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20589270 the Miseducation of the Filipino Prof Renato no

20589270 the Miseducation of the Filipino Prof Renato no

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Published by mcq06

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Published by: mcq06 on Mar 27, 2010
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NOTE: Because of the length of this extremely relevant essay by the late Prof. Constantino, I am posting it in three parts. Bold, underlined words are URLs/links to relevant articles and postings. Bert M. Drona, March 25, 2006 See:
Under the
of preparing and teaching us in self-government, the American
of public education was designed for the Filipinos to be
in their outlook; and this was greatly attained by the use of English as the onlymedium of instruction (all part of subtle but extremely effective
"cultural" imperialism
). Duringtheir 50-year rule, public education was given the greatest priority and was actually run as part of the US Department of the Army to ensure compliance.
Click these URLs to see:
Thus years thereafter, America was able to leave peacefully since the educational system hasguaranteed and continually produced
"little brown brothers"
who wittingly and unwittinglythought, loyally worked and ruled for America. America did not need anymore to have Americanoccupational troops in the islands! In addition, the practiced
"free trade"
during the colonialperiod and its later postwar imposition via our co-opted ruling elites perpetuated Americandominance in all significant business and industries; and embedded our taste for importedgoods/culture and thus practically
any nascent native industrialization,
us mainlyas a source of supply for agricultural products and strategic minerals, and l
our sense of national history, unity and national identity.
Click these URLs to see:
 A critical study of American history will show that the Americans came
not to help
free theFilipinos from the Spaniards (the revolutionaries have them surrounded until the Americans joinedin and fooled them to stay put until their reinforcements arrived). The Americans came becauseduring that moment in time in history, Americans saw their 
need for a fueling station
for their growing navy, recognized the
need to expand
their sources of supply for raw materials, and newmarkets for their excess products in Asia, especially the illimitable Chinese market, and saw thePhilippines as the
for all. Of course, we can not learn these historical truths in Philippineand American schools unless one goes
official school textbooks and governmentpublications. – Bert M. Drona
“The HISTORY of an oppressed people is hidden in the lies and the agreed myth of itsconquerors.” - Meridel Le Sueur, American writer, 1900-1996 
Neocolonialism - The dominance of strong nations over weak nations, not by direct political control (as in traditional colonialism ), but by economic and cultural influence.
“The true Filipino is a decolonized Filipino.” – Renato Constantino
Prof. Renato Constantino, Journal of Contemporary Asia, Vol.1.,No.1 (1970)
Education is a vital weapon of a people
striving for economic emancipation, politicalindependence and cultural renaissance. We are such a people.
Philippine education thereforemust produce Filipinos
who are aware of their country's problems, who understand the basicsolution to these problems, and who
enough to have
to work and sacrifice for their country's salvation.Nationalism in EducationIn recent years, in various sectors of our society, there have been nationalist stirrings which werecrystallized and articulated by the late
Claro M. Recto
, There were jealous demands for therecognition of Philippine sovereignty on the Bases question. There were appeals for thecorrection of the iniquitous economic relations between the Philippines and the United States. For a time, Filipino businessmen and industrialists rallied around the banner of the
 policy, and various scholars and economists proposed economic emancipation as anintermediate goal for the nation. In the field of art, there have been signs of a new appreciation for 
our own culture. Indeed, there has been much nationalist activity in many areas of endeavor, but
we have yet to hear of a well-organized campaign on the part of our educational leadersfor nationalism in education.
 Although most of our educators are engaged in the lively debate on techniques and tools for theimproved instructions,
not one
major educational leader has come out for a truly nationalisteducation. Of course some pedagogical experts have written on some aspects of nationalism ineducation. However, no comprehensive educational programme has been advanced as acorollary to the programmes for political and economic emancipation. This is a tragic situationbecause
the nationalist movement is crippled at the outset by a citizenry that is ignorant of our basic ills and is apathetic to our national welfare.
New Perspective Some of our economic and political leaders have gained a new perception of our relations withthe United States as a result of their second look at Philippine-American relations since the turnof the century. The reaction which has emerged as economic and political nationalism is anattempt on their part to revise the iniquities of the past and to complete the movement started byour revolutionary leaders of 1896. The majority of our educational leaders, however, still continueto trace their direct lineal descent to the first soldier-teachers of the American invasion army.They seem
oblivious to the fact that the educational system and philosophy of which theyare proud inheritors were valid only within the framework of American colonialism
. Theeducational system introduced by the Americans had to correspond and was designed tocorrespond to the economic and political reality of American conquest.Capturing Minds 
The most effective means of subjugating a people is to capture their minds
. Military victorydoes not necessarily signify conquest. As long as feelings of resistance remain iin the hearts of the vanquished, no conqueror is secure. This is best illustrated by the occupation of thePhilippines by the Japanese militarists during the Second World War.Despite the terroristic regime imposed by the Japanese warlords, the Filipinos were never conquered. Hatred for the Japanese was engendered by their oppressive techniques which inturn were intensified by the stubborn resistance of the Filipino people. Japanese propagandistsand psychological warfare experts, however, saw the necessity of winning the minds of thepeople. Had the Japanese stayed longer, Filipino children who were being schooled under theauspices of the new dispensation would have grown into strong pillars of the
Greater East Asia

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