PDF The Miseducation of the Filipino Download
- Author: Renato Constantino
- Publisher:
- ISBN:
- Category : Education
- Languages : en
- Pages : 50
eBook downloads, eBook resources & eBook authors
"The Philippines Reader" illuminates the history of the continuing struggle of the Philippines people for true independence and social justice. Daniel Schirmer and Stephen Shalom have put together a single volume readings and documents providing essential background-- from the turn-of-the-century U.S. war of conquest to the new administration of Corazon Aquino. Analytical articles from varying authors explore, among other topics, the nature of the U.S. colonial regime, the role of the church, conflicts with national minorities, the situation of labor, peasants and women, and U.S. policy, as well as prospects for the future. Documentary selections in this "Philippines Reader" come from such diverse sources as the CIA and the State Department; U.S. Presidents McKinley and Reagan; Philippine leaders Aguinaldo and Aquino; Philippine nationalist and left organizations such as the Anti-Base Coalition, Bayan, Kaakbay, and the New People's Army; and U.S. opponents of foreign intervention. The editors introduce, explain, and tie together over eighty readings making this the most complete introduction available on events in the Philippines.
An overview and analysis of the role of English in the Philippines, the factors that led to its spread and retention, and the characteristics of Philippine English today.
Art. Asian & Asian American Studies. Filipino American Studies. Co-authored by Abe Ignacio, Enrique de la Cruz, Jorge Emmanuel, and Helen Toribio. THE FORBIDDEN BOOK uses over 200 political cartoons from 1898 to 1906 to chronicle a little known war between the United States and the Philippines. The war saw the deployment of 126,000 U.S. troops, lasted more than 15 years and killed hundreds of thousands of Filipinos beginning in February 1899. The book's title comes from a 1900 Chicago Chronicle cartoon of the same name showing then-President William McKinley putting a lock on a book titled "True History of the War in the Philippines." Today, very few Americans know about the brutal suppression of Philippine independence or the anti-war movement led at that time by the likes of writer Mark Twain, peace activist Jane Addams, journalist Joseph Pulitzer, steel magnate Andrew Carnegie, labor leader Samuel Gompers, and Moorfield Storey, first president of the NAACP. The book reveals how the public was misled in the days leading to the war, shows illustrations of U.S. soldiers using the infamous "water cure" torture (today referred to as "waterboarding"), and describes a highly publicized court martial of soldiers who had killed prisoners of war. The election of 1900 pitted a pro-war Republican president against an anti-war Democratic candidate. In 1902, the Republican president declared a premature "mission accomplished" as the war was beginning to expand to the southern Philippines. The book shows political cartoons glorifying manifest destiny, demonizing the leader of the Filipino resistance President Emilio Aguinaldo, and portraying Filipinos, Puerto Ricans, Cubans, Hawaiians, Chamorros, and other colonials as dark-skinned savages in need of civilization. These images were used to justify a war at a time when three African Americans on average were lynched every week across the south and when the Supreme Court approved the "separate but equal" doctrine. More than a century later, the U.S.- Philippine War remains hidden from the vast majority of Americans. The late historian Howard Zinn noted, "THE FORBIDDEN BOOK brings that shameful episode in our history out in the open... The book deserves wide circulation."
PREFACE The nation is undergoing a socioeconomic crisis whose intensity and complexity are without precedent, and this book has been written for those who wish to understand the origin and nature of that crisis in layman's terms and who are seeking for ways and means out of that crisis, also in layman's terms. The understanding of that crisis need not and should not be confined to economists, and the fundamentals underlying it should be placed within the grasp of every Filipino, even of those who have not had the benefit of a formal course in economics. Just as politics is too important to be left to politicians, interest in the nation's economic situation, and the formulation of the appropriate solutions, should not be confined to economists because the crisis affects the life and well-being of everyone. It is a crisis which in fact threatens the very survival of the Philippines as a nation-state. Too oflen our crisis is perceived by the layman as a moral one because it has been generally explained primarily in terms of a corrupt government, a corrupt bureaucracy, of corrupt cronies and corrupt presidential relatives. But if this were so, if the crisis is fundamentally a function of corruption, how explain that in countries where corruption is equally rampant, considerable economic progress has been made, and continues to be experienced? America's period of accelerated growth and economic take-off coincided with the rise and rule of her robber barons, while the accomplishments of Marxist states have been brought about by overcentralized bureaucracies plagued by the cronyism and corruption which such bureaucracies bring in their wake. The robber barons of America did not prevent her from becoming the most affluent state in the world, and the corruption of her bureaucracy has not prevented the Soviet Union from becoming a formidable industrial and military power. The bureaucracies and political systems of virtually all nations in Asia have long been notorious for their pervasive and intractable venality, but virtually every state in Asia today is on the move, at least in economic terms, posting historic achievements that are conspicuously altering for the better the material condition of peoples. While the Philippines decays. Not long from now, social historians will be explaining why a country flaunted as uthe only Christian nation in Asia" is the most impoverished in the region. The Philippine case is making Christianity, at least in Asia, synonymous with backwardness and poverty. The truth, however, is that the Philippine crisis represents a derangement, not so much of the moral order, as of developmental policy. This book suggests why. Its central theme is that the failure of policy, from which the crisis essentially stems, is due to the fact that policy has ignored the country's vital requirements as a nation-state, and even collides with those requirements. Philippine development policy has been tailored to meet the strategic needs of external interests which profit from the country's situation as a social organism saddled with an economy that belongs to a distant, pre-industrial age. They are forces which profit from the Philippine status quo. To the extent that this fatal misorientation of policy is a result of ignorance on the part of Filipino functionaries responsible for the country's policy, it reflects what nationalist historian Constantino has described as the "miseducation of the Filipino." To the extent that it is a function of conscious error, then it reflects something more sinister and deadlier than corrup- tion. But whatever it is of which we speak, the truth, in its entirety and as one perceives it, must be told. For in that lies freedom. ALEJANDRO LICHAUCO November 21, 1988 Quezon City
This collection of essays offers another way to look at the encounter between the Western and the indigenous. It suggests that through a dialectical process, this encounter has generated a broader sense of community that has transcended the kin. Local genius transformed Spanish influences, even as it was itself transformed by the latter, resulting in a new culture. Finally, "Southeast Asia" is a recent construct that should be redefined to reflect the diversity of cultures present in it.
This book offers a highly revealing and troubling view of today's high school students and the ways they pursue high grades and success. Denise Pope, veteran teacher and curriculum expert, follows five motivated and successful students through a school year, closely shadowing them and engaging them in lengthy reflections on their school experiences. What emerges is a double-sided picture of school success. On the one hand, these students work hard in school, participate in extracurricular activities, serve their communities, earn awards and honours, and appear to uphold school values. But on the other hand, they feel that in order to get ahead they must compromise their values and manipulate the system by scheming, lying, and cheating. In short, they do school, that is, they are not really engaged with learning nor can they commit to such values as integrity and community. The words and actions of these five students - two boys and three girls from diverse ethnic and socioeconomic backgrounds - underscore the frustrations of being caught in a grade trap that pins future success to high grades and test scores. Their stories raise critical questions that are too important for parents, educators, and community leaders to ignore. Are schools cultivating an environment that promotes intellectual curiosity, cooperation, and integrity? Or are they fostering anxiety, deception, and hostility? Do today's schools inadvertently impede the very values they claim to embrace? Is the success that current assessment practices measure the kind of success we want for our children?