving alone could not govern a country.
Subscribe to:
Posts (Atom)
