CRI 319 Nationalism and 1patriotism 1 Final and Edited

UNIVERSITY OF MINDANAO
Tagum College
Department of Criminal Justice Education

Criminology Program
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: CRI 319–Nationalism and Patriotism
Name of Teacher: Vicente L. Gumapac, RCRIM
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED
USE. THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS
WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
DEPARTMENT OF BUSINESS ADMINISTRATION EDUCATION
Bachelor of Science in Tourism Management Program
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
_________________________________________________________________________
Table of Contents
page
Part 1. Course Outline and Policies ...................................................... 1

Part 2. Instruction Delivery
CC’s Voice ............................................................................…….. 5
Course Outcomes .......................................................................... 5
Big Picture A: Unit Learning Outcomes ....................................... 6
Big Picture in Focus:ULOa ……………………………………………. 6
Metalanguage .......................................................................... 6
Essential Knowledge ............................................................... 6
Self-Help .................................................................................... 10
Let’s Check .................................................................................... 10
Let’s Analyze ......................................................................... 11
In a Nutshell .................................................................................... 11
Q&A List .................................................................................... 12
Keywords Index ......................................................................... 12
Big Picture in Focus:ULOb …………………………………………… 13
Metalanguage .......................................................................... 13
Self-Help .................................................................................... 17
Let’s Check .................................................................................... 17
Let’s Analyze ......................................................................... 18
In a Nutshell .................................................................................... 19
Q&A List .................................................................................... 20
Keywords Index ......................................................................... 20
Big Picture B: Unit Learning Outcomes ............................................. 21
Big Picture in Focus:ULOa ……………………………………………… 21
Metalanguage .......................................................................... 21
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Self-Help .................................................................................... 29
Let’s Check .................................................................................... 29
Let’s Analyze ......................................................................... 30
In a Nutshell .................................................................................... 31
Q&A List .................................................................................... 32
Keywords Index ......................................................................... 32
Big Picture in Focus:ULOb …………………………………………… 32
Metalanguage .......................................................................... 32
Self-Help .................................................................................... 44
Let’s Check .................................................................................... 44
Let’s Analyze ......................................................................... 44
In a Nutshell .................................................................................... 45
Q&A List .................................................................................... 45
Big Picture C: Unit Learning Outcomes ......................................... 47
Metalanguage .......................................................................... 47
Self-Help .................................................................................... 56
Let’s Check .................................................................................... 56
Let’s Analyze ......................................................................... 57
In a Nutshell .................................................................................... 58
Q&A List .................................................................................... 59
Keywords Index ......................................................................... 59
Big Picture D: Unit Learning Outcomes ......................................... 61

Metalanguage .......................................................................... 60
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Self-Help .................................................................................... 65
Let’s Check .................................................................................... 66
Let’s Analyze ......................................................................... 66
In a Nutshell .................................................................................... 67
Q&A List .................................................................................... 67
Keywords Index ......................................................................... 68
Big Picture in Focus:ULOb ……………………………………………… 68

Self-Help .................................................................................... 73
Let’s Check .................................................................................... 73
Let’s Analyze ......................................................................... 73
In a Nutshell .................................................................................... 74
Q&A List .................................................................................... 74
Course Schedule ……………………………………………… 75
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Course Outline: CRI 319 – Nationalism and Patriotism
CourseCoordinator: Vicente L. Gumapac, RCRIM

Email: vincent75.gumapac@gmail.com
StudentConsultation: By appointment
Mobile: 09483704656
EffectivityDate: August 2020
ModeofDelivery: Online Blended Delivery
Time Frame: 54 Hours
StudentWorkload: Expected Self-Directed Learning
Requisites: CRI 222
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all scheduled Virtual
or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for distance learning mode of instructional delivery.
The expected number of hours will be 54 including the
supplemented traditional contact and/or social media
platform (if necessary).
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real time through the

features in the Quipper Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
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Sincethiscourseisincludedinthelicensureexamination for
criminologist, you will be required to take the Multiple-
ChoiceQuestionexaminsidetheUniversity.Thisshould
be scheduled ahead of time by your course coordinator.
This is non-negotiable for all licensure-basedprograms.
Turnitin Submission To ensure honesty and authenticity, all assessment
(if necessary) 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%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for a 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, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments 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 part day that the assessment item is late.
However, if the late submission of 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
evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via Quipper portal.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
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task. The resubmission is premised on the student’s

failure to comply with the similarity index and other
reasonable grounds such as academic literacy
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standards or other reasonable circumstances e.g.

illness, accidents financial constraints.
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal 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 disapproved by the course coordinator, 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.
Grading System All culled from Quipper sessions and traditional
contact
Course discussions/exercises – 30%
1st formative assessment –10%
2nd formative assessment – 10%
3rd formative assessment –10%
All culled from on-campus/onsite sessions (TBA):

Final exam – 40%
Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

use the general practice of the APA 7th Edition.
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Student Communication You are required to create an email account which is a

requirement to access the Quipper portal. Then, the
course coordinator shall enroll the students to have
access to the materials and resources of the course. All
communication formats: chat, submission of
assessment tasks, requests etc. shall be through the
portal and other university recognized platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
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Contact Details of the Dean Gina Fe G. Israel, EdD

Email: ginafe_israel@umindanao.edu.ph
Phone: 0915 832 5092 / 0909 994 2314
Contact Details of the Program Jun Mark A. Asis, MSCrim
Head Email: makoyasis@gmail.com
Phone: 0938 493 1993
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator with the approval of the program
coordinator may provide alternative assessment tasks
or extension of the deadline of submission of
assessment tasks. However, the alternative
assessment tasks should still be in the serviceof
achieving the desired course learningoutcomes.
Help Desk Contact Globe: 0917 466 709
Smart: 09308920005
Library Contact lictagum@umindanao.edu.ph
0927 395 1639
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Course Information – see/download course syllabus in the QUIPPER LMS
CC’sVoice: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!
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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
Metalanguage
Big Picture
In this inthe
section, Focus: ULOa.
essential Understand
concepts pertinent freedom and
to the study the extent
of understanding
to which
freedom will be operationally defined.You will we desireterms
encounter for itand 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) weekof 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 easilyto
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
the 7,420 soldiers and men who served during the Korean War
Understanding freedom on attempt to contextualize

The discourse on the indigenization of the social sciences particularly where
anthropology, psychology, and sociology are concerned- along with the experiences,
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values, as well as fundamental and associated, have been in existence for a little
overtwenty years. Indigenization was and continuous to be a response to what many
non-Western social sciences perceive as the inability of a euro-American social science
to contribute a relevant and liberating discourse in the context of Asian, African, and
Latin American societies (Van Bremen et al..2004).
This problem is exacerbated by the fact that much of social science literature in this
field, which tackle the core values of fundamental principles. Have been assimilated
uncritically outside of their countries of origin by students, lectures, researchers and
planners. While the problem of irrelevance and its concomitant issues raised in the
discourse on indigenization had been recognized by non-Western scholars as early as
the beginning of this century, the term “Indigenization” has only become more popular
since the 1970s. it could be said that indigenization is relatively new term, which
addresses a problem that has already been recognized quite some time ago (Van
Bremen et al…2004).
Throughout much of Asia and Africa, the formative periods of the various discipline
of the social sciences and the institution in which they were taught were initiated and
sustained colonial scholars and administrators since the eighteenth century. This were
also thought by other Europeans-both directly and indirectly-in vicariously colonized
areas.
In the Philippines, the first social sciences to be thought, history, was introduced
has early as in the seventeenth century, anthropology, economics, political science,
psychology, and sociology emerging during the American colonial period (Feliciano,
1984). The Philippine system was patterned after the American educational system and
the early part of this century, many Filipinos were sent to the United States for graduate
studies, further strengthening the American influence in social science education (Talib
and Cardinal, 2016) hence, it is important that the discourse(s) on the concept of
“freedom,” “nationalism” and “patriotism” ( and the like), which are offered through
the Filipino lens, are either weak or rare, present by not substantive.
The sacrifices that our ancestors had to make in the name of freedom, democracy,
and peace during the 333 years of Spanish occupation serve as proof that, indeed, we
are a nation of heroes-great people who cherish these values. The indomitable desire to
liberate our country emanates from a deep sense of “patriotism” and “nationalism”.
However, because of the different interest and daily hurdles that exhaust our energies
most of the time, we tend to forget this social values. Now, it is time that we inculcate in
our youth the value that we hold dear in order for them to appreciate the freedom they
are experiencing today-freedom paid by blood for our ancestors.
Self-identity is an essentialaspect of our life. Humans need others not just for the
development of basic function, but also for the formation of their identity, psychological
being, and self-concept. Cooperation serves as essential rules in the evolution of the
species, as human beings maintain and create themselves by living in groups. Even
before individuals become aware for their larger group, they already internalize beliefs
and values, adopt a perspective of life, and learn customs and rituals that characterized
their group. In other words, they are shaped and formed by their connection to other
people who share their life space, the people who raised them, their friends, and/or
those who whom they interact in the business of everyday life. How human think and
feel, as well as their conceptions of themselves, are formed by their membership and
their extended group. The experiences of group living serve as the basic emergence of
patriotism.
Civic bonds with civic duties towards the nation and the state have come to be
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recognized and rated as supreme among individuals’ social loyalties. Patriotism in a

nation-state has become a central value and a motivational force that is potentially
involved in a wide range of important processes, such as political participation,
supportive and critical evaluation of the leadership and relevant policies, political
mobilization, societal conformity and obedience, conflict management and resolution,
and even international trade. Nations are relatively modern inventions, and patriotism is
not tied to them. In fact, patriotism could probably be found in every ethnographic group
that had settled on a particular territory. “Attachment,” in this case, is a binding affection
between a person and his/her group and its land. It reflects a positive evaluation of one’s
emotion toward a group and its territory, and is expressed in beliefs and feeling that
cannote love, pride, loyalty, devotion, commitment, and care. In addition, “attachment”
implies behaviors that benefit the group. In a sense, the core definition of patriotism is
“attached by the group members to their group and the land in which it resides.”
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 were,
a function of what doors, and how many are open to
- Negative freedom is a matterhim; upon what
of the prospects
doors open,they
not open; and how
of whether open
someone
they are.”
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.
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 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
- 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.
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- 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
on one’s self, not on external forces of whatever kind.
2. An individual would wishto 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.
Let’s CheckYou can also refer to the sources below to help you further
Self-Help:
Activity 1.1.In this portion, you are to answer these multiple-choice questions to test your
understand
knowledge on thethe lesson:
introduction to criminology. You are to write your letter of choice on the space
provided
 before eachL.,number.
Rondina, Talib, A., Cardinal, R. (2019) Character Formation: Nationalism and
Patriotism. Wiseman’s Book Trading, Inc.
_________ 1. It is that self that wishes to pursue worthwhile and noble goals.
 Warburton, N. (1999).
A. Higher self Arguments for Freedom. Retrieved
C. Lowerfrom
self
https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?printable=1&id=1747
B. Positive freedom D. Negative freedom
_________ 2. It means that you are not restricted to do something.
A. Higher self C. Lower self
_________ 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.
_________ 4. It is a matter of what you aren't prevented from doing, the doors that lie
unlocked.
_________ 5. It is that self that is easily led astray by appetites of an individual that are
irrational.
_________ 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.
_________ 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.
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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.
Let’s Analyze
Activity 1.2. 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 Conceptsof 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. Inthis 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
fiftywords to do this.
____________________________________________________________________________
____________________________________________________________________________
“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
In
be a Nutshellas divided by an even larger gap: the real self may be conceived as
represented
something
In this part wider
you are than the individual
going (aswhat
to jot down the term is normally
you have learnedunderstood),
in this unit.as a social
The ‘whole’ of
said statement
of which
yours couldthe be
individual is an
in a form of element or aspect:
concluding a tribe,
statements, a race, a church,
arguments, a state, you
or perspective the great
have drawn
society
from thisoflesson.
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.”
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Q & A LIST
In this section you are going to list what boggles you in this unit. You may indicate your questions
but noting you have to indicate the answers after your question is being raised and clarified. You
can write your questions below.
Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
Freedom Indigenization
Patriotism Nationalism
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Big Picture B
Big Picture in Focus: ULOb. Explain patriotism and nationalism

Metalanguage
in the context of Filipino social thinkers.
In this section, the most essential concepts relevant to the study of nationalism
and patriotism and to demonstrate ULObwill 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
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- 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 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 groupcan 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 groupmembers, 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.
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- 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.
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
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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
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
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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.”
Self-Help: You can also refer to the sources below to help you further
Let’s Check the lesson:
understand
Activity 2.1. In this activity, you have to answer the following questions. Read carefully and
 best
choose the Rondina, L., Talib,
answer. A., Cardinal,
The space providedR.before
(2019)eachCharacter
number Formation: Nationalism
is intended and
for your answers.
_________ 1. According
 Inquirer.net. to Apo
Honoring Kabunian,
Macli-ing Dulag,it Defender
is sacred,of itthe
is Cordillera.
beloved, and from its
Retrieved womb
from
springs the life of the Kalinga tribe.
https://newsinfo.inquirer.net/686979/honoring-macli-ing-dulag-defender-of-the-
A. Nation
cordillera C. Land
B. Patriotism D. Life
 Stanford
_________ 2. He Encyclopedia of Philisophy.
was the person who laid(2009)
downPatriotism.
his life and Retrieved from the Marcos
stood against
https://plato.stanford.edu/entries/patriotism/
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
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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.
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. SIGHTING DIFFERENCES. Nationalism and patriotismshow 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. Write the difference between nationalism and
patriotism based on the following outlook in the space provided.
Difference between patriotism and nationalism
Nationalism Patriotism
Derivation of the
word
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Definition
Belief about the

country
View on other
countries
Feeling towards life

and country
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View on criticism
In a Nutshell
In this part you are going to jot down what you have learned in this unit. The said statement of
yours could be in a form of concluding statements, arguments, or perspective you have drawn
from this lesson.
Q & A LIST
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1.
2.
3.
4.
5.
Keywords Index
Nation Patriotism
National Identity Nationalism
Patriot
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a. Discuss what makes us a Filipino and the concept of Sikolohiyang Pilipino as

an explanation to Filipino personality; and
b. Discuss how our heroes strived to achieve freedom for the Filipinos.
Big Picture C
Metalanguage
Big
In thisPicture
section, in
theFocus: ULOa.
essential Discuss
concepts what
pertinent makes
to the study us a Filipino
of the concept of
Sikolohiyangand the concept
Pilipino of Sikolohiyang
will be operationally defined.Pilipino
You willasencounter
an explanation
terms and
concepts to generally demonstrate to Filipino personality.
ULOaasyougothroughthis part of the module.
Archipelago – refers to an expanse of water with many scattered islands.

Filipino Psychology – or Sikolohiyang Pilipinorefers to the psychology born out
of the experience, thought and orientation of the Filipinos, based on the full use of
Filipino culture and language. The approach is one of ‘‘indigenization from within’’
whereby the theoretical framework and methodology emerge from the experiences of
the people from the indigenous culture. It is based on assessing historical and socio-
cultural realities, understanding the local language, unraveling Filipino characteristics,
and explaining them through the eyes of the native Filipino.
Essential Knowledge
one (1) week of the course, the following essential knowledge how the Philippines got its
name, the ways of becoming Filipinos, the concept of Sikolohiyang Pilipino and the
personalities of Filipinoswill 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.
The Philippine Archipelago

Under the Archipelago Doctrine, the Philippine Archipelago
- composed of a group of islands forming a state
- it is a single unit with the island and the water within the baseline are considered
as internal waters
*Article 1 of the 1987 Philippine Constitution states, “the national territory
comprises the Philippine Archipelago, with all the island and waters embraced
therein” and “the water around, between, and connecting the islands of
archipelago, regardless of their dimensions, form part of the internal waters of the
Philippines.”
The Philippines
- was named in honor of King Philip II of Spain, and this name was given by the
Spanish explorer, Ruy Lopez de Villalobos during his expedition in 1542. He
named the island of Leyte and Samar as Filipinas after the King, who was then-
Prince of Asturias.
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- the name Las Islas Filipinas was used to cover the entire archipelago
- it was proclaimed in the Malolos Convention as Republica Filipina.
The Philippines
- located in the heart of Southeast Asia, stretching more than 1,840 km and
comprises 7,107 islands.
- divided into three island groups: Luzon, Visayas, and Mindanao
 The Luzon islands include Luzon itself, Palawan, Mindoro, Marinduque,
Masbate, Romblon, Catanduanes, Batanes, and Polilio.
 The Visayas group of islands are located in the central Philippines. These
include Panay, Negros, Cebu, Bohol, Leyte, Samar, Siquijor, Biliran, and
Guimaras.
 The Mindanao island include Mindanao itself, Dinagat, Siargao, Camiguin,
Samal, and the Sulu archipelago consisting primarily of Basilan, Sulu, and
Tawi-Tawi.
- The Philippines was colonized by the Spaniards, Americans, and Japanese but
prior to these eras, different ethnic groups already existed in the island, each with
their own distinct language and culture. These include the following: Tagalog,
Cebuano, Waray, Ilokano, Kapangpangan, Pangasinense, Ibanag, the tribal
group of Muslims (e.g., Tausug, Maranao, Maguindanao, Maranao, etc.), and
several Lumad groups like Bagobo, Manobo, and B’laan, amomh others.
The national motto is “MAKA-DIYOS, MAKA-TAO, MAKAKALIKASAN, AT

MAKABANSA.”
Who are we?

Article IV, Section 1 of the 1987 Philippine Constitution states that the following are
considered citizens of the Philippines:
1. Those who are citizens of the Philippines at the time of the adoption of this
Constitution;
2. Those whose fathers or mothers are citizens of the Philippines;
3. Those born before January 17, 1973, of Filipino mothers, who elect Philippine
citizenship upon reaching the age of majority; and
4. Those who are naturalized in accordance of law.
Two (2) generally recognized forms of acquiring Philippine citizenship:

1. Filipino by birth
a. Jus soli (right of soil)
- the legal principle that a person’s nationality at birth is determined by the
place of one’s birth (e.g., the territory of a given state).
b. Jus sanguinis (right of blood)
- the legal principle that, at birth, an individual acquires the nationality of
his/her natural parent/s. The Philippines adheres to this principle.
2. Filipino by naturalization
- the judicial act of adopting a foreigner and clothing him with the privileges
of a native-born citizen. It implies the renunciation of one’s former
nationality and the fact of entrance into a similar relation towards a new
body politic.
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A reorientation of Filipino nationhood involves an understanding of the Filipino notion of

pagkatao and pagka-makabayan.
Concepts, Theories and Research Methods in Sikolihiyang Pilipino

 Sikolihiyang Pilipino (SP)
- refers to the psychology born out of the experience, thought and orientation
of the Filipinos, based on the full use of Filipino culture and language
- a field of study which is not only concerned with psychology as a subject or
program in the universities and colleges
- this discipline aims to provide awareness and recognition and even highlight
our indigenous culture. This field of thought has always been considered as
a movement as it aims to inspire, motivate, and direct us to address and
eventually provide a solution to the ailments of our society. Enriquez (1997),
even emphasized that “as a perspective, Sikolihiyang Pilipino confronts
social problems and national issues as part of [its] responsibility.”
Constructs and concepts considered as areas of concern of indigenous psychology:

1. Language (e.g., ethnolinguistic groups and multilingual peole)
2. Leisure (e.g., laro, laruan, palaro)
3. Cuisine (e.g., adobo, combinations like dinuguan at puto, halo-halo, etc.)
4. Politics and Law
5. Religion (e.g., Bathala, anito, babaylan, ninuno, bulol, etc.)
6. Literature and Film (e.g., Fernando Poe Jr. films and Tagalog movies)
7. Medicine (e.g., hilot and herbal medicine)
8. Music and arts (e.g., Sarong Banggi, Dandansoy, Salidumay, etc.)
9. Rituals and ceremonies (e.g., agimat and gayuma)
Compared to other disciplines, in SP, the data gathering method employed is totally
different from the objective and impersonal approach employed by Western literature;
instead, the methodology used in SP can be characterized as culturally sensitive,
appropriate, and people-oriented (Enriquez. 1997). Take for example the method of
pagtanong-tanong and pakikipagkuwentuhan wherenin the interviewees have the
freedom to asks questions to the researcher and the atmosphere is informal. It is also
emphasized that, in the data gathering process, the researchers must use the language
of the respondents. Doing so ensures that respondents understand the questions asked
and they will not feel uncomfortable in giving responses. This also means that the
researchers can obtain generous and valid data.
Rogelia Pe-pua, in her book entitled Sikolohiyang Pilipino: Teorya, Metodo at Gamit,
enumerated the different approaches and techniques used in the data gathering method
in this unique discipline. These include the following:
1. Pagkapa-kapa (literally means “groping”, a field method)
2. Pagtatanong-tanong (asking questions)
3. Pakikipagkwentuhan (story –telling or informal conversations)
4. Pakikipanuluyan (residing the research setting)
5. Pakikiramdam (shared sensitivity)
6. Pakikialam (concerned interference)
7. Pakikilahok (participation)
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8. Pakikisangkot (integral involvement)

9. Pagdalaw-dalaw (causal but repeated visits)
10. Ginabayang talakayan (collective indigenous discussion)
Language as a Major Tool in Discourse

From the beginning, a defining characteristic of SP has been the use indevelopment
of the Filipino language for psychological research and writing. Proponents note that:
1. the use of native languages is consistent with the indigenization – from – within
approach;
2. native languages are an important source of indigenous constructs;
3. the development and communication of an indigenous psychological science may
benefit from the use of native languages; and
4. reports written in native languages can reach a wider audience and contribute to
the development of national identity (Enriquez, 1994b; Enriquez & Marcelino,
1984; Javier, 1996; Rood, 1985; Salazar, 1982b, 1991; Sibayan, 1994).
When Virgilio Enriquez became chairman of the department of psychology in the

university in the Philippines, major changes were undertaken in the department, the most
important of which was the use of Tagalog as the medium of instructions and in
thesis/dissertation writing.
Pagkataong Pilipino (Filipino personhood)

Numerous publications have been written and many studies have been conducted
with the aim of identifying the true Filipino personality. In 1989, Virgilio Enriquez
proposed the theory pagkataong Pilipino (Filipino personhood), which describes the
personality of the Filipino, with its core values of kapwa, pakiramdam, and kagandahan
loob.
Pagkataong Pilipino –
The Value System of Philippine Psychology
By: Virgilio Enriquez
Colonial/
Accommodative Hiya Utang Na Loob
Pakikisama
(propriety/ (gratitude or
Surface (companionship)
Dignity) solidarity)
Value
SURFACE Associated Tampo

Biro Lambing
Behavioral (affective
(joke) (sweetness)
Pattern Disappointment)
Confrontative Bahala na Lakas ng loob Pakikibaka
Surface Value (determination) (guts) (resistance)
Pivotal
Pakikiramdam (Pakikipagkapwa-tao)
Interpersonal
(shared inner perception)
CORE Value
CORE KAPWA
VALUE (shared identity)
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Linking
Kagandahang-loob (pagkamakatao)
Socio- Personal
(shared humanity)
Values
Associated
Karangalan Katarungan Kalayaan
SOCIETAL Societal
(dignity) (justice) (freedom)
Values
Source: http://aboutphilippines.ph/filter/Indigenous-Filipino-Values.pdf
Core Values
 Kapwa
- considered as the core of Filipino personhood.
- Most would think that kapwa refers to the other person, but it actually mean
“fellow human being”.
- The “I” which refers to the person, extend to and includes the other or other
individual.
- According to Enrique, Kapwa is the “unity” of the one-of-us and the other.
- the recognition of a shared identity or an inner self shared with others, may
also mean “togetherness”.
- This is the core construct of SP, which is actually incomplete with the
common individualist (kanya-kanya) self-identity concept of the west.
Two categories
1. Ibang Tao(“outsider” or “other people”) – there are five domains in this
construct:
 Pakikitungo (transaction/ civility with) – right demeanor towards
authorities (parents, elders, etc.).
 Pakikisalamuha (interaction with) – social value that is primarily
communitarian and espouses the ability to adapt.
 Pakikilahok (joining or participating) – this translates to the
participation of the entire community to help a person.
 Pakikibagay (in conformity with/ in accord with) – conformity with the
demands of those who are in charge.
 Pakikisama (being along with) – empathizing with others.
2. Hindi Ibang Tao (“one-of-us” or “not other people”) – there are three
domains in this construct:
 Pakikipagpalagayang-loob (being in rapport/ understanding/
acceptance)
 Pakikisangkot (act of joining others)
 Pakikipagkaisa (being alone with others)
 Pakiramdam
- This is the second core construct of SP.
- This steering emotion triggers the spontaneous voluntary actions that come
with the sharing of the “self”.
- It is the deep inner feeling that initiates all deeds.
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- Filipinos are good in sensing the feelings of other individuals and non-verbal
cues are enough for us to know who are in need, to sense the feeling of
other individual or discern how other people receive us.
- Filipino use damdam or the inner perception of other’s emotion as a tool to
guide their interaction with others.
 Kagandahang-loob
- This is a Filipino value that nudges a person towards genuine act of
generosity and towards a nurturing that has its origin in having genuine
feelings for others (i.e., a sense of empathy).
Surface Values
Accommodative surface values:
 Hiya(propriety)
- Although it has been loosely translated as “shame” by most Western
psychiologists, “sense of propriety” is actually a more accurate way of
defining this term.
- In Western perspective, this refers to the “sense of shame” and often has a
negative connotation.
- in the study of Bonifacio, as cited by Pepua (2000), this is not the
interpretation of the word. The term changes depending on the affix
attached: nakakahiya (embarrassing), napahiya (placed in an awkward
position), ikinahiya (be embarrassed with someone), or a positive form, e.g.,
mahiyain(shy).
 Utang na loob (gratitude/solidarity)
- This is the norm of reciprocity.
- Filipinos are expected by their neighbors to return favors-whether these are
asked for or not- when such favors are needed or wanted.
 Pakikisama and Pakikipagkapwa(companionship)
- Smooth interpersonal relationship (SIR) is an attitude that is primarily
guided by conformity with the majority.
Confrontative surface values:

 Bahala na (determination)
- Foreign and even local studies would describe this an fatalistic expression
that a person feels whenever something does not turn out right or a feeling
of resignation over something that you cannot do something about.
- using the Filipino perspective, bahala na can be interpreted in a different
way.
- Pepua (2000) cited the study of Lagmay on this Filipino attitude, stating that
bahala na is not all about fatalism and resignation, but can also have a
positive meaning of “determination and risk-taking”.
- In the midst of problems and difficulties, such an attitude can give courage
to move on and do the task whatever it takes.
- Literally, bahala na translates to “leave it up to god (Bathala)’’ and it is used
as an expression, almost universally, in Filipino culture.
- Filipinos engage in the bahala na attitude as a culture-influenced adaptive
coping strategy when faced with challenging situations.
 Lakas ng loob (guts)
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-This attitude is characterized by being courageous in the midst of problems

and uncertainties.
 Pakikibaka(resistance)
- Literally means “concurrent clashes.”
- This refers to the ability of the Filipino to undertake revolutions and uprising
against a common enemy.
Societal Values
 Karangalan
- Loosely translated to “dignity,” this actually refers to what other people see
in a person and how they use that information to make a stand or judge that
person’s worth.
 Katarungan
- Loosely translated to “justice,” this refers to the principle of equity in giving
rewards to a person.
 Kalayaan
- This refers to both “freedom” and “mobility” and may clash with the less
important values of pakikisama or pakikibagay (conformity).
Filipino Personality:Indigenous and Cross- Cultural Studies

Panukat ng
Panukat ng Ugali PhilippineTraitRati StudentResearchFo
Pagkataong
atPagkatao (PUP) ngForm (PTRF) rm(SRF)
Pilipino (PPP)
Surgency/Extraversion Domain
Pagka-
Pagiging-kalog
Palakaibigan - -
(Gregarious)
(Sociability)
Pagkamadaldal
- - -
(Social Curiosity)
Lakas ng loob May Tiwalasa Sarili

- SocialPotency
(Guts/Daring) (Self-Assured)
Pagkamahian
- - -
(Shyness/Timidity)
Ambisyon
- - -
(Ambition)
Pagkasunod-
Sunuran
- - -
(ExcessiveConformit
y)
Agreeableness Domain
Pagka-maalalahanin - Maka-kapwa
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vs.Maka-
sarili(concerned
(Thoughtfulness) ConcernforOthers
forothers
vs.Egostistical)
Pagkamagalang Pagkamagalang
(Respectfulness) (Respectfulness) - -
Pagka-
Pagkamatulungin
matulungin(Helpfuln - -
(Helpfulness)
ess)
Pagka- Pagkamapagkumba
mapagkumbaba(Hu ba - -
mulity) (Humulity)
Pagka-
Maunawain(Capacit - - -
y to Understand)
Pagkamatapat(Hone
- - -
sty)
Pagkamapagbigay
- - -
(Generosity)
Pagkapalaaway
- - -
(Agression)
Hirap kausapin
- (Coyness/ - -
Unapproachability)
Pagkamapunahin
- - -
(Criticalness)
Source: Hypothesized Convergence of Constructs from Four Indigenous Measures
In a communal way of life, our actions and ideals are guided by what we value
most. It is in this respect that we introduce several culturally intrinsic values, which in
one way or another, have influenced the interpersonalrelationship of the Filipinos in a
generic sense. Changes are indeed here and will always stay, yet again, internalizing the
so-called “old school” ideas in these values is necessary for us to understand our
behaviors(which leads to our action) as an individual and to heighten our awareness of
the people around us. It is true that we ought to live life in the manner and fashion
pleasing to us but not contrary to national interest; it as also not necessary to explain this
to others as, technically, “their opinion” is not our concern. Nonetheless, in the spirit of
law, order, reason, and common sense, if one’s presence does more harm than good,
then this has an effect on the quality of life you and others are enjoying. Wherever we like
it or not, we are part of living community, in which there are other people with whom we
interact. This is how life is constructed.
It is also of paramount consideration that we contextualize behaviors and action; by
this I mean to act as a noble person, a noble Filipino (may dangal at marangal). Every
now and then, foreign values may inspire us (through TV and other forms of mass media)
to modify our behavioral mindset or see one’s value set as conservative or archaic. It is
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on this note that contextualization of action is done. A Filipino acts and behaves in a
certain way because he/she is in the Philippines. This is our identity and there is value in
being a Filipino more than one can ever imagine.
The importance of self- assessment and victory over anything starts from knowing.
Indeed, according to Sun Tzu, “know your enemy, know yourself, and you will never be
defeated in a hundred battles.” We have to identify first who we are for us to have a solid
foundation of our personality. We can easily conclude that the drastic changes observed
in these current times are a conscious and deliberate act of “forgetting” or turning back
from our tradition; however, it is but logical to determine whether what unfolds before us
is an “act of forgetting.” We are prompted to ask, “how can one forget what is not known
or turn back’ from tradition? “Is it possible to turn one’s back from something that has yet
to be experience has yet to be experienced? “What we experience as a nation in the
context of the Filipino practices and seemingly bewildered sense of identity is due to our
poor practice of passing down our cultures and traditions to the next generation. Hence,
there should be a mentor who can objectify the abstract of the Filipino conception of
worthy individuals. Having said this, we indulge with gist that is valued by Filipinos. As
cited Manaut 91992,2000), Jocano called this concept pamantayan, which means
“behaving in line or in conformity with what is acceptable.” It is also used as a point of
reference or criteria for recognizing, expressing, and evaluating social realities.
Pamantayan, as a concept, covers the following core values:

a. Evaluation core (halaga),
b. Expressive core (asal), and
c. Spiritual core (diwa)
 Halaga
- is an evaluative core value that means “importance” or “worth.”
- According to Jocano, halaga influences the Filipino behavior of why we
behave the way we do and not otherwise. If one gives importance and
worth to life, and country, therefore, the person will do his/her best in living
life to the fullest, showing love to family and friends, promoting local culture,
and respecting the country and its symbols.
 Asal
- is the expressive core value that takes the form of proper behavior (good
manners and right conduct).
- asal is internalized in the process of growing up and, therefore, becomes
intrinsic in Filipino personalities. From the moment we develop our
consciousness in our childhood, we are socialized into thinking, behaving,
and believing the way we are taught. A good Filipinos with “inner strength
and a sharper sense of personhood.” It helps Filipinos to develop their
awareness of being alive and being human.
 Diwa
- “life vibrates with enthusiasm full of vigor, courage, determination,
perseverance, and direction”.
- It is the source of goodness and strength of character.
- Diwa is the soul of the Filipino people.
Our characteristics (either individual or as nation) is a key determinant of any
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course of action we conceive. In creating a pattern of behavior, a thorough understanding

of such “built-in predilections” allows us to be conscious of our actions, which in turn,
influence the results of such an action. Hence, the culmination of these values generates
a certain level of consciousness (kamalayan) and experience (karanasan) from which we
base and make sense of our morality. The crucial roles of these values are fundamental
to the quality of our understanding of patriotism and nationalism
(makabayan/makabansa) the catch is to inculcate relevant and significant Filipino values
through experience(s) and orientation(s).
This is the process of valuation (pagpapakahulugan) with reference to the concept
of being makabayan in order to develop a simple, effective, and dynamic platform for the
youth regardless of orientation, ethnicity, and religion aimed at inculcating, promoting,
and cultivating nationalism and patriotism. Through this act, a generation of Filipinos with
a genuine sense of being makabayan will be prepared to serve the country as moral law
enforcers and law-abiding citizens, they will constitute a generation of noble and
freedom- loving Filipino citizens and public servants.
Indeed, much has changed but not the very bedrock of how one “ought” to see the
extending relations and connecting with others (kapwa [pakikipagkapwa]) and one’s
community (pamayanan). these antiquated criteria are the very hallmarks of Filipino
identity and have a significant effect on our relations (pakikitungo) with others. They
highly affect a person’s status and acceptance in the community. The particulars may
vary from one tribe to another, but generally all point to one end and that is to be a man
of worth and substance. It is then empirical that, before we judge others or performs a
self-evaluation of our value(s) and worth [halaga], we should ask first whether or not we
as Filipino have a significant, if not in-depth knowledge of the criteria by which they are to
be judge.
Self-Help:
understand
Activity theportion,
3.1.In this lesson: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
 before
provided Rondina,
eachL.,number.
Talib, A., Cardinal, R. (2019) Character Formation: Nationalism and
psychology):
_________ A legacy
1. This is the of Virgilio
legal G. Enriquez.
principle Blackwell
that a person’s Publishers
nationality at Ltd.
birthRetrieved from by
is determined
file:///C:/Users/Tatad/Desktop/Module/CRI%20319%20-%20Nationalism%20and
the place of one’s birth.
%20Patriotism/References/Philippine%20Psychology.pdf
A. Filipino by birth C. Jus soli
B. Jus sanguinis D. Filipino by naturalization
_________ 2. This means “behaving in line or in conformity with what is acceptable.”
A. Pamantayan C. Ugali
B. Pakikisama D. Asal
_________ 3. This is an evaluative core value that means “importance” or “worth.”
A. Asal C. Diwa
B. Halaga D. Kapwa
_________ 4. This actually refers to what other people see in a person and how they use
that information to make a stand or judge that person’s worth.
A. Katarungan C. Kalayaan
B. Karangalan D. Kasaringlan
_________ 5. This refers to the psychology born out of the experience, thought and
orientation of the Filipinos, based on the full use of Filipino culture and
language.
A. Sikolohiyang Pilipino C. Both A and B
B. Filipino Psychology D. Nationalism and Patriotism
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_________ 6. Which of the following refers to the ability of the Filipino to undertake
revolutions and uprising against a common enemy?
A. Lakas ng loob C. Bahala na
B. Kalayaan D. Pakikibaka
_________ 7. This is a Filipino value that nudges a person towards genuine act of
generosity and towards a nurturing that has its origin in having genuine feelings
for others.
A. Kagandahang loob C. Pakikisama
B. Asal D. Diwa
_________ 8. Bayanihan is a spirit of communal unity where people help each other in
finishing tasks. This is that participation of the entire community to help a
person.
A. Pakikisalamuha C. Pakikilahok
B. Pakikibagay D. Pakikisama
_________ 9. The Philippineswas named in honor of King Philip II of Spain, and this name
was given by given by which of the following famous Spanish explorer?
A. Magellan C. Christopher Columbus
B. Antonio Pigafetta D. Rey Lopez de Villalobos
_________ 10. This is literally translated as justice.
A. Katarungan C. Kalayaan
B. Karangalan D. Kasaringlan
Let’s Analyze
Activity 3.2.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.
_________ 1.Which of the following statements would MOST likely describe Bahala Na
attitude of Filipinos according to Sikolohiyang Pilipino?
A. It means fatalism
B. It is a Filipino attitude that makes him accept sufferings and problems,
leaving everything to God
C. It is a fatalistic resignation or withdrawal from an engagement or crisis or a
shirking from personal responsibility
D. It means determination and risk-taking
_________ 2. Which of the following statements would be MOST likely true about Utang na
Loob?
A. debt of gratitude
B. the principle of reciprocity incurred when an individual helps another
C. to show gratitude properly by returning the favor with interest
D. it actually means gratitude or solidarity
_________ 3. A poor person who is a kind and honest person and respects the dignity of
hard work has a lot of:
A. Dangal C. Paninindigan
B. Katapatan D. Kagandahang-loob
_________ 4. Which of the following Filipino Values is considered as an ingredient in why
Filipinos overspend during fiestas in order to please their visitors, even to the
extent of going into debt?
A. Utang na loob C. Karangalan
B. Hiya D. Pakikipagkapwa
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_________ 5. Filipinos often use euphemism in language because they value and maintain
which of the following?
A. Pakikipagkapwa C. Kagandahang-Loob
B. Pakikisama D. Pagkamakatao
_________ 6. Which of the following statements would be LEAST likely true about
Pakikipagkapwa?
A. It is the core of the Filipino Value
B. This means treating the other person fellow human being
C. It is used to maintaining smooth interpersonal relationships
D. It means treating others as yourself
_________ 7. Which of the following statements would be LEAST likely true about
Pakikiramdam?
A. It is a request to feel or to be sensitive to others.
B. It is ‘‘feeling for another’’, exercising great care and deliberation
C. It is an indirect pattern of communication of Filipinos
D. It means untruthfulness, dishonesty or hypocrisy
_________ 8. As an investigator, it is important that you have good inter-personal
relationship with the interrogee, which of the following would be MOST likely
important in establishing such relationship?
A. Pakikisama C. Pakikitungo
B. Pakikipagpalagayang-loob D. Pagkikibagay
_________ 9. During the meeting, an employee just went along to the majority decision.
This best reflects which of the following?
A. Pakikitungo C. Hiya
B. Pakikibagay D. Pakikisama
_________ 10. Which of the following would be MOST likely true about the concept of Hiya
in Filipino personality?
A. The uncomfortable feeling that accompanies awareness of being in a
socially unacceptable position
B. It has negative aspect
C. It is the same as shame
D. It means sense of propriety
In a Nutshell
My Reflection.The different types of Filipino personality have already been discussed in the
previous part of this module. It is now your turn to give your reflection about the discussion by
making an essay that would present your insight as to which of the values described by
Enriquez best explains you as a Filipino. This essay should contain your views and must be
supported with personal experiences with no limitation as to the number of words used.
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Q & A LIST
6.
7.
8.
9.
10.
Keywords Index
Archipelago Core Values

Filipino Psychology Surface Values
Filipino personhood Societal Values
Big Picture D
Big Picture
Essential in Focus: ULOb. Discuss how our heroes strived to
Knowledge
To perform theachieve
aforesaidfreedom
big picturefor thelearning
(unit Filipinos.
outcomes), this part of the
module has laid down the following essential knowledge for you to know the struggle of
Filipino heroes in their war towards achieving freedom from the hands of colonizers.
Heroes’ Quest for Freedom

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“Isang malaking karangalan ang ipagtanggol angating

inang bayan. Ang mag tagumpay o ang mamatay”
-Heneral Antonio Luna
“Freedom is not free.” Throughout our history from the time of the Spaniards,
Americans, and the Japanese our ancestors scarified their lives just to obtain the very
freedom that we are enjoying nowadays. We have to remember that force can only be
used as a last resort to attain an object. Some of our “heroes”, as we call them, used
force to achieve their goals, but this did not really work in the end. In fact, even our
national hero, Jose Rizal, refuse to be rescued and opted instead to sacrifice his life
because he knew that peaceful means-not force-was better for our country.
Nevertheless, we have to learn from the gallantry and bravery shown by some of our
ancestors so that we can internalize the “love of country” that pushed them to give their
lives for our country. What we need to learn is pure patriotism or an immense love for the
country according to Graciano Lopez Jaena. This is the best quality a good citizen or
leader should possess. Let us take a look at some of these heroes.
 Lapu-lapu
- is considered to be the “first police” who made the first successful defense
of Filipino freedom.
- His victory was the first recorded triumph of Filipino resistance against
colonial power.
- Nothing is known of the life of Lapu-Lapu except that he used to be the
chief of the island of Mactan.
- He is the first Filipino to defy the Spanish authorities, defeating Magellan in
the Battle of Mactan on April 27, 1521. When Magellan tried to impose his
will upon this great warrior chief and his people, his valor proved no match
to craftiness and patriotism of Lapu-Lapu.
- However, even at that time, the people had already shown signs of
fragmentation. While Lapu-Lapu resisted Magellan, other tribes, such as the
RajaHumabon peacefully accepted the Spaniards and were even baptized
into Christianity.
 Francisco Dagohoy
- (Francisco Sendrijas, 1724) was born in Bohol during the eighteenth
century.
- He is best known for leading the longest revolt in Philippines history.
- Prompted by an incident in which the Spaniards refused to give a proper
Christian burial to his dead brother, Dagohoy rallied 3,000 Boholanos to his
side and immediately began a campaign, which was characterize by
victories over all Spanish forces sent against him. The people of Bohol saw
in Dagohoy the leadership that they sorely needed.
- Having entirely cleared the islands of Spaniards, Dagohoy triumphantly
announced the independence of Bohol. The islands remained independent
85 years after his death.
 Gomez, Burgos, and Zamora

- The execution of Father Gomez, Burgos, and Zamora can be considered a
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major blunder on the part of colonial government.

- The Cavite Mutiny of 1872 nourished Filipino nationalism. In a sense, 1872
produced 1896 which then produced June 12, 1898.
- The three priests were executed because they were implicated in the Cavite
Mutiny that lasted from January 19-20, 1872.
- Even Dr. Jose Rizal dedicated his novel El Filibusterismo in memory of the
three priests. He wrote:
“The church, in refusing to degrade you, has placed in doubt the crime imputed to
you; the Government; in shrouding your case with mystery and obscurities, created
beliefs in some error committed in critical moments; and the whole Philippines, in
venerating your memory and calling your martyrs, in no way acknowledges your
guilt… may your blood be upon the hands of those who, without sufficient proof,
assailed your memory.”
 Jose P. Rizal (June 19, 1861 – December 30, 1896)

- was a Filipino nationalist, novelist, poet, ophthalmologist, journalist, and
revolutionary
- While in Europe, Jose Rizal became part of the Propaganda
Movement,through which he connected with other Filipinos who wanted
reform in the motherland.
- He also wrote his first novel, Noli Me Tangere (Touch Me Not), a work that
detailed the dark aspects of Spain’s colonial rule in the Philippines, with
particular focus on the role of Catholic friars. The book was eventually
banned in the Philippines, although copies were smuggled in. Through this
novel, Rizal’s return to the Philippines in 1887 was cut short when he was
targeted by the Spanish forces.
- After this threat, Rizal return to Europe and continued to write, releasing his
follow-up novel. El Filibusterismo(The Reign of Greed) in 1891.
- He also published articles in La Solidaridad, a paper aligned with the
Propaganda Movement.
- The reforms Rizal advocated for did not include independence; instead, he
called for the equal treatment of Filipinos, limiting the power of Spanish
friar’s, and representation for the Philippines in the Spanish Cortes (Spain’s
parliament). He called for the peaceful reform of Spain’s colonial rule in the
Philippines.
- After his 1896 execution, he became an icon for the nationalist movement.
Spain’s control of the Philippines ended in 1898.
MI ULTIMO ADIOS
(By: Jose Rizal)
HULING PAALAM
(Translated by Andres Bonifacio)
Pinipintuho kong Bayan ay paalam,

Lupang iniirog ng sikat ng araw,
Mutyang mahalaga sa dagat Silangan,
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Kaluwalhatiang sa ami’y pumanaw.
Msayang sa iyo’y aking idudulot

Ang lanta kong buhat na lubhang malungkot;
Maging maringal man at labis ang alindog
Sa kagalingan mo ay akin ding handog.
Sa pakikidigma at pammiyapis
Ang alay ng iba’y ang buhay na kipkip,
Walang agam-agam, maluwag sa dibdib,
Matamis sa puso at di ikahahapis.
Saan man mautas ay di kailangan,

Cipres o laurel,lirio ma’y patungan
Pakikipaghamok, at ang bibitayan,
Yaon ay gayon din kung hiling ng Bayan.
Ako’y mamamatay, ngayong namamalas

Na sa Silanganan ay namamanaag
Yaong maligayang araw na sisikat
Sa likod ng luksang nagtabing na ulap.
Ang kulay na pula kung kinakailangan

Na maitina sa iyong liwayway,
Dugo ko’y isaboy at siyang ikikinang
Ng kislap ng iyong maningning na ilaw.
Ang aking adhika sapul magkaisip
Noong kasalukuyang bata pang maliit,
Ay ang tanghaling ka at minsang masilip
Sa dagat Silangan hiyas na marikit.
Natuyo ang luhang sa mata’y nunukal,

Taas na ang noo’t walang kapootan,
Walang bakas kunot ng kapighatian
Gabahid man dungis niyong kahihiyan.
Sa kabuhayan ko ang lagging gunita

Maningas na aking ninanasa-nsa
Ay guminhawa ka nag hiyas ng diwa
Paghingang papanaw ngayong biglang-bigla.
Ikaw’y guminhawa laking kagandahang

Akoy amlugmok, at ikaw ay matanghal,
Hininga’y malagot, mabuhay ka lamang
Bangkay ko’y maisilong sa iyong Kalangitan.
Kung sa libingan ko’y tumubong mamalas

Sa malagong damo mahinhing bulaklak,
Sa mga labi mo’y mangyayaring ilapat,
sa kaluluwa ko halik ay igawad.
At sa aking noo nawa’y iparamdam,

Sa lamig ng lupa ng aking libingan,
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Ang init ng iyong paghingang dalisay

At simoy ng iyong paggiliw na tunay.
Bayaang ang buwan sa aki’y ititig

Ang liwanag niyang lamlam at tahimik,
Liwayway bayaang sa aki’y ihatid
Magalaw na sinag at hanging hagibis.
Kung sakasakaling bumabang humantong

Sa krus ko’y dumapo kahit isang ibon,
Doon ay bayaan humuning hinahon
At dalitin niya payapang panahon.
Bayaan ang ningas ng sikat ng araw

Ula’y pasingawin noong kainitan,
Magbalik sa langit ng buong dalisay
Kalakip ng aking pagdaing na hiyaw.
Bayaang sino man sa katotong giliw
Tangisang maagang sa buhay pagkitil;
Kung tungkol sa akin ay may manalangin
Idalangin, Bayan, yaring pagkahimbing.
Idalanging lahat yaong nangamatay,

Nangag-tiis hirap na walang kapantay;
Mga ina naming walang kapalaran
Na inihihibik ay kapighatian.
Ang mga balo’t pinapangulila,

Ang mga billanggong nagsisipagdusa;
Dalanginin naming kanilang makita
Ang kalayaan mong ikagiginhawa.
At kung and madilim na gabing mapanglaw

Ay lumaganap na doon sa libinga’t
Tanging mga patay ang nangaglalamay,
Huwag bagabagin ang katahimikan.
Ang kanyang hiwaga’y huwag gambalain;

Kaipala’y marinig doon ang taginting,
Tunogng gitara’t salterio’y magsaliw,
Ako, Bayan yao’t kita’y aawitan.
Kung ang libingan ko’y limot na ang lahat

At wala ng kurus at batong mabakas,
Bayaang linangin ng taong masipag,
Lupa’y asarolin at kahuya’y ikalat.
Ang mga buto ko ay bago matunaw,

Mauwi sa wala at kusang maparam,
Alabok na iyong latag ay bayaang
Siya ang babalang doo’y makipisan.
Kung magkagayon ma’y, alintanahin

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Na ako sa limot iyong ihabilin,

Pagka’t himpapawid at ang panganorin,
Mga lansangan mo’y aking lilibutin.
Matinig na tunog ako sa dinig mo,

Ilaw, mga kulay, masamyong pabango,
Ang ugong at awit, paghibik ko sa iyo,
Pag-asang dalisay ng pananalig ko.
Bayang iniirog sakit niyaring hirap,
Katagalugan kong pinakalitiyag,
Diggin mo ang aking pagpapahimakas;
Diya’y iiwan ko sa iyo ang lahat.
Ako’y patutungo sa walang busabos,

Walang umiinis at berdugong hayop;
Pananalig doo’y di nakasasalot,
Si Bathala lamang doo’y haring lubos.
Paalam, magulang at mga kapatid

Kapilas ng aking kaluluwa’t dibdib
Mga kaibigan, bata pang maliit,
Sa aking tahanan din na masisilip.
Pag-papasalamat at napahinga rin,

Paalam estranherang kasuyo ko’t aliw,
Paalam sa inyo, mga ginigiliw;
Mamatay ay siyang pagkakagupuling!
Dr. Jose Rizal is considered our national hero because of his significant
contributions to our country.It was the American Governor in the person of William
Howard Taft who suggested to name Rizal as the national hero. He also ordered that
Rizal’s statues be built in different parts of the country, along with the establishment of
the Rizal Park in his honor. At that time, the American recognized Rizal as a national
hero not only because they wanted to win the sympathy of the Filipino people but also
because what Rizal did was similar to what their “founding fathers” did. America was
once a colony under Great Britain. But they were able to obtain freedom and sustain it
because of their strong foundation of “nationalism.”
 Andres Bonifacio (November 30, 1863 – May 10, 1897)

- was a Filipino nationalist and revolutionary leader who founded the
Katipunan, a secret society that spearheaded the coordinated uprisings
against the Spanish and laid the groundwork for the first Philippine
Republic.
- He grew up in the slums and knew from practical experience the actual
conditions of the class struggle in his society.
- He did not have formal education, much less any kind of military training,
but he supplemented the meager knowledge he had acquired from private
tutors (his aunt) by self-study. Among his favorite reading materials were
books about the French and American Revolutions, which no doubt
influenced and guided his thinking and actuations during the Philippine
revolution.
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- Orphaned early in life, he interrupted his studies in order to earn a living as

a craftsman and then as a clerk-messenger and agent of foreign
commercial firms in Manila. Absorbing the teachings of classic rationalism
from the works of Jose Rizal, Victor Hugo’s Les Miserable’s, Eugene Sue’s
The Wandering Jew, books on the French Revolution, and the lives of the
presidents of the United States, Bonifacio acquired an understanding of the
dynamics of the socio-historical processes at that time. This inspired him to
join the La Liga Filipina, which Rizal organized in 1892 for the purpose of
uniting and intensifying the nationalist movement for reforms.
- When the Liga was dissolve upon the arrest and banishment of Rizal,
Bonifacio formed the Katipunan in 1892, thereby providing the rallying point
for the people’s growing clamor for freedom, Independence, and equality.
- The Katipunan patterned its initiation rites after the Masonry, but its
ideological principles were derived from the French Revolution and can be
considered radical in its materialistic-historical orientation. The Katipunan
exalted work as the source of all values. It directed attention to the unjust
class structure of the colonial system, the increased exploitation of the
indigenous population, and the need to affirm to collective strength of the
working masses in order to destroy the oppressive system.
- Bonifacio organized the K.K.K. orKataas Taasang Kagalanggalangang
Katipunan ng mga anak ng Bayan or Katipunan on the day of the “Cry of
Balintawak.”
- Bonifacio, together with Katipunero attacked the Spanish garrison at San
Mateo, Rizal. The Spaniards were quickly driven from the town but when
enemy reinforcement came, the insurgents were forced to retreat.
- Andres Bonifacio was an able organizer and courageous leader. His fighting
spirit prompted him to personally lead men in battle. However, his bold and
resolute conviction in his actions led him and his men to suffer many
defeats.
“DEKALOGO”
(Katungkulan gagawin ng mga anak ng Bayan)
Supremo
1. Ibigin mo ang Diyos ng buong puso.

2. Lagging isaisip na ang tunay na pag-ibig sa Diyos ay ang pag-ibig sa bayan at
kapwa tao.
3. Ikintal mo sa ouso na ang tunay na karangalan at kaligayahan ay natatamo sa
iyong pagkamatay sa pakikilaban sa ngalan ng iytong bayan.
4. Ang lahat ng mabubuti mong hangarin ay makakamtan kung ikaw ay
mahinahon, matiyaga, makatwiran, may pag-asa sa iyong Gawain.
5. Pangalagaang katulad ng iyong karangalan ang mga kautusan at mga hangarin
ng K.K.K.
6. Katungkulan mong iligtas ang buhay na nasa panganib sa pagpupumilit na
matupad ang isang marangal na hangarin kahit mapilitang ihandog mo ang
sariling buhay at yaman.
7. Bayaang an gating sariling pag-uugali at pangingilos sa pagtupad ng ating
tungkulin ay maging uliran ng iba.
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8. Bahanginan mo ng iyong yaman ang bawat dukha at taong kulangpalad[7] sa

loob ng iyong makakaya.
9. Ang pagsusumikap at pagpipilit na kumita ng ikakabuhay ay nagpapahayag ang
tunay na pagmamahal sa sarili, sa asawa, anak, kapatid at kababayan.
10. May parusa sa bawat salarin at taksil, at gantimpala sa lahat ng mabuting gawa.
Panaligang ang mga puntahan ng K.K.K. ay sa kaloob ng diyos ang hangarin
hinggil sa iyong bayan ay hangarin din ng diyos.
Pag-ibig sa Tinubuang Lupa

Andres Bonifacio (May Pag-asa)
Aling pag-ibig pa nag hihigit kaya

Sa pagka-dalisay at pagaka-dakila
Gaya ng pag-ibig sa tinubuang lupa?
Alin pag-ibig pa? wala na nga,wala.
Ulit-ulitin mang basahin ng isip

At isa- isahing talastasang pilit
Anf salita’t buhay na limbag at titik
Ng isang katauhan ito’y mamasasid.
Banal na pag-ibig pag ikaw nukal

Sa tapat na puso ng sino’t alinman,
Imbit taong gubat, maralita’t mangmang
Nagiging dakila at iginagalang.
Pagpuring lubos ang nagiging hangad

Sa bayan ng taong may dangal na ingat,
Umawit, tumula, kumatha’t sumulat,
Kalakahan din nila’y isinisiwalat.
Walang mahalagang hindi inihandog

Ng pusong mahal sa bayang nagkupkop,
Dugo,dunong,tiisa’t pagod,
Buhay ma’y abuting magkalagot-lagot.
Bakit? Ano itong sakdal nang laki

Na hinahandugan ng buong pag kasi
Na sa lalong mahal kapangyayari
At ginugugulan ng buhay na iwi.
Ito’y ang inang bayang tinubuan,

Siya’y ina’t tangi na kinamulatan
Ng kawili-wiling liwanag ng araw
Na nagbibigay init sa lunong katawan.
Sa kanya’y utang unang pagtanggiol

Ngb simoy ng hangin nagbigay lunas,
Sa inis na puso na sisinghap-singhap,
Sa balong malalim ng siphayo’t hirap.
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Ang na nga kapanahon ng aliw,

Ang inaasahang araw na darating
Ng paka-tinawa ng mga alipin,
Liban pa ba sa bayan tatanghalin.
At ang baling kahoy at baling sanga

Na parang niya’t gubat na kaya-aya
Sukat ang makita’t sasa-ala-ala
Ang ina’t ang giliw lampas sa saya.
Tubig niyang malinaw sa anak’y bulog

Bukal sa batisang nagkalat sa bundok
Malambot na huri ng matuling agos
Na nakaa-aliw sa pusong may lungkot.
Sa kaba ng abang mawalay sa bayan!

Gunita ma’y lagging sakbibing lumbay
Walang ala-ala’t inaasam-asam
Kundi ang makita’ng lupang tinubuan.
Pati na’ng magdusa’t sampung kamatayan

waring masarap kung dahil sa bayan
at lalong mahirap, o! himalang bagay,
lalong pag-irog pa ang kanya’y alay.
Kung ang bayang ito’y nasa panaginip

At siya ay dapat na ipagtangkilik
Ang anak,asawa,magulang,kapatid
Isang tawag niya’y tatalikdang pilit.
Datapwa kung bayan ng ka tagalogan

Ay nilalapastangan at niyuyurakan
Katuwiran, puri niya’t kamahalan
Ng sama ng lilong ibang bayan.
Di gaagong kaya ang paghinagpis

Ng pusong tagalong sa puring nalait
At aling kaluobanna lalong tahimik
Ang di pupukawin sa pagkahihimagsik
Saan magbubuhat ang paghihintay

Sa paghihiganti’t gumugol ng buhay
Kung wala ring ibang kasasakdalan
Kundi ang lugami sa ka-alipinan.
Kung ang pagka-baon niya’t pagka0busabos

Sa lusok ngh daya’t tunay na pag-ayop
Supil ngh pang-hampas tanikalang gapos
At luha na lamang ang pinaa-agos.
Sa kanyang anyo’y sino ang tutunghay

Na di-aakayin sa gawang magdamdam
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Pusong naglilipak sa pagka-sukaban

Na hindi gumagalang dugo at buhay.
Mangyari kayang ito’y masulyap

Ng mga tagalong at lumingap
Sa naghihingalong inang nasa yapak
Ng kasuklam-suklam na castilang hamak.
Nasaan ang dangal ng mga tagalong,

Nasaan ang dugong dapat na ibuhos?
Bayan ay inaapui’ bakit di kumikilos
At natitilihang ioto’y mapanuod.
Kayo na nga kayo, kayong ngang buhay

Sa pag-asang lubos na kaginhawahan
At walang tinamo kundi kapaitan,
Kaya nga’t ibigin ang naabang bayan.
Kayong anatayan na sa kapapasakit

Ng dakilang hangad sa batis na dibdib
Muling pabalungit tunay na pag-ibig
Kusang ubulalas sa bayan piniit.
Kayong malagasan ng bunga’t bulaklak

Kahoy niyaringbuhay na nilant sukat
Ng bala-balakit makapal na hirap
Muling manariwa’t sa baya’y lumiyag.
Kayong mga pusong kusang (pugal)

Ng dagat bagsik ng ganid na asal,
Ngayon magbangon’t baya’y itanghal
Agawin sa kuko ng mga sukaban.
Kayong mga dukhsng walang tanging(lasap)

Kundi ang mabubuhay sa dalita’t hirap,
Ampunin ang bayan kung nasa ay lunas
Sapagkat ang ginhawa niya ay sa lahat.
Ipaghandog-handog ang buong pag-ibig

Hanggang mga dugo’y ubusanng itigis
Kung sa pagtatanggol’ buhay ay(mailit)
Ito’y kapalaran at tunay na langit.
The life of bonifacio—from start to end—sadly demonstrates thelack of unity in our

country, which still happen today. Unfortunately, he died not in the hands of the enemy
but in the hands of fellow Filipino. When the leader of the Katipunan passed away, Emilio
Jacinto carried out the wishes of Bonifacio. The Katipunan, at this time, had many
factions and not all of them operated in the same way as they waged their efforts to gain
independence of Spain. In fact, as with his predecessor before him, Jacinto refused to
join Magdalo faction of the Katipunan under the Leadership of Emilio Aguinaldo.
 Apolinario Mabini (July 23, 1864- May 13, 1903)

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- was a Filipino revolutionary leader, educator, lawyer, and statesman who

served as the first Prime Minister of the Philippines, serving first under the
Revolutionary Government, and then under the First Philippine Republic.
- He started to study at the Colegio de San Juan de Letran in 1881 and at the
University of Santo Thomas, where he received his law degree in 1894.
During this time, the earned his living by teaching Latin and then serving as
a copyist in the Court of First Instance in Manila.
- Mabini’s chief work, La Revolution Filipina, a reasoned analysis and cogent
argument concerning the ideological implications of the revolution against
Spain as well as the resistance to the American invaders, reveals the
progressive and democratic impulse behind his thinking. As a selfless and
dedicated patriot, Mabini has always tried to mediate between the people’s
will and the decisions of their leaders.
EL VERDADERO DECALOGO
(The True Decalogue)
(Apolinario Mabini)
First.Love God and your honor over all things: God, as the source of all truth, all justice
and all activity; your honor, the only power that obliges you to be truthful, just and
industrious.
Second.Worship God in the form that your conscience that God speaks to you,
reproaching you for your misdeeds and applauding you for your good deeds.
Third. Develop the special talents that God has given you, working and studying
according to your capabilities, never straying from the path of good and justice, in order
to achieve your own perfection, and by this means you will contribute to the progress of
humanity: thus you will accomplish the mission that God himself has given you in this life,
and achieving this, you will have honor, and having honor, you will be glorifying God.
Fourth. Love your country after God and your honor, and more than you love yourself,
because your country is the only paradise that God has given you in this life; the only
inheritance from your ancestors; and the only future of your descendants: because of
your country you have life, love and interests; happiness, honor and God.
Fifth. Strive for the happiness of your country before your own, making her the reigning
influence for reason, justice and work; if your country is happy, you and your family will
also be happy.
Sixth. Strive for the independence of your country, because you alone can have a real
interest in her aggrandizement and ennoblement, since here independence will mean
your own freedom, her aggrandizement your own perfection, and her ennoblement your
own glory and immortality.
Seventh. In your country, do not recognize the authority if any person who has not been
elected by you and your compatriots, because all authority comes from God, and as God
speaks to the conscience of each individual, the person chosen and proclaimed by the
consciences of all the individuals of a whole town is the only one that can excise real
authority.
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Eight. Strive that your country be constituted as a republic, and never as a monarchy: a
monarchy empowers one or several families and lays the foundation for a dynasty; a
republic enables and dignifies a country based on reason, it is great because of its
freedom, and is made prosperous and brilliant by dint of work.
Ninth. Love your neighbor as you love yourself, because God has imposed on him and
on you the obligation to help one another, and has dictated that he does not do unto you
what he does not want you to do unto him; but if your neighbor is remiss in this sacred
duty and makes an attempt on your life, your freedom and your priorities, then you should
destroy him and crush him, because the supreme law of self-preservation must prevail.
Tenth. Always look on your countryman as more than a neighbor: you will find in him a
friend, a brother and at least the companion to whom you are tied by only one destiny, by
the same happiness and sorrows, and by the same aspirations and interests.
Because of this, while the borders of the nations established and preserved by the
egoism of race and of family remain standing, you must remain united to your country in
perfect solidarity of views and interests in order to gain strength, not only to combat the
common enemy, but also to achieve all the objectives of human life.
Revolts against Spanish tyranny (1500s to 1800s)

 Dagami Revolt (1565-1567)
 Lakandula and Soliman/Sulayman Revolt (1574)
 Pampanga Revolt (1585)
 Conspiracy of the Maharlikas (1587-1588)
 Revolts Against the Tribute (1589)
 Magalat Revolt (1596)
 Igorot Revolt (1601)
 The Chinese Revolt of 1603
 Tamblot Revolt (1621-1622)
 Bancao Revolt (1621-1622)
 Itneg Revolt (1625-1627)
 Ladia revolt (1643)
 Sumuroy Revolt (1649-50)
 Maniago/ Pampanga Revolt (1660-1661)
 Almazan Revolt ( January 1661)
 Panay Revolt (1663)
 Zambal Revolt (1681-1683)
 Agrarian Revolt of 1745
 Dagohoy Rebellion (1744-1829)
 Silang Revolt (1762-1763)
 Palaris Revolt (1762-1764)
 Basi Revolt (1807)
 Novales Revolt (1823)
 Palmero Conspiracy (1828)
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 Pule Revolt (1840-1843)

 Cavite Mutiny (1872)
Historically, manifestos and articles regarding the expression of our ancestor’s

ideas and aspirations have always been present. These articles and authors, though
arguably scant, are neither inferior nor frail in the intellectual enterprise. In one way or
another, their writings contributed to the awareness and rising consciousness of many if
not all Filipinos who later challenged the conventional ideas of submission, inferiority,
weakness, and loyalty to false brotherhood by foreigners ‘own construction of truths
during their time (and maybe of our time too).
Japanese Occupation
the Philippines occupies a strategic position in Southeast Asia, and for the reason, it
has become the favorite target of foreign aggressors. Thus, throughout its history, the
preservation of the country’s independence through the exercise of positive nationalism
and the defense of our sovereignty against external threats become very vital. During
World War II, as the threats of war inched closer to the Philippines, the United States
decided to call our army reserve to active duty through the United State Armed Forces in
the Far East (USAFFE)under the command of Gen. Douglas Macarthur. Most of our
reserve units were still under training or being organized when Japanese suddenly
attacked the Philippines on December 8, 1941.
The Resistance Movement was conceived before the Japanese invaded the
Visayan island. Pressed by the problem of lack of arms and ammunition and profiting
from experience of the USAFFE forces in Luzon, our troops in Visayas immediately saw
the wisdom of engaging in guerilla warfare. However, this plan was temporarily disrupted
by the desire of American to put up an organized resistance and by Gen. Wainwright’s
order of surrender. Soon after, a good number of USAFFE officers and soldiers
immediately formed their respective guerilla outfits in all the big island in the Visayas.
Most of the leaders in the Visayas were regular officers of the Philippine army, and
they recruited all able men in their areas to resist Japanese occupation. The guerilla
forces in the Visayas were comparatively better organized than those in other parts of the
Philippines. They were favored by two crucial factors: the presence of a fewer number of
Japanese troops on the region and being the first group to be contacted by the American
troops. They took good advantage of those favorable circumstances by continually
harassing the Japanese garrisons in the island to the extent that the high command in
Manila found it necessary to reinforce their troops in Visayas. Their fighting spirit was
indomitable and they ultimately defeated the highly trained Japanese Imperial Army in
several encounters through their guerilla tactics.
Realizing the effectiveness of guerilla warfare in fighting the Japanese, Gen.
Macarthur thought of converting the USAFFE force in Mindanao into guerilla force. This
group soon gained control of a considerable part of the island and acquired much
strength. An early contact with the American forces in Australia enabled the guerilla units
in Mindanao to receive plenty of equipment and supplies via submarines. Just like their
counterparts in the Visayas, they also made good use of the military aid by engaging the
Japanese force in many operations.
In general, the resistance movement during Japanese occupation proved to the
whole world not only the Filipinos’ desire and determination to remain free, but also their
steadfastloyalty to the ideals of democracy. Due to the successful guerilla operations,
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they were able to run away a considerable number of Japanese troops, which could have
been used against Gen. Macarthur. Through their demonstrated capacity for endurance,
courage, and optimism under Japanese occupation, our guerilla soldiers won for our
country the admiration of all freedom-loving people in the world.
understand
 best
(2019)each
Character
numberFormation: Nationalism
is intended and
for your answers.
_________ 1. He was the person who founded the Katipunan?
%20Revolt%20was%20an,rise%20up%20against%20the%20Spaniards.
A. Emilio Jacinto C. Baldomero Aguinaldo
B. Andres Bonifacio D. Emilio Aguinaldo
_________ 2. He was the leader of the longest known Spanish revolt in Bohol.
A. Andres Bonifacio C. Sultan Kudarat
B. Laong Laan D. Francisco Dagohoy
_________ 3. He was considered "The Brain of the Katipunan" due to his big contribution in
drafting the kartilya and the Malolos Constitution despite of his polio illness.
A. Jose Rizal C. Diego Silang
B. Andres Bonifacio D. Apolinario Mabini
_________ 4. This refers to a secret society that spearheaded the coordinated uprisings
against the Spanish and laid the groundwork for the first Philippine Republic.
A. La Liga Filipina C. Cavite Mutiny
B. Katipunan D. La Solidaridad
_________ 5. He is the Chieftain of Mactan who killed Magellan and is considered as the
first Filipino hero.
A. Jose Rizal C. Raja Humabon
B. Lapu Lapu D. Bilong Bilong
_________ 6. Who among the following is not related to the three Martyr Priests of 1872?
A. Juan Zambales C. Jacinto Zamora
B. Mariano Gomez D Jose Burgos
_________ 7. Published his masterpiece Noli Me Tangere and El Filibusterismo.
A. Marcelo H. Del Pilar C. Jose Rizal
B. Andres Bonifacio D. Antonio Luna
_________ 8. He officially proclaimed the Philippine independence in Malolos, Bulacan, on
January 23, 1899, with him as the first president
A. Emilio Jacinto C. Graciano Lopez Jaena
B. Gregorio Del Pilar D. Emilio Aguinaldo
_________ 9. Who was the leader of the Cavite Mutiny, the first huelga (labor strike)
recorded in the Philippines?
A. Francisco la Madrid C. Macliing Dulag
B. Rafael de Izquerdo D. Patricio Montojo
_________ 10. What act is also known as the "Martial Law" act?
A. Proclamation 1081
B. Kautusang Tagapagpaganap blg. 25 S. 1974
C. Proclamation 274
D. Article 6 Section 14 of the 1973 Constitution
Let’s Analyze
Activity 4.2. The True Decalogue. Apolinario Mabini, also known as “the Supreme Paralytic”
printed a pamphlet that contains The True Decalogue which according to him, the documents
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contain his proposals for the internal revolution for the people to adopt as their moral and
behavioral guide, and for the external revolution for the revolutionary government to espouse as
the framework of governance.
In this portion of the module, you are to understand his writings and present his thoughts on the
country in the shortest possible manner. The True Decalogue can be found in the essential
knowledge laid in the previous section of this module.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
In a Nutshell
from this lesson.
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Q & A LIST
1.
2.
3.
4.
5.
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a. Identify the symbol that manifests the Filipinos’ patriotism towards the
Philippine Archipelago.
Big Picture E
Big Picture in Focus: ULOa. Identify the symbol that manifests the
Metalanguage
Filipinos’ patriotism towards the Philippine Archipelago
In this section, the essential concepts pertinent to the study of patriotic symbols
will be operationally defined. You will encounter terms and concepts to generally
demonstrate ULOaasyougothroughthis part of the module.
Flag – is a piece of cloth or similar material, typically oblong or square,

attachable by one edge to a pole or rope and used as the symbol or emblem of a
country or institution or as a decoration during public festivities.
Essential Knowledge
one (1) week of the course, the following essential knowledge about the Philippine Flag
how it was made, what does it symbolizes and the law penalizing any violations against
the flag. 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.
The Philippine Flag

- is a symbol of a nation’s independence
- It serves as rallying point for people who want to demonstrate their unity and
common aspirations
- In marches, be it in battle or in formal parades, the flag is borne ahead to signify
the subservience and loyalty of the marches to their country as represented by
the flag
- a symbol of or country, the Philippine Republic
- It is hoisted in schools, government buildings, and in other official establishments
in honor of our country. It is flown in other countries to stand for the independent
Philippine nation. Our flag represents the personality of the Philippine Republic
as a free nation one that deserves the respect of all Filipino citizen as well as the
citizens of other countries throughout the world.
The need to have a unifying Filipino flag was recognized by Gen. Emilio Aguinaldo
and his associates during their exile in Hongkong. In the impending fight for
independence, they realized that they needed a flag to manifest their desire for national
freedom and to serve as their battle standard.
The task of making the first Filipino flag was given to Marcela de Agoncillo, who was
then residing with her husband in Hongkong.
Designed by the Junta Patriotica, a council of exiled Filipino Leaders in Hongkong,
our flag graced the Philippine skies when Philippine independence was declared
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- the colors red, white, and blue, the sun, and stars have all served as important
symbol representing the defense of our county and the pursuit of national
objectives. It symbolizes the underlying spirit of our people from Luzon,
Visayas, and Mindanao and the ideals of freedom, justice, loyalty, courage,
and honor, which all Filipinos uphold.
- the sun in the triangle symbolizes liberty, unity, and autonomy.
- the eight rays of the sun represent the first eight provinces (Manila, Bulacan,
Cavite, Nueva Ecija, Laguna, Batangas, Tarlac, and Pampanga) that revolted
against Spain.
- the three yellow stars stand for the primary island groups in the country where
the revolution started (Luzon, Panay, Mindanao).
- the upper blue stripes represent peace, truth, justice, and universality
- the lower red stripes signify bravery, patriotism, and the willingness of the
Filipinos to sacrifice their lives to defend their country.
The guidelines or the Flag code are indicated under RA 8491, which is also known as the
“Flag and Heraldic Code of the Philippines.”
Hoisting ang Proper Display of the National Flag

 The flag shall be displayed in all public buildings, official residences, public plazas,
and institutions of learning everyday throughout the year (Sec.5).
 The flag shall be permanently hoisted, day and night, throughout the year, in front
of the following:
a. Malacañang Palace;
b. The Congress of the Philippines building;
c. Supreme Court building;
d. The Rizal Monument in Luneta, Manila;
e. Aguinaldo Shrine in Kawit, Cavite;
f. Barasoain Shrine in Malolos, Bulacan;
g. The Tomb of the Uknown Soldiers, Libingan ng mga Bayani;
h. Mausuelo de los Beteranos dela revolution; and
i. All international Ports of Entry and all the other places as may be designated
by the institu (Sec.6).
*The flag shall be properly illuminated at night.
 The flag shall also display in private buildings and residences or raised in the open
flagstaffs in front of said buildings on the following dates:
a. April 9 (Araw ng Kagitingan);
b. May 1 (Labor Day);
c. May 28 (National Flag Day) to June 12;
d. June 12 (Independence Day);
e. August 9 (National Heroes Day);
f. November 30 (Bonifacio Day);
g. December 30 (Rizal Day); and
h. On the other days as may be declared by the President and/or local chief
executive (Sec, 7).
 The flag may also be displayed throughout the year in private buildings or offices
or raised in the open on flagstaffs in front of private buildings, provided, that they
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observe flag-raising ceremonies in accordance with the rules and regulation

issued by the office of the President.
 All government agencies and instrumentalities as well as local government offices,
government owned corporations, and local government units are enjoined to
observe fag day with the appropriate ceremonies. Socio- civic groups, non-
government organization (NGOs) and the private sector are exhorted to cooperate
in making the celebrations a success (Sec, 8).
 The flag shall be flown on merchant ships of Philippines registry of more than one
thousand (1,000) gross tons and on all naval vessels (Sec, 9).
 On board naval vessels, the flag shall be displayed on the flagstaff at the stern
when the ship is at anchor. The flag shall be hoisted to the gaff at the after mast
when the ship is at sea.
 The flag, if flown from a flagpole, shall have its blue field on top in time of war; if in
a hanging position, the blue field shall be to the right (left of the observer) in time
of peace, and the red field to the right (left of the observer) in time of war (Sec,10).
 The flag shall be flown at half-mast as a sign of mourning on all buildings and
places where it is displayed, as provided for in this Act, on the day of official
announcement of the death of any of the following officials:
a. The President or a former President, for ten(10) days
b. The Vise-President, the Chief Justice, the President of the Senate, and the
Speaker of the House of Representatives, for seven (7) days; and
c. Other persons to be determined by the Institute, for any period less than
seven (7) days (Sec, 23).
 The flag shall also be flown at half-mast on all the buildings and places where the
decedent was holding office, on the day of death until the day of interment of an
incumbent member of the Supreme Court, the Cabinet, the Senate or the House of
Representatives, and such other persons as may be determined by the Institute.
 The flag, when flown at half-mast, shall be first hoisted to the peak for a moment
and then lowered to the half-mast position. The flag shall again be raised briskly to
the peak before it is lowered for the day.
Casket
The flag may be used to cover the caskets of the honored dead of the military,
veterans of previous wars, national artists, and of civilians who have rendered
distinguished service to the nation, as may be determined by the local government unit
concerned. In these cases, the flag shall be placed in such away that the white triangle
shall be at the head and the blue portion shall cover the right side of the caskets. The flag
shall not be lowered to the grave nor should it be allowed to touched the ground; rather, it
shall be folded solemnly and handed over to the heirs of the decease (Sec, 24).
The national flag may be used to cover the caskets of the honored dead, as
recognized by the state.
When positioning the flag, the white triangle must be at the head of the casket,
while the blue field must cover the right side. To prevent the flag from falling off, a black
band may be wrapped along the side of the casket.
Before lowering the casket, the flag must be folded and handed to the heirs of the
deceased. The national flag must not be lowered into the grave or be allowed to touch
the ground.
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Pledge to the Flag

The following shall be Pledge of Allegiance to the Philippine Flag (Sec, 25);
Ako ay Filipino
Buong katapatang nanunumpa
Sa watawat ng pilipinas
At sa bansang kanyang sinsagisag
Na may dangal, katarungan at Kalayaan
Na pinakikilos ng sambayanang
Maka Diyos
Maka tao
Makakalikasan at
Mkabansa
Such a pledge shall be recited while standing, with the right hand palm open and
raised shoulder high. Individual whose false or religious beliefs prohibit them from making
such a pledge must nonetheless shoe full respect when the pledge is being rendered by
standing at attention.
Flag Days
The period from May 28 to June 12 of each year is declared as Flag Days, during
which period all offices,agencies, and instrumentalities of the government,
businessestablishments, institution of learning, and private rooms are enjoyed to display
the flag (Sec. 26)
Specification of the National Flag

The flag shall have the following proportions. The width of the flag. 1 m; the length of the
flag, 2 m; and the sides of the white triangle, 1 m (Sec, 27).
The technical specification shall be as follow
a. The blue color shall bear Cable No. 80173;
b. The white color, Cable No. 80001;
c. The red color, Cable No. 80108;
d. And the golden yellow, Cable No. 80068 (Sec, 28).
 In order to establish uniform criteria in the making of our national flag and to
guarantee its durability by the use of quality materials, the following standards and
procedures shall be observed;
a. Allrequisitions for the purchase of the Philippine National Flag must be based on
strict compliance with the design, color, and craftsmanship, and material
requirements of the Government.
b. All submitted samples of flags by accredited suppliers offered for purchase for
government use shall be evaluated as to design, color and craftsmanship
specifications by the Institute, through its Heraldry and Display Section, which
shall stamp its approval or disapproval on the canvass reinforcement of the flag
sample submitted. The samples shall be sent to the Institute by the requisitioning
office, and not by the flag supplier; and
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c. The Industrial Technology Development Institute (ITDI) or the Philippine Textile

Research (PTRI) of the Department of Science and Technology (DOST) shall
evaluate the quality of material of all flag samples and certify whether the fabric for
the blue, white, red, and golden yellow colors, including the canvas submitted,
conforms to the government requirements as to quality of the material. The
samples shall be submitted by the said office to the Institute (Sec. 29).
 All deliveries of the flag requisitioned by the government shall be inspected by the
requisitioning agency’s internal inspector and by the Commission on Audit (COA)
using the flag stamped and approved by the Institute as reference (Sec. 30).
 In carrying out its responsibilities under Section 4 hereof, the Institute, COA, and the
ITDI/PTRI shall prepare guidelines to be approved by the Office of the President
(Sec. 31).
 All government agencies and instrumentalities shall ensure that the requirements
under this Act with respect to the standard, requisitions, and delivery of the national
flag are strictly complied with (Sec. 32).
 All departments, agencies, offices, and instrumentalities of the government,
government-owned or controlled corporations, and local government units, including
barangays, shall include their annual budgets the necessary outlay for the purchase
of the national flag (Sec. 33).
Prohibited Acts
The following shall be prohibited:
a. To mutilate, deface, defile, trample on or cast contempt, and any act or omission
castingdishonor or ridicule upon the flag over its surface;
b. To dip the flag to any person or object by way of compliment or salute;
c. To use the flag:
1. As drapery, festoon, tablecloth
2. As covering for ceilings, walls, statues or other objects;
3. As a pennant in the hood, side, back and top of motor vehicles;
4. As a staff or whip;
5. For unveiling monuments or statues; and
6. As trademarks or for industrial, commercial, or agricultural labels or
designs.
d. To display the flag under the following conditions:
1. Under any painting or picture;
2. Horizontally face-up. It shall always be hoisted a loft and be allowed to fall
freely;
3. Below any platform; or
4. In discotheques, cockpits, night and day clubs, casinos, gambling joints and
places of vice or where frivolity prevails.
e. To wear flag in whole or in part as a costume or uniform;
f. To add any word, figure, mark, picture, design, drawings, advertisements, or
imprint of any nature on the flag.
g. To print, paint, or attach a representation of the flag on handkerchief, napkins,
cushions, and other articles of merchandise;
h. To display in public any foreign flag, except in embassies and other diplomatic
establishments, and in offices of international organizations;
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i. To use, display, or be part of any advertisement of infomercial; and

j. To display the flag in front of buildings or offices occupied by aliens (Sec. 34).
Philippine National Anthem

For the national anthem, Gen. Aguinaldo wanted a march tune something similar to
the Marcha Real Espanola, the Spanish National Hymn. With such specifications, Julian
Felipe composed the national anthem entitled Himno Nacional Filipino. However, it took
over a year before the hymn acquired lyrics.
Sometime in August 1899, at the height of the Filipino-American War, a youthful
soldier poet named Jose Palma,wrote a poem in Spanish to fit the music of the Himno
Nacional Filipino. With the title Filipinas, the poem was originally published on September
3, 1899 in the La Independencia. Upon its publication, it was unanimously accepted as
the lyrics for the hymn composed earlier by Julian Felipe.
During the American era, the National Amthem was translated into English by
Camilo Osias and A.L Lane. However, in the early 1990, its official lyrics were interpreted
by Felipe de Leon from the original Spanish lyrics, and this is what we are using today.
FILIPINAS
(Jose Palma, 1899)
Tierra adorada,
Hija del sol de oriente,
Su fuego ardiente
En ti latiendo esta.
Patria de amores,
del heroismo cuna,
los invasores
no te hallaran jamas.
En tu azul cielo, en tus auras,

en tus montes y en tu mar
esplende y late el poema
de tu amada libertad.
Tu pabellon que en las lides

la vicyoria ilumino,
no vera nunca apagados
sus estrallas ni su sol.
Tierra de dichas, de sol y amores

en tu regazo dulce es vivir;
es una Gloria para tus hijos,
cuando te ofenden, por ti morir.
THE PHILIPPINE HYMN

(The English Version of the Philippine National Anthem
Translated by: Camilo Osias and A.L. Lane)
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Land of the morning

Child of the sun returning
With fervor burning
Thee do our souls adore.
Land dear and holy,

Cradle of noble heroes,
Neér shall invaders
Trample thy sacred shores.
Ever within thy skies and through thy clouds

And oér thy hills and seas;
Do we behold thy radiance, feel the throb
Of glorious liberty.
Thy banner dear to all hearts

It’s sun and stars alright,
Oh, never shall its shining fields
Be dimmed by tyrants might.
Beautiful land of love, oh land of light,

In thine embrace ‘tis rapture to lie;
But it is glory ever when thou art wronged
For us thy sons to suffer and die.
Conduct in Relation to the National Anthem (under RA 8491)
The National Anthem is officially entitled Lupang Hinirang. The National Anthem
shall always be sung in the national language within or without the country. The following
shall be the lyrics of the National Anthem.
Bayang Magiliw
Perlas ng Silanganan,
Alab ng puso
Sa dibdib moý buhay.
Lupang Hinirang
Duyan ka ng magiting,
Sa manlulupig
Di ka pasisiil.
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula
At awit sa paglayang minamahal.
Ang kislap ng matawat moý

Tagumpay na nagniningning;
Ang bituin at araw niya,
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Kailan pa may di magdidilim.
Lupa ng araw, ng luwalhati’t pagsinta,

Buhay ay langit sa piling mo;
Aming ligaya na ‘pag may mangiaapi,
Ang mamatay nang dahil sa iyo.
 The rendition of the National Anthem, whether played or sung, shall be in

accordance with the musical arrangement and composition of Julian Felipe (Sec.
37).
 When the National Anthem is played at a public gathering, whether by a band or
by singing or both, or reproduced by any means, the attending public shall sing the
anthem, the singing must be done with fervor (Sec. 38).
 As a sign of respect, all persons shall stand at attention and face the Philippine
flag, if there is one displayed, and if there is none, they shall face the band or the
conductor. At the first note, all person shall execute a salute by placing their right
palms over their left chests. Those wearing military, scouting, citizen’s military
training and security guard uniforms shall give the salute prescribed by their
respective regulations. The salute shall be completed upon the last note of the
anthem.
 The anthem shall not be played and sung for mere recreation, amusement, or
entertainment purposes, except on the following occasions:
a. International competitions where the Philippines is the host or has a
representative;
b. Local competitions;
c. During “signing off” and “signing on” of radio broadcasting and television
stations;
d. Before the initial and last screening of films or before the opening of theater
performances; and
e. Other occasions as may be allowed by the Institute.
 All official and employees of the national and local governments, and any
agencies or instrumentalities thereof, including government-owned or controlled
corporations, privately owned entities of offices displaying the national flag and
government institutions of learning, are hereby directed to comply strictly with the
rules prescribed for the rendition of the anthem. Failure to observe the rules shall
be a ground for administrative discipline (Sec. 39).
Flag-Raising Ceremony
Under RA 1265, the flag ceremony is compulsory in all educational institutions. The
recitation of the Panatang Makabayan and Panunumpa ng Katatapatan sa Watawat ng
Pilipinas should be done after the singing of the National Anthem, and the singing of Ako
ay Pilipino should be in the last part; however, this is optional. This kind of activity is
designed to instill in the mind of the children the essence of patriotism and love of our
country.
Panatang Makabayan
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(New Version)
Iniibig ko and Pilipinas,

aking lupang sinilangan,
tahanan ng aking lahi;
kinukupkop ako at tinutulungan
maging malakas, masipag, at marangal.
Dahil mahal ko ang Pilipinas,
diringgin ko ang payo ng aking magulang,
susundin ko and tuntunin ng paaralan,
Tutuparin ko ang tungkulin ng mamamayang Makabayan;
naglilingkod, nag-aaral, at nagdarasal
nang buong katapatan.
Iaalay ko an faking buhay, pangarap, pagsisikap
sa bansang Pilipinas
Panatang Makabayan
(Original Version)
Iniibig ko ang Pilipinas

Ito ang aking lupang sinilangan
Ito ang tahanan ng aking lahi
Akoý kanyang kinukupkop at tinutulungan
Upang maging malakas, maligaya at kapakipakinabang
Bilang ganti, ay diringgin ko ang payo ng aking mga magulang
Susundin ko ang mga tuntunin ng aking paaralang
Tutuparin ko ang mga tungkulin ng isang mamamayang
makabayan at masunurin sa batas
Paglilingkuran ko and aking bayan nang walang pag-iimbot at
ng buong katapatan
Sisikapin kong maging isang tunay na Pilipino sa isip, sa
Salita, at sa gawa.
Ako ay Pilipino
Ako ay Pilipino
Ang dugo’y Maharlika
Likas sa aking puso
Adhikaing kay ganda
Sa Pilipinas na aking bayan
Lantay na perlas ng Silanganan
Wari’y natipon ang kayamanan ng Maykapal
Bigay sa ‘king talion
Sa Mabuti lang laan
Sa aki’y katutubo
Ang maging mapagmahal
Chorus:
Ako ay Pilipino,
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Ako ay Pilipino
Isang bansa isang diwa
Ang minimithi ko
Sa bayan ko’t Bandila
Laan Buhay ko’t diwa
Ako ay Pilipino’
Pilipinong totoo
Ako ay Pilipino,
Ako ay Pilipino
Taas noo kahit kanino
Ang Pilipino any ako!
Commemoration
As a nation, we value the sacrifices of those people who are sacrificed their lives for
our country to obtain freedom these men and women are our “heroes.” Sacrificing
oneself for the sake of the country represents ultimate dedication, devotion, and loyalty; it
is also the most valuable gift that can be given by a citizen to his/her country. These
heroes deserve to be remembered throughout the generation.
 December 30- every year on December 30, we celebrate Rizal Day, which is his
death anniversary. When he came back to the Philippines, he has re-arrested by
the Spaniards because of his alleged involvement with the series of revolts that
broke out in 1896, historically referred to as the Philippine Revolution. The
observance of Rizal Day goes back to the decree issued by Gen. Emilio Aguinaldo
on December 20, 1898 declaring Dec. 30 as the anniversary of Jose Rizal’s death.
It is also decreed “a national day of mourning “for Rizal and other victims of
Spanish dominion throughout its three-century rule. At the same time, Gen.
Aguinaldo issued a directive that all national flag shall be hoisted at half-mast from
12:00 noon on December 29, and all offices of the government shall be closed the
whole day on Decenber 30 as a sign of mourning.
 November 30 – It is celebrated as a public holiday inmemory of the Filipino hero,
Andres Bonifacio. During this day, Filipinos thank him for his heroic attitude in
fighting for our country’s independence during the Filipino-Spanish war. A Filipino
nationalist and revolutionary, Andres Bonifacio, was the founder and leader of the
Katipunan movement, which sought the independence of the Philippines from
Spanish colonial rule and started the Philippine Revolution.
 August 26 – National Heroes Day in the Philippines was held every last Monday
of August. By virtue of RA 9492, the official day has been declared to be August
26. This date was chosen as it marked the day when the Cry of Pugad Lawin
occurred in 1896, thus initiating the start of the Philippine revolution against Spain.
On this occasion, flowers are offered at the Libingan ng mga Bayani, at the
Mausoleum for Veterans of the Revolution (Mausoleo delos Veteranos de la
Revolucion) at the Manila North Cemetery, at the Pathway to Glory in Heroes’
Square in Rizal Park and at other heroes’ monument.
 June 12 – Independence Day was officially observed on July 4 until RA 4166,
which was approved on August 4, 1964, set out to move the holiday to June 12.
This Act legalized the holiday, which is based on the Declaration of Independence
on June 12, 1898 by Gen. Emilio Aguinaldo and Filipino revolutionary forces from
the Spanish colonization. The Philippine flag was raised and its national anthem
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was played for the first time in 1898. However, liberty was short-lived because
Spain and the United State did not recognize the declaration.
 May 28- June 12 – National Flag Day. On May 23, 1994, President Fidel V.
Ramos issued Executive Order No. 179, which expanded the National Flag Day
into an extended period, culminating in the celebration of Independence Day.
During this period, Filipinos are enjoyed to display the Philippine flag in all offices,
agencies, and instruments of government, business establishments, schools, and
private homes.
 April 9 – The Day of Valor was a national observance until a Letter of Instruction
No. 1087, dated on November 26, 1980, made Araw ng kagitingan a national
public holiday. This holiday is meant to honor the brave people who helped bring
democracy and freedom in the Philippines during the World War II. Executive
Order No. 203, dated June 30, 1987, further proclaimed April 9 as “Araw Ng
Kagitingan” to pay tribute to the heroes of Bataan, Corregidor, and Bessang. It
commemorates the heroism of Filipinos and American Soldiers when the
Japanese occupied the Philippines during World War II. Major General Edward P.
King of the United States Army was forced to surrender more than 76,000 Filipinos
and American soldiers to the Japanese at dawn on April 9, 1942. The soldiers
were forced to take a 90-mile (-145 kilometer) hike to Cam O’Donnell in San
Fernando. Unfortunately, thousands of prisoners died during the hike (also known
as the Bataan Death March) due to starvation, dehydration, and diseases before
they could reach the camp.
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.
understand
Activity 5.1.In this portion, you are to answer these multiple-choice questions to test your
 Rondina,
knowledge L., Talib, A.,
on the introduction to Cardinal, R. (2019)
criminology. Character
You are Formation:
to write your letter ofNationalism andspace
choice on the
Patriotism.
provided before Wiseman’s Book Trading, Inc.
each number.
from https://www.officialgazette.gov.ph/1998/02/12/republic-act-no-8491/
_________#:~:text=REPUBLIC%20ACT%20NO.-,8491,SECTION%201.
1. What does the blue color on the Philippine flag mean?
A. Peace, truth, and justice C. Unity
B. Equality and fraternity D. Patriotism and valor
_________ 2. Who among the following made the first ever Philippine flag in Hong Kong?
A. Marcela Agoncillo C. Juan Felipe
B. Emilio Aguinaldo D. Melchora Aquino
_________ 3. The rays of the sun in the Philippine flag symbolized the "archipelago's three
principal islands" where the revolution started.
A. Luzon, Panay and Mindanao C. Luzon, Visayas, and Mindanao
B. Manila, Cebu, Davao D. None of these
_________ 4. The Philippines has an existing law which is known as the “Flag and Heraldic
Code of the Philippines,” which prescribes the proper display and usage of the
Philippine flag and the proper singing of the Philippine anthem.
A. Republic Act No. 9262 C. Republic Act No. 7077
B. Republic Act No. 9165 D. Republic Act No. 8491
_________ 5. He was the person who designed the Philippine flag as it looks today during
his exile in Hong Kong in 1897.
A. General Emilio Aguinaldo C. Apolinario Mabini
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B. Emilio Jacinto D. Julian Felipe

_________ 6. All government offices and educational institutions shall henceforth observe
the flag-raising ceremony every Monday morning and the flag lowering
ceremony every what day of the week?
A. Sunday C. Friday
B. Saturday D. Monday
_________ 7. The flag shall be flown at half-mast as a sign of mourning on all buildings and
places where it is displayedon the day of official announcement of what event?
A. First lady C. Death of China’s Prime Minister
B. Death of the President D. Any occasion
_________ 8. This period is declared as Flag Days, during which period all offices, agencies
and instrumentalities of government, business establishments, institutions of
learning and private homes are enjoined to display the flag.
A. May 09 to June 19 C. May 23 to June 01
B. May to June D. May 28 to June 12
_________ 9. Which among the following is the national Motto?
A. Ang mamatay nang dahil sa’yo.
B. Maka-Diyos, Maka-Tao, Makakalikasan at Makabansa
C. Bayan Muna
D. Para sa Pilipino
_________ 10. The Philippines’ National Anthem is entitled?
A. Panatang Makabayan C. Lupang Hinirang
B. Bayang Magiliw D. Ang Watawat
Let’s Analyze
Activity 5.2. 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
fifty words to do this.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
“I am my own master’; ‘I am slave to no man’; but may I not (as Platonists or He
____________________________________________________________________________
to say) be a slave to nature? Or to my own ‘unbridled’ passions? Are these not
____________________________________________________________________________
species of the identical genus ‘slave’ – some political or legal, others moral or s
____________________________________________________________________________
not men had the experience of liberating themselves from spiritual slavery, or sl
nature, and do they not in the course of it become aware, on the one hand, of a
dominates, and, on the other, of something in them which is brought to heel? Th
self is then variously identified with reason, with my ‘higher nature’, with
63 the self
calculates and aims at what will satisfy it in the long run, with my ‘real’, or ‘ideal’
‘autonomous’ self, or with my self ‘at its best’; which is then contrasted with irrat
uncontrolled desires, my ‘lower’ nature, the pursuit of immediate pleasures, my
‘heteronomous’ self, swept by every gust of desire and passion, needing to be r
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In a Nutshell
from this lesson.
Q & A LIST
1.
2.
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3.
4.
5.
Keywords Index
Flag Casket
Pledge Anthem
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a. Examine the roles of the military, the police and the Filipino citizen in
strengthening nationalism and patriotism in the country; and
b. Analyze the challenges faced by Filipinos in promoting patriotism and
nationalism.
Big Picture F
Big Picture in Focus: ULOb. Examine the roles of the military,

Metalanguage the police and the Filipino citizen in strengthening
In this section, the most essential concepts relevant to the study about the
nationalism and patriotism in the country.
strengthening of Filipino’s 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.
Citizen Soldiers – alternately referred to as reservists, who compose the

Reserve Force are those reservists of the Armed Forces of the Philippines who are
incorporated into the Reserve Force.
Reserve Officers’ Training Corps (ROTC)– refers to the military training for
students enrolled in colleges, universities and similar institutions of learning that is
mandatory pursuant to the provisions of the National Defense Act and the 1987
Constitution.
Essential Knowledge
Allegiance to the Country and Constitution

How can we demonstrate our allegiance to our country?
First of all, one must keep faith in the soundness of our system of government, in
our constitution, in our laws, and in the duty elected leaders of our country. Allegiance to
our country does not mean simply professing love of our country and pride as a Filipino.
What must be borne in mind as a Filipino is that being a citizen of the Philippines is a
privilege; it is recognition of our rights to utilize the resources of our country and to be
protected by our government. However, in return for enjoying the rights as a Filipino
citizen, we must assume obligations to defend the country.
Role of the Military

According to Pres. Manuel L. Quezon, on the one hand, “A nation of trained men,
ready to defend their country has the lasting respect of itself and of the world,” and that
on the other hand, “a nation of helpless citizen can expect nothing but slavery at home
and contempt abroad.”
Under the National Defense Act that was implemented during the Commonwealth
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Era, the Military Service shall be obligatory for all citizens of the Philippines; even women
should receive such instruction and training as might be necessary for performing
auxiliary service. Being a “defender of the Constitution” requires great sacrifice by giving
up some person privileges, such as going beyond their place of comfort in order to serve
the country. Loyalty to the Constitution and Filipino people, under one flag and the
concomitant willingness to give their life is their primary mission one that requires a great
deal of courage.
 “Loyalty”
- defined as faithfulness, consistency, devotion, allegiance, and fidelity to
one’s superior or duty, cause, or principle.
- It is the feeling or sentiment, often strong or even enthusiastic that
accompanies one’s sense of allegiance. Loyalty as virtue is intangible.
- It exists as pervading spirit in relationship as that of a people to a country,
of man to people.
- It is especially manifested when the relationship is put to test, such as
when extraneous force threatens that which object of loyalty.
distinguish loyalty from servility, because the latter could be used for abuse
and might break the chain of command. Servility is contemptuous, humiliating,
and hateful. Courting favors from superior which goes beyond the bounds of
duty, is below the standard of conduct expected of any decent citizen. The
one who stoops to these repressible acts, whether openly or covertly,
debases him/herself and incites the scorn of his/her fellowman. A soldier must
be loyal tothe constitution and not to the interest of one person. “Rule of Law,
not Rule by Men,” this is the core concept of Democracy.
 Obedience
- defined as the submission to authority and willingness to obey.
- Lack of obedience will not only prejudice the interest of an individual but
can also defeat the welfare and objectives of the group to which they
belong. Every well-organized group has a set of rules and regulations that
must be obeyed by the members, and these rules are written under the
“Article of War”. Although these rules and regulations restrict or limit
actions under certain circumstances, they are not intended to harass or
deny the freedom of action. The rules are necessary so that the group can
maintain order and, in turn, achieve its objective for the good of every
member and the nation as a whole.
 Courtesy
- is the expression or manifestation of consideration for others.
- It is the virtue that is expected of all individuals from all walks of life.
- In the military, courtesy is a great requirement because it is the basis of
military discipline. Once it is not observed wholeheartedly, the organization
will lose its orderliness and may even disintegrate. Furthermore, courtesy
promotes good relationships as well as closer coordination and team work
among members of the organization. It makes the organization dignified
and ensures good relations with the public.
 Courageous
- Fear is a natural human emotion that takes place among unusual
circumstances, especially in the face of imminent threat and danger. The
real soldier, however, is one who can control fear and place duty above
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emotion.
- This is brought about by motivations as love of country, pride in national
heritage of bravery and complete faith and loyalty in the cause that he/she
is fighting for. The acts of heroism among soldiers are achieved not
because of their lack of fear but because of their control over the normal
human feeling of fear.
- Moral courage, fear of failure, criticism, and ridicule have often
discouraged men from doing what is right, just, and noble. Hence, courage
to do things right in the face of possible failure and criticism is a triumph in
itself.
Role of the Police and other Law Enforcement Agencies

The State shall establish and maintain one police force, which shall be national in
scope and civilian in character, to be administered and controlled by a national police
commission. The authority of local executives over the police units in their jurisdiction
shall be provided by law (Art. XVI, Sec. 6, 1987 Constitution). However, “in times of
national emergency, the PNP, the Bureau of Fire Protection, and the Bureau of Jail
Management and Penology shall, upon the direction of the President, assist the armed
forces in meeting the national emergency” (Sec. 3, RA 8551).
While it is very clear that the PNP is a civilian in character, PNP forces can be
deployed in times of national emergency, which means they should also be ready to
defend the country at any time. It is difficult to conceptualize “civilian character” in PNP
considering that the so-called “military mentality” is still there. Most of the high-ranking
officers are trained in Military Science, which urges them to implement military protocol in
the organization, which may sometimes be cascaded down into the community. What
they forget is that “the police is the community and the community is the police.” Thus,
the police should be able to work closely with the community in order to gain their
support. As the police may sometimes think that “civilian mentality” is a low form of
thinking, thus, part of police training is to change their perspective from being a civilian
into men in uniform. However, what they sometimes fail to internalize is that, what they
are doing is a great sacrifice for the people and is actually intended to serve the
community. Serving people is a “great honor and pleasure” for a service man/woman,
and it can be manifested or appreciated by the people through the “respect” given to
them by the former or by government through awards and recognition. These are the
important ideas that some of our men in uniform have failed to internalize, because they
typically label themselves as ordinary citizens whose reward for services rendered should
be in the form of compensation or money.
Indeed, it is a great honor to serve the country and its people and this should be
motivation of our men in uniform, not just the salary. In fact, their salary, which comes
from the people’s taxes, are given to them because they also have personal needs and
families to support even though they are working full-time as public servants. This salary
is not designed for them to get rich. Getting rich should not be a goal of al law enforcer or
any public servant, because if that is the case, then they have to leave public service and
go into private practice or business. It is never appropriate to combine the interests of
public service and business into one because it might result in a conflict of interest,
dissatisfaction, and even corruption.
Role of Citizen’s Training in Shaping the Youth

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Citizen’s training is aimed at improving and maintaining the spirit of cooperation so

that the ordinary Filipino citizen will always work together to promote the welfare of the
nation. To make democracy real and supreme in our country, whenever the general
welfare is involved, there must be understanding not only among friends but also among
enemies. However, this may call for some degree of self-sacrifice. If we are to live
harmoniously, each one of us should lay aside our desires, feelings, and personal
ambition, especially because, the preservation of the state is the obligation of every
citizen. The security of the Philippine freedom, independence, and perpetual neutrality
shall be guaranteed by the employment of all citizens without distinction of age, sex, and
all resources.
Like many countries in the world, citizen’s training should start at very young age
because it aims to inculcate “love of country” among the youth. The very first law
promulgated by Pres. Quezon was the National Defense Act, which laid down the
Defense Policy of the Philippines. At that time, there was a Preparatory Military Training
(PMT) and this was later changed to the Reserve Officer Training Course (ROTC) a
compulsory course meant to last for two years. Due to some controversy, the ROTC
became an optional course under the National Service Training Program (NSTP). Some
argued that the ROTC did not serve its original purpose, resulting in its abolition. As of
today, due to rising tensions in the West Philippine Sea, there are steps to bring back the
original “concept” of ROTC, which is to prepare our youth to defend the country.
The very purpose of citizen’s training (i.e., ROTC) is not to punish the youth or
make them suffer just to meet a requirement to graduate in college. Its primary objective
is to instill in the heart and mind of the youth the spirit of “patriotism” and “nationalism”.
Through this “character building” exercise, they might be inspired to conduct some
activities to attain a similar objective. Obedience, discipline, courtesy, and loyalty are
among the characteristics that the youth should develop. These are vital for the survival
of the future generations of Filipinos.
Courtesy
A salute is the most important form of military courtesy. It is executed by raising the
right hand smartly until the tip of the right forefinger touches the right eyebrow or the front
brim of the headgear when covered. Finger must be extended a joined, with the palm
pacing the forearm inclined at an angle of about 45 degrees and the right upper arm
horizontal. A person who is doing a salute looks at the person to whom the salute is
offered. When saluted is returned, the former drops the right hand smartly to the side.
The rules in rendering a proper salute are as follows:

a. The salute is required on and off military installations during and outside office
hours.
b. Persons entitled to the salute:
1. All commissioned officers of the AFP, both male and female; and
2. All commissioned officers of friendly nations when they are recognized.
c. The salute is rendered at a distance of about 6 paces from the person saluted or
at a recognition distance, which is about 30 paces.
d. The salute must be returned by those entitled to it. It is not rendered when running
but at halt or walk. Never salute with a cigarette, cigar, or pipe in the mouth. The
salute should not be executed in a haphazard perfunctory manner, and salutes are
exchanged whether individuals are covered or uncovered.
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e. The salute is rendered but once if the senior remains in the immediate vicinity and
no conversation takes place. When they are part from each other, the junior again
salutes the senior.
f. In making reports, the person reporting salutes first regardless of rank. An
example of this case is when a unit commander is reporting to the adjutant during
a ceremony.
g. The salute is rendered by a junior when reporting to a senior. He/she also salutes
before leaving.
h. When not to salute:
a. While at work. In case the officer calls for a soldier who is working. The
soldier stops working, approaches and salute the officer, and again when
they are part from each other.
b. Indoor, except when reporting to an officer or when the soldier is on duty as
a sentinel or guard;
c. When carrying articles with both hands or being so occupied as to make
saluting impractical;
d. When riding in a fast-moving vehicle and the other is dismounted, the salute
is not rendered. Exceptions are when the vehicle is clearly marked indicate
a general officer and when saluting is part of the ceremony.
e. When a meeting a prisoner war. Soldiers serving as military prisoners are
not entitled to salute; and
f. In case of doubt due to the absence of specific instruction, the salute is
rendered.
Discipline
Discipline develops mutual respect and good will among members of an
organization. Without courtesy and respect among the members of an organization,
discipline disappears. As a result, there will be no peace and order in the organization
and it will disintegrate.
The need for discipline is recognized in many places outside the Armed Forces. It
reaches its highest form in teamswherein individual desires are subordinated to the
interest of the entire team. The Armed Forces require discipline among its rank for
several reasons. First, the task of going into war is not the personal choice of many of us:
we are doing it because we, as individuals, have to do it in the interest of our country. For
this reason, we cannot be allowed as individuals to decide which part is to be done.
Second, the organization must be prepared for situations in which leaders may be lost.
Personal loyalty to his/her commander is not enough. If the leader is killed, the
subordinates must accept orders from the successor immediately and without question
especially in the midst of battle. Finally, the tremendous size of the Armed Forces
demands that there be a uniform way of doing things. Discipline among subordinates and
self-consideration are both vital in achieving the interest of the group.
Military discipline is the mental attitude and state of training that renders obedience
and proper conduct instinctive under all conditions. It is founded upon respect for and
loyalty to properly constituted authority. Discipline is maintained in much the same
manner as it is attained. The Article of War punishes military individual’s committing
breach of discipline. Common sense, good judgment, fairness and justice, high morale,
pride, and responsibility all contribute significantly to developing and maintaining
discipline.
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Moreover, mass discipline and morale essential factors for securing cohesive action
and for ensuring singleness of purpose, which can triumph over the most difficult
conditions of war. The successful leader will teach his subordinate to recognize and face
fear because fear is enemy of discipline and morale. Fears that are left unchecked will
lead to panic and a unit that is under a state of panic is in danger of losing discipline and
becoming a mob instead.
Discipline is instilled through instruction, pride, tradition, and regulations. An
individual can develop appreciation of the other factors that build discipline as time
passes. In this light, one must know and understand the different laws and regulations
immediately.
Obedience
The person who can be a good leader must pay the disciplining cost involved.
Leaders need to submit themselves to a stricter discipline than what is expected of
others. A great number of persons who have been acknowledge as good leaders are
people who have learned the act of obedience. The person who has not learned to
render prompt and willing service to others will find it difficult to win and keep control of
his/her followers. The job of a good leader is to get the team to do the work needed to
achieve its goals. Having delegated the tasks, the leader must then trust the member.
Such an action implies the courage and readiness to back a subordinate to the end.
Punctuality
Inability to observe punctuality in keeping appointments is in itself an act of
discourtesy to others who are punctual. Lack of promptness in doing one’s work slows
downnot only individual progress but also the operation of the bigger group to which the
individual belongs. Good Filipino citizens need only to remember that they must always
consider the feelings of others in their actions, habits, and manner of working, as these
can greatly affect the general welfare of others.
If the students want to make the most of their schooling, they have class to attend
and study hours to follow. If they are noy punctual inattending classes, they would miss
some lessons that may be important. By coming in late, they disturb the instruction by
distracting the attention of both the instructor and the rest of the class. The punishment
imposed for tardiness is intended to correct the bad habit and to develop the trait of
punctuality.
When a task is given to you, you must assume that there is certain purpose for it.
Your task may be part of a greater task, which can be done by a group that is part of it. It
could be that your job must be done before the rest of the task can be completed.
Promptness is expected of you to do your job at once, not to postpone it to some other
time; otherwise, you are going to delay the whole work and thereby contribute to the
failure of the group to accomplish its task. Remember, the person who is prompt is not
only helping but also making him/herself an asset to the organization.
Duty of every Filipino to our Motherland

The country is inseparable from the people that populate it. Love for one’s country is
linked to the love of its people. Our love for the Philippines would be empty and
meaningless if we do not love the Filipino people.
As good citizens, we are expected to know our duties to the community. One such
duty is to know the laws and ordinances promulgated by our national and local
government. As we cannot be familiar with all of them nor can we expected to remember
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all the laws, it is the duty of the law enforcer to call our attention when we show
ignorance of the law.
Teaching the youth to respect the law is important, because the foundation on
which the greatness of a nation rests is formed by morality, industry, and order. None of
these can exist without respect for and obedience of law. Outside of government laws,
civilized men and women have evolved rules and concern our norms and conduct to
society. Those who choose to follow the rules may just distinguish the well-bred
individuals from the ill-mannered ones.
The rules and regulations must be obeyed by all members. Meanwhile, the leaders
of a group, which could be the head of an organization or a commander to troop, has the
grave responsibility of ensuring the achievement of the common good. All of us who are
members of the group have the responsibility of behaving according to the written rules
and regulations set for us. Moreover, in case we fail to conduct ourselves in the manner
prescribed by the rules, we are bound by duty to accept punishment so that we may set
an example for others not to commit the same offense. In other words, the right to
enforce rules and regulations must necessarily carry with it the right to punish violators in
order to prevent the members from doing wrong. Failure to punish those who have
violated the rules would weaken the foundation of the organization which, in turn, can
lead to anarchy and chaos.
In relation to the above, cooperationis essential in promoting one’s own personal
welfare and the interest of the group to which he/she belongs. Like cogs in a machine,
the group members can only attain the group’s mission if we play our respective roles for
the sake of the group.
The motives that bring people to work together vary: force, intimidation, love, and
understanding, among others. Compulsion, compromise, exploitation, bargaining,
leadership, and comradeship represent different motives of cooperation. However, since
we believe and practice democracy in our country, the kind of cooperation we must
demonstrate as good Filipino citizen is one that is motivated by love, understanding,
mutual confidence in ourselves and in our leaders, and the spirit of comradeship.
Who are the Citizen Soldiers?

Article V of RA 7077
- also known as the Citizen Armed Forces of the Philippines Reservist Act
- provides guidelines in carrying out the activities of the Citizen’s Armed Forces.
- Mainly, the citizen armed forces shall be organized, trained, developed, and
maintained so as to ensure their readiness to immediately respond to call of
service.
Categorization of Citizen Soldiers(based on age)

1. First Category Reserve-composed of able-bodied reservists whose ages are
between eighteen (18) and thirty-five (35) years, inclusive.
2. Second Category Reserve- composed of able-bodied reservists whose ages are
between thirty-six (36) and fifty-one (51) years, inclusive.
3. Third Category Reserve- composed of able-bodied reservists who are above fifty-
one (51) years of age.
Classification of Reserve Force Units
- based on the categorization provided in Sec. 12 above, the Reserve Force unit
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shall further be classified based on their operational readiness for immediate

deployment/utilization.
1. Ready Reserve
- composed of citizen soldiers belonging mostly to the First Category
Reserve and others
- shall be organized, trained, and maintained as mobilizable ready reserve
subject to call at any time to augment the regular armed forces of the AFP
not only in times of war or national emergency but also to meet local
emergencies arising from calamities, disaster, and threats to peace, order,
security, and stability in any locality, including the need to provide
assistance in relief and rescue work and other civil assistance activities.
- Any reservist or citizen soldier belonging to the Second Category Reverse
and/or the Third Category Reserve, particularly the commissioned and
noncommissioned officers who will volunteer to serve with the Ready
Reserve shall be allowed, if qualified and fit for duty, to join and actively
participate as part of the Ready Reserve and shall serve with an
appropriate Ready Reserve unit.
- Furthermore, members of the AFP Affiliated Reserve units of various
government and private utilities and services that are considered essential
for the preservation of the economic stability of the country or particular
locality, such as power and electricity, water supply, transportation and
communications, among others, regardless of their categorization, shall be
classified as Ready Reserve.
- All citizens’ soldiers belonging to the First Category Reserve, except those
exempted under RA 7077, shall be required to serve with Ready Reserve
units and will have assignments and promotions in accordance with existing
policies of the AFP until they are transferred to the Standby Reserve by
virtue of their age.
The following citizen soldier may be exempted from rendering service with the
said reserve units:
a) Active members of the Armed Forces of the Philippines and the Philippine
National Police;
b) Those who are residing abroad but only during the duration of their
absence from the Philippines;
c) Those who are physically and mentally unfit to serve their tour of duty;
d) Those who are convicted of crimes involving moral turpitude; and
e) Those who may be exempted from duty for valid reasons, which may be
authorized on a case-to-case basis by appropriate and competent
authorities. For this purpose, the AFP shall issue such appropriate
guidelines, rules, and regulations as may be necessary.
2. Standby Reserve
- composed of citizen soldiers belonging mostly to the Second Category
Reserve and the Third Category Reserve
- shall be organized and assigned to specific reserve units and shall be
maintained through annual assembly test to update their records and their
present addresses, among others.
- may be mobilized or ordered to active duty only in times of national
emergency war.
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- The ranks of the members may be upgraded if they voluntarily participate in

training or choose to serve with the Ready Reserve units in their areas or if
their Standby Reserve units undergo retraining. They will, however, be
encouraged to upgrade their military knowledge and skills by taking up
nonresident or resident courses, which shall be set up for the purpose.
3. Retired Reserve
- composed of citizensoldiers who have qualified for retirement through
length of service, old age, or disability.
- sixty-five (65) years shall be considered as the retirement age.
- if qualified and fit for duty, a member of a Retired Reserve may be ordered
to active duty in times of local or national emergencies if he volunteers for
active duty and when the Secretary of National Defense determines that
there are not enough qualified citizen soldiers with his special skills and
qualifications in the Ready Reserve or the Standby Reserve in his particular
area of residence.
In defending the country, one does not need to be brilliant, a master tactician, or a skilled
“warrior,’ all you need to have is the “heart” of a true Filipino who is willing to defend the
country until the last drop of his blood.
understand
 best
(2019)each
Character
number Formation: Nationalism
is intended and
for your answers.
_________ 1. It Act
 Republic is that act establishing
Number theArmed
7077. “Citizen National Service
Force Training
or Armed Program
Forces (NSTP) for
of the Philippines
tertiary level students which made the ROTC program was optional
Reservist Act.” Retrieved from https://www.officialgazette.gov.ph/1991/06/27/republic- and
voluntary
act-no-7077/
A. Republic Act No. 9163 C. Republic Act No. 8491
B. Republic Act No. 7077 D. Republic Act No. 1075
_________ 2. The mission of the Citizen Armed Force, alternately referred to as the
Reserve Force, is to provide the base for the expansion of the Armed Forces of
the Philippines in the event of, EXCEPT:
A. War, invasion or rebellion
B. Disasters or calamities
C. Socioeconomic development
D. None of these
_________ 3. They are those whocompose the reserve force, are those reservists of
theArmed Forces of the Philippines who are incorporated intothe reserve force.
A. Citizen Soldiers C. Advance ROTC
B. Reservists D. Both A and B
_________ 4. These are composed of able-bodied reservists whose ages are between
thirty-six (36) years and fifty-one (51) years inclusive.
A. First category reserve C. Second category reserve
B. Third category reserve D. Fourth category reserve
_________ 5. An able-bodied reservist who is 55 years old shall be under the category of?
A. First category reserve C. Second category reserve
B. Third category reserve D. Fourth category reserve
_________ 6. This shall be composed of citizen soldiers belonging mostly to the first
category reserve and others as provided in RA 7077 who shall be organized,
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trained and maintained as mobilizable ready reserve subject to call at any time
to augment the regular Armed Force of the AFP.
A. Ready reserve C. Standby reserve
B. Retired reserve D. Reservist
_________ 7. This is the most important form of military courtesy. It is executed by raising
the right hand smartly until the tip of the right forefinger touches.
A. Salute C. Hand shake
B. Greetings D. Wink
_________ 8. Defined as faithfulness, consistency, devotion, allegiance, and fidelity to
one’s superior or duty, cause, or principle.
A. Discipline C. Courtesy
B. Courage D. Loyalty
_________ 9. This refers to the expression or manifestation of consideration for others
A. Discipline C. Courtesy
B. Courage D. Loyalty
_________ 10. The 1987 Constitution if the Republic of the Philippines mandated the
creation of the PNP, what provision of the fundamental law prescribed that it
would assume an identity of civilian in character and national in scope?
A. Article VI, Section XVI C. Article III, Section IV
B. Article III, Section VI D. Article XVI, Section VI
Let’s Analyze
Activity 6.2. My View. In this section of the module, you are to write your personal view with
regards to the desired Unit Learning Outcome A. How do you strengthen your personality
that advocates nationalism and patriotism? What could you do as a Filipino?
_____________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______
In a Nutshell
from this lesson.
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Q & A LIST
1.
2.
3.
4.
5.
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Keywords Index
Citizen Soldiers Reserve Officers’ Training Corps

Allegiance Loyalty
Obedience Courtesy
Courage Discipline
Punctuality Duty
Big Picture G
Big Picture in Focus: ULOb. Analyze the challenges faced by

Filipinos in promoting patriotism and nationalism
Essential Knowledge
Improvements Needed in the ROTC

Teaching the ROTC to the youth
- it is important because it aims to develop their physical, moral, spiritual,
intellectual, and social well-being.
- it aims to inculcate in the youth the values of patriotism and nationalism and
initiate their involvement in public and civic affairs.
- it was abolished by virtue RA 9163 (which made it an optional course), this
prove ineffectiveness in terms of implementation.
Why and how the very important key to establishing our defense systemhas
been significantly weakened?
 First, the Armed Force created a bad image during the Martial Law era an
image they are still trying to recover from. Martial Law per se is good. For
example, when it was implemented in Mindanao after the Marawi Siege, it
significantly improved the peace and order situation in the area. As for the
Martial Law imposed by former Pres. Ferdinand Marcos, anarchy was
prevalent in the country during that time; the communist group were trying to
take over the country and the only way to stop them was to imposed martial
law. With Martial Law, the government was given more power to impose the
law.
 While it is true that stricter discipline should be applied in the military, in
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dealing with the youth, there should be a balance.

 The problem with the ROTC is that, the personnel handling the program are
not able to eternalize its very concept. The rigid training design featuring
classes in a training camp cannot be applied to the students attending
formation in ROTC. Moreover, shouting, uttering bad words, resorting
humiliation, giving in appropriate orders, and hazing should not be applied.
Instead, character building can be done through instruction and
demonstration in a logical manner. Punishment is somehow appropriate, but
it should only be for those who violated the protocol and should be properly
explain to the person.
 On the part of the student, love of country, honor, and virtue should be the
motivation to join the program and not because it’s a requirement to graduate
in college. In the old days of the ROTC, this latter motivation opened up
opportunities for corrupt individual to take advantage of their position by
giving “favors” in exchange for some benefits. Thus, the “palakasan system”
was born until such time that taking the course was not worthy anymore. The
scenario has occurred for several years. Unfortunately, those who have had
bad experiences with the ROTC are now occupying positions in the
government and different sectors in the society. Those people are living
witnesses who can attest to the ineffectiveness of the ROTC, but can we
blame them?
 When we heard a testimony from an elder Filipino, we somehow believe it
without scrutinizing the real facts because we have high respect to our
elders. Of course, as hedonist, we always seek pleasure and avoid pain. The
ROTC involves suffering and sometimes physical pain. Why do we need to
suffer in the first place if we have the option not to? These are the attitudes
that tend to weaken our foundation.
 Others tried to strengthen the concept of the ROTC by applying the concept
of “brotherhood”. Although it is not bad per se it actually defeats the purpose
of the program. Which is to instill patriotism and nationalism. Those who
were involved in the program were bonded because of the goal of the group
not the goal of the program. When these activities were exposed to the public
and were proven to not conform with the principles of the program, they
eventually contributed to the abolition of the ROTC. Mainly, the lack of
“internalization” of its purpose is the primary reason why most of the youth
nowadays cannot understand its significance. This is something authorities
must work on in the future.
 It is not yet too late to instill the concept of “patriotism and nationalism” in
mind and heart of the youth. It is expected that after this initiative, brilliant
minds will surface to give their ideas, but the pessimists may still be there
preaching its worthlessness. The question is, “what have we done to
contribute to our country?” it is our duty to instill the values of “patriotism and
nationalism” in every Filipino, especially the youth and the better way to do it
is to understand their origin and significance.
Globalization
The “Filipino first policy” was introduced by former Pre. Carlos P. Garcia so that
Filipino-owned business would be prioritized over their foreign counterparts. This policy
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also encouraged Filipino consumers to patronize Philippine-made product. Many Filipinos

are naturally attracted to the foreign way of life, and of course, to foreign product. The
fact that we seem to be losing our identity has prompted some nationalist group to
campaign for the eradication of foreign influences and shift focus to what we have and
who we are.
One such individual was former Sen. Claro M. Recto who advocated some
nationalist laws, including the inclusion of the “Life of Rizal” in the college curricula.
However, given the definitions provided earlier, do utilizing or patronizing foreign
products and forging alliances with foreign countries constitute violations of patriotism
and nationalism?
In an interview with former Senate President Juan Ponce Enrile, he discussed about
the Hobbesian philosophy in explaining how societies evolve. He explained that, in the
beginning, every person needs a weapon to defend him/herself. However, as the society
evolved, people decided to create a so-called “artificial person” to fulfill that need which,
in this case, is the government. People surrender some of their rights to the government
in return for the guaranteed protection from the latter. In the international arena, the law
that governs a nation is a kind of “force”. In fact, even the United Nations has no power to
implement its decision if a certain state does not recognize it, as in the case of
Philippines versus China over the West Philippine Sea.
War is an inevitable part of the history of humanity and over the time, people
learned from it and have become tired of it. Some mechanisms were thus created to
resolve conflict not by simply resorting to war but by using diplomacy. Different
international organizations, such as the United Nations, were created so that there can
be an avenue for international conflict resolution and alliances.
As a third world country, we need to secure alliances with powerful countries so that
we can be assures that they will provide us reinforcements in case of an invasion.
Remember, our country occupies a strategic position in the region and the threat of war
in the West Philippine Sea is inching closer. In the economic realm, alliances also give us
advantages through trade. For example, our current government is trying to encourage
more foreign firms to invest our country, because more investments mean more jobs for
Filipinos. This is the essence of globalization: to eliminate boundaries that hinder the
smooth flow of trade, technologies, ideas, and culture among nations. In some cases, it
can also be useful in resolving crimes.
For some nationalists, patronizing other countries can be considered an unpatriotic
act, which may be true to a certain extent. Some Filipinos nowadays prefer to work
abroad rather than in their home country because of several reasons: the high salary,
their preference for foreign product (assuming that ours are not of equal standard), and
their love for foreign cultures (for example, some Filipinos prefer to speak foreign
language than our own).
However, if we try to take a look at Japan and South Korea, despite of the presence
of US influence in their country, they were able to maintain their independence. Both
countries have the knack for exploring new trend in business and technology while
retaining their cultural identity. In fact, Japan and Korea are still using their own
languages and have taken advantage of globalization to introduce to the world that they
are and how rich their culture is through popular cultural phenomena, such as “manga”
and “K-Pop”, respectively.
Can we do this when some of us have always conceived ourselves as foreigners?
In fact, when we have a Filipino movie or cultural presentation, some would say that
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these are awkward or even baduy. Why can’t we follow the examples of Japan and
Korea? Well, the answer to that is because their sense of “patriotism and nationalism”
are stronger, such that despite the foreign influences, they have never lost their identity
and have found ways to pass it on to the next generations.
Cultural and Language

The Philippines is an archipelago; hence, we have always been fragmented in
terms of local culture and language. There are several ethnic groups in our country and
each of them has a distinct culture and dialect. Our ethnicity, culture, language, and even
religion sometimes tend to divide us. The challenge is how to put our common goals and
aspirations under one flag so that we can achieve national unity.
Language is one of the key factors in the unification of a nation. Let us examine
some countries that have utilized language as an instrument for unification. For example,
Japan utilizes a unified Japanese language throughout the country, and the same is true
in South Korea. The United Kingdom uses English along with Australia and Canada
(although Quebec Province uses French). Ironically, the United States, despite being a
predominantly English-speaking country, has many citizens who can barely speak the
language. This is because many of them are migrants who are non-native English
speakers. In the US, the second most commonly used language is Spanish, which is why
during the Republican selection of candidates in 2016, wherein they had to select their
standard bearers, Donald Trump attacked George Bush for using Spanish. George Bush
is fluent in Spanish and it made him an appealing candidate to the Spanish-speaking
populace. However, Pres. Donald Trump emphasized that “this is a nation where we
have to Speak English.” He later became the standard bearer of the Republicans and
became a President of the United States of America.
In the Philippines, there are several languages used in different ethnic groups
throughout the country. Former Pres. Quezon already saw the problem because when he
went to other parts of the country and talked to the people, he had to bring an interpreter
or use the English language to understand each other. He pondered on the fact that he
had to use a foreign language to better understand fellow Filipinos.
 In 1936, Commonwealth Act No. 184 was passed, which created a National
Committee and empowered its members to decide on which one of the existing
dialects will be selected as the official national language.
 This was strengthened through the creation of the Commission on National
Language by virtue of RA 7104. In 1936, the committee members were
composed of members who were Ilocano, Bicolano, Waray, Cebuano, Tagalog,
Maranao-Maguindanao, Kapangpangan, and Pangasinense under a committee
chairman who was Hiligaynon.
 After thorough and earnest effort in studying the case, the Committee
recommended Tagalog to be the basis of our national language.
 In 1959, Tagalog was renamed into Pilipino to placate the non-Tagalog speakers.
 In 1973, the Filipino language was supposed to be transformed into a fusion of
different dialects and the introduction of an artificial language was recommended.
However, this plan did not materialize due to some arguments on whether this
plan was feasible due to the lack of native speakers and literary traditions to help
propagate such artificial language.
 Today, our national language, which is “Filipino”, is primarily based on Tagalog
although it can be loosely considered a mixture of a different language.
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 In Mindanao, there is an emerging language that is called conyo, which is a

mixture of of Tagalog and Bisaya. However, this way of speaking has received
criticism, especially from the Tagalog-speaking people, because of its sentence
structure and accented manner of delivery.
 Some would say that Tagalog became our national language because of the so-
called “imperial Manila” mentality. People from the Visayas, especially the
Cebuanos, cannot accept it because their language is more commonly used by
the majority of the Filipino. It could be that we are obsessed with English
language and can’t settle on our own, such that even intelligence is measured by
this language. If you are Bisaya, then you would speak in Tagalog with a different
accent, and tagalong speakers may discriminate against you. However, if you
speak Tagalog in Cebu, especially in public places, they will get mad at you and
would rather talk to you in English. In Mindanao, due to the diversity of ethnic
groups and cultures, we tend to appreciate the use of our national language so
that we can better communicate with one another. The mixture of our local
dialects and Tagalog resulted in the emergence of the conyo language
mentioned above.
The vision of former Pres. Quezon has been partially achieved because, wherever
we are in the Philippines, we can talk to our fellow Filipinos with the use of our national
language. We can continue with our preference for the English language as our official
language because it is our advantage over other countries in the first place. We can still
utilize our auxiliary language or regional dialects to preserve our culture within the region.
However,we must also strengthen our national language because it represents our
national identity as Filipinos. We must set aside our cultural bias that one group is better
than another group because, after all, we are “Filipinos” who share the same vision under
one flag. This is our identity wherever we are in the world.
Ehtnicity and Religion

“Christians,” “Muslims,” and “Lumads” are words that have somehow divided us
historically because of the false sense of idealism that has pervaded our psyche.
Christians represent the majority of the Filipinos and have always been subjected to
attacks, especially the Catholic Church.
- In history, Catholicism was introduced to us by the Spaniards through force
- Ironically, most of our heroes who fought for freedom were devout Catholics;
even Jose Rizal kept his faith until his death.
For many decades, radical Muslims have called for their separation from the
Philippines because they do not wish to be integrated with other religions like Christianity.
However, when you encounter an actual Muslim, you will be amazed at how devoted
they are to their faith and how peace-loving they really are contrary to the notions of
others.
Lumads or indigenous people (IP) are being exploited by some progressive groups,
indoctrinating them with ideas of corruption and rich: the rich people are out there to grab
their lands and the government is not doing anything to prevent it. The above-mentioned
scenario is a very long story and may still require several generations of conflict.
However, there is still hope: conflicts may stop if we unite as one people and start helping
one another.
“… Kami nawa’y matipon din
At maging bayan mong giliw”
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Isang Pagkain, Isang Katawan, Isang Bayan
“Ang mga Pilipino inuuna lagi ang pamilya. Kaya nating magbuwis ng buhay para
sa pamilya pwersa sa katuwirang makabayan.” In the words of Heneral Luna, Filipinos
have opted to choose family over the country. Is this an issue that has hindered our
nation’s growth, development, and progress? Does this explain why corruption is
rampant? Is this the cause why we have an insufficient number of citizens who are
considered makabayan in the public and private sectors? What makes Filipinos Filipino?
Participatory Social Transformation through Cultural Reorientation: A presentation, De
Leon writes something about ethnicity (and if we can we do away with it):
“Rob people of their identity and they become passive,lost and indolent,
uncreative and productive, prone to depression and substance abuse, and
plagued by pervasive feelings of malaise and powerlessness… to
suppress and weaken this identity and successfully impose an alien
culture on the people is to reduce them into a passive, docile mass
subservient to the power weilders of the alien culture [losing] originality,
native intelligence and skills, a teasure trove of knowledge, accumulated
wisdom and creativity.”
Ethnicity is necessary to achieve nationalism, yet nationalism and patriotism cannot
be attained if just one ethnic group is dominating. These can be obtained when different
tribes come together in harmony to make initiatives and work for the betterment of one
nation; when tribes work as one not to dominate but to contribute their wisdom and
technology to create a synergy. Perhaps it is high time that Filipinos asses the quality
and definition of nationalism and patriotism.
This is historically supported and is best discussed by Prof. Samuel K. Tan in “Unity
in diversity in Unity,” thus affirming the Filipino experience and process of diversity as its
common denominator. Filipino nationhood must be understood in the context of the
Filipino matrix, and this requires a better understanding of the concept of “nationalism”
and “patriotism”. It requires an exploration of the makabayan framework one that
enriches the Filipino understanding of what impacts and roles it holds in protecting,
serving, and ensuring values formation of future generations through meaningful and
transformative interaction. Awareness is the least of the goal; beyond this, Filipinos must
feel pride and a sense of excitement in being a Filipino. Indeed, a meaningful journey
each must take to be truly a Filipino involves making:
 Social contribution (pagbibigay ng ambag)
 Interacting with other (pakikisalamuha at pakikipag-daupangpalad)
 Involved (pakikilahok) for the motherland (para sa Inang Bayan).
Whether we admit it or not, our country is run by elite families, bureaucrats, and
other powerful clans. They were able to equip themselves with power and wealth and
have positioned their children to replace them in the next generations to come. These are
also the people who either occupy the highest positions in the government or support
those who are in power. Whatever version of the history, culture, and even literature that
favors them, they will grab it and distort it, disregarding others as they create “half-truths”
that serve their purpose. Unfortunately, the ordinary masses would almost always agree
with a support them because they are looked upon as “leaders”. These masses grow up
to be “blind” to the truth because of their limited knowledge of the system and heavily
influenced understanding of the true meaning of “democracy” (i.e., the power is vested on
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them not on the person in the government). The only way to resolve this is to empower
the people by heightening their awareness and better educating them about their role in
the society.
Generally, Filipino are “peace-living” citizens. Though we may have been given our
name by the Spaniards, our culture and values existed before they came. As a peace-
loving people, we are very hospitable, especially to our visitors, and we are known for
this trait through the world. We always give our visitors the very best accommodation that
we can offer. This hospitality may have attracted Arabs traders to our country, introducing
Islam to our ancestors who accepted it without any resistance. The same is true with
Christianity. The resistance of Lapu-Lapu was not because he did not want the religion
nor foreign invasion, but because of their rivalry with Raja Humabon. Raja Humabon
already accepted Magellan and his troops and they were even baptized as Christians,
making them the first Catholics in the country.
If we analyze our history, the real source of conflict is “greed”. A few individuals
have exploited religion and ethnicity to sow conflict and thus serve their personal interest.
The problem with us is that we merely accept ideas offered to us and do not question
them, especially if they come from a respected person or a good preacher. Harming
others for the sake of religion has never been taught in any religion. Thus, we must not
entertain any idea that can lead to disintegration. We are one nation under one flag and
we share a common vision. Together, let us destroy the barriers that prevent unification
so that the Filipino people will earn the respect of the whole world. This could only be
possible if we instill in the minds of all Filipino especially the youth the concept of
“patriotism” and “nationalism,” not just in words but also demonstrated through actions.
Self-Help:
understand
Activity thesection,
7.1.In this lesson: you have to enumerate the issues laid down in the essential
knowledges.What
 Rondina,are the challenges
L., Talib, thatR.the
A., Cardinal, Filipinos
(2019) are currently
Character facing
Formation: that hinders
Nationalism and us in
promoting Patriotism.
nationalismWiseman’s
and patriotism? You could
Book Trading, Inc. also add other ideas to these.
Let’s Analyze
Activity 7.2.Provide answers for these questions.
1. Will the implementation of the 2-year ROTC for senior high school students a good step in
promoting patriotism and nationalism? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Would you agree with this line? “The problem with us is that we merely accept ideas offered to
us and do not question them, especially if they come from a respected person or a good
preacher.” Explain your answer
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. According to Heneral Luna, Filipinos have opted to choose family over the country. Is this an
issue that has hindered our nation’s growth, development, and progress? Explain your
answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
In a Nutshell
from this lesson.
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Q & A LIST
6.
7.
8.
9.
10.
Course Schedules
WEEK 1-3
Activity Date Mode of Submission/
Discussion
Class Orientation October 20, 2020 Video Conference via Zoom
Essential Knowledge A October 21, 2020 Refer to the Module,
Textbook, or PowerPoint
Big Picture A: Let’s Check Activities October 24, 2020 Submit via Quipper
Big Picture A: Let’s Analyze Activities October 24, 2020 Submit via Quipper
Big Picture A: In a Nutshell Activities October 26, 2020 Submit via Quipper
Essential Knowledge B Refer to the Module,
October 29, 2020 Textbook, or PowerPoint
Big Picture B: Let’s Check Activities October 30, 2020 Submit via Quipper
Big Picture B: Let’s Analyze Activities October 31, 2020 Submit via Quipper
Big Picture B: In a Nutshell Activities October 31, 2020 Submit via Quipper
First Exam November 6, 2020 ViaQuipper
(Friday)
WEEK 4-5
Discussion
Essential Knowledge C Nov. 9, 2020 Refer to the Module,
Big Picture C: Let’s Check Activities Nov. 10, 2020 Submit via Quipper
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Big Picture C: Let’s Analyze Activities Nov. 10, 2020 Submit via Quipper
Big Picture C: In a Nutshell Activities Nov. 12, 2020 Submit via Quipper
Essential Knowledge D Nov. 17, 2020 Refer to the Module,
Big Picture D: Let’s Check Activities Nov.19, 2020 Submit via Quipper
Big Picture D: Let’s Analyze Activities Nov.19, 2020 Submit via Quipper
Big Picture D: In a Nutshell Activities Nov. 21, 2020 Submit via Quipper
Second Exam November 20, ViaQuipper
2020 (Friday)
WEEK 6-7
Discussion
Essential Knowledge E Nov.24, 2020 Refer to the Module,
Big Picture E: Let’s Check Activities Nov.26, 2020 Submit via Quipper
Big Picture E: Let’s Analyze Activities Nov.26, 2020 Submit via Quipper
Big Picture E: In a Nutshell Activities Nov. 28, 2020 Submit via Quipper
Third Exam Decemeber 4, 02, ViaQuipper
2020 (Friday)
WEEK 8-9
Discussion
Essential Knowledge F Dec. 08, 2020 Refer to the Module,
Big Picture F: Let’s Check Activities Dec. 10, 2020 Submit via Quipper
Big Picture F: Let’s Analyze Activities Dec.10, 2020 Submit via Quipper
Big Picture F: In a Nutshell Activities Dec. 12, 2020 Submit via Quipper
Essential Knowledge G Dec. 14, 2020 Refer to the Module,
Big Picture G: Let’s Check Activities Dec.15, 2020 Submit via Quipper
Big Picture G: Let’s Analyze Activities Dec. 15, 2020 Submit via Quipper
Big Picture G: In a Nutshell Activities Dec.16, 2020 Submit via Quipper
Final Exam December 17-18, ViaQuipper
2020 (Friday)
Please note that this schedule may change from time to time. It is advisable that you always keep in
contact with your teacher for updates and always check your LMS or Group Chatrooms.
Online Code of Conduct
 All teachers/Course Coordinators and students are expected to abide by an honor code of
conduct, and thus everyone and all are exhorted to exercise self-management and self-
regulation.
 Faculty members are guided by utmost professional conduct as learning facilitators in holding
DED conduct. Any breach and violation shall be dealt with properly under existing guidelines,
specifically on social media conduct (OPM 21.15) and personnel discipline (OPM 21.11).
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 All students are likewise guided by professional conduct as learners in attending DED courses.
Any breach and violation shall be dealt with properly under existing guidelines, specifically in
Section 7 (Student Discipline) in the Student Handbook.
 Professional conduct refers to the embodiment and exercise of the University’s Core Values,
specifically in the adherence to intellectual honesty and integrity; academic excellence by giving
due diligence in virtual class participation in all lectures and activities, as well as fidelity in doing
and submitting performance tasks and assignments; personal discipline in complying with all
deadlines; and observance of data privacy.
 Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The University shall
institute monitoring mechanisms online to detect and penalize plagiarism.
 All borrowed materials uploaded by the teachers/Course Coordinators shall be properly
acknowledged and cited; the teachers/Course Coordinators shall be professionally and
personally responsible for all the materials uploaded in the online classes or published in
SIM/SDL manuals.
 Teachers/Course Coordinators shall devote time to handle DED courses and shall honestly
exercise due assessment of student performance.
 Teachers/Course Coordinators shall never engage in quarrels with students online. While
contentions intellectual discussions are allowed, the teachers/Course Coordinators shall take the
higher ground in facilitating and moderating these discussions. Foul, lewd, vulgar and
discriminatory languages are absolutely prohibited.
 Students shall independently and honestly take examinations and do assignments, unless
collaboration is clearly required or permitted. Students shall not resort to dishonesty to improve
the result of their assessments (e.g. examinations, assignments).
 Students shall not allow anyone else to access their personal LMS account. Students shall not
post or share their answers, assignment or examinations to others to further academic
fraudulence online.
 By handling DED courses, teachers/Course Coordinators agree and abide by all the provisions
of the Online Code of Conduct, as well as all the requirements and protocols in handling online
courses.
 By enrolling in DED courses, students agree and abide by all the provisions of the Online Code
of Conduct, as well as all the requirements and protocols in handling online courses.
Monitoring of OBD and DED
 The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be responsible in
monitoring the conduct of their respective DED classes through the LMS. The LMS monitoring
protocols shall be followed, i.e. monitoring of the conduct of Teacher Activities (Views and
Posts) with generated utilization graphs and data. Individual faculty PDF utilization reports shall
be generated and consolidated by program and by department.
 The Academic Affairs and Academic Planning & Services shall monitor the conduct of LMS
sessions. The Academic Vice Presidents and the Deans shall collaborate to conduct virtual
CETA by randomly joining LMS classes to check and review online the status and interaction of
the faculty and the students.
 For DED, the Deans and Program Heads shall come up with monitoring instruments, taking into
consideration how the programs go about the conduct of DED classes. Consolidated reports
shall be submitted to Academic Affairs for endorsement to the Chief Operating Officer.
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Course prepared by:
VICENTE L. GUMAPAC, RCrim

Course Coordinators
Course reviewed by:
MARCK LESTER L. NAVALES, CPA, MBA

Assistant Dean
Approved by:
GINA FE G. ISRAEL, EdD

Dean of College
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UNIVERSITY OF MINDANAO

Department of Criminal Justice Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: CRI 319–Nationalism and Patriotism

Name of Teacher: Vicente L. Gumapac, RCRIM

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

Part 1. Course Outline and Policies ...................................................... 1

Big Picture in Focus:ULOa ……………………………………………… 60

Big Picture in Focus:ULOb ……………………………………………… 68

Course Outline: CRI 319 – Nationalism and Patriotism

CourseCoordinator: Vicente L. Gumapac, RCRIM

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real time through the

Please note that academic dishonesty such as cheating

However, if the late submission of assessment paper

For group assessment tasks, the course coordinator will

task. The resubmission is premised on the student’s

standards or other reasonable circumstances e.g.

If disapproved by the course coordinator, you can

All culled from on-campus/onsite sessions (TBA):

Submission of the final grades shall follow the usual

Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

Student Communication You are required to create an email account which is a

You can also meet the course coordinator in person

For students who have not created their student email,

Contact Details of the Dean Gina Fe G. Israel, EdD

Course Information – see/download course syllabus in the QUIPPER LMS

CC’sVoice:Hello, future Criminologists! Welcome to this course, CRI 319 – Nationalism

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

Understanding freedom on attempt to contextualize

recognized and rated as supreme among individuals’ social loyalties. Patriotism in a

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

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

A. Freedom C. Positive freedom

Big Picture in Focus: ULOb. Explain patriotism and nationalism

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

Three types of patriotism

- patriotism would be at work in a concern that her country be guided by these

Three mechanisms that explains patriotic behavior

Note: Socialization - is an important instrument in forming feelings of “kinship” and

Four attitudes that elaborates patriotism

Two types of attachment to a nation:

Why Should We Study Patriotism and Nationalism?

“Upang maitindig natin ang bantayog n gating lipunan,

sa panlabas, kundi lalo na sa panloob!”

Indigenous Community and Early Filipino Concept of Patriotism

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

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

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

motherland or do we do all endeavors for the benefit of

- tantamount to embracing a serious effort to discipline one’s self and dedicate of

Difference between patriotism and nationalism

Belief about the

Feeling towards life

a. Discuss what makes us a Filipino and the concept of Sikolohiyang Pilipino as

Archipelago – refers to an expanse of water with many scattered islands.

The Philippine Archipelago

The national motto is “MAKA-DIYOS, MAKA-TAO, MAKAKALIKASAN, AT

Who are we?

Two (2) generally recognized forms of acquiring Philippine citizenship:

A reorientation of Filipino nationhood involves an understanding of the Filipino notion of