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Posts Tagged ‘UP’

FBI: Globalisasyon, Mga Kurso ng DFPP at ang Penomenon ng Degree Program With Available Slots (DPWAS)

In Issues| Isyu, Opinion | Opinyon on February 18, 2014 at 3:22 pm

Mga sagot ko sa Facebook na panayam ni Julian Bautista Bato para sa Philippine Collegian. Enero 31, 2014.

1. Ano po masasabi niyo na most of the freshman population ng DFPP courses ay galing DPWAS?

Nangangahulugan ito na may problema hindi lang ang sistema ng edukasyon ng UP kundi ang buong sistema ng edukasyon ng bansa. Symptomatic ito kung anong kaisipan ang itinuturo ng gobyerno at ng mga pribadong korporasyon sa ating mga mag-aaral — ang kumuha ng mga kurso na madaling pagkakitaan o may future sila ayon sa pamantayan ng mga kapitalista at ng gobyernong ibinebenta ang lakas-paggawa ng ating mga gradweyt at estudyante. Kung kalakhan ng populasyon ng DFPP freshmen ay mula sa DPWAS, ibig sabihin nito ay hindi prayoridad o wala sa hinagap ng mayorya ng mga nag-exam at nakapasa ng UPCAT ang mga kurso ng DFPP na maituturing nating makabayan.

Ibig sabihin rin nito na sa mata ng mga negosyante at ng mga taong naimpluwensiyahan ng kaisipang maka-kapitalista na hindi profitable o marketable course ang mga kurso sa DFPP. Framework ng edukasyon na sa pangkabuuan ang kailangan nating suriin sa sitwasyong ito.

Malaki ang implikasyon ng ganitong sitwasyon sa takbo ng pag-aaral sa unibersidad. Sa totoo lang, hindi lang naman sa DFPP o sa UP ito nangyayari kundi maging sa iba pang mga SUCs at private universities — napipilitang kumuha ng kurso ang mga mag-aaral sa mga may available na slots na lamang. Kaya ang learning process minsan ay wala sa kanilang puso at isip. Ang nagiging aktitud ay basta makagraduate, o makapag-shift sa marketable o gustong course, o makalipat sa ibang kolehiyo. Sa halip na ang maitatak sa mga mag-aaral ay ang makabayang paninindigan bukod pa sa pang-akademikong kahusayan.

2. Bakit kailangan po pag-aralan ang Filipino sa panahon ngayon?

Hindi lamang Filipino bilang wika ang inaaral sa DFPP. Nariyan ang Araling Pilipino (Philippine Studies na Interdisiplinari), Panitikan ng Pilipinas at Malikhaing Pagsulat sa Filipino. Mahalagang pag-aralan ang Filipino dahil ang isang mamamayan na hindi batid at hindi nagmamahal sa kaniyang sariling wika at kultura ay may mababaw o walang pagmamahal sa tunay na diwa ng pagiging makabayan at paglilingkod sa bayan.

Siyempre, panawagan rin ito sa mga guro mismo ng DFPP at sa iba pang mga guro — na ang pagtuturo ng Filipino at iba pang mga asignatura mula sa DFPP ay isang paninindigan at isang responsibilidad — ang ipamutawi ang makabayang posisyon — laluna’t sa gitna ng globalisasyon at komersyalisasyon ng edukasyon — sa gitna ng pagprayoritisa ng gobyerno at ng burgis na akademiya sa mga marketable at pro-modern slavery na mga kurso — KAILANGANG MANINDIGAN at magpamutawi ng makabayan, siyentipiko at makamasang edukasyon. Para saan pa ba tayo nag-aaral? Given na yung para sa sarili at pamilya, para makakain at makaahon sa hirap. Pero DAPAT para sa bayan, para lahat ng mamamayan, balang-araw, ay makapag-aral at mabuhay nang maalwan.

Sa kultura natin ngayon na masyadong mabilis, walang malalim na pagkakilala sa identidad na Pinoy, at walang malalim na dungkal ng makabayang diwa, may higit na pangangailangang pandayin ang makabayang edukasyon.

EI: Andres Bonifacio Act of 2011 / House Bill 4353

In Issues| Isyu, Opinion | Opinyon on August 20, 2011 at 9:22 pm

Here are my answers to an email interview by Rachel C. Barawid, Reporter, Manila Bulletin Students and Campuses Section. July 10, 2011. Her questions are italicized here. Read her article “Teaching Bonifacio” by clicking on this link: http://mb.com.ph/articles/327687/teaching-bonifacio. Many thanks! 🙂

On the Andres Bonifacio Act of 2011 or House Bill 4353 filed by Kabataan Partylist Cong. Raymond Palatino

by Mykel Andrada

1. First of all, are you in favor of this bill? Why or why not?
Yes. I am very much in favor of the bill being proposed by Cong. Palatino of Kabataan Partylist. It is about time to include in our educational system a more comprehensive teaching of the life, works, theories and praxis of Andres Bonifacio, as the foremost plebeian and nationalist (read: anti-colonial and anti-imperialist) who shaped and continue to hone the consciousness of so many Filipinos from the Spanish times up to the present. Bonifacio’s personal and political life experiences are representative of the experiences of the majority of the population of the country, then and now. Needless to say, Bonifacio is very much relevant today as he was centuries ago.

2. How effective is the Rizal course that is being taught in UP through the P.I. 100? Do you think the Bonifacio subject, if approved, would be as effective as the Rizal course?

Teaching any course or subject cannot just be simply summarized in one syllabus or in one teaching semester. Aside from the syllabus that provides an outline of ideas and concepts to be discussed in class, other factors that need to be included in assessing the effectiveness of the teaching of Rizal course are (a) the mindset of the teacher, (b) the pedagogical methods or teaching strategies, (3) the availability of textbooks and other materials, and (d) the will and openness to learn the course. PI 100 or Philippine Institutions 100: The Life and Works of Jose Rizal, a 3-unit course required for all UP undergraduate students, is only as good or effective as the factors I have stated above. It means that the teaching of the said Rizal course varies depending mostly on the instructor handling it. There are PI 100 classes that dwell on the most basic life and work details of Rizal such as his childhood, his socio-political and cultural background, and his life and works produced as an expatriate scholar, but do not necessarily connect these ideas to the present condition of the Philippines in order to further the formation of a more transgressive Filipino nationalist ideology. There are classes that only dwell on idolizing Rizal, without critically discussing the political implications of his life and works. There are instructors, however, who really historically define Rizal as a propagandist, a revolutionary, and go as far as unfurling how Rizal is being used by recent governments to defend the status quo and by businesses to sell their products. This means that to effectively and comprehensively teach a Rizal or Bonifacio course, or any course for that matter, it entails a continuing education even on the part of the instructors handling the course, to not just simply consider Rizal or Bonifacio or any other hero as a historical artifact but to transgressively showcase how their lives and works are necessary for raising the social consciousness of our youth and our people so that they may engage themselves in collectively and genuinely serving our nation.

3. Cong. Palatino told me that in the 1950s when the Rizal bill was initiated, the life of other heroes were also supposed to be included in the subject but the teaching eventually stopped at Rizal. Are you aware of this Prof? If yes, can you please shed light on the matter?

In UP, for example, the reason why the Rizal course is named Philippine Institutions 100 is because it means that Rizal is considered as one of the Philippine Institutions among the many Philippine Institutions that we have such as Bonifacio, Apolinario Mabini, Emilio Jacinto, Gabriela Silang, and others. This means that there should be a PI 101, PI 102, etc. The government then should support the Bonifacio Bill by Palatino because it addresses the need to teach Bonifacio as one of the leading Philippine Institutions. In teaching PI 100 in UP, me and some of my colleagues do not only dwell on Rizal’s life and works. We critically and creatively connect Rizal with the lives and works of other Philippine Institutions such as Bonifacio, Mabini, Jacinto, and the like, in order to compare how they addressed the same issues that Rizal encountered.

4. Cong. Palatino said in his bill that the Rizal and Bonifacio lessons can be taught separately for half a semester or a separate course altogether can be created on the life and teachings of Bonifacio. Do you think this is feasible? How do you think the Bonifacio subject should be taught?

It is in my opinion that there should be a separate Bonifacio course, in order to break the very archaic notion of pitting Rizal and Bonifacio with each other. They are products of their times and social classes, so we must study them according to the said parameters. But of course, if this is not feasible, it wouldn’t hurt to teach Rizal and Bonifacio in one subject. The main argument would to draw from their life and works their specific contributions in the understanding of the various brands of nationalism before, during and after the Spanish colonial occupation.

5. What do you suggest should be the content of the course, and lesson plan? and 6. Are there enough materials on Bonifacio? Are they accessible like those of Rizal?

There are so many materials on Bonifacio — his essays, literary works, monuments, places named after him, interviews with his descendants, etc. Moreover, Bonifacio is interpreted and represented in various forms in the age of electronic and digital technology. Also, Bonifacio’s life and works are found in the oral tradition. Fragments of his works could be found in present-day children’s games and songs, in regional magazines, in school oratorical competitions, etc. Bonifacio is everywhere!

7. How important is this bill? and 8. According to Palatino, his bill aims to revive the spirit of nationalism among the youth, in particular the two brands of nationalism, peaceful revolt espoused by Rizal and militant nationalism by Bonifacio. Do you agree? Why or why not? and 9.  What’s the best lesson that we can learn from the life and works of Andres Bonifacio? How can he be relevant to the youth?
This bill is very important in reinvigorating a more genuine and mass-based nationalism among our students and people. There are many things that we can learn from Bonifacio. That it is not a disservice to the nation if you become an activist, a radical intellectual, a unionist, and a revolutionary. That genuine peace does not reside in individual persons alone, but in the collective struggle of the people. Bonifacio was a common tao, yet he participated in a revolution that decisively overthrew a very despotic and authoritarian colonial regime. What this country needs is a retooling of our sense of nationalism, specially that in these times, our sense of nationalism has been a perverse spectacle of Filipinos winning boxing, singing and beauty titles. Filipinos, specially the youth of our times, have been misled to believe that one’s self is more important than his people. We have grown to be individualistic, our sense of collective life denigrated to mainstream functions such as parties. We have been brought up to believe that the revolution need not be waged, unlike in other countries where their people take pride in their revolution. The revolution is not alien to them, and they are not alienated. In the Philippines, we are made to believe that if we are to wage a revolution, we must do it by buying clothes with Rizal or Bonifacio’s face, or staging a Facebook / online / virtual rally, Bonifacio will humble our youth and people with his exploits and examples. We will be humbled by how Bonifacio and the Katipunan revolution struggled to free us from colonial domination.
10. Cong. Palatino said that in UP, students can graduate without taking history subject. Hence, this further increases the growing disinterest in history among the youth who have very little knowledge about it. Is this true?
Yes. Since UP overhauled its general education curriculum via the Revitalized General Education Program (RGEP), an undergraduate student can choose what general education subjects to take. History subjects, therefore, become only options. And this negatively impacts on the students’ perceptions and ideals. I have students in PI 100, who did not choose to take general education History subjects, who still think that the Americans saved and liberated us. When asked with the question “When did the Philippine Revolution happen?”, there are still senior UP students who think that the Revolution took place in 1986, along EDSA.
11. If yes, what do you think needs to be done to make history appealing so more young people will be interested to study it? How should history be taught?

History is not about memorizing facts and figures, though these are of course necessary and important. The best way to teach any subject is to connect the past to the present in order to be able to decisively predict a future for our students. History, is in fact, not a boring discipline. It is the method of teaching history and the regurgitating notion that history is all about the past are the reasons why history seems to less appealing to students. History doesn’t only mean past. History is also the present and the future. I teach history by using popular cultural materials (such as commercial songs, youtube files, and internet materials referring to history) and connecting these to historical documents and materials. This way, students are not alienated by the seeming backtracking of history, but are rather motivated to connect these historical documents and materials to their present lives.

FLIPTOP

In Poetry | Tula on December 15, 2010 at 5:42 am

Fliptop

Mykel Andrada

 

Andami nang bago sa ating pamantasan

Wala na ang mga bangkito sa palikuran

Bawal nang magyosi sa mga pasilyo

Doble, triple na raw ang mga konyo

Ang mga graffiti ay may tapal

One-way na ang acad oval

Bago na ang ruta ng Toki at Katipunan

May sound system na sa isawan

Computerized na ang Form 5

Ang tuition per unit ay one-five

Inuuna ang negosyo

Walang pakialam sa serbisyo

Isinasara na ang UFS

Dinadaya na ang mga test

May building na ang Toyota

May mall pa ang Ayala sa Philcoa

Ang mga kawani’y sinasagad

Binabarat ang benepisyo’t SAGAD

Laos na raw ang mga tibak

Admin na talaga ang rumeresbak

Honor and excellence na raw ang motto

Yan ang sabi ng Romanong Imperyo

Yan ang pautot ng ng mga partidong trapo

Badyet ng SUCs kinaltasan ni Noynoy Aquino

Ang hindi nila magagap

O ang hindi nila matanggap

Ang hindi nila alam

Dahil wala silang pakialam

Na ang hindi nagbago sa pamantasan

Ay hindi napapagod ang mamamayan

At ang mga taksil sa bayan

Paano nga hinuhusgahan ng kasaysayan?

 

Disyembre 15, 2010. Madaling araw. Maginhawa St., QC.

 

Maligayang Pasko! Saka Kilala N’yo ba si Ma’am SARAH RAYMUNDO?

In Issues| Isyu on December 23, 2008 at 4:15 pm

Hi everyone! Kamusta na kayo?

Nais kong magpaumanhin sa generic na sulat na ito. Sumusulat ako sa inyo bilang guro o dating guro ninyo, kaibigan, kakilala, at bilang isang concerned na miyembro ng U.P. Nais ko ring ipabatid sa inyo ang dalawang bagay:

Una, Maligayang Pasko! Yung pinaka-sincere. Saka Manigong Bagong Taon! Yung pinaka-sincere rin 🙂

Ikalawa, kilala n’yo ba si Ma’am Sarah Raymundo ng Sociology Dept, UP Diliman? Nagtataka kasi ako, pati yung iba kong co-teachers, at iba pang students at members ng UP community, kung bakit hindi siya binigyan ng tenure or permanent status ng kaniyang department.

Sa mga di nakakikilala kay Ma’am Sarah, halos sampung taon na siyang nagtuturo sa U.P. Natatandaan ko nga nung first year ako sa U.P. noong 1999, naririnig ko na ang pangalan niya bilang isa sa pinakabata pero isa sa matalino, masipag, masigasig at matinong titser sa U.P. Nababasa ko rin yung mga articles na kinocontribute niya sa Kule. Needless to say, very bright talaga siya. Dati pa man hinahangaan ko na siya.

Nung magsimula akong magturo sa U.P. Diliman four years ago, isa si Sarah sa laging nag-uupdate sa akin about theories, research endeavors, mga pressing local and national concerns, at iba pa (pati kung anong usong damit at kung anong magandang pelikulang panoorin, o music na pakinggan). Dami kong natutunan sa kaniya! Pati kung paano ang tamang attitude sa pagtuturo, paano maghahandle ng students, mga teaching techniques, at ang value ng teaching, however cliche ang tunog.

Ngayon, lagi akong naglu-look forward kung may bagong article si Sarah sa kaniyang blog o kaya sa mga publications. Yun ngang article niya about isang beauty contest na segment sa dating show ni Willie Revillame, yung may mga contestant na kailangang highlighted ang pagiging “hyphenated” ng pagka-Pinoy (halimbawa, Filipino-American, Filipino-Swedish, atbp), talagang na-amaze ako kung paano niya napipinpoint ang mga hegemonic discourse etc. Nakakatulong ng malaki ang mga nababasa kong articles niya sa pagtalakay ko sa klase ng PP 17 (Pop Culture), PI 100, PP 19 (Sexualidad), Fil 128 (Wika at Diskurso), at iba pang subjects na itinuturo ko. Sabi nga ng isang colleague namin ni Sarah, “blog entries pa nga lang niya ay articles na.”

She really has it. Theory and praxis!

Kaya nakaka-surprise talaga kung bakit di siya binigyan ng tenure ng kaniyang sariling department, when she deserves it talaga. Dahil ba sa pagiging open minded at pagiging aktibista ni Sarah kaya siya hindi binigyan ng tenure? E kasi na-meet na niya ang lahat ng requirements para ma-tenure pero di siya binigyan. Hay.

Sana suportahan natin ang call or panawagan ng mga members ng UP Community para bigyan ng tenure si Sarah. Nasa ibaba yung nakuha ko mula sa weblog niya. Sign tayo ng online petition at basahin nating maigi at ipakalat sa iba pang tao, kahit non-UP puwede ring mag-sign.

Please find time, laluna ngayong Pasko at Bagong Taon, para suportahan si Sarah Raymundo.

Maraming salamat!

Mykel Andrada

* * * *

From Prof. Sarah Raymundo’s campaign blog — http://tenureforsarahraymundo.blogspot.com

SARAH RAYMUNDO is an Assistant Professor from the University of the Philippines (UP) Diliman’s Department of Sociology, College of Social Sciences and Philosophy. She’s been teaching in UP for almost ten years. She has met, and even exceeded, the minimum requirements for tenure. Why then, after almost a year since she applied for tenure, is Prof. Raymundo being denied permanent status in the university?

Given her outstanding academic and extension work, we are led to believe that her department’s decision is a reaction to her engagements as the General Secretary of the Congress of Teachers / Educators for Nationalism and Democracy (CONTEND-UP), as an active member of the All UP Academic Employees Union (AUPAEU) and National Treasurer of the Alliance of Concerned Teachers (ACT), and as a researcher for the militant human rights organization KARAPATAN.

We are also called to challenge the lack of transparency in the tenure process.

Please sign the online petition calling for the granting of tenure to Prof. Sarah Raymundo according to your sector:

UP FACULTY — http://petitiononline.com/sarahray

UP STUDENTS and ALUMNI — http://petitiononline.com/mamsarah

UP REPS & ADMIN STAFF, & Individuals, including International Community — http://petitiononline.com/tenuresr

FACULTY from Other Universities, Schools, Colleges (Non-UP) — http://petitiononline.com/sarahint

Please pass and cross post. Maraming salamat! 🙂

We also encourage everyone to write their letters of support for Prof. Sarah Raymundo’s tenure. Please send and/or email your letters to the following:

Dr. Clemen Aquino
Chair, Department of Sociology,
College of Social Sciences and Philosophy
University of the Philippines
Diliman, 1101 Quezon City
Email: sociology@up.edu.ph

Dean Zosimo Lee
College of Social Sciences and Philosophy,
Email: dekano@kssp.upd.edu.ph

Chancellor Sergio Cao
University of the Philippines
Diliman, 1101 Quezon City
Email: oc.upd@up.edu.ph

Please copy furnish (cc) all letters to: tenureforsarahraymundo@gmail.com