Art appreciation

Lesson Proper for Week 4

Filipino Artists and Artisans
We Filipinos can be proud of the craftsmanship of our artisans and the artwork of our artists. However, we can
observe that craftspeople and artisans in the Philippines are less popular than mainstream Filipino artists.

To recognize and to honor our Filipino artisans, the National Commission of Culture and the Arts (NCCA) conducts a
research, screening, and awarding process of Filipino artist and artisans for their excellent work and representations
of our dynamic national indentity. The awards for Filipino artisans is called the Order of the National Artists the
Gawad sa Manlilikha ng Bayan (GAMABA).

1. National Artists 
The NCCA inducts Filipino artists in the Order of National Artists from the fields of architecture, cinema, literature,
historical literature, visual arts, dance, theater, theater design, music, and fashion design. It honors Filipino artists
thatcontrubute to the national identity through arts and have dedicated their lives to the creation of art. (National
Commission for the Culture and the Arts, n.d.)
Fashion designer Ramon Valera, filmmakers Lino Brocka and Kidlat Tahimik, composer and musician Ryan
Cayabyab, and visual artist Larry Alcala are among those inducted in the Order of National Artists. 
 2. GAMABA 
The National Living Treasures Award, or Gawad sa Manlilikha ng Bayan, honors Filipino artists who have proven
technical and artistic excellence in cultural and traditional art. The GAMABA award is given to those who have
passed on their craft to the next generation. The current generation must be able to match the National Living
Treasure's level of knowledge. 
GAMABA awardees create music, stories, poetry, handwoven textiles and mats, and other crafts that depict the
lifestyles and cultures of various Filipino tribes and groups. GAMABA honorees and their work are shown in the
photographs below.
 Artist vs. Artisan

Why are there two sorts of NCCA awards? When we look at the GAMABA and Order of National Artists recipients,
we can observe that they use a variety of mediums and content. They also have different goals in mind when they
create their work.

A. Purpose

The objective of creating art differs between an artisan and an artist. The artisan creates work with a social or cultural
purpose in mind. Indigenous cloth weavers, for example, use patterns that are thought to protect the person from evil
spirits. Furthermore, an artisan's labor serves to maintain and carry on a culture and way of life to future generations.
(Salvador-Amores, 2017). 

Artists, on the other hand, make art to express their perceptions of reality. The art they create is a "completed" piece
that is meant to be seen and interpreted by individuals outside of the artist's social circle. For example, depending on
the setting in which Solenn Heusaff created her work, it can be viewed differently by different people.

B. Content 
The content of GAMABA winners' and National Artists' work differs, as shown in their works. Artists' works are usually
about the setting or local environment in which they live, whereas artisan works are about cultural symbols.

C. Mediums
Differences in the media employed by artists and artisans can also be seen. Written literature, built architecture,
staged drama, film, music, and visual arts are all used by artists. Artisans work with natural materials like grass as
well as traditionally traded materials like gold and other metals.

D. Techniques
Artists and artisans also differ in the techniques they use in creating art. Artists use and innovate from techniques
taught in art schools. Sometimes, artists create their own technique for creating art. On the other hand, artisans learn
the techniques of crafting from their ancestors and seek to preserve such techniques. As a result, artisans prefer to
use handmade and indigenous techniques, while artists innovate from tried-and-tested techniques.

Art Administration
As seen in the Dayaw episode at the beginning of this lesson, art can change through time. Unfortunately, some
indigenous Filipino artisanal skills have almost vanished from our culture. How do we then preserve our way of life
through art?

According to the NCCA Chair Felipe de Leon (2017), Whang-od is able to continually balance between being a
community artisan and being a modern artist. She carries with her the communal Kalinga way of life. The Kalinga’s
artisanal skills is preserved through her rising popularity among non-Kalinga Filipinos and foreigners. (National
Commission on the Culture and the Arts, 2017) Still, we can observe that the artisanal pieces is negotiating a way to
be relevant despite different preferences in form and purpose. Adding to this development are the increasing ease of
tourism in the Kalinga and the development of other market aspects.

The process of bringing community artisans’ work and artists’ work to a wider audience is called art administration or
art management. As a business venture, art administration makes sure that resources are available for the production
of art while providing artists a chance to work creatively. Most of these resources come from art patrons and buyers.
(International Studies in History and Business of Art & Culture, n.d.)

Aspects of the Art Market

The art market is where buyers and sellers of art transact with each other. It is a unique market because it uses a
complex system to set art prices based on prediction on future values of art and cultural value. (Plattner, 1998)
Additionally, many art market transactions are done privately. (Coslor, 2016)

It takes several experts and clients to run the art market smoothly. Here are the key actors within the art market
 Art Administrators or Managers – Administrators or managers are the ones responsible for the
efficient allocation of resources to produce art. They decide what projects should be prioritized and how
much resources can be dedicated to selected projects. Their tasks include time management, human
resource management, budget management, and marketing management. (International Studies in
History and Business of Art & Culture, n.d.) For example, an art administrator develops a plan for an art
exhibit, which includes the needed personnel, materials, and knowledge to produce the exhibit.
Managers are responsible for keeping things running smoothly in art events, such as what is advertised
in the poster below.

 Curators – A curator is an expert in the art that is being managed. He/She facilitates the research and
sharing of relevant information that contextualize an art piece. In art administration, a curator advises
the management on how to present an artwork so that it will be appreciated by the audience. (Morrissey
& Satwicz, 2011) The role of the curator is applicable to traditional arts, media arts, and technological
arts. The inscription below the pots in a Philippine museum shows the work of curators.
 Art Buyers – These are people who buy art and often do so based on their personal taste and for a
personal function. find and purchase artwork to suit their distinguished taste. A buyer is well-versed in
all types of art, techniques, and development processes; keeps up to date on art theory and criticism;
and uses this knowledge to evaluate the quality and worth of a piece of art within an economic
framework.

 Collectors – Collectors are involved in the art market and have generally important artistic knowledge.
They specialize in specific sectors. Collections typically hold pieces of artwork from an individual artist,
particular school or art, art theme, or period. The photo below shows the Kublai (Filipino artist) art
collection in Ponce Suites in Davao City. 
 Art Dealers – Art dealers buy artwork from artists or artists’ agents and sell them to buyers or
collectors. They forge good relationships with artists to represent and
with collectors and museums whose interests are likely to match the work of the represented artists. Art
dealers are usually the first persons to bring new artwork to the public arena. (The Art Gallery,
1971) The photo below is of a street art dealer talking to possible collectors or buyers.
  Talent Agents – Talent agents work similarly to art dealers: they bring to the public the work of the
artist. Sometimes they bridge artists to funders who can give resources and money to write books,
make a musical album, make a film, or make a collection of paintings.

In conclusion, both artists and artisans produce artistic pieces. However, they differ in the medium they use and in the
purpose of making their art. At times, we find it challenging to categorize an artistic person as an artist or an artisan,
like in the case of Whang-od. However, we have learned in this module that different people in social communities
and art markets can play a role in promoting the work of artists and artisans.
 4.1 Pagbubuod at Pag-Uugnay –ugnay ng Impormasyon
                 Sa panahon ngayon, napakaraming paraan upang mangalap ng mga impormasyon. Nariyan ang internet,
balita sa radyo at telebisyon, pakikinig sa mga palihan at iba pa. Ngunit sa dami ng mga impormasyong nakakalap
paano maiuugnay ang mga ito at paano ito mabubuod?
                 Pinagsama-sama ang mga nakalap na impormasyon sa maayos na paraan upang mailahad ang mga
datos na may kaugnayan sa bawat isa. Hindi kinakailangang paligoy-ligoy  Ang mga kaisipan, direktang inilahad ang
mga impormasyon at ito’y sinisikap na gawing maikli lamang. May iba’t ibang paraan ng pagbubuod upang mapag-
ugnay ang mga impormasyon, datos at ideya.
 
Ano ang Buod?
1.       Siksik at pinaikling bersiyon ito ng teksto.
2.       Ang teksto ay maaaring nakasulat, pinanood o pinakinggan
3.       Pinipili rito ang pinakamahalagang ideya at sumusuportang ideya o datos
4.       Mahalaga ang pagtutok sa lohikal at kronolohikal na daloy ng mga ideya ng binuod na teksto
 
Mga Hakbangin sa Pagbubuod
•      Basahin ang teksto, pakinggan ang balita o panuorin ang ibubuod
•      Tukuyin ang paksa ng ibubuod mula sa mga inihaing mga impormasyon, magtala ng mga mahahalagang
impormasyon o detalye mula sa binabasa, pinapakinggan o pinapanuod.
•      Pag-ugnay-ugnayin ang mga impormasyong nakalap upang mabuo ang pinakapunto o paksa
•      Isulat ang buod. Siguraduhing nasa lohikal at kronolohikal na ayos ito.
•      Huwag maglagay ng sariling impormasyon, maaari itong makagulo sa mga detalyeng inilalahad
•      Simula, Gitna at Wakas
1. PRESI / PRECIS - Ayon kina Castillo, Et Al. sa librong Pagbasa at Pagtungo sa Pananaliksik, 2012 na ang Presi/
Precis ay hindi pagpapahayag ng sariling interpretasyon sa binasa, bagkus ito ay eksatong replika ng orihinal na
akda sa pinaikling bersyon na naipahayag nang kumpleto ang argumento sa sukat o habang sangkapat (1/4) o
sanlima (1/5).
2. LAGOM O SINOPSIS -Pinaikli ang pangunahing punto ng isang babasahin, karaniwan
itong ginagamit bilang pabalat sa mga nobela o di kaya ay naglalaan ng isa o dalawang pahina sa likod na bahagi ng
nobela.
Hakbang sa pagsulat ng lagom o sinopsis
•      Basahing mabuti ang bawat kabanata ng nobela.
•      Gumawa ng balangkas sa bawat kabanata, isulat ang mahahalagang impormasyon sa mga tauhan at mga
pangyayari.
•      Gumawa ng buod o storyline na hindi lalagpas sa dalawang pangungusap. Simulan ang pagsulat ng buod sa
mga pangunahing tauhan at ang kanilang mga pinagdaanan. Maaaring maglahad ng maikling diyalogo. Inahalad
kung
bakit kinakaharap ng mga pangunahing tauhan ang mga suliranin.
3. SINTESIS - Pinagsama-sama ang mga impormasyong nakalap mula sa mga tao o manunulat, libro, o pananaliksik
upang makabuo ng isang malinaw na pagbubuod o babasahin na mayroong buo o kumpletong datos. Mahalaga ang
organisasyon ng mga datos at ideya sa sintesis, maaaring manggaling ang mga ito sa mga batis na impormasyon.
4.HAWIG -Tinatawag na paraphrase sa Ingles ang hawig. Inilalahad sa sariling pangungusap ang mga
impormasyong nakalap mula sa ibang manunulat. Di tulas ng buod, mas detalyado ang hawig sapagkat isinasama sa
pagsulat kung kanino nanggaling ang pahayag.
Halimbawa:
                 A.  “Ang hindi marunong magmahal sa sariling wika ay mas masahol pa sa hayop at malansang isda”- Dr.
Jose P. Rizal.
                                   Isusulat ito sa  HAWIG sa ganitong paraan:
                 B Ayon kay Dr. Jose P. Rizal, ang hindi marunong magmahal sa sariling wika ay mas masahol pa sa hayop
at malansang isda.
                        Nawala ang mga panipi (“”) at pinalitan ito ang katagang “Ayon kay”.
                        C. Hindi lamang Ayon kay ang maaaring gamitn, nariyan din ang sang-ayon kay, sinabi ni, nasusulat
sa at iba pang mga hudyat na nagpapahiwatig ng sinaad, iniisip o salobin ng iba.
          5. ABSTRAK- Buod ng isang artikulo, ulat o pag-aaral na inilalagay bago ang introduksyon. Nilalaman nito ang
mga impormasyong nakalap mula sa pag-aaral o pananaliksik.
Uri ng Abstrak;
A. Deskriptibong Abstrak-Mababasa rito ang kaligiran,layunin, at tuon ng papel. Inilalarawan ng deskriptibong
abstrak ang pangunahing ideya ng artikulo, ulat o pag-aaral.
B. Impormatibong Abstrak- Ipinapahayag sa mga mambabasaang mga mahahalagang ideya ng artikulo, ulat o
pag-aaral, karaniwang
maikli ang ganitong uri ng abstrak at binubuo itong kaligiran, layunin, metodolohiya, resulta at rekomendasyon ng
mananaliksik.
Halimbawa ng Abstrak: Mga Hakbang sa Pagsulat ng Abstrak
·         Basahin ang papel o ginawang pag-aaral. Matapos magbasa, isulat ang draft o burador
·         Magsagawa ng pagrerebisa sa ginawang draft at iwasto ang anomang pagkakamali. Muling basahin at/o i-
proofread ang ginawang abstrak. 
                                                                                                                 ABSTRAK     
Pamagat ng Tisis:         Katanggapan ng Mungkahing
                                          Baybaying PUP ng mga  Guro sa mga
                                          Piling Bayan sa Lalawigan ng Ilocos,
                                          Norte, Cebu at Dinagat Islands, Taong
                                          Panuruan 2015-2016
Dulong Pananaliksik:    Kwantitabong Pananaliksik
Mananaliksik:                 Risel Ella Joyce F. Arao
                                          Ana Maria Janel A. Isaguirre
                                          Joeffrey M. Sacristan
Digri:                                 Batsilyer sa Sekondaryang Edukasyon
                                          Medyor sa Filipino
Institusyon:                     Politeknikong Unibersidad ng Pilipinas
Taong:                             2015-2016
Tagapayo:                     Dr. Jennifor L. Aguilar 
               Nakasalalay ang pagbalik at tuluyang pagkalaho ng sistema ng pagsulat ng mga Pilipino na tinatawag na
Baybayin.  Naniniwala ang mananaliksik na makatutulong sa aspektong kultura, edukasyon at ekonomoiya hinggil sa
katanggapan ng mga guro sa Baybaying PUP upang gamitin sa pag tuturo.
            Tinugon ng pag-aaral na ito ang mga sumusunod na suliranin:
1. Paano tinatanggap ang Paggamit ng Baybayin ayon sa sumusunod na aspekto:
   1.1 Kultura;
1.2 Edukasyon;
    1.3 Ekonomiya;
2. Paano tinatanggap ng mga guro ang Mungkahing Pagbabago sa Baybayin ayon sa mga sumusunod:
   2.1 Rizaleo;
    2.2 C, Ñ at Q;
    2.3 Bantas;
    2.4 Pamilang;
    2.2 C, Ñ at Q;
    2.3 Bantas;
    2.4 Pamilang;
    2.2 C, Ñ at Q;
    2.3 Bantas;
    2.4 Pamilang;
3. Ano-ano ang mga suhestiyon ng mga guro sa Baybaying PUP ?
       Gumagamit ang mananaliksik ng pamamaraang palarawan at ng instrumentong talatanungan na pinapasagutan
sa mga respondente ng pag-aaral hinggil sa mga pagtanggap at paggamit ng baybaying PUP sa aspektong
kultura,edukasyon at ekonomiya. Sinura at binigyang interpretasyon ang mga katugunan ng mga respondente na
naging batayan na natuklasan sa pananaliksik na ito.
        Natuklasan ang katanggapan sa paggamit ng baybaying PUP ayon saaspektong kultura, edukasyon at
ekonomiya.Nagkaroon ng mga kongklusyon ang mga mananaliksik patungkol sa baybaying PUP.
URI NG PAGSULAT AYON SA ANYO

 Pormal na Pagsulat

Ito ay sumusunod na pamantayan ng pagsulat. Layunin ng Pormal na Pagsulat ang makapaglahad ng mga ideya sa
paraang madaling maunawaan ng mgamambabasa. Nangangailangan ang gawain ng manunulat upang maayos at
malinaw na mailahad ang mga impormasyon.

 Di - Pormal na Pagsulat

Hindi ito sumusunod sa pamantayan ng pagsulat at hindi na nangangailangan ng mabusising pag-aaral at

pananaliksik. Nilalaman ng di-pormal na pagsulat ang karanasan, opinyon o pananaw ng manunulat ukol sa paksa.
URI NG PAGSULAT AYON SA LAYON
            Maraming ideya, paksa o karanasan ang maaaring isulat nang may iba’t ibang layunin. Ang iba ay
naglalayong magpabatid, mayroon namang manlibang at mayroon ding nanghihikayat. Narito ang limang uri ng
pagsulat ayon sa layunin.
1. PANG-AKADEMIKONG SULATIN Maraming makikitang ganitong uri ng pagsulat sa mga paaralan. Sapagkat ang
ganitong uri ng pagsulat at kinakailangan upang masukat ang kaalaman ng mga mag-aaral ukol sa mga isyu sa
lipunan o sa paksang kanilang pinag-aralan.
2. MAIKLING PAGSULAT Kinakailangang mayroong malawak na imahinasyon ang manunulat kung siya ay
magsusulat ng malikhaing mga akda. Dapat makiliti ang imahinasyon mapukaw ang interes, at makabuo ng imahen
ang mga mambabasa habang binabasa nila ang akda. Ilang
                   halimbawa nito ay mga dagli, maikling kwento, nobela tula at marami pang iba.
3. SULATING JORNALISTIK SA PAMPAHAYAGAN Tinaguriang responsableng pagsusulat ang ganitong uri ng
pagsulat sapagkat ang sinusulat dito ay mga balita o isyu sa loob at labas ng bansa, editoryal, kolum, lathalain, at iba
pang akdang makikita sa mga pahayagan o diyaryo at magasin.
4. SULATANG PAMPROPESYONAL Gumagamit ng Jargon o mga salitang ginagamit ng mga tao batay sa kanilang
propesyon ang uri ng pagsulat na ito. Halimbawa ay ang mga indibidwal na nagpapakadalubhasa sa medisina.
Tanging doktor lamang ang makakaintindi ng sinulat ng mga kapwa nila doktor sapagkat may mga salitang ginamit
na tanging mga doktor o mga katulad na propesyon ang tanging nakaiintindi.
5. SULATING PANTEKNIKAL
       Gumagamit naman ng mga teknikal na salita ang manunulat upang mabigyang kahulugan ang mga teknikal na
gawain o mga bagay. Ilan sa mga larang ay ang kompyuter, teknolohiya, robotiks at elektroniks, agham lalong lalo na
sa kemistri, pinansiya, at industriya. Kaya kailangan ng sapat na kaalaman o pag-aaral ang gawin ng manunulat
upang mailahad niya nang maayos at malinaw ang mga impormasyon.
                                                                                                              HAKBANGIN SA PAGSULAT
                            Sa ngayon, napakadaling mangalap ng mga impormasyong dahil mayroong kompyuter at internet
na nagsisilbing silid-aklatan. Pinadali na ring pag-ugnay-ugnayin ang mga impormasyon upang makasulat ng
panibagong kaalaman. Ngunit ano ano ang mga hakbang upang makabuo o makasulat ng panibagong kaalaman?
                                     Hakbangin ng pagsusulat ayon kina Carpio, Et. Al,  Komunikasyon sa Akademikong
Filipino, 2012:
§  PAGPILI NG PAKSA
Maaaring makakuha ng paksa mula sa obserbasyon, karanasan (sa pag-aaral, libangan, at paglalakbay) mga
nabasang aklat o panitikan, mga programa sa telebisyon o radyo, at maging sa social media.
§  PANGANGALAP NG IMPORMASYON
Mangangalap ng mga impormasyon ang manunulat tungkol sa paksang kaniyang napili. Kinakailangang magkaroon
ng sapat na kaalaman ang manunulat sa kaniyang paksa isusulat. Nakatutulong din ang mga impormasyong ito
upang mabalangkas ng manunulat ang mga ideyang  kaniyang ibabahagi sa mga mambabasa.
§  PAGSUSURI NG MGA NAKALAP NA IMPORMASYON
Basahin at unawaing mabuti ang mga nakalap na impormasyon, literaturang may kaugnayan sa paksa, o pag-aaral.
Piliin lamang kung ano ang mahalaga at kakailanganin sa pagsulat.
§  PAGSULAT
Mula sa mga napili at sinuring impormasyon, sumulat ng panibagong kaalaman sa pamamagitan ng pagdudugtong-
dugtong ng iyong mga ideya at mga impormasyon. Maaaring gumamit muna ng burador upang makatiyak na
maaayos at tama ang sinulat kapag ito ay isinalin na.
§  PAG-EEDIT AT PAGREREBISA
Hindi matatapos sa pag-uugnay-ugnay ng mga impormasyon ng mga impormasyon ang pagsusulat. Kinakailangan
pa itong basahin at suriin ng manunulat o ipasuri sa mga dalubhas sa gramatika o mga manunulat rin mismo upang
makatiyak ang sumulat sa kahusayan ng kaniyang akda.
PAGBUO NG SARILING PAGSUSURI BATAY SA IMPORMASYON
            Nilalayon ng pagsulat na makapaglahad ng impormasyon, magbahagi ng katotohanan at kaalaman na mula o
hango sa isang tiyak na sanggunian.  Ito rin ay isang paraan upang maipahayag ng isang tao ang kaniyang iniisip sa
pamamagitan ng mga simbolo. Kahit sino ay maaaring magsulat ngunit kailangan munang alamin kung ano-ano ang
mga dapat malaman bago makapagsulat ng isang akda.
Pamantayan sa pagsusuri sa halaga o kaugnayan ng mga ideya sa babasahing teksto:
1. Lohikal bang nakaayos ang mga ideya?
2. May kailangang idagdag o alisin sa mga impormasyon o sapat na ang mga ito?
3. Nakapupukaw na ng atensiyon ng mambabasa?
4. May mga detalye  ba ng atensiyon ng mambabasa?
5. May mga detalye bang walang kaugnayan?
6. Mapagtibay ba ng mga detalyenf inilahad ang paglalahat o generalization?
7. Kapaki-pakinabang ba ang mga ideya sa mga mambabasa?
8. Ano ang kahinaan ng mga puntong inilahad at paano mo ito mapagtitibay?
9. Katanggap-katanggap ba ang mga salitang ginamit?
10. Sapat na ba ang mga impormasyon o detalyeng isinulat ?
11. May mga nagsasalungatan bang mga ideya sa akda?
 
Pagsusuri Kung Balido ang Pahayag
            Madalas ay sa mga aklat, pahayagan o internet kumukuha ng mga impormasyon. Ang mga nababasang ito
ay pinaghalong-halong mga datos mula sa ibat’t ibang batis ng impormasyon at opinyon ng mga manunulat na
maaaring balido o di balido.
            Narito ang ilang mga pamamaraan upang matukoy kung opinyon ang isang pahayag:

 Gumagamit ng mga salitang naghuhudyat ng iniisip o g saloobin ang mga manunulat tulad ng; sa aking
palagay, sa aking paniniwala, sa ganang akin, sa tingin ko at maraming pang iba.
 Gumagamit ng mga salitang naghuhudyat ng opinyon o palagay halimbawa: siguro, parang, tila, at iba
pa.

Batay sa aklat nin Castillo, Et. Al. na Pagbasa at Pagsulat Tungo sa Pananaliksik, (2012) ang mga sumusunod ay
paraan upang malaman kung balido ang mga pahayag

 Maaaring maberipika ang pinaghanguan ng mga impormasyon sa pamamagitan ng mga impormasyon

sa pamamagitan ng bibliograpiya.
 Kumuha lamang ng mga datos sa mga mapagkakatiwalaang mga batis ng impor-
masyon tulad ng aklat, pananaliksik, balita sa mga pahayagan, telebisyon at radyo, magasin at
dokumentaryo. Ang mga datos sa internet ay kailangan pang suriin sapagkat ito’y maaaring isinulat
lamang nang walang ginawang pagsusuri.
  Kilalanin kung sino ang mga manunulat. Tingnan kung mayroon ba silang kakayahan o karanasan sa
paksang kanilang isinulat.
 Kinakailangang obhektibo ang paglalahad ng mga datos.

Pagbabasa ng mga Grap at Talahanayan

Isang mahalagang bahagi ng paglalahad ng mga datos ang paggamit ng grap (graph) at talahanayan upang malinaw
na maipakita ang mga datos. Ang grap at talahanayan ay mga dayagram na nagpapakita ng relasyon sa pagitan ng
mga bilang o halaga.
            Ginagamit ang mga grap at talahanayan upang maipakita sa biswal na paraan ang mga nakalap na datos. Ito
ang pinakamadaling gamitin upang ipakita at maikumpara ang mga numero. Gumagamit ng guhit, larawan o hugis sa
pagpapakita mng relatibong laki ng mga numero.
Pagbasa ng Grap

 Suriin ang pamagat ng grap. Makikita sa pamagat kung ano ang binibigyang-diin at binibigyang-linaw
ng manunulat. Bigyang-pansin ang mga tala o legend na nakasulat sa paligid ng grap. Makatutulong ito
sa pagkuha at pagbibigay ng wastong impormasyon

 Pag-aralan ang grap. Tingnan ang vertical at horizontal na linya, makikita sa mga linyang ito ang sukat
o bilang na kinakatawan ng bawat bar, linya, larawan na kinapapalooban ng impormasyon.
 Pag-aralan ang mga impormasyong nakapaloob sa grap. Alamin ang mga bilang at kahulugan ng mga
ito. Magsagawa ng paghahambing at obserbasyong may kaugnayan at kaibahan ng bawat bahagi.
 Gumawa ng kongklusyon sa mga nakalap at sinuring mga impormasyon.

Pagbasa ng Talahanayan
Karaniwan ding ginagamit ang mga talahanayan sa sulating pananaliksik. Binubuo ito ng mga kolum na
kinapapalooban ngmga impormasyon. Pamilang ang karaniwang inilalagay ng datos sa mga talahanayan.
            Narito ang paraan sa pagbasa ng talahanayan.

 Basahin at pag-aralan mabuti ang pamagat ng talahanayan. Binigyang-linaw

ng pamagat kung tungkol saan ang binasang talahanayan.
 Basahin ang tala o legend,may katumbas na deskripsyon ang bawat bilang
na naitala.
 Pag-aralan kung ano ang kahulugan ng mga numerong nasa talahanayan,
 Gumawa ng sariling kongklusyon mula sa mga sinuring talahanayan.
The Language of Mathematics
As Galileo Galilei (1564–1642) said, "The universe cannot be read until we have learned the language and become
familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles,
circles, and other geometrical figures, which means it is humanly impossible to comprehend a single word. Without
these, one is wandering about in a dark labyrinth." Like other languages, Mathematics has its grammar, syntax,
semantics, vocabulary, word order, synonyms, negations, conventions, idioms, abbreviations, sentence construction,
and paragraph structure.
Mathematics has language features unparalleled in other languages, like representation, for example, "x, y, or z" for
any real number or any numerical expression. In addition, the language of Mathematics is packed with terms and
symbols, which are typically not used in everyday conversations. These reasons may make understanding
Mathematics difficult. 
However, in contrast to everyday language, Mathematical language presents symbols that have straightforward
meanings. Additionally, the language of Mathematics is a practice in simplification that more elegant equations are
shorter ones. We practice simplification by solving long equations. The Mathematical language is straightforward
because it is transparent about its truth value.

Mathematical Expressions
According to Leshem and Markovits (2013), "Numbers and figures represent nouns, while operational signs are
verbs." Do you agree? Let's discuss further.
In language, nouns are names of persons, places, animals, things, and events. Pronouns function the same way, too,
that pronouns signify someone or something. In Mathematics, numbers, variables, and expressions can be likened to
nouns and pronouns.
Conjunctions and verbs in language describe what nouns are. The corresponding Mathematical symbols would be +,
-, *, and (division sign).
Take the example of the following noun phrase "snacks of a bag of chips and two bottles of soda." Mathematically,
we can express the phrase as "snacks of 1 bag of chips + 2 bottles of soda." Simplifying it further, the resulting
expression would be "1+2."
Sometimes Mathematical expressions show unknown values. These are typically symbolized by variables such as x,
y, or z. If we express "11 less than my age" into a Mathematical expression, it would be x-11, where x is "my age,"
which is unknown.
The table below shows us how symbols can tell a story:

Mathematical Equations
We use language to communicate complete thoughts or ideas. Complete thoughts are communicated through
sentences, which have a doer (noun) and what the doer is, was, or will do (verb) or how the doer is described
(adjective). Thus, "The Philippines" is not a complete thought, but "The Philippines is a dirty place" is a complete
thought.
A group of Mathematical symbols that express a complete thought is called an equation. Typically, equations are a
comparison of two or more Mathematical expressions. The example "The Philippines is a dirty place" can be
Mathematically expressed as "The Philippines=dirty place," as the Philippines is equated to being dirty.
We further expand our table above to show how equations work: 

Truth Values
As mentioned earlier, Mathematics uses straightforward language. Unlike linguistic language, it is easy to judge if a
Mathematical equation is true or not. To evaluate an equation's truth value, we look at the assumptions and givens
within the particular equation. It is best to think about an equation as one whole story in mathematics and not assume
what is not given. This lesson will only discuss three types of truth values: true, false, or open.
Without additional information, the sentence "The Philippines=dirty place" can only be judged as having an open truth
value. We cannot simply judge the Philippines as dirty because the story does not tell us how dirty is "dirty."
Suppose you lived in a dormitory. One day, you stored a box of 20 cookies and explicitly told your dorm mates not to
take them from your cookie box. The next day, you left the dorm without eating your cookies (you still have 20). When
you came home hours later, you opened your box of cookies to take a snack. Surprisingly, it only had eight cookies
left. 
To investigate, you checked the CCTV footage to look at who took your cookies. The footage clearly shows that only
your dorm mate Zee took your cookies, but you cannot see how many he took. When asked how many he took, he
said, "I only took 5." Is what he said true or false? You do math in your head by subtracting 20-8 and concluded that
Zee is lying or that his statement is false. 
If he had said, "I took 12 cookies," he would've been telling the truth. If Zee is particularly scared of you and said, "I
took some cookies," you would never know if that statement is true or false because "some" would be any number.
An unknown truth value of a statement is considered as having an "open" truth value.
True equations are verifiable as logical, while false equations are not. Open truth values cannot be logically judged as
true or false. Let's expand the previous table to illustrate how truth values may be made:
Chapter 4: Skill related-fitness 
Six components of skill related-fitness 
Benefits of skill related-fitness

What is skill related fitness? 

 The ability to perform during games and sports; also called PERFORMANCE FITNESS. Skill related
fitness has six components.  
 The abilities that help people perform skills.  
 Consists of those components of fitness that have a relationship with enhanced performance in athletic
activities. Skill related fitness abilities increases one’s ability to perform in various activities and only has
an indirect connection with health. The skill-related components of fitness are considered to be agility,
balance, coordination, power, speed, and reaction time though some people feel that other abilities
such as spatial awareness should be included. It is assumed that kids who have who possess high skill
related fitness will be more likely to participate in a variety of activities and for this reason will also
exemplify a high standard of health-related fitness. Skill-related fitness components are assessed with
several different tests. Such components as reaction time and speed are considered by some to be
more related to heredity than healthy lifestyles, especially in young people.

RESTING HEART RATE (RHR) 

 this is the number of pulses beat at rest. The best tome to take the RHR is upon waking up in the
morning. The average RHR is 75 beats for males and 80 foe females per minute. 

WORKING HEART RATE (WHR) OR EXERCISE HEART RATE (EHR) OR TARGET HEART RATE (THR)  

 this is 60-80% of your heart’s maximum capacity (after deducting age) while exercising. An ordinary
college freshman should approximately have WHR of 130- 160 pulse beats per minute. This is
gradually attained in the workout phase and sustained by steady exercises for about 20 minutes. 

RECOVERY RATE (RR0)  

 this is the number of pulse beats taken 5 to 10 minutes after a workout or after walking and stretching in
the gradual cool-down. The heartbeats should go back to normal or slightly above the resting heart rate.
1. BALANCE - involves vision, reflexes, and the skeletal muscular system which provides the maintenance of
equilibrium.  

 The ability to maintain a certain posture or to move without falling.  

 Static balance: maintain equilibrium in a stationary position.  
 Dynamic balance: maintain equilibrium when moving the body. 

2. COORDINATION – the ability to integrate the senses with muscles so as to produce accurate, smooth, and
harmonious body movement.  

 Related to the ability to use the senses, such as sight and hearing, together with body parts in
performing motor tasks smoothly and accurately. 

3, AGILITY – the capacity to change the direction of the body quickly and effectively.
4. SPEED – the ability to move one’s body from one point to another in the shortest possible time. 
5. POWER – sometimes confused with strength. Speed of contraction, likewise, is the basic ingredient which, when
combined with strength, provides an explosive type of movement. 
6. REACTION TIME – the time required to respond or initiate a movement as a result of a given stimulus. 

 A skill-related physical fitness component that relates to the time elapsed between stimulation
and the beginning of reaction to it.

Factors determining your skill-related fitness 

HEREDITY 

 Speed and reaction time are particularly limited by heredity. 

 In spite of limited natural ability, many people have enough determination and desire to achieve high
skill levels. 
PRACTICE 

 Anyone can learn the skills required for sports, games, and other lifetime activities. 

PRINCIPLE of SPECIFICITY 

 It applies to all parts of skill related fitness and to physical skills.

 Looking good – regular physical activity is a healthy lifestyle. Healthy lifestyle such as proper nutrition,
good posture, and good body mechanics can help you look your best. 
 Feeling good – people who engage in regular physical activity feel better. You can resist fatigue, are
less likely to be injured and are capable of working more efferent. 
 Enjoying life – life is more enjoyable when you engage in regular physical activity that results in
physical fitness, the key to be able to do more of the things you want to do. 
 Meeting emergencies – a fit and active person has the capacity to help or to assist other people when
they need help.
Lesson Proper for Week 4

(iStyleMagazine)
Text
We usually think "text" is anything that is written or typed with letters, words, and sentences. However, the term "text"
in communication studies means anything that can be analyzed to have meaning. It is made of a combination of signs
that convey a specific meaning. We should view a text as something that is complete and something that exists in a
particular context (Lotman, 1977).
Using the definition above, both pictures below are texts. The Religion clothing advertisement can be read as a text
intended to sell Religion clothes, while the written letter can be read as a letter of thanks.

("Hand written letter from Espen", licensed with CC BY-NC-SA 2.0)

Cultural Text
What is cultural text? Cultural text is a text that reflects a particular culture. It shows a specific society’s ideas, beliefs,
and behaviors (Malley & Hawkins, n.d; Tylor, 1871). Thus, the cultural text conveys cultural meanings.
The tinikling dance is a cultural text as it conveys a specific meaning. Tinikling dancers imitate the movements
of tikling, a long-legged bird found in Leyte, Philippines. These birds are known for their grace in balancing on thin
grasses of rice while walking. Tinikling dancers show the Leytenos admiration of the tikling’s grace by dancing
(Philippine Information Agency, 2006; Horowitz, 2009).
 ("Tinikling (Cabanatuan City, Nueva Ecija)", licensed with CC BY 2.0)
Why Do We Evaluate Text?
Have you ever wondered why only you and your friends understand a funny meme (a text) while your parents don’t?
When you and your friends reach a consensus of what the meme means, you and your friends have evaluated the
meme's comedic meaning. Unfortunately, your parents did not have enough information why you thought the meme
was funny.
Texts are constructed by someone to tell another person about something. A text usually has hidden meanings that
can be known by analyzing the different aspects of the text (Thoman & Jolls, 2003). If a person has enough
information about the sender, cultural context, or current events surrounding a text, they will be able to evaluate the
meaning of the text.
            Evaluating a text is an important skill, especially when we see, hear, and observe more texts because of our
easy access to communication technology. Also, there are now more ways to convey messages, such as through
film, memes, blurbs, and computer game graphics. Lastly, texts come from different contexts; meaning, we may
misinterpret a text if we do not consider its contextual or cultural background.
Concepts to Note When Evaluating Text
Before we can evaluate text, we need to take note of the contextual aspects of a text (Thoman & Jolls, 2003).
·      Sender - All texts are constructed by a person. A tree is not sending a message. On the other hand, an artist can
draw a tree to convey a message.
·      Rules and Form - Texts are constructed using meaningful signs (language) and rules of form, grammar, and
other rules of communication.
·      Reception of the Audience - Different people will receive or understand a text differently.
·      Point of View - Texts are embedded with values, ideas, and points of view.
·      Purpose - Texts are made for certain purposes. Messages are placed in the text to inform, persuade, or entertain
the receiver of the message. For instance, advertisements are made to convince us to buy items. Another example
would be why electoral candidates have their own social media page: to convince voters to vote for them.
How to Evaluate Text
To evaluate a text, we find information about the contextual aspects of a text. The following table shows what
questions we may ask to study a text. We take the example of the picture below to demonstrate the evaluation
process.
The picture below shows two doors leading to two different bathrooms in a restaurant. What do the pinned dolls
mean?
 ("Funny Bathroom Signs - Ken and Barbie" licensed with CC BY 2.0)

Contextual Needed Information Information in the Bathroom Signs (Text)

Aspects
The message is simple: the door to the right
leads to the men’s restroom, while the door
·     What message do the pinned to the left leads to the women’s restroom.
Sender dolls say? The signs were made by the owner of the
·     Who made the signs? restaurant or someone they hired. Also, the
bathrooms may not have a stall for persons
with disabilities (PWDs).
The restaurant used Ken to say “men’s
·     Why use Ken and Barbie? restroom” because it has a male form.
Rules and
Form ·     Is the use of the dolls effective Barbie has a female form. It effectively
in sending the message? shows us which door leads to the men’s or
women’s restroom.
Reception of ·     What can we perceive from We can assume that the owner of the
the Audience the text? restaurant knows who Ken and Barbie are.
They might also think that both dolls
·     How will other people from
epitomize the male and female forms.
other cultures receive the
message?  
On the other hand, people of color may be
taken aback by the signs because the sign
makes use of the traditional (Western and
Caucasian) forms for males and females.
 
Some children who have an affinity with
Contextual Needed Information Information in the Bathroom Signs (Text)
Aspects
Barbies and Kens may approve of the signs,
while children who fear dolls may be scared
of entering the bathrooms.
The sender of the message shows in the text
that they believe that Ken and Barbie are
·     What ideas are represented in good models for men and women.
Point of View the text?
 
·     What is missing in the text?
It might be better to use male and female
icons that do not fit a certain racial profile.

·     Why did the sender make this The main reason for making the text is to
text? inform customers which door leads to the
Purpose men’s or women’s restroom. We may also
·     What are other reasons why think that the sender thinks it adds some fun
dolls are used? to the restaurant's interior design.
A Historian's Critical Questions
        Students who study history sometimes confuse sources with evidence. Good historical sources merely provide
raw information that scholars can reconstruct into evidence. Historians use reconstructed historical evidence to make
historical arguments about what happened in the past. To collect evidence, historians examine sources by reading
closely and asking critical questions. 
        Students of history should also note that sources of history are subjective. Meaning, persons who document and
interpret history usually have his/her unique point of view about what is happening.
        We get historical information from primary and secondary sources. Analyzing historical information includes
answering the following:

 Who produced this source, and what is his/her background? Is the author’s biography (i.e. point of view
and personal experience) relevant to comprehending this source? Was the author biased or dishonest?
Did he/she have a plan/agenda? 

 When and where was this source created? Is it similar to other sources from the same period? In what
ways is it a product of the time, place, or context in which it was created?

 What motivated the author to create this source? Who was his/her intended audience? And what’s the
point? Is the author’s purpose (or argument) stated explicitly or implicitly? Was it meant to be used in a
public or private setting? Is it a scholarly work, a work of fiction, a work of art, or a piece of
propaganda?

 How does this source compare to the other sources you’ve looked at for this study? Is it biased toward
a particular argument? Incorporate or neglect significant pieces of evidence? Does it structure its
argument according to similar (or different) periods, geographies, participants, themes, or events? 

Sources of History

1. Primary Sources of History

        Primary sources are materials produced in the period studied. They reflect the immediate concerns and
perspectives of those who are experiencing the historical events studied. Typical examples of primary studies are
diaries, correspondence, dispatches, newspaper editorials, speeches, economic data, literature, art, and film. This
type of historical source allows the historian to see the past through direct participants' points of view. 
        The primary sources used in this research are from the time period under consideration. These sources include
witnesses and artifacts. Familiar primary sources include newspapers, correspondence, memoirs, laws, official
documents, and published works.
(Mariano Peji and Filipino sailors at the U.S. Naval Academy posed in basketball uniforms circa 1926, UMD Libraries
Digital Collections Filipino American Community Archives)
        Looking at the primary source above, we can make assumptions about the American Occupation in the
Philippines. First, we can say that the sport basketball has reached our shores. Another assumption we can make is
about how Filipinos dressed when playing sports. Lastly, we may be able to assume some information based on the
building behind the people in the picture.

(The Royal Kandit, Villegas, 2004)

        Non-text materials are also considered as primary sources of history if they were made by people experiencing
the historical events in question. The golden Royal Kandit shown above is an artifact dating from between the 10th
and 13th century and was found in Surigao. It is made of gold, about 74 centimeter, and weighs about a kilogram. If
we analyze the information about the golden belt, we may ask questions about how ancient Filipinos in Surigao were
able to craft and own ornate pieces of precious gold.
Evaluating Primary Sources
        Like an investigative report, historical arguments try to establish how things may have happened. Still, we have
to be careful with interpreting primary sources as these are not perfect documentations of historical events. Thus, we
should also compare sources with each other to check their credibility. 
        A fair reading of history involves asking questions about historical sources. You can be a critical reader if you
use your historical imagination and envision what could have happened if historical characters were in different
circumstances. Primary source analysis will help you gather information about details that can be put together to form
an idea of a historical event or period.
        Professor Patrick Rael, who was a Professor of History at Bowdoin College, developed an acronym for
evaluating primary source texts (PAPER) (Rael, 2004):

1. P – Purpose of the maker in preparing the source

        Knowing the purpose of the author or maker of a primary source includes finding out the role or place of that
person in the society he/she lived in. The social structure and culture of the maker will help us form a basis for the
development of the source. 

2. A – Arguments and strategies used to achieve these goals

        What ideas are the maker trying to convey by documenting a historical event or period? You may also ask who
the maker’s audience is and what is the maker’s strategy in communicating to his/her audience. For instance, Anne
Frank, who lived in the Nazi Period in Germany, made a dairy. The diary contents are most probably intended for her
private reading. At present, historian now know that Anne’s father edited some pages to remove sensitive content.
Knowing these details helps us read between the lines and assume the “unwritten.” This analysis also enables us to
know how credible or reliable the source is.

(Anne Frank's Diary, The History Channel, 2018)

1. P – Presuppositions and values

        We can also analyze a primary source by examining how the beliefs of the maker differ or are similar to ours.
This process highlights the values of the maker. At times, it may be uncomfortable to us to read about slave-raiding of
ancient Filipino tribes, but we consider their behavior as a product of their time because they value different things
(i.e. familial ties and food production).

2. Epistemology
        An epistemological reading of a primary source will give us information that can be factually proven. These facts
are not explicitly shown in the material. For instance, we can date Anne Frank’s diary using the material of the paper
or the ink that was used. 

3. R – Relate to other texts 

        We can infer some things from reading various primary sources from different makers or writers. We
can do this by highlighting repetitive themes across sources. An example would be the current reading of
Ferdinand Magellan’s purpose in coming to the Philippines: some historians suggest that he came for trade
and not as a conquistador, effectively dating the Spanish Colonization of the Philippines to 1565 instead of
1521. (Gerona, 2021)
Secondary Sources of History
        Another source of history is secondary sources. If you tried to answer the questions above or made
interpretations about the primary sources in the previous photos, the documentation of your ideas can be considered
a secondary source of history.
        Secondary sources are materials produced after the period that is studied and is made by a person who did not
experience the historical events he/she was writing about. Secondary source creators typically lived during the time
period being examined, but their work was based on a primary source. Historians use secondary sources to learn
how other historians have viewed the past.
        Historians using secondary sources consider the historical subject with ample background of the sources' origin
and generally select, analyze, and incorporate evidence (derived from primary sources) to make an argument. Works
of scholars are the most common secondary sources. 

(5000 Php Banknote with Lapulapu and the Philippine Eagle, Bangko Sentral ng Pilipinas, 2021)
        A common secondary source of history are Philippine banknotes. The 5,000-peso banknote shown above shows
a realistic sketch of Lapulapu. The way he looks in the banknote is informed by investigating the bodily adornment
customs and the physical characteristics of Visayans. It is NOT a photograph of Lapulapu. In other words, the
banknote does not give a perfect picture of what Lapulapu looks like because it is only a rendition.
  
        The book cover in the photo shows a volume of secondary historical material written by Rolando Borrinaga. He
conducted a modern and Waraynon reading of the correspondence among Waray, Bicolano, Tagalog, and Cebuano
revolutionaries in the Spanish and American Colonial Periods. His opinions and inferences are informed by other
primary sources such as maps, laws, and photographs. 
        Secondary sources are also reliable sources of information, despite them being mere copies of primary sources.
They are reliable because they tend to be informed by analysis of culture and historical periods. Secondary works
such as scholarly work usually show readers what part of the work are facts and what are opinions or intelligent
guesses. Secondary sources will alert you to any historical controversies, disagreements, or key questions that
historians are grappling with. Additionally, makers of secondary sources are not emotionally tied to the period they
are examining. 
        Similar to primary sources, we need investigative skills in reading secondary historical material. Secondary
sources can be interpreted in different ways since each reader will know a different set of information and will have a
different point of view. We need to think through the material and connect it to other sources. We also need to be
careful in distinguishing between scholarly and non-scholarly secondary sources.
        When we join history classes, we are usually asked by our teachers to explore the discussions of other scholars
by writing essays. Our historical essays can be considered as secondary sources, as long as we provide enough
information about the following: 

 Maker or writer of the source/material

 The maker’s or author’s expertise, training, and theoretical approach 

  The maker’s or author’s explanation of why and how the events happened

 The maker’s or author’s argument or point of view about the historical period or event talked about 

 The evidence that the maker or author cited to support his/her argument 

 The parts of the material that makes the argument weak 

 The structure and form of the source (text, art, film, etc.) 

 Any competing material that affects the way the material being studied is structured

 How different or similar to works on the same topic is the material.

Credibility and Reliability

        Aside from analyzing the content of sources, historians also examine the credibility and reliability of historical
sources.
A. Credibility
        Credible sources are those that are transparent about approaches, biases, and points of view. They do this by
highlighting what is not known at the moment and what are accepted as facts while making arguments. 
B. Reliability 
        Reliable sources are those that are relay as facts those that can be verified with evidence. For example, dates in
historical material can be corroborated by other materials such as laws or new reports.
Indigenous Science and Technology in the Philippines
When Spain had already colonized most lowland communities in the Philippines in the 1700s, the indigenous peoples
in the Philippines continued to live in their isolated and self-sufficient communities. They were able to preserve the
culture and traditions of their "ethnos" or "tribe" as reflected in their communal views on land, their cooperative work
exchanges, their communal rituals, their songs, dances, and folklore. 

The knowledge of the indigenous people of native science and the environment has been instrumental in our modern
scientific advancements. Their knowledge has evolved from prolonged interactions with nature and has provided
valuable resources for appropriate technology development and discoveries. People who practiced indigenous
science used science process skills guided by community culture and values composed of traditional knowledge.
Their scientific advancements have helped people in understanding the natural environment and in coping with
everyday life. This Indigenous Knowledge System is defined by the cultural traditions of local communities, which are
orally passed in stories, poems, and songs. 

"Noongar herbal medicine", licensed with CC BY-SA 4.0

"Indigenous Filipinos traditionally fermented coconut into a wine called tuba

This Photo by Unknown Author is licensed under CC BY-SA

Examples of Indigenous knowledge that are taught and practiced by indigenous Filipinos are:
 Prediction of weather. The unusual behavior of insects, such as ants, earthworms,  and dragonflies, 
has become a basis for predicting an upcoming rain, typhoon, or bad weather.

 Using herbal medicine. Tamarind leaves, for example, are used as a cure for cough and cold by boiling
young leaves for 30 minutes to drink. 

 Preserving foods. Salting, as also practiced until today, is one of the indigenous practices in preserving
food with dry edible salt. This method is done so that food will not be easily spoiled.

 Classifying plants and animals into families. Philippine languages have specific names for specific
organisms.

 Selecting good seeds for planting. Indigenous Filipinos learned to choose good seeds from the bad
ones to maximize plant yield.

 Using indigenous technology (pottery, weaving, and fine metalcraft). Examples of traditional outputs
from weaving include placemats, bags, wallets, and mats. Indigenous Filipino metalsmiths can make
intricate gold and bronze jewelry.

 Building local irrigation. Indigenous practice includes pulling up water from a well or other such source
to irrigate the land to keep plants healthy even if there's a dry spell.

 Classifying different types of soil for planting.

 Producing wines from tropical fruits. The Kalinga Women produced fruit wines from Guyabano and
bignay.

 Keeping the custom of growing plants and vegetables. 

Indigenous knowledge, also known as Traditional Ecological Knowledge, is handed down through generations by
Indigenous people. It helps us understand environmental change, wildlife population monitoring, sustainable
harvesting practices, behavioral ecology, ecological relationships, and so much more. (Popp, 2018)

Science and Technology in the Philippines at Present

The Department of Science and Technology (DOST) in the Philippines, with its mandate from Executive Order No.
128, is a government agency tasked with overseeing and managing national technology development and
acquisition, undertaking technological and scientific research, and promoting public consciousness of science and
technology.

The country's performance in achieving the desired outcomes for the science, technology, and innovation (STI)
sector has been moderate. The latest available data indicate that four out of nine targets with available data have
been exceeded.

Over the decade, the Philippines have reported breakthroughs in scientific discoveries and inventions, including

 The discovery of the ancient human species called Homo luzonensis in Callao Cave; 

 The launch of the Philippines first microsatellite Diwata-1; 

 The invention of environment-friendly lamps that run on saltwater, such as the SALt lamp and the Liter
of Light Project, has helped light poor communities with no access to electricity.
In June 2020, the DOST reported that there is an ongoing Filipino study about the possible benefits of herbal plants,
particularly the tawa-tawa and lagundi, to reduce a person's vulnerability from the novel coronavirus disease (Covid-
19). This development can be called folk medicine. In a separate study, Filipino researchers found that Virgin
Coconut Oil (VCO), a resource abundant in the Philippines and has been in use for centuries, can help improve the
health condition of the individuals that may be infected with Covid-19  (Food and Nutrition Research Institute,
Department of Science and Technology, 2021).
The Philippines faces multiple issues in health, environment, education, economics, and others. The STI sector helps
us respond to these challenges. We can observe that local developments in STI serve as key elements in the
advancement of the country. These have a significant impact on society that help shape our future and the
environment. These developments also lead us to understand better and cope with the environment that surrounds
us. 

Today, several science and technology agencies continue to conduct studies to improve the lives of Filipinos. Here
are some of the agencies: 

 Food and Nutrition Research Institute (FNRI): This is the government's principal research arm in food
and nutrition. It aims to provide solutions to nutritional problems in the country. This agency is
responsible for the development and commercialization of nutritional food products that we consume.

 Philippine Atmospheric, Geophysical, and Astronomical Services Administration (PAGASA): This

agency is dedicated to providing flood and typhoon warnings, public weather forecasts and advisories,
and other specialized information and services primarily for the protection of life and property and in
support of economic, productivity, and sustainable development. For example, their programs, like their
monitoring system, enable the communities and key officials to be prepared for the oncoming typhoons.

 Philippine Institute of Volcanology and Seismology (PHIVOLCS). This agency's mandate is to mitigate

disasters that may arise from volcanic eruptions, earthquakes, tsunamis, and other related geotectonic
phenomena. Like PAGASA, this agency works to ensure that communities are safe from geotectonic
phenomena that may cause damage.
Most of us know that Rizal was a genius. He was a multitalented and versatile learner. In his lifetime, he had learned
22 languages and had 24 professions. Let us now discover the vital role of his academic and intellectual
development.  
Rizal in Ateneo Municipal 
His brother Paciano accompanied him to Áteneo Municipal. Father Magis Fernando, the college registrar, refused to
accept his admission for two reasons: (1) He was late for registration, and (2) he was sickly and small for his age. He
was able to enter Ateneo through Manuel Xeres Burgos, a nephew of Father Burgos. He was advised to use the
family's second surname, “Rizal,” because the surname “Mercado” came under suspicion of the Spanish authorities.
Also, Father Burgos had a particular fondness for the surname “Rizal” because Paciano used the same surname
when he studied at the College of San Jose, where he eventually became Father Burgos’ favorite student and trusted
confidante. In Rizal’s first year in the city, he boarded in Doña Pepay’s residence inside Intramuros. 
During that time, compared to other colleges, the Jesuitical system of instruction was seen as more advanced. It was
strict with discipline and had fewer mechanical methods. In addition, the program also included physical culture, the
arts and its different forms such as music, drawing, and painting, and also established curses in agriculture,
commerce, and mechanics. The primary purpose of the institute was to mold the will and the character of their
students to comply with the teachings of the Church as it is a religious institution.
In that era, the Jesuit educational system used a unique motivation and stimulation system to encourage their
students’ learning: the entire class was divided into two groups, namely, the Roman Empire (the interns) and the
Carthaginians (the externs). In each empire, there were five dignitaries or titles: Emperor, Tribune, Decurion,
Centurion, and Standard-Bearer. Students from each empire earned these titles by catching their enemy’s error three
times during individual competitions. These empires considered themselves in perpetual warfare. Once an individual
of one empire was caught in error by someone from the enemy empire, points were rewarded to the latter empire. At
the end of every week or two weeks, the pointes were tallied, and the empire that earned more points were the
declared as the winners. Since Rizal was new to the class, he was at first put at the tail of the class. However, it was
not long before Rizal would get promoted and he kept on getting promoted until he became Emperor at the end of a
month. When the term ended, Rizal managed to obtain excellent marks in his subjects and exams. 
Rizal’s first half of his first year in Ateneo was a good one: he became the brightest pupil in the whole class and won
his first prize for a religious picture. To improve his Spanish fluency, he underwent tutoring at Santa Isabel College.
Meanwhile, the second half of his first year in Ateneo was not as good as the first one because he resented his
professor's remarks, being only second in the class. Rizal’s most fruitful year was his fourth year of schooling. Here,
he became an interno, a boarding student in the college, which enabled him to concentrate on his studies because he
could stay on the school premises. He also met Fr. Francisco Paula Sanchez, a great educator and scholar, who
inspired him to study hard and write poetry. 
  
Rizal in the University of Santo Tomas (UST) 
After Rizal graduated from the Ateneo de Manila, his father, Don Francisco, decided to send him for higher education
in Manila, knowing his son’s exceptional intelligence. Doña Teodora, his mother, was hesitant because she had seen
the fate of intelligent young Filipinos who questioned the Spanish authorities in the Philippines. She was vocal in her
opposition to her husband’s decision. However, Don Francisco was convinced of the great future that awaited his
son, whose intelligence was among the best at that time.
In April 1877, Jose Rizal returned to Manila and enrolled at UST, taking Philosophy and Letters. The following year,
Rizal consulted Reverend Father Pablo Ramon, the Director of Ateneo de Manila, on what course to take. Father
Ramon advised him to take up Medicine, and he followed his advice, hoping that he could relieve his mother’s failing
eyesight after he finished the course in ophthalmology.
While he took in Medicine, Rizal spared some time to study Surveying. He was so interested in the course that he
finished it in one year at Ateneo de Manila. Rizal excelled in Surveying and won medals in subjects covering
topography and agriculture. In 1878, he passed the course’s final examination at 17 years old. Unfortunately, he did
not earn the title due to his young age. It was only with Don Eustaquio Villablanca de Mendoza's help that Rizal was
finally awarded Surveyor and expert assessor on September 30, 1881, after presenting his credentials in Ateneo. 
While Rizal was considered a Thomasian, he continued his active connection with Ateneo. There, he was the
president of the Academy of Spanish Literature, secretary of the Academy of Natural Sciences, and a Marian
Congregation member. 
Rizal was unhappy in UST as his Dominican professors were hostile and discriminatory not just to him but to Filipino
students in general. Rizal disliked the old and repressive method of teaching in UST. While Rizal was in UST, he
became the Filipino students' leader against the arrogant Spanish students. They were called “Indio Chongo.” In
return, they called them “Kastila” or “bangus.” Hostility between the two groups often exploded in angry street
rumbles. Rizal often participated in these student brawls. Rizal’s dissatisfaction with his studies in UST and his
terrible experiences under a repressive Spanish regime in the Philippines made him leave the country and proceed to
Europe, where he continued pursuing his degree in ophthalmology. 
Against the Spanish friars' will, the Spanish government implemented the Moret Decree of 1870 in the Philippines.
This was considered a modern and revolutionary state-regulated education system in Rizal's time because it
secularized higher education and gave lay Filipinos opportunities to teach in universities and colleges. This education
reform benefited Rizal in his formal schooling in Biñan, Laguna and Ateneo de Manila. Its essential provisions
include:

 Compulsory primary education for all children between ages 7 and 12 

 Parents and guardians must send their children or wards to public schools.

 Nonfulfillment of this legal duty was punishable with a fine.

 The subjects taught in schools in the country were Christian doctrine, reading, writing, Spanish,
arithmetic, geography, agriculture, good manners, and music. 

Assimilation of the Propaganda Movement

The La Solidaridad, also known as the Propaganda Movement, was a literary and cultural organization established in
1872 by Filipino immigrants and exiles who had settled in Europe. It aimed to promote a closer relationship between
Spain and the Philippines and increase Spain’s awareness of Filipino peoples' needs as its colony. The execution of
the three Filipino priests, GomBurZa, awakened the Filipinos’ sense of nationhood and inspired the Propaganda
Movement's organization. The members were known as the “propagandistas” or “reformistas.”
Prominent Members of the Propaganda Movement

1. Graciano Lopez Jaena was a brilliant orator who wrote Fray Botod and Esperanza to address and
oppose the Spanish friars' corrupt practices. He was considered the movement’s principal organ
because he was La Solidaridad's publisher.

2. Marcelo H. Del Pilar was an excellent writer and speaker who authored “Caiingat Cayo,” “Dasalan at
Tocsohan,” and “Sampung Kautusan ng mga Prayle.” 

3. Jose Rizal was the most outstanding propagandista. His works, such as Noli Me Tangere (meaning,
Touch Me Not, 1886) and El Filibusterismo (meaning, The Reign of Greed/The Enemy of the
Country, 1891), had ignited the armed revolution lead by Andres Bonifacio.
Goals of the Movement 
The Propaganda Movement aims to establish the following reforms in the country:

 The representation in the Philippines in the Cortes Generales, the Spanish parliament


o The secularization of the clergy (i.e., the use of secular or diocesan priest rather than from
a religious order)

o The legalization and recognition of Spanish and Filipino equality

o The provision of Spanish Citizenship to Filipinos

o The recognition of the Philippines as a province of Spain 

o The abolition of polo y servicios (obligatory labor service) and the bandala (forced sale of
local products to the government)
 o The guarantee of fundamental freedoms

o The grant of equal opportunity for Filipinos and Spaniards to enter government service

End of the Propaganda Movement

The arrest of Rizal became a dark period among the propagandistas. La Liga Filipina, a secret group derived from La
Solidaridad and the Propaganda Movement and led by Rizal, collapsed. Del Pilar and Jaena also died, marking the
end of their long battle for reforms for the country. Being a former member of La Liga Filipina, the Propaganda
Movement's writings inspired Andres Bonifacio to establish the “Katastaasang Kagalanggalangang Katipuanan ng
mga Anak ng Bayan” or Katipunan (KKK) in 1892, which set the Philippine Revolution in place.
In contrast to the KKK, whose aim was for the Philippines' total independence from Spain, the Propaganda
Movement’s main objective was to assimilate the Philippines as a province of Spain and not a mere colony.

Significant Influences and Events in Rizal’s Life

Rizal’s life is also a story of experience, friendship, and travels. As he traveled, he met new people that influenced his
whole being in his different walks in life; some of them are the following. 
1. Doña Teodora – The teachings of his mother gave Rizal immense lessons in life; the most famous of them all is
the “Fable of the Moth.” Likewise, the characters in Noli Me Tangere, such as Don Rafael Ibarra and Sisa, who were
also victims of injustice, were based on his mother. His mother was one of his inspirations in his life. He decided to
take ophthalmology to save his mother’s eyes. 
2.  Paciano – Being Rizal’s only brother, he had been his unsung hero. Many of Rizal’s decisions were based on his
brother's choices (schools to enroll in and even sending him to Madrid to study). He also encouraged Jose to use
their surname “Rizal” because of its unique connection with Jose Burgos. He also sent him letters and financed his
studies in Madrid. 
3. Maximo Viola – He was a propagandista from Bulacan who helped Rizal print Noli Me Tangere.
4. Dr. Feodor Jagor – He was a German scientist who had visited the Philippines and influenced Rizal through his
book entitled “Travels in the Philippines.”
5. Dr. Karl Ernest Schweigger – He was a famous ophthalmologist who helped Rizal practice his skills by allowing
him to be his assistant in his clinic.
6. Governor-General Emilio Terrero – He was the Governor-General who assisted him in his first homecoming. He
was also a devoted ally of Rizal in battling the encomienda system in Calamba. 
7. Andres Bonifacio – He was the founder of the Katipunan (KKK), a group that believed in the writings of Rizal. The
formation of the KKK had been a great contributor to pursuing Rizal as an enemy of the Spaniards.
8. Leonor Rivera – She was the true love of Rizal. She was his cousin; hence, they kept their relationship in private. 
9. Josephine Bracken – She was the mother of Rizal’s unborn child. She was believed to be married to Rizal
through a civil wedding without the Church’s approval, but no material evidence and historical documents proved
such theory. She later married Vicente Abad.
 Art appreciation week4
  When you move to a new place, you are bound to face many changes. Have difficulty adjusting to a new culture is
natural. Culture shock is temporary, and you will adapt to the unique situation. The discipline of anthropology will
show us how humans adapt to different conditions. 

The "Self" in Relation to the Society

        We innately know that we are different from each other. If you look at yourself in the mirror, you know that it's
you and not some other person. When a person does something wrong, we investigate who has done the
wrongdoing and punish the wrongdoer and not another person. It seems that the "self" or individual is important in
society. What is this self that is important to other people and ourselves? Where does it come from?
        Most humans would say that they are self-aware. (Edwardes, 2019) We feel that we can choose between
alternative courses of action and be aware of ourselves by choosing between them. René Descartes (1649 [1998])
believed that we are the only animals to have sufficient self-awareness to know there is a self to be aware of. Some
scientists studying primates (including humans) have suggested that other primates are also self-aware that they can
recognize themselves when looking at the mirror. Domesticated dogs also exhibit this behavior and are deemed self-
aware because they are heavily immersed in human culture. Does this mean that those nonhumans have also
reached a level of self-awareness where they can ask themselves the question, "who am I?" 
        According to Fingelkurts and Fingelkurts (2015), to be human is to be more aware of yourself than any other
species can be. We can know who we were and that our self has been changed between then and now. We can
imagine who we are going to be by often imagining several different future selves simultaneously. We, humans, can
take multiple versions of ourselves and emphasize various aspects of our character in each version. We also often
feel that we have individual continuity: the self I was then is the same self I am now, and my future selves are all
continuations of the present self. Additionally, conceiving ourselves in the past, present, and future is connected to
how we view our society. At present, we have not seen evidence of this behavior in other animals. 

What is Anthropology?
        According to the University of Wisconsin, Anthropology is "the study of human societies and cultures and their
development." The field of study is restricted to human groups because of the level of self-awareness that they have. 
        Anthropology is a key study in exploring our concept of the "self." It emerged as a subject from the imperial
ambitions of European states during the 18th and 19th centuries. Its emergence was initially an effort to identify the
weaknesses and failings of non-European cultures so that they could be exploited and subjugated. In the late 19th
and early 20th centuries, anthropology threw off its intimate links with the national and religious organizations and
instead attempted to ask the question: "What does it mean to be human?"
        Karl Marx (1844 [1959]) opposed the traditional view of anthropology. To him, humans developed the class
system, or the behavior of categorizing humans as "slave," "free," "royal." Marx saw this behavior as sociopolitical. A
stratified social system in human societies developed as individuals became specialized in their productive roles and
social roles. The illustration below shows how early civilizations stratified their members based on the roles they
played in the production.
        Because of stratification, societies became unequal. Fewer and fewer resources were distributed to the lower
parts of the pyramid. Because of the need to survive, people at the base of the pyramid were forced to provide labor
at low prices while the upper levels increased the value of products through add-ons. In short, the upper levels of
society gained more through earning profit while the rest became the proletariat or workers without the freedom to
choose in any useful way. As a result, the workers had no control over what they did and alienated themselves from
their innate potential as individuals. The solution proposed by Marx was communism, in which the workers would
once again take control of their work and find more meaning from their work. 
        However, there are other points of view on the self in relation to its core group. Anthropology assumes that
selfhood starts and finishes with the group. In other words, the self needs are moulded by its society, and the self
expresses its individuality upon the social group it belongs to. 
        We know that humans have a unique social relationship with other members of their species. It can be observed
that our capacity for group living and group institutions exceeds that of every other animal on the planet (except for
ants and other insects). There is still no evidence that socially bonded animals group themselves according to a
concept of selfhood. Therefore, anthropology is essential in the discussion of selfhood.
        Anthropology originated in the 19th century, and its researchers were often from Western societies. It attempted
to describe how non-Westen societies worked and developed. One of the classic anthropologists is Claude Levi-
Strauss. His work Tristes Tropiques presented the lives of a non-Western society in Brazil. 
        With the advent of the 21st century, human experiences have become diversified. "Thus, anthropologists can
observe the effects of globalization in almost all societies. Anthropology extended its study to cultural and subcultural
groups in industrialized societies." (Module 3 anthropology and the study of culture.
https://www.slideshare.net/NaraMier/module-3-anthropology-and-the-study-of-culture) For instance, Philippe
Bourgois, a professor of Anthropology at the University of Pennsylvania, studied street-level drug dealers' lives. 
        Anthropology contributed to the development of the study of human culture. According to anthropologists, we
need to be immersed in a culture and establish relations with host societies before successfully documenting the
stories of the host culture's people. Individuals in a community who have significant knowledge on the topic being
studied by anthropologists are called "key informant." Anthropologists also use participant observation methods,
which entail the researcher's participation in the daily practices and rituals of the group being studied. 

What is Culture? 
        Culture is the pattern of learned and shared behavior and beliefs of a particular social, ethnic, or age group.
(OpenLab, n.d.) Humans use culture to adapt and transform the world they live in. (Maricopa Community Colleges,
n.d.) Culture is the set of unwritten norms of conduct that guide the behavior of a group. (MODULE
3ANTHROPOLOGICAL_PERSPECTIVE_OF_THE_SELF..docx ....
https://www.coursehero.com/file/77305248/MODULE-3ANTHROPOLOGICAL-PERSPECTIVE-OF-THE-SELFdocx/) 
        An example of a description of culture is how anthropologists describe the Ashanti tribe from Ghana, Africa. The
Ashanti culture is regarded as different from Western cultures, as it regards the family and the mother's clan are the
most important in a society. "A child is said to inherit the father's soul or spirit (ntoro) and receives his/her flesh and
blood from the mother (mogya), thereby relating him/her closer to the mother's clan. The Ashanti tribe members live
in extended families in various homes or huts set up around a courtyard." (OpenLab, n.d.)
        Experts have organized anthropological studies along with two persistent and basic themes. First, the theme of
diversity shows us how an individual's upbringing and environment or culture are what makes them diverse from
other cultures. Second, the theme of change illustrates people's need to adapt and transform to survive in the
environment, resulting in the physical, biological, and cultural aspects of culture. 
        We can learn culture by direct teaching or by unconscious modelling of the habits of other people. Culture can
be shared. It defines a group of individuals and meets their common needs. Culture is also patterned, which means
that a culture's members exhibit repetitive behaviors or ideas. Cultural aspects are also related within a culture that
beliefs and practices show up repeatedly in different areas of social life. An example of these repetitive behaviors is
Filipino Christians making the sign of the cross whenever passing a place of worship, before meals, and in significant
life events. 
        Culture is also adaptive, which helps individuals meet their needs across variable environments. 
        Culture is also symbolic, which means arbitrary and straightforward signs that represent something else or
something more. Indigenous architecture developed based on the culture's immediate environment and the inclusion
of physical decorations with cultural meanings. Cultural practices are a tool for survival that humans use in response
to the pressures of their environment. 
        Culture is also maladaptive. It can cause problems for the people who subscribe to it. These problems arise
when culture remains the same despite changes in the environment. Most societies are becoming maladaptive as the
environment gets polluted. Some populations are enculturated to strive to own cars. This cultural behavior is said to
cause issues to the health of the environment. Additionally, the lack of space for wide roads because of the growing
population makes the culture of car-owning less

        Culture is never static. As explained earlier, humans' changing needs cause a need to change behaviors as they
interpret and survive in their environment. 
        Finally, culture affects our biology. Humans are born into cultures that dictate what attributes make a person
beautiful. For example, women from the Mursi tribe of Ethiopia in Africa gradually change their bodies by wearing lip
plates. The Mursi culture expects women to start stretching their lips from adolescence and wear lip plates to appear
desirable to men. (Latosky, 2004)

Material Culture vs. Nonmaterial Culture

        Material culture includes all the tangible and visible parts of culture, such as food, clothes, and physical
structures. Material culture differs across societies because of the different configurations of the environment and
history. For example, the culinary culture of the Philippines is different from that in Asia.

        Nonmaterial culture includes all the intangible parts of the culture, such as values, ideas, and knowledge. Like
material culture, societies' beliefs and value systems differ based on their environment and history. Values are
culturally determined concepts and separate what is acceptable from that which is taboo. Meanwhile, beliefs are
culturally-approved truths that deal with the specific parts of human life, such as the belief in the phrase "bahala na,"
derived from the older phrase to call on Bathala, the ancient Tagalog god. Filipinos retained the expression in
communication as it also supports the current values system despite the change in religious dominance. 

Enculturation, Acculturation, and Deculturation

         "Enculturation is the process of learning your own culture. As you interact with your immediate family and
peers, you learn the values and accepted behavior in your society. Children learn their native languages from their
parents and close family." (Module 3 anthropology and the study of culture.
https://www.slideshare.net/NaraMier/module-3-anthropology-and-the-study-of-culture)
        On the other hand, acculturation shows how culture can be modified to accommodate desirable traits from
different cultures. The inclination of several Filipinos toward several Korean culture elements has led to Korean pop
songs' acceptance, although their performances are in a foreign language. The situation is an example of
acculturation.
        Deculturation is when the older generation's culture comes into conflict with the needs and realities of the
younger generation. For example, traditional importance placed on first-born children in Japanese is linked to the high
incidence of child suicide rates and high educational attainment levels because first-borns feel an immense obligation
to be the model child for their younger siblings.

Cultural Change
        Culture generally changes for some reasons. Some of these reasons are selective transmission and evolving
needs. Thus, when a village or culture is met with new challenges, such as losing a food source, they must change
the way they live. In time, the contemporary practices of finding food become part of a culture. Changing needs also
result in the forced redistribution of land or relocation from ancestral domains due to external and/or internal forces. 
        An anthropologist looks at changes in culture and studies why these changes occurred. We can also benefit
from studying cultural change by getting a sense of who our ancestors were. Our ancestors' identity could contribute
to our understanding of self.

Anthropological Theories
        The following thought systems help us understand the concept of culture.
A. Cultural Evolutionism
        Cultural evolutionism shows how cultures undergo the same development stages in the same order. Under this
theory, cultures are initially savage, developed to be barbaric or practice tribal wars, and finally, civilization. 
        Neo-evolutionism, a branch of cultural evolutionism, conceives cultural development due to environmental and
technological conditions. According to this theory, cultures evolve when people can increase the amount of energy
under their control.
B. Diffusionism

        Diffusionism shows how all societies change as a result of cultural borrowing from one another. Cultures start
with original ideas on how society should work and refine their cultures as they become more receptive to other
cultures' beliefs. Cultural borrowings result from cultural exposure, thereby refining different aspects of a culture.

 
C. Historical Particularism
        For historical particularism, each culture is unique and must be studied in its context. According to Franz Boaz,
historical particularism is needed to study cultures as each geographical area's culture is unique, reacts differently to
historical events, and is situated in a unique place. (Tax, 1991)

D. Anthropological Functionalism
        Functionalism assumes that culture is like a biological body that is made of different interconnected parts. Each
part of a society has a distinct role which is reflected in cultural evidence. (Porth, 2017)
E. Cultural Materialism
        Culture is the product of the "material conditions". Material conditions are embodied in the infrastructure
(technology, economy, demographics) that influence society's structure and super-structure sectors. (Buzney &
Marcoux, 2017) Through this framework, we may understand how and why culture changed because of the rise of
the Internet.

Five Subdisciplines of Anthropology

To study the development of culture, we use anthropological models.

A. Archeological Anthropology
        Archeology examines the remains of ancient and historical human populations to understand how humans
adapted to their environment. Archeological anthropology is concerned with the study of extinct cultures. Archeology
can supplement anthropology by recovering the remains of ancient people of bygone days and the material evidence
of their culture. Anthropologists have to depend on archeologists in describing the human of the past and determine
the ancient civilizations that flourished 5,000 years ago. 
        Finding ancient artifacts such as the solid-gold Agusan Image found in the province of Agusan del Sur,
Philippines, can contribute to Filipinos' sense of identity. The gold statuette was dated back between the years A.D.
1000 and 1300. It was analyzed as having Hindu or Buddhist symbols, suggesting that Ancient Filipinos that lived in
Agusan del Sur might have identified with Hinduism or Buddhism. We can further assume present Filipinos still carry
the ideology of Hinduism or Buddhism. At present, archeologists are still studying whether the symbols on the figurine
are Hindu or Buddhist. (Hontiveros, 2004)

B. Cultural Anthropology 
        Archeology includes the study of the social behavior of humans, called cultural anthropology. To the cultural
anthropologist, the past and the present are equally important. They look for evidence of how customs and social
behavior emerged and developed until they became the form we have at present. For instance, we can ask why
humans developed an affinity for jewellery and other bodily adornments.
        Cultural anthropologists study culture by directly observing populations of living humans. They research by
spending time living in and observing the community they investigate through fieldwork and participant observation to
increase understanding of its politics, social structures, and religion. We understand ourselves more by being
observant of how our culture works. For instance, we can ask why we attend wakes for dead relatives and how these
funeral rites came about. 
  
C. Linguistic Anthropology
        Linguistic anthropology examines the language of a group of people and its relationship with their culture. This
study involves studying how languages work, how they are made, how they change, and how they die and later are
revived. Linguistic anthropologists attempt to understand the language by studying a language's cultural, historical, or
biological background. The study of linguistics includes examining the origins of words, word and sentence structure,
the sound of languages, and other aspects of language.
        Linguistic anthropology, for instance, is curious about how the Buddhist word "karma" was included in Philippine
languages, even though present Filipinos are primarily Christian or Muslim. This finding suggests that ancient
Filipinos believed in the Buddhist concept that our actions have a corresponding effect or punishment  (karma).
(English-Tagalog Dictionary)

D. Physical Anthropology
        Have you ever wondered why our bodies developed a certain way? Physical anthropology may answer this
question as it looks into humans' biological development and their contemporary variation. It is a subfield of
anthropology that studies the evolution of humanity through the human body as a biological organism by using
humans' genes and the genes of the organisms they interact with. It attempts to describe how our physical selves
contribute to our conception of the "self".
        Physical anthropology can be divided into two phases: the "old" physical anthropology and "new" physical
anthropology. Sherwood Washburn developed the new physical anthropology because he believes that the field
should not focus on racial classification. One reason for the shift in focus is that racial traits, such as hair and skin
color, could not predict other characteristics, such as intelligence and morality. 
CITATION Haw17 \l 1033 (Hawkins, 2017)
E. Applied Anthropology

        Applied anthropology aims to solve our problems in the present by using theories and approaches of
anthropology. It also includes applied medical anthropology, urban anthropology, anthropological economics, contract
archeology, and others. For instance, applied anthropology is often used when attempting to determine an unearthed
native Filipino burial jar's ancestry. Biological anthropology can help us test the buried body's DNA and see if the
body's DNA has any similarity to living populations. 
Lesson Proper for Week 4
Lesson 1 VALUES DEVELOPMENT 
We are not born with values, so how  do people develop their values? There are  three periods during which values
are developed as we grow. 
Values provide each team member  with the ability to make decisions that support  the organization to achieve the
defined vision  as well as promoting inter-dependence and  accountability. Personal values development  and
integration increases the integrity and  personal effectiveness of the leadership of the team. 
PERIODS OF DEVELOPMENT 
Sociologist Morris Massey has described three major periods during which values are  developed. 
The Imprint Period 

Up to the age of seven, we are like sponges, absorbing everything  around us and accepting much of it as true,
especially when it comes from  our parents. The confusion and blind belief of this period can also lead to  the early
formation of trauma and other deep problems. 
The critical thing here is to learn a sense of right and wrong, good  and bad. This is a human construction which we
nevertheless often assume  would exist even if we were not here (which is an indication of how deeply  imprinted it
has become). 

The Modeling Period 

Between the ages of eight and thirteen, we copy people, often our parents, but also others. Rather  than blind
acceptance of their values, we are trying them on like a suit of clothes, to see how they feel. 
At this age we may be much impressed with religion or our teachers. You may remember being  particularly
influenced by junior school teachers who seemed so knowledgeable--maybe even more so than  your parents. 
The Socialization Period 
Between 13 and 21, we are very largely influenced by our peers. As we develop as individuals and  look for ways to
get away from the earlier programming, we naturally turn to people who seem more like us. 
Other influences at these ages include the media, especially those parts which seem to resonate  with the values of
our peer groups. 
BECOMING PRINCIPLED 
It's tough to have high moral values, but some people get there. 
If you can understand how people's values develop, then you can guide the process. This is well  understood by
dictators and religious sects around the world. Dictators regularly take over the education  system and brainwash the
children in their ideals. An old Jesuit saying is not that far off: 'Give me the child  and I will give you the man.' 
Being principled is a very powerful method of influence. But beware: this is a one-way street -- it  also means there
are many things you cannot do. 
Pre-moral 
In the pre-moral state, we have no real values (we are thus 'amoral'). Young children are premoral.  So also, are
psychopaths. Our basic nature tells us to be Machiavellian, doing whatever it takes to achieve  our goals, even if it
means hurting other people. 
Conventional 
Most people have conventional values, as learned from their parents, teachers, and peers. These  basically say,
'here are the rules to live in reasonable harmony with other people.' 
The bottom line of this state is that we will follow them just so long as we think we need to. We will  break our values
occasionally, and especially if our needs are threatened or we are pretty sure we can get  away with breaking values
with nobody else knowing about it.
Principled 
When we are truly principled, we believe in our values to the point where they are an integral and  subconscious part
of our person. Right and wrong are absolute things beyond the person, for example as  defined by a religion. 
The test of a principled person is that they will stick to their values through thick and thin, and even  will sacrifice
themselves rather than break their principles. Many great leaders were principled (Martin  Luther King, Gandhi, etc.).  

Lesson 2 IMPORTANCE OF TEACHING VALUES 

Why Education for Values? 
A most important reason for reorienting education for values  is the fact that the current model of education
contributes to the  lopsided development of students. This model of education puts  exclusive focus on cognitive to
the total neglect of the affective  domain and presents an alienation between head and heart.  
Students are nurtured in a spirit of excessive competition and are  trained right from the beginning to relate to
aggressive competition  and facts detached from contexts. The individualistic idea of  excellence is promoted at the
cost of emotional and relational skills.  Young learners hardly understand why they are in school,  why they are
studying different subjects and how their schooling will  be helpful to them. Their understanding is limited to learning
about  the subjects. They hardly know how they should live their lives,  commit themselves to the welfare of the
country, care about the  environment and other social and moral issues. They are not clear as to what sort of persons
they hope to  become when they complete their school education.  
Values and the Contemporary Realities 
Whenever there is a discussion about values and value education there is generally a skepticism  about the
relevance of values in the present day context.  
KEY CHALLENGES 
Tradition vs. Modernity 
Developing societies like India often face the conflict about tradition and modernization and both  adults and young
learners have very uneasy attitudes in relation to tradition and modernization. 
Globalization 
One of the contemporary realities is that the socio-cultural environment has been radically  transformed. Globalization
signifies omni present culture. Our cultural horizon today embraces almost all  the planet. Societies have become
less and less mono-cultural.  
Diversity 
Philippines is a multilingual, multicultural and multi religious country. In the age of increasing  intermingling of
communities and cultures, it is important that diversity within the Philippine society is  appreciated based on universal
principles.  
Inclusivity 
A healthy happy society is one in which all its members feel included and do not feel that they are  excluded from the
processes of the society because of their color, culture, caste, religion, gender or  community.  
Environment 
Making children sensitive to the environment and the need for its protection is an immediate social  concern.  
Exploding world of science and technology 
It is very clear that coming decades are going to see a greater explosion of science and technology  while we are still
trying to cope up with the present challenges of new technology. 
Mass Media 
A major ubiquitous aspect of contemporary society is the intrusion of the mass media into the day  to day life of all
societies 

LESSON 3 VALUES FORMATION 

Values can be described as spiritual skills. Values such as  honesty, loyalty and patience are skills of the higher or
spiritual mind  that is above the thinking mind. The formation of these values or  spiritual skills follows the same
process as the formation of skills at  lower levels. 
THE VALUING PROCESS 

 the whole person’s learning and growth; 

 the total valuing process and
 the factors that influence it such as the family, the school, the church, the work place, the larger  society
and the whole community  

Process comes by the influence of:  

 Family 
 School or church 
 Multitudinous institutions of society 
(specially the nation and state) 
 World community and in fact universe 

Knowing what is important to them will help them find success in their personal and professional  lives. 

1. Character Values
Character values are the universal values that you  need to exist as a good human being. They are
also the  core characteristics that employers look for when hiring.  
Examples of character values include commitment, loyalty,  positive attitude, and respect. 
2. Work Values
Work values are values that help you find what you want in a job and give you job satisfaction. It is
especially important to understand what your work values are in order to thrive professionally.
Examples of work values are hands-on, public contact, prestige, and stability. 
 3. Personal Values
Personal values are values that help you define what you want out of life and will assist you in  being
happy and fulfilled. They are the guiding principles of your life. Examples of personal values are:
family life, popularity, health, and appearance.

LESSON 4 VALUES CLARIFICATION 

What is Values Clarification? 
A method whereby a person can discover his or  her own values by assessing, exploring, and determining  
what those personal values are and how they affect  personal decision making.  
What is the goal of Values Clarification? 
The goal of "values clarification" is for you to  become fully conscious of their influence, and to explore  
and honestly acknowledge what you truly value at this  time in your life. 
Five Things About Values Clarification 

1. Values Clarification is a difficult task

There are three basic steps that are useful in Values Clarification: 
∙ Choice - right to exercise one's freedoms in any manner 
∙ Value - Worth in usefulness or importance to the possessor 
∙ Action - something done
2. Values are better than rules
Forward-thinking The organization promotes values to guide people. Doing this saves time  because
organizations need not write rules, and need not refer to rule books or  organization manual 
3. Values serve as outline goals
An explicit set of values shall form the foundation of any organization because they endure 
4. Values send a message
A good value teaches and guides the members of the organization. A symbolic act affirms  the value
over and over.  
5. Values shape an organization
Values manifest itself in various ways. It thrusts members to produce quality good  products.