Topic: The Culture of Indigenous People of the Philippines

Learning Objectives:
a. Know the culture of indigenous people in the
Philippines
b. Identify the different indigenous people of the
Philippines
c. Appreciate the contribution of indigenous people.
d. Value the role of indigenous people in the

Discussion:

The Philippines consists of numerous upland and lowland

indigenous ethnolinguistic groups living in the country. They are the
descendants of the original inhabitants of the Philippines. They were not
absorbed by centuries of Spanish and united states colonization of the
Philippine archipelago, and in the process have retained their customs
and traditions.
 Henry Otley Beyer

Father of cultural anthropology, who spent most of his adult

life in the Philippines teaching Philippine indigenous culture.
 Ethnic Group
Is a group of people who identify with each other through a
common heritage, which generally consists of a common
culture and shared language or dialect.
 Cultural Group
Is defined simply as a collection of individuals who share a
core set of belief, patterns of behavior, and values.

The population data regarding the indigenous peoples in the

country vary according to who has conducted the research. The
Episcopal Commission on Tribal Filipinos ( ECTF)n distinguishes
approximately 40 ethno-linguistic groups with a population of about 6.5
to 7.5 million.
 The indigenous peoples in the Philippines continued to live in their
relatively isolated, self-sufficient communities, at the time when most
lowland communities had already been integrated into a single colony
under spain.

Indigenous Peoples in the Philippines

1. Luzon (cordillera’s people)
a. Igorot – known as the mountain people
 Bontoc
 Ibaloi
 Ifugao
 Isneg
 Yapayao
Five ethnolinguistic groups
 Ibanag
 Ilongot
 Gadding
 Ikalahan
 Isinai
b. The negrito – the term negrito is a Spanish word, a diminutive
of the word negro.
Subgroup:
 Agta
 Aeta
 Ati
  Ayta
 Dumagat

2. Visayas (the Manyan people)

Is a common name used to refer to eight ethnic tribes in
the Philippines. The mangyan people come from the Mindoro islands
and their population is around 100,000. The mangyan people practice
subsistence agriculture and they cultivate a number of varieties of the
sweet potato along with taro and rice. The follow a religion called
ANIMISM.
Ethno-Liguistic groups:
 Batangan
 Iraya
 Hanunoo
 Alangan
 Ratagnon
 Buhid

3. Mindanao (The Lumad and Moro)

There is some differentiation of the indigenous people in Mindanao.
The Moro and The Lumad. The Moro practice Islam and the Lumad do
not. Moro is Spanish for the word Moor. Lumad means indigenous or
native.
Mindanao Lumad- this is generic term embracing all Non-Muslim hill
tribes of Mindanao. Lumad is a Visayan term that means : born and
grown in the Place”
Lumad people – they form the largest group of indigenous peoples in
the country. They have total population of 2.1 million and are
concentrated in varying degrees in the hilly portions of the provinces.

Subanen, manobo, B’laan, T’boli, Mandaya,

Mansaka, Tiruray, Higaonon, Bagobo, Bukidnon,
Tagkaolo, Banwaon, Dibabawon, Talaandig,
Mamanua, and Manguangan
The Moro or Muslim group
These are the Muslim in Mindanao compose of fourteen groups
namely:
Maranao, Maguindanao, Tausug, Samal,
Sangil, Palawani, Badjao, kalibugan, Jama-mapun,
Ipanun, Kalagan, Molbog, and Muslim.

Although there are quite a number of indigenous tribes or ethnic

groups in the country, they remain some of the poorest, least privileged,
and impeded members of society. Many of the indigenous groups in the
Philippines experience discrimination, degradation of resource bases,
and armed conflict. IP communities, generally located in distinct
ancestral territories, have high rates of unemployment, and illiteracy.
While their socio-economic, cultural, and spiritual lives revolve around
their ancestral domains, indigenous peoples see their ownership of land
shrinking and disregarded.

Indigenous Tradition
Throughout the world, indigenous communities have contributed
their wisdom towards peace. For one, they have this profound reverence
for nature. Over time they have also developed mechanisms for
peacefully resolving conflict and disputes by drawing from their own
forms of indigenous spirituality.
 Topic: The Practice of Peace Education Among Indigenous People
in the Philippines
Learning objectives:
a. know the practices of peace education among
indigenous people of the Philippines.
b. Identify how culture of indigenous people works
with the goal of peace education
c. Enumerate reasons of importance of introducing the
concept of peace education in managing cultural dispute
among indigenous people in the Philippines.
d. Value the importance of introducing peace education to
the minority group in the Philippines.

Discussion:

The Philippines is home to around on

 110 indigenous people’s communities

 Approximate 15 to 20 million in population
 More than 60% in Mindanao
 30% in Luzon
 10% in Visayas

While varying in ways of life and cultural heritage. They share similar
experiences and marginalization. In 1997 Philippine government passed
the “indigenous act or Republic Act 8371” that recognizes and protects
the rights of indigenous communities.

What are these rights?

 The right of ownership
 The right to develop, control and use of lands and natural
resources
 The right to stay in the territories and nit to be removed
therefrom
 The right of resettlement in suitable sites
In 1980s the various form of interventions done by IPAs and religious
congregations were any or a combination of the ff:

 Teaching Basic Literacy-Numeracy to children and adults based on

mainstream approaches. (basic Literacy)
 Provision of adult based trainings based on mainstream
approaches. (livelihood Literacy)
 Provision of school supplies, scholarship, tutorials. (support to
inter school)

IP experiences in Education

 School as a venue of discrimination

- Prejudice
- Financial inadequacy
- Comprehension difficulties
- Adjustment difficulties

The roots of conflict originate from a wide number of cases in

different areas. While its nature is complicated, it is universally accepted
that violence can be prevented and reduced through the practice of
dialogue and negotiations-skills which can be taught through active
program of peace education and consistent promotion of social ethics for
peace.
The impact of violence is boundless. It affects everyone especially
the marginalized members of society and its effect is a serious concern
particularly too small and desolated communities.
History have been long proven that war has been a threat, a
scourge, to mankind since the down of civilization. As President Duterte
puts it “no matter the spoils, war is never worth it”
A violent deed cannot be remedied by another brutal action
regardless of whether the act of violence and war is justified by
religious, political, economic, social, and cultural disputes, it is time to
adopt a renewed mindset that promotes peace.
 Furthermore, the promotion of social ethics in peace education
program in schools is an apt strategy in firmly establishing a culture of
peace in local communities. Ethics is important attribute like the basic
skills of reading, writing and arithmetic; and it should become a core
part of every peace program.
Even if indigenous people considered to be amongst those poorest
and most marginalized sectors of the Philippine society, indigenous
peoples’ communities are generally situated in areas that are rich
repositories of high biodiversity. These are the reason why they opt to
stay on the highlands peacefully.

Conflict management practices of indigenous people:

 Mediation and amicable settlement
 Rituals
 Pay respect to elders (head of the Tribe)
 4 methods of conflict resolution. (Accommodating, compromising,
defeating, collaborating)

Benefits of Peace education to indigenous people

a. It can contribute to reducing racism in the classroom and increase
the sense of community in a diverse group.
b. Saving lives and freeing up limited resources for social needs
c. Resolve conflict peacefully and create social condition conducive
to peace
Topic: Education for peace -National and International conflicts
learning Objectives:
a. Know how peace education works national and
international conflicts.
b. Determine how peace education promote
international camaraderie and understanding
c. Appreciate how peace education can uplift the
global understanding.
d. Valuing how important peace education in
promoting a peaceful world.

Discussion:
Education is the key to uniting nations, bringing human beings
closely together. In many parts of the world, civic society suffers
because of situations of violent conflicts and war. It is important to
recognize the crucial role of education in contributing to building a
culture of peace and condemning instances in which education is
undermined in order to attack democracy and tolerance.
Peace Education is a primary pillar for preventing armed conflict
and violence, saving lives and freeing limited resources for social needs.

International Peace Initiatives:

 UNESCO declared 2000 – 2010 as the international peace decade
 ASPnet launched by UNESCO in 1953
 Pilot projects – Peace and Disarmament Education Albania,
Nigeria, peru, Cambodia
 Non-Government Organization in peace keeping missions.

National Peace Initiatives:

 University Education Commision (1962)
 The Educational Commision of 19882
 The Report of the central advisory Board of 1944 -46
 National Policy on Education 1986
Aims of education for International Understanding.
 To promote international good will through education to establish
a lasting world peace.
 To educate the minds of young people psychologically and
intellectually so that they form strong attitudes against conflict and
war
 To promote international amity and brotherhood
 IU implies international good will and contributes to the good of
the whole humanity