12 Proposed GE Course - University of the Philippines Diliman

Transcription

12
Proposed GE Course 1
Wika, Kultura at Lipunan*
Nakabalangkas ang GE Filipino sa pananaw na ito ay:
1. Nagsusulong ng mapanuri at mapagpalayang edukasyon.
2. Nakaangkla sa nasyonalismo.
3. Nagpapahalaga sa mga wika sa Pilipinas.
4. Nagkikintal na ang pag-aaral ng wikang Filipino ay pagkatutong panghabambuhay.
Pamagat ng Kurso:
Wika, Kultura at Lipunan
Course Code:
Deskripsyon ng Kurso:
Pagsusuri sa ugnayan ng wika, kultura, at lipunan.
Pangkalahatang Layunin
Nakapag-iisip sa wikang Filipino bilang pananaw mundo at nasusuri ang ugnayan ng wikang Filipino sa
kultura at lipunan sa konteksto ng mga pagbabagong lokal at global.
Mga Tiyak na Layunin ng Kurso:
1. Nakapagpapaliwanag ng konsepto, kasaysayan, at halaga ng wikang Filipino
2. Nakapagsusuri ng iba’t ibang aspekto ng ugnayan ng wika at kultura tungo sa paglikha ng diskurso at
pagbuo ng pananaw-mundo
3. Nakalilikha ng proyekto o pag-aaral sa iba’t ibang disiplina gamit ang lawak at lalim ng wikang
Filipino
4. Nakabubuo ng indibidwal o kolektibong pagsusuri, pagpapasya, pagpaplano, at pagkilos para sa paguswag ng wikang Filipino
Course Outline:
I. Mga Konsepto sa Kasaysayan ng Wikang Filipino (9 oras)
A. Mga batayang konsepto sa pag-aaral ng Wikang Filipino
1. Wikang Pambansa
2. Wikang Opisyal
3. Wikang Panturo
4. Unang Wika
5. Ikalawang Wika
6. Lingua Franca
7. Varayti
 Idyolek
 Dayalek
 Sosyolek
 Ekolek
 Register
8. Di-pasalitang komunikasyon
B. Kasaysayan ng Wikang Filipino
1. Bilang wikang pambansa
2. Bilang wikang panturo
3. Bilang wikang opisyal
4. Estado ng wikang Filipino sa kasalukuyan
 Antas ng wikang Filipino sa pakikipagdiskurso
 Varayti ng wikang Filipino
 Relasyon ng mga wika sa Pilipinas sa wikang Filipino
Proposed GE Course: Wika, Kultura at Lipunan
*GE Mini Conference Recommendation (Sept 25-26, 2014): This is a required GE course.
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C.
 Mga usapin tungkol sa wikang Filipino sa kasalukuyan
Sintesis
Mungkahing Gawain:
1. Pag-interbiyu ng mga estudyante sa iba’t ibang grupo ng tao (ayon sa wikang sinasalita, propesyon,
sektor, at iba pa) para maipakita ang mga varayti ng wika
2. Pagsarbey sa ibang mga estudyante sa UP para mapalitaw ang mga depinisyon o palagay nila tungkol sa
wikang Filipino at sa mga kaugnay na konsepto (wikang pambansa, wikang panturo, wikang opisyal,
lingua franca, at iba pa)
3. Pagsasagawa ng simpleng pananaliksik sa iba’t ibang anyo ng media at social networking para masuri ang
mga varayti ng wika
4. Pagtalakay tungkol sa napapanahong isyu sa wika (hal. CHED Memo 20, K+12, edukasyong
multilingguwal) at pagdedebate ng mga estudyante tungkol sa mga usaping ito
5. Pagbuo ng posisyong papel tungkol sa napapanahong isyu sa wika
6. Pagsulat ng liham sa editor ng isang pahayagan para magpahayag ng posisyong tungkol sa usaping
pangwika
7. Pakikilahok sa mga pagkilos sa loob at labas ng UP para higit na maunawaan ang mga isyung pangwika at
makabuo at mapatatag ang paninindigan tungkol dito
II. Wika at Kultura (15 oras)
A. Wikang Filipino Bilang Pananaw-mundo (Hal. Wika at Pamumuhay, Wika at Paggawa, Wika at
Kalikasan)
B. Wika at Kultural na Diversidad, Ugnayan at Pagkakaisa
C. Wika, Identidad at Bansa
1. Uri
2. Kasarian
3. Etnisidad
4. Lahi
5. Henerasyon
6. Relihiyon
7. Sikolohiyang Pilipino
D. Wika, Agham at Teknolohiya
1. Wika bilang Teknolohiya
2. Bisa ng Teknolohiya sa Wika
 Media
 Social Media
 New Media
 Participatory Culture
3. Iba’t ibang agham tulad ng medisina, agrikultura, at iba pa
E. Wika at Usaping Panlipunan
1. Wika, kasarian, at seksuwalidad
2. Wika at panlipunang katarungan
3. Wika at kolonyalismo
F. Sintesis
Mungkahing Gawain:
1. Pananaliksik tungkol sa isang domain ng kultura (hal. pagkain, katawan, espasyo, laro, trabaho, at iba
pa) at pagtitipon ng mga salita kaugnay ng domain na ito para makapagpalitaw ng mga idea, kabatiran
(insights), o palagay tungkol sa wika at kulturang Filipino
2. Pag-aaral sa mga produksiyong kultural (hal. panitikang-bayan, awit, tula, kuwento, dula, at iba pa) ng
iba’t ibang grupong pangkultura sa Pilipinas para mapalitaw ang kanilang pananaw-mundo
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3. Pagsasagawa ng simpleng pananaliksik tungkol sa gamit ng wika ng mga tao o grupong magkakaiba
ayon sa uri, lahi at etnisidad, kasarian, henerasyon upang maipakita ang nagtutunggaliang pananaw at
makapagmungkahi ng mga bagong paraan ng paggamit ng wika para mahamon ang mga dating
pananaw
4. Pagsusuri ng mga entry sa diksiyonaryo para mapalitaw ang negatibong ideolohiya ayon sa mga
kategorya ng uri, kasarian, lahi at etnisidad, henerasyon, at iba pa
III. Wikang Filipino Sa Produksiyon Ng Kaalaman Sa Iba’t Ibang Larang (12 oras)
A. Pagtuklas at Paglinang ng mga Kaalaman batay sa Lokal na Kaalaman at/o Katutubong Kaalaman
(Metaporisasyon, Problematisasyon, Pangangatwiran, at iba pa)
1. Kalusugan
2. Pagkain
3. Kapaligiran
4. Kapaniwalaan
5. Kabuhayan
6. Sining
7. Kalamidad at Sakuna
8. Kasarian
9. Kalakalan
10. At iba pa
B. Intelektuwalisasyon ng Wika
1. Wikang Filipino sa Iba’t Ibang Larang (Akademiko, Disiplina, Espesyalisasyon)
 Agham at teknolohiya
 Agham Panlipunan
 Sining at Humanidades
 Medisina
 Batas
 Agrikultura
 Mass media
 At iba pa
2. Iba’t Ibang Larang sa Pagpapaunlad ng Wikang Filipino
3. Pagsasalin at Wikang Filipino
 Kasaysayan ng pagsasalin
 Uri ng mga pagsasalin
 Kasalukuyang kalagayan ng pagsasalin (lebel ng intelektuwalisasyon)
4. Pagsasakatutubo at Pag-aangkop
C. Proseso ng pagbuo ng proyekto (hal. pananaliksik [batayang kaalaman: balangkas, layunin,
problema], multimedia)
 Pagbasa, pagsulat, at pagsasalin sa wikang Filipino
 Pananaliksik gamit ang wikang Filipino
D. Sintesis
Mungkahing Gawain:
1. Pagpunta sa isang lugar (hal. palengke, talyer, ospital, baranggay, pabrika, tindahan, construction site,
at iba pa) o grupo ng tao (hal. drayber ng dyip, tindera ng prutas at gulay, tagaluto sa karinderya, pintor,
manlililok, magsasaka, mangingisda, hilot, arbularyo, at iba pa) para magtipon ng mga salitang
ginagamit ng mga tao sa lugar na ito kaugnay ng function ng lugar o ng aktibidad ng mga tao sa layong
makapagpalitaw ng mga bagong kaalaman o mga idea, kabatiran tungkol sa wika at sa kulturang Filipino
2. Pag-interbiyu sa indibidwal o grupo ng mga propesyonal (hal. doktor, abogado, engineer, arkitekto,
siyentista, at iba pa) sa isang larang para mabatid ang gamit na wika sa kanilang larang at pag-alam sa
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mga balakid at isyu sa paggamit ng wikang Filipino sa kanilang larang
3. Pagsusuri ng mga halimbawang akademikong papel (hal. iyong nalathala sa academic journal o
naipresenta sa kumperensiya) na magpapakita ng paggamit ng wikang Filipino sa iba’t ibang disiplina na
hindi karaniwang pinaggagamitan ng wikang pambansa sa layuning mapalitaw ang register ng wika sa
disiplinang ito, gayundin ang mga isyu kaugnay ng paggamit ng wikang Filipino sa disiplinang ito
4. Pagpapasalin sa mga estudyante ng maikling bahagi ng isang teksto mula sa iba’t ibang disiplina (hal.
physics, chemisty, sikolohiya, political science, engineering, arkitektura, musika, at iba pa) sa layuning
mapalitaw ang iba’t ibang isyu sa paggamit ng Filipino sa mga disiplina
III. Mga Tunguhin at Hamon Sa Wikang Filipino (9 oras)
A. Wikang Filipino at Nasyonalismo
1. Pamayanan
2. Bayan
3. Bansa
B. Wikang Filipino sa mga isyung lokal at internasyonal
Halimbawa:
1. globalisasyon
2. kapayapaan
3. kalikasan at kapaligiran
4. karapatang-pantao
5. seguridad sa pagkain
6. pagtatanggol sa teritoryo
7. teknolohiya
8. paggawa at diaspora
9. ortograpiya
C. Pagsasabuhay, pagpapatatag, at pag-uswag ng wikang Filipino
D. Sintesis
Mungkahing Gawain:
1. Pananaliksik sa sariling pamayanan para gumawa ng imbentaryo ng mga salita, sagisag, konsepto mula sa
pamayanan sa iba’t ibang kategorya ng kultura (hal. pagkain, flora at fauna, sining, kasaysayan,
arkitektura, at iba pa) na maaaring iambag sa bansa
2. Pagsusuri sa mga halimbawang sanaysay sa Ambagan: Salita mula sa Iba’t ibang Wika sa Pilipinas na
proyekto ng Filipinas Institute of Translation sa layuning masuri ang kalakasan at kahinaan ng proyekto
bilang estratehiya ng pagpapayaman ng wikang pambansa
3. Pagtitipon ng mga balita na magpapakitang ang usapin ng wika ay mahalagang usapin sa mga pangyayari
at usaping lokal at global (hal. paggamit ng wikang Ingles sa weather report na naging sanhi ng
misinformation; pagtatalo sa kahulugan ng salita sa mga usaping pangkapayapaan; pagbabawal sa mga
Filipinong nars na gumamit ng sarili nilang wika sa isang ospital sa ibang bansa, at iba pa)
4. Roundtable discussion sa klase tungkol sa relasyon ng wika at ng isa sa mga domain gaya ng siyensiya,
kapaligiran, karapatang pantao, kapayapaan, at iba pa.
Mga Mungkahing Babasahin:
*Ang mga mungkaing babasahin ay tentatibong listahan lamang. Maaari pa itong madagdagan o
mabawasan.
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Taylan, Dolores R. (2009). “Unang Pagdanas sa Malaysia.” Nasa Ani, The Philippine Literary Yearbook, The
Pinoy as Asian, Vol. 35, mp 196-206.
Torres-Yu, Rosario. (1992). “Paano Ba Umuwi sa Sariling Bayan?” nasa Diliman Review 40 (30),mp. 84-88.
Pangalang Gantimpala, CPMLA Sanaysay.
Torres-Yu, Rosario. (2006). “Batang Tundo” CPMLA Unang Gantimpala, Sanaysay, CPMLA website.
Torres-Yu, Rosario. (2014). “Sa Pagitan ng Pabrika’t Pamantasan, Ang Paghahanap ng Katuturan at
Kabuluhan.” Talumpati ng Pagtanggap, Concepcion Dadufalza Award for Distinguished Achievement,
Oktubre 9, Pulungang C. M Recto, Bulwagang Rizal, UP Diliman.
Torres-Yu, Rosario. (2012). Muling Pagsasalaysay ni Rizal ng “Ang Matsing at ang Pagong: Ang Talas ng
Mahina Laban sa Tuso ng Malakas.” Nasa Malay Journal 25(2).
Torres-Yu, Rosario. (2012). “Hagkis ng Halakhak: Ang Nagpapatuloy na Kabuluhan ng Kritika in Amado V.
Hernandez sa Politika.” Nasa Social Science Diliman Journal 8(2).
Veneracion, Ma. Corazon J. (2004). “Bago dumating ang social work: Katutubong konsepto ng pagtulong sa
Filipinas.” Daluyan Journal. XII:L 1, p. 98-114. Lungsod Quezon: SWF-UP Diliman.
Zafra, Galileo. (1999). “Ang Pagsakay nina Juan Masolong at Flor Contemplacion sa MRT.” Nasa Lagda:
Opisyal na Journal ng Departamento ng Filipino at Panitikan ng Pilipinas. Unibersidad ng Pilipinas,
Diliman Bilang 1, mp. 144-74.
Zafra, Galileo S. (2009). Salin-Suri: Panimulang Pagmamapa ng mga Larangan ng Pag-aaral ng Pagsasalin sa
Filipinas (Ikatlong Sourcebook ng Sangfil). Lungsod Quezon: SWF-UP Diliman, Sangfil, at NCCA.
Mga piling awitin ng Inang Laya, Joey Ayala, at ang Bagong Lumad
Mga piling mito at alamat mula sa iba’t ibang rehiyon
IKAAPAT NA BAHAGI: MGA TUNGUHIN AT HAMON SA WIKANG FILIPINO
Almario, Virgilio S. (2009). Filipino ng mga Filipino. Lungsod Pasig: Anvil Publishing, Inc. 2009.
Arao, D. A. (2012). Kon(tra)teksto: Pag-uungkat, pag-uulat at pagmumulat. Manila: Central Books at DLSU
Publishing House.
Bonifacio, Andres. “Ang Dapat Mabatid ng mga Tagalog,” isang tula
Constantino, Renato. (1987). The Miseducation of the Philippines. Lungsod Quezon: Foundationfor
Nationalist Studies.
Cruz, Romeo. (1996). “Ang Nasyonalismo at Wika.” Nasa Constantino,Pamela C. at Monico M. Atienza. Mga
Piling Diskurso sa Wika at Lipunan. Lungsod Quezon: UP Press. mp. 3-9.
David, Randolf S. (1996). “Politika ng Wika, Wika ng Politika.” Daluyan Journal. VII: 1-2, mp. 19-28. Lungsod
Quezon: SWF-Sistemang UP.
De Quiros, Conrado. (1996) “Ang Kapangyarihan ng Wika, Ang Wika ng Kapangyarihan.” Daluyan Journal. VII:
1-2, mp. 29-35. Lungsod Quezon: SWF-Sistemang UP.
Gonzales, Andrew. (1980). Language and Nationalism: The Philippine Experience Thus Far. Lungsod Quezon:
Ateneo de Manila University.
Hernandez, Amado V. (1997). “ Ito ba ang ating Demokrasya?” Nasa Rosario Torres - Yu, ed. Magkabilang
Mukha ng isang Bagol at iba pang akda in Amado V. Hernandez, Lungsod Quezon: University of the
Philippines Press.
Lumbera, Bienvenido L. (1993). “Bakit Hindi Paksaing Filipino.” Pananalita sa Pagtanggap ng Ramon
Magsaysay Award, Cultural Center of the Philippines, 31 Agosto 1993. Mababasa sa Diliman Review
41(2) 1993, mp. 32-33. Muling inilathala sa Writing the Nation/Pag-akda ng Bansa. Lungsod
Quezon: University of the Philippines Press. 2000, mp. 3-4.
Lumbera, Bienvenido L. (2000). “Ang Wikang Katutubo at ang Kamalayang Filipino”, Writing the Nation/Pagakda ng Bansa. Lungsod Quezon: University of the Philippines Press, mp. 96-104.
Mooney, Annabelle et al. (2010). Language Society and Power: An Introduction. Routledge
Paz, Consuelo J. “Nationalization of a language: Filipino,” www. sealang.net. Naakses noong 27 Disyembre
2013. http://sealang.net/sala/archives/pdf8/paz1996nationalization.pdf
Tolentino, Delfin Jr. (1996). “Pambungad: Ang Paggugumiit ng Filipino sa Bayan ng mga Inglesero.” Daluyan
Journal. VII: 3, mp. 1-10. Lungsod Quezon: SWF-Sistemang UP.
20
21
Critical Perspectives in Communication*
Course Brief:
Persons develop their individual and social identities through social institutions such as the family, school,
church and media. These institutions vary in their influence on how individuals form their thoughts,
feelings and actions on matters related to their personal and social concerns.
Identity formation is basically a product of communication. It is through communication that individuals
interact among others belonging to the same collective groups. It is through membership in such groups
that social identities are formed.
Communication permeates every sphere of human activity. This UP general education (GE) course is an
attempt to explore the dynamics of communication in various levels of human interaction: interpersonal
or group, mass or public, intercultural and workplace. It is in these spheres that students would be able
forge their individual and collective identities, and make sense of their interactions not only with other
human beings but also with institutions that inevitably impact on their thoughts, feelings and actions. As
they interact with individuals and institutions, students need to be armed with various theoretical lenses
for them to have a more meaningful engagement with issues and concerns of communication in both
local and global contexts.
University education focuses on the development of higher-order thinking skills. Such skills demand the
student’s ability not only to analyze situations, but also to integrate knowledges from other disciplines,
especially as these inform the formation of ideas and opinions on matters of public concern. This
perspectives course is hinged on a critical examination of communication issues in four different areas:
language, representation, culture, and identity construction. Herein lies the built-in interdisciplinarity of
the course.
Critical Perspectives in Communication is a required course of the UP students’ general education (GE)
program. As a perspectives course, it presupposes the development of advanced communication skills
and exposure to the content of other courses, hence the preferred offering of the course on the third year
of most students from various constituent universities (CUs).
Faculty handling the course preferably should have a strong background in Communication, English,
Language, Media and Cultural Studies, and related disciplines. It may be handled via team or relay
teaching to capture the interdisciplinal flavor of the course. CUs may opt for a large lecture with recitation
format or a traditional small class set-up. Through their respective GE councils, CUs may draw faculty
expertise from various university units. Guest lecturers may be needed to handle special topics.
Course Requirements:
1 long exam for Communication and Language, Communication and Representation
1 communication framework for Communication and Culture
1 case study presentation for Communication and Identity Construction
Course Title:
Critical Perspectives in Communication
Course Code:
Proposed GE Course: Critical Perspectives in Communication
*GE Mini Conference Recommendation (August 19-20, 2014): This is a highly recommended as a GE course
for all the CUs
22
Course Description:
Theories and frameworks of communication in various contexts.
Course Goals
 This course provides students with various theoretical lenses for a more informed engagement
with issues of communication in local and global contexts
Course Objectives:
After completing this course, the student should be able to:
1. Discuss the changing landscape of communication;
2. Explain the different theories and frameworks of communication;
3. Apply the relevant communication theories and frameworks in the analysis of various issues; and
4. Formulate a critical perspective on communication.
Course Outline:
I. The Changing Landscape of Communication (6 hours)
A. Orality and literacy
B. Traditional media, mass media, new media
C. Multimedia platforms: blurring of genres
Learning Outcome:
 To appreciate communication as a distinct phenomenon where certain factors constitute its
formation.
 To discuss the impact of technological developments in communication on the nature and
dynamics of communication.
II. Frames of Engagement: Theories and Frameworks of Communication (39 hours)
A. Communication and language (9 hours)
1. Rhetoric
2. Language and identity politics
B. Communication and representation (9 hours)
1. Semiotics
2. Media content and crisis of representation
C. Communication and culture (9 hours)
1. Low- and high-context cultures
2. Critical theory of communication in organizations
3. Framing and decoding workplace rhetoric and intercultural communication
D. Communication and identity construction (12 hours)
1. Discourse analysis
2. Language and power relations
3. Social media and construction of identities
Learning Outcome:
 To discuss key concepts of the various theories and frameworks of communication.
 To differentiate the frames of analysis engendered by such theories and frameworks.
III. Communication as critical practice (6 hours)
Learning Outcome:
 To identify a communication phenomenon or event and the variables constituting its formation.
 To analyze issues in communication related to the phenomenon or event.
 To devise a communication plan for the phenomenon or event.
References and Resources:
Proposed GE Course: Critical Perspectives in Communication
*GE Mini Conference Recommendation (August 19-20, 2014): This is a highly recommended as a GE course
for all the CUs
23
Critical Perspectives in the Arts*
Course Brief:
The proposed GE course was developed during the UP GE System Mini-conference on “Living Arts and
Culture” in October 2014 in response to changes in the K-12 curriculum and wherein a critical perspective
in the study of art is deemed necessary in university education. The participants agreed that this is a
“required” course and may be taken in any year level.
As the course seeks to deepen and enhance the knowledge gained from the high school curriculum
through a multi-disciplinary approach in studying art, discursive teaching modules should be employed to
developing aesthetic awareness, artistic literacy and reflexive thinking. The course outline is broad
enough to accommodate the different art forms – literary arts, media arts, performative arts, and visual
arts – so that the faculty will have a variety of choices in developing each module, activities and reading
materials. As the course can be handled by different departments and colleges, the specific content for
the course outline may vary across the UP units.
Since the course is a discourse in art, the UP student will be equipped to understand art in various
contexts and the issues that surrounds its production, circulation and reception in society. This is a
necessary skill and knowledge in the context of an “information society” in which texts, images and art
practices are shared freely and in multitudes every day and everywhere. A UP student is envisioned to be
able to discern and give value-judgment on art on the basis of foregrounded research and knowledge of
critical perspectives. Such knowledge is therefore necessary in an educational system that gives
importance to the goal of life-long learning.
Course Title:
Critical Perspectives in the Arts
Course Code:
Course Description:
A critical study of the experience, language, and context of art.
Course Goals
 hone aesthetic awareness, artistic literacy and reflexive thinking
 develop an understanding of critical perspectives in valuing art in various contexts
 foreground the particularities of the Philippine condition in the study of art
Course Objectives:
At the end of this course, the student should be able to
1. Articulate aesthetic awareness using the language of art;
2. Discuss various critical perspectives in understanding art;
3. Examine art using various critical perspectives; and
4. Formulate a critical stance on the production, dissemination and reception of art.
Course Outline:
I. The Art Experience: Creativity and the Human Condition ( hours)
A. The Agency of the Body
B. The Form and the Creative Process
C. The Artist and Perceiver
D. The Text and Context
II. The Language of Art ( hours)
A. Vocabulary
B. Materials and Technique
Proposed GE Course: Critical Perspectives in the Arts
*GE Mini Conference Recommendation (Oct 14-15, 2014): This is a required GE course.
24
C.
D.
Style and Genres
Forms and Platforms
III. Art in Society ( hours)
A. Modes of Production
B. Modes of Circulation
C. Modes of Reception
IV. Issues in Art (Sample issues, but not limited to the following) (
A. Representation and Identity Construction
B. Gender Issues
C. Belief and Religion
D. Transnationalization and Globalization
E. Geo-Humanities and the Environment
hours)
Activities
The course will involve the following activities: reading literary texts, listening to music, watching films or
videos, theater plays, music concerts, and dance performances, visits to museums and galleries,
experiencing architectural structures and public art. A field trip to artistic sites or short community
integration/educational integration is recommended.
References and Resources: (Faculty may draw their reading requirements from this list or may add their
own.)
Abad, Gemino. “Our Body Poetic: A Country to Our Image” and “Creativity and Philippine Literature.”
In Imagination’s Way: Essays Critical and Persona. Quezon City: University of Santo Tomas
Publishing House, 2010.
Art and Society Handbook. Quezon City: CAL Foundation & CHED, 1998.
Barry, Peter. Beginning Theory: An Introduction to Literary and Cultural Theory. 3rd Edition.
Manchester and New York: Manchester UP, 2009.
Barthes, Roland. Image, Music, Text. New York: Hill and Wang, 1977.
Becker, Howard. Art Worlds. Los Angeles: University of California Press, 1982.
Berger, John. Ways of Seeing. London: BBC, 1972.
Boorstein, Daniel J. The Creators: History of the Heroes of the Imagination, Random House, 1992.
Burgess, Jean and Joshua Green. Youtube: Online Video and Participatory Culture . Cambridge: Polity
Press, 2009.
Cañete, Reuben R. Ed. Suri-Sining: The Art Studies Anthology. Manila: The Art Studies Foundation,
2011.
Chomsky, Noam and Robert McChesney. Profit Over People: Neoliberalism and Global Order. New
York: Seven Stories Press, 1999.
Datuin, Flaudette May, and others. Art and Society. Quezon City: UP Press, 1999.
De La Paz, Cecilia and Patrick Flores. Sining at Lipunan. Quezon City: Sentro ng Wikang
Filipino, 2014.
Dewey, John. Art as Experience. New York: Capricorn Bks, 1958.
The DBAE Handbook: An Overview of Discipline-based Art Education. California: Getty Institute, 1992.
Eagleton, Terry. Literary Theory: An Introduction. 2nd Edition. Oxford: Blackwell, 1994.
Featherstone, Mike. Consumer Culture and Postmodernism, 2nd edition. Goldsmith: Sage
Publications Ltd., 2007.
Gillmor, Dan. We the Media: Grassroots Journalism by the People, For the People. Sebastopol:
O’Reilly Media, Inc.2006.
Gray, Jonathan and Amanda Lotz. Television Studies. Cambridge: Polity Press, 2012.
25
Guillermo, Alice. Image to Meaning: Essays on Philippine Art. Quezon City: Ateneo de Manila
University Press, 2001.
Harbord, Janet. Film Cultures. Goldsmith: Sage Publications, 2002.
Herman, Edward and Noam Chomsky. Manufacturing Consent: The Political Economy of the Mass
Media. Toronto: Pantheon Books, 2002.
Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York: New York
Lacaba, Jose. Days of Disquiet, Nights of Rage: First Quarter Storm and Related Events. Pasig City:
Anvil Publishing, 2003.
Leitch, Vincent, Gen. Ed. The Norton Anthology of Theory and Criticism. New York: WW Norton &
Co., 2001.
Lico, Gerard. Edifice Complex: Power, Myth and Marcos State Architecture, QC: Ateneo de Manila
Lister, Martin. New Media: A Critical Introduction, 2nd edition. London: Routledge, 2009.
Lodge, David and Wood, Nigel. Modern Criticism and Theory: A Reader. 3rd Edition. New York and
London: Routledge, 2008.
Mays, Kelly, Ed. The Norton Introduction to Literature. 11th Edition. New York: WW Norton & Co.,
2012.
Muog: Ang Naratibo ng Kanayunan sa Matagalang Digmang Bayan sa Pilipinas. Quezon City: UP
Press, 1998.
Puchner, Martin et al, Eds. The Norton Anthology of World Literature. Third Edition: Volumes A-F.
New York: WW Norton Publishing & Co., 2012.
Relacion de las Islas Filipinas: the Philippines in 1600, translated by Ramon Echevarria.
Manila:Historical Conservation Society, 1969.
Reyes, Soledad. “Creation vs. Production: The Impact of Sociology on ‘Literary/Cultural’ Studies.” In
A Dark Tinge to the World (Selected Essays: 1987-2005). Quezon City: UP Press, 2005.
Sa loob at labas ng piitan: mga tula ni Jose Ma. Sison, pinili at isinalin sa Pilipino ni Gelacio
Guillermo. Quezon City: Amado V. Hernandez Resource Center, 2004.
Stockstad, Marilyn. Art History (3rd Edition). Prentice Hall, 2008.
Sturken, Lisa and Cartwright, Marita. Practices of Looking: An Introduction to Visual Culture, Oxford
Tolentino, Rolando, Patrick Campos, Randy Jay Solis and Choy Pangilinan. Communication and
Media Theories. Quezon City: University of the Philippines Press, UP College of Mass
Communication, 2014.
Walder, Dennis. Literature in the Modern World: Critical Essays and Documents. Rev 2nd Edition,
Oxford. Oxford UP, 2004.
26
Philippine Arts and Culture*
Course Brief:
The proposed course is envisioned as a critical study of art and culture, employing transdisciplinal/
multidisciplinal approaches in the humanities and the social sciences. The course was developed from the
agreements coming from the GE System Mini-Conference on “Living Art and Culture” in October 2014. The
participants in the mini-conference agreed that the course should be “required” in the proposed UP GE
program and may be taken in any year level, affirming that a UP student with a strong understanding of
Philippine arts and culture will foreground UP’s goal of internationalization and can therefore best serve the
interest of our country – in local, national, and global contexts.
The course seeks to deepen the understanding of students in the interrelationship of life and art practices in
everyday life, the valuation of art and cultural practices in various communities, and to broaden the definition
of art and culture in the context of societal changes. It prepares the student to critically understand art and
culture as seen through the lens of ideology and societal forces.
The course is strengthened by existing courses on art and culture in the different Constituent Universities.
The CU’s are enjoined to develop their own modules, reading list and activities for each section of the course
outline, utilizing the local resources of their immediate environment and locality.
Course Title:
Philippine Arts and Culture
Course Code:
Course Description:
Approaches to Philippine Arts and Culture
Course Goals
1. Broaden the understanding of the relationship of Philippine art and culture
2. Provide an overview of critical approaches in the study of Philippine art and culture
3. Reinforce a sense of being Filipino through the arts and humanities
Course Objectives:
At the end of this course, students should be able to:
1. Apply critical approaches in the study of Philippine art and culture;
2. Examine issues in Philippine art in various contexts; and
3. Analyze the interrelationship of the arts and disciplines in the Philippine experience.
Course Outline:
I. The Relationship of Philippine Art and Culture ( hours)
A. Historical contexts of understanding art and culture
B. Art as representation of culture
C. Art as construct and the negotiated meaning of culture
II. Critical Approaches to Art and Culture (
A. Historical
B. Anthropological
C. Sociological
hours)
Proposed GE Course: Philippine Arts and Culture
27
D.
E.
F.
Psychological
Formalism and Semiotics
Cultural Materialism
III. Art as Cultural Text ( hours)
A. Art as Social Practice
B. Art as Popular Culture
C. Art and the Other Disciplines
IV. The Local and Global Contexts of Philippine Arts (
A.
Art and the Regions
B.
Art and the Nation
C.
Art in Diaspora
D.
Art and Transnationalism
hours)
Activities
The course will involve the following activities: reading literary texts, listening to music, watching films or
videos, theater plays, music concerts and dance performances, visits to galleries and museums, experiencing
artistic structures and works in the immediate environment, and cultural mapping. A short community
integration/educational integration for research purposes and field trip to artistic/cultural sites is
recommended.
References and Resources: (Faculty may draw their reading requirements from this list or may add their own)
Abad, Gemino, Ed. A Native Clearing: Filipino Poetry and Verse From English from the ‘50s to the
present. Quezon City: University of the Philippine Press, 1994.
---------. A Habit of Shores. Filipino Poetry and Verse From English, ‘60s to the ‘90s. Quezon
City: University of the Philippine Press, 1999.
-----------. Upon Our Own Ground. Filipino Short Stories in English, 1956-1972 (2 volumes). Quezon
City: University of the Philippine Press, 2008.
---------- and Hidalgo, Cristina, Eds. The Likhaan Anthology of Philippine Literature in English from
1900 to the Present. Quezon City: University of the Philippine Press, 1998.
----------- and Manlapaz, Edna, Eds. Man of Earth: An Anthology of Filipino Poetry and Verse From
English, 1905 – mid 1950s. Quezon City: Ateneo De Manila University Press, 1989
Abueg, et al. Mga Agos sa Disyerto. Mandaluyong: National Bookstore, Inc, 1974.
Almario, Virgilio. Taludtod at Talinghaga: Mga Sangkap ng Katutubong Pagtula. Pasig City: Anvil,
1991.
Appadurai, Arjun. The Social Life of Things. Cambridge: Cambridge University Press, 1986.
Barry, Coeli. “Introduction.” In The Many Ways of Being Muslim: Fiction by Muslim Filipinos.
Ed by Coeli Barry. Manila: Anvil, 2008.
Barthes, Roland. Mythologies, Hill and Wang, 1972.
Cadar, Usopay Hamdag. “Context and Style in the Vocal Music of the Muranao in Mindanao,
Philippines.” Dissertation. University of Washington, 1980.
Cañete, Reuben R. Ed. Suri-Sining: The Art Studies Anthology. Manila: The Art Studies Foundation,
2011.
Carreon, et al. mga editor. Sigwa: Isang Antolohiya ng Maikling Kuwento. Lungsod Quezon: UP Press,
1992.
Castro, Christi-Ann Salazar. “Music, Politics and the Nation at the Cultural Center of the Philippines.”
Dissertation. University of California, 2001.
CCP Encyclopedia of Philippine Art. (All volumes). Manila: Cultural Center of the Philippines, 1994.
28
Chua, Jonathan. The Critical Villa: Essays in Literary Criticism. Quezon City: Ateneo De Manila
De La Paz, Cecilia and Patrick D. Flores. Sining at Lipunan. Quezon City: Sentro ng Wikang Filipino,
2014.
Dioquino, Corazon C. Compendium of the Humanities of the Philippines: Musical Arts. National
Research Council of the Philippines, 1998.
Encarnacion, Rosario and Rodrigo Perez III. Folk Architecture. QC: GCF Books, 1989.
Enriquez, Elizabeth, issue editor, “Media and Gender Identity,” Plaridel Journal: A Philippine Journal
of Media, Communication, and Society. 10:2. 2013.
Fernandez, Doreen. Palabas: Essays in Philippine Theater History. Quezon City: Ateneo De Manila
Garcia, J Neil and Remoto, Danton, Eds. Ladlad: An Anthology of Philippine Gay Writing. Pasig City:
Anvil Publishing, 2007.
Gatbonton, Juan, et.al. Eds. Art Philippines. Pasig: Cruxible Workshop, 1992.
Gonzalez, N.V.M. “Kalutang: A Filipino in the World.” In Work on the Mountain. Quezon City:
The UP Press, 1995.
Guillermo, Alice. Sculpture in the Philippine: From Anito to Assemblage and Other Essays, Manila:
Metropolitan Museum of Manila, 1991.
Hau, Caroline. Necessary Fictions: Philippine Literature and the Nation. Ateneo De Manila University
Press, 2000.
Hernandez, Eloisa. Digital Cinema in the Philippines 1999-2009. Quezon City: University of the
Philippines Press, UP College of Mass Communication, 2014.
Hidalgo, Cristina. Looking for the Philippines: Travel Essays. Quezon City: UP Press, 2009.
_______. “Fabulists and Chroniclers” and “New Tales for Old.” In Fabulists and Chroniclers.
Quezon City: The UP Press, 2008.
________. “Genre Fiction, Pinay Style.” In Over a Cup of Ginger Tea: Conversations on the Literary
Narratives of Filipino Women. Quezon City: The UP Press, 2006.
Igloria, Luisa. “Writing from the Filipino Diaspora. ” In Not Home, But Here: Writing from the Filipino
Diaspora. Manila: Anvil, 2003.
Irving, D.R.M. Colonial Counterpoint: Music in Early Modern Manila. Oxford University Press, 2010.
Jurilla, Patricia May. Tagalog Bestsellers of the Twentieth Century. Ateneo De Manila University
Press, 2009.
Karp, Ivan and Steven Lavine, eds. Exhibiting Cultures. Smithsonian Institutions, 1991.
Layton, Robert. The Anthropology of Art. 2d ed. Cambridge: Cambridge U Press, 1991.
Lico, Gerarld, Arkitekturang Filipino: A History of Architecture and Urbanism in the Philippines. QC:
UP Press, 2008.
Lopez, Salvador P. Literature And Society. University Publishing Co., 1940.
Lumbera, Bienvenido. Revaluation: Essays on Philippine Literature, Cinema and Popular Culture.
Quezon City: Index Press, 1984.
---------. Re-viewing Filipino Cinema. Pasig City: Anvil Publishing, 2011.
----------. Tagalog Poetry, 1570-1898. Quezon City: Ateneo De Manila University Press, 1986.
----------. Writing the Nation: Pag-akda ng Bansa. Quezon City: University of the
Philippine Press, 2000.
----------- and Lumbera, Cynthia, eds. Philippine Literature: A History and Anthology. Pasig City: Anvil
Publication, 1997.
Maceda, Jose. Gongs and Bamboo: A Panorama of Philippine Music Instruments, Quezon City: UP
Press, 1998.
----------. The Music of the Maguindanao. University of California, 1963.
Manuud, Antonio. Brown Heritage; Essays on Philippine Cultural Traditions and Literature. Quezon
City, Ateneo University Press, 1967.
29
Mojares, Resil. Origins and Rise of the Filipino Novel. Quezon City: University of the Philippines Press,
1983.
Mora, Manolete. Myth, Mimesis and Magic in the Music of the T'boli, Philippines. Ateneo de Manila
Press, 2005.
Mulder, Niels. Inside Philippine Society: Interpretations of Everyday Life. Quezon City: New Day,
1998.
Navarro, Raul Casantusan. Kolonyal na Patakaran at ang Nagbabagong Kamalayang Filipino: Musika
sa Publikong Paaralan sa Pilipinas 1898-1935. Ateneo de ManilaUniversity Press. 2007.
Nor, Mohd Anis Md (chief editor). Reproducing Southeast Asian Performing Arts and Southeast Asian
Bodies, Music, Dance and other Movement Arts. ICTM Study Group on Performing Arts of
Southeast Asia, Philippine Women's University. 2013.
Ong, Charson. “A Bridge Too Far: Thoughts on Chinese Filipino Writing.” In Intsik: An
Anthology of Chinese Filipino Writing. Ed. Caroline Hau. Manila: Anvil, 2000.
Pison, Ruth. Alternative Histories: Martial Law Novels as Counter-memory. University of the
Philippines Press, 2005.
Post, Jennifer (editor). Current Research in Ethnomusicology: Outstanding Dissertations. Routledge,
New York. 2002
Reyes, Soledad. From Darna to Zsazsa Zaturnah. Essays on Literature and Popular Culture. Pasig City:
Anvil Publishing Co., 2009.
--------- . “Introduction.” Narratives of Note. Manila: UST Press, 2012.
______. “The Novel (2008) and it’s Context.” Narratives of Note. Manila: UST Press, 2012.
Sakili, Abraham, Space and Identity: Expressions in the Culture, Arts and Society of the
Muslims in the Philippines, 2003.
Salanga, Alfredo Navarro et. al. eds. Kamao: Panitikan ng Protesta 1970-1986. Manila : Center for
Literature, Cultural Center of the Philippines, 1987.
Santos, Ramon Pagayon. Laon-Laon: Perspectives in Transmission and Pedagogy of Musical
Traditions in Post-Colonial Southeast Asia. UST Publishing House, 2012.
Santos, Ramon Pagayon. Tunugan: Four Essays on Filipino Music. University pf the Philippines Press,
2005.
Scott, William Henry, Barangay: 16th Century Philippine Culture and Society. Quezon City: Ateneo de
Manila University Press, 1994.
Teodoro, Luis V. In Media Res: In the Middle of Things, Essays on the Philippine Press and Media.
Quezon City: University of the Philippines Press, UP College of Mass Communication, 2012.
Tiongson, Nicanor G., issue editor, “Media and History,” Plaridel Journal: A Philippine Journal of
Media, Communication, and Society. 10:1. 2013.
---------, Ed. Tuklas Sining: Essays on Philippine Arts. Manila: Cultural Center of the Philippines, 1992.
---------, Ed. The Urian Anthology: 2000-2009, The Rise of the Philippine New Wave Indie Film.
Quezon City: University of the Philippines Press, 2013.
Tolentino, Rolando at Josefina M.C. Santos. Media at Lipunan. Quezon City: University of the
Philippines Press, UP College of Mass Communication, 2014.
-----, issue editor, “Queer Media and Representations,“ Plaridel Journal: A Philippine Journal of
Media, Communication, and Society. 9:2. 2012.
Tope, Lily Rose. (Un)Framing Southeast Asia: Nationalism and the Postcolonial Text in English in
Singapore, Malaysia and the Philippines. Quezon City: University of the Philippines Office of Research
Coordination, 1998.
Yabes, Leopoldo, Ed. Philippine Short Stories. Quezon City: University of the Philippines Press, 1981.
30
Kasaysayan ng Pilipinas*
Course Brief:
Naniniwala kaming kailangan ng isang mag-aaral ng UP ang kurso ukol sa kasaysayan ng Pilipinas. Ang
kasaysayan ay ang ating pagpupunyagi upang unawain ang ating kapaligiran at maging makabuluhan sa ating
lipunan. Dito makikita ang kaluluwa ng pagkahubog ng bansa batay sa pagpupunyagi na ating mga ninuno.
Ang liwanag ng pagkakatuto mula sa nakaraan ang matibay na pundasyon sa pag-unawa ng kasalukuyang
panahon tungo sa paghahanda natin sa hinaharap. Ang mataas na antas ng pagsusuring historikal ay
nagbibigay ng lalim at lawak sa pagtukoy ng mga hamon ng kasalukuyang lipunan. Nilalayon nitong
matulungan ang mag-aaral upang makapag-ambag sa pag-unlad ng bayan.
Gayundin, ang kasaysayan ay hindi lamang pagunawa sa kasalukuyan kapaligiran, hangarin at mga halagahin
batay sa kaalaman ng nakaraan. Ang kasaysayan ay pag-unawa rin sa interpretasyon ng nakaraan at isang
kritikal na diskurso ng kasalukuyan sa mga sanggunian kung saan nababatid natin ang nakaraan. Sa gayon,
ang pagaaral ng kasaysayan ay isang mapanuring pagtatanong hindi lamang sa kung ano ang naganap sa
naunang panahon at bakit, kundi pagsusuri sa kung paano sinuri ang mga kaganapan ito. Mula dito,
mabubuksan ang kamalayan ng mag-aaral hinggil sa mga pananaw sa kasaysayan at matutong bumuo ng
pananaw sa kasaysayan at manindigan batay sa mga tiyak na kaaalaman. Ang kasaysayan ay hindi lamang
pagsasaulo ng mga kaganapan at mga pangalan kundi isang patuloy na pag-aaral at pagtatanong hinggil sa
pagkakabuo at tunguhin ng bayan at pagtatakda ng sariing partisipasyon sa patuloy na pagbubuo nito.
What year level the course should be taken?
Maaari nang kunin ang kurso sa unang taon sa kolehiyo:
➢ Upang magkaroon ng tuntungan at kakayahan ang mga mag-aaral sa pag-unawa ng historikal na
pagsulong ng bansa.
➢ Upang magkaroon ng pangunahing kasanayan ang mga mag-aaral sa pananaliksik (i.e. paglalahad ng
argumento, pagsusuri ng sanggunian, paglalapat ng interpretasyon batay sa sanggunian, at
paglalahad ng sariling pananaw).
➢ Upang magkaroon ng kritikal na pagtingin sa mga kontemporaryong isyu.
Why the course is designed that way?
Mahalagang malaman ang pagkakasunod-sunod ng mga pangyayari upang makita ang sanhi at bunga,
gayundin ang pagkakaugnay ng mga pangyayari. Sa ganitong paraan, matututunan ng mag-aaral na suriin
ang mga pagkilos at tukuyin ang mga koneksyon ng mga kaganapan sa iba’t-ibang panahon sa loob at labas
ng bansa.
Inilagay sa sampung aralin ang pagtalakay sa Kasaysayan ng Pilipinas, mula sa sinaunang pamayanan (1,000
B.K.) hanggang sa kontemporaryong panahon. Kasama rin dito ang panimulang pag-aaral sa metodong
pangkasaysayan at historiyograpiyang Pilipino. Gayundin, palagiang nakapaloob sa mga paksa ang
nasyonalismo at internasyonalismo dahil ang ginagalawang lipunan ay nakapaloob sa mas malawak na
konteksto.
Sa pamamagitan nito, makikita ang pagbubuo ng bayan at ang pag-unlad ng mga institusyon sa loob ng
lipunang Pilipino. Makapagbibigay rin ito ng puwang para sa bawat constituent university (CU) upang
matalakay ang mga kasaysayang lokal ng kanilang lugar na kinapapalooban. Ang kalakasan at kakayahan ng
Proposed GE Course: Kasaysayan ng Pilipinas
*GE Mini Conference Recommendation (Jul 28-29, 2014): UP students need a Philippine History course.
31
bawa’t CU ay maaaring makapagpayaman sa pagtuturo ng kurso tulad ng pagkakaroon ng puwang para sa
pagtalakay sa mga grupong etnolinggwistiko na matatagpuan sa sariling kapaligiran. Sa pagtalakay ng
kronolohiya ng mga pangyayari, ang mga CUs din ay makakapaglagay ng sarili nilang kontekstong lokal upang
tugunan ang mga paksa (usapin sa lupa, etnisidad, atbp.) na higit na makabuluhan sa kanilang konteksto.
Sa pagpili ng mga paksa sa kurso ay isinaalang-alang ang pagkakaroon ng mga primaryang sanggunian.
Maaaring magkasundo ukol sa standardized set ng primarya at sekondaryang sanggunian para sa lahat ng
CU.
Ang mga primaryang sanggunian ay hindi lamang nakabatay sa mga nakasulat na dokumento kung hindi
binigyang pansin din ang iba pang anyo ng sanggunian tulad ng pasalita (panayam, epiko/awit, at kuwentong
bayan), biswal (larawan, pelikula, at sining), arkeyolohikal, at iba pa. Sa ganitong paraan ay magkakaroon ng
kasanayan ang mag-aaral na maglapat ng kritisismo sa bawat sanggunian at makabuo ng pagsusuri mula sa
mga ito. Mabibigyang diin din dito ang pagiging inter/multi/trans-disiplinaryo ng kurso.
Dahil mahalagang magkaroon ng malalim na diskurso/talastasan sa bawat paksang tatalakayin sa klase, mas
mainam na hindi ito ituro sa large class. Panghuli, bagamat nakabatay ang kurso sa disiplina ng Kasaysayan,
maaaring magkaroon ng malikhaing lapit sa paggamit ng iba’t-ibang metodong pedagohikal.
Pamagat ng Kurso:
Kasaysayan ng Pilipinas
Course Code:
Deskripsyon ng Kurso:
Ang pampulitika, pang-ekonomiya, panlipunan, at pangkalinangang pagsulong ng Pilipinas
Pangkalahatang Layunin
1. Matukoy ang mga mahahalagang kaganapang pangkasaysayan sa Pilipinas at sa rehiyon.
2. Maipaliwanag at matalakay ang mga dahilan at epekto ng mga makasaysayang kaganapan.
3. Mapahusay ang mapanuring kaisipan at ang kakayahan sa malinaw na paglalahad sa pamamagitan ng
makaagham na pamamaraan.
4. Magamit ang kaalaman sa kasaysayan sa pagtingin sa mga kontemporaryong isyu sa bansa at rehiyon.
5. Mapalalim ang damdaming makabayan tungo sa pagiging isang kapaki-pakinabang na mamamayan
Course Outline:
I. Introduksyon sa Kasaysayan: Kahulugan, Metodo at Gamit (3 hours)
A. Mga Konseptong Pangkasaysayan
B. Pagtataya at mga Uri ng mga Sanggunian
C. Mga Pananaw Pangkasaysayan
D. Halaga at Suliranin sa Pag-aaral ng Kasaysayan
II. Ang Kapuluan ng Pilipinas: Mga Batayang Heolohikal at Heograpikal (3 hours)
A. Heolohiya Batay sa Mito
B. Heolohiya Batay sa Agham
C. Kapaligiran sa Kasaysayan
III. Pagtatao sa Pilipinas (250,000 B.K. – 1,000 B.K.) (3 hours)
A. Batay sa Tradisyong Oral: Epiko, Alamat, at Kuwentong Bayan
B. Batay sa Tradisyong Lingguwistiko
C. Batay sa Arkeolohikal at Iba pang Siyentipikong Pag-Aaral
32
IV. Ang Sinaunang Pamayanan (1,000 B.K. – 1565) (4.5 hours)
A. Aspektong Pulitikal: Barangay at Sultanato
B. Aspektong Pang-Ekonomiya: Agrikultura, Pangangayaw, Pakikipagkalakalan, at Pakikipag-Ugnayan sa
Ibayong Dagat
C. Aspektong Kultural at Panlipunan: Tradisyon, Ritwal, Sining at Musika ng Iba’t-Ibang
Etnolingguwistikong Grupo
V. Mga Pamayanang Pilipino sa Harap ng Pagbabago (1565-1872) (6 hours)
A. Reducción at Kristiyanisasyon
B. Pagbabagong Pulitikal, Pang-ekonomiya, at Panlipunan
C. Ang mga Pag-aalsa
D. Ang Pilipinas sa Panahon ng Modernisasyon
1. Mula Galyon Patungong Pandaigdigang Kalakalan
2. Edukasyon, Agham at mga Institusyong Kolonyal
3. Kapaligiran, Sakit at Sakuna
VI. Pagbubuo ng Pambansang Kamalayan (1872-1913) (9 hours)
A. Sekularisasyon at Reporma
B. Katipunan at Himagsikan
C. Republika ng Pilipinas
D. Digmaang Pilipino- Amerikano
VII. Ang Bansa sa Gitna ng Imperyalismo (1913-1945) (4.5 hours)
A. Imperyalismong Amerikano: Monroe Doctrine, White Man’s Burden at Benevolent Assimilation
B. Mga Kilusang milenaryo: Dios-dios, Pulahanes, Sakdal
C. Pilipinisasyon tungong Komonwelt
D. Greater East Asia Co-Prosperity Sphere at ang Propagandang Hapon sa Asya
E. Buhay sa Panahon ng Digmaan
VIII. Pagsasarili at Pambansang Pagpapasiya (1945-1972) (4.5 hours)
A.
Rekonstruksyon at Rehabilitasyon: Bell Trade Act, Free Trade, Parity Rights at mga Base Militar
B.
Ugnayang Rehiyunal sa Konteksto ng Cold War: SEATO, MAPHILINDO at ASEAN
C.
Patakarang Pang-ekonomiya
1. Pilipino Muna
2. Patakarang Demokratiko
3. Land Reform
D. Huk Rebellion
IX. Panahon ng Ligalig: Ang Bansa sa Ilalim ng Rehimeng Marcos (1972-1986) (6 hours)
A. This Nation can be Great Again: Ang Pilipinas Bago ang Batas Militar
B. Konstitusyunal na Awtoritaryanismo
C. Ang “Bagong Lipunan” sa Ilalim ng Awtoritaryang Pamahalaan
D. Katarungang Panlipunan: Reaksyon mula sa mga Muslim, Grupong Etniko at Makakaliwa
E. Ang Rebolusyong EDSA at ang Iba pang Alternatibong Pakikibaka
X. Kasalukuyang Pilipinas at ang Landas tungo sa Kinabukasan (1986 – kasalukuyan) (4.5 hours)
A. Pagbabalik ng Demokrasya: Sama-samang Pagkilos Laban sa Diktadurya
B. Pagpapalakas ng Civil Society, Pakikilahok ng Ordinaryong Mamamayan
C. Ang Pilipinas sa ika-21 Siglo: Kapaligiran, Teknolohiya at Lipunang Pilipino
33
Mga Mungkahing Babasahin:
I. Introduksyon sa Kasaysayan: Kahulugan, Metodo at Gamit
Primaryang Sanggunian
Historical events of the Philippine Islands by Antonio de Morga ; published in Mexico in 1609 recently
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pangkasaysayan. Quezon City: Palimbagan ng Lahi, 1998.
Manuel, E. Arsenio. Documenting Philippineasian: An Inquiry Into the Ancestry of the Filipino People,
Their Early Culture and Prehistory Before the Christian Era. Quezon City: Philippineasian Society, 1994.
Solheim, Wilhelm II. Archaeology and culture in Southeast Asia: Unraveling the Nusantao, with
contributions from David Bulbeck and Ambika Flavel. Quezon City: University of the Philippines Press, c2006.
IV. Ang Sinaunang Pamayanan (1,000 B.K. – 1565)
34
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original Filipino script Nancy; producer, Stella Chiu; English Translation, Raul Rodrigo and Jose Ma. Lorenzo
Tan. [Makati City]: Bookmark, c1999.
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of Music, 2000.
________, recorder and annotator. Music of the Magindanao in the Philippines [soundrecording].
s.i.: Folkways Records and Service Corp., 1961.
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V. Mga Pamayanang Pilipino sa Harap ng Pagbabago (1565-1872)
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James Alexander Robertson, mga pat. at tsln. The Philippine Islands, 1493–1898, Volume 38. Cleveland: The
Arthur and Clark Company, 1903–1909.
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for Philippine Studies, 1994.
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Press, 2014.
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Company, 1903–1909.
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Helen Blair at James Alexander Robertson (pat. at tsln.), The Philippine Islands, 1493–1898, Volume XLVI.
Cleveland: The Arthur and Clark Company, 1903-1909.
35
Arcilla, Jose A. Kasaysayan: The Story of the Filipino People. Volume (3), “The Spanish Conquest.”
Hong Kong: Reader’s Digest and Asia Publising Company Ltd., 1998.
Bevoise, Ken de. “Cholera: The Island World as an Epidemiological Unit,” nasa Agents of Apocalypse
Epidemic Disease in the Colonial Philippines. New Jersey: Princeton University Press, 1995.
Camagay, Ma. Luisa T. Working Women of Manila During the 19th Century. Quezon City: University
of the Philippines Press, 1995.
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1997.
Cushner, Nicholas P. Spain in the Philippines from conquest to revolution. Quezon City: Institute of
Philippine Culture, Ateneo de Manila University, 1971.
Jose, Regalado Trota. Arkitektura: an essay on the Spanish influence on Philippine architecture.
Manila: Sentrong Pangkultura ng Pilipinas, c1992.
Legarda, Benito J. After the Galleons: foreign trade, economic change and entrepreneurship in the
nineteenth century Philippines. Quezon City: Ateneo de Manila University Press, 1999. Or Legarda, Benito Jr.
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Phelan, John Leddy. The hispanization of the Philippines: Spanish aims and Filipino responses, 15651700. Madison: University of Wisconsin Press, 1967.
VI. Pagbubuo ng Pambansang Kamalayan (1872-1913)
Bonifacio, Andres. Ang Dapat Mabatid ng mga Tagalog.
Jacinto, Emilio. Kartilya ng Katipunan.
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Institute, 1996.
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the Spanish Colonies of Oceania (reprinted), Pura-Santillan-Castrence (tsln.). Manila: National Historical
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Whites in Manila,” p. 344–353.
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Occupation of the Philippines. New York: G.P. Putnam’s Sons, 1913.
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University of the Philippines, 1956.
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36
the Philippines. Pasig City: Anvil Pub., 2001.
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City: Ateneo de Manila University Press, 1979
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Ethnicity in the Transformation of a Southeast Asian Maritime State. Quezon City: New Day Publishers, 1985.
Jocelynang Baliuag
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VII.
Ang Bansa sa Gitna ng Imperyalismo (1913-1945)
Agoncillo, Teodoro A. Fateful years: Japan's Adventure in the Philippines, 1941-45. 2nd ed. Quezon
City: University of the Philippines Press, 2001.
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Investigative Journalism, c1996.
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Subversion,
November
26,
1957,”
nasa
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Gazette
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37
seminar-on-countering-communist-subversion-november-26-1957/
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Gleeck Jr., Lewis E. The Third Philippine Republic 1946-1976
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Day, 1979.
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Philippine crisis. Manila: Citizens' Committee on the National Crisis, 2005.
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Rivera, Temario C. Landlords and Capitalists: Class, Family and State in Philippine Manufacturing.
Quezon City: UP Center for Integrative Development Studies, 1994.
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(pat.), Philippine external relations: a centennial vista, Pasay City: Foreign Service Institute, c1998.
IX.
Panahon ng Ligalig: Ang Bansa sa Ilalim ng Rehimeng Marcos (1972-1986)
Primaryang Batis
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Proclamation 1081
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“Unity and Struggle” nasa Emmanuel de Dios, et. al (pat.), Dictatorship and Revolution: Roots of
People’s Power. Quezon City: Conspectus Foundation, 1988.
38
Batas Militar [videorecording]: a documentary on Martial law in the Philippines. Foundation for
Worldwide People Power; producers, Eugenia Apostol, Fely Arroyo; executive producer, Kara Magsanoc;
writer Lito Tiongson. Pasig City: The Foundation, 1997
Dekada '70. Star Cinema Productions, 2002.
Lakas Sambayanan [videorecording]: People power. Produced and directed by Butch Nolasco, writer,
Pete Lacaba, project of the Foundation for Worldwide People Power. Pasig City: Foundations for Worldwide
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X. Kasalukuyang Pilipinas at ang Landas tungo sa Kinabukasan (1986 – kasalukuyan)
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Philippines. Quezon City: Anvil Publishing Inc., 2005.
Bello, Walden. The future in the balance: essays on globalization and resistance. Quezon City:
University of the Philippines, 2001.
Coronel, S. “Corruption and the watchdog role of the news media,” nasa Norris, P. (pat.), The Roles
of the News Media in the Governance Agenda: Watch-dogs, Agenda-Setters and Gate-Keepers. Washington
DC: CommGap: The World Bank, 2009.
http://www.hks.harvard.edu/fs/pnorris/Acrobat/WorldBankReport/Chapter%205%20Coronel.pdf
David, Randolf. “Re-democratization in the Wake of the 1986 EDSA People Power Revolution: Errors
and Dilemmas” Reflections on Sociology and Society. Quezon City: University of the Philippines Press.
Tirol, Lorna Kalaw, ed. Duet for EDSA: Looking Back, Looking Forward. Manila: Foundation for
Worldwide People Power, 1996.
EDSA: Mga Tinig ng Himagsikan. Foundation for World Wide People Power, 2006
39
The Life, Works and Writings of Jose Rizal*
Course Brief:
Course Rationale
R.A 1425 stipulates the legal act of including in the curricula of all public and private schools, Colleges and
Universities courses on the works and writings of JOSE RIZAL particularly his novels NOLI ME TANGERE
and EL FILIBUSTERISMO.
Course Design and Strategy
The course is designed to cater to a multidisciplinary level, covering the fields of Social Sciences, Natural
Sciences, Language and Literature. This will provide avenues on the possibility of team teaching. Also, the
necessity of doing this is based on the broad nature of the subject and the varied number of students in
different courses who are expected and required to take the subject.
It also must be taken into consideration that particular attention will be given in the analysis of Rizal’s
works (specifically his texts) at the collegiate level, as based on the mandates of RA 1425.
Not only works written by Rizal will be given proper analysis and critique but works written about and for
him will also be included.
To provide a better understanding of Rizal and his works, theoretical perspectives on social sciences,
Language and Literature will be utilized. It must be made clear that Rizal on the collegiate level is not
simply a subject dealing with historical events and a survey of his works but an in-depth analysis and
critique of his life and works and how these have an impact on the entire Philippine milieu.
Class Size and Year Level
There is no legally mandated rule on the age/year requirement for students who will be taking up PI 100.
But based on experiences from U.P. Diliman and Baguio, the course is offered to students at the 3rd and
4th year levels, primarily to compensate the lack of dedicated instructors for the course. But also, the
nature for instruction and approach of PI is specifically designed to cater to more mature students.
Currently, the course is offered exclusively for senior and graduating students only. PI has taken the
position as an exit-course providing graduating U.P. students with lasting education and expertise in
becoming productive and useful citizens of the Philippines.
Ideally, GE classes would cater to 35 - 45 students but in the case of PI 100 a population of 45 is already
considered minimum, with some classes exceeding the 50+ population. Though not considered a GE, PI is
offered as a requirement to all our students which explains the high demand for the course during regular
semesters and even in summer terms. The possibility of team-teaching the subject as a solution to high
class populations is highly suggested.
Teaching Strategies and Assessment
1. Lecture/Discussion
2. Guided Book Report
3. Reaction/Reflection Papers
4. Field Trip/Study Tour
5. Examinations
Proposed GE Course: The Life, Works and Writings of Jose Rizal
*GE Mini Conference Recommendation (Jul 30-31, 2014): The Rizal course should be a required course at UP,
whether legislated or not. Open to whether it should be GE or not.
40
6. Group Research/project
7. Educational Games (e.g. amazing race)
8. Drama Presentation
9. Legacy of Rizal through Bayanihan/community service
10. Digital content creation
Training Needs:
1. Three system-wide orientation and training for the core faculty
2. One five-day workshop for Source Book preparation
Materials to be Developed:
1. Source Book for PI
2. Kit of pdf files
Course Title:
The Life, Works and Writings of Jose Rizal
Course Code:
Philippine Institutions 1
Course Description:
Critical understanding of the life, works and writings of Jose Rizal, their socio-historical contexts, and their
relevance to the Filipino people.
Course Objectives:
At the end of the course, the student is expected to be able to:
1. Define heroism in the context of Filipino experience,
2. Differentiate Rizal the person, Rizal the construct and Rizal the discourse,
3. Analyze major works of Rizal using a Multi-disciplinary approach
4. Evaluate the importance of Rizal’s contribution to nation building in strengthening solidarity and
sense of community.
5. Apply the Values and Ideals as embodied by Rizal in order to become socially-aware and responsible
citizens
Course Outline:
I. Introduction (3 hours)
A. The importance of studying Biography and Society
B. Heroism in the Philippine setting
C. Republic Act 1425 0f June 12, 1956: The Rizal Law
D. The GE Philosophy and the Rizal Course (optional, up to the CU)
II. Situating Rizal: Conditions and Realities of the 19th Century (3 hours)
A. Expansion of State Powers
B. Liberalization of Colonial Trade Under Spain
C. Reforms in Education (1863 Reforms, Return of the Jesuits, Illustrados)
D. Burgos and the Invention of the Nation
E. Rizal’s Contemporaries and the Propaganda Movement
III. Formative Years (1861-1882): Genesis in Calamba, Ateneo and UST (3 hours)
A. Rizal’s Ancestry and Social Class
B. Assimilation as consciousness (subject of early works like poem, plays and sculpture revolved
around Christian and colonial themes)
*sculptures: image of Mary and Sacred Heart of Jesus
Poems: El Embarque: Himno a la Flota de Magallanes, Y es Espanol: El Cano, el Primero en dar la
Vuelta al Mundo, El Coma
La Entrada Triunfo de los Reyes Catolicos en Granada, Heroismo
41
C. Self-Actualization and Nascent Nationalism (El Consejo de los Dioses, Junto al Pasig, A La Juventud
Filipina, A Filipinas, Por la Educacion Recibe Lustre la Patria and autobiography)
IV. Transformation of Consciousness (1882-1892): European Sojourn, Professional degrees in Medicine,
Philosophy and Letters, Propaganda Movement, Calamba Land Problem of 1888 (12 hours)
A. Sentiment through the Environment: Nationalism and Nostalgia (A Las Flores de Heidelberg, A Mi
Pueblo, Diaries, Letters to family, Brindis Speech honoring Luna and Hidalgo, Al Amor Patrio)
B. Society as a Body: Reform and Revolution (The publication of Noli Me Tangere: Tagalog-based
regional novel, the publication of El Filibusterismo: Filipino-based national novel; medical
metaphors)
C. Calamba Land Problem of 1888 and the North Borneo Project
D. Philippine Studies: history, linguistics, geography, politics, economics, cultural communities
(annotations of Sucesos de las Islas Filipinas, Sobre la Ortografia de la LenguaTagala, essays in La
Soli: The Indolence of the Filipinos, Los Agricoltures Filipinos, The Philippines a Century Hence,
Folklore: Specimens of Tagal Folklore and two Eastern fables, Maria Makiling, children’s literature;
correspondence with Blumentritt and translation works)
E. Southeast Asian Identity (Sucesos de las Islas Filipinas, The Indolence of Filipinos, The Philippines a
Century Hence, Letters to Blumentritt, Redencion de los Malayos, The Monkey and the Turtle)
F. Gender and Development (Letter to Women of Malolos, Hymn to Labor, Noli, Letters to family
members, An analysis of Maria Clara, Sisa, and Doña Victorina)
First Long Examination (1.5 hours)
V. The Pursuit of Nationhood (1892-1896): Homecoming and the establishment of La Liga Filipina as the
organization for national emancipation, Dapitan as place of practice for community development (3
hours)
A. National Identity and Civil Society (By-laws of La Liga Filipina)
B. Morality, Ethics and Human Rights (Letters to Fr. Pablo Pastells, Religiosity of the Filipinos,
AngKarapatan ng Tao, Makamisa)
C. Science and Technology (scientific research in Dapitan, agricultural engineering, medical notes,
Relief Map of Mindanao)
D. Community Development (Farmer’s Cooperative, Social Services, Rizal as a Teacher/Educator)
VI. Trial, Execution and Martyrdom (1896) (3 hours)
A. Rizal and the Katipunan
B. Manifesto of 1896
C. The meaning of sacrifice
D. Oblation: Offering (Mi Ultimo Adios, Pahimakas of Andres Bonifacio)
VII. Rizal the Symbol, Rizal as Discourse: Literary theory and Critique of works of and by Rizal (15 hours)
A. Approaching Texts:
1. Basics of Literary Criticism
2. Deconstruction and New Historicism
3. Cultural Criticism
4. Post colonial
5. Orientalism
42
6. Issues on translating Rizal
B. Views and Biographies: Formation of the hero, the myth and perceptions
1. AmbethOcampo’s Rizal Without the Overcoat
2. Leon Ma. Guerrero’s Rizal the First Filipino
3. Ante’ Radaic: A Psychoanalytical Analysis on Jose Rizal
4. Nick Joaquin: Is the Rizal Hero a Creolo: Anatomy of the Anti Hero
5. Gregorio F. Zaide “Jose Rizal”
6. Austin Coates’ Rizal – Filipino Nationalist and Patriot
7. Etc.
C. Rizal as a Construct
1. Rizal as a National Hero
2. Rizal as a Messiah
3. Rizal as a Landmark
4. Rizal as an American creation
VIII. The Rewriting of Rizal’s “The Philippines a Century Hence” (Students’ version of the essay on the
future of the country in the next 100 years, the Philippines towards the 22nd century) (3 hours)
Second Long Examination (1.5 hours)
I. INTRODUCTION
Carlyle, Thomas. On Heroes, Hero-Worship, and the Heroic in History. New York: John Wiley, 1861.
Hau, C.Necessary Fictions: Philippine Literature and the Nation, 1946-1980. Quezon City: Ateneo de Manila
Republic Act 1425 of June 12, 1956: The Rizal Law
Salazar, Zeus. “Larangang Semantiko ng Bayani” from Si Andres Bonifacio at ang Kabayanihang Pilipino,
BAKAS. 1997.
II. SITUATING RIZAL
Constantino, Renato. The Philippines: A Past Revisited. Tala, Philippines. 1975.
Del Pilar, Marcelo H. Soberania Monacal
Fast, J. and J. Richardson. Roots of Dependency. Quezon City: Foundation for Nationalist Studies. 1979.
Foreman, John. The Philippine Islands. T. Usher, London. S. Low, Marston, Searle & Rivington, ld.,
1890.
Joaquin, Nick. A Question of Heroes: Essays on Criticism on Ten Key Figures of Philippine History. Ayala
Museum, Philippines. 1977.
Mojares, Resil B. Brains of the Nation: Pedro Paterno, P.H. Pardo De Tavera, Isabelo de Los Reyes and the
Production of Modern Knowledge. Ateneo Press, Manila Philippines. 2006.
Majul, Cesar Adib. The Political and Constitutional Ideas of the Philippine Revolution. UP Press,
Philippines. 1967.
Zafra, Nicolas. Jose Rizal: Historical Studies. UP Press. Quezon City Philippines. 1977.
III. FORMATIVE YEARS
Rizal, Jose. A La Juventud Filipina
________. El Consejo de los Dioses
________. Junto al Pasig
________. Memorias de un de Estudiante de Manila
________. Por la Educacion Recibe Lustre la Patria
43
IV. TRANSFORMATION OF CONSCIOUSNESS
Coates, Austin. Rizal-Filipino Nationalst and Patriot. Soledaridad Pub. Manila, 1995.
De Morga, Antonio. Sucesos de las Islas Filipinas. Cambridge Press, England. 1971.
Guerrero, Leon Ma. The First Filipino. National Historical Comission, Philippines, 1974.
Jose, F.Sionil. “Rizal as Novelist: An Appreciation”____________________________.
Reyes, Raquel. Love, Passion and Patriotism: Sexuality and the Philippine Propaganda Movement, 18821892. NUS Pub. Singapore. 2008.
Rizal, Jose. A Las Flores de Heidelberg
________. Al Amor Patrio
________. A Mi Pueblo
________. El Filibusterismo
________. Letters to family / Diaries / Blumentritt
________. Letter to the Young Women of Malolos
________. Los Agricoltures Filipinos
________. Noli me Tangere
________. Sobre la Ortografia de la Lengua Tagala
________. The Indolence of the Filipinos
________. The Philippines a Century Hence
Quibuyen, Floro. “Towards a Radical Rizal”, in A Nation Aborted: Rizal, American Hegemony and Philippine
Nationalism. Ateneo De Manila Press, Manila Philippines. 2008.
Zaide, Gregorio F. Jose Rizal. All Nations Publishing. Manila, 1994.
V. PURSUIT OF NATIONHOOD
Ocampo, Nilo S. Etikang Tagalog: Ang Ikatlong Nobela ni Rizal. Lathalaing, Philippines. 1997.
Majul, Cesar Adib. Apolinario Mabini, Revolutionary. National Heroes Commission, Philippines. 1964.
VI. TRIAL EXECUTION AND MARTYRDOM
Aguinaldo, Emillio. Manifesto of 1896____________________________________________.
Bonifacio, Andres. Pahimakas.__________________________________________________.
Canete, Reuben S. Sacrificial Bodies: The Oblation and Political Aesthetics of Masculine Representations in
Philippine Visual Cultures. UP Press, Philippines. 2012.
De la Costa, Horacio (ed., trans. and anno). The Trial of Rizal: W.E. Retana’s Transcription of the Official
Spanish Documents. Ateneo Press, manila Philippines. 1997.
Rizal, Jose. Mi Ultimo Adios.___________________________________________________.
VII. RIZAL THE SYMBOL, RIZAL AS DISCOURSE
Approaching Texts: Basics of Literary Criticism
Eagleton, Terry. Literary Theory: An Introduction. Blackwell Pub. Main Street. USA. 2008.
Gandhi, Leela. Introduction to Postcolonial Theory. Allen and Unwin. Australia. 1998.
Murfin, Ross and Ray. The Bedford Glossary of Literary Terms. St. Martins. USA. 2009.
Said, Edward. Orientalism. Penguin Books, India. 2006.
Views and Biographies / Rizal as a Construct
Ambeth Ocampo. Rizal Without the Overcoat. Anvil, Philippines. 2012.
Anderson, Benedict. Imagined Communities .London. Verso, 2006.
Ante’ Radaic. A Psychoanalytical Analysis on Jose Rizal____________.
Austin Coates. Rizal: Filipino Nationalist and Patriot. Solidaridad Pub. Philippines. 1992.
Leon Ma. Guerrero. Rizal the First Filipino. National Heroes Commission, Philippines. 1963.
Nick Joaquin. Is the Rizal Hero a Creole: Anatomy of the Anti Hero.___________________.
44
Ocampo, Nilo S. Kristong Pilipino: Pananampalataya Kay Jose Rizal. Bagong Kasaysayan,
Philippines. 2010.
Zaide, Gregorio F. Jose Rizal. All Nations Publishing. Manila, 1994.
45
Ethics and Moral Reasoning in Everyday Life*
Course Brief:
Ethical issues and concerns permeate our everyday lives. The development of students’ moral capacities
is one of the core objectives of the UP General Education program. The institution of Ethics as a GE
course is in keeping with this objective. There is no course other than Ethics which can help students
develop their moral understanding through informed and systematic reflection on the moral experiences
that form so much of the substance of everyday life.
With the recent implementation of the K-12 Program, high school students are introduced to the
Philosophy of the Human Person, a course which provides them with the initial tools and knowledge on
how to reflect about themselves and their moral experiences as persons. This prepares the ground for a
college course that will have a wider scope and a deeper reach. Ethics as a GE course will continue this
exploration of the moral life. GE Ethics will locate the sources of moral experience not only within culture,
society, religion and individual experiences, but in its biological sources as well.
The course begins with a discussion of the nature and development of moral awareness and moral
reasoning. The first section will make clear to the student the scope and the sources of moral reflection
and judgment. Norms derived from nature, from evolutionary imperatives, will be compared and
contrasted with norms that are believed to be of divine origin, and finally with norms that human beings
have discovered and formulated for themselves using the unaided reason. The history of reason will be
shown to be largely a function of the discovery of such norms and the attempt by human beings to define
for themselves the nature of an examined human life.
The course will then take a deep look into the indigenous and Filipino cultural sources of moral reasoning.
This second section of the course will acquaint the student with the rich material that is the outcome of
several decades’ work by Filipino thinkers and social scientists concerning the moral dimension of the
Filipino self, specifically insofar as this is revealed in our ethical reflection and reasoning.
In the third section of the course, students will be taken through a review of the various normative
theories that have been proposed to explain and justify the moral life. Such norms are the ultimate basis
for any attempt to ground and justify any particular ethical point of view or position on moral problems.
This section will also touch on other Asian cultural frameworks of moral reasoning, as well as issues of
supererogation (the ethics of actions that go beyond the call of duty), and feminist ethics.
The fourth and last section is on Applied Ethics. Here an attempt is made to apply the knowledge gained
in the previous sections to reasoning concerning ethical issues and dilemmas that we all encounter in our
everyday lives, whether as ordinary persons or as professionals. Such issues abound and continue to
grow their importance in other fields such as biomedicine, the environment, global terrorism, global
justice, media and the internet, and many others.
At the end of the course, the student will have a fair understanding of why and in what sense he/she is a
moral being situated in a moral world, with an urgent responsibility to others, to himself/herself, and to
the world he/she lives in. It is hoped that taking the course will have helped to provide the student with
the moral compass which he/she needs in order to meet the difficult moral challenges of our time.
Strategies:
The course will be taken by the sophomores and be taught in a small class size through lecture discussion
with emphasis on the suggested activities found in the course outline.
Proposed GE Course: Ethics and Moral Reasoning in Everyday Life
46
Course Requirements and Grading
You will be evaluated based on your performance on the
following course requirements:
1. Two (2) Long Examinations
2. Four (4) Reflection Papers
3. One (1) Final Paper on Selected Moral Issue
3. Class Participation
4. Class Presentation
Total
40%
20%
10%
10%
20%
100 %
Below is the equivalent grade of your raw scores:
RAW SCORES
EQUIVALENT GRADE
98 – 100
1.0 Excellent
95 – 97
1.25
90 – 94
1.5 Very Good
85 – 89
1.75
80 – 84
2.0 Good
75 – 79
2.25
70 – 74
2.5 Satisfactory
65 – 69
2.75
60 – 64
3.0 Pass
55 – 59
4.0 Conditional
0 – 54
5.0 Fail
Course Title:
Ethics and Moral Reasoning in Everyday Life
Course Description:
The nature and development, sources and frameworks of ethics and moral reasoning and their
application to various issues and contexts
Course Objectives:
At the end of the semester, the student will be able to:
1. Explain basic ethical concepts, principles, and processes involved in ethical reasoning;
2. Identify cultural and indigenous knowledge in relation to ethical concepts and frameworks within
various contexts;
3. Demonstrate skills and competencies that underpin critical and reflective thinking, and ethical
reasoning:
 identify the values that one lives by;
 describe the role that these values play in one’s life;
 evaluate the soundness of arguments used in ethical discourse;
 generate decisions based on reasoned appraisal of moral argument;
4. Appreciate the views of others in settling moral disagreements.
Course Outline:
I. Nature and Development of Ethics and Moral Reasoning (6 hours)
A. Basic Questions and Problems of Ethics
B. Definitions, Scope, Context and Relevance of Ethics
C. History, Development of Ethical Thought and Moral Awareness
D. Forms and Processes of Moral Reasoning
47
LEARNING OUTCOMES
1. Identify basic questions and problems of Ethics
2. Define Ethics and its relevance
3. Trace the Historical Development of Ethical Thought and Moral Awareness
4. Discuss the stages of moral development and identify the different forms of moral reasoning
ACTIVITY *
Lecture discussion
Documentary Showing
Infographic (students produce an infographic showing the nature and development of ethics)
II. Indigenous and Cultural Sources of Moral Reasoning (12 hours)
A. Theoretical Frameworks in Studying Indigenous and Filipino Cultures
1. Pantayong Pananaw
2. Sikolohiyang Pilipino
3. Pilipinolohiya
4. Pilosopiyang Pilipino
5. Others
B. Indigenous and Filipino Socio-Cultural Variables
1. Cognitive/Conceptual Systems
2. Historical and Cultural Factors
3. Identity
4. Gender
5. Ethnicity
6. Values
7. Religion and Spiritualties
8. Traditions and Folklore (Kaalamang Bayan)
9. Others
LEARNING OUTCOMES**
1. Explain the different theoretical frameworks in Studying Indigenous and Filipino cultures
2. Identify and examines Indigenous and Filipino Socio-Cultural Variables
ACTIVITY**
Resource Persons
Video Presentation
Role Playing
Lecture discussion
Mini-Seminar on Filipino beliefs (selected students give short presentations on folk beliefs endemic to
their hometowns)
III. Normative Theories (12 hours)
A. Asian Ethics Frameworks
B. Theories of Ultimate Good
1. Hedonism
2. Altruism
3. Religious Conceptions
4. Virtue Ethics
C. Deciding What is Right
1. Deontological/Duty Ethics
2. Teleological/Consequentialist Ethics
3. Feminist Ethics/Caring Ethics
48
D. Supererogatory: Actions Beyond the Call of Duty
LEARNING OUTCOMES**
1. Compare and contrast the different Asian Ethical Frameworks
2. Explain the Theories of Ultimate Good
3. Explain Deontological/Duty Ethics, Teleological/ Consequentialist Ethics and Feminist Ethics/
Caring Ethics
4. Evaluate the concept of Supererogatory Actions
ACTIVITY
Lecture Discussion
Debate
Infographic (students produce an infographic comparing the various ethical approaches)
Response journal (Students record in a journal what they learned that day or strategies they learned or
questions they have. Students can share their ideas in the class, with
partners, and with the teacher)
IV. Applied Ethics** (18 hours)
A. Ethical Issues in Everyday Life
1. Academic Life
2. Interpersonal Relationships
3. Media
B. Professional Ethics**
C. Local and Global Ethical Issues**
1. Bioethics
2. Environmental Ethics
3. Gender and Sexuality Ethics
4. Global Humanitarian Ethics
5. Sovereignty
6. Terrorism
D. Others
** Selection based on needs of the UP constituent unit
LEARNING OUTCOME
1. Allow the students to critically engage in Ethical Issues in everyday life through moral reasoning.
2. Analyze cases related to the various profession
3. Identify, analyze, and address local and global issues and problems
ACTIVITY
Case Analysis
Film Review
Class Presentation (per Discipline)
Photo Essay (the class takes pictures which can be used to express ethical issues)
I. Nature and Development of Ethics and Moral Reasoning
In the name of God by John Teehan
Excerpts from Descent of Man by Charles Darwin
Ocampo, Ma. Liza Ruth, The Dignity of the Thinking Person : A Philosophical reflection on Human Nature,
Manila: UST Publishing House, 2006.
II. Indigenous and Cultural Sources of Moral Reasoning De Castro, Leonardo, Etika at Pilosopiya Sa
Kontekstong Pilipino. Quezon City : UP Press, 1995.
Mercado, Leonardo, Elements of Filipino Ethics. Tacloban City: Divine Publications, 1979
49
Navarro, Atoy M., Rodriguez Mary Jane, Villan Vic. Pantayong Pananaw: Ugat at Kabuluhan: Pambungad
Sa Pag-aaral ng Bagong Kasaysayan. Mandaluyong: Palimbagang Kalawakan, 1997
Violeta V. Bautista at Rogelia Pe-Pua. Pilipinolohiya: Kasaysayan, Pilosopiya at Pananaliksik. Maynila:
Inilathala para sa Dalubhasaan ng Agham Panlipunan at Pilosopiya, Unibersidad ng Pilipinas, Lungsod
ng Quezon Kalikasan Press, 1991
Enrique, Virgilio. “Kapwa: A Core Concept in Filipino Social Psychology in Philippine Social Science and
Humanities Review, 1976
III. Normative Theories Aristotle, Nicomachean Ethics, trans. Thompson J.A.K. London: Penguin Books,
1976.
_______, De Anima, trans. Lawson-Tranced H. London: Penguin Books, 1986.
Athanassoulis, Nafsika. Virtue Ethics, London: Bloosbury, 2013.
Broadie, Sarah, Ethics with Aristotle. Oxford: Clarendon, 1991.
Kant, Immanuel, Groundwork of the Metaphysics of Morals
Marino, Gordon. ed. Ethics The Essential Writings. New York: Modern Library 2010
Mill, John Stuart, Utilitarianism
Pakaluk, Michael. Aristotle’s Nicomachean Ethics. An Introduction, Cambridge: Cambridge University
Press 2005.
Rusell, Daniel, ed. The Cambridge Companion to Virtue Ethics, Cambridge: Cambridge University Press,
2013.
IV. Applied Ethics
De Castro, Leonardo, Pagkatao at Teknolohiya: Mga Isyu sa Etika sa Makabagong Medisina,
Quezon City: UP SWF, 1998.
Olen Jeffrey and Barry, Vincent. Applying Ethics. USA: Wadsworth Publishing, 1996.
Pojman, Louis and Pojman Paul. Environmental Ethics: Readings in Theory and Application 5th ed. USA:
Wadsworth Publishing Company, 2008.
Other References:
Beauchamp, Tom l. Philosophical Ethics: An Introduction to Moral Philosophy 2nd Edition. McGraw-Hill Inc,
New York. 1991
Enriquez, Virgilio E. From Colonial to Liberation Psychology: The Philippine Experience. UP Press. Diliman,
Quezon City, 1992
Grassian, Victor. Moral Reasoning: Ethical Theory and Some Contemporary Problems. Prentice-Hall Inc,
New Jersey. 1981
Graham, Gordon. Eight Theories of Ethics. Routledge: Taylor and Francis Group. London and New York.
2004
Hinman, Lawrence M. Ethics. A Pluralistic Approach to Moral Theory, 5th Edition. Wadsworth and
Thomson Learning, Inc. 2013
Landa Jocano, Felipe. Filipino Value System: A Cultural Definition. Punlad Research House, Inc. Metro
Manila. 1997
Rosenstand, Nina. The Moral of the Story. An Introduction to Ethics. Mayfield Publishing Company. 2000
Schollmeier, Paul Human Goodness: Pragmatic Variations on Platonic Themes. Cambridge University
Press. New York. 2006
Timbreza, Florentino T. Filipino Values Today. National Book Store. Mandaluyong City. 2003
50
Self and Society*
Course Brief:
I. Brief Background
At the end of the three-day System-wide GE mini-Conference on Self Society held last August 5-7, 2014
in Los Baños, Laguna, participants/delegates came up with the following:
A. Comments and suggestions on the Proposed GE Program’s rationale, framework, and
implementation approach:
• Reworking of the GE Program should be based on a thorough and systematic evaluation of the
existing program (hybrid GE) of UP.
• It would be useful to provide the faculty with more opportunities to critically examine the
anticipated “profound effects of the K12 program” and of the CHED GE curriculum on UP’s GE
Program.
o Based on an initial review of documents provided during this conference, it was
observed that UP’s GE program should be able provide students with knowledge,
competencies, and values that would surpass what the K12 program and the CHED GE
curriculum intend to provide.
 We want students who are not simply effective workers/consumers but also effective
producers of knowledge and resources.
 We want students who are not just problem solvers (reactive) but also change agents
(preventive) and innovators.
o A systematic evaluation of the outcomes of the implementation of the K12 program and
the CHED GE curriculum should be designed.
• Revisions in the GE Program are curricular changes and should therefore follow the established
institutional processes for curricular changes in the university.
o Reworking of the centerpiece academic program of the university should involve the
widest and deepest direct participation of the faculty in the deliberation, design, and
implementation process.
o The Academic / Curriculum Committees from all the CUs and the GE Councils at different
levels should coordinate in spearheading the effort to revise the GE Program.
B. Proposed Re-statement of the GE Framework
• What kind of UP student should the UP GE Program produce? (Tatak UP)
o Critical thinker o Effective communicator
o Creative and innovative intellectual with moral integrity
o Breadth and integrated knowledge beyond the students’ discipline
o Sense of purpose and responsibility
• Program Goals
o Instill a passion for reading, inquiry, and life-long learning
o Cultivate competencies in different forms of communication
o Develop critical, dialectical, and integrative thinking
o Broaden intellectual and cultural horizons
o Foster consciousness of one’s cultural heritage grounded on the Philippine
experience
o Foster an aspiration for a just, lasting and transformative peace
Proposed GE Course: Self and Society
*GE Mini Conference Recommendation (Aug 5-7, 2014): It is a GE course but it is up to the CUs to decide
whether to require it or not.
51
o Inculcate a sense of purpose and responsibility as “Iskolar ng at para sa Bayan”
•
•
•
Program Objectives
o Engage in reading a variety of materials relevant to the point of
inquiry
o Use appropriate forms of communication in various situations
o Examine ideas and values to make sound judgments
o Appraise different approaches, perspectives, and realities
o Analyze cultural influences to one’s self and recognize possible applications to daily
life
o Demonstrate sensitivity to various forms of injustice
o Engage in service to the community and the nation
Competencies
o Competence in communication
1. ability to select, process, and present relevant information
2. ability to express themselves effectively and confidently
3. ability to effectively use multimedia platform
4. ability to engage in active listening
o Competence in independent, analytical, and integrative thinking
1. comprehend and summarize general ideas from a variety of sources accurately
2. analyze and apply adequate problem solving strategies
3. anticipate consequences of problem solving attempts
4. ability to evaluate evidence
5. formulate sound interpretations and arguments
o Intrapersonal and Interpersonal competencies
1. Ability to identify one’s strengths and weaknesses
2. Ability to build consensus towards a shared goal
3. Ability to demonstrate responsible leadership
4. Ability to promote civility
 regardless of differences
 respectful and humane treatment of others
5. Ability to balance personal and extra-personal interests
Values
o Honor and Excellence
o Respect for self, others, and the environment
o Nationalism balanced with internationalism
o Moral and intellectual integrity
o Respect of and sensitivity to diversity
o
II. Self and Society as Proposed GE Course Category
A. Rationale
Based on this proposed re-statement of UP’s GE framework, courses categorized as Self and Society
courses should be developed.
52
These Self and Society courses should help achieve the following specific program objectives:
o Analyze cultural influences to one’s self and recognize possible applications to daily
life
o Demonstrate sensitivity to various forms of injustice
o Engage in service to the community and the nation
These Self and Society courses should help hone the following specific competency:
o Intrapersonal and Interpersonal competencies
1. Ability to identify one’s strengths and weaknesses
2. Ability to build consensus towards a shared goal
3. Ability to demonstrate responsible leadership
4. Ability to promote civility
a. regardless of differences
b. respectful and humane treatment of others
5. Ability to balance personal and extra-personal interests
B. Course Design and Teaching Strategies
Self and Society courses are multidisciplinal. They incorporate a wide array of disciplines in capturing
the complex nature of personhood and the intricate relationship between persons and their
sociocultural and biophysical environment. Self and Society courses emphasize one’s situatedness
and agency.
The specific competencies honed in Self and Society courses make it necessary to encourage
students to engage in reflection and small group activities. Because of this, the ideal class size for Self
and Society courses is around 25 to 30 students.
The ideal lead instructor for Self and Society courses should have sufficient grounding in social
psychology. Resource persons may be invited to talk about specific topics.
This course is recommended for freshmen and sophomore students.
Courses on Self and Society ensure:
o that there is a balance between conceptual/theoretical discussions and practical
applications
o that topics take into account the students’ developmental stage o that there is
sufficient discussion of the Filipino self
Course Title:
Self and Society
Course Code:
Course Description:
Exploring the interaction of the biological, psychosocial, and cultural dimensions of the self in relation to
society.
 understanding the self-using the various lenses of social sciences, natural sciences and the
humanities
 examines the interaction of the biological, psychological and socio-cultural dimensions in being
and behavior while appreciating personal agency
 emergence of the self in relation to different social contexts
53
Course Objectives:
At the end of the course, the student should be able to:
1. Compare and contrast the various perspectives and ways of knowing about the self;
2. Clarify one’s own position on the different debates about the self;
3. Value one’s situatedness by generating possibilities of self-creation;
4. Explore one’s agency in a rapidly changing world; and
5. Engage in self-reflection to facilitate awareness on various issues that confront the self.
Course Outline:
I. PAGKAMALAY: Perspectives about the self (6 hours)
A. Frameworks of human development (e.g., ecological model)
B. Multidisciplinary perspectives about the self (evolutionary model, psychological, etc.)
C. Debates about the self (e.g., nature vs. nurture; epigenetics and issues of human nature)
OBJECTIVES
To familiarize the students with different perspectives and debates about the self
TEACHING-LEARNING ACTIVITIES
What’s in a Name (students tell a story about their name)
Think-Pair-Share: Case Analysis of movie clips on topics such as twins separated at birth, Phineas Gage,
The Lord of the Flies
Treasures from the Jar (inspirational quotes about various perspectives and their application in one’s
sense of self)
ASSESSMENT TOOLS
Recitation
Problem-based learning activities
Dyad/Group activities
II. PAGKAMULAT: Emergence of the Self (6 hours)
A. Role of genetics, evolutionary consciousness
B. Social construction of the self through social institutions
C. Sense of time and place in construction of the self
OBJECTIVES
To discuss the interplay of biological and social factors on the emergence of the self
Film Showing: The Wild
Boy of Aveyron
Imagining Animal Consciousness: Dawn of the Planet of the Apes (activity on the continuity of
selfconsciousness)
Pedigree analysis (analysis of hereditary traits)
Johari Window
Photo essay (depiction of the self on family photos—defining the self-based on collective memory of the
family)
Marketing Identity: Ads and Commercials (students “marketing” themselves by creating ads/commercials
via AVP, printed or other media)
ASSESSMENT TOOLS
Genogram-making
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Output on marketing identity, Johari window
Film analysis
III. PAGNINILAY: The self in adolescence (9 hours)
A. Puberty and body image
B. Rites and rituals of passage
C. Gender sexuality and other identity issues
D. Love and attachment
E. Development of values, principles and ideologies
F. Various forms of exploration and self-expression (e.g., risk-taking; challenging authority, and artistic
expression)
G. Peer influence
H. Conflicts and stress
OBJECTIVES
To relate own experiences to other adolescents’ life experiences
TEACHING -LEARNING ACTIVITIES
Short video clip: “Identity”
Analysis of media representation of bodies and how these depictions impact on the self
Discussion of the different regional practices related to the body
Reflection paper on body image from Corey, G. and M.S. Corey. (2010). I never knew I had a choice:
Explorations in Personal Growth. Canada: Cengage Learning. p.129.
Body tracing
“Speed dating” (students get to know their classmates through a face-to-face interview)
ASSESSMENT TOOLS
Recitation
Reflection paper
Film analysis
IV. PAGSASABUHAY: The Self and agency (9 hours)
A. Personal agency
Career choices
Intimacy and social relations
Wisdom and meaning making
B. Social agency
OBJECTIVES
To show appreciation that human beings can be the cause of social change
To generate possibilities of self-creation
To recognize that selfcreation is always in the context of social constraints
TEACHING LEARNING ACTIVITIES
The Keirsey Temperament Sorter. Retrieved from http://www.keirsey.com/sorter/register.aspx
Bio-sketches
Make the students write a 2-page essay describing themselves in a third-person perspective (imagining
from the point of view of a person whom they think knows them best).
Run a Cloud or Word Tree Visual Presentation using qualitative analysis software such as NVivo10, Atlas.ti,
etc.
55
Visual Analysis of Selfies (recommended to be administered during the beginning of the semester):
Select selfies from your cell phone
Choose a partner and exchange each other’s’ selfies; or, the instructor may indicate categories for
exchange, such as exchange with the opposite gender, etc.
Partners analyze selfies of their partners: characterization of the person based on the picture only, for
example their perceptions about the personality of their partner.
The partner may react on the characterization about them.
Process Questions to the students: Was this a routine selfie-making?
What are the circumstances that precipitate the “selfication”?
What are your reasons for taking the selfie?
Experiential Activity
Exposure to various settings such as orphanages, home for the elderly, rehabilitation centers, pride
marches, psychiatric hospitals, economically-depressed areas, evacuation centers
Civic Service Activities
Outreach programs for Out-of-School Youth, etc. which may depend on the disciplines to which the
students belong.
Human Bingo: you may download the mechanics from https://ntu.ac.uk/comm unity/document_uploa
ds/85586.pdf
Recommended Video: A Century of the Self, A BBC Production. Retrieved from http://vimeo.com/6797
7038.
Would you rather… (an activity to explore different possibilities and hypothetical situations for
adolescents)
ASSESSMENT TOOLS
Workshop Output
Journal Entries
Reflections Papers
V. PAGSUSURI: Special Topics (12 hours)
A. Gender issues
B. Filipino self and identity
C. Digital world
D. Image of self in arts, media, and literature
E. Culture, ethnicity and personality
F. Sports and recreation
OBJECTIVES
To examine changing definitions of the self as it adapts to the challenges of contemporary life
Selfies (defining one’s milestones as depicted on profile pictures in social networking sites)
Speed Dating
Documentary Film: Inconvenient Truth (Destruction of the Planet Earth)
ASSESSMENT TOOLS
Debates
Panel Discussions
Poster Making
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VI. Integration (3+3 hours 2 exams)
Assessment Tools
Examinations
Term Paper
I. PAGKAMALAY: Perspectives about the self
Osborne, R. (1996). Self: An eclectic approach. MA: Allyn and Bacon.
Bronfenbrener, U. (1994). Ecological Models of Human Development. In International Encyclopedia of
Education, Vol. 3, 2nd ed. Oxford: Elsevier. Reprinted in Gauvin, M. and Cole, M.
Kail, R.V., & Cavanaugh, J.C. (2007). Human development: A lifespan view (4th ed.). Belmont, CA:
Thomson Wadsworth.
Hewit, John (2007). Self and Society: A Symbolic Interactionist Social
II. PAGKAMULAT: Emergence of the Self
Enriquez, V. (1992). From Colonial to Liberation Psychology. Quezon City: University of the Philippines
Press.
Rorty, R. (1989). Contingency, Irony, and Solidarity. Chapter on “Contingency of Selfhood”
Krueger, R.F. & Johnson, W (2008). Behavioral Genetics and Personality: A New Look at the Integration of
Nature and Nurture. In John, O.P., Robins. R.W. & Pervin, L.A. (Eds). Handbook of Personality: Theory
and Research. NY: The Guilford Press, pp287-310.
Mead, George Herbert. Mind, Self, and Society.
Ramachandran, V.S (2004). A brief tour of human consciousness: From impostor poodles to purple
numbers
Carandang, M.L. A Selfworth and the Filipino
Shenk, D. (2010). Can White men jump? Ethnicity, genes, culture and success. Annual Editions in
Athropology
III. PAGNINILAY: The self in adolescence
Conaco, C., Jimenez, C. & Billedo, C. (2003). Filipino adolescents in the changing times. University Center
for Women’s Studies.
Orbach, S. (2009). Bodies. New York: Picador. (from UPLB)
Tan, M. (2007). Fat and thin. Pinoy Kasi. Philippine Daily Inquirer. August 7, 2007. (available online)
Ong, M. (2013). Katawan, sarap, babae: Hindi ito porno. Isip: Mga Kaisipan sa Lipunan, Kultura at
Sikolohiyang Pilipino. (from UPLB)
Tan, M. (2007). Ganda. Pinoy Kasi. Philippine Daily Inquirer. May 7, 2007.
IV. PAGSASABUHAY: The Self and agency
Mclean, K. & Pratt, M. (2006). Life’s Little (and Big) Lessons: Identity Statuses and MeaningMaking in the
Turning Point Narratives of Emerging Adults. Developmental Psychology, 42 (4), p. 714-722.
Pe-Pua, R. et al. (1996). Astronaut Families and Parachute Children: The Cycle of Migration between Hong
Kong and Australia. Canberra: Australian Government Publishing Service.
McGoldrick, M., Carter, B. & Garcia,-Preto, N. (2011). The expanded family life cycles: Individual, family, &
social perspectives (4th ed). Boston, MA: Allyn and Bacon.
Berk, L. (2009). Emotional and Social Development in Early Adulthood. Chapter 14, in Development
through the Lifespan. New Jersey: Pearson Higher Education. Bell, E. (2008). Theories of
performance. Los Angeles: SAGE Publications.
Hogg, M.A. (2006). Social Identity Theory. In Burke, P.J. (Ed.), Contemporary Social Psychological Theories.
57
CA: Stanford University Press, pp. 111-136.
Kristjansson, K. (2010). The self and its emotions. New York: Cambridge University Press.
Sennet, R. (2006). The Culture of the New Capitalism. London: Yale University Press.
Sennet, R. (1977). The Fall of Public Man. Britain: Cambridge University Press.
Ruggiero, G. (2007). Machiavelli in Love: Sex, Self and Society in the Italian Renaissance. Maryland, BA:
The Johns Hopkins University Press.
Ryang, S. (2006). Love in Modern Japan: its estrangement from self, sex and society. NY: Routledge.
Abes, E., Jones, S. & McEwen, M. (2007). Reconceptualizing the Model of Multiple Dimensions of Identity:
The Role of Meaningmaking Capacity in the Construction of Multiple Identities. Journal of College
Student Development, 48 (1), p. 1-23.
Hochschild, A. (2013). The Outsourced Self: What Happens When We Pay Others to Live our Lives for Us.
CA: University of California Press.
Bradley, R. (2002). Love and Power, and the Development of the Brain, Mind, and Agency, Journal of
General Education
Enriquez, V. (1982). Towards a Filipino Psychology: Essays and studies on Language and Culture.
Protacio-Marcelino, E. (1996). Identidad at etnisidad: Pananaw at Karanasan ng mga estudyanteng
FilipinoAmerikano sa California. Unpublished doctoral dissertation in Psychology. University of the
Philippines, QC: Philippines.
Stryker, S., Owens, T. & White, R. (eds.). (2000). Self, Identity and Social Movements. Minneapolis, MN:
University of Minnesota.
V. PAGSUSURI: Special Topics
Butler,J. (2004). Undoing Gender. UK: Routledge.
Benhabib, S. (1992). Situating the self: Gender, community and postmodernism in contemporary ethics.
Psychology Press.
Turkle, S. (2005). The Second Self: Computers and the Human Spirit. London: MIT Press
Hull, G. & Katz, M.L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the
Teaching of English
Singer, P. (1995). How are We to Live? Ethics in an Age of SelfInterest. Prometheus Books
Jordan, B. (1989). The Common Good: Citizenship, Morality and Self Interest.
Pellegrino, E. (1989). Character, virtue and self-interest in the ethics of the professions. Journal of
Contemporary Health, 53
Weigert, A. (1997). Self-Interaction and Natural Environment: Refocusing our Eyesight
Delaney, T. & Madigan, T. (2009). The Sociology of Sports: An Introduction
58
Mathematics, Culture and Society*
Course Brief:
Brief Background of GE Math in UP
 Since the 1980s, the math teachers from the different CUs have met regularly (in
workshops, conferences) to discuss the teaching of math courses, particularly GE and
service courses.
 Math 1 (Mathematics for General Education) was the common course during the late
1980s to the 1990s. Initially focused on “skills”, the course has evolved through the years
to become a math appreciation course.
 With RGEP in 2001, new GE math courses were introduced by some units (UPD and UPLB)
 The proposed Math, Culture and Society builds on the long working history and shared
experience of the UP mathematics community.
GE Math Courses in UP
CU
GE MATH COURSE
UP Baguio
MATH 1
UPD
MATH 1
MATH 2
UP Clark
MATH 1
UPLB
MATH 1
MATH 2
UPV
MATH 1
UP Cebu
MATH 1
COURSE TITLE
Mathematics in Life
General Mathematics
Practical Mathematics
Math for General Education
Quantitative Reasoning
Problem Solving
The Proposed GE Course:
 Math appreciation courses are common and standard courses in many general education
programs
 The trend is a direct result of the underlying belief of many, experts and lay persons alike,
that every well-educated person should be mathematically literate.
 Although there are a variety of math courses that may be offered in GE programs, math
appreciation courses are popular because they cater to students of diverse interests,
level of mathematical training
 The proposed Math, Culture and Society course builds on the existing UP GE math
courses, particularly Math 1. It attempts to enhance inter/multi-disciplinarity and
features more harmonization in focus and coverage.
Philosophy of the Course
 The diversity of the student community and the richness of mathematics as a field of
study imply a wide range and diversity of topics that can be covered in the course.
 The course adheres to the recommendation of the Mathematical Association of America
that no particular selection of topics or teaching strategy should be universally adopted in
a mathematics appreciation course.
 We also believe that many of the course goals and objectives can be achieved regardless
of the specific concepts or topics that the course treats.
 An important feature is the flexibility of its outline.
 Principal unit topics and hours for each are specified but there is latitude in the selection
of sub-topics to keep the course fresh and to capitalize on the strengths of the faculty and
Proposed GE Course: Mathematics, Culture and Society
*GE Mini Conference Recommendation (Aug 28-29, 2014): This is a GE course designed for all UP students. It
is up to the CUs to decide if this course will be a required GE.
59

the local context.
The choice of topics is guided by the following:
o Accessibility: interesting math need not always be highly technical and built on
layers upon layers of concepts
o Applicability: connections between the math presented and concrete real-life
situations is direct and immediate
o Aesthetics: beauty and elegance often surface in the simplest ideas
 Various teaching strategies such as lectures, audio-visual presentations, group
discussions, film showing, math investigation and problem-solving exercises, reflection
and reaction papers, and outdoor activities may be utilized throughout the course.
 The teacher’s enthusiasm for what is being done as well as the appropriateness of the
strategy for the students in the course are generally more important than the actual
strategy adopted.
 It is important however to include activities that engage the students in doing
mathematics so that they gain a realistic sense of the process and nature of mathematics.
Course Title:
Mathematics, Culture and Society
Course Code:
Course Description:
Appreciation of the beauty and power of Math through the examination of its nature,
development, utility, and relationship with culture and society
Course Goals
 The ultimate goal of this course is to instill in the student an appreciation of
mathematics, particularly the significant role that mathematics plays in society, both
past and present.
 For this to occur, students must come to understand the nature of math, its historical
and contemporary role, and to place the discipline properly in the context of other
human intellectual achievements.
Course Objectives:
 Explain the nature of mathematics as an intellectual and creative discipline;
 Recognize the importance of mathematics in various human activities;
 Relate the concepts of mathematics to their field/s of interest;
 Discuss the interplay of mathematics and society;
 Produce creative work inspired by mathematical ideas; and
 Discuss local and global issues and trends in mathematics.
Course Organization
 The organization of the course (five principal units) as well as the number of hours to
be devoted for each are specified.
 The main topics listed under each principal unit are expected to be covered but
flexibility in emphasis and detail is allowed.
 The subtopics, teaching strategies, and activities are illustrative and may be modified,
reduced, augmented or substituted.
Course Outline:
I. Introduction (4.5 hours)
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A. Overview of the course
B. Numeracy and quantitative literacy
C. Student and public attitudes and perceptions of math
D. Preliminary reflections on the nature and practice of math
Suggested Activities for Unit 1:

Essay on personal perception on Math

Short film or audio-visual presentation
II. Nature of Math: math as a language, way of thinking, creative activity, and tool (15 hours)
A. Logic and reasoning
B. Philosophical foundations
Platonism, formalism: is mathematics created or discovered?
C. Abstraction, symbols
D. Axiomatic systems, rigor, proof, and truth in mathematics
E. Sets
F. Numbers
 Numeration systems
 Real numbers, modular number systems
G. Shapes
 Euclid’s geometry and the discovery of non-euclidean geometries
 Finite and other modern geometries
H. Functions
 Change, growth, and mathematical modeling
 A peek into the calculus
I.
Mathematics as the science of patterns
Suggested activities for Unit II

Group or individual project on numeration systems

Creative project using modular systems, numbers or geometric patterns

Thought activity, debate or discussion on creation vs discovery

Illustration of conceptual/abstract versus algorithmic thinking through famous proofs
(infinitude of primes, 4-color theorem)

Midterm exam/assessment (mandatory)
III. Utility and Ubiquity: math in different disciplines (18 hours)
A. Arts and Humanities
 Math in visual arts and design
 works of Alberti, Da Vinci, Escher and other artists (symmetry, proportion,
perspectivity)
 tilings, tesselations, and weaving designs
 Math in music and dance
 Math in literature
 Alice in Wonderland and the works of Lewis Caroll
 Poetry and literary forms: haiku, tanaga, dalit
 Math in folk and popular culture
B. Social Sciences
 Voting theory and the math of social choice
 Game theory and analysis of conflict and competition
 Group theory and kinship relations
 Social networks, small world networks, and the use of graphs
C. Science, Engineering and Technology
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



Math in nature: golden ratio, Fibonacci numbers
Technology, computers and their impact on mathematics
Math in medicine and the life sciences
Operations research, manufacturing, transportation,
programming
and
mathematical
Suggested activities for Unit III:

Interview an artist, musician or professional and gather reflections on their
profession or craft and its relation to mathematics

Create music video, short film, music composition or dance choreography that
incorporates math ideas

Create/report on literary art that incorporates math ideas

Report on mathematical concepts found in UP symbols and icons: Oblation, chapels

Construct collaboration or friendship graphs

Conduct voting exercises using different voting methods

Play simple games (Sudoku, Game of Trumps, etc.) and analyze its rules and
strategies

Do role playing, creating rules for marriage and kinship in clans
IV. Issues and Trends in Mathematics (7.5 hours)
Suggested Topics:

Math and Gender

Truth and Certainty in Math

Mathematics in the Philippines

Ethnomathematics/ Critical Mathematics/ Humanistic Mathematics

Great Problems: Solved and Unsolved
Suggested Activities for Unit IV:

Play a game: Male “versus” Female (Math and Gender)

Visit a cockpit and study the math of “cristos”

Discussion: role of math in history and society and role of history and society in the
development of math (cause or effect)

Debate (example: death of proof; is technology changing the way we do math?)
V. What is Mathematics, Really? (3 hours)
A. Integration and Summary
Suggested Activities for Unit V:

Group or individual creative project on what is math, really

Final exam/assessment (mandatory)

There is a large body of writing and materials available.

The different math departments have more than adequate references and resources.

We list the categories (individual titles too numerous)
o General references and survey books on the nature and practice of mathematics
o History and other specialized books
o Essays and articles
o Films and documentaries
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o
o
Video clips and podcasts
Websites and homepages
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Science, Technology and Society*
Course Brief:
Rationale:
Science, Technology and Society is an interdisciplinary GE course that examines past, present and future
of science and technology in society (including their nature, scope, role and function) and the social,
cultural, political, economic and environmental factors affecting the development of science and
technology, with emphasis on the Philippine setting.
As the 21st century is deeply influenced by science and technology and society is constructed as well as,
constructs technology, STS is considered a capstone GE offering: as an interdisciplinary field it brings the
students to a full circle of exploring and appreciating, seeing diverse perspectives and being able to make
connections, and critical thinking and ethical acting on the multidimensional ways science and technology
shape values, culture, and institutions, and vice versa.
STS will make good use of local and practical examples to dissect and illustrate the two-way influence of
science and technology with society
History:
The University of the Philippines was the first institution of higher learning in the Philippines to establish
STS as a GE course in 1987. In the same year, the Science and Society Program in the UPD College of
Science, was established to administer the course. STS was originally a required GE course. Later, it was
made elective and in the most recent round of revisions to the GE program was made compulsory once
more. STS is one of the large class GE courses, reaching greater than 80 students.
The original STS philosophy adopted in UPD was based on the “technology drivers” paradigm in which
technological and scientific advances were viewed as the major driver for social change. This was
reflected in the choice of voluminous readings and the teaching strategy used. This resulted in negative
evaluation of the course from students and teachers. Thus in 2001 a review was called by then Chancellor
Emerlinda Roman, chaired by Dr. Maria Soccoro Gochoco-Bautista of the School of Economics. The review
recommended major changes in course format and pedagogy. It also recommended to recruit more
qualified faculty and reduce class sizes to at most 80 students.
The format of the STS course in UPD recommended was flexible relying on the expertise of affiliate
lecturers from the various departments and colleges of the University. Readings were reduced to a
minimum. However some of the recommendations were not implemented like getting more faculty to
teach the course and reduction in class size.
The 2013 review of the STS program by the Science and Society Program, College of Science (UPD SSP)
recommended changes in the structure of the course, like classifying lectures into four thematic areas, 1)
History and Philosophy of Science, 2) Science in Daily Life, 3) Interaction of science with other disciplines
and, 4) Science and Technology in national development. These thematic areas are framed within the
“turn to technology” paradigm of STS in which science and technology can be viewed within a social
context. Also depending on the professors teaching, seminal readings on the thematic areas were
recommended. Also use of blended learning techniques to deliver online course content using the UP
Virtual Learning Environment or UvLE was suggested.
Proposed GE Course: Science, Technology and Society
*GE Mini Conference Recommendation (Sept 4-5, 2014): STS is highly recommended as a required GE course
for all UP students.
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Teaching strategies of the course:
The proposed STS course syllabus teaching strategies builds on the revisions and the thematic areas
proposed by the UPD Science and Society Program. However it allows for greater flexibility for the
constituent universities (CU) on where to adopt the syllabus or to make modifications within the four
thematic areas. Depending on the teaching expertise profile of the CU, team teaching may be
implemented drawing on the subject expertise strengths of the CU. Also a reasonable amount of readings
are introduced, mainly seminal and current on STS issues.
For the 4th thematic area on Science and National development, the importance of regional development
is introduced. This again builds on the different expertise and strengths of the CU. STS will make good use
of local and practical examples to dissect and illustrate the two-way influence of science and technology
with society.
The use of online learning resources is suggested and that majority of the readings, videos, films and
other learning materials should be openly accessible in the Internet. If the materials are not, materials will
be chosen from online resources the university has access and can freely distribute to students
The suggested class size should not be more than 80 as recommended by the Gochoco-Bautista review
and also by the 2013 UPD SSP review.
If the CU has a suitable faculty profile and enough subject area expertise, team teaching may be
implemented, if not a suitably trained and prepared faculty member from any academic department may
teach it. It is recommended that each team teaching faculty be given a 3 unit load given that the class size
is very large.
Who should take STS?
We highly recommend that STS be required in all CUs. However we leave it to the CU to determine to
what undergraduate year level this will be offered although there is a consensus that it should be offered
to students at the junior and senior levels.
Course Title:
Science, Technology and Society
Course Code:
Course Description:
Analyses of the past, present and future of science and technology in society (including their nature,
scope, role and function) and the social, cultural, political, economic and environmental factors affecting
the development of science and technology, with emphasis on the Philippine setting.
Course Objectives:
1. Explain the creative processes of science and technology
2. Relate science to other disciplines and cultures
3. Discuss the influences of past and current scientific and technological developments on Philippine
and global society
4. Analyze the societal influences on developments in science and technology at the local and global
settings
5. Evaluate the roles of science and technology in Philippine regional and national development.
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6.
Examine and critique STS issues and commit to a stand or an action.
Course Outline:
I. Overview ( hours)
A. Historical antecedents where social considerations changed the course of science and technology
1. In the World: Ancient, Middle and Modern Ages
2. In the Philippines
B. Intellectual revolutions that defined society
1. Copernican
2. Darwinian
3. Freudian
4. Information
5. Meso-American
6. Asian
7. Middle East
8. African
Learning Outcomes

Describe the interactions between S&T and society throughout history;

Identify the paradigm shifts in history;
II. Interaction of Science, Technology, and Society through time ( hours)
Suggested umbrella topics:
1. Science in Art and culture;
2. Science in Everyday Life (food prep and preservation, transportation, communication, health and
wellness, leisure and recreation.
Learning Outcomes

Discuss the influences of past and current scientific and technological developments on the
global human society and on the Filipino society;

Analyze the societal influences on developments in science and technology at the global and
local perspectives;

Assess and evaluate the roles of science and technology in Philippine national development;
and

Allow the students to actively and critically engage in understanding the dynamics of STS.
III. Dynamics of Science, Technology and Society ( hours)
A.
What is the role/function (tool or impetus?) of S&T in:
1. The Arts (Visual, Fine Arts, etc.)
2. Health, Wellness and Aesthetics (nutrition, cosmetics, etc.)
3. Sports and recreation
4. Industry, Agriculture, Fisheries and Commerce
5. Policy and governance
6. “Techno culture”
7. Environment
8. Information and Communication
9. Infrastructure
10. Space Exploration
11. Conflict situation (warfare, security, surveillance, etc.)
12. Energy
13. Religion
14. Disciplines of knowledge (reshaping disciplinal domains and knowledge cultures)
66
Learning Outcomes

To familiarize the students with the different aspects (social, political, economic, cultural,
environmental) and impacts of science, technology and society;

To cite and discuss cases or examples of promises and challenges of S & T on society;

To evaluate and recommend appropriate responses to STS problems and issues
IV.
Science and Technology in National Development ( hours)
A. The Philippine Government S&T Agenda
B. Major development programs and personalities in S&T in the Philippines
C. Science education in the Philippines
D. ‘Brain drain’ versus ‘brain circulation’: migration of scientists
E. Selected indigenous science and technologies
Learning Outcomes

Examine programs, communities and individuals involved in regional, national and
international S&T development
V. Contemporary Issues and Future Developments in Science, Technology and Society (Group 1)
( hours)
Suggested Topics:
1. The valuation of technology
2. Dealing with technological change:
o blurring the distinction between reality and virtuality;
o blurring of the distinction between human, machine and nature;
o the reversal from information scarcity to information abundance;
o the shift from primacy of entities to the primacy of interactions
3. The shift of knowledge production from the university to other institutions (e.g. corporations,
non-governmental institutions)
Learning Outcomes

Enable the student to examine Philippine S & T and explore various stands or actions
A. Overview
Philosophy of Science (Encyclopedia). Scientific Progress, Scientific Revolutions
Floridi, Luciano. 2014. The Fourth Revolution, Oxford University Press
Caoli. History of Science and Technology of the Philippines
Turing, Alan
Video: Stephen Colbert’s interview with Neil Tyson
https://www.youtube.com/watch?v=YXh9RQCvxmg&noredirect=1
B. Interaction of Science, Technology, and Society through time
www.the-scientist.com
www.techdigest.tv
wired.com
Caoili, O. C. 1986. History of Science and Technology in the Philippines, Quezon City:University of the
Philippines, 1986.
Bunch, B. and A. Hellemans (Eds.). 1993. The Timetables of Technology- A Chronology of Most Important
People and Events in the History of Technology. A Touchstone Book, Simon & Schuster
Turkle, Sherry. The Inner History of Devices
67
C. Dynamics of Science, Technology and Society
A Brief History of Tomorrow
Weaving the Web
Bryson, B. 2003. A short history of nearly everything.
Carson, R. 1962. Silent Spring. Houghton Mifflin.
Durant, W. 2002. The Greatest Minds and Ideas of All Times. Compiled and Edited by J. Little. NY: Simons
& Schuster.
Kumar, M. 2008. Quantum. Icon Books.
Levin, I. 1976. Boys from Brazil. Random House.
Ridley, M. 2000. Genome: The autobiography of a species in 23 chapters.
Rasco, E.T.R. 2008. Unfolding Gene Revolution. SEARCA-ISAAA.
Ravetz, J. 2002. The No-Nonsense Guide to Science. US: New Internationalist.
Sagan, C. 1980. Backbone of Night, Excerpt from Cosmos by Carl Sagan NY: Ballantine Book, pp. 135-139.
Sagan, C. 1980. In Praise of Science and Technology, Excerpt from Cosmos by Carl Sagan NY: Ballantine
Book
On the scientific method. 2012. US National Academy of Sciences.
Suggested Films/Documentaries
Uncommon Heroes
GMO Story in the Phils.
Engineering Disasters
Engineering the Impossible
Jurassic Park
The Malampaya Story
The Inconvenient Truth
The Incredible Human Machine
The Promises of Genetic Engineering
Boys from Brazil
Soylent Green
GATTACCA (Ethan Hawke)
The God’s Must Be Crazy
The Island (Ewan McGregor)
Galileo’s Dialogue
And The Band Played On (HBO)
The Extraordinary Measure (Brendan Frazer/Harrison Ford)
Ulan Sa Tag-araw (Loren Legarda)
D. Science and Technology in National Development
Government Documents:
1. NEDA. National Development Agenda; Regional Agenda
2. DOST. S&T Thrusts
Saloma, Cesar. On being a scientist in one’s home country. May 14, 2009. Star Science.
www.philstar.com/science-and.../being-scientist-ones-home-country
E. Contemporary Issues and Future Developments in Science, Technology and Society (Group 1)
The Onlife Manifesto - European Commission
https://ec.europa.eu/digital-agenda/en/onlife-manifesto
68
Living Systems: Concepts and Dynamics*
Course Brief:
Man is a living system. Like all living systems, there are interactions that take place within us and with our
surrounding environment. We are a part of the ecosystem; we affect our environment by our actions just
as much as changes in the environment affect us. Many of our actions have led to the destruction of
habitats of other living systems, thus leading to biodiversity loss. Most Filipinos, however, lack the
understanding to realize the implications of biodiversity loss. There is therefore a need to come up with a
general education course that will enable the students to appreciate the underlying principles and
interactions within and between living systems, and how these are related to other disciplines. The
course will also help students understand how disruption of interactions could lead to vulnerability of the
ecosystem and biodiversity loss. This will also allow the students to come up with an informed decision
based on critical, creative and integrative thinking in addressing contemporary issues involving living
systems.
Recommendation: required GE course
Clientele: can be taken by freshmen
I. Introduction to Living Systems
Objectives: At the end of this section, the students should be able to:
1. describe the properties and attributes of living systems
2. explain underlying principles and concepts in living systems
3. examine structure and function correlation
Assessments/Activities
• Class discussions; problem sets
• Concept maps to illustrate a concept/ principle
• Exams/quizzes
Strategy: The teacher will discuss both inherent and emergent properties in this chapter
II. Dynamics and Interactions of Living Systems with Their Environments 15 hours
Learning outcomes/objectives: At the end of this section, the student should be able to:
1. Discuss the interactions among living entities within ecosystems
2. Illustrate how biotic and abiotic factors affect the dynamics of the interactions between
and among living systems
• Exam, concept maps showing how interactions occur within ecosystems, small discussion
groups
• Reports, case studies/field activities
III. Living Systems, Society and Humanity (include local examples)
1. Integrate the relationships between and among living systems, society and humanity
• Paper critiques, journal reports, small discussion groups
• Examinations, worksheets
IV. Contemporary Issues on Living Systems
Proposed GE Course: Living Systems: Concepts and Dynamics
69
1. examine various contemporary issues on living systems
2. construct an informed opinion or a stand on various contemporary issues related to living
systems
•
Case studies, group reports, critiques
•
Projects, small discussion groups, debates, capstone projects
Course Title:
Living Systems: Concepts and Dynamics
Course Code:
Course Description:
Principles, interactions, and contemporary issues concerning living systems
Course Goals
This course provides students with various theoretical lenses for a more informed engagement
with issues of communication in local and global contexts
Course Objectives:
1. To relate underlying concepts and principles of biology with other disciplines
2. To analyze the interactions within and among entities in biological systems
3. To utilize scientific inquiry, critical, creative and integrative thinking in making informed decisions
on issues concerning living systems and their environments
Course Outline:
I. Introduction to Living Systems
A. Overview of Properties and Attributes (6 hours)
1. Organization - levels or hierarchy of organization: molecules of life, cells, tissues, organs, organ
systems, organisms, ecosystems
2. Metabolism: Energetics and Kinetics
3. Homeostasis
4. Growth and Development
5. Reproduction and Perpetuation
6. Movement and Responsiveness
7. Adaptation
8. Evolution
B.
C.
Underlying Concepts and Principles in Living Systems (4.5 hours)
1. Thermodynamics in Living Systems
2. Structure and Function Correlation
3. Self-Assembly
4. Unity in Diversity
5. Control and Regulation
The Concepts of Living Systems in Other Disciplines (4.5 hours)
1. Ecosystems as Complex Systems
2. Understanding ecosystems through computational biology
3. Concepts of adaptation, survival and extinction in other disciplines (e.g. business)
II. Dynamics and Interactions of Living Systems with Their Environments (15 hours)
A. Energy Flow in Living Systems
B. Biogeochemical Cycles
C. Communication at Various Levels and Forms
D. Dynamics in Populations
70
1. Population Interactions
(Mutualism, Competition, Parasitism, Predator-Prey, Commensalism, Mating Behavior,
Reproductive Strategies)
2. Population Change Over Time
3. Regulating Mechanisms
• Negative/Positive Feedback
• Disturbance, Resistance, and Resilience,
4. Patterns and Cycles
5. Social Organizations
III. Living Systems, Society and Humanity (include local examples) (6 hours)
A. Human Perceptions of Nature
1. Paradigms about the Origin of Life
B.
2. Indigenous Knowledge and Practices
3. Ecological World Views and Philosophies, Environmental Ethics, Environmental Justice
(anthropocentrism, biocentrism, eco-centrism, eco-feminism, stewardship, animal rights and
welfare)
4. Representations of Life and Nature in Art
Biodiversity, Resource Management, and Conservation
IV. Contemporary Issues on Living Systems (9 hours)
Must Know Topics
A. Threats to Living Systems (urbanization, pollution, population diminution and expansion, exotic
and invasive species)
B. Living Systems and Climate Change
Suggested Topics
Biotechnology
A. Food Security and Food Defense
B. Biofuels
C. Biological Warfare
D. Biomimicry, Bionics, Biomimesis
E. GMO’s
Health and Wellness
A. Emerging and Re-emerging Diseases/Epidemics
B. Biomedical Issues (one-health view, eco-health, euthanasia, ethnopharmacology,
personalized medicines, stem cell research, cloning)
Advocacies
A. Ecofeminism
B. Green Chemistry
C. Green Radicalism
D. Corporate Social Responsibility
E. Lobby System
F. Generics Medicine law
Popular Culture
A. Extraterrestrial Life
71
Campbell, N., Mitchell, L., Reece, J., Taylor, R. and Simon E.J. 2014. Biology: Concepts and Connections.
10th Ed. Benjamin Cummings
Hoefnagels, M. Biology: Concepts and Investigations, 2nd ed. 2012. McGraw-Hill.
Marten, Gerald G. 2001. Human Ecology: Basic Concepts for Sustainable Development. Earthscan
Publications.
Starr, C. and Taggart, R. 2009. Biology: the Unity and Diversity of Life. 12th Ed. Brooks/Cole
(References for Part III to follow after consultations with experts from the social sciences, arts and
humanities.)
72
Probing the Physical World*
Course Brief:
Rationale:
Man has constantly endeavored to understand and make sense of the physical universe and the
processes, natural or manmade, that occur in it, echoing Stephen Hawking’s statement in his book “A
Brief History of Time: From Big Bang to Black Holes” ,
“Today we still yearn to know why we are here and where we came from. Humanity’s deepest desire for
knowledge is justification enough for our continuing quest. And our goal is nothing less than a complete
description of the universe we live in.”
Man has been gifted with the ability to observe, see patterns, make generalizations and explore
predictions. It is with this scientific lens that the universe and our home planet, the earth, have become
less formidable and truly fascinating to study. Through various physical concepts in physics, chemistry,
and earth science, the course intends to situate the student in the context of the changing universe, and
to emphasize the impact and interconnectedness of human activity on the various physical phenomena
that confront human beings and their surroundings.
Course Title:
Probing the Physical World
Course Code:
Course Description:
Understanding the origin of the universe, synthesis of the elements, formation of the earth and the
various critical issues affecting our world view and our planet through the methods and interconnected
concepts of the physical sciences.
Course Objectives:
1. evaluate perceptions/preconceptions/notions about natural phenomena through the methods of
science;
2. integrate knowledge from the physical sciences and to be able to recognize the interdependence of
various disciplines; and
3. utilize scientific inquiry, critical, creative, and integrative thinking in making informed decisions that
will impact on their actions in relation to their environments.
Course Outline:
I. How We Study the Physical World (6 hours)
A. The Physical World: An Overview
1. Attributes and Properties
2. Hierarchy and Scales
3. Interactions
B. Intuition, Preconceptions, and Ancient Notions
C. Methods of Science
D. Diagnostic Features of Science
Learning Outcomes:
The student should be able to:
 appreciate the magnitude in size and variety of components that make up the physical universe
that man has sought to study and understand, from the vast cosmic space to the intricate world of
atoms;
 recognize that science is primarily an active and creative process that has led to a better
understanding of the physical world;
Proposed GE Course: Probing the Physical World
*GE Mini Conference Recommendation (Sept 20-21, 2014): Highly recommended GE course by the majority
of the participants.
73


formulate questions and/or inferences from information obtained from scientific inquiries; and
recognize that some decisions and actions have or are influenced by social factors and may have
long term effects.
Suggested Activities
 Group discussions on ancient and early ways of understanding the universe
 Case studies showing use of the methods of science
 Exercises on making conclusions; decision-making; asking questions
II. The Cosmos (9 hours)
A. Big Bang Theory
1. Pre-Big Bang Views of the Universe
2. Newtonian Mechanics and Conservation Laws
3. Light: Spectra, Doppler Effect, Blackbody Radiation
4. Relativity
5. Evidences for the Big Bang
B. Formation of Stars and Planets
Learning Outcomes
 Compare and contrast pre-Big Bang views of stars, planets and the universe from various cultures
 Explain the evidences for the Big Bang Theory
 Discuss competing hypotheses on the formation of stars and planets
Suggested Activities / Assessment
 Research/presentations on Filipino views on the origin of the Universe
 Video on the Big Bang
 Exam/quizzes
III. From Atoms to Molecules, Elements to Compounds (7.5 hours)
A. Nucleosynthesis: the Formation of the Elements
B. Atomic Structure
C. Bonding, Structure, and Properties
D. Molecular Self-Assembly
Learning Outcomes:
 describe the formation of the elements, from the Big Bang nucleosynthesis, to stellar
nucleosynthesis;
 relate electronic structure to reactivity of the elements; and
 infer from observed properties the nature of interactions that hold particles together to form
large aggregates or structures.
• Stellar Fusion Game
• Various drills and exercises on chemical concepts: atomic notations, bonding concepts, etc.
IV. Forming the Earth (7.5 hours)
A. Lithosphere
B. Atmosphere
C. Hydrosphere
D. Biosphere
E. Plate Tectonics
74
Learning Outcomes
 Explain the formation of the different spheres of the earth
 Explain the major interactions of the plates and the resultant surface features on earth
 Fieldtrip to the following museums/agencies:
o NIGS-UPGAA Geology Museum, NIGS Bldg., UP Diliman
o PHIVOLCS Museum and Monitoring Station, CP Garcia Ave, Diliman, QC
o PHIVOLCS Monitoring Stations in regions across the Philippines
o Mind Museum, Fort Bonifacio
 Fieldtrip to a Philippine volcano
 Fieldtrip to an extremophile-bearing high pH natural spring (mimics early life conditions)
 Thematic group discussions
 Creative group reporting on selected topics
 Video presentations
V. Critical/Contemporary Issues in the Physical World (13.5 hours)
Suggested Topics (Other emerging topics may be discussed):
A. Issues Related to the Cosmos
1. Cosmic Mysteries (e.g., Dark Matter, Dark Energy)
2. Extra-solar Planets
3. Space Exploration and Colonization
4. Are we alone? (Search for Extra-Terrestrial Intelligence)
5. Near-Earth Objects
6. Anti-matter
7. Other topics
B. Issues Related to the Earth
1. Geohazards (and Plate Tectonics)
2. Climate Change and Environmental Degradation
3. Chaos and Complex Systems (e.g., Ocean Circulation, Cyclones)
4. Climate Change through Earth’s History
5. Extreme Weather Events
6. Other Topics
C. Issues Related to Humans and the Environment
1. Food Resources and Security
2. Medicines and Poisons
3. Water Resources Extraction and Management
4. Mineral and Energy Resources (and Plate Tectonics)
5. Pollution and Contamination
6. “Built-sphere”: How Humans are Changing the Physical World (e.g., Anthropocene)
7. Other Topics
D. Crosscutting Issues in Science
1. Fads, Fallacies, Fantasies and Fakes in the Name of Science
2. Status of Education and Research on the Physical Sciences in the Philippines
3. Other Topics
75
Learning Outcomes:
 Interpret relevant scientific data
 Evaluate the validity of claims and statements on various critical/contemporary issues in science using
the scientific method
Suggested Activities:
 Position papers / formulation of advocacies
 Case studies
 Presentations on topic (O) by volunteer students on issues affecting their communities, and
recommended resolutions
 Group discussion on the Philippine situation vs. the world status on various issues
VI. Triumphs and Limits of Science (1.5 hours)
I. How We Study the Physical World
Wilson, Edward O. 1998. Consilience: The Unity of Knowledge. New York: Knopf.
Eames, Charles and Eames, Ray. 1977. Powers of Ten film.
L. Darden. Reasoning in Biological Discoveries (Cambridge University Press, New York, 2006).
M.S. Morgan, M. Morrison (eds.) Models as Mediators: Perspectives on Natural and Social Science
(Cambridge University Press, Cambridge, 1999).
F. J. Rutherford, A. Ahlgren. Science for All Americans. (Oxford University Press, USA, 1991).
II. The Cosmos
J. Silk, 1989. The Big Bang.
S Woosley and T. Weaver. 1989. The Great Supernova of 1987. Scientific American, 261(2):34.
S. Singh. Big Bang: The Origin of the Universe (Fourth Estate, Great Britain, 2004).
D.J. Griffiths. Advertisement. Introduction to Electrodynamics, 2nd ed. Prentice Hall, New Jersey, 1989)
K.W. Ford. Chapter 1 (The Nature of Physics) and 4 (Conservation Laws). Classical and Modern Physics:
Introductory text for students of science and engineering. Vol.1 (Xerox College Publishing,
Massachusetts, 1972–74).
R.P. Feynman, R.B. Leighton, M. Sands. Six Easy Pieces: Essentials of Physics Explained by Its Most Brilliant
Teacher (Basic Books. 2011).
L.N Cooper. An introduction to the meaning and structure of physics. (Harper & Row, New York, 1969).
D.E. Neuenschwander Emmy Noether's Wonderful Theorem (Johns Hopkins University Press, 2010)
L. Lederman and C.T. Hill. Symmetry and the Beautiful Universe (Prometheus Books, New York, 2005).
V.J. Stenger. Chapter 1. Timeless Reality: Symmetry, Simplicity, and Multiple Universes. Buffalo NY:
(Prometheus Books, New York, 2000).
Zee. Fearful Symmetry: The search for beauty in modern physics, 2nd ed. (Princeton University Press,
Princeton, 2007).
K.B. Krauskopf and A. Beiser. The Physical Universe, 15th ed. (McGraw-Hill Higher Education, New York,
2013).
Stellarium, open source planetarium for the computer. www.stellarium.org
Ambrosio, Dante L. 2010. Balatik: Etnoastronomiya: Kalangitan sa Kabihasnang Pilipino. Quezon City:
University of the Philippines Press, 279 pp.
Lightman, Alan. 2005. The Discoveries: Great Breakthroughs in 20th Century Science. New York: Vintage
Books, 553 pp.
76
III. From Atoms to Molecules, Elements to Compounds
Stoker, H. Stephen. 2012. General Chemistry (Phil. ed). Cengage Learning and other General Chemistry
books
Barouch, Dan H. 1997. Voyages in Conceptual Chemistry. Sudbury, Massachusetts: Jones & Bartlett
Publishers.
http://www.chymist.com >> for an illustrated history of alchemy and chemistry from ancient times to
1800
for the article, All the Gold in the Universe Could Come From the Collisions of Neutron Stars by
Joseph Stromberg,July 17, 2013, about the origins of heavy metals in the universe.
http://youtube.com/watch?v=smwlzwgmmwc >> for the song, The Element by Tom Lehrer recorded in
1959 and originally published on the recording An Evening Wasted with Tom Lehrer
Casse, Michel. 2003. Stellar Alchemy: The Celestial Origin of Atoms. Cambridge University Press.
Various journal articles on molecular self-assembly
IV. Forming the Earth
Levin, Harold L. 2013. The Earth through Time, 10th ed.
Lunine, Jonathan I. 2013. Earth: Evolution of a Habitable World, 2nd ed.
Skinner, Brian J. et al. 2004. Dynamic Earth: An Introduction to Physical Geology, 5th ed.
Tarbuck, Edward J. & Lutgens, Frederick K. 2011. Earth Science, 13th ed.
Suggested Reading:
Bryson, Bill. 2010. A Short History of Nearly Everything
Suggested Websites:
www.phivolcs.dost.gov.ph
www.ucmp.berkeley.edu
earthobservatory.nasa.gov
science.nasa.gov
www.nationalgeographic.com
www.gsa.org
V. Critical/Contemporary Issues in the Physical World
DOST website on the state of science education and research in the Philippines
out puts of research by UP on the state of physical sciences research and education
pertinent IBON facts & figures on the issue and other NGO materials
community profile on the pollution/contamination, if available
Search for articles at the websites of the UN World Food Programme and Food & Agriculture Organization
of the UN
Local news articles and commentaries on food security in the Philippines

12 Proposed GE Course - University of the Philippines Diliman

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