SOUTHERN MASBATE ROOSEVELT COLLEGE
Katipunan, Placer, Masbate
Module - 1
READINGS IN PHILIPPINE HISTORY
Prepared by: Junriv S. Rivera
CHAPTER 1
Module 1: Learning History
LEARNING OBJECTIVES
To understand the meaning of history as an academic discipline and to be familiar with the
underlying philosophy and methodology of the discipline.
To examine and assess critically the value of historical evidences and sources.
To appreciate the importance of history in the social and national life of the Philippines.
Lesson 1:
Meanings and Relevance of History
To make sense of history, it is necessary to first understand what it is all about. Many people
think that history is merely lists of names, dates, places, and “important” events. However, History or the
study of history is more than just knowing and memorizing facts.
It is a historian’s duty to draw insights from the ideas and realities that have shaped the lives of
men and women and the society. And in understanding these ideas, a historian (or, in fact, a student of
history) can comprehend how situations happened, identify their elements, and think of how these
situations can solve today’s predicaments, and help them plan for the future.
The study of history, therefore, is the study of the beliefs and desires, practices, and institutions of
human beings.
WHY STUDY HISTORY?
An examination of the past can tell us a great deal about how we came to be who we are. It
means looking at the roots of modern institutions, ideas, values, and problems.
Looking at the past teaches us to see the world through different eyesappreciating the diversity of human
perceptions, beliefs, and cultures. Different and/or new perspectives will enable us to analyze critically
the present contexts of our society and beings.
THE DEFINITION AND SUBJECT MATTER
History was derived from the Greek word historia which means “knowledge acquired through inquiry or
investigation”. History as a disciplined existed for around 2, 400 years and is as old as mathematics and
philosophy. This term was then adapted to classical Latin where it acquired a new definition. Historia
became known as the account of the past of a person or a group of people through written documents and
historical evidences. That meaning stuck until the early parts of the twentieth century. History became an
important discipline. It became the historian’s duty to write about the lives of important individuals like
monarchs, heroes, saints, and nobilities. History was also focused on writing wars, revolutions, and other
important breakthroughs. It is thus important to ask: What counts as history? Traditional historians lived
with the mantra “no document, no history”. It means that unless a written document can prove a certain
historical event, then it cannot be considered as a historical fact.
But as any other academic disciplines, history progressed and opened up to the possibility of
valid historical sources, which were not limited to written documents, like government records,
chroniclers’ accounts, or personal letters. Giving premium to written documents essentially invalidates
the history of other civilizations that do not keep written records. Some were keener on passing their
history by word of mouth. Others got their historical documents burned or destroyed in the events of war
or colonization. Restricting historical evidence as exclusively written is also discrimination against other
social classes who were not recorded in paper. Nobilities, monarchs, the elite, and even the middle class
would have their birth, education, marriage, and death as matters of government and historical record. But
what of peasant families or indigenous groups who were not given much thought about being registered
to government records? Does the absence of written documents about them mean they were people of no
history or past? Did they even exist?
This loophole was recognized by historians who started using other kinds of historical sources,
which may not be in written form but were just as valid. A few examples are oral traditions in forms of
epics and songs, artifacts, architecture, and memory. History thus became more inclusive and started
collaborating with other disciplines as its auxiliary disciplines.
Other Definitions of History:
History is defined as a documented record of man and his society. (Gray, 1956, pp.1-3).
As a field of study, history is a study of man and his achievements from the beginning of written
records to the present.
As a literary form of history is an effective presentation of the unfolding events. But as a type of
literature history falls under nonfiction work.
History comes from social history which defines it as a record of events showing the evolution of
man and his society from the earliest and from the age of barbarism to what he is today.
Understanding History
Why don’t we learn from history? (An excerpt from Lidell Hart, 1971)
What is the objective of history? One would simply answer, quite simply - “truth”. It is a word
and an idea that has gone out of fashion.
The object might be more cautiously expressed thus: to find out what happened while trying to
find out why it happened. It seeks the casual relations between events.
History has limitations as a guiding signpost; although it can show us the right direction, it does
not give detailed information about the road conditions. But its negative value as a warning sign is more
definite. History can show us what to avoid, even if it does not teach us what to do - by showing the most
common mistakes that mankind is apt to make and to repeat.
A second object lies in the practical value of history. The knowledge gained from the study of
true history is the best of all education for practical life. The study of history embraces every aspect of
life. It lays the foundation of education by showing how mankind repeats its errors and what those errors
are.
Importance and Uses of History
Given are the uses of history as summarized by Foray and Salevouris (1988). Some of these are
interestingly explained by B.H. Lidedell Hart (1971).
A. History provides a source of personal and social identity.
B. History helps us understand the problems of the present.
C. History – good history – corrects misleading analogies and “lessons” of the past.
D. History can help one develop tolerance and open-mindedness.
E. History helps us better understand all human behaviors and all aspects of the human condition.
F. History provides the basic background for many disciplines.
G. History can be a source of entertainment. H. History, when studied, can teach many critical
skills.
SELF ASSESSMENT 1
Below is a definition of history by Zeus A. Salazar (1999). Examine it carefully then answer the
questions following the definition.
“Ang KASAYSAYAN ay SALAYSAY hinggil sa nakaraan o nakalipas na may SAYSAY –
kahulugan, katuturan, at kabuluhan – sa SARILING LIPUNAN at KULTURA o kabuuang
kinabibilangan. Ito ay iniuulat gamit ang mga konsepto at kategorya ng sariling kultura.”
A. What does the author mean or imply by “Ang kasaysayan ay salaysay… na may saysay sa
sariling lipunan at kultura”?
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B. The statement. “Ito (referring to kasaysayan) ay iniuulat gamit ang mga konsepto at kategorya
ng sariling kultura, implies who should write a people’s history. What issues would emerge from (1) a
history of people written and interpreted by an “outsider” (a foreign historian); and, (2) a history of
people analyzed and presented by an “insider” (a local historian)?
B.1 History written by an outsider
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B.2 History written by an insider
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SELF ASSESSMENT 2
As a student of history, reading a historical account is not simply like reading novel or a comic
book. A learner should also know how to distinguish which of those sentences or paragraphs that make up
the narrative are facts or opinions. Although a historian attempts to present a history free from biases, it
cannot be avoided the personal opinions or interpretations of people, places, or events are integrated in a
particular historical account.
Below are excerpts from books and newspapers. Label each passage either as FACT (F) or
OPINION (O). If a passage combines fact and opinion, write (FO) and underline that part of the passage
that you think is an opinion or judgement.
________ 1. “His” [Apolinario Mabini] writings, his behavior throughout his life, short as it was,
demonstrated extraordinary moral integrity, intense and uncompromising patriotism.” – Roxas-Lim (200)
________2. “Swimmer Miguel Molina finished fourth in the 400 – meter individual medley…, while the
men’s trap shooters missed the bronze by seven birds…” – Tempo Sports News, Bancod, December 4,
2006
________3. “President Marcos, an unscrupulous politician, craftily planned KBL strategy before, during,
and after the elections, if need be to steal the results in his favor. No effort was spared in the use of “guns,
goons, and gold” to intimidate or entice voters to support the Marcos-Tolentino ticket.’ – Zaide (1999)
________ 4. “anyone who has visited Jolo can immediately see that beyond the town looms a dominating
peak, Mt. Tumatangis, a place held sacred by the Tausugs as the burial grounds of its sultans. The busy
pier is called the “Chinese Pier”,” obviously used in the early times by Chinese trading vessels.” –
Patanne (1996)
_______ 5. “Yay Panlilio [was] a pre-war newspaperwoman. As early as April 1942, she began serving as
G-2 agent in Manila for the USAFFE headquarters. [A military citation to her credit reads]: “Through her
untiring efforts and selflessness…in supplying…information concerning Japanese… activities… many
American lives were saved.” – Baclagon (1968)
Prepared by: Junriv S. Rivera
