1

Disciplines and Ideas in the

Social Sciences
Quarter 2 – Learning Activity Sheet 1:

Key Concepts Rooted in Filipino

Language and Experiences in the
Social Sciences

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Learning Activity Sheets

Name of Learner: _____________________ Grade & Section: ____________ Date: ______

DISCIPLINES and IDEAS in the SOCIAL SCIENCES

(Key Concepts Rooted in Filipino Language and Experiences in the Social
Sciences)
ACTIVITY SHEET No. 1

I. Learning Competency with Code

After going through this Learning Activity Sheet (LAS), you are expected to:

1. Examine the social ideas of Filipino thinkers starting from Isabelo

de los Reyes, Jose Rizal, and other Filipino thinkers
(HUMSS_DIS 11-IVe-1)

II. Background Information for Learners

The learner will be able to learn the following concepts:

1. Ideas of Filipino Thinkers starting from Isabelo de los Reyes, Jose Rizal,
and other Filipino Intellectuals

III. Accompanying DepEd Textbook and Educational Sites

(With Possible Materials for experiments/activities)

1. Discipline and Ideas in the Social Sciences, pp. 129-135.

Mary Dorothy Jose and Jerome Ong, Vibal Group, Inc.

2. “Isabelo de los Reyes.” National Historical Commission of the Philippines.

Posted 6 September 2012. Accessed on 17 October 2016.
http://nhcp.gov.ph/isabelo-de-los-reyes/

IV. Activity Proper

1. KEEP THIS IN MIND

Through the years, there are already a lot of Filipinos who extensively
studied on the different traditions and attitudes in the Philippine society itself.
These new series of lessons therefore will deal with the new state of social sciences
in the Philippine setting including different social factors vis a vis Filipino as a
social thinker, key values, Philippine psychology and Filipinos over-all intellectual
and cultural atmosphere in the society.

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IDEAS OF FILIPINO THINKERS

Social Thinker: Jose Rizal

Rizal was born on June 19, 1861 at Calamba, Laguna. He was a writer, poet,
teacher, ophthalmologist, novelist and a renowned social thinker. A genuine
scholar and one of the great Filipino thinkers of all time, Rizal had numerous
works that reflected his ideas on society, education, women, history, culture,
language, colonialism, and revolution. A prolific writer at such a young age, Rizal
wrote “To the Filipino Youth, 1879” and “The Council of Gods, 1880” that won him
top honors in a competition while still studying at University of Santo Tomas.
The ills of society as a result of deteriorating colonial rule are reflected in two
of his major works, the Noli Me Tangere (1887) and El Filibusterismo (1891). In Noli
Me Tangere, Rizal pointed out the various weaknesses of Philippine society as a
result of oppressive colonial policies and the lack of reforms to address the pressing
needs of the time. The sequel to the Noli Me Tangere, the El Filibusterismo begins
with the return of the main protagonist-turned-villain Simon. The main theme of
this sequel connotes ill-system of the colonial government during Spanish regime
including corruption, frailocracy, and unjust government regulation which led to
opposition and sedition even by the most loyal citizens.

Social Thinker: Isabelo de los Reyes

Isabelo de los Reyes was another famous social thinker who criticize the
Spanish and American invaders in the Philippines. He was a former journalist,
writer, and senator of the Philippines. He authored several novels and essays
including “Ang Singsing ng Dalagang Marmol” and “Genesis Cientifico y Moderno”.
As a journalist, he wrote some articles elaborating the Spanish friars’ corruption
which eventually led to the imprisonment of the Spanish officials. He was also
merited as the first Filipino socialist. Upon his return from imprisonment in Spain,
de los Reyes brought with him several works by socialists, Karl Marx and Friedrich
Engels, among others. This led to an empowered de los Reyes that campaigned for
workers’ rights that eventually landed him government positions and even a senate
seat. As a socialist, his opinion towards Philippine society is based on the teachings
of Karl Marx which emphasizes the pursuit of a communist state. He died on
October 10, 1938.

Social Thinker: Pedro Paterno

Born on February 27, 1858 in Santa Cruz, Manila from an affluent family.
He was another intellectual who had a great interest in early Filipinos and their
culture.
He wrote the following poems and novels:
1. Sampaguitas y Poesias Varias (1880), the first Filipino collection of poems.
2. Ninay (1850), the first Filipino novel.
While in Spain as part of the Propaganda Movement, Paterno wrote
numerous dissertations on Filipino culture that include:

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1. Antigua Civilization Tagalog (1887)- Paterno described the initial development of

the “Luzonic islands” while trying to show the resemblance of this native civilization
to the early cultures of European nations (Schumacher, 1997).
2. Los Itas (1890)- described the customs of Negritos where Tagalog and the
Visayans evolved.
Unfortunately, most contemporaries of Paterno, such as Rizal and de los
Reyes, give little or no importance to the works of Paterno because of their
absurdity and irrationality.

Social Thinker: Emilio Jacinto

Emilio Jacinto, the so-called “Brains of the Katipunan” was born on
December 15, 1875 at Tondo, Manila. In 1894, Jacinto joined the Katipunan and
rose to become the right-hand man of Andres Bonifacio. He became the secretary of
the Katipunan and editor of the newspaper of Katipunan.
The second most important item in Kalayaan is Jacinto’s Manifesto
(Pahayag, 1896) where Kalayaan is personified and appears to a youth caught up
in darkness (Ileto, 1979).
Another work of Jacinto is entitled Katipunan ng mga Anak ng Bayan
(Association of the Sons of the Nation) aimed at informing prospective members of
the conditions for joining the secret society.

Social Thinker: Andres Bonifacio

Considered as the “Father of the Philippine Revolution” and one of the
greatest Filipino heroes, Andres Bonifacio was born on November 30, 1863 at
Tondo, Manila. Bonifacio was able to enrich his knowledge on social issues by
reading popular works of his time, including books about the:
1. French Revolution
2. Life of the Presidents of the United States
3. Les Miserables
4. The Ruins of Palmyra
5. Wandering Jew
Bonifacio was one of the original founders of the radical group Katipunan
with the objective of overthrowing Spanish colonial regime in the Philippines. He
was also a contributor to the organization’s newspaper. From his essays and poems,
one can appreciate his views with regards the cultural identity of the pre-colonial
natives and his lofty ideals of ushering a new dawn to the once great Tagalog
nation.

2. EXERCISES

ACTIVITIES: A. Try This!

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Direction: Complete the following concept map based on your understanding of

the lesson.

Filipino Thinkers

Isabelo Pedro Jose Andres Emilio

de los Paterno Bonifacio Jacinto
Reyes Rizal

B. Elaborate!

B. Direction: Choose one among the Social Thinkers given below and read (in
English) its entirety. Examine their work and answer the following guide questions.

Social Thinkers and their work

A. To the Filipino Youth- Jose Rizal

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B. Ang Singsing ng Dalagang Marmol- Isabelo de los Reyes

C. Antigua Civilization Tagalog- Pedro Paterno
D. Katipunan ng mga Anak ng Bayan- Emilio Jacinto
E. Katipunan- Andres Bonifacio

Guide Questions:
1. What is the main point of the particular work of your chosen Social Thinker?
2. How did the Social Thinker support his arguments and claims?
3. Are these articles still relevant in today’s time? Expound your answer.

C. Apply your Learning:

Direction: What are the contributions of Filipino thinkers (Paterno, Rizal,

Bonifacio, Jacinto and De los Reyes) in enriching the literature about Philippine
society, culture and experiences? Give your ideas through completing the scroll

PATERNO RIZAL BONIFACIO

1. 1.
1.
2. 2.
2.
3. 3.
3.

JACINTO DELOS REYES

1. 1.

2. 2.

3. 3.

ADDITIONAL ACTIVITY: Let’s Think! ESSAY!

1. Explain the factors that gave rise to Filipino Social Thinkers in the
19th Century?

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Reflection

Direction: Provide reflection guide question below, write your answer in

your activity sheet.

If you were given a chance to be a Filipino Thinker what would be the

title of your work? Do you think your work will have relation to the
social issues we are facing now? Why?

RUBRIC FOR RECLECTION PAPER AND ESSAY

CRITERIA DESCRIPTION POINTS

Content The work was very informative with regards 10

to the topic/ issue.
Analysis Analysis was clear and concise. 6

Organization The work was well-written with ideas easily 4

conveyed to readers.
TOTAL 20

VI. Answer Key (Upside Down)

• Answers may vary

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Disciplines and Ideas in the

Social Sciences
Quarter 2 – Learning Activity Sheet 2:

Key Concepts Rooted in Filipino

Language and Experiences in the
Social Sciences

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Learning Activity Sheets

Name of Learner: _____________________ Grade & Section: ____________ Date: ______

DISCIPLINES and IDEAS in the SOCIAL SCIENCES

(Key Concepts Rooted in Filipino Language and Experiences in the
Social Sciences)
ACTIVITY SHEET No.2

I. Learning Competency with Code

After going through this Learning Activity Sheet (LAS), you are expected to:

1. Evaluate the person’s personality using the core values of Sikolohiyang

Pilipino (HUMSS_DIS 11-IVf-3)

II. Background Information for Learners

The learner will be able to learn the following concepts:

1. Core values of Sikolohiyang Pilipino
2. Eight stages and manners of social interactions in Filipino
3. Key Concept in Pantayong Pananaw

III. Accompanying DepEd Textbook and Educational Sites (With

Possible Materials for experiments/activities)

Capuno, J.J. et al. (2013) “Views and Values on Family among Filipinos: An
Empirical Exploration” in Asian Journal of Social Science 41: 5-28.
Discipline and Ideas in the Social Sciences, Pp. 129-135 Mary
Dorothy Jose and Jerome Ong, Vibal Group, Inc.
Dy, M. (2013) Contemporary Social Philosophy. Makati: Katha Publishing
Co., Inc.
Navarro, A. and Lagbao-Bolante F., eds. (2007) Mga Babasahin sa Agham
Panlipunang Pilipino: Sikolohiyang Pilipino, Pilipinolohiya, at Pantayong
Pananaw. Quezon City: C&E Publishing.

IV. Activity Proper

1. KEEP THIS IN MIND

Filipino culture just like any other nations has also unique characteristics.
Filipinos show an array of hierarchy from the least to the most valued things within
their society. These values gauge their behaviors and cultural identity among other
group of people around the world (Capuno et al., 2013).

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Filipino resiliency is manifested during difficult times just like typhoons and
COVID-19 Pandemic. The spirit of volunteerism of people helping one another in
times of need. Some call it Bayanihan, while others call it Pakikipagkapuwa-tao.
Because of this impact that values have on Filipinos as a society, it is important
that one knows the significance of each one, and how every core Filipino value is
inter-connected and works together to build a functioning Filipino society.

KEY CONCEPTS IN UNDERSTANDING SIKOLOHIYANG PILIPINO

According to Mendoza, one of the legacies of Sikolohiyang Pilipino was the

creation of a center named Philippine Psychology Research House (PPRH), which
was later renamed Phillipine Psychology Research and Training House (PPRTH),
then renamed Akademya ng Sikolohiyang Pilipino (Mendoza, 2002). It serves as the
venue for the research activities of Sikolohiyang Pilipino scholars. In the words of
Mendoza, its primary aim is to break down colonial discourse meant to control
Filipino subjectivity for purposes of colonial supervision by undoing such
ideological inscription through the very instrument of knowing (Mendoza, 2002).
Therefore, one of the important strengths of Sikolohiyang Pilipino is the liberation
of the Filipino psyche from colonial influence.

DR. VIRGILIO G. ENRIQUEZ AS THE FATHER OF SIKOLOHIYANG PILIPINO

Virgilio Gaspar Enriquez is considered to be the Father of Sikolohiyang
Pilipino. He began teaching psychology at the University of the Philippines in 1963,
using English as a medium of instruction that can only be interpreted to be an act
of symptomatic of a nationalist path.
He was given various awards such as the Gawad ng Pagkilala from the
PSSP, Outstanding Young Scientist of the Philippines form the National Academy of
Science and Technology (NAST) and Outstanding Psychologist from the
Psychological Association of the Philippines (PAP).

KAPUWA
One of the most recent concepts tagged by Virgilio Enriquez as a Filipino
value is “kapuwa”. This concept refers to the “unity of the one-of-us-and-the-
other” which implies moral and normative aspects and compels an individual to
treat other person as fellow human being.
“Kapuwa” is a vital concept in Sikolohiyang Pilipino. Enriquez further
emphasized that words such as “both,” “fellow being,” and “other” are the English
counterparts of the concept “kapuwa.”. But the term kapuwa is very different
from its English counterparts since it connotes “unity of the self and others”. Unlike
its English counterpart as “others” which means opposition of the self, “kapuwa”
for Filipinos means extension of the self. In other words, “the ako (ego) and the iba
sa akin (others) are one and the same in kapuwa psychology.

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PAKIKIPAGKAPUWA
Thus, pakikipagkapuwa is what Filipinos value. Pakikipagkapuwa should be
distinguished from pakikisama, because according to Enriquez, pakikipagkapuwa
is both a paninindigan (conviction) and a value; is much deeper and profound in its
implications. This means accepting and dealing other individuals as an equal.
Pakikipagkapuwa comes from an inner sincerity, which is a way of treating others
justly with respect, love, and concern.

PAKIKISAMA
Pakikisama as opposed to pakikipagkapwa is a form of conformity to social
standards even to situations which entail evil doings such as corruption. When a
person is tagged as “walang pakikisama” he can eventually get along, but when a
person is referred to as “walang kapuwa-tao” he is considered as the worst
individual. In his book entitled, “Contemporary Social Philosophy”, Manuel Dy, Jr.
(2013) mentioned that Filipino ethics must emphasize solidarity. Filipinos is known
for their spirit of kapit-bisig or solidarity, not to mention their string family ties
culture. The People Power Revolutions only show that Filipinos can disregard
divisions of race and place to be one and fight for what the believe in.

LEVEL OF SOCIAL INTERACTIONS BASED ON PAKIKIPAGKAPUWA

Social Interaction is important aspect of a people’s life. The Filipino language
provides subtle distinctiveness in several stages and manners of social interactions.
These are also helpful in establishing rapport with one another. According to
Santiago and Enriquez (1976), there are eight stages and manners of social
interactions in Filipino.
Figure 1.1 Eight stages and manners of social interactions in Filipino
Pakikiisa (Being one with)
Pakikisangkot (getting involved with)

Pakikipagpalagayan/ Pakikipagpalagayang-loob
(being in rapport/ understanding/ acceptance with)

Pakikisama(being along with)

Pakikibagay (in Conformity with/ in accord with)

Pakikilahok (joining/ participating with)

Pakikisalamuha (interaction with)

KEY CONCEPTS
Pakikitungo IN UNDERSTANDING
(transaction/ PANTAYONG PANANAW
cibility with)

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Pantayong Pananaw as a Filipino Social Science perspective was born in

the 1970s, alongside with Sikolohiyang Pilipino in psychology and Pilipinolohiya in
anthropology.
In order to understand Pantayong Pananaw as a cultural discourse (or an
interchange of ideas on culture), it is important to go back to the development of
history as a discipline in the Philippines. In ancient times, there was no written
history although the natives knew how to write in the ancient systems of writing
known as baybayin.
Their history back then was in the form of oral tradition such as legends,
songs, epics, myths, folklores, and riddles. Thus, they were able to keep the
concepts and values important to them through the forms of oral tradition. The
baybaylan or spiritual leader was the keeper of oral tradition and had the duty of
transmitting it to succeeding generations.
From the 16th Century to 19th Century, the discourse dominated, with the
Spaniards at first talking about our culture among themselves and in their own
language (pansilang pananaw) then talking to us about it using their own
language again (pangkayong pananaw). Fortunately, some changes in the 19th
Century paved the way for the education and some mestizos who would challenge
the dominant bipartite discourse.
They were called illustrados, led by Jose Rizal, Graciano Lopez Jaena, and
Marcelo Del Pilar formulated the tripartite view of Philippine History by dividing the
period into three parts:
1. Pre-colonial (light)
2. Colonial (darkness)
3. Post-Colonial (light)
Thus, they joined the colonial discourse by talking back to the Spaniards using
Spanish as the medium of communication and colonial standards as bases in
defending Philippine culture (pangkaming pananaw).
According to Zeus Salazar, “this was the task of the Filipino thinkers of the
Propaganda and the revolution. What they brought into being was tripartite view of
Philippine history. This tradition has been continued by most historians who chose
to write in English and use foreign concepts in writing Philippine History. With the
proliferation of the said discourse in the 1970s, Salazar thought of formulating
Filipino Perspective and methodology in Philippine historiography, hence
Pantayong Pananaw was born.

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Pantayong Pananaw chose to focus on indigenous concepts of historia/ history

which has its Western biases, kasaysayan is used as the key concept in Pantayong
Pananaw.

DR. ZEUS A. SALAZAR AS THE PROPONENT OF PANTAYONG PANANAW

Dr. Zeus A. Salazar, more popularly known as “Bathala” among students
and peers, is considered the “Father of Pantayong Pananaw”. He is the co-founder
of Pambansang Samahan sa Sikolohiyang Pilipino (PSSP).
Dr. Salazar is a recipient of numerous prestigious awards as recognition of
his contributions in the academe and Philippine Society such as Chevalier dan
l’Ordre des palmes Academiques from the French Government, Gawad ng Pagkilala
from PSSP, Gawad ng Pagkilala from the Linangan ng mga Wika sa Pilipinas (LWP),
and Gawad BAKAS from Bagong Kasaysayan.

2. EXERCISES ACTIVITIES:

A. Try This!

Direction: Classify the following people into “ibang tao” and hindi ibang tao”.
Provide justification for your answer.

IBANG TAO HINDI JUSTIFICATION

IBANG TAO

CLASS ADVISER

BEST FRIEND

SCHOOL
LIBRARIAN

FIRST COUSIN

SCHOOL
ADMINISTRATOR

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B. Elaborate!

Direction: Imagine yourself in the situations below. Try to evaluate your

personality and level of relationship with certain people and how it is reflected in
certain situations. Try to relate the idea of kapuwa with the concepts of core values
of Sikolohiyang Pilipino

1. Your teacher visited you in your house. In which part of the house would you
entertain your teacher? Would you treat him or her formally as if you were in the
classroom? Would you offer refreshments? Justify your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Between your teacher and your childhood friend, whom you would consider as
“hindi ibang tao”? as “ibang tao”? Can you say that the more you allow your
visitors to enter the more intimate parts of the house (such as your bedroom), the
more reflects your close relationship with that person and vice-versa?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

C. Apply your Learning: BEGIN with CRITICAL THINKING!

1. How does pakikisama different from pakikipagkapuwa?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Think of a scenario that would show the concept of pakikitungo (civility with)
and think of another scenario that would show the concept of pakikiisa (being
one with). Compare the degree of social interactions between the two level and
explain why they are both considered as levels of pakikipagkapuwa.

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ADDITIONAL ACTIVITY: Let’s Think! ESSAY!

1. What is the difference between kasaysayan and history?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. How can the use of Pantayong Pananaw advance nationalism and identity?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. What role does language play in advocating a nationalist perspective in the

study of history and society?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

RUBRIC FOR ESSAY

CRITERIA DESCRIPTION POINTS

Content The work was very informative with regard to 10

the topic/ issue.
Analysis Analysis was clear and concise. 6

Organization The work was well-written with ideas easily 4

conveyed to readers.
TOTAL 20

VI. Answer Key (Upside Down)

Answers may vary

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Disciplines and Ideas in the

Social Sciences
Quarter 2 – Learning Activity Sheet 3:

Roles and Significance of

Filipinos’ Indigenous Social Ideas
to National Development

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Learning Activity Sheets

Name of Learner: _____________________ Grade & Section: ____________ Date: ______

DISCIPLINES and IDEAS in the SOCIAL SCIENCES

(Roles and Significance of Filipinos’ Indigenous Social Ideas to National
Development)
ACTIVITY SHEET No.3

I. Learning Competency with Code

After going through this Learning Activity Sheet (LAS), you are expected to:
1. Evaluate the roles and significance of Filipinos’ indigenous social ideas to
national development. (HUMSS_DISS 11-IVg-5)

II. Background Information for Learners

The learner will be able to learn the following concepts:

1. The roles of Filipinos’ indigenous social ideas to national development
(kapwa/shared identity; kagandahang-loob/shared humanity and familism)
2. Significance of Filipino philosophy to national development

III. Accompanying DepEd Textbook and Educational Sites (With Possible

Materials for experiments/activities)

Department of Education. “Our Department of Education, Vision, Mission and Core

Values’’. Last modified September 4, 2013.
https://www.deped.gov.ph/2013/09/04/do-36-s-2013-our-department-of-
education-vision-mission-and-core-values-deped-vmv/

Gripaldo, Rolando. “Filipino Philosophy and Nation Building”. Paper originally

delivered as a professorial lecture at De La Salle University, Manila, March 24,
2006.

Jocano, Felipe Landa. Values and Development. Asian Center. University of the
Philippines, 1993.

National Economic and Development Authority. Philippine Development Plan 2017-

2020. Philippines

Yacat, Jay. “Filipino Psychology (Sikolohiyang Pilipino)”. Research Gate. 2013.

DOI: 10.1002/9781118339893.wbeccp224

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IV. Activity Proper

1. KEEP THIS IN MIND

Filipino psychology (Sikolohiyang Pilipino) is the psychology born out of

orientation, thought and experience of the Filipino people. These ideas and
thoughts are based on the culture and language of the Filipinos. Dubbed as the
father of Sikolohiyang Pilipino, Virgilio G. Enriquez, considered the following as the
subject matter : kamalayan or consciousness, which includes both emotive and
cognitive experience; ulirat or awareness of one ’ s immediate surroundings; isip ,
which refers to knowledge and understanding; kalooban which refers to emotions;
diwa, which are habits and behavior; and kaluluwa or psyche, known as the soul
of a people.

THE ROLES OF FILIPINOS’ INDIGENOUS SOCIAL IDEAS

TO NATIONAL DEVELOPMENT

(Kapwa/ Shared identity; Kagandahang-loob/Shared humanity and Familism)

Filipino social ideas can be link in the context mandated by the DepEd in its
Core Values and I quote: “ We can learn from other nations and societies but at the
heart of our own struggle as ne Filipino nation is our inherent Core Value of Kapwa
Filipino and its substance Core Values of Maka-Diyos, Makabansa, Makatao, and
Makakalikasan.

Kapwa Filipino Core Values vs. Western Influences

Virgilio Enriquez, a Filipino psychologist foresaw that the Filipino core value
of Kapwa Filipino was threathened by Spreading Western influences, when he
wrote:
When ako starts thinking himself as separate from kapwa, the Filipino
“self” becomes “individualized”. Thus, it denies the status of kapwa to the other.

Enriquez (1978) believed that kapwa is the core concept in Filipino

psychology. He defined kapwa as a recognition of shared identity, an inner self
shared with others. He also clarified that the recognition starts with the self and
not from others: The concept of having kapwa is due to the awareness of the
shared identity and not because of the status given to him by others. The ako (ego)
and the iba-sa akin (others) are the same in kapwa psychology: Hindi ako iba sa
aking kapwa (I am no different from others) (Enriquez, 1978, p. 106).

Kagandahang-loob, the linking sociopersonal value, influences a person to

accommodate the needs and purposes of the society in general. If a person values
kagandahang-loob, he or she values karangalan (dignity), katarungan (justice), and
kalayaan (freedom), too. We find it difficult to accept these values because we have
been looking at them from negative points of views. These perceptions do not

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represent Filipino behavior in terms of context, meaning and framework thus we do

not appreciate Filipino values outrightly.
For example, many critics look at Filipino conformity to traditional values as
passive and lack of initiative traits even to the point that we are patient with long
hours of brownouts and government inaction. These critics also consider the high
premium we place on reciprocity as "scheming", concern for consensus as "lack of
leadership", silence borne out of sensitivity to feelings of others as "concealed
dishonesty", firmness and discipline as "authoritarianism", kinship loyalty as
"nepotism" and so on.

Moreover, critics also contend that some Filipino norms are primary sources of
"ills” in our society and weakness in our national character such as:
1. hiya (politeness, shame)
2. pakikisama (cooperation)
3. utang na loob (debt of gratitude)
4. bahala na (responsibility)
5. maňana habit
6. ningas cogon

To rectify these errors in social transformation, the following initial steps are
suggested by Jocano:

First, we will restore our indigenous ideas instead of highlighting the

superiority of Western models. Through this, we will realize our potentials as a
people.
Second, we will accept our traditional values more positively. There is
nothing wrong with them, in spite of what critics say. Our views on our traditional
values are wrong shaped by our colonial mentality and biases. Let us not forget
that these values are the foundation of our inner strengths, ethical principles,
moral fiber and cultural ideals as a nation.
Third, we will assess the functions of our values more in terms of the logic
and moral authority of our tradition.
Fourth, we will concentrate on our academic and civic endeavors while
reviving the inner strength of our culture instead of criticizing its weakness. This is
not saying that the traditional system has no weakness. Self-criticisms in the past
have never been helpful.
And fifth, let us incorporate the positive features of our values in our
textbooks and teaching strategies in schools, in managing our public and private
organizations, in advertising our products, in writing stories and in producing
programs for radio, television and the cinema.

Let us focus our attention on familism. Critics say it is one of the sources of
"corruption in society" and of "the weakness in Filipino character."

Familism is deeply ingrained in Filipino minds and hearts. It is central to

Filipino world view. We need to use familism as a mechanism of teamwork in
contemporary organizations and must not be a way to favor family or kin if we are

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going to advance social transformation. Doing so is a violation of the original

meaning of familism which is to protect the honor of the family. Doing so is not the
right way to use the concept of familism; it is not only unethical but also immoral.
At the organization, it must be used as a principle of mutual protection -- i.e.,
attending to the welfare of the workers and working for the interest of the company.

From proverbs and poems: Courtesy, manliness, dignity or personal honor,

prudence, self-control, honesty, tolerance, belief in God, cooperation, and
assistance in social life, humility, as to status, relative freedom and strong roles of
women, and democratic appreciation of fundamental human rights.

SIGNIFICANCE OF FILIPINO PHILOSOPHY TO NATIONAL DEVELOPMENT

The national economy is composed of three sectors:

1. primary sector—sources of raw materials: agriculture, forestry, fisheries, and

mining;
2. secondary sector— manufacturing and industrialization; and
3. tertiary sector—services sector that supports the workforce and the facilities,
among others.

The philosophy teacher or the philosopher contributes essentially to the

services sector. The country’s economy needs teachers and mentors who will lead
the development of the mind and skills of the labor force. The philosophy teacher,
in particular, is responsible for:

a) broadening and enlightening the mind on the philosophical issues of life—

moral, political, spiritual, etc.—so that the workforce can understand the
nuances of life better, including life in the corporate world;
b) engaging in the intellectual legacy which spells out contribution to the
nation;
c) providing ideas that may be useful in tackling one’s daily routine, thereby
making life worth enduring or worth living.

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2. EXERCISES /ACTIVITIES:

A. Try This!

Direction: Answer the following questions. Use a separate sheet for your answer.

1. What is the difference when you describe a person as “ibang tao” or as “ibang
tao”? How do you relate this to the concept of “kapwa”?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Do you agree that indigenous concept of “kapwa” leads to an understanding of

one’s personhood? Why or why not?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

B. Elaborate!

Direction: The following are the Filipino concepts, ideas and values that have been
critiqued in the context of discussions of national identity and development:

utang na
bahala na loob hiya

sumpong Filipinos’ pakiki-

indigenous social ramdam
ideas

pakiki- kaluluwa
sama kapwa

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Guide Questions:

1. As a Senior High School student, what is your role to strengthen and advocate
the Filipinos’ indigenous social ideas, concepts and values in national
development?

2. How important are these concepts, ideas and values in your humble
contribution to the national development?

C. Apply your Learning:

Direction: Think of a scenario or situation that would show or apply the Filipinos’
indigenous social ideas. Evaluate why is it considered as the key to national
development.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

ADDITIONAL ACTIVITY:
Direction: Analyze the SCENARIO and answer the following questions.

Scenario
Just this October 2020, typhoon Rolly had been victimized the Philippine
Area of Responsibility specifically the provinces of Albay, Bicol, and Leyte. Filipinos
residing in this place were affected of too much flashfloods, strong winds and heavy
rains. Due to this scenario, Filipino resiliency is manifested. The spirit of
volunteerism of people helping one another in times of need. Some call it
bayanihan while others call it pakikipagkapwa and kagandahang-loob.

Questions:

1. What is the importance of Filipinos’ indigenous concepts and ideas during these
times of need?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Do you agree that Filipinos’ indigenous concepts and ideas mentioned in the
scenario can lead to national development? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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V. Reflection
Direction: Provide reflection guide question below, write your answer in your
activity sheet.

Situation: Your cousin visited you in your house. Your cousin enters your
bedroom and borrowed earphone without any permission. Do you think, your
cousin’s action violates the original meaning of familism or violates the principle of
"delicadeza?”

RUBRIC FOR ESSAY

CRITERIA DESCRIPTION POINTS
Content The work was very informative with regard to the topic/ issue. 10
Analysis Analysis was clear and concise. 6
Organization The work was well-written with ideas easily conveyed to readers. 4
TOTAL 20

VI.Answer Key (Upside Down)

• Answers may vary

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Disciplines and Ideas in the

Social Sciences
Quarter 2 – Learning Activity Sheet 4:

Practical Use of Social Sciences in

Addressing Social Issues

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Learning Activity Sheets

Name of Learner: _____________________ Grade & Section: ____________ Date: ______

DISCIPLINES and IDEAS in the SOCIAL SCIENCES

(Practical Use of Social Sciences in Addressing Social Issues)
ACTIVITY SHEET No.4

1. Learning Competency with Code

After going through this Learning Activity Sheet (LAS), you are expected to:
1. determine how Social Science can be used to address social concerns
(HUMSS_DIS 11-IVh-6)

2. Background Information for Learners

The learner will be able to learn the following concepts:

1. The role of Social Science in the real world in addressing social issues
(Gender Equality, Racial Discrimination, Terrorism, and Social Inequality)

III. Accompanying DepEd Textbook and Educational Sites (With

Possible Materials for experiments/activities)

Caplan, Bryan. “Terrorism: The Relevance of the Rational

Choice Model” Public Choice 128, 2006.
DOI 10.1007/s11127-006-9046-8

Crossman, Ashely. “Sociology of Social Inequality”. 2015.

http://sociology.aboutcom/od/Disciplines/a/Sociology-Of-
Social-Inequlity.html

Hoffman, Bruce. Inside Terrorism. New York: Columbia

University Press, 2006.

Hunt, Elgin F. and David C. Collander. Social Science: An

Introduction to the Study of Society. 14th ed. Pearson, 2011.
https://www.pearson.com/uk/educators.html

Jaggar, Alison M. Feminist Politics and Human Nature. New

Jersey: Rowman and Allanheled, 1983.

Scott, John. “Rational Choice Theory”. In Understanding

Contemporary Society: Theories of the Present edited by G.
Browning, A. Halcli, & F. Webster, 126-138. London: Sage
Publications, 2000.
http://dx.doi.org/10.4135/9781446218310.n9

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Yacat, Jay. Filipino Psychology (Sikolohiyang Pilipino).

Research Gate., 2013.
DOI: 10.1002/9781118339893.wbeccp22

IV. Activity Proper

1. KEEP THIS IN MIND

Social Inequalities or the existence of unequal opportunities and rewards for

different social positions within a society, is one of the issues most countries face
today, especially the developing ones. Social Inequality is one of the issues that will
be discussed in this lesson, along with other social issues such as gender
inequality, racism, terrorism, and COVID-19 pandemic.
Social issues or social problems refer to conditions that harm any segment
of the population which are induced by society; may also refer to acts and
conditions that violate the norms and values found in society (Long, 2007).

Role of Social Sciences in Addressing Social Issues

GENDER INEQUALITY

Gender Inequality is an example of a social issue, which refers to the

differences between men and women that systematically favor one group, which is
the result of distinct roles and behaviors that a particular society considers
appropriate for men and women (WHO website 2015). In this regard, it is important
to go back to the distinction between sec and gender which was discussed under
Feminist Theory.
Sex is the biological basis of being male or female while gender is the socio-
cultural basis of being male or female. Much of gender ideology is the product of
the social constructions of gender roles, which are often mistaken for sex roles,
hence the importance of distinguishing between sex roles and gender roles.
For example, getting pregnant is a sex role that only women can perform but
child rearing is a gender role that can be performed by women as well as men.
Because of gender ideology that places women in the private sphere (home) and
men in the public sphere (economy), child rearing becomes a sex role assigned to
women when in fact, it is a gender role. Gender ideology promotes sexism, or the
belief that there exist natural psychological, behavioral, and intellectual differences
between men and women and that these differences justify the superiority of one
group over another, and it is usually the women who are considered the inferior
group.

Approaches in Social to be used in the issue of Gender Equality:

Different Feminist Theories can be used to analyze the issue of gender

inequality. All espousing the critical perspective that by exposing hidden structures,
we can change the world.
In the Philippines for example, in traditional culture dictates that among
poor families, if the parents are unable to send all their children to school and if
they have to choose who among their children will have to go to school, chances are
it is the male children who will be sent in school. Gender ideology dictates that men

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are the breadwinners in the family therefore they should have all the chances they
could get to land a job, and getting a degree is seen as a guarantee of landing a job;
while educating women is seen as futile endeavor since women, even after earning
a degree, are expected to stay at home and take care of their family.
Liberal Feminism argues that women are oppressed in society due to the
belief that they are not rational beings. In fact, if we take a look at how women were
viewed in ancient literature they were often portrayed as irrational beings. For
Liberal Feminism, women should be given the right to education for only through
education can women prove their rationality. Women should also be treated equally
in laws and should be given the right to vote as well as the right to be elected in
public office.
Liberal Feminism operates on the idea that women are rational, too, hence
women should be given equal; opportunities and rights with men by virtue of that
rationality. Therefore, it is important that women be granted the right to be
educated because only through education can women prove their rationality.
Symbolic interactionism can also be used to analyze gender inequality. In
symbolic interactionism, people assign symbols to things and concepts as they
encounter and interact with them.
For example, the association of the color “blue” from men and “pink” for
women is just a social construct and does not have a biological basis, yet we have
become so accustomed to this color associations between men and women that
when we see men wearing pink shirts, we hastily judge them as gays.
Symbolic interactionism is also at play when women are paid less than their male
counterparts for the same work, or when women are not allowed to cross the glass
ceiling in big companies where only men have the opportunity to become chief
executive officers. Symbolic interactionism states that the people construct symbols
and meaning which are shared when they interact with each other. The social
construct of women may be one of the reasons why people create symbols that
signify this belief.

RACIAL DISCRIMINATION
Racial discrimination is another social issue that we still face today. It
refers to the actions, behavior or treatment based on prejudice or hatred against
person based on their race (Hunt and Colander, 2011). It involves narrow-
mindedness and discrimination against people who are thought to be inferior to
other people based on the color of their skin. Racial Discrimination may be in the
form of social acts, customs or beliefs. It is also be described as an unfair
treatment of a person or group on the basis of prejudice.
For example, the oppression being faced by African Americans from white
Americans. The rise of capitalism has led to the division of society between the
white Americans who control the mode of production, and the African Americans
who serve as workers.

Approaches in Social to be used in the issue of Racial Discrimination:

Conflict Theory can be used to analyze the issue regarding racial
discrimination, specifically Marxism. Classical Marxism asserts that class
oppression is the result of the division of capitalist society into the bourgeoisie
(middle class) and the proletariat (working class). From the lens of Marxism, racial
discrimination of white Americans against the African Americans has been
characteristics of American society.
Structural functionalism, on the other hand, espouses a different view of
race. It sees race as another fundamental element with the larger whole of society
that was integrated into its relatively smooth functioning. Structural functionalism
must have played a significant role that helped to create more solidarity, at least

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among the ruling class. It tends to look at the issue of racial discrimination from
the perspective of macro-level analysis, looking at the positive rather than the
negative consequence of racial discrimination. For Structural functionalism, as
long as social harmony and social equilibrium are achieved

TERRORISM
Terrorism is about the pursuit, acquisition, and use of power; it is about
violence or threat of violence with the goal of instilling fear beyond the immediate
victims; it targets military, government representatives, as well as civilians, and it
involves calculated or planned acts by organizations with specific structures
(Hoffman, 1998). Terrorism has traditionally been considered as representing a
mental disorder, thus it can be analyzed using psychoanalysis.

Approaches in Social to be used in the issue of Terrorism:

Psychoanalysis will be used to analyze the issue in terrorism. Through
psychoanalysis, the terrorist’s psyche will be understood by removing into his/ her
unconscious so that his/ her terrorist behavior can be explained. It may not
represent a mental disorder; the hidden reasons why a terrorist engages in such
acts may be uncovered through psychoanalysis. Stuart Twemlow, a medical doctor
and professor of Psychiatry and Behavioral Science, narrates how psychoanalysis
can offer so much help in understanding terrorism by removing into the social
context and group dynamics of terrorism, and by understanding the individual
psyche of terrorist.
Rational Choice Theory claims that people always make logical and
practical choices that provide them with greatest benefit or satisfaction at the
lowest possible costs. Rational Choice Theory offers an alternative to this
traditional view of terrorism for it advocates the idea that terrorist acts usually
stem from logical, intentional, and premeditated decisions.

SOCIAL INEQUALITY
Social Inequalities occurs when there is an unequal access to the benefits
of a certain society. Some groups may have opportunities in securing more
resources than others. These can be in the form of goods, wealth, and rewards and
can be recurrent patterns (Croosman, 2014).
If we use Pantayong Pananaw as an approach to analyze the issue of social
inequality in the Philippines, the concept of the great cultural divide could be
applied to explain why social inequality exists.
Example in the Philippines, target beneficiaries of the SAP are low-income
families or those on subsistence economy or workers in the informal economy, and
with members belonging to the vulnerable sector, assessed to be the most affected
by the declaration given their existing life situations or circumstances but what
happened in some areas that there are issues reported that those who received SAP
are mostly closed families of the politicians. This great cultural divide would
aggravate the gap between the rich and the poor because of the conflict of interests
between the two classes.
Sikolohiyang Pilipino can also be used to analyze social inequality. In
Sikolohiyang Pilipino, the core concept of kapwa is distinguished from its
counterpart in the American English language, which is other. Kapwa means unity
of the Self and other, or extension of the self, while “other” means a person or a
thing that is different from one already mentioned or known about. If people will
treat others as they would want themselves to be treated, resources will be equally
shared among everybody and everyone will get what they want without exploiting
other people for profit.

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2. EXERCISES /ACTIVITIES:

A. Try This!

Direction: Identify what particular Social Science approach was used in the
following statements.
1. Women are oppressed in society due to the belief that they are not rational
beings.
2. The African Americans, by virtue of their skin color, were delegated to a
subordinate position especially in terms of production.
3. Terrorism can be explained by removing into the unconscious of the terrorist to
make the reasons behind his or her terrorist acts known and understood.
4. Gender identity is an example of a social norm that is constructed by the way
people interact with each other.
5. The great cultural divide would aggravate the gap between the rich and the poor
because of the conflict between the two classes.

B. Elaborate!

Directions: Write 3 social issues and put a description about the written social
issue. Explain why it is considered social issues then answer the processing
questions below.

Social Issues Description about the Why it is considered as

Social Issue Social Issue/s?
Social Issue No.1

Social Issue No.2

Social Issue No.3

Processing Questions:

1. Why did you come up with the said social issues?

2. What do you think makes an issue a social issue?
3. What do you think are the factors that should be considered in solving social
issues?

B. Apply your Learning: THINK! THINK! THINK!

Directions: Answer the following questions. Use a separate sheet for your answer.

1. How do the approaches in Social Sciences help in analyzing social issues?

2. How do feminist theory and symbolic interactionism differ in approach to gender

inequality issue?

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ADDITIONAL ACTIVITY:
Directions: Given the social issues below analyze it using the approaches you
have learned in the subject Discipline and Ideas in the Social Sciences. In your
activity, please take note of the following: explain the social issue and identify the
approaches to be used in analyzing the issue.

SOCIAL ISSUES EXPLANATION SOCIAL SCIENCE

APPROACH TO
BE USED
1. Climate Change
2. Vote-Buying during
elections
3.Domestic Violence

V. Reflection

Directions: Provide reflection guide question below, write your answer in

your activity sheet.

Situation: Think of a social issue in the Philippines that can be analyzed using the
structural functionalist approach and Sikolohiyang Pilipino. Discuss the relevance
and advantage of using Filipino perspectives in analyzing our own social problems.

RUBRIC FOR ESSAY

CRITERIA DESCRIPTION POINTS
Content The work was very informative with regard to the 10
topic/ issue.
Analysis Analysis was clear and concise. 6
Organization The work was well-written with ideas easily conveyed 4
to readers.
TOTAL 20

VI.Answer Key
Answers may vary

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