Azul Learning Module 3

Republic of the Philippines
Province of Batangas
CITY OF TANAUAN
TANAUAN CITY COLLEGE
TANAUAN City of Colors
E-mail: tanauancitycollege@gmail.com Tel. No.: (043) 702 – 6979; (043) 706 – 6961; (03) 706 - 3934
URL: https://www.facebook.com/pages/Tanauan-City-College/554034167997845
Progra Topic: Course Introduction and JPL’s
m: Family Background
Course: JPL’s Life, Works, and Writings Instruct Remedios R. Azul
or:
Code TCCR02 Module 3 Week #: 5-6 # of 11
#: Page:
I. Preliminaries
Introduction to the Module
In this module, we will read two of JPL’s essay and speech about education.
Objective Let us find out the role of education in someone’s life and how it defines our
being patriotic.
Section Topics Learning Outcomes Assessment/ Modality
Evaluation
 Promote group  Essay Writing

1. Principles, solidarity.
 Module
 Speech
Philosophies and  To assess the values Making  Google
Ideals II Classroom/Mee
of our youth for today  Quiz
t
Reading 2: On Education on such topics like  Learning
a. Education and patriotism, future  Canvas
Journal
Practical Life goals and education  Social media
b. True Functions of matters. platforms
Education  To develop critical
and logical thinking
especially in essay
writing activity.
II. Instructions (Keywords and Concepts)
Ethical imperatives- An ethical imperative is a belief or principle which is perceived as extremely

morally necessary.
Raison d’etre- A person’s raison d’etre is their purpose or reason for living.
TANAUAN CITY COLLEGE TCCR02-MODULE 1 JPL’s LIFE, WORKS AND WRITINGS

CITY OF TANAUAN
Content Lecture/ Discussion
Reading 3
EDUCATION AND PRACTICAL LIFE1
In practical terms education for us is merely the making of a good Filipino and life actually
means the solutions of economic problems. Given the raison d’etre of democratic principles
and the ethical imperatives I have discussed elsewhere in this book, the tasks we need to
accomplish if we are to build “University of the Masses” in our country are: (1) The making of a
good Filipino through instruction and training; (2) The making of good “economic man” out of
every Filipino; and (3) The making of a good “universal man” out of every citizen of our
Republic.
To make a good Filipino, we have first to define what by common consent among ourselves a
good Filipino is. A good Filipino is one, who loves his country and people because he knows its
history, because he understands fully what his country’s flag stands for, because he sincerely
appreciates what previous generations of Filipinos, including heroes, martyrs and other great
and distinguished men, did and achieved in the past as a result of which the present is better
than previous times, and tomorrow will surely be better than today. Without this feeling of
continuity and steady progress in the life of the nation, man can be a good man because faith
in God would become meaningless. We all make efforts at improving out lots and conditions in
general, sometimes through great sacrifices because we know, by instinct and by recorded
history of mankind, that life in this world is not an endless treadmill, that backwardness and
stagnation are not the permanent status of men and of any country. A good Filipino therefore
is one who has deep faith in progress though effort, in improvement of everything through
study and hard work.
A good Filipino is also one who cherishes the boons and riches that a kind and generous
Providence has vouchsafed to his nation and homeland because, in the words of Apolinario
Mabini, this is “the only Paradise God hath given thee in this life”; and because the boons and
riches of other lands were obviously not meant for Filipino’s husbanding, sustenance and
enjoyment. Cherishing the boons and riches of his homeland the good Filipino works hard to
utilize them, to develop them to conserve them for future generations of Filipinos, to improve
them and augment them if this can be done. This is the meaning of the common phrase “the
patrimony of our nation” and of the other common phrase “development and conservation of
our natural resources.” A good Filipino protects and preserves the natural resources of his
1
Moral and Education Orientation of Filipinos, first ed., 1955; second ed. 1959; The Lyceum Press, Inc., pp. 33 – 40

CITY OF TANAUAN
homeland against thoughtless or wasteful utilization, against alienation or loss of pilferage,
through unconscionable exploitation by outsiders, or through criminal destruction as when a
man deliberately or through careless destroys a forest by fire or causes the poisoning of the
waters of a lake teeming with edible fish.
Having now defined he indispensible attributes that a good Filipino must have, I may now
discuss briefly the kind of instruction and training that has been given to the young in the
“University of the Masses”. A young pupil will not grow up into a good Filipino, loving his
homeland and protecting and wisely utilizing the natural resources Providence has endowed
his country withy, and ready and willing to defend his country against forces of foreign
aggression or exploitation, if he does not know intimately the true history of his race, his
nation, his people, his country and its institutions.
The Japanese and the English, the Americans and the Germans, in fact, all progressive peoples
of the world are invariably patriotic, hardworking, efficient, and proud of their nationality,
honorable, and most of the time prosperous, because from their tender years they are made
to study, to know by heart the history of their race, homeland, institutions, the lives and
teachings of their heroes, martyrs and other great men, all the sum total of what is called a
nation’s culture; in short, they are also trained very early how to utilize wisely their resources,
how to conserve their natural wealth , and to preserve irreplaceable riches for future
generations. For instance, pollution of a river or brook is a criminal offence in many states of
the Union, reckless and unreasonable killing of game is prohibited in England, and in Japan one
cannot cut down a tree in public forest without planting a new tree to replace it. In England, I
have been told, even the spoliation of the fine natural scenery is prohibited.
This cherishing of one’s natural wealth and wise and careful utilization of natural resources is
taught to the young in all progressive countries. It is time we also inculcate genuine national
pride and faithful cherishing of our national wealth into our young. Needless to say, the
curriculum of the “University of the Masses” that I have in mind will contain suitable material
and effective methods for inculcating genuine love of country and pride of a nation and loving
care of our natural resources into all the pupils so they may be expected to grow up to be
good Filipinos.
After we have succeeded in providing a curriculum and teaching method that can ensure the
instruction and training of our young into good, patriotic Filipinos, the next task we have to
undertake is the making of every Filipino a good “economic man”. I have elsewhere indicated
that economic would not become a problem if every human being produced himself all that he
and his family needed for a comfortable life. And he did not work for anybody else in order to
make a living. Modern society does not permit that kind of life, and so we have many difficult
economic problems.
When I say, therefore, that a Filipino must be instructed and trained to be a good “economic
man”, I merely, mean that he must be prepared to earn a decent livelihood under conditions
which abound in complicated economic problems but that as he works for a living he also
CITY OF TANAUAN
contributes to the solution of these problems. For instance many of our small farmers, even
when they owned the land they till, are not good producers, and cannot make a decent
livelihood, because they are untaught of good farming science and technology. And one of our
serious economic problems is low production per unit of investment in man – hours of labor,
in land cultivated, in money spent for seeds, fertilizers and other requirements of production
In other words, most of our workers on the land not only fail to derive comfortable livelihood
from their labors, but also do not contribute to the solution of one of our serious economic
problem – under production and inefficient production. They are not good “economic men”.
How, then, may we instruct and train good “economic men”? in the matter of small scale
farming, we may emulate the Japanese who, on less than two acres of land can produce three
or four times what a Filipino can get from the same piece of land.
The Japanese do it by using all the scientific know-how that they can acquire or that the
government can put at their disposal, by intense cultivation and loving care of the crop, by
ceaseless experimentation on how best to coax the soil to give the maximum yield.
Incidentally, also the Japanese farmer always cooperates with the neighbor farmer, the
communities as a whole in turn cooperates with every farmer and the government, in its own
turn, cooperates with all groups engage in all sorts of economic enterprise. In short, from the
individual up to the whole nation, and from the national government down to the humblest
individual, there is coordination, discipline, organization and purpose, all aimed at making
every Japanese a good “economic man.”
In the matter of crafts and industrial production, we may, in instructing and training our young
to become a good “economic men”, emulate what are called the Folk High Schools of
Denmark. In that country, every section or are, or what corresponds to our barrio, has an
organized economic life, based on the cooperative principle. Each such section or are has one
or more Folk High Schools. The curriculum in each school is based on the needs and problems
and natural resources of the locality. The pupils are first of all made literate – that is, they are
taught reading, writing and arithmetic, then they are made into good Danes through intensive
teaching of Danish history, literature, and the achievements of the Danish people since ancient
times. They are thus sure of growing up into proud and patriotic Danes who also cherish the
beauties and natural resources of their homeland which, by the way, compared to those that
we have in the Philippines, are rather very meager.
Then they are taught to become “economic men.” They are apprenticed in the cooperative or
cooperatives of the locality; sometimes a Folk High School itself has a cooperative. If it is dairy
products locality, the local cooperatives produce dairy products; if it is a fishing locality, the
local cooperatives are either those fishermen, or of those who preserve fish. The student
continues his work in his school, such as studying physical and natural sciences, social sciences,
philosophy, literature, etc., but he also part- time worker in the cooperative.

CITY OF TANAUAN
When he finished his schooling, he becomes merely a full – time worker in a cooperative
where he has already acquired while a student. Nobody leaves school to face unemployment
or frustration. If the student after finishing in a Folk High School, wants to continue to college,
both his academic training and his cooperative experience have adequately prepared him for
college work, and for earning his expenses, even partly, if he has spare time work. Under such
system of education which is married to economic needs of the people, mass unemployment
is seldom, if ever a problem.
The Japanese and the Danes are instructed and trained from early youth to become “good
economic men”, it is, I believe quite feasible for us to adopt, subject always to necessary
modifications, the system of education that they have evolved and which has produced good
Japanese and Danish citizens who are also Japanese and Danish “economic men”.
Our third task in the “University of Masses” is the making of each Filipino youth into a good
universal man. Here the matter is relatively simple. All we need to do is select from our
existing curricula and methods in our different schools, college and universities, public and
private, those materials and technique that are helpful in giving even a humble citizen a good
understanding of proper relationship with other peoples, an awareness of the universal values
if what is called civilization, and some abiding appreciation of art and science, philosophy,
religion and world literature.
For the fact of the matter is, if I may say so in all frankness, “our present educational
system is topsy – turvy in the sense that all along we have been trying to make of the Filipino a
good “universal man” but we have been neglected to make him first a good Filipino and a good
“economic man”. We should now reverse he process so that we can make some progress, so
that we may solve our numerous social and economic problems, so may stop being [a]
confused and aimless nation. Let us, through the “University of the Masses” make every
Filipino good Filipino, every Filipino a good “economic man” and then every Filipino also a
“universal man”. This is the sum total of education and practical life.
Reading 4
THE TRUE FUNCTIONS OF EDUCATION2
A life that is not consecrated to a great ideal is like a stone wasted in the fields, without
becoming a part of any edifice
- Jose Rizal
I am one of those who believe that we must fight Communism with all the means at our
disposal. But as a humble Filipino who has had some experience in the educational service of
2
Bread and Freedom: Jose P. Laurel; pp.98 – 102

CITY OF TANAUAN
our people during the past thirty years – a full generation – I must agree with those who would
make of our educational system nothing but a crude weapon for propaganda. Education has
not been conceived by mankind to fight against anything except ignorance. Its main function is
to enlighten, to develop, to build, not to fight or to destroy. Education is a constructive force,
perhaps the greatest and noblest constructive force ever set in motion by the mind of man.
To those who have become quite upset by the treat of Communism, let us advice calm
and self – examination. Let us remind them that, perhaps, it is their misdeeds, their failure to
help and to serve the people, rather than the nature of our educational system that has been
responsible for much of the tendency among our disinherited class to fall prey of Communist
ideas. To such people, let us say:” Don’t make the educational system your scapegoat for the
mistakes that you have committed.”
Not that I consider our present educational system perfect, or even good enough. What
I mean is that it should not be perverted into a propaganda instrument, into a tool to fight
anything other than ignorance. As a matter of fact, I have my own serious criticisms not only
against our present educational system but also against some of the educational theories that
have been purveyed to our people in recent years.
More than once in the recent past, especially in a speech before the Association of the
University Professors in May 1951, and in my commencement address at the University of the
East in March, 1952, I expressed strong opinion against petty – minded educational officials as
well as against the high – sounding educational nostrums here and abroad that many of our
educators seem to accept without criticisms. In an article published in Manila Times, April 29,
1953, I said:
Petty problems (of education), not the really big ones, engross our
Attention and scatter our effects. How much time and energy have
we not dissipated on such petty problems as: Shall we require this
language, or that subject, or not? Shall we abolish this bureau
of the department of education or not? In theme an time, the
problem that is really important remains unsolved; namely,
the problem of providing an education that is responsive and
adequate to the nature, the demands, and the idiosyncrasies and
aspirations of our people – the Filipino people. And I say that this is a
problem which is none but the Filipinos alone, and by themselves,
can and must face and solve.
Before the Philippine Association of the University Professors, I reviewed briefly some
of the catchwords and slogans formulated in recent years, in the course of the commendable
efforts of thinkers and reformers to bring about earlier realization of the Christian goal of
university and the world integration. Here are some of them, and my comments on them.
Education for Peace. This has been a rallying cry heard from the educational
CITY OF TANAUAN
institutions all over the world in the last 20 years or more; that is to say, after the bitter
disillusionment of lovers of peace and democracy after the World War, and yet, wars have
become more frequent. There have been two world wars in less than a generation, and there
are wars in various parts of the world today (1953).
Education for Freedom. This is another educational watchword in recent years. It is an

appealing and comforting slogan, and yet, millions of people all over the world are languishing
today under some form of political, economic or social servitude. Millions of the masses in the
Philippines and other underdeveloped countries never receive the boons of education; let
alone what is supposed to be called “educational freedom.”
Education for Democracy. Here is another slogan that has become current in many
countries, especially since the inception of what is commonly known as the “cold war”. It is the
title of many books and pamphlets written and distributed in many countries threatened with
Communism. And yet, what is meant by education for democracy for whom? For the small
class of well – to – do people in a country, or for all, regardless of social station? The truth of
the matter is, to many people democracy is not a fixed formula and oftentimes those who talk
loudest about democracy are the ones who least understand, or practice, its principles and
processes. For instance, some colonial powers preach democracy, and their citizens at home
enjoy democracy, but they maintain their sovereignty over large populations in direct violation
of the democratic principle of “the consent of the governed.”
Education for universal citizenship, for universal brotherhood. This is a most thrilling
slogan, especially for millions in many parts of the world who are weary of conflict, who hate
war as a useless carnage, who are eager to see the end of the “dog – eat – dog” practices in
economic competition and rivalries, and who have suffered bitterly from the intolerance and
racial discrimination of more advance people. Surely, we are very far today from the reality of
universal brotherhood preached by Jesus Christ.
What is the use then of all these catchwords and slogans that our educational leaders,
who fly back and forth frequently between Manila and foreign capitals, and talking every time
they return as though they brought a message of salvation for our people from the gods of
wisdom abroad? And, yet, inspite of such frequent missions to what may be called the modern
Oracles of Delphi, our people do not get the education that they need, the administration
cannot even give all of the children of school age the free primary education that is ordained
by the Constitution.
There are not even enough schoolhouses for children, and in any province of Batangas,
Parents – Teachers Association have had to raise funds in order to build some; there are not
enough well – trained teachers for the public schools, and the small number now in the service
cannot be paid a decent salary. If instead of consulting the “Oracles of Delphi” abroad, our
leaders would only work harder and concent had greater faith in ourselves, if we were only
more obedient to our own Constitution, we would perhaps be much better off than we are
today.
Our Constitution (Section 5 , Article XIII, General Provisions) ordains: “All schools should
aim to develop moral character, personal discipline, civic conscience, and vocational efficiency,
and to teach the duties of citizenship.” How has this mandate of the constitution been obeyed,
CITY OF TANAUAN
or carried out by the powers that be? Certainly not in any manner that could bring satisfactory
results.
How can our schools develop moral character among the young, when the schools
themselves have become the centers of shocking scandals in such matters as procurement of
supplies, the selection of textbooks, or in the case of private education, and the diploma mills?
And, where will both teachers and pupils get the inspiration for developing moral character
when they see all around them high officials who have been involved in all sorts of
irregularities.
Every right – thinking person knows that “an ounce of character is worth more than a
ton of Knowledge”, especially if the knowledge is merely used for more refined racketeering
purposes, and even if knowledge happens to come from foreign “Oracles of Delphi” abroad.
The truth is, the wonderful institution established by mankind, known as education, can
have only one function that is the pursuit, in the words of Mabini, of truth, honor and justice.
It can only have one sublime and overriding purpose: the recognition and dignification of the
human personality. Education is not meant for propaganda, for fighting against ‘isms: is
meant, if ‘isms are concerned, to examine them dispassionately and then evaluate their
propriety; is meant or cultivating man so that he will love truth and honor and loving these,
will always behave and act with justice to himself and to his fellowmen.
Mabini, in his “Rise and Fall of the Philippine Revolution,” wrote the following precepts
which, to my knowledge, have not been matched in beauty and nobility by any of the gaudy
and high sounding pronouncements that have come from the foreign oracles. “True honor is
gained by cultivating our intellects in order to learn to know the truth, and educating our
hearts to accustom them to love it. Through knowledge of the truth we come to know our
duties and justice, and by complying with our duties and doing justice we shall be respected
and honored, whatever stations in life.” And to those sublime words of Mabini on the meaning
and purpose of education, let me add his famous precept on patriotism which our men in
public life are only too prone these days to forget or ignore. “He alone,” said Mabini,
“possesses true patriotism who, whatever the position he fills, be it high or low, strives to do
for his countrymen the most good possible.”
And how pertinent is this sublime admonition of Mabini – to quote him once – “Let is
never lose sight of the fact that we are on the first step of national life, that we are called upon
to go up, and that we can only ascend by the ladder of virtue and heroism; above all, let us not
forget that if we do not grow, we must die without having been great, without being able to
reach manhood (as a people) which is the way of the degenerate race.”
In our quest for the suitable type of education for our people, I am convinced more
CITY OF TANAUAN
than ever before, that we have to look for the geniuses of our own race for inspiration and
enlightenment, to the great Filipinos of the past, for a reinvigorated morality and sense of
justice that alone can truly bring us salvation, freedom and happiness.
When all is said and done, we cannot defeat Communism if we do not practice justice,
we cannot be good democrats if we have no virtue and honor; and we cannot subdue the
forces of gross and ruthless materialism with corrupt, tarnished and dishonest weapons. We
cannot ascend the mansion of progress except “by the ladder of virtue and heroism.”
III. Viable and vibrant Activities
Description of the Learning Activities
Activity 1
Essay Writing (please refer to READING 3: EDUCATION AND PRACTICAL LIFE)
Purpose:
 To assess the values of our youth for today on such topics like patriotism, future goals and education
matters.
 To develop critical and logical thinking especially in essay writing activity.
Write an essay about the following topics below: (minimum of 200 words for each topic)
1. How can a Filipino love his country?
2. How are the times then and now? What do you think will happen in the future?
3. How can education make this country better than before?

CITY OF TANAUAN
4. Which is more important, years in school (K+12 agenda) or quality of education?
Activity 2
Answer the following questions below and develop a SPEECH out of it. Present your speech in
the class.
1. Give your own definition of virtue and justice.
2. What is moral fiber?
3. Describe today’s youth and yourr possible future.

CITY OF TANAUAN
iV. Opportunity to reflect and articulate students’ acquired knowledge.
Purpose of the activity
1. To assess the values of our youth for today on such topics like patriotism, future goals and
education matters.
2. To develop critical and logical thinking especially in essay writing activity.
Criteria for Evaluation
Speech Rubric
Criterion Rating Rating Rating Rating Score
Excellent Good Satisfactory Needs Improvement
Points 10-9 Points 9-8 Points 8-7 Points 7-6
Introduction (1) Gets attention Meets any three of Meets any two of the Meets only one of the
(2) Clearly identifies topic the four criteria four criteria four criteria
(3) Establishes credibility
(4) Previews the main points
Body Main points are clear, Main points are Main points Main points
well supported, and somewhat clear, need clarity are not clear
sources are documented some support, and and support and have no support
some lack of and no sources or
documentation sources and documentation
documentation
Conclusion (1) Reviews main points Reviews main Brings closure Does not bring closure;
(2) Brings closure points , brings the audience is left
(3) Memorable closure hanging
Eye Contact Eye contact with audience Eye contact with Eye contact with Little or no eye contact
virtually all the time (except audience less than audience less than
for brief glances at notes) 80% of the time 75% of the time
Use of Language Use of language contributes Use of language Use of language Use of language is
to effectiveness of the does not have causes potential inappropriate
speech, and vocalized pauses negative impact, confusion, and/or
(um uh er etc.) and vocalized vocalized pauses
not distracting pauses (um uh er etc.)
(um uh er etc.) are distracting
not distracting
Body language Body language, gestures, and Body language, Body language, Body language,
facial expressions gestures, and facial facial expressions and gestures, and
adds greatly to the message expressions gestures facial expressions are
compliment lack variety and lacking or inappropriate
message spontaneity
Clarity Speaks clearly and distinctly Speaks clearly and Speaks clearly and Often mumbles or can
all the time with no distinctly nearly all distinctly most of the not be understood with
mispronounced words the time with no time with no more more than three
more than one than two mispronounced words
mispronounced mispronounced words
word
Topic is specific, Topic is specific, Topic is clear Topic lacks clarity No specific purpose--
follows assignment appropriate and appropriate and and focus inappropriate for
Adapted to adapted somewhat adapted needs adapting to audience or
audience audience occasion

CITY OF TANAUAN
Visual Aids Visual aids well chosen and Minor problems Significant problems No visual aids
presented with visual aids with visual aids
Time Within allotted time Within 10% of Within 20% of allotted Not within 20% of
allotted time time allotted time
(Adapted from Dan Rooney)
Please refer to student’s Learning Journal
IV. Textbooks and other References
JPL Workbook, LPU

Azul Learning Module 3

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Azul Learning Module 3

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

 Promote group  Essay Writing

II. Instructions (Keywords and Concepts)

Ethical imperatives- An ethical imperative is a belief or principle which is perceived as extremely

TANAUAN CITY COLLEGE TCCR02-MODULE 1 JPL’s LIFE, WORKS AND WRITINGS

Content Lecture/ Discussion

TANAUAN CITY COLLEGE TCCR02-MODULE 1 JPL’s LIFE, WORKS AND WRITINGS

TANAUAN CITY COLLEGE TCCR02-MODULE 1 JPL’s LIFE, WORKS AND WRITINGS

TANAUAN CITY COLLEGE TCCR02-MODULE 1 JPL’s LIFE, WORKS AND WRITINGS

Education for Freedom. This is another educational watchword in recent years. It is an

III. Viable and vibrant Activities

Description of the Learning Activities

1. How can a Filipino love his country?

3. How can education make this country better than before?

4. Which is more important, years in school (K+12 agenda) or quality of education?

1. Give your own definition of virtue and justice.

2. What is moral fiber?

3. Describe today’s youth and yourr possible future.

TANAUAN CITY COLLEGE TCCR02-MODULE 1 JPL’s LIFE, WORKS AND WRITINGS

iV. Opportunity to reflect and articulate students’ acquired knowledge.

Purpose of the activity

Criteria for Evaluation

TANAUAN CITY COLLEGE TCCR02-MODULE 1 JPL’s LIFE, WORKS AND WRITINGS

(Adapted from Dan Rooney)

Please refer to student’s Learning Journal

IV. Textbooks and other References

JPL Workbook, LPU

TANAUAN CITY COLLEGE TCCR02-MODULE 1 JPL’s LIFE, WORKS AND WRITINGS

You might also like