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TRENDS, NETWORKS, AND

CRITICAL THINKING IN
THE 21ST CENTURY
12
Trends, Networks, and Critical Thinking in the 21st Century – Grade 12
Quarter 3 – Module 13: Title: Discuss briefly the concept of the imagined
community/ies.

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Trends, Networks, and Critical
Thinking in the 21st Century 12
Quarter 3
Self-Learning Module 13
The Concept of the Imagined
Communities
Introductory Message

For the Facilitator:

Welcome to the Trends, Networks, and Critical Thinking in the 21st Century-
Grade 12 Self-Learning Module on Discuss the different contributions of the parts to
a whole and the important role of creative imagination in putting together the various
parts of a whole!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to the Trends, Networks, and Critical Thinking in the 21st Century
Self-Learning Module on The Concept of the Imagined Communities!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

Based on Most Essential Learning Competency, the learners will be able to

discuss the different contributions of the parts to a whole and the important
role of creative imagination in putting together the various parts of a whole
through the following:

1. Discuss briefly the concept of the imagined communities.

2. Understand the application and usage of imagined communities in

daily lives.

3. Answer the Pretest, series of activities and Posttest honestly.

PRETEST

Directions: Identify the corresponding equivalent or meaning of each number

and write to the space provided. (10 points).

________ 1. 4 5 13 15 3 18 1 3 25
________ 2. 6 18 5 5 4 15 13
________ 3. 9 13 1 7 9 14 5 4 3 15 13 13 21 14 9 20 9 5 19
________ 4. 2 5 14 5 4 9 3 20 1 14 4 5 18 19 20 15 14
________ 5. 10 15 19 5 18 9 26 1 12
________ 6. 14 1 20 9 15 14 1 12 9 19 13
________ 7. 14 1 20 9 15 14
________ 8. 19 15 12 9 4 1 18 9 20 25
________ 9. 9 4 5 14 20 9 20 25
________ 10 5 4 19 1
Commented [CM1]: Sir Rob I suggest we can put a guide
or example to better understand the given activity
 RECAP
Directions: Match Column A with the correct answer on column B. write
only the letter of answer on the blank provided. (5 points).

Column A. Column B.
______ 1. Anti-government protests A. 2021 Myanmar
started in June 2019 protest
against plans to allow
extradition to mainland
China
______ 2. Considered as one of the B. Hongkong
largest social movements in protest
United States of America.

_______ 3 Highlighted over the years, C. Global Youth

as participating Movement
communities switched off
lights at home for at least
one hour, turning entire
streets, buildings, and city
skylines dark
______ 4. Domestic civil resistance D. Earthhour
efforts as opposition to the
coup d'état staged by Min
Aung Hlaing and protesters
demanded for immediate
release and reinstatement
of Aung Sun Suu Kyi, Win
Myint, and other detained
individuals, and the called
for restoration of democracy

______ 5. Protesting Climate Change, E. Black lives

Young People Take to matters
Streets in a Global Strike
 LESSON

Imagined Communities
Benedict Anderson’s remarkable book Imagined Communities reshaped
the study of nations and nationalism. Strikingly original, it broke with
previous over-emphasis on the European continent and falsely polarized
arguments as to whether nations were always already in existence or mere
epiphenomena of modern states.
Imagined Communities stimulated attention to the dynamics of socially
and culturally organized imagination as processes at the heart of political
culture, self-understanding and solidarity. This has an influence beyond the
study of nationalism as a major innovation in understanding ‘social
imaginaries’. Anderson’s approach, however, maintained strong emphases on
material conditions that shape culture, and on institutions that facilitate its
reproduction — from newspapers and novels to censuses, maps, and
museums (Calhoun, 2016).
Benedict Anderson’s Imagined Communities was published in 1983,
giving a breath of fresh air to a discussion of nationalism that hadn’t seen
really major new ideas in at least a generation. Analysis was mired in old
debates over primordial identities vs invented traditions, nationalism as
cultural inheritance vs reflection of modern state making, mere false
consciousness vs powerful political factor.
Benedict Anderson is one of the most important theorists of modern
nationalism. Nationalism, argues Anderson, is a story of national origins that
creates imagined community amongst the citizens of the modern state. Here,
he explains the sense in which the nation is an ‘imagined community:

“The nation is imagined as limited because even the largest of them,

encompassing perhaps a billion living human beings, has finite, if
elastic boundaries, beyond which lie other nations … It is imagined as
sovereign because the concept was born in an age in which
Enlightenment and Revolution were destroying the legitimacy of the
divinely-ordained, hierarchical dynastic realm …”
“Finally, it is imagined as community, because, regardless of the actual
inequality and exploitation that may prevail in each, the nation is
always conceived as deep, horizontal comradeship. Ultimately it is this
fraternity that makes it possible, over the past two centuries, for so
many millions of people, not so much to kill, as willingly to die for such
limited imaginings …”
What is Imagined Communities

The concept of Imagined communities highlighted three important

definitions on the following:

1. The ontological community solidarity. The notion is best captured in

Andersons quote; “all communities larger than primordial villages of
face-to-face contact (and perhaps even these) are imagined…it is
imagined because the members of even the smallest nation will never
know most of their fellow-members, meet them, or even hear of them,
yet in the minds of each lives the image of their communion”
(Anderson, 1983: p.15).

Example: The Figmentum Project: Appropriating Information and

Communication Technologies to Animate Our Urban Fabric
(Morgan, 2009).
The study explores how we may design located information and
communication technologies (ICTs) to foster community sentiment.
It focuses explicitly on possibilities for ICTs to create new modalities
of place through exploring key factors such as shared experiences,
shared knowledge and shared authorship. To contextualize this
discussion in a real world setting, this chapter presents
FIGMENTUM, a situated generative art application that was
developed for and installed in a new urban development.
FIGMENTUM is a non-service based application that aims to trigger
emotional and representational place-based communities. Out of
this practice-led research comes a theory and a process for
designing creative place-based ICTs to animate our urban
communities

2. Group of people who even if they have never met, belong to a

community with similar interests. It is a concept initially employed by
Benedict Anderson to define identity and nation (IGI Global).

Example: The Creation of Online Communities and Social

Networking Sites based on Constitutive Elements of Identity
(Androniki Kavoura, 2016).
The study employs theories of nationalism that define identity and
its contributing elements that connect people together to offer an
interpretative tool for examination of online communities and social
networks. The sense of belonging or the sense of community may
contribute to the structure of networks where online communities
are created. Concepts which are employed in the creation of nations
-the existence of the ‘significant other’ with whom one differentiates
him/herself, the use of specific symbols such as language, the role
of mechanisms for preserving such a sense of community-, may well
account for the way networks and online communities can be
created and maintained bringing together members. These
 members can be consumers of e-retailers. Marketing managers may
benefit from the creation of online brand communities based on
these concepts in order to establish strong relationships with loyal
customers for their e-commerce activities.

From a theoretical viewpoint, the study aims to examine and

synthesize the literature of nationalism into a set of propositions
about how the processes seen in the evolution of nationalism may
help us understand the creation and maintenance of online
communities and the structure of networks. Author, argue that
both online communities and networks base their existence on the
concept of identity and its constitutive elements. This takes place
from a multidisciplinary and interdisciplinary approach, since
social and behavioral sciences but also computer sciences are
brought together. An online community can have strong bonds
among its members if it takes into consideration the:

A. The sense of belonging,

B. The presence of the ‘significant other’ that allows the
community to define itself and set its boundaries,
C. The use of symbols and association of ideas among
members,
D. The existence of specific people who play the role of
experts, have a high degree of connectivity within a
network and may lead the online communication.
These are concepts from the social and behavioral
sciences which may be combined with
E. The degree of ‘centrality’, that is, how close one is to the
others within a network, to borrow the concept from
networks and computer sciences.

3. It is imagined as a community, because, regardless of the actual

inequality and exploitation that may prevail in each, the nation is
always conceived as a deep, horizontal comradeship. Ultimately it is
this fraternity that makes it possible, over the past two centuries, for
so many millions of people, not so much as to kill, as willing to die for
such limited imaginings (Anderson, 1991: p.7).

Ex: The Philippine experience in different forms of revolution and

mass struggles.
A. Reflections on Agoncilloʼs The Revolt of the Masses and the
Politics of History (Reynaldo C. Illeto, 2011).

Depicting the story of struggles by Filipino during Spanish

time that ended into the creation of Katipunan movement by
Andres Bonifacio.

B. Noli Me Tangere and El Filibusterismo (Jose P. Rizal).

 Books written by Jose P. Rizal highlighting Filipino
experience during the Spanish time that symbolically uplift
the masses to be enlightened to pursue freedom.

C. The Philippine Revolution of 1896. Ordinary Lives in

Extraordinary Times (Tapales, 2001).

Article written based on true stories of people on the ground.

How different people contributed to restoration of freedom
and reconstruction of nationhood.

D. 1986 EDSA People Power, The Philippines.

A history of the Philippine political protest, during those

momentous four days of February 1986, millions of Filipinos,
along Epifanio de los Santos Avenue (EDSA) in Metro Manila,
and in cities all over the country, showed exemplary courage
and stood against, and peacefully overthrew, the dictatorial
regime of President Ferdinand E. Marcos. More than a defiant
show of unity—markedly, against a totalitarian rule that had
time and again proven that it would readily use brute force
against any and all dissenters—People Power was a
reclaiming of liberties long denied. The millions that gathered
for the 1986 People Power Revolution—the culmination of a
series of public protests, often dispersed if at all given leave—
was a nation wresting itself, as one, back from a dictator
(www.officialgazette.gov.ph)

Imagined communities defines the nation as an "imagined political

community": imagined because the members of the smallest nation will
never know most of their fellow-members, meet them or even hear of them,
yet in the minds of each lives the image of their communion. A nation exists
when a significant number of people in a community consider themselves
or, in other words imagine themselves as to form a nation, or behave as if
they formed one (people.ucalgary.ca, n.d.).
 ACTIVITIES

ACTIVITY 1

Directions: Draw your concept of imagined communities in Pasig City or in the place
your residing. Use extra bond paper if needed.

Concept of Imagined Communities

ACTIVITY 2 (Culminating Output)

Directions: Draw your own River of Life based on your understanding of imagined
communities. Follow the Five Steps provided. Use extra bond paper if needed.
Step 01: Reflect

Think about the course of your life. Take a moment to consider the following
questions:

a. If your life were a river, what shape would it take?

b. Where are the bends and turns, when your situation or perspective
changed? Was the transition smooth or sudden?
c. Are there rocks or boulders — obstacles or life-altering moments —
falling into your river?
d. Are there points at which it flows powerfully and purposefully or slows
to a trickle?

Step 02: Frame

On the last page of this guide, begin to chart your river of life with its bends and
turns, smooth waters and rough spots, strength and vitality.

a. Label your approximate age and/or dates along the flow of your river.
b. Identify various key events in your life that shape your story — the
boulders in the river or places where the river changes course.
c. If you were to divide your life journey into sections, where would the
divisions occur?
 d. Name each section of your life river.

Step 03: Guide

Think about the various people who have accompanied you along this river’s journey.
Record these key relationships and losses in the appropriate places on your river of
life. If you wish, you can also record thoughts and feelings attached to these
relationships.
a. What relationships have been most significant at different positions in
your life?
b. Who has most shaped you?
c. Have there been significant losses of relationships along the way?
d. What groups or communities of people were most important?

Step 04: Contextualize

Reflect on your life’s journey and trajectory. Using words and/ or symbols, place life
events in the appropriate locations on your diagram.

a. Are there times of significant pain or suffering — yours or others’ —

that shape the flow of your life river?
b. What was going on in the world — locally, regionally, or around the
world — that shape the flow of your life river?

Step 05: Evaluate

Note what has been important to you.

a. What values, commitments, causes, or principles were most important

to you at a given point in your life?
b. Toward what goals, if any, were your primary energies directed? Or,
metaphorically speaking, what purposes and ends helped to shape the
flow of life waters at a given time in your experience?
As you finish depicting your river of life, review the whole diagram. Do its symbols
and words seem to portray how you think and feel about the whole of your life? Is
there some important element left out? Make adjustments as needed. Remember that
no diagram can possibly capture all that shapes your journey.

River of Life
 WRAP-UP

Directions: Complete the sentences.

I have learned that…

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

VALUING

"Mamamatay akong hindi man lang makikita ang ningning

ng bukang-liwayway sa aking Bayan. Kayong mga
makakakita, salubungin ninyo siya at huwag ninyong
kalimutan ang mga taong nalugmok sa dilim ng gabi."
- Jose Rizal (as Elias, Noli Me Tangere).

POSTTEST

Directions: Identify the following concepts related to the discussion. Write A

if the concept represents imagined communities and B if the concept does not
represent imagined communities. Write the answer in the space provided. (10
points)

_________ 1. Nationalism
_________ 2. Discrimination
_________ 3. Netizens
_________ 4. Racism
_________ 5. Sharing of culture
_________ 6. Democracy
_________ 7. Freedom
_________ 8. Oppression
_________ 9. Identity
_________ 10 Respect

References
Online Articles and Blogs

1. Anderson, Benedict (1983). Imagined Communities: Reflections on the

Origin and Spread of Nationalism. London: Verso. Retrieved from
www.sagepub.com
2. Anderson, Benedict (1991). Imagined Communities: Reflections on the
Origin and Spread of Nationalism. Retrieved from
https://newlearningonline.com/new-learning/chapter-4/anderson-
on-the-nation-as-imagined-community
3. Anderson, Benedict (n.d). Key Thinkers on Space and Place.
https://www.sagepub.com/sites/default/files/upm-
binaries/9613_020037ch1and2.pdf
4. Calhoun, Craig (2016). The Importance of Imagined Communities – and
Benedict Anderson. Debats. Journal on Culture, Power and Society, 1,
11–16
5. Morgan, Colleen (2009). The Figmentum Project: Appropriating
Information and Communication Technologies to Animate Our Urban
Fabric. Handbook of Research on Urban Informatics: The Practice and
Promise of the Real-Time City, Australia. Retrieved from
https://www.igi-global.com/chapter/figmentum-project-
appropriating-information-communication/21799
6. Kavoura, Androniki (2016). The Creation of Online Communities and Social
Networking Sites based on Constitutive Elements of Identity. Encyclopedia of
E-Commerce Development, Implementation, and Management, Greece.
Retrieved from https://www.igi-global.com/chapter/the-creation-of-online-
communities-and-social-networking-sites-based-on-constitutive-elements-of-
identity/149093
 7. IGI Global (n.d). Definition of Imagined Communities. IGI Global,
Publisher of timely knowledge. Retrieved from https://www.igi-
global.com/dictionary/imagined-communities/13852
8. Ileto, Reynaldo C. (2011). Reflections on Agoncilloʼs The Revolt of the Masses
and the Politics of History. Southeast Asian Studies, Vol. 49, No. 3, December
2011. Retrieved from https://kyoto-seas.org/wp-
content/uploads/2012/03/490306.pdf
9. People ucalgary (n.d.). Imagined Communities.
https://people.ucalgary.ca/~bakardji/community/imagined_communities.h
tml
10. Tapales, Proserpina Domingo (2001). The Philippine Revolution of 1896.
Ordinary Lives in Extraordinary Times. Ateneo de Manila University Press,
2001. Retrieved from
file:///C:/Users/John%20Robert%20Robas/Downloads/moussons-
2777.pdf
11. Official gazette (n.d.). A history of the Philippine political protest.
Retrieved from https://www.officialgazette.gov.ph/edsa/the-ph-
protest/

KEY TO CORRECTION

PRE-TEST ANSWER KEY

1. DEMOCRACY
2. FREEDOM
3. IMAGINED COMMUNITIES
4. BENEDICT ANDERSON
5. JOSE RIZAL
6. NATIONALISM
7. NATION
8. SOLIDARITY
9. IDENTITY
10. EDSA

RECAP
1. B 2.C 3.A 4. E 5.D

POST TEST ANSWER KEY

1. A 2.A 3.A 4.B 5.A 6.A 7.A 8.B 9.A 10.A