CHAPTER V

RELATED PHILIPPINE LAWS THAT PROMOTES NATIONALISM AND PATRIOTISM

Learning Objectives:
At the end of this chapter the students should be able to:
1. Recognized different laws that promote nationalism and patriotism in the Philippines.
2. Discuss Gender and Development and its related laws.

Learning Content:
1. Republic Act No. 10086 – An act strengthening people’s nationalism through Philippine history by changing the
nomenclature of the National Historical Institute into the National Commission of the Philippines, strengthening
its powers and functions, and for other purposes; also known as the Philippine Cultural Heritage Act of 2010.
2. Republic Act No. 8044 – also known as the Youth in Nation-Building Act; an act creating the National Youth
Commission, establishing a National Comprehensive and Coordinated Program on Youth Development,
Appropriating funds therefore, and for other purposes.
3. Republic Act No. 1425 – an act to include in the curricula of all public and private schools, colleges and
universities courses on the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El
Filibusterismo, authorizing the printing and distribution thereof, and for other purposes.
4. The 1987 Constitution
5. Republic Act No. 10390 – an act amending Republic Act No. 7306, entitled “An act providing for the
establishment of the people’s television network, incorporated, defining its powers and functions, providing for
its sources of funding and for other purposes”; also known as “An act Revitalizing the People’s Television
Network, Incorporated”.
6. Republic Act No. 9512 – approved last December 12, 2008; also known as “An act to promote environmental
awareness through environmental education and for other purposes or the National Environmental Awareness
and Education Act of 2008”.
It is an act to promote environmental awareness through Environmental Education (EE) and covers the
integration of EE in the school curricula at all levels, be it in public or private, including daycare, preschool, non-
formal, technical, vocational, indigenous learning and out-of-school youth courses or program.
Section 6 of the Act says that DepEd, CHED, TESDA, DENR, DOST and other relevant agencies, in
consultation with experts on the environment and the academe, shall lead in the implementation of public
education and awareness programs on environmental protection and conservation through collaborative
interagency and multi-sectoral effort at all levels. It also declares November as the Environmental Awareness
Month in the Philippines.

GENDER AND DEVELOPMENT

Philippine Commission on Women defined Gender and Development as the development perspective and
process that is participatory and empowering, equitable, sustainable, free from violence, respectful of human rights,
supportive of self-determination and actualization of human potentials.
Gender and Development (GAD) approach focuses on the socially constructed basis of differences between
men and women and emphasized the need to challenge existing gender roles and relations.
GAD was developed in the 1980’s as an alternative to the Women in Development (WID) approach. Unlike
WID, the GAD approach is not concerned specifically with women, but with the way in which a society assigns roles,
responsibilities, and expectations to both women and men. GAD applies gender analysis to uncover the ways in which
men and women work together, presenting results in neutral terms of economics and efficiency.
The World Bank was one of the first international organizations to recognize the need of Women in
Development, appointing a WID Adviser in 1977. In 1984 the bank mandated that its programs consider women’s
issues. In 1994 the bank issued a policy paper on Gender and Development, reflecting current thinking on the subject.
This policy aims to address the policy and institutional constraints that maintain disparities between the genders and
thus limit the effectiveness of development programs.
Gender and Development (GAD) is concerned with women and her specific roles, responsibilities and
expectations in the society. It is also analyzes the nature of women’s contribution within the context of work done both
inside and outside the household and reflects the public/private dichotomy that undervalues the work done by women in
the home. (http://sbma.com/gender-and-development-program)
 GAD focuses on the principle that development is for all. Everyone in the society, female or male, has the right
to equal opportunities to achieve a full and satisfying life.

It does not define the following:

1. Not a war of the sexes
2. Not anti-male
3. Both women and men are victims although women dominated men
4. Both have a stake in the struggle for gender equality

GENDER AND DEVELOPMENT-RELATED LAWS AND ISSUANCES IN THE PHILIPPINES

Philippine Plan for Gender and Development, 1995-2025 – National Plan that addresses provides and pursues full
equality and development for men. Approved and adopted by former President Fidel V. Ramos as Executive No. 273,
on September 8, 1995, it is the successor of the Philippine Development Plan for Women, 1989-1992 adopted by
Executive No. 348 of February 17, 1989.

Republic Act No. 9710 (Magna Carta of Women) – Approved on August 14, 2009, which mandates for non-
discriminatory and pro-gender equality and equity measures to enable women’s participation in the formulation,
implementation, and evaluation of policies and plan for national, regional and local development.

Memorandum Circular No. 2011 – 01 dated October 21, 2011 – addressing to all Government Departments
including their attached agencies, offices, bureaus, State Universities, and Colleges (SUCs), Government – Owned and
Controlled Corporations (GOCCs) and all other government instrumentalities as their guidelines and procedures for
the establishment, strengthening and institutionalization of the Gender and Development (GAD) Focal Point System
(GFPS).

Republic Act No. 7877 – Anti Sexual Harassment Act of 1995 – It is an “Act Declaring Sexual Harassment Unlawful in
the Employment, Education or Training Environment, and for other purposes” was approved on February 14, 1995
and became effective on March 5, 1995.

Republic Act No. 9262 “Anti-Violence Against Women and Their Children Act of 2004” – it protects the family and
its members, particularly women and children from violence and threats to their personal safety and security.

Republic Act 7192 Women in Development and Nation Building Act – the act provides guidance and measures that
will mobilize and enhance the participation of women in the development process in ways equal to that of men.

Memorandum Circular No. 48 Series of 2013 – directing all concerned government agencies to adopt the Gender
Equality Guidelines in the development of their respective Media Policies and Implementing Programs in order to
promote gender mainstreaming.

Republic Act 10354 – The Responsible Parenthood and Reproductive Health Act of 2012 of the RH Law. It is a law in
the Philippines, which guarantees universal access to methods on contraception, fertility control, sexual education,
and maternal care.

1987 Philippine Constitution (Article II Sec. 14) – the State recognizes the role of women in nation-building
and shall promote the FUNDAMENTAL EQUALITY before the law of women and men.

SEX AND GENDER: HOW DO THEY DIFFER?

“An extremely important part of an individual’s identity and one that begins at least at birth is gender” – Dr. Kenneth
Crushner, 2012

It is more than just knowing that you are male or female. Identification of sex is usually clearly internalized by the
age of 3 but begins around the age of 18 months.
Genders refers to the specific set of characteristics that identifies the social behavior of women and men and the
relationship between them. Gender alludes not simply to women and men but the relationship between them and
the way it is socially constructed. Since gender biases exist and these biases prevent people from attaining their full
potential, development is impeded.

SEX GENDER
Categorized as male or female Masculinity and femininity
Biological Socially, culturally and historically determined
Fixed at birth Learned through socialization
Does not change across time and exchange Varies over time and space
Equally valued Unequally valued (masculinity as the norm)

Gender identity/gender role includes knowledge of a large set of rules and expectations for what boys and girls
should wear how they should speak and act, and their ‘place’ in the overall structure of the society.

It can be effected by:

1. Race – each of the major divisions of human kind, having distinct physical characteristics.
2. Ethnicity – the fact or state of belonging to a social group that has common national or cultural tradition.
3. Social Class – a division of society based on social and economic status; upper class, new money, middle
class, working class, working poor, and poverty level.
4. Religion – a particular system of faith and worship.
5. Geographical Region – a demarcated area of the Earth.

Common Myths about Gender

1. If the father does the household work, he is considered as “under the saya”.
2. Men are better leaders and administrators than women.
3. It is the woman’s fault if she is being harassed sexually when she is wearing skimpy clothing.
4. It is not proper for a girl to say “I love you” first to a boy.
5. The mother should be the only responsible for rearing and parenting.

Terms related to Gender

1. Socialization – is the process by which social norms, roles and expectations are learned and internalized.
2. Gender Socialization – is the process by which norms and expectations in relation to gender are learned by
women and men.
3. Gender Stereotype – a form of pre judgment, bias or limitation given to roles and expectations of males and
females. These may affect the gender equality and inequality in the society.
4. Gender Equality – gives men and women the entitlement to all aspects of human development.
5. Gender Inequality – refers to unequal treatment or perceptions of individuals based on their gender.

Gender Stereotype involves the Differentiations

Attributed by a given culture to women and men, in the following aspects:
1. Gender stereotype in social roles between men and women
MEN WOMEN
Provides financially for the family Takes care of the house and children
Works as managers, construction builders or engineers Works as a nurse, teacher and secretary
Portrayed as leaders Portrayed as followers

2. Gender stereotype in capacities between men and women

MEN WOMEN
Good in math and science Good in arts and less in intellectual pursuits
Physically strong Physically weaker and fragile
Firm decision makers Wishy-washy or fickle minded in decision making

3. Gender stereotype in traits and characteristics between men and women

MEN WOMEN
Active Passive
 Aloof Loving
Aggressive Peaceful
Independent Dependent
Brave Fearful

Areas or Channel of Socialization

According to Dr. Ralph G. Perrino (2000), family school, peers, mass media, public opinion, and religion play a
major role in the socialization and, ultimately, the education process. Each of us proceeds through life in a manner
that we often believe is under our immediate control and influence. It seems logical that the actions we take and the
impact of those actions is based upon a series of logical, rational, decisions selected and filtered by choice, not
chance.
Although this seems a reasonable manner in which to assess one’s lot in life, it is far from reality, particularly
in the area of education. One of the most dramatic impacts on a child’s education is that of the socialization process.
1. Family
2. Church
3. Mass Media
4. School
5. Peers
a. Family – in the context of human society , a family (frim Latin: familia) is a group of people related either by
consanguinity (by recognized birth), affinity (by marriage or other relationship), or co-residence (relatives
and servants). It is also known as the basic unit of raising children. In most societies, the family is the
principal institution for the socialization of children. (family.lovetoknow.com)

Two Types of Family:

1. Immediate Family – may include spouses, parents, brothers, sisters, sons, and daughters.
2. Extended Family – may include grandparents, aunts, uncles, cousins, nephews, nieces, and siblings-in-
law. Sometimes these are also considered members of the immediate family, depending on an
individual’s specific relationship with them.

General Classifications of Family Structures

1. Matrifocal Family - this kind of family occurs commonly where women have resources to rear their children
by themselves or where men are more mobile than women; opposite of patrilocal family.
2. Patriarchial Family - is a family in which the father is considered head of household; this is true regardless of
which parent is the primary breadwinner (in a household with a working mom and stay-at-home dad; also
known as father-centered family or father dominated family; opposite of matririarchal family)
3. Conjugal Family/ Nuclear Family/ Single Family – a traditional form of family that includes only the
husband, the wife, and unmarried children who are not of age.
4. Avuncular Family – a family composed of a grandparent, a brother, his sister, and her children.
5. Childless Family – is sometimes the “forgotten family” as it does not meet the traditional standards set by
society. Childless families consist of a husband and wife living and working together. Many childless families
take on the responsibility of pet ownership to have extensive contact with their nieces and nephews as a
substitute for having their own children.
6. Extended Family – family that extends beyond the nuclear family, including grandparents, aunts, uncles, and
other relatives who all live nearby or in one household.
7. Family of Choice/ Chosen Family – is common within the LGBTQ community, both in academic literature
and in colloquial vocabulary. It refers to the group of people in an individual’s life that satisfies the typical
role of family as a support system.
8. Blended Family or Stepfamily – describes families with mixed parents: one or both parents remarried,
bringing children of the former family into the new family.
9. Monogamous Family – in this case, an individual has only one (official) partner during their lifetime or at any
one time.
10. Polygamous Family – a family composed of a marriage that includes more than two partners (polygamous).
a. Polygamy – a man is married to more than one wife at a time which is common in some parts of
Middle East and Africa and is often associated with Islam
b. Polyandry – when a woman is married to more than one husband at a time; traditionally practiced in
areas of the Himalayan mountains, among Tibetans in Nepal, in parts of China and in parts of
Northern India.
 c. Fraternal Polyandry – where two or more brothers are married to the same wife.
d. Polyamory – if a marriage includes multiple husbands and wives; group of conjoint marriage.

Process Involved in Gender Socialization in the Family (Ruth Hartley)

1. Manipulation – means that people handle girls and boys differently as infants.
a. Mothers tend to use more physical stimulation on male infants and more verbal stimulation on
female infants.
b. Boy babies are tossed in the air
c. Girl babies get more delicate handling
2. Canalization – means that people direct children’s attention to gender appropriate object.
a. Choice of toys, boys are given toy cars and machines
b. Girls are given dolls and tea sets
c. Toys teach children what their prescribed roles in life will be
3. Verbal Appellation - telling children what they are and what is expected of them
a. Brave boy, pretty girl
b. Boys don’t cry, girls don’t hit playmates
4. Activity Exposure – familiarizing children to their gender-appropriate task
a. Girls help mother with housework
b. Boys are encouraged to play outside the house

B. Church / Religion
It is a collection of cultural systems, belief systems, and worldviews that relate humanity to spirituality and
moral values. The practice of a religion may also include rituals, sermons, commemoration or veneration of a deity,
gods or goddesses, sacrifices, festivals, feasts, trance, initiations, funerary services, matrimonial services, meditation,
prayer, music, art, dance, public service or other aspects of human culture.
Gender roles in Christianity vary considerably today as they have during the last two millennia. This is
especially true with regards to marriage and ministry.

Effects of Religion
1. Regular attendance at religious services is linked to healthy, stable family life, strong marriages, and well-
behaved children.
2. Religious worship also leads to reduction in the incidence of domestic abuse, crime, substance abuse,
and addiction.
3. In addition, religious practice can increase physical and mental health, longevity, and education
attainment.

C. Mass Media
These are diversified media technologies that are intended to reach a large audience by mass
communication. It has an immense impact on young minds. With the advent of the Internet, television now has a
partner in the role of visual stimulant of young minds. The culture portrayed by the mass media emphasizes
glamour, sexual satisfaction and promiscuity, comedic, vulgarity, violence and immediate gratification of needs.
The organizations that control these technologies, such as television stations or publishing companies, are
also known as the mass media.

Effects of Mass Media in Socialization

1. Media’s sexualization of young female celebrities.
2. Video games that promote violence and negative stereotypes.
3. Music lyrics and music videos that promote negative stereotypes and violence.
4. Sex stereotypes in kid’s TV program

Different Types of Mass Media

1. Broadcast Media – such as radio , recorded music, film, and television transmit their information
electronically.
2. Print Media – use a physical object such as a newspaper, book, pamphlet or comics, to distribute their
information.
 3. Outdoor Media – is a form of mass media that comprises billboards, signs or placards placed inside and
outside of commercial buildings, sports stadiums, shops and buses. Other outdoor media include flying
billboards (signs in tow of airplanes), blimps, and skywriting.
4. Public Speaking and Event Organizing – can also be considered as form of mass media.
5. Digital Media – comprises both Internet and mobile mass communication. Internet media provides
many mass media services, such as email, websites, blogs, and internet based radio and television.

D. School
It is an institution for educating children, any institution at which instruction is given in a particular discipline,
a group of people. It is an artificial institution set up for the purpose of socialization and cultural transmission. The
school can be regarded as a formally constituted community as opposed to mutual communities.

How the School Performs the Function of Socialization?

1. Through the curriculum, the school in a formal way provides the child with:
a. Knowledge of basic intellectual skills such as reading, writing, verbal expression, quantitative and
other cognitive abilities.
b. Education teaches language and allows people communicate with each other according to
positions in society.
c. Cultural achievements of one’s society.
d. Opportunities to acquire social and vocational abilities which are necessary in order to make one
a social, useful and economically productive member of the society.
e. Gender roles as perceived as suitable roles by the society.
2. Educational systems socialize students to become members of the society, to play meaningful roles in
the complex network of independent positions.
3. Education helps in shaping values and attitudes to the needs of the contemporary society.
4. Education widens the mental horizons of pupils and teaches them new ways of looking at themselves
and their society.
5. Education offers young people opportunities for intellectual, emotional and social growth. Thus
education can be influential in promoting new values and stimulating adaption of changing conditions.
6. Informally and especially through social clubs, the school enables the child to learn a number of other
social roles and skills which are also important for his/her overall development as a member of the
society.
a. Education teaches the laws, traditions and norms of the community, the rights that individuals
will enjoy and the responsibilities that they will undertake.
b. Education teaches how one is to behave toward his/her playmates and adults.
c. Education teaches how to share things and ideas.
d. Education teaches how to compete responsibly.
e. Schooling teaches how to cooperate.
f. Schooling instils the community’s pattern of respect; thus how to relate to others well and obey
rules.
g. Schooling enables one to internalize the culture of one’s society.
h. Education leads toward tolerant and humanitarian attitudes. For example, college graduates are
expected to be more tolerant than high school graduates in their attitudes toward ethnic and
social groups.

E. Peer Groups
These are both social groups and primary groups of people who have similar interests (homophily), age,
background, or social status. The members of this group are likely to influence the person’s beliefs and behavior.
Peer groups contain hierarchies and distinct patterns of behavior.

Positive Effects of Peer Groups

1. Serves as a source of information
2. Teach gender roles
3. Serve as a practicing venue to adulthood
4. Teach unity and collective behavior in life
5. Identity formation – is a developmental process where a person acquires a sense of self
Negative Attributes / Disadvantages of Peer Group Influence
1. Peer pressure – often used to describe instances where an individual feels indirectly pressured into
changing his/her behavior to match that of his/her peers. Taking up smoking and underage drinking are
two of the best known examples.
2. Future problems
3. Risk behaviors
4. Aggression and pro-social behavior
5. Social promiscuity