READING AND WRITING Two Concepts of Definition

PRELIMS – FIRST SEMESTER • Denotation

PATTERNS OF DEVELOPMENT IN WRITING primary, explicit, or literal definition of a word
NARRATION • Connotation
an especially useful tool for sequencing or putting details how people understand a word based on their own
and information into some kind of logical order, usually personal or consensual experiences
chronological Techniques to Use in Writing
Vivid Description of Details • Analysis
take the reader into the narrative by letting him/her break down a concept into its constituents part
feel how it is like in the world of your story by using • Comparison
the descriptions appealing to the five senses of the associating the word or expression you are trying to
human body define with something else not necessarily
Consistent Point of View (POV) synonymous with it
The three most commonly used points of view are • Contrast
the first, second, and third. understands how at least two similar concepts are
First Person – told by the protagonist different from each other
Second Person – told by the author • Etymology
Third Person – told by a narrator who is not a part explains the evolution of a word or how it has come
of the story to be
Consistent Verb Tense • Exemplification
Be clear if is has already happened, has been defining something by giving examples
happening for some time now, happens on a • Negation
regular basis, is currently happening and will do so a technique used to define a word or concept by
indefinitely, or will happen sometime in the future. explaining what it is not
Well-defined Point or Significance • Synonyms
Similar to theme, it is a universal truth that is not single word or phrase that share almost the same
usually blatantly said in a story. meaning with the concept you are trying to define
Narrative Devices DIVISION AND CLASSIFICATION
A technique utilized to add flavor and enrich the Division works hand-in-hand with analysis, wherein one
meaning of the story. breaks down a concept into its constituent parts. This
Dialogue process necessitates separating items - creating clear
Include dialogue, a word or series of words distinctions between or among the little things that make up
enclosed in a pair of quotation marks, which signal the whole. Classification entails categorization which
the characters’ spoken language. enables one to group together items according to their
DESCRIPTION similarities.
recreates, invents, or visually presents a person, place, Principles of Division and Classification
event, or action to the reader through the use of the five • Consistency
senses characterized by having parallel similarities in the
Characteristics of Description divisions made in writing
• has a clear focus and sense of purpose • Exclusiveness
• uses sensory details and precise words no overlapping between or among the items divided
• presents details in a logical order and classified together
Varieties of Description • Completeness
• Objective no important part is omitted from the writing
looks into factual and scientific characteristics of COMPARISON AND CONTRAST
what is being described objectively as possible Comparison entails dealing with the similarities or likeness
• Subjective of two subject. Contrast, on the other hand, is tackling the
would normally “paint a picture” of how the author differences between or among topics.
sees a character, or how they want the reader to • Analogy
see character. delves beneath the surface differences of at least
DEFINITION two subjects expose unperceived and unsuspecting
Explains not just what something means or is , but also what similarities and/or differences
something does, what something is used for, or what • Figurative Language
something looks like. Simile, Metaphor, Oxymoron, Personification
 CASUAL ANALYSIS/CAUSE & EFFECT COHERENCE AND COHESION
A cause is what prompted something to happen. An effect A writing is coherent when all the sentences in a paragraph
is what was yielded after something else took place. are focused on the central thought, which is the topic
• to inform, which primarily to explain; sentence for a paragraph. (Antonino, 2017)
• to persuade, which attempts to convince the reader To achieve coherence, every good paragraph must
what the writer is saying; and have a oneness of idea. Sentences in a paragraph are
• to speculate, which suggests possibilities unified and directed by a topic sentence.
PERSUASION A writing is cohesive when one idea sticks to
It presents a situation, and takes a stand – either in its favor, another idea, a sentence sticks to another sentence, and a
or against it – to prove to readers whether it is beneficial or paragraph sticks to the next (Antonino, 2017) which means
harmful for them. it shows relationship with one another and a smooth text
Appeals to Persuasion flow.
• Ethos To achieve good cohesion, you need to know how
appeal to ethics / credibility to use cohesive devices, certain words or phrases that serve
• Pathos the purpose of connecting two statements, usually by
appeal to emotion referring back to what you have previously written or said.
• Logos TRANSITIONAL DEVICES
appeal to logic CAUSATION
Types of Audience Connecting instigation(s) to consequence(s)
accordingly
• The Supportive Audience and so
consequently
Logos is not much needed, use Pathos instead. hence
since
• The Wavering Audiences as a result
thus
Make use of your Logos and Ethos to win their because
for that reason
support. on account of
therefore
• The Hostile Audiences CHRONOLOGY
Stick to Logos as you have a good chance of being connecting what issues in regard to when they occur
believed in. Soon
After Later
PROPERTIES OF A WELL-WRITTEN TEXT Afterwards Never
Subsequently
ORGANIZATION Then
Always Next
This time
A well-organized text has three main parts—the At length Now
Until now
introduction, the body, and the conclusion. You usually During Once
Following
introduce the central idea and preview your main idea in Earlier When
Whenever
your introduction. Your main ideas are further elaborated So far While
Sometimes
and explained in the body. Below are some ways you can In the meantime Immediately
simultaneously
organize the body of your essay or paper. LANGUAGE USE
Introduction Good writing is when the author uses words that are
• The introduction serves as "road map" for the appropriate for the situation they are writing about or are
reader. It should offer the reader to the general idea using words accurately based on their intentions to
in your paper and establish necessary background. successfully get their message across.
• The introduction should lay-out your central Concrete and specific, not vague and abstract
argument in your clear thesis statement. • Concrete language includes descriptions which
Body/Middle create tangible images with details the reader can
• The middle of a text or also called body is where the visualize; meanwhile abstract language is vague
content shall fall. This is where you will discuss the and obscure, and does not bring to mind specific
major points. visual images.
• The organization of the middle or body depends on Concise, not verbose
its genre. • Express desired message in as few words a
Ending/Conclusion possible; use straightforward and to-the-point
• The conclusion should restate/recap your thesis language.
and major points, showing how you have proven Precise and clear, not obscure
your position. • The more precise and clear one's use of language
• Do not make vague statements. Reflections are becomes, the fewer the number of possible
best left to the readers. interpretations for a message.
Constructive, not destructive • Is the need for the policy established? Is the policy
• ·Constructive language phrases a potentially the best one available? For whom? According to
negative message in a positive way, whereas whose standards?
destructive language directs blame and criticism • How does the policy solve the problem?
toward the reader, creating defensiveness. MAKING A COUNTERCLAIM
MECHANICS Counterclaims are claims made to rebut a previous claim.
it describes the technical aspects of writing. Applying what They provide contrasting perspective to the main argument
you have learned about Subject-Verb Agreement, (Tiongson, 2016).
capitalization, punctuations, spellings, writing numbers, and • What are the major points on which you and the
such plays a vital role here. author can disagree?
English Capitalization Rules • What is their strongest argument? What did they
• Capitalize the First Word of a Sentence say to defend their position?
• Capitalize Names and Other Proper Nouns • What are the merits of their view?
• Don’t Capitalize After a Colon (Usually) • What are the weaknesses or shortcomings in their
• Capitalize the First Word of a Quote (Sometimes) argument?
• Capitalize Days, Months, and Holidays, But Not • Are there any hidden assumptions?
Seasons • Which lines from the text best support the
• Capitalize Most Words in Titles counterclaim you have formulated?
• Capitalize Cities, Countries, Nationalities, and HYPERTEXT AND INTERTEXT
Languages HYPERTEXT
EVALUATING WRITTEN TEXTS BY ANALYZING CLAIMS A hypertext-enabled text contains highlighted words or
CLAIMS OF FACT sequence of words in an online text that when clicked, takes
assert that something has existed, exists, or will exist based the reader into another text about the highlighted sequence
on data. They rely on reliable sources or systematic of the words.
procedures to be validated, that makes them different from INFORMATION DISSEMINATION
inferences. In order to ensure that credible and reliable sources are
Claim of fact usually answers a “what” questions consulted, take note of the following:
• Is this issue related to a possible cause or effect? • There is an identifiable author(s);
• Is this statement true or false? • The publisher/source of the information could be
• How can its truthfulness be verified? identifiable;
• Is this claim controversial or debatable? • The date of posting/modification is indicated;
CLAIMS OF VALUE • The material is produced by a reputable institution
consist of arguments about moral, philosophical, or or group;
aesthetic topics. These types of topics try to prove that some • The sources cited could be validated through links;
values are more or less desirable to compared to others. • The links could easily be retrievable; and
They make judgments, based on certain standards, on • Type of site (database, personal home page, news
whether something is right or wrong, good or bad, or or journalistic, special interests, commercial, etc.)
something similar. CONDUCTING RESEARCH
Claims of value attempt to explain how problems, Here are some things you need to watch out for to avoid
situations, or issues ought to be valued. getting accused of plagiarism:
• Which claims endorses what is good or right? • Get accurate information regarding the sources;
• What qualities should be considered good? Why? • Acknowledge the source by citing the author’s
• Which of these values contend with others? Which name and year of publication in your work;
ones are more important, and why? Whose • Write in your own words, the read and quoted
standards are used? materials; and
• What are some concrete examples of such values? • Summarize lengthy paragraphs and use
CLAIMS OF POLICY appropriate referencing tools.
You can easily identify a claim of policy because they often CHANGING VALUES
begin with words like must, ought to, and should. The appreciation for the printed materials was evident
These claims defend actionable plans, usually answer before as the habit of reading a printed page was a delight
“how” questions. for most students.
• Does the claim suggest a specific remedy to solve As other things such as audio and video resources,
the problem? broadcasts, games, and smart phones application have
• Is the policy clearly defined? claimed their places in the life of these students, the
temptation of merely copying and pasting reading materials
has overrun diligence and resilience among students.
 COMPLEMENTING THE LEARNING PROCESS
To be able to be globally competitive, you must expose
yourself to various technologies to aid in your learning. In
this way, the internet has become one of the technological
tools that open the avenue for learning and development.
INTERTEXT
A matrix of meanings established in other works that provide
points and terms of reference familiar to both the author and
the reader (Gabelo, 2016).
INTEXTUALITY IN FILM
The Lion, the Witch, and the Wardrobe by C.S. Lewis
Jesus Christ’s crucifixion and resurrection
INTERTEXTUALITY IN NEWSPAPER/PRINTED
MATERIALS
The use of editorial cartoons published on daily newspaper
INTERTEXTUALITY IN ADVERTISING
Taglines, Headlines, Captions Use of Allusion and Parody
EMPOWERMENT TECHNOLOGY EMERGING TECHNOLOGIES
PRELIMS – FIRST SEMESTER Emerging technologies are those technical innovations
INFORMATION AND COMMUNICATION TECHNOLOGY which represent progressive developments within a field for
INFORMATION AND COMMUNICATION competitive advantage.
TECHNOLOGIES
ICT deals with the use of different communication Emerging technologies are characterized by radical novelty,
technologies such as mobile phones, telephones, relatively fast growth, coherence, prominent impact, and
smartphones, the Internet, etc. to locate, save, send, and uncertainty and ambiguity.
edit information SOCIAL MEDIA
ICT During The Pandemic It is a website, application or online channel that enables
During this pandemic, ICT played a bigger role in web users to create, co create, discuss, modify, and
keeping us updated and connected. exchange user generated content.
EVOLUTION OF WEB According to Nielsen, a global information and
WEB 1.0 measurement company, Internet users spend more time in
• Static Websites without interactivity social media sites than in any other type of site. With this,
• Static more and more advertisers use social media to promote
WEB 2.0 their product.
DIFFERENT TYPES OF SOCIAL MEDIA
• Websites that contain dynamic pages
Social Network
• Dynamic
These are sites that allow you to connect with other
WEB 3.0
people with the same interests or background
• Semantic Web that understands user preferences
o Facebook
based on their previous choices
o Google+
• Semantic Bookmarking Site
CHARACTERISTIC OF WEB 2.0 These are sites that allow you to store and manage
Folksonomy links to various websites and resources.
• Tagging, categorization o StumbleUpon
Rich User Experience o Pinterest
• dynamic and responsive to user input Social News
User Participation These are sites that allow users to post their own
• comments, reviews, polls news items or links to other news sources
Long Tail o Digg
• access to rare information, it’s like access to a o Reddit
single song rather than buying the whole album Media Sharing
Software as a Service These are sites that allow you to upload and share
• subscription to software only when needed media content like images, music, and video
Mass Participation o Instagram
• information sharing from all users from various o YouTube
locations Microblogging
CONVERGENT TECHNOLOGIES These are sites that focus on short updates from the
An extension of the term convergence, which means a user.
“coming together of two or more disparate disciplines or o Twitter
technologies. Blogs and Forums
• For example, the so-called fax revolution was These websites allow users to post their content.
produced by a convergence of telecommunications o Blogger
technology, optical scanning technology, and o WordPress
printing technology o Tumblr
The internet is the single most important example of MOBILE TECHNOLOGIES
technological convergence as almost all types of Used in apple device such as the
iOS
entertainment (TV, radio, books, movies, games, etc.) are iPhone and iPad.
all available online. An open-source operating system
The smartphone is also an example of technological developed by Google. Being open-
Android
convergence as it provides functionality of various individual source means several mobile phone
separate and different devices now available in one gear. campaigns use this OS for free.
Blackberry Used in Blackberry devices
OS
 A closed source and proprietary Do not reply or click links from suspicious
Windows 15
operating system developed by emails.
Phone OS
Microsoft INTERNET THREATS
The original smartphone OS; used by INTERNET THREATS
Symbian
Nokia devices These compromise the sensitive information of the user as
Originally used for smartphones; now well as the device
WebOS
used for smart TVs. MALWARE
Windows Developed by Microsoft for Malicious Software
Mobile smartphones and pockets PCs.
Virus
ASSISTIVE MEDIA
The Replicator
It is a nonprofit service designed to help people who have
• is a malicious program designed to replicate and
visual and reading impairments. A database of audio
transfer from one computer to another through the
recordings is used to read to the user.
Internet and local networks or data storage like flash
PHONOGRAPH BOOKS
drives and CDs.
Developed by Thomas Edison to aid blind people in
Worm
‘reading’ books by listening to it
The Glutton
OTHER EXAMPLES OF ASSISTIVE MEDIA
• a malicious program that transfers from one
• Closed Captioning
computer to another by any means. Often, it uses a
• Voice Recognition
computer network to spread itself. For example, the
• Screen Readers
ILOVEYOU worm (LOVE BUG WORM) created by
• Screen Magnifier a Filipino
ONLINE SAFETY, SECURITY, ETHICS, AND ETIQUETTE Trojan
TIPS TO STAY SAFE ONLINE The Pretender
Be mindful of what you share online and • a malicious program that is disguised as a helpful
1
what site you share it with. program but, once downloaded or installed, leaves
Do not just accept terms and conditions;
2 your PC unprotected and allows hackers to get your
read them.
information
Check out the privacy policy page of a
3 webpage to learn how the website • Rogue Security Software
handles the information you share. tricks the user into posing that it is security software.
Know the security features of the social It asks the user to pay to improve their security, but
networking site you use. By keeping your they are not protected at all
4 Spyware
profile private, search engines will not be
able to scan your profile. The Snoop
5 Do not share your password with anyone. • a program that runs in the background without you
Avoid logging in to public networks/Wi-Fi. knowing it (thus called "spy"). It can monitor what
Browsing in "incognito (or private) mode," you are currently doing and typing through
6
a browser feature, will not protect you keylogging.
from hackers. • Adware
Do not talk to strangers, whether online a program designed to send you advertisements,
7
or face to face.
primarily as pop-ups
Never post anything about a future
Ransomware
8 vacation. It is similar to broadcasting,
"Rob my house at this date." The Exploiter
9 Add friends you know in real life. • is a form of malware that encrypts a victim's files.
10 Avoid visiting untrusted websites. The attacker then demands a ransom from the
Install and update antivirus software on victim to restore access to the data upon payment.
11 your computer. Use only one antivirus Users are shown instructions for how to pay a fee
software to avoid conflicts. to get the decryption key.
If you have Wi-Fi at home, make it a SPAM
12
private network by adding a password. The Unwanted
Avoid downloading anything from unwanted email mostly from bots or advertisers. It can be
untrusted websites. You are most used to send malware
13 vulnerable in peerto-peer downloads
(torrents) as the download is most likely
not monitored by the site owner.
Buy the software; do not use pirated
14
ones.
 PISHING #6: Thou shalt not copyor use proprietary softwarefor
The Cunning which you have not paid.
Its goal is to acquire sensitive personal information like Think about how hard it is to write good software. Think
passwords and credit card details. A phisher sends you an about all the people and costs involved. You have two
email that will direct the user to visit a website and update choices: 1) buy a license or 2) find an open-source
their username, password, credit card, or personal alternative. Using pirated software is not only unethical but
information. is also dangerous because of hidden malware.
• Pharming #7: Thou shalt not use other people's computer
a more complicated way of phishing where it resources. without authorization or proper
exploits the DNS (Domain Name Service) system compensation.
COMPUTER NETIQUETTE Is it ethical to use a neighbor’s lawn mower or mixer without
COMPUTER ETHICS telling them? How about their Internet connection? No it
When computers first began to be used in society at large, isn’t! Is it legal or ethical to do bad things on a computer
the absence of ethical standards about their use and related while logged in as someone else? No it isn’t! Don’t do it!
issues caused some problems. However, as their use #8: Thou shalt not appropriate other people's
became widespread in every facet of our lives, discussions intellectual output.
in computer ethics resulted in some kind of a consensus. If you copy text or images from a website and post them on
your own website it is a crime in most countries, and
Today, many of these rules have been formulated as laws, definitely not ethical. Why? You are causing irreparable
either national or international. Computer crimes and damage to the creator of the content. Why not ‘get a life’ and
computer fraud are now common terms. There are laws create your own unique and original content? You will be
against them, and everyone is responsible for knowing what much happier, in the long run, creating new things rather
constitutes computer crime and computer fraud than stealing from other people
10 COMMANDMENTS OF COMPUTER ETHICS #9: Thou shalt think about the social consequences of
By Dr. Ramon C. Barquin the program you are writing or the system you are
#1: Thou shalt not use a computer to harm other people. designing.
You should not program a computer to do dangerous things Do you write software that helps people to steal, kill, spy,
to people. For example, to program a robot to kill people, gamble, or spread pornography? Please ask yourself why.
make viruses, or weapons of mass destruction. What this Is there a way you can use your IT talents for good
means is that computers are not an excuse to do bad things purposes? Wouldn’t the world be a better place if everyone
to people. The programmer is responsible for the actions of was engaged in positive behavior instead of negative
his programs. behavior? Think about it.
#2: Thou shalt not interfere with other people's #10: Thou shalt always use a computer in ways that
computer work. ensure consideration and respect for your fellow
Everyone has the right to use computers. Likewise creating humans.
a computer virus is wrong because it wastes people’s time Things that you do ‘online’ can have real effects in your
and money and destroys potentially valuable property. As ‘offline’ life as well. Perhaps Mark Zuckerberg, the founder
the hippies used to say: “Live and let live!” of Facebook, said it best, “Having two identities for yourself
#3: Thou shalt not snoop around in other people's is an example of a lack of integrity."
computer files. CONTEXTUALIZED ONLINE SEARCH AND RESEARCH
It is illegal to open and read someone's real physical mail, SKILL
and it is also illegal to snoop on network connections and CONTEXTUALIZED RESEARCH
read someones email, passwords, files, databases, etc. It is an attempt to be more precise in providing the list of
#4: Thou shalt not use a computer to steal. documents according to the words used by the user to
This one is obvious. Stealing is just as bad with a computer search the Internet.
or without one. Use your IT powers for good! STEPS IN MAKING CONTEXTUALIZED RESEARCH
#5: Thou shalt not use a computer to bear false witness. 1. Have a question in mind.
This commandment means that you shouldn’t use a • Focus on a question/problem you want to be
computer to create false facts. For instance, photoshopping answered.
a picture to make an innocent man look guilty. Perhaps • If it is a series of questions, start with one.
another equally important commandment should be, “Don’t • Never search everything on one go.
believe everything you see on the Internet”. Just like in 2. Narrow it down.
traditional media, it is a common practice to spread • Use filters
halftruths, exaggerations, lies, and rumors on the Internet. o Search engines use your previous search
This is wrong. history and your geographical location and
send you the result which is the most
related to you.
 • Use keywords to narrow down your search results
3. Advanced Search.
• Another feature of the Google search engine is that
they can filter out information you do not need.
4. Look for a credible source.
• Wikis are filled with updated information but are not
credible sources.
o Anyone can edit their content
o Check the credibility of sources under
notes and citations found at the bottom of
the page
• Check for the tail of the URL
o .edu > .org & gov > .com (but still check
their credibility)
• Validate if the information is correct
o Have multiple sources of information
o Look out for satire articles
FAKE v.s. SATIRE
Characteristics Fake News News Satire
Refers to stories Refers to the use
crafted to of humor in
deceive or individual or
Definition
misinform the activity
readers or commentaries
viewers
The intention is The intention is
to deceive or to disapprove,
Intention misinform the exaggerate,
readers and attack or criticize
viewers something
• Validate if the information is correct
o Learn how to spot fake news
5. Give credit.
• If you are going to use the information from a
source for educational purposes, give credit to
the original author of the page or information.
FORMAT
Name of the person or organization (the author of the
information). “Title of the article” (in quotation marks) or
Title of the home page (in italics) *title is shown in the title
bar but is sometimes missing or unrelated*. URL. Date last
seen.
PEH 1 Physical activity that trains for cardio respiratory endurance
PRELIMS – FIRST SEMESTER focuses on repetitive, dynamic, and prolonged movements
COMMUNICABLE AND NON-COMMUNICABLE DISEASE using major muscles groups.
COMMUNICABLE DISEASE 2. Muscular Strength
Also known as infectious diseases or transmissible the amount of force a muscle can produce. You can train
diseases, are illnesses that result from the infection, your muscles to be stronger by lifting heavy weights for a
presence and growth of pathogenic (capable of causing few repetitions.
disease) biologic agents in an individual human or other 3. Muscular Endurance
animal hosts. the ability of muscles to perform continuously without
NON-COMMUNICABLE DISEASE (NCD) fatigue. It is a measure of how long a muscle can withstand
Medical condition or disease that is non-infectious a prolonged contraction or many repeated contractions.
or non-transmissible 4. Flexibility
NCDs can refer to chronic diseases which last for ability of each joint to move through the available range of
long periods of time and progress slowly motion for a specific joint. It helps to prevent muscular
PHYSICAL ACTIVITY AND EXERCISE imbalances and allows you to move about with ease.
PHYSICAL ACTIVITY 5. Body Composition
Involves any bodily movement caused by muscular is the amount of mass compared to lean muscle mass bone
contractions that result in the expenditure of energy. and organs.
EXERCISE Overall health generally improves when you have lower
Planned program of physical activities usually designed to amount of fat mass and higher amount of lean muscles.
improve physical fitness with the purpose of increasing HEALTH-RELATED FITNESS TESTS
physical fitness level. 1. 3-Minute Step Test
IMPORTANCE OF AN ACTIVE LIFESTYLE Test for cardiovascular Endurance
Purpose level based on how quickly your heart
• Improves bone, joint, muscle strength, motor
rate returns to normal after exercise.
control and coordination
Materials Stop watch, 12 inches bench box, a
• Helps maintain a healthy body composition Needed metronome
• Increase muscle strength and endurance and lower Step on and off the bench for 3
risk of developing osteoporosis Goal minutes straight while keeping
• Improves the psychological functioning of an consistent paces.
individual 2. Curl-up
• Increases the efficiency of the lungs and the heart To test the strength and endurance of
Purpose
• Promotes healthy cholesterol level the abdominal muscles.
• Reduces the risk of cardio-vascular disease, type 2 Materials
Mat or flat platform
diabetes and some cancers Needed
Goal perform curl-up with proper pacing
• Helps regulate blood pressure
3. 90-degree Push-up
• Improves control over anxiety and depression
To measure the strength and
• feel better – with more energy, a better mood, feel
Purpose endurance of the arms and upper
more relaxed and sleep better. body.
• Builds self-esteem and social interaction Materials
PYRAMID Mat
Needed
Provides the graphic representation of how physical fitness To perform proper push-up for men
can be achieved. Goal
and women
PHYSICAL FITNESS 4. Hamstring and Hip Flexor Test
Physical fitness is defined as a state of good health as a To test flexibility of the hamstring and
Purpose
result of exercise and proper nutrition. hips
The key to achieve physical fitness for health reasons is to Materials
give emphasis on health-related fitness components when Protractor
Needed
doing work out. Keeping both legs straight, lift one leg
These fitness components focus on factors that promote Goal to the maximum angle with other leg
optimum health and prevent the onset of disease and remains on the floor.
problems associated with inactivity.
HEALTH RELATED FITNESS
1. Cardiovascular Endurance
is the ability of the heart and lungs to work together to
provide the needed oxygen and fuel to the body during
sustained workloads.
 6. Flexed-arm Support (Static)
Test the muscular strength of the
Purpose
shoulder and upper arm.
Materials
Mat, Stopwatch
Needed
Hold the Push-up position not more
Goal
than 35 seconds
5. Zipper Test
Test for the flexibility of the shoulder
Purpose
joints.
Materials
Tape measure
Needed
Raise one arm across back with bent
Goal elbow reaching down fingers of other
hand.
6. Anthropometric Measurements
a. Body Mass Index
Purpose To determine Body Mass Index
Materials
Bathroom scale, tape measure
Needed
measure the body mass based on height and weight that aid
in determining weight categories
is a widely accepted tool to evaluate body composition.
GENERAL MATHEMATICS
PRELIMS – FIRST QUARTER
EARTH SCIENCE PHYSICAL COSMOLOGY: SCIENTIFIC THEORIES
PRELIMS – FIRST SEMESTER o Origin of the Universe
ORIGIN OF THE UNIVERSE o Should be consistent in:
According to the theory, the universe formed approximately Composition
13.8 billion years ago. Structure
Accelerating expansion
The Earth/Solar System is at least 4.5 - 4.6 billion years old. Cosmic Microwave Background (CMB)
COSMOLOGY Albert Einstein
• Greek word kosmos • began in 1915 with the development of the general
• The study of the Universe theory of relativity (gravity and motion)
• Its origin, evolution, and eventual fate of the • 1917
Universe o he published another paper where he
• provides several hypotheses explaining the described the application of the new
beginning of the universe general theory of relativity to the universe
TWO TYPES OF COSMOLOGY o The field equations showed that the
RELIGIOUS COSMOLOGY universe was either expanding or
o attempted to explain the nature and origin of the contracting.
Universe Georges LeMaitre
o undermined by the discoveries of tools and use of 1927
the scientific method • he published an article where he proposed the
o only provided assumptions expansion of the universe
Biblical Cosmology: Christians o The expanding of the universe was the
• from one of the books of Hebrew Bible and the same in all directions (isotropy) - the same
Christian Old Testament, Genesis laws applied and its composition was the
same (homogeneity) - but it was not static.
• "In the beginning, God created the heavens and the
o no data to prove
earth ...”
• he published an article where he proposed the
• creation of the entire cosmos (universe) took six
expansion of the universe
days
o The expanding of the universe was the
• God is the author of creation - biblical creation
same in all directions (isotropy) - the same
Mormon Cosmology
laws applied and its composition was the
• there was a pre-existing or pre-mortal life
same (homogeneity) - but it was not static.
• Earth's creation was NOT ex nihilo (creating from o was confirmed by Edwin Hubble after two
nothing), but organized from the existing matter years
Islamic Cosmology Edwin Hubble
• the origin of the universe is one where God the 1924
universe, including Earth's physical environment • Mt. Wilson Observatory in California
and human beings
• Used 100 inches Hooker Telescope
Buddhist Cosmology
• observed billions of other galaxies besides our own
• the existence of the universe is upon the action or
Milky Way
karma of its inhabitants - if all the beings were to
• observed almost all galaxies are moving away from
disappear, the world disappears with them
each other
• the universe as passing in and passing out of
1929
existence; has no beginning nor end
• he prepared the graph plotting (known as Hubble
• there are infinite numbers of universes doing the
Plot) which revealed that distant galaxies are
same thing
moving away from the Earth more rapidly
• the universe consists of a large number of worlds Their discoveries made scientists speculate on the origin of
Hindu Cosmology the universe.
• the creation is timeless; it has no beginning
• the universe is created, destroyed, and reverted in
an eternally repetitive series of cycles
• many universes that all follow the same rhythm:
creation and dissolution
• creation and dissolution recur at a period of 1000
Maha Yuga ("great year" or cycles), or in a
modernist view, 4.32 billion years
1940s – 1960s Gravitational Weak, long-range, and attractive
• numerous versions of the origin of the universe force force that binds the Solar System
• three theories that have been thoroughly • speculated to be unified into a single force at a very
investigated and gained the most support: high temperature (Plank scale, 1032 K) but
o Big Bang Theory separated when the temperature dropped
o Steady State Theory • The process by which forces separate from one
o Inflation Theory another is called spontaneous symmetry breaking.
BIG BANG THEORY EVIDENCES OF BIG BANG THEORY
• top prevailing cosmological model of the early GALAXIES MOVING AWAY (REDSHIFT)
development of the universe • recessional movement of the galaxies
• proposed by Georges Lemaitre • 1929, Edwin Hubble
• the universe formed 13. 8 billion years ago from o proved the existence of other galaxies
cataclysmic expansion that hurled all matter and besides the Milky Way
energy-even time and space-in all directions in the o examined the redshifts in the light coming
universe. from the distant galaxies
At the beginning • Hubble’s Law
matter
SINGULARITY o revealed that the light from galaxies
o the compact point space showed they move away at a recessional
where all matter and hurled in velocity proportional to their distance
all
energy are contained directions • When an object that gives off light (like a galaxy) is
o has extremely high energy moving away, the motion lengthens the
temperature and time
wavelengths, causing the light to be redshifted.
infinite density • proves the expansion of the universe suggests that
Based on two assumptions: it was once compacted
1. Albert Einsteins’ general theory of relativity correctly COSMIC MICROWAVE BACKGROUN (CMB)
describes the gravitational interaction of all matter. In 1948, George Gamow, a Russian cosmologist
2. The cosmological principle – an observer’s view of • gave further support to Lemaitre’s and Hubble’s
universe depends neither on the direction in which Theory of the origin of the universe
he looks nor on his location. • elements were formed after the big bang
Can calculate the history of the cosmos after a certain epoch • large amounts of hydrogen and helium in the
called Planck time. universe (99%) came from the reactions when the
universe expanded from its very dense state
Plank Time In 1964, Arno Penzias and Robert Wilson 7
• named after German physicist Max Planck, the • accidentally discovered cosmic microwave
founder of quantum theory radiation
• the time it takes for light to travel in a vacuum Cosmic Microwave Radiation
• single unit of Planck length = 1.62 × 10-35 m • was speculated to be the leftover energy from the
• the shortest possible time interval that can be formation of the universe
measured: 10-43 s • the light is also referred to as the "afterglow" of the
TIMELINE OF THE FORMATION OF THE UNIVERSE big bang
BIG BANG THEORY • associated with the recombination era when atoms
*open ppt to see timeline or table were just beginning to form
describes how the universe began in a hot, dense state that • was believed to have been released 380 000 years
has expanded and cooled over the past 13.3 – 13.8 billion after the big bang
years with the calculated age depending on the particular • the thermal radiation used in observational
observations and scientific model of the universe cosmology because it is considered the oldest light
At the first fractions of a second: in the universe
• Fundamental forces • the reference point for studying previous and later
• Particles of nature events in the formation of the universe
FOUR FUNDAMENTAL FORCES • Scientist’s speculations through CMB
Strong nuclear Short-range, attractive force that o the universe (young) was denser and hotter
force binds the nucleus of an atom (at around 5.5 billion degrees Celsius) and
The long-range force that binds filled with a uniform glow from a white fog
Electromagnetic
atoms, and can either be attractive
force of hydrogen plasma
or repulsive
o the universe also contained basic particles
Weak nuclear Short-range force present in
force radioactive decay of neutrons, electrons, and protons
 o the space expanded and cooled because of ❖ Theory: New matter is constantly created in the
the expansion universe to keep the density equal over time
o when the universe got cooler, the neutron, o was debunked because it violates the law
electron, and proton particles decayed or of conservation of energy
combined o The energy can neither be created nor
o over time, those particles created neutral destroyed; rather, it can only be
atoms that allowed light to shine through transformed or transferred from one form to
ABUNDANCE OF LIGHT ELEMENTS another.
• Elements: Helium, hydrogen, and traces of the 1950s Was very popular
amount of Lithium and beryllium found in the 1960s Contradicted by the pieces of evidence
observable universe A new class of astronomical objects
o their abundance is checked from the called quasars was discovered.
spectra of the oldest stars and gas clouds • incredibly bright objects which
o their ratio matched what was expected from 1963 can be up to 1,000 times the
the Big Bang Nucleosynthesis (BBN) brightness of the Milky Way
o process of light element formation in the • very small when compared to the
size of a galaxy
early universe
Another piece of evidence:
Nucleosynthesis
• Radio galaxies were found a long way from the sun
• refers to the formation of heavier elements from the
at far distances in space (and found none nearby).
fusion of lighter elements
o It disproved the idea that similar bodies are
o atomic nuclei with many protons and
created and found everywhere
neutrons
o This implies that the universe is dynamic
One second after the Big Bang:
(and not steady).
• the temperature of the universe was roughly 10
COSMIC INFLATION THEORY
billion degrees Celsius
• proposed by physicists Alan Guth and Andrei Linde
• filled with a sea of neutrons, protons, electrons,
in the 1980s
positrons, photons, and neutrinos
o The early universe went under rapid
As the universe cooled:
expansion in space-time.
• the neutrons decayed into protons and electrons or
• is regarded as an extension of the standard big
• combined with protons to make deuterium (an
bang theory
isotope of hydrogen).
Proposes that
First three minutes of the universe:
• The early universe was a rapidly expanding bubble
• most of the deuterium combined to make helium
of pure vacuum energy.
• trace amounts of lithium were produced
• It did not have any matter or radiation.
STEADY-STATE THEORY
• After the expansion and cooling due to the inflation,
• also known as continuous creation theory and
the potential energy was converted into kinetic
infinite universe theory
energy of matter and radiation.
• was first proposed by Sir James Jeans in 1920
• Then a big bang occurred because of the extremely
• gained popularity after it was revised by Sir Fred hot dense condition of the matter.
Hoyle, Thomas Gold, and Hermann Bondi in 1948
• Seconds after the explosion, matter began to clump
Fred Hoyle
together.
o the idea that the universe had a beginning was
• Eventually, stars were formed, and then the
philosophically unacceptable
galaxies.
o he believed that the universe was in a steady state,
• The universe continued to expand up to the present
always having the same density
time.
o the universe had always been unchanging in time
and is uniform in space THE ORIGIN OF THE SOLAR SYSTEM
o he argued that even if galaxies receded, new ones GALAXY
formed to fill up the space created by the recession • a gravitationally-bound system of stars, stellar
remnants, interstellar gas and dust, and dark matter
• around 170 billion galaxies in the observable
universe
OBSERVABLE UNIVERSE
• depends upon the location of the observer
• part of the universe that is observable from our
place in the Milky Way
 MILKY WAY GALAXY
• one of the many galaxies in the universe • The earth’s average distance to the sun is 150
• is a huge disc and spiral-shaped aggregation of
about at least 100 billion stars and other bodies
• about 100 million light-years across (1 light year =
9.4607 x 1012 km)
• its spiral arms rotate around a globular cluster at the
center of which lies a supermassive black hole
• From earth, it appears as a glowing milky white
band of light
SOLAR SYSTEM Million km.
• member of the Milky Way galaxy • Along the elliptical, as the planet’s distance to the
• is called “Solar System” because we use the word sun changes, its speed also changes.
“solar” to describe things related to our star, after Kepler’s 2nd Law of Planetary Motion
the Latin word for Sun, “Solis” • Closer to the Sun
• located in an outer spiral arm of the Milky Way o Perihelion
galaxy ▪ A planet has greater orbital speed
• it orbits the center of the Milky Way galaxy at about • Farther from the Sun
515,000 mph once in about 240 million years o Aphelion
LARGE SCALE FEATURES ▪ A planet has slower orbital speed
1. The central body and the principal component of the 3. All planets revolve around the sun.
solar system is the sun, which gravitationally holds ✓ The orbits around the Sun of all planets and most
all the solar system bodies. other objects (except many comets) are prograde.
• Most of the mass of the solar system is o counter clockwise motion around the orbit
concentrated in the center (Sun). ✓ Planets orbit around the Sun in the same direction
• composes 99.86% mass of the solar system as the sun rotates about its axis.
• 0.138% the four gas giants 4. All planets are located at regular intervals from the
• 0.002 % for the other objects in the solar sun.
system: • Titius-Bode Law
o four terrestrial planets, dwarf planets, o is a rough rule that predicts the spacing of
moons, asteroids, and comets the planets in the Solar System
• The sun dominates the system gravitationally o the relationship was first pointed out by
due to its huge mass. Johann Titius in 1766
2. Orbits of the planets are elliptical and are on the o was formulated as a mathematical
same plane. expression by John Elert Bode in 1778
• Planets trace elliptical orbits around the sun. o lead Bode to predict the existence of
• The sun slightly off the center of each eclipse. another planet between Mars and Jupiter in
• According to Kepler’s Law of planetary motion, what we now recognize as the asteroid belt
the orbital path of every planet is an ellipse (1st
law).
• but it is only very slightly elliptical
• A planetary orbit is far from being oval; it is
closer to a circle.
• The elliptical orbits of the planets lie on the
same plane.
• The Solar System is in a shape of a flat disc.
Ellipicity of the planetary orbit
• A planet has perihelion and an aphelion The calculated distances (using Bode’s Law) and the
• A planet has perihelion observed distances of the planets from the sun are almost
o a planet closest to the sun (147 the same.
Million km)
• A planet has aphelion However, Neptune and Pluto do not conform to the ‘law’.
o a planet farther from the sun (152
Million km) It does show how orbital resonance can lead to
commensurability.
 5. The periods of revolution of the planets increase • are called "gas giants" because of the dominance
with increasing distance from the Sun. of gases and their larger size
Kepler’s 3rd Law: the squares of the orbital periods of the • rotate faster, have a thick atmosphere, lower
planets are directly proportional to the cubes of its distance densities, and fluid interiors rich in hydrogen,
to the sun. helium, and ices (water, ammonia, methane)
Kepler's 3 rd Law implies that the period for a planet SOLAR SYSTEM THEORIES
to orbit the Sun increases rapidly with the radius of its orbit. • various theories were developed
• scientists gather data as evidence to test the
hypothesis about the beginning of the solar system
o careful observations about the sun and the
planets
Factors:
• materials whether cloud, gas, dust, or rock
materials
• gravitational pull of the sun
• motion of the materials, whether linear or circular
TIDAL/ENCOUNTER HYPOTHESES
The innermost planets move fastest and the outermost SUN-COMET ENCOUNTER HYPOTHESIS
planets move slowest. • proposed by George Louis Leclerc Buffon
o planets were formed by the collision of the
sun with a giant comet
o the resulting debris formed into planets that
rotate in the same direction as they revolve
around the sun
TIDAL THEORY OR SUN-STAR ENCOUNTER
HYPOTHESIS
• proposed by James Hopwood Jeans and English
astronomer Harold Jeffreys
• explains how planets were formed from the
substance that was torn out of the sun
SMALL SCALE FEATURES • As a speeding massive star passed near the sun, it
1. Most planets rotate prograde (counter clockwise pulled off material due to gravitational attraction.
motion when viewed from above the Earth’s North • The torn-off material subsequently condensed to
pole). form the planets.
BUFFON’S COLLISION THEORY AND JEANS-
JEFFREYS’ TIDAL THEORY
• often referred as Encounter Theory
• Models:
o A star
o Comet
▪ passed by the sun to draw out a
stream of solar gas that condensed
to form the planets
LOOPHOLES
Venus rotates on its axis in a clockwise manner while • it assumes that a star would come close enough to
Uranus because of its unique tilt makes it appear to spin the sun, an event that would be highly unlikely to
on its side, orbiting the Sun like a rolling ball. happen
2. Inner terrestrial planets • the solar matter that was either pulled or ejected
• are made of materials with high melting points such could not have acquired sufficient angular
as silicates, iron, and nickel momentum to condense into planets
• rotate slower, have a thin or no atmosphere, higher
densities, and lower contents of volatiles -
hydrogen, helium, and noble gases
3. Outer Gas Giant planets
• Jupiter, Saturn, Uranus, and Neptune
 NEBULAR HYPOTHESIS bodies, however, some did end up clumping
Emmanuel Swedenborg together rather than breaking apart.
• 1734, published an article On the Principles of • According to the theory, asteroids and Kuiper belt
Natural Things objects (KBOs) are thought to be planetesimals.
• described that the solar system originated from a • Many of the moons of the planets are also
giant cloud of dust and gas in space called nebula considered to be planetesimals
(nebula, Latin for cloud). • The planetesimal hypothesis is no longer
Immanuel Kant considered a likely explanation of the origin of the
• 1755, suggested that a huge accumulation of gas solar system.
clouds began to spin at great speeds PROTOPLANET HYPOTHESIS
• The spinning motion caused it to collapse and CURRENT HYPOTHESIS
flatten into a disc due to gravity and eventually led • replaced the original nebular hypothesis of Kant
to the formation of the stars and planets. and Laplace as well as the later planetesimal
NEBULAR HYPOTHESIS hypothesis
• 1796, proposed by Pierre-Simon de Laplace • a revised version
• the material from which the solar system was • 1944, was first proposed in by Carl Friedrich von
formed was once a slowly rotating cloud, or nebula, Weizsäcker and modified by Gerald P. Kuiper
of extremely hot gas • About 4.6 billion years ago, in the Orion arm of the
• the gas cooled and the nebula began to shrink Milky Way galaxy, a slowly-rotating gas and dust
• as the nebula became smaller, it rotated more cloud dominated by hydrogen and helium starts to
rapidly, becoming somewhat flattened at the poles contract due to gravity.
LOOPHOLE • As most of the mass moves to the center to
• was widely accepted for about a hundred years eventually become a proto Sun, the remaining
• some aspects did not conform to the laws of physics materials form a disc that will eventually become the
– the law of angular momentum planets, and momentum is transferred outwards.
o most of the angular momentum of the • Due to collisions, fragments of dust and solid matter
system is in the sun begin sticking to each other to form larger and larger
PLANETESIMAL THEORY bodies from meter to kilometer in size.
• widely accepted theory of planet formation • These proto-planets are accretions of frozen water,
• Variations of Planetesimal theories: ammonia, methane, silicon, aluminum, iron, and
o Thomas Chamberlin and astronomer other metals in rock and mineral grains enveloped
Forest Moulton planetesimal hypothesis in hydrogen and helium.
o Theories of Viktor Safronov • High-speed collisions with large objects destroy
Planetesimal much of the mantle of Mercury and put Venus in
The small objects formed out of grains of dust that retrograde rotation.
collide and get stuck together, measuring from • The collision of the Earth with a large object
millimeters (mm) to the size of several hundred produces the moon.
kilometers (km). o This is supported by the composition of the
In general, moon very similar to the Earth's Mantle.
• During the formation of our planetary system, a • When the proto-Sun is established as a star, its
protoplanetary disk was formed from the materials solar wind blasts hydrogen, helium, and volatiles
of the solar nebula. from the inner planets to beyond Mars to form the
o The solar nebula is thought to have been a gas giants leaving behind a system we know today.
disc-shaped cloud of gas and dust that
remained after the formation of the Sun
• As a result of accretion, the smaller sized dust
grains began to clump together as they collided,
forming larger bodies of planetesimals.
• When the planetesimals reached a size of about 1
km, they began to attract other smaller bodies due
to their gravity.
• Eventually the planetesimals got large enough to
attract bigger bodies that in turn formed
protoplanets and eventually the planets.
• Many collisions between the planetesimals resulted
in breaking up of the bodies into smaller and smaller
PRE CALCULUS
PRELIMS – FIRST SEMESTER
PHILOSOPHY OF THE HUMAN PERSON • Cosmology
PRELIMS – FIRST SEMESTER Is the metaphysical study of the origin and nature of
INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN the universe
PERSON EPISTEMOLOGY
DEFINITION OF PHILOSOPHY Epistemology is the study of our method
“Philosophy is a Greek word, taken from philein, which of acquiring knowledge
means to love and sophia, wisdom • Epistemology is the study of the nature of
knowledge
• Philosophy is an appreciation for WISDOM
• Generally involves a debate between rationalism
• Wisdom = Truth + Judgment = Insight
and empiricism, or the question of wether
• Thus philosophy means love of wisdom. In this way
• Knowledge can be aquired a priori or a posteriori
search of wisdom or truth is called philosophy, and
• A priori (prior to)
the man who engages himself in this search is
Knowledge of justification is independent of
called a philosopher.
experience
• In his famous book “Republic” Plato says- “He who
• A posteriori (posterior to)
has a taste for every sort of knowledge and whi is
Are ised in philosophy to distinguish two types of
curious to learn and never satisfied may be justly
knowledge. Knowledge or justification is dependent
termed a philosopher.”
on experience or empirical evidence
We need to study philosophy to help you develop your
Why is Epistemology important?
personal philosophy or value system so that you can
consistently make ethical choices for yourself and • Epistemology is the explanation of how we think
understand the purpose of your life. • Without epistemology, we could not think.
NATURE AND FUNCTIONS OF PHILOSOPHY • We would have no reason to believe our thinking
1. Philosophy analyzes the foundations and was productive or correct, as opposed to random
presuppositions underlying other disciplines. images flashing before our mind.
2. Philosophy attempts to develop a comprehensive • Distinguish truth from error.
conception or apprehension of the world. • Consequences are obvious
3. Philosophy studies and critically evaluate our most • Flaws in epistemology will make it harder to
deeply held beliefs and attitudes; in particular, those accomplish anything.
which are often held uncritically. What are the key elements of a proper Epistemology?
4. Philosophy investigates the principles and rules of • Validity
language and attempts to clarify the meaning of Our senses are valid and one way to gain
vague words and concepts. information about the world
Every person has the capacity to find the value of • Reason
philosophy in his/her own life. Is our method of gaining knowledge, and acquiring
To see things in a bigger context. understanding.
BRANCHES OF PHILOSOPHY • Logic
METAPHYSICS Is our method of maintaining consistency within our
• Metaphysics is made of two words “Meta” which set of knowledge.
means “beyond” and “Physics” which means • Objectivity
“existence” which cannot be perceived by the Is our means of associating knowledge with reality
senses to determine its validity
• In this way, metaphysics searches for the truth • Concepts
which may be beyond the nature of existence Are abstracts of specific details of reality, or of other
• Explain the difference between reality and abstractions.
appearance or say why something is said to be real • Remember… a proper epistemology is a rational
or state the standards or criteria for what is real epistemology
• The branch of philosophy related to the search for FILIPINO THINKING: FROM LOCAL TO GLOBAL
ultimate truth Like any other people, the Filipino must eventually
• It investigates the nature of being and the world. It take consciousness of his own particular life and his world,
is concerned with explaining the fundamental his society and his gods in the light of truth, and thereby
nature of being and the world. realize his proper being(Reyes, 1990).
• Ontology However, the pioneering attempts to formulate a
Is the metaphysical study of the origin and nature of Filipino philosophy share the fate of most pioneering works:
the universe. the lack of refined tools and predecessors upon whom to
stand ( Mercado, 1994). Nevertheless, Filipinos do have
their own philosophy. There are three dimensions of Filipino
thought: “loob”, Filipino concept of time, and “bahala na”. ABUNDANCE MENTALITY
These attitudes and values constitute the hidden springs of 1. Abundance is not what we keep but what we give
the Filipino mind. away.
THE THREE DIMENSIONS OF FILIPINO THOUGHT: 2. Abundance is not what we hold but what we share.
1. Loob: Holistic and Interior Dimensions 3. Abundance is a choice.
Kagandahang-loob, kabutihang- loob, and kalooban are 4. Abundance is to evolve into a higher being in
terms that show sharing of one’s self to others. For Mercado following one’s mission
(1994), interiority manifests itself in freedom. Loob puts one RATIONALISM
in touch with his fellow beings. Great Philippine values, in views reason as the chief source of knowledge and the most
fact, are essentially interpersonal. The use of intermediaries important element in the acquisition of knowledge.
or gobetweens, the values of ‘loyalty, hospitality, Rene Descartes
pakikisama (camaraderie, conformism), and respect to A popular proponent of this view was Rene
authority are such values that relate to persons. Descartes who was well-known for the quote, “Cogito, ergo
2. Filipino Concept of Time sum – I think, therefore I am.” He contented that a person
This concept or philosophy of life makes the Filipino an was born with innate a priori or theoretical knowledge and
unmitigated optimist. When the socalled wheel of life is on could deduce truths through mental reasoning
the downtrend, he looks to the future with hope because EMPIRICISM
life’s wheel cannot stay down forever (gulong ng palad; EMPIRICISM, on EMPIRICISM the other hand, asserts that
minsan nasa ibabaw, minsan naman ay nasa itaas). all of a person’s knowledge comes from his /her five senses.
3. Bahala Na John Locke
The pre-Spanish Filipino people believed in a Supreme The chief proponent of this view was John Locke
Being, Batula or Bathala. However, in this regard, the who conceived the concept of mind being a tabula rasa
originality of Filipino thought will probably be precisely in his (empty tablet/blank sheet) upon which one could write and
personalistic view of the universe (Timbreza, 2002). For store his/her ideas based on experiences and learn out of
Filipinos, humans live with cosmic spirits or presence. those experiences. He argued that it was only through
Bathala is not an impersonal entity but rather a personal experience that one could derive knowledge.
being that keeps the balance in the universe. The Filipino
puts his entire trust in this Bathala who has evolved into the As a matter of fact, in his Essay Concerning Human
Christian God (Mercado, 2000). Understanding (1689), John Locke eliminated the idea of
Subconsciously, Filipino accepts the bahala na having innate knowledge. He sought to demonstrate where
attitude as a part of life and literally mean to leave everything knowledge came from by contending that knowledge sprung
to God. The bahala na philosophy puts complete trust in the from ideas which came exclusively through experience.
divine providence; it contains the element of resignation.
Thus, the Filipino accepts beforehand whatever the JOHN Locke also provided two forms of experience
outcome of his problem might be ( Mercado, 2000). where a person could acquire knowledge: Sensation and
Nevertheless, Bahala na, is one of the most outstanding Reflection
Filipino Virtues. It is in one aspect perceived as courage to
take risks. Examples, OFW are working abroad in 1. SENSATION
complicated and high-risk environments and places and SENSATION ( A kind of experience where the human
risks their lives just to be able to support their families back mind grasps the world outside through the five senses)
home. 2. REFLECTION
FILIPINO THOUGHT AND VALUES: POSIIVE AND Reflection ( a kind of experience where the human mind
NEGATIVE ASPECTS goes internal, recognizing the ideas regarding its own
Kagandang loob at essence – thinking, doubting, and believing
Walang utong na loob
pakikisama PLATO’S THEORY OF FORMS
Gulong ng palad Cursed fate THEORY OF FORMS
Bahala na Easy go lucky Plato held that there is more to reality than the things we
PHILOSOPHY: TRANSCENDING AND AIMING FOR A can experience through our senses.
LIFE OF ABUNDANCE (KASAGANAAN) PLATO
Abundance or “Kasaganaan” – comes from the Latin term, • Plato, (born 428/427 bce, Athens, Greece— died
abundare, meaning, “to overflow nonstop” (Aguilar, 2010). 348/347, Athens),
Often, abundance is equated to materialism, but it is when • ancient Greek philosopher,
we raise our empty hands and surrender, when we do not • student of Socrates (c. 470–399 bce),
grab, when we are unattached to anything or anyone, when
• teacher of Aristotle (384–322 bce),
we offer oneself- all these are abundance.
• and founder of the Academy, best known as the
author of philosophical works of unparalleled
influence.
 GREAT WORKS OF PLATO means a truth that is taken as self –evident but in
PLATO’S DIVIDED LINE fact depends on some higher truth.
Plato's Line is a division between Body and Mind. The upper • Thinking is not the highest mode of thought
half of the divided line is usually called Intelligible as because it does not fully understand why its truths
opposed to Visible, meaning that it is "seen" by the mind, by are true.
the Greek Nous (νοῦς), rather than by the eye. 4. Intelligence
• The highest ability of the mind is the ability to grasp
the Forms directly, without having to rely on the
symbolic character of visible objects. Plato calls this
mode of thought as “intelligence”.
• Intelligence, unlike thinking, does not use
assumptions.
• When we grasp a pure Form, we understand its
relation to all the other Forms, and thus to all reality.
• Intelligence gives us a view of the unity of all reality
and completely satisfies the mind.
NATURAL ENDOWMENT OF EVERY PERSON
1. Imagining
The ability to know the highest realities (the Forms)
the artificial form of mental activity found at the lowest level
as they are in themselves is part of the natural endowment
of the line. The most superficial form of mental activity.
of every person.
• shadows and paintings are two steps removed from
Our souls are able to recognize the Forms, Plato
reality
explains in his dialogues the Meno and the Phaedo,
2. Belief
because our souls existed in the world of Forms before we
• Something we believe and we consider a particular
were born.
instance of a form to be fully real.
After our soul is united to a body and enters this
• It may seem strange for Plato to use the word sensible world, we experience particular objects
“belief” instead of “knowledge” to describe the state ( a particular horse, particular act of courage, act of
of mind induced by seeing actual objects, for we justice, and so on), which imperfectly embody their
tend to feel a strong sense of certainty when we respective Forms.
observe physical things. PLATO’S THEORY OF FORMS
• But Plato holds that physical things are not as real When we experience a particular object, we are reminded,
as the Forms that they imperfectly embody. deep in our soul, of the Form (horse itself, courage itself,
• Similarly, no instance of justice or beauty – no and so on). Knowledge, Plato explains, is ultimately
matter how just or beautiful it is - is as real as justice recollection (remembering), and the process of recollection
itself or beauty itself. is aided by the dialectical method.
• we tend to feel a strong sense of certainty when we DIALECTICAL METHOD
observe physical things. • Dialectic or dialectics also known as the dialectical
• no instance of beauty- no matter how beautiful it is method is a Discourse between two or more people
– is as real as beauty itself holding different points of view about a subject but
3. Thinking wishing to establish the truth resoned arguments
To progress from belief to thinking is to move from the • The term popularized by plato Socratic dialogues
visible world to the intelligible world, from the real of opinion • The term is not synonymous with the term debate.
to the realm of knowledge. For Plato, imagining and belief • It is a commonplace experience that when we think
are not knowledge, because although we are of the opinion our problem or question and reached at certain
that the objects of these modes of thoughts are fully real, answer it is called theses. And by doing further
they are not. research we felt that answer we find earlier is
According to Plato, we can only know things that are contradicted to the research we felt that answer we
unchanging and wholly real, and hence nothing in the find earlier is contradicted to the research is called
sensible world can be an object of knowledge. antitheses
• The state of mind that Plato calls “thinking” is a FORM ACCORDING TO PLATO
special characteristic of scientists. Is a nonmaterial essence – an entity that is unchangeable,
• Scientists deal with visible things, but they eternal, and grasped only by the mind
understand them as symbols of a reality that can be In the world of FORMS there is only one FORM of each kind
thought but not seen. of thing (treeness, triangleness, justice, and so forth),but in
• Plato explains that thinking is a mode of thought that the sensible world, there are many instances of particular
proceeds from assumptions. By “assumption” he things (trees,triangles, acts of justice, and so on).
Difference between form and Idea philosopher king and/or auxiliary should have; i.e. it is part
Some scholars refer to Plato’s Forms as Ideas of a larger conversation on “how to create an ideal
(transliteration of the Greek idea, one of the terms Plato Republic”).
uses to designate the Forms),but it is misleading because
the English word “idea” connotes something that exists only Socrates, herm with a restored nose probably copied from
in someone’s mind, whereas Plato’s Forms exists the Greek original by Lysippus, c. 350 BC. In the Museo
independently of any mind. Archeologico Nazionale, Naples.
Why Posit a World of Forms?
• Why say that there is anything existing beyond The Dialictical conversation between Socrates and
sensible world of particular things? Glaucon-“how to create an ideal Republic”
• One argument Plato gives is the need to explain • What one would today call “Plato’s cave metaphor”
why some things are called by the same name? or “the allegory of the cave” is presented by Plato’s
SUMMARY Socrates in a conversation with Glaucon (his
• According to Plato the world we live in is a poor philosopher friend) as a thought experiment
imitation of the real world. pertaining to enlightenment in Plato’s Republic (so
o Our world is constantly changing and we they can define what qualities a guardian class
rely on our senses to understand what is philosopher king and/or auxiliary should have; i.e. it
going on. is part of a larger conversation on “how to create an
o You are not the same person you were 3 ideal Republic”).
years/hours/seconds ago, cells are forever THE CAVE
changing and ideas flit through our minds. • Socrates dialogues with one of his students,
o Plato was therefore sure that the real world Glaucon, and asks him to imagine a situation:
is outside the one we live in. o “And now… let me show in a figure how far
o This real world is unchanging and eternal. our nature is enlightened or unenlightened”
It is the world of ideas not senses, where SOCRATES
there are perfect forms of the things we • 469-399 BCE
know on earth. • Athens, Greece
Human beings participate in two different worlds • Socratic Method –seeking insight by questioning
1. Physical world (the lower world) • Epistemology –what is knowledge; how do we know
a. The world of particular things ALLEGORY
b. Everything in the world changes • A story, poem, or picture that can be interpreted to
c. Everything in this world is known by sense reveal a hidden meaning, typically a moral or
experience political one.
2. World of Forms (the higher world) • An allegory is a form of art, whether that be a picture
a. The world of universals or a story which gives us it’s meaning through the
b. Unchanging use of symbols, many people would consider
c. Know by allegory to be an extended type of metaphor. When
PLATO: ALLEGORY OF THE CAVE used as a literary device, a writer may use an
PLATO’S CAVE METAPHOR – allegory in order to convey a message based on
ALLEGORY OF THE CAVE morals, history, politics, spirituality, and other such
The allegory of the Cave is presented in Book VII of the subjects.
Republic Plato’s theory of forms describes the general • The actual word allegory derives from ancient
theory this gallery is speaking to and is presented in a few Greek and is translated to mean ‘implying
works including Plato’s Pheado, and then in Republic and something’ and this translation further helps us
Phaedrus. understand its function.
The theory as a whole is part of Plato’s general theory of • When used as a form of figurative language, the
physical, logical, ethical, and metaphysical enlightenment allegory can make a useful in addition to things such
that covers everything from morals, to ethics, to virtues, to as motivational speeches, informative speeches or
statesmanship, and to epistemology. spoken lessons because it is used to convey
Other related theories are Plato’s theory of dialectics, the meaning in a more understandable
analogy of the sun, and the analogy of the divided line. DESCRIBES A CAVE
• People are living in underground den
What one would today call “Plato’s cave metaphor” or “the • The cave has a mouth opening into light
allegory of the cave” is presented by Plato’s Socrates in a
• People are living from childhood in the cave chained
conversation with Glaucon (his philosopher friend) as a
and can see only in front of them
thought experiment pertaining to enlightenment in Plato’s
• Fire is lit behind them
Republic (so they can define what qualities a guardian class
 • There is a raised wall between them and the fire. THE PRISONER BREAKS FREE
• The prisoners cannot see each other nor • Then, we imagine prisoner breaks free and look
themselves toward the objects being projected and the other
• All the prisoner can see is the things carried in front prisoners.
of the fire. • It is uncomfortable at first, but they adjust to realize
PHASE 1: INSIDE THE CAVE the shadows were less real than the objects!
Prisoners are held in a cave since childhood, they are • Then they look at the fire, again it is difficult and
completely immobilized, every aspect of their body is held uncomfortable, and the ex-prisoner see that even
in place only their eyes can wander slightly looking at the those objects weren’t as real as the fire!
wall in front of them. The conflict between the ex-prisoner and the current
Behind them is a giant fire. Between the prisoners and the prisoner – “moral duty to inform the current prisoner”
fire is walkway. Ever day men walk past on the walkway, • Once they calibrate to the new setting they realize
their shadows cast on the wall in front of the prisoners and it is their moral duty to inform the other prisoners.
their sounds echoing throughout the cave • Here there are two problems;
RELEASE FROM THE CAVE 1. the ex-prisoner’s eyes and ears are no longer well
If one of the prisoners were to be freed and were to see the adjusted to the world of the cave wall (the world of
men that cast the shadows they would not believe them to becoming),
be real, as to them the shadows were real objects. He would 2. as so far as the ex-prisoner can communicate his
not see reality as it is, only as he known, the same if he saw thoughts, the current prisoners don’t exactly believe
the fire, it would be too bright and hurt his eyes, he would his tales as they have no frame for understanding
be forced to look back at the cave wall to protect his eyes. these “non-shadows”
Having witnessed the light from the fire, the man is now THE PHILOSOPHER
dragged forcibly from the cave to see the sunlight. He is • Then, the pilgrim (the fool, the hero, the sage, the
angry to be dragged towards something he see’s as painful exprisoner, the philosopher) begins a steep and
and untrue to his reality, it is not what he knows, he can no rugged ascent outside of the cave.
longer even see shadows or anything resembling the cave • Each step in his journey is difficult, each feels like it
wall he has faced for years, this causes him much distress. did when he first broke free (bewildering,
THE PRISONERS AND THE WALL overwhelming, uncomfortable, emotional, etc)
The gist is this, prisoners are chained in a cave, only able to • Upon reaching the outside of the cave he sees
look forward at the shadows on the wall. The shadows they reflections in water, then looks up to see those
see are real to them, but in reality the shadows are just the reflections are of real objects, then again to see that
shadows of real objects in the cave and shadows of the this is all coming from the sun. The sun burns his
prisoners themselves being projected on the cave wall from eyes, but finally he says an approximation of the
a fire behind them. true source.
PRISONER, WALL, FIRE THE SUN AND THE FORMS
• The sounds they hear and images they see are real Here the sun, the forms, and enlightenment are all
to them, even though they are unaware of the true represented by the sun (as we move from becoming to
source. being, from the darkness of the cave toward the true light,
• So, so far we have: shadows of objects and as we put aside shadows on the wall and see more true
prisoners on a cave wall versions of the forms, we become enlightened).
o prisoners chained with their eyes only able Plato says…
to see forward, ~the sun causes sight.
o objects in the room being projected on the Plato thinks of sight as a power that the eye gets from the
wall, sun, as though eyes actually make what they see ‘visible’ in
o a fire in a cave a way similar to how the sun makes things visible.
RELEASE FROM THE CAVE Smile of the Sun
• if one prisoner was to be let go, he would see the • Unless there is light, our eyes cannot see, even
puppet men and wouldn’t believe them to be real as though they have the power of sight, and objects
it goes against his reality of the shadows. that we can see exist and have color and shape.
• Also he would see the fire which would be so bright • It is only in the presence of light, which comes from
it would hurt his eyes. This would force him to look the sun, that we can see.
back at the cave wall. • The sun also causes growth
• If he was dragged out side he would find this very
distressing as it is untrue to his reality and the
sunlight is so bright.
Bound Prisoner
• Only knows the images as reality
• He mistakes the reflection for the true appearance
of reality
• Believes the shadows to be a person but its only the
reflection of a real person
Bound Prisoner Exits the Cave; the form of the good
revealed
• Prisoner now sees the world above the cave
• He realizes the error in his thinking
• He now sees the accepted form of reality, and not
the reflected reality in the shadows
• The prisoner returns to this cave to tell the others
what he sees -Stranger Prisoner
• “nothing so educates us as a shock”
The Forms are the Causes of all that exists
• The shadows on the wall represents material
objects, while the real objects are the forms outside
the cave.
• The forms contribute all order and intelligibility to
objects.
• Important evolution in the thinking process
Philosopher King
• Philosophers contemplate that which they do not
know
• Educate themselves to all things
• Protect the needs of the many
• Soul strives for Truth, Justice, and Meaning
• The rational part of his soul must seek “Just”.
EXAMPLE OF THE FORMS
• The Divided Line
• Simile of the Sun
• The Allegory of the Cave
KOMUNIKASYON Sinasabing hindi tunay na malaya ang isang bansa kung
PRELIMS – FIRST SEMESTER hindi nag-aangkin ng sariling wika na lilinang sa
MGA KONSEPTONG PANGWIKA pambansang paggalang at pagkilala sa sarili.
KAHULUGAN AT KAHALAGAHAN NG WIKA IV. Tagapag-ingat at tagapangalaga ng karunungan
WIKA Nagagawang magpasalin-salin ng karunungan at kaalaman
Ang wika ay isang bahagi ng pakikipagtalastasan. sa isip at dila ng sinaunang mamamayan sa mga sumunod
Kalipunan ito ng mga simbolo,tunog, at mga kaugnay na na henerasyon dahil sa wika. Nagkakaroon din ng hiraman
batas upang maipahayag ang nais sabihin ng kaisipan. ng mga karunungan at kaalamang nakasulat at nakalimbag
Ginagamit ang pamamaraang ito sa pagpapaabot ang iba ’t ibang bansa. Isang halimbawa ang Bibliya na
ng kaisipan at damdamin sapamamagitan ng pagsasalita at lumanagap nang maisalin ito sa iba ’t ibang wika na naging
pagsulat. daan upang maipakalat ang Kristiyanismo sa mundo.
AYON SA MGA DALUBHASA V. Lingua Franca
J.V. Stalin Wika ang nagsisilbing tulay para magkaunawaan at
Isang midyum at isang instrumento ang wika na magkaintindihan ang iba ’t ibang grupo ng tao na may kani-
nakatutulong sa komunikasyon, pagpapalitan ng kaisipan, kaniyang wika. Higit na nagkakaunawaan ang mga tao sa
at paguunawaan ng mga tao isang bansa at nakabubuo ng ugnayan ang bawat bansa sa
Bienvenido Lumbera (2007) daigdig sapagkat may wikang nagsisilbing tulay ng
Pambansang Alagad ng Sining komunikasyon.
bilang patunay: Parang hininga ang wika, sa bawat KATANGIAN NG WIKA
sandali ng buhay natin ay nariyan ito. Palatandaan ito na 1. Masistemang Balangkas
buhay tayo, at may kakayahang umugnay sa kapwa nating Ito ay may sinusunod na kaayusan o balangkas ng
gumagamit din dito. pagkakabuo. Bawat tunog na nalilikha ay tinutumbusan ng
Heanry Gleason simbolo o letra.
ang wika ay tumutukoy sa masistemang balangkas
ng sinasalitang tunog na pinili at isinaayos sa paraang
arbitraryo na ginagamit sa komunikasyon ng mga tao sa
lipunang may iisang kultura.
Hutch(1991)
sistema ng mga tunog, arbitraryo na ginagamit sa 2. Sinasalitang Tunog
komunikasyong pantao. Hindi lahat ng tunog na ating naririnig ay maituturing na wika
Bouman (1990) sapagkat hindi lahat ng tunog ay mayroong kahulugan
sistema ng mga tunog, arbitraryo na ginagamit sa 3. Natatangi
komunikasyong pantao.
UP Diksiyonaryong Filipino (2001)
ang wika ay “lawas ng mga salita at sistema ng
paggamit sa mga ito na laganap sa isang sambayanan na
may iisang tradsiyong pangkultura at pook na tinitirhan. ”
KAHALAGAHAN NG WIKA Walang wikang may magkatulad na magkatulad na
Batay sa pagpapakahulugan ng mga dalubhasa sa wika, katangian.
mapatutunayan natin na ito ay tunay na mahalaga at kakabit 4. Arbitraryo
na ng pakikipag-ugnayan ng tao sa mundo. Naririto ang ilan Ito ay pinagkakasunduan ng mga grupo ng tao para sa
sa kahalagahan ng wika sa atin: kanilang pang-arawaraw na pamumuhay.
I. Instrumento sa Komunikasyon 5. Ginagamit
Hindi magtatagumpay ang komunikasyon kung walang Ang wika ay kasangkapan sa komunikasyon at tulad ng
wikang ginagamit. Ang komunikasyon ay kailangan hindi anomang kasangkapan, kailangang patuloy itong gamitin.
lamang sa pagpapalitan ng mensahe kundi sa pagkatuto at Ang wikang hindi ginagamit ay unti-unting nawawala at
sa pagbabahagi ng karunungan at kaalaman sa mundo. namamatay.
II. Pagpapanatili, Pagpapayabong, at 6. Nakabatay sa Kultura
Pagpapalaganap ng Kultura Nagkakaiba-iba ang wika sa daigdig dahil sa pagkakaiba ng
Nagkakaroon ng pagsasalin-salin at hiraman ng kutura ang kultura ng mga bansa at ng mga pangkat. Ito rin ang dahilan
mga bansa sa tulong ng wika. Dahil sa wika ay naipakikilala kung bakit mayroong mga kaisipan sa isang wika na walang
ang kultura, gayundin, yumayaman naman ang wika nang katumbas sa iba pang wika.
dahil sa kultura. 7. Nagbabago
III. Nagpapakita ng Pagiging Malaya at Ang wika ay dinamiko. Kailangan nitong sumabay sa
Pagkakaroon ng Soberanya pagbabago. Ang isang wikang stagnant ay maaaring
mamatay tulad ng hindi paggamit nito.
 UNANG WIKA AT IKALAWANG WIKA • Ang paggamit ng dalawang wika nang
UNANG WIKA magkasalitan ay matatawag na bilingguwalismo at
• ang kadalasang tinatawag ding katutubong wika o ang taong gagamit ng mga wikang ito ay
mother tongue bilingguwal. Uriel Weinreich (1953)
• kinakatawan ng L1 • Kakayahan ng isang tao na magamit ang ikalawang
• wikang natututuhan at ginagamit simula pagsilang wika nang matatas sa LAHAT ng pagkakataon –
hanggang sa lubusan nang nakauunawa at Balanced Bilingual. (Cook at Singleton: 2014)
nakakagamit ng wika ang isang tao Bilingguwalismo sa WIkang Panturo
Gabay upang matukoy kung ang isang tao ay “Ang Batasang Pambansa ay magsasagawa ng
katutubong tagapagsalita ng isang wika: mga hakbang tungo sa pagpapaunlad at pormal na
1. Natutuhan ng indibidwal ang wika sa murang edad. paggamit ng pambansang wikang Filipino. Hangga’t hindi
2. Ang indibidwal ay may likas at instinktibong binabago ang batas, ang Ingles at Filipino ang mananatiling
kaalaman at kamalayan sa wika. mga wikang opisyal ng Pilipinas.”
3. May kakayahan ang indibidwal na makabuo ng - Artikulo 15 Seksiyon 2 at 3 ng Saligang Batas ng
mataas at ispontanyong diskurso gamit ang wika. 1973
4. Mataas ang kakayahan sa komunikasyon gamit Pagpapatupad ng Bilingual Education Policy (BEP) sa
ang wika. bisa ng Resolusyon Bilang 73-7 s. 1973. Isinasaad na “ang
5. Kinikilala ang sarili bilang bahagi at nakikilala bilang Ingles at Pilipino ay magiging midyum ng pagtuturo at ituturo
kabahagi ng isang lingguwistikong komunidad. bilang asignatura sa kurikulum mula Grade 1 hanggang
6. May puntong dayalektal ang indibidwal na taal sa antas unbersidad sa lahat ng paaralan, publiko o pribado
katutubong wika. man.”
IKALAWANG WIKA MULTILINGGUWALISMO
• Ang iba pang wikang natututuhan at ginagamit ng • Ang kakayahan ng isang indibidwal na
isang tao pagkaraang matutuhan ang kaniyang makapagsalita at makaunawa ng iba’t ibang wika.
unang wika. • Ang Pilipinas ay isang multilingguwal na bansa,
• Kinakatawan ng L2. mayroon tayong mahigit 150 wika at wikain kaya
• Ito ay hindi taal o katutubong wika ngunit ginagamit bibihira ang Pilipinong monolingguwal.
din sa lokalidad ng taong nagsasalita. Mother Tongue Based-Multilingual Education (MTB-
IKATLONG WIKA MLE)
• Ang ginagamit na wika sa pakikiangkop sa • Sa probisyong ito, gagamitin bilang pangunahing
lumalawak na mundong ginagalawan ng isang wikang panturo para sa mga mag-aaral ng
indibidwal. Kindergarten at Grades 1, 2, at 3 ang kanilang mga
• Ito ang iba pang bagong wika na naririnig o unang wika (L1).
nakikilala na kalaunan ay natututuhan at nagagamit • Ang walong pangunahing wika ay ang sumusunod:
sa pakikipagtalastasan sa mga tao sa paligid. Tagalog, Kapampangan, Pangasinense, Ilokano,
• Kinakatawa ng L3. Bikol, Cebuano, Hiligaynon, Waray, at ang apat na
MONOLINGGUWALISMO, BILINGGUWALISMO, AT iba pang wika ay ang Tausug, Maguindanaoan,
Mêranao, at Chavacano.
MULTILINGGUWALISMO
MONOLINGGUWALISMO • Nadagdag na pitong wika ang mga sumusunod:
Ybanag para sa mga mag-aaral sa Tuguegarao
• Tawag sa pagpapatupad ng paggamit ng iisang
City, Cagayan, at Isabela; lvatan para sa mga taga-
wika sa isang bansa tulad ng mga bansang
Batanes; Sambal sa Zambales; Aklanon sa Aklan,
England, Pransya, South Korea at Hapon.
Capiz; Kinaray-a sa Antique; Yakan sa
• May iisang wika ding umiiral bilang wika ng
Autonomous Region of Muslim Mindanao; at ang
komersyo, wika ng negosyo, at wika ng
Surigaonon para sa lungsod ng Surigao City at mga
pakikipagtalastasan sa pang-araw-araw na buhay.
karatig-lalawigan nito
BILINGGUWALISMO
KASAYSAYAN NG PAGKAKABUO NG PAMBANSANG WIKA
• Paggamit ng tao sa dalawang wikang tila ba ang
WIKANG PAMBANSA
mga ito ay kanyang katutubong wika Perpektong
Ayon sa Merriam-Webster Dictionary, ito ay tumutukoy sa
Bilingguwal. Leonard Bloomfield (1935)
isang wikang ginagamit nang pasalita at pasulat ng mga
• Kakayahan ng isang tao na magamit ang isa sa
mamamayan ng isang bansa.
apat na makrong kasanayan sa isa pang wika
maliban sa kanyang unang wika. John Macnamara
Paano pinipili ang wikang Pambansa?
(1967)
Malimit na hinihirang na wikang pambansa ang sinasalita
• Ay ang kakayahan ng isang tao na makapagsalita
ng dominante at/o pinakamaraming pangkat.
ng dalawang wika.
Dominanteng wika ng isang pangkat na naging dahilan ng Hulyo 4, 1946
paglaya ng bansa o kaya naman dahil sa ito ang wika ng Ipinagkaloob ng Amerikano ang ating kalayaan. Sa
lugar na sentro ng gawaing pampolitika, edukasyon, araw ding ito inihayag ang mga wikang opisyal sa bansa ay
relihiyon, kultura, at kalakalan. Tagalog at Ingles sa bisa ng Batas Komonwelt Bilang 570.
1959
Halimbawa: Inilabas ni Kalihim Jose F. Romero ng Kagawaran
Wikang pambansa ng France ang wika ng Paris, ng ng Edukasyon ang Kautusang Pangkagawaran Blg. 7 na
Great Britain ang wika ng London, ng China ang wika ng nagtatakdang “kailanma’t tutukuyin ang Wikang Pambansa,
Beijing, ng España mula sa Castilla. ito ay tatawaging Pilipino.”
1972
Mga bansang nagpanatili sa wika ng kanilang Muling nagkaroon ng mainitang pagtatalo sa
mananakop bilang wikang Pambansa: Kumbensyong konstitusyunal noong 1972 tungkol sa WIKA.
Espanyol: Mexico, Cuba, Bolivia, Argentina, Chile, at iba Sa huli ito ang probisyong pangwika sa Saligang Batas ng
pang bansa. 1973, Artikulo XV, Seksyon 3, blg. 2:
Portuges: Brazil “Ang Batasang Pambansa ay dapat magsagawa ng mga
hakbang na magpapaunlad at pormal na magpapatibay sa
Sa kaso ng Pilipinas, kumiling ang bansa sa katutubong isang panlahat na wikang Pambansang kikilalaning
wika bilang batayan ng wikang pambansa. FILIPINO.”
1987
KASYSAYAN NG PAGKAKABUO NG PAMBANSANG Sa Saligang Batas ng 1987 ay pinagtibay ng
WIKA Komisyong Konstitusyunal na binuo ni dating Pangulong
• Sa loob ng mahabang panahon ng pananakop ng Cory Aquino ang implementasyon sa paggamit ng Wikang
Espanya, Espanyol ang opisyal na wika at ito rin Filipino. Nakasaad sa Artikulo XIV Seksyon 6 ang
ang wikang panturo. probisyong ito.
• Nang sakupin ng mga Amerikano ang Pilipinas, sa ARTIKULO XIV, SEKSYON 6. Ang wikang
simula ay dalawang wika ang ginamit ng mga pambansa ng Pilipinas ay Filipino. Samantalang nililinang,
bagong mananakop sa mga kautusan at ito ay dapat payabungin at pagyamanin pa salig sa umiiral
proklamasyon, Ingles at Espanyol. na wika sa Pilipinas at sa iba pang mga wika.
Marso 24, 1934 Ayon sa Seksyon 6, Artikulo XIV ng Konstitusyon ng
• Iminungkahi ni Lope K. Santos na ang Wikang 1987, ang wikang Filipino ay:
Pambansa ay dapat batay sa mga umiiral na wika • Ang wikang pambansa ng Pilipinas;
sa Pilipinas. • Dapat payabungin at payamanin pa salig sa umiiral
• Ang mungkahi ay sinusugan ni Manuel L. Quezon na mga wika ng Pilipinas at sa iba pang wika; at
na noo’y pangulo ng Pamahalaang komonwelt ng • Dapat magsagawa ng mga hakbangin ang
Pilipinas. pamahalaan upang ibunsod at puspusang itaguyod
1935 ang paggamit ng Filipino bilang
Ang pagsusog na ito ni Pangulong Quezon ay (1) midyum ng opisyal na komunikasyon; at
nagbigay-daan sa probisyong pangwika na nakasaad sa (2) wika ng pagtuturo sa sistema ng edukasyon.
Artikulo XIV, Seksyon 3 ng Saligang Batas ng 1935 na Dahilan sa Pagpili sa Tagalog bilang Batayan ng wikang
nagsasabing: Pambansa
Tagalog ang wikang pinakamaunlad sa estruktura,
“Ang Kongreso ay gagawa ng mga hakbang tungo sa mekanismo, at panitikan, at ito rin ang wikang ginagamit ng
pagkakaroon ng isang wikang pambansang ibabatay sa isa nakararaming mamamayan.
sa mga umiiral na katutubong wika. Hanggat hindi itinatakda Ang Tagalog, Pilipino, at Filipino
ng batas, ang wikang Ingles at Kastila ang siyang Tagalog
mananatiling opisyal na wika.” Katutubong wikang pinagbatayan ng pambansang
Disyembre 30, 1937 wika ng Pilipinas (1935).
Lumabas ang Kautusang Tagapagpaganap Blg. Pilipino
134 na nagpapatibay sa Tagalog bilang batayang wika ng Unang tawag sa pambansang wika ng Pilipinas
Pambansang Wika ng Pilipinas. (1959).
1940 Filipino
Napagtibay ang Kautusang Tagapagpaganap Blg. Kasalukuyang tawag sa pambansang wika ng
134, nagsimulang ituro ang wikang pambansang batay sa Pilipinas, lingua franca ng mga Pilipino, at isa sa mga
Tagalog sa mga paaralang pampubliko at pribado. opisyal na wika sa Pilipinas kasama ng Ingles (1987).
 WIKANG PANTURO AT WIKANG OPISYAL WIKANG OPISYAL
WIKANG PANTURO • Tinatawag na opisyal na wika ang isang wika na
• Wikang ginagamit sa sistema ng edukasyon, ito binigyan ng natatanging pagkilala sa konstitusyon
ang midyum o daluyan ng pagtuturo at pagkatuto. bilang wikang gagamitin sa mga opisyal na
• Ito ang wikang sa pagsulat ng mga aklat at transaksiyon/komunikasyon ng
kagamitang panturo sa mga silid-aralan. pamahalaan/gobyerno.
• Maaaring iisa, dalawa, o higit pa ang pinipiling • Wikang ginagamit sa mga opisyal na dokumento na
wikang panturo. may kinalaman sa korte, lehislatura, at
Ikalawang bahagi ng Atrikulo XIV, Konstitusyon 1987: pangkalahatang pamamahala sa gobyerno, maging
“Ukol sa layunin ng komunikasyon at pagtuturo, ang mga sa sistema ng edukasyon.
wikang opisyal ng Pilipinas ay Filipino at, hangga’twalang 2 Opisyal na Wika sa Pilipinas
ibang itinatadhana ang batas, Ingles. Ang mga wikang • Ayon sa Artikulo XIV ng Konstitusyong 1987.
panrehiyon ay pantulong na mga wikang opisyal sa mga o Filipino
rehiyon at magsisilbing pantulong na mga wikang panturo o Ingles
doon.” Sek. 7
• Maraming sikolohista ang naniniwalang ang wikang ukol sa layunin ng komunikasyon at pagtuturo, ang mga
nauunawaan ng tao ay katulong ng utak sa wikang opisyal ng Pilipinas ay Filipino at hangga’t walang
pagproseso ng kaalaman. itinatadhana ang batas, Ingles.
• Census 2000 Sek. 8
65 milyong Pilipino o 85% ng kabuuang populasyon Ang Konstitusyong ito ay dapat ipahayag sa Filipino at
ang nakauunawa at nakakapagsalita ng wikang Ingles; at dapat isalin sa mga pangunahing wikang
Filipino. panrehiyon, Arabic at Kastila.
BEP Bilingual Education Policy 1987
• Bilang pagpapatupad sa mandato ng Konstitusyong
1987.
• Dalawang wika ang gagamitin sa pagkatuto ng mga
mag-aaral.
• Paggamit ng Filipino at Ingles bilang mga wikang
panturo.
MTB-MLE Mother Tongue-Based Multilingual
Education 2012
• Sa pagpasok ng K to 12 Curriculum, ang Mother
Tongue o unang wika ng mga mag-aaral ay naging
opisyal na wikang panturo mula Kindergarten
hanggang Grade 3 sa mga paaralang pampubliko
at pribado man.
• Sa unang taon ng pagpapatupad ng K to 12 (2012)
ay itinadhana ng DepEd ang labindalawang (12)
lokal o panrehiyong wika at diyalekto para magamit
sa MTB-MLE.
• 2013
Nadagdagan pa ito ng pito (7) kaya’t labinsiyam na
wika at diyalekto na ang ginagamit tulad ng mga
sumusunod: Tagalog, Kapampangan,
Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon,
Waray, Tausug, Maguindanaoan, Mëranao,
Chavacano, Ybanag, Ivatan, Sambal, Aklanon,
Kinaray-a, Yakan, at Surigaonon.
• Ang mga wikang ito ay ginagamit sa dalawang
paraan:
o Bilang hiwalay na asignatura;
o bilang wikang panturo.
• Sa mas matataas na baitang ay Filipino at Ingles pa
rin ang mga pangunahing wikang panturo.