UM BANSALAN COLLEGE

College of Teacher Education

R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

Course Outline: CRI 319 – NATIONALISM AND PATRIOTISM

Course Coordinator: Rizalene D. Tatad, RCrim

Email: rizalenetatad@gmail.com
Student Consultation: Done online (LMS: Google Classroom); traditional contact
(i.e. cellphone/telephone); or social media platforms (email,
Private Messenger, Facebook).
Mobile: 0926-291-5325
Phone: None
Effectivity Date: August 2020
Mode of Delivery: Distance Education Delivery (DED)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: CRI 225
Credit: 3
Attendance Requirements: For necessary virtual sessions: minimum of 95% attendance;
For 1-day on-campus/onsite final exam: 100% attendance.

Course Outline Policy

Areas of Concern Details

Contact and Non-contact Hours
Assessment Task Submission
This 3-unit course self-instructional manual is designed
for distance or off-campus learning mode of instructional
delivery with scheduled on-campus/onsite final
examination. The expected number of hours will be 54,
including the virtual sessions and summative
assessment task (final exam). The face to face session
shall be done for the summative assessment task since
this course is covered in the licensure examination for
teachers.
Submission of assessment tasks shall be on the 3rd, 5th, 7th,
and 9th week of the class. The assessment paper shall be
attached with a cover page indicating the following:
i. Title of the assessment task,
ii. Name of the course coordinator,
iii. Date of submission, and
iv. Name of the student.

The document should be sent via email or private

messenger. You are also expected that you already paid
your tuition and other fees before the submission of the
assessment task.

Since this course is included in the licensure

examination for criminology, you will be required to take
the multiple-choice question exam inside the University.

____________________________________________________________________________________
Module, Textbook, and Other
References
Turnitin Submission
(if necessary)
Penalties for Late
Assignments/Assessments
Return of Assignments/
Assessments
Assignment Resubmission
Re-marking of Assessment
UM BANSALAN COLLEGE
College of Teacher Education
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
This should be scheduled ahead of time by your course
coordinator. This is non-negotiable for all licensure-
based programs.
This module shall serve as your guide for directing
yourselves in accomplishing the various assessment
tasks and exercises.
Other assessment tasks and discussions are to be done
as directed through the module with specific source
links/references found on the internet.
To ensure honesty and authenticity, all assessment
tasks are required to be submitted through Turnitin with
a maximum similarity index of 30% allowed. This means
that if your paper goes beyond 30%, you will either opt
to redo your paper or explain in writing addressed to the
course coordinator the reasons for the similarity. If the
paper has reached more than 30% similarity index, the
student may be called for disciplinary action in
accordance with the University's OPM on Intellectual
and Academic Honesty.
Please note that academic dishonesty such as cheating
and commissioning other students or people to complete
the task for you have severe punishments (reprimand,
warning, and expulsion).
The score for an assessment item submitted after the
designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or day that the assessment item is late.
However, if the late submission of the assessment paper
has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
pieces of evidence.
Assessment tasks will be returned to you two (2) weeks
after the submission. This will be returned via email or
private messenger. For performance tasks, the course
coordinator will send detailed comments and feedback
to each student.
Resubmission done via email or private messenger must
be done by through notification in writing addressed to
the course coordinator your intention to resubmit an
assessment task. The resubmission is premised on the
student’s plan to edit/improve assignment, or on the
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances (i.e.,
illness, accidents, financial constraints, etc.)
You should request in writing addressed to the program

____________________________________________________________________________________
Papers and Appeal
Grading System
Preferred Referencing Style
Student Communication
Contact Details of the Dean
Contact Details of the Program
Head
Students with Special Needs
Instructional Help Desk
UM BANSALAN COLLEGE
College of Teacher Education
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the request.
If the course coordinator disapproves, you can elevate
your case to the program head or the dean with the
original letter of request. The final decision will come
from the dean of the college.
All culled from traditional contact and Social Media
platforms:
Course discussions/exercises – 40%
1st formative assessment – 15%
2nd formative assessment – 15%
All culled from on-campus/onsite session (TBA):
Final exam – 30%
Submission of the final grades shall follow the usual
University system and procedures.
Use the general practice of the APA 6th Edition.
You are required to create an email account as a
platform for submission.
Other communication formats include private messenger
and cellphone. In case the course coordinator requires
students to use a specific virtual communication app for
video conferencing (i.e., Zoom and other similar
applications), you are required to download such an
application. However, the course coordinator shall
consider students who have no internet access.
You can personally call or chat the course coordinator to
raise your issues and concerns.
Jenny T. Hernan, MAEd
Email:
jennyhernan@umindanao.edu.ph
Phone: (082) 2724080
Noel B. Lapaz, RN, RCrim
Email: Criminologybansalan@umindanao.edu.ph
Students with special needs shall communicate with the
course coordinator about the nature of his or her
individual needs. Depending on the quality of the need,
the course coordinator with the program head's
approval may provide alternative assessment tasks or
extension of the deadline for submission of assessment
tasks. However, the alternative assessment tasks
should still be in the service of achieving the desired
course learning outcomes.
Ma. Teresa G. Archival- 2724080

____________________________________________________________________________________
Contact Details
Library Contact Details
Well-being Welfare Support Held
Desk Contact Details
UM BANSALAN COLLEGE
College of Teacher Education
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
Benjade Palmero – LMS Incharge – (09092537547)
Ronilo Genon - Librarian
genonronilo@gmail.com
Divina E. Orge, RGC
Email: divina_neo@yahoo.com
Contact Number: 0945-3982934
 UM BANSALAN COLLEGE
College of Teacher Education
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

Course Information – see/download course syllabus in the Schoology Portal.

CC’s Voice: Hello, future Criminologists! Welcome to this course, CRI 319 –
Nationalism and Patriotism.
Uneducated individuals in the twenty-first century are those who cannot
learn, unlearn, and re-learn. We have so much information that is available
today, thus causing information overload for the casual audience.
However, what is lacking in us is “wisdom,” which emanates from
ourselves, in particular, from having a deep knowledge of our identity. This
is the essence of patriotism and nationalism.
The goal of good citizen should be to practice the virtue of patriotism. Our
country, next to God and our parents, is our greatest benefactor. Being the
land of our birth and the land where we live, our country deserves our love
and devotion. We should love our motherland not only because it is the
source of our very own existence, but also because we owe allegiance to
her in the same way as we owe loyalty to our God and our parents.
While it is true that the concepts of patriotism and nationalism emanate
from Europe and our ancestral frame of thinking is based on their idea
because we were under Spanish and American colonial rule, its nature is
innate in any civilized society. However, we only learn from them, but we
are ultimately not like them. They are just our role, models, and their
experiences can be used as we reflect on ourselves as a nation. It is like a
person being raised and imbued with certain values by his parents. Since
our birth, our parents have been responsible for molding us to become
humans; however, as we mature, we become responsible for creating our
own identities.
With all these in mind, let us navigate ourselves through this subject and
discover our country’s patriotism and nationalism as well as finding it within
ourselves.

CO: Upon completion of the course, you have to explain the fundamentals of
nationalism and its difference with patriotism, discuss the framework of
patriotism and nationalism using analytical methods, explain the symbols
exhibiting Filipino Patriotism and lastly, evaluate the present situation on
nationalism and patriotism in the Philippines.

Let us begin!
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

UNIT 1

Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to

a. Understand freedom and the extent to which we desire for it;

b. Explain patriotism and nationalism in the context of Filipino social thinkers.

Big Picture A

Big Picture in Focus: ULOa. Understand freedom and the extent

to which we desire for it
Metalanguage
In this section, the essential concepts pertinent to the study of understanding
freedom will be operationally defined. You will encounter terms and concepts to
generally demonstrate ULOa as you go through this part of the module.

Freedom - the quality or state of being free like the absence of necessity,
coercion, or constraint in choice or action.

Essential Knowledge
To achieve and fully understand the big picture (unit learning outcomes) for the
one (1) week of the course, the following essential knowledge about freedom and the
two types of freedom in the aspect of politics will be laid down in the succeeding pages
of this module. Do note that you are not limited to solely refer to this module, you could
also utilize books and other reliable internet resources to supplement these essential
knowledges.

What is Freedom?
 Apolinario Mabini, the so called “brains and conscience” of the Katipunan, wrote
about this:
“Marami ang nagsasalita ng tungkol sa kalayaan nang
hindi ito naiintindihan. Marami ang naniniwala na ang
pagiging Malaya ang nangangahulugang maari ng gawin
ang ano mang maibigan, ito man ay para sa mabuti o sa
masama na isang malaking pagkakamali.” Ang kalayaan
ay para lamang sa mabuti at kalian ma’y hindi para sa
masama at itoy palaging naka ayon sa katuwiran at sa
matuwid at marangal na budhi ng tao.”
 Gen. Antonio Luna viewed “freedom” as something that was not that easily to
achieve, “… sabihan mo ang mga Pilipino {na} hindi makakamit ng kalayaan sa
pag aaruga sa kanilang mga mahal sa buhay, kailangan nilang magbayad [ng]
dugo at pawis…”
 “Freedom is not Free” – a passage written on the PEFTOK (Philippine
Expeditionary Force to Korea) Korean War Memorial Hall which pays tribute to
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

the 7,420 soldiers and men who served during the Korean War

Two Types of Freedom (Isaiah Berlin’s Two Concepts of Liberty)

1. Negative Freedom
- centers on freedom from interference
- this type of account of freedom is usually put forward in response to the
following sort of question:
 “What is the area within which the subject – a person or group of
persons – is or should be left to do or be what he is able to do or be,
without interference by other persons?”
- spell out the acceptable limits of interference in individuals’ lives
- you restrict one’s negative freedom when you restrict the number of choices
he can make about his life
- the extent of negative freedom is determined by how many possible choices
lie open to an individual and the types of choices that are available.
“The extent of a man's negative liberty is, as it
- Negative freedom is a were, a function of what doors, and how many are
matter of the doors open to him; upon what prospects they open; and
open, not of whether how open they are.”
someone happen to
choose to go through them (It doesn't matter whether or not I actually take
advantage of the opportunities open to me: I am still free to the extent that I
could, if I chose, take advantage of them)
Example:
1. If you park your car across my drive, thereby preventing me from getting
my car out, you restrict my freedom; and this is true even if I choose to stay
in bed listening to my CDs all day, and would have done so even if you
hadn't parked there
2. If the state prevents me from going on strike by making my actions illegal,
even if I don't have anything to strike about, and even if I don't ever intend
to strike, my freedom is still curtailed.

*Note: only restrictions imposed by other people affect negative freedom

Summary:
 Political liberty is simply the area within which a man can act
unobstructed by others. If I am prevented by others from doing what I
could otherwise do, I am to that degree unfree.
 You lack political liberty or freedom only if you are prevented from
attaining a goal by human beings.
 Mere incapacity to attain a goal is not lack of political freedom.

2. Positive Freedom
- freedom to do something rather than freedom from interference
- a matter of what you can actually do
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

- all sorts of doors may be open, giving you a large amount of negative
freedom, and yet you might find that there are still obstacles to taking full
advantage of your opportunities
- positive liberty answers this question:
 “‘Who is master?’ I want to be in control of my life, but there may, for
example, be internal obstacles to my living the way I really want to.
Here we might talk of increasing my freedom (in the positive sense) by
overcoming my less rational desires.”
- it is a matter of having the capacity to take the rational option as well as
having the opportunity
- True positive freedom would involve seizing control of my life and making
rational choices for myself
Example:
1. I am free to study in the negative sense since no one is preventing me
from doing it. No one has locked away my books, or hidden my pen and
paper or dragged me out of the door to go to the pub, or chained me to my
armchair in front of the television. However, I am not free in the positive
sense. I am not truly free, because I am a slave to my tendency to be
sidetracked.
- to achieve ‘true’ freedom, your higher self must have control over the impulses
of the lower self. Otherwise, you are simply a slave to passing emotions and
desires.
- the self can be split into two
1. The higher self
- rational self's priorities should be encouraged to overcome the lower,
less rational self's inclinations
- has desires for what will make the individual's life go well
- wishes to pursue worthwhile and noble goals
2. The lower self
- easily led astray, often by irrational appetites
Example:
1. James Boswell, in his sober reflection he can see the foolishness of his
having spent the night with a prostitute after a dinner with friends. Even
soon after the event, he is stricken with remorse, which he attempts to
dispel by means of the transparent rationalization that somehow, despite
breaking his principle of chastity, his infidelity does not interfere with his
love for his wife. Yet he can't hide behind self-serving justifications for long,
when he realizes that he has risked catching a venereal disease,
something that undoubtedly has the potential to harm her. His higher self,
endorses a principle of chastity and fidelity; his lower self, succumbs to
temptations of the flesh.
- to achieve positive liberty, one must coerce his behavior in ways which seem
to go against his desires

Summary:
1. The ‘positive’ sense of the word ‘liberty’ derives from the wish on the part
of the individual to be his own master, that his life and decisions to depend
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

on one’s self, not on external forces of whatever kind.

2. An individual would wish to be conscious of himself as a thinking, willing,
active being, bearing responsibility for his choices and able to explain them
by reference to his own ideas and purposes.

Please note that you are not to limit yourself in reading this module. You are
expected to use other resources like books, research articles, and other resources that
can be found on the internet. Provided, that they come from reliable sources.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:
 Rondina, L., Talib, A., Cardinal, R. (2019) Character Formation: Nationalism and
Patriotism. Wiseman’s Book Trading, Inc.
 Warburton, N. (1999). Arguments for Freedom. Retrieved from
https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?printable=1&id=1747

Let’s Check
Activity 1.1. In this portion, you are to answer these multiple-choice questions to test your
knowledge on the introduction to criminology. You are to write your letter of choice on the space
provided before each number.

_________ 1. It is that self that wishes to pursue worthwhile and noble goals.
A. Higher self C. Lower self
B. Positive freedom D. Negative freedom
_________ 2. It means that you are not restricted to do something.
A. Higher self C. Lower self
B. Positive freedom D. Negative freedom
_________ 3. This sense is derived from the wish on the part of the individual to be his own
master, that his life and decisions to depend on one’s self, not on external forces
of whatever kind.
A. Higher self C. Lower self
B. Positive freedom D. Negative freedom
_________ 4. It is a matter of what you aren't prevented from doing, the doors that lie
unlocked.
A. Higher self C. Lower self
B. Positive freedom D. Negative freedom
_________ 5. It is that self that is easily led astray by appetites of an individual that are
irrational.
A. Higher self C. Lower self
B. Positive freedom D. Negative freedom
_________ 6. In what way can an individual achieve ‘true’ positive freedom?
A. His higher self must have control over the impulses of the lower self.
B. To be the master of his own choice.
C. His choices must not be restricted by anyone.
D. None of these
_________ 7. This is centered on the freedom from interference.
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

A. Higher self C. Lower self

B. Positive freedom D. Negative freedom
_________ 8. This stands for something greater than just the right to act however I choose
—it also stands for securing to everyone an equal opportunity for life, liberty,
and the pursuit of happiness.
A. Freedom C. Positive freedom
B. Negative freedom D. Free
_________ 9. Mere incapacity to attain a goal is not lack of political freedom.
A. This statement is true C. This statement is false
B. This statement is not clear D. None of these
_________ 10. This spells out the acceptable limits of interference in individuals’ lives.
A. Higher self C. Lower self
B. Positive freedom D. Negative freedom

Let’s Analyze
Activity 1.2. To further check your knowledge and understanding on the concept of freedom,
you have to analyze and answer the following questions by writing the letter of your answer on
the space provided before each number.

For items number 1-5.

A. Negative Freedom B. Positive Freedom C. None of these

______A___ 1. The state prevented Anchloy from purchasing certain kinds of pornography.
______B___ 2. The state intervenes to prevent, Indatloy, an alcoholic from drinking himself to
death on the grounds that this is what, in his sober and rational moments, he
would clearly desire and so is a basic condition of his gaining true freedom.
___c______ 3. The state protects an alcoholic's freedom to consume huge amounts of
whisky in the privacy of her own home.
____c_____ 4. Gangloy is not tall enough to join the police force.
_____A____ 5. Dainaloy is not permitted to own a handgun.
_____A___ 6. It is an infringement on my freedom to prevent me from engaging in
consensual sado-masochism in the privacy of my own dungeon.
_____A____ 7. Realoy was asked by her boyfriend to stay at home rather than leave the
house.
_____B___ 8. You are forced to study philosophy against your will.
_____C___ 9. A drought lasted for a year in Nesloy’s place. This made their food sources
scarce thus they were not able to eat and buy food.
_____B____ 10. Jessaloy already has a job. She is paid well and has all the benefits.
However, she wants to become a police officer since all her friends have
entered the police service already.

In a Nutshell
My Insight. It has been discussed in the earlier section of this module the concept of freedom
as explained by Isaiah Berlin, a naturalized British philosopher who wrote the essay Two
Concepts of Liberty (1958). His essay discussed the distinction between positive and negative
liberty which remains a basic starting point for discussions of the meaning and value of political
freedom. In this section of the module, you are to analyze a portion of his essay which is
provided below.

You are to put the main point of these lines in your own words. You should not use more than
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

fifty words to do this. Write your insight on a clean piece of yellow paper.

“I am my own master’; ‘I am slave to no man’; but may I not (as Platonists or Hegelians tend
to say) be a slave to nature? Or to my own ‘unbridled’ passions? Are these not so many
species of the identical genus ‘slave’ – some political or legal, others moral or spiritual?
Have not men had the experience of liberating themselves from spiritual slavery, or slavery
to nature, and do they not in the course of it become aware, on the one hand, of a self which
dominates, and, on the other, of something in them which is brought to heel? This dominant
self is then variously identified with reason, with my ‘higher nature’, with the self which
calculates and aims at what will satisfy it in the long run, with my ‘real’, or ‘ideal’, or
‘autonomous’ self, or with my self ‘at its best’; which is then contrasted with irrational
impulse, uncontrolled desires, my ‘lower’ nature, the pursuit of immediate pleasures, my
‘empirical’ or ‘heteronomous’ self, swept by every gust of desire and passion, needing to be
rigidly disciplined if it is ever to rise to the full height of its ‘real’ nature. Presently the two
selves may be represented as divided by an even larger gap: the real self may be conceived
as something wider than the individual (as the term is normally understood), as a social
‘whole’ of which the individual is an element or aspect: a tribe, a race, a church, a state, the
great society of the living and the dead and the yet unborn. This entity is then identified as
being the ‘true’ self which, by imposing its collective, or ‘organic’, single will upon its
recalcitrant ‘members’, achieves its own, and therefore their, ‘higher’ freedom.”

Q & A LIST. This section allows you to list down all emerging questions or issues. Questions or
concerns may also be raised in the Schoology, Facebook messenger, email, etc. If not through
online, you can write your answers in this printed module after clarification. This Q & A portion
will help you in the review of concepts and essential knowledge.

Do you have any questions for clarification?

Questions/Issues Answers
1.

2.

3.

4.

5.

Big Picture B
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

Big Picture in Focus: ULOb. Explain patriotism and nationalism

in the context of Filipino social thinkers.

Metalanguage
In this section, the most essential concepts relevant to the study of nationalism
and patriotism and to demonstrate ULOb will be operationally defined and discussed in
the texts laid in this module to establish a common frame of reference.

Nation – a mass that shares a historical piece of land, common myths and
historical memories, public culture, a common culture and statutory rights and duties for
all its members, a named human population; a community that exists on a piece of land
whose borders have been clearly drawn, that is inspected and monitored by the hand of
an internal state apparatus and foreign states, that obeys a unitary administration.
National Identity – a collective feeling that is based on the belief of belonging to
the same nation or the sharing of qualities that separate them from other nations.

Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes), this part of the
module has laid down the following essential knowledge for you to know the difference
between nationalism and patriotism.

Patriotism?”
- derived from the Greek word patriot, which means “fellow countryman” and partrice,
which means “fatherland” or “country.” Also, to the word pater, which means “father.”

- defined as “love of one’s country” or one’s “country of birth” because it is the land of one’s
forefathers
- includes the love of country of one’s “naturalization” and a “devotion of one’s country.”
- refers to one’s connection to the land of his origin extended toward the people inhabiting
those lands, the customs and tradition.
- comprises love, loyalty, defense, sacrifice, and support of one’s country.
- the courage of national self-determination.
- a predisposition to behave altruistically on behalf of the most comprehensive social
system of which an individual is a member, and emphasizes its inborn nature and
independence of short-term incentives and sanctions.
- one’s “civic devotion” to the state as a political entity while expressing commitment
towards it, thus emphasizes processes of political loyalty and political commitment to the
state.
- a person’s “identification” with social values that are anchored in historical experience
and, in the present, on the existence of a given country.

 Patriotism plays a significant part of fulfilling the needs necessary in one’s person’s life in Maslow’s
motivational theory which are of belongingness, love, and self-esteem
- Specifically, the needs for security, positive identity, effectiveness and control, and
connection to other people
- Connection to one’s identified group has potential to contribute to the satisfaction of each of
these needs. Even when chaos and social disorganization within the group frustrate the
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

basic need for comprehending the world and one’s own place in it, initially individuals tend
to turn to the group in the hope that new vision and comprehension will emerge
- Since patriotism is based on the acquisition of common social values that are reflected in
traditions, rituals, historical events, and other aspect of a collective system of meaning,
which serves as a source of social identity for group members.

 Patriotism also reaches an individual’s self-concept and self-identity

- a group becomes part of individual’s life and they experience themselves as part of the
group.
- as the group often acquires a special status, something larger, greater, and bigger than
individuals - their devotion and service to the group can help them take on a selfless quality
that they usually do not experience when they act to promote their own welfare
- once individuals “categorize” themselves as a group members, awareness of their
membership becomes part of their self-concept, thereby forming their social identity
- patriotism provides the glue that binds together the individual, the group, and the territory in
which the group resides

Patriot
- patriot is someone supports and acts in defense of his/her country and the term generally refers
to a concept of national loyalty.

Three types of patriotism

1. Extreme Patriotism
- extreme, but by no means extremely rare
- adopted too often by politicians and common citizens alike when their country's major
interests are thought to be at stake
- reflected in the saying “our country, right or wrong,”
- gives greater weight to the (substantial) interests of one's country and compatriots than to
those of other countries and their inhabitants whenever these interests come into conflict
2. Moderate Patriotism
- characterized by special concern for one’s country and compatriots, but that will not prevent
one from showing concern for other countries and their inhabitants
- allows for the possibility that under certain circumstances the concern for human beings in
general will override the concern for one's country and compatriots

3. Ethical Patriotism
- A patriot of this, distinctively ethical type, would want to see justice done, rights respected,
human solidarity at work at any time and in any place.
- patriotism would be at work in a concern that her country be guided by these moral
principles and values which is more sustained and more deeply felt than her concern that
these principles and values should be put into practice generally.
- one might not feel great pride in his country's worldly merits and achievements but only be
proud of the country's moral record, when it inspires pride.

Three mechanisms that explains patriotic behavior

1. Association between familiarity and kinship:
2. Matching between:
a. genotype (kin selection and is a product of natural selection) and
b. phenotype (individuals who are not related but engage in altruistic exchanges); and
3. Connection between kinship and location.
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Note: Socialization - is an important instrument in forming feelings of “kinship” and reciprocal altruism.

Four attitudes that elaborates patriotism

1. A special affection of one’s country;
2. A sense of personal identification with one’s country;
3. A special concern for the well-being of one’s country; and
4. A willingness to sacrifice in order to help to promote a country’s good.

Nationalism
- means to give more importance to unity by way of a cultural background, including language
and heritage
- a feeling of national superiority, in contrast to patriotism, which refers to love of nation.
- a “commitment, principle, sentiment, or ideology that nations should be self-governing”
- “an attachment to a nation characterized by a desire to enhance one’s personal welfare and
thus is inherently selfless.”

Two types of attachment to a nation:

a. Sentimental - based on the perception that the group represents (i.e., reflects, extend, or
conforms) personal identity
b. Instrumental - based on the perception that the group meets the needs and interest of its
member
- specifically, the attachment to the homeland reflect the need for self-protection (i.e.,
power, wealth, stability, and continuity)

Why Should We Study Patriotism and Nationalism?

“Upang maitindig natin ang bantayog n gating lipunan,

kailangang radikal nating baguhin hindi lamang ang
ating mga institusyon kundi maging an gating pag-iisip
at pamumuhay. Kailangan ang rebolusyon, hindi lamang
sa panlabas, kundi lalo na sa panloob!”
-Apolinario Mabini
La Revolucion Filipina (1898)
- the goal of good citizen should be to practice the virtue of patriotism.
- Our country, next to God and our parents, is our greatest benefactor
- being the land of our birth and the land where we live, our country deserves our love and
devotion. We should love our motherland not only because it is the source of our very own
existence, but also because we owe allegiance to her in the same way as we owe loyalty to our
God and our parents.

Indigenous Community and Early Filipino Concept of Patriotism

- We can learn so much from our first people (indigenous people) for they had deep intimacy with
the land, which was ingrained in their way of life almost like second nature to them. We can also
gain insights from their tradition so that we can re-orient ourselves to values that are
fundamental in allowing us to demonstrate the makabayan spirit among civilians, most
especially in serving the government

“We own the land and mock us saying, ‘where is your

title?’ when we ask the meaning of your words you answer
with taunting arrogance, ‘where are the documents to
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Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

prove that you own the land?’ Titles? Documents? Proof

of ownership? Such arrogance to speak of owning the land
when we instead are owned by it. How can you own
that which will outlive you? Only the race owns the land
because the race lives forever.”
- Macli-ing Dulag
Kalinga Chief Defender of the Cordillera

 Apo Kabunian – where shall we obtain life? From the land.

- Hence, to work is an obligation and not merely a right. In tilling the land, you posses it; land
is a grace that must be nurtured.

“Land is sacred, land is beloved, and from its womb springs

our Kalinga life.”
 An excerpt from the
presentation of Bro. Carl
Gaspas entitled the Quest for a Mindanao Indigenous Philosophy:

“[In] the words of Datu Kajogjog of the respected Manobo

tribe, ancestral domain is the life and blood of our race.
This was given to us by the Magbabaya so that our race
will live on. Thus, we are ordered by the Magbabaya cares
for us and defend us. When we speak of the right of
self-determination, this is related to our ancestral land.
What else will we manage or care for if our lands are lost,
Not respected, [and] not recognized? How will we ensure
the customs and traditions our very people will live on?
As a nation, have we asked ourselves this question? Do
we enter the uniformed service for the protection of our
motherland or do we do all endeavors for the benefit of
our country and for the betterment of the Filipino nation?

- tantamount to embracing a serious effort to discipline one’s self and dedicate of ones’ efforts
to attaining a good amount of competencies and skills that are necessary in the conduct of
service (bilang ganti),which are tangible, meaningful, moral, and transformative and are done
for the love of country (para sa bayan).
- such an indigenous understanding must be the fountain of one’s desire to serve and protect
his/her motherland beyond regional boarders and ethnicity.
- Though ethnicity must be the source of love for one’s country, it should not be limit of such
love; if we are to be true Filipinos, we must act as one and move as one ethnicity.
- We are “Filipino” by birth and by blood and “Philippines” is our beloved country. Therefore, it is
our duty to defend our country from internal and external threats as this is the only way for us
to preserve our democracy and our identity as “Filipinos.”
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

Self-Help: You can also refer to the sources below to help you further
understand the lesson:
 Rondina, L., Talib, A., Cardinal, R. (2019) Character Formation: Nationalism and
Patriotism. Wiseman’s Book Trading, Inc.
 Inquirer.net. Honoring Macli-ing Dulag, Defender of the Cordillera. Retrieved from
https://newsinfo.inquirer.net/686979/honoring-macli-ing-dulag-defender-of-the-cordillera
 Stanford Encyclopedia of Philisophy. (2009) Patriotism. Retrieved from

Let’s Check
Activity 2.1. In this activity, you have to answer the following questions. Read carefully and
choose the best answer. The space provided before each number is intended for your answers.

_________ 1. According to Apo Kabunian, it is sacred, it is beloved, and from its womb
springs the life of the Kalinga tribe.
A. Nation C. Land
B. Patriotism D. Life
_________ 2. He was the person who laid down his life and stood against the Marcos
regime when the village of Bugnay in Tinglayan, Kalinga was about to be
destroyed in exchange of the Chico dam project of the Marcos government.
A. Apo Kabunian C. Datu Kajogjog
B. Macli-ing Dulag D. None of these
_________ 3. This attachment is based on the perception that the group represents
personal identity.
A. Sentimental C. Instrumental
B. Sympathetic D. Patriotic
_________ 4. The following are the attitudes that elaborates patriotism, EXCEPT:
A. A special affection of another’s country.
B. A sense of personal identification with one’s country
C. A special concern for the well-being of one’s country.
D. A willingness to sacrifice in order to help to promote a country’s good.
_________ 5. This type of patriotism is best reflected on the saying “our country, right or
wrong”.
A. Extreme patriotism C. Moderate patriotism
B. Ethical patriotism D. None of these
_________ 6. It refers to a person who supports and acts in defense of his country or
referred to as national loyalty.
A. Patriotic C. Nationalist
B. Patriotism D. Nationalism
_________ 7. The word patriotism comes from the word “pater” which means_________.
A. fellow countrymen C. fatherland
B. patriotism D. father
_________ 8. Which of the following implies nationalism?
A. People belonging to one’s own country should be considered one’s equal
but not that of other countries.
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____________________________________________________________________________________

B. Tolerates criticism and tries to learn something new from it.

C. Tend to believe in friendly relations with other countries.
D. Values responsibilities rather than just valuing loyalty towards one’s
own country.

_________ 9. This is characterized by special concern for one’s country and compatriots
and also shows concern for other countries and its inhabitants.
A. Extreme patriotism C. Moderate patriotism
B. Ethical patriotism D. None of these
_________ 10. It is an attachment whereby the people believe that being included in a
group would allow one to meet his own need and interest.
A. Sentimental C. Instrumental
B. Sympathetic D. Patriotic

Let’s Analyze
Activity 2.2. In this part of the activity, you are to analyze the following questions, and you have
to choose the best answer. The letter of your chosen answer must be written in the spaces
provided before each number.

Choices for Items Number 1-0

A. Nationalism B. Patriotism

_________ 1. It means to give more importance to unity by way of a cultural background,

including language and heritage
_________ 2. This refers to one’s “civic devotion” to the state as a political entity while
expressing commitment towards it.
_________ 3. It is a predisposition to behave altruistically on behalf of the most
comprehensive social system of which an individual is a member, and
emphasizes its inborn nature and independence of short-term incentives and
sanctions.
_________ 4. It refers to the attachment to a nation characterized by a desire to enhance
one’s personal welfare and thus is inherently selfless.
_________ 5. This pertains to the love for a nation, with more emphasis on values and
beliefs
_________ 6. It is a feeling that one’s country is superior to another in all respects.
_________ 7. This makes one to think only of one’s country’s virtues and not its
deficiencies and can also make one contemptuous of the virtues of other
nations.
_________ 8. The willingness and determination to lay down one’s life for the fatherland—
the constant resolve to sacrifice one’s life and limb for the preservation of the
State.
_________ 9. Only the people belonging to one’s own country should be considered one’s
equal.
_________ 10. Implies a heartfelt dedication for the love, care, and preservation of the
Philippines and everything that is identified with it: the Philippine territory, the
inhabitants, Philippine sovereignty, its government, all things that represent and
symbolize the country; the aspirations, hopes, dreams and needs of the Filipino
people.
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

In a Nutshell
SIGHTING DIFFERENCES. Nationalism and patriotism show the relationship of an individual
towards his/her nation. The two are often confused and frequently believed to mean the same
thing. However, there is a vast difference between these concepts. In this section of the module,
you are to know these differences. A table is provided below for you to copy. Write the
difference between nationalism and patriotism based on the following outlook.

Difference between patriotism and nationalism

Nationalism Patriotism
Derivation of the
word
Definition
Belief about the
country
View on other
countries
Feeling towards life
and country
View on criticism

Q & A LIST. This section allows you to list down all emerging questions or issues. Questions or
concerns may also be raised in the Schoology, Facebook messenger, email, etc. If not through
online, you can write your answers in this printed module after clarification. This Q & A portion
will help you in the review of concepts and essential knowledge.

Do you have any questions for clarification?

Questions/Issues Answers
6.

7.
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College of Criminal Justice
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Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

8.

9.

10.

KEYWORDS INDEX.

A
Freedom

B
Nation
National Identity
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

Course Schedules

UNIT 1
Activity Date Mode of Submission/
Discussion
Class Orientation August 17, 2020 Video Conference via Zoom
Essential Knowledge A August 19, 2020 Refer to the Module,
Textbook, or PowerPoint
Big Picture A: Let’s Check Activities August 24, 2020 Submit via Quipper
Big Picture A: Let’s Analyze Activities August 24, 2020 Submit via Quipper
Big Picture A: In a Nutshell Activities August 26, 2020 Submit via Quipper
Essential Knowledge B Refer to the Module,
August 27, 2020 Textbook, or PowerPoint
Big Picture B: Let’s Check Activities August 31, 2020 Submit via Quipper
Big Picture B: Let’s Analyze Activities August 31, 2020 Submit via Quipper
Big Picture B: In a Nutshell Activities August 2, 2020 Submit via Quipper
First Exam September 4, 2020 Via Quipper
(Friday)

Course prepared by:

RIZALENE D. TATAD
Faculty
 UM BANSALAN COLLEGE
College of Criminal Justice
R. Delos Cientos St., Poblacion Dos
Bansalan, Davao del Sur
(082) 2724080
____________________________________________________________________________________

Course Reviewed by:

NOEL B. LAPAZ, RN, RCRIM

Program Head

Approved by:

JENNY T. HERNAN, MAEd

Dean of College