Final Answer .... Doctorate New

Philippine Christian University
Graduate School
DOCTOR OF EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT

AND PEDAGOGY
NAME: KRISTINE D. VALLEJO

BAGANGA DAVAO ORIENTAL
Focus Questions
DED FC 711 Contemporary Philosophies of Education
1. Discuss the ideas of the following philosophies in the context of education of the
society:
1.1 Immanuel Kant
Answer
Kant see human being as a unique existence who needs education
and think that human being can be a person only with education, thanks to
education it's not according to person's natural tendency and material
requests, set forth raising in appropriate way to moral laws.
1.2 Ludwig Wittgenstein

Answer
Wittgenstein's central idea was to view language and thought as
isomorphic to reality; thought and language gain meaning by representing
the world, just like a photograph represents its subject.
1.3 Friedrich
Answer
He believed that ―play is the highest expression of human
development in childhood for it alone is the free expression of what is in
the child's soul.
1.4 Nietzsche
Answer
His philosophy is mainly referred to as “existentialism”, a famous
twentieth century philosophy focusing on man's existential situation. In his
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works, Nietzsche questioned the basis of good and evil. He believed that
heaven was an unreal place or “the world of ideas”.
1.5 Karl Marx

Answer
Education aims to legitimize and reproduce class inequalities by
forming a subservient class and workforce. Education also prepares
children of the capitalist ruling class (the bourgeoisie) for positions of
power. Education is part of the 'superstructure'.
1.6 Bertrand Russell

Answer
For Russell, the primary purpose of schooling should be to produce
certain necessary characteristics in men as well as in women (the inclusion of
women is advanced for its time). It is the development of character that is the
most important purpose of education.
2. Given the current issues in education particularly on quality and relevance, discuss
the following branches of contemporary philosophies in the context of how they can
explain or resolve the issues in education.
2.1 Philosophy of mind
Answer
Philosophy of mind is the philosophical study of the nature of the mind,
mental events, mental functions, mental properties, and consciousness, and
of the nature of their relationship with the physical body.
2.2 Philosophy of language

Answer
I believe that language is a means of expressing one's thoughts, emotions,
and needs. In addition, it serves as a personal identity and a tool to reflect a
social standing and has a close relationship with one's culture.
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2.3 Political Philosophy

Answer
Political philosophy or political theory is the philosophical study of
government, addressing questions about the nature, scope, and legitimacy of
public .
3. Why might the study of philosophy be particularly important to educators?

Answer
Once you have a philosophy, it creates a sense of direction to what we
must be doing and to where we must be going- without philosophy, our
education would lead to nothing, or to where and what it is now.
Philosophy powerfully shapes every part of education- may it be
educational theories, policies and practices.
4. Which branch or branches of philosophy would you want to emphasize in your

classroom? Why?
Answer
Progressivism being the philosophy that says ideas should be tested to
find their truths. This philosophy also says the value of questions from
students is very important because it leads to learning. Progressivism
involves both cross discipline learning and problem solving in its
instruction.
5. Do you learn better deductively or inductively? Why do you think?

Answer
Deductively, because is less time consuming.
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6. Can you think of other school-based examples for each of the branches and sub
branches?
Answer
There are 7 branches of Philosophy, namely, Metaphysics, Axiology, Logic,
Aesthetics, Epistemology, Ethics and Political Philosophy.
7. Which general or world view philosophy best fits with your own views of reality?
Why?
Answer
Existentialism is the philosophy of world view that best fits my own views of
reality because it claims that the essence of reality is subjective and that it rests
on the individual.
8. What have you learned from the history of education that is related to these
metaphysical philosophies?
Answer
Metaphysics provides a base for educational thought by establishing
knowledge, truths and values, as ontological realities whose nature must
be understood to understand its place in educational matters.
9. It is said that an image is worth a thousand words. What might be your image
metaphor for each of these world or metaphysical philosophies?
Answer
A picture is worth a thousand words" is an adage in multiple languages meaning
that complex and sometimes multiple ideas can be conveyed by a single still
image, which conveys its meaning or essence more effectively than a mere verbal
description.
10. Which of these educational philosophies would you describe as authoritarian?

Which as non-authoritarian? Why?
Answer
Essentialism is considered authoritarian philosophy because it is an educational
philosophy that strives to ensure that students acquire a common core of
knowledge in a systematic, disciplined way.
In contrast, perennialism isa non – authoritarian philosophy because it is an

educational philosophy that states one should teach the things that are of
everlasting importance to all individuals everywhere
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AND PEDAGOGY

Focus Questions
DED FC 712 Advanced Educational Statistics
1. Differentiate descriptive statistics from Inferential Statistics.

Answer
Descriptive statistics summarize the characteristics of a data set, while
Inferential statistics allow you to test a hypothesis or assess whether your data is
generalizable to the broader population.
2. What are the types of data? Describe each type and give your own example.
Answer
There are two general types of data – quantitative and qualitative and both
are equally important
Quantitative data is defined as the value of data in the form of counts or numbers,
each data set has a numerical value associated with it.
Quantitative data examples are:

 Weight in pounds.
 Length in inches.
 Distance in miles.
 Number of days in a year.
 A heatmap of a web page.Q
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Qualitative data - is data describing the attributes or properties that an

object possesses. The properties are categorized into classes that may
be assigned numeric values. However, there is no significance to the
data values themselves, they simply represent attributes of the object
concerned.
Qualitative data samples

 Research and observation.
 Interviews.
 Surveys or questionnaires.
 Focus groups, online forums, or communities.
 Case studies.
3. Differentiate probability and non-probability sampling? What are the methods of sampling?
Describe and give your own example.
Answer
Probability sampling involves random selection, allowing you to make strong
statistical inferences about the whole group. Non-probability sampling involves
non-random selection based on convenience or other criteria, allowing you to
easily collect data
4. Give examples of each mode of data presentation:

4.1 textual
Answer
The discussion about the presentation of data starts off with it’s most raw and vague
form which is the textual presentation. In such form of presentation, data is simply
mentioned as mere text, that is generally in a paragraph. This is commonly used
when the data is not very large.
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For example, ―the 2002 earthquake proved to be a mass murderer of humans. As

many as 10,000 citizens have been reported dead‖. The textual representation of
data simply requires some intensive reading. This is because the
quantitative statement just serves as an evidence of the qualitative statements and
one has to go through the entire text before concluding anything.
4.2 tabular
Answer
A table facilitates representation of even large amounts of data in an attractive, easy

to read and organized manner. The data is organized in rows and columns. This is
one of the most widely used forms of presentation of data since data tables are easy
to construct and read
4.3 graphical
Answer
In this classification, data in a table is classified on the basis of qualitative attributes.
In other words, if the data contained attributes that cannot be quantified like rural-
urban, boys-girls etc. it can be identified as a qualitative classification of data.
5. Problem Solving: Solve the problem involving measures of variability of ungrouped

data.
5.1 From the following sales of VKC Merchandise, determine the a) quartile
deviation, b) mean absolute deviation, c) standard deviation, and d) variance.
₱20 000 ₱10 300 ₱16 300 ₱25 000 ₱18 400
₱15 000 ₱11 600 ₱9 600 ₱17 000 ₱15 900
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Answer
Quartile deviation:
Formula of Q.D. = (Q3-Q1)/2
Arranging the data in ascending order to find Q1 and Q3, as follows:
9,600 10,300 11,600 15,000 15,900 16,300 17,000 18,400 20,000 25,000
Q1 = ¼ (n+1)th term
=1/4 (10+1)
= ¼ (11)
= 2.75th term
Q3 = 3/4 (n+1)th term

=3/4 (10+1)
= 3/4 (11)
= 8.25th term
Q1 = 2nd term is P10,300 and now adding to this 0.75*(11,600-10,300) which is 975, the
result is P11,275.
Q3 = 8th term is P18,400 and now adding to this 0.25*(20,000-18,400) which is 400, the
result is P18,800
Q.D. = (Q3-Q1)/2
= (P18,800 – P11,275) / 2
= P7,525/ 2
= P3,672.5
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Mean Absolute Deviation:
Formula: MAD=∑∣xi−xˉ∣/ n
The sum of all data (sales of VKC Merchandise) is P159,100. The mean is:
Mean = 159,100/ 10
= 15,910
The distance between each data and the mean, is as follows:
Data point Distance from mean

1 9,600 9,600 - 15,910 6,310
2 10,300 10,300 - 15,910 5,610
3 11,600 11,600 - 15,910 4,310
4 15,000 15,000 - 15,910 910
5 15,900 15,900 - 15,910 10
6 16,300 16,300 - 15,910 390
7 17,000 17,000 - 15,910 1,090
8 18,400 18,400 - 15,910 2,490
9 20,000 20,000 - 15,910 4,090
10 25,000 25,000 - 15,910 9,090
Total 159,100 34,300
Total of all distances from main is P34,300.
MAD = 34,300/ 10
= 3,430
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Standard Deviation:
data point less

Data mean Square of each data
1 9,600 6,310 39,816,100
2 10,300 5,610 31,472,100
3 11,600 4,310 18,576,100
4 15,000 910 828,100
5 15,900 10 100
6 16,300 390 152,100
7 17,000 1,090 1,188,100
8 18,400 2,490 6,200,100
9 20,000 4,090 16,728,100
10 25,000 9,090 82,628,100
Total 159,100 197,589,000
Mean 15,910
Standard deviation = √197,589,000/ 10

= √ 19,758,900
= 4,445.098
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Variance:
FORMULA: σ = ( Σ (x-μ)² ) / N
data point less

Data mean Square of each data
1 9,600 6,310 39,816,100
2 10,300 5,610 31,472,100
3 11,600 4,310 18,576,100
4 15,000 910 828,100
5 15,900 10 100
6 16,300 390 152,100
7 17,000 1,090 1,188,100
8 18,400 2,490 6,200,100
9 20,000 4,090 16,728,100
10 25,000 9,090 82,628,100
Total 159,100 197,589,000
Variance = 197,589,000/ 10
= 19,758,900
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5.2 The following are the scores of 9 Criminology students in three quizzes in
Statistics. Using the ungrouped formula, calculate the following:
a. Range
b. Interquartile
c. Quartile deviation
d. Standard deviation
e. Variance
Quiz 1 20 15 12 21 9 10 19 23 18
Quiz 2 13 19 20 21 25 21 17 18 20
Quiz 3 14 9 21 14 21 15 20 19 19
ANSWER:
a. Range
Range is = maximum value – minimum value

= 25 – 9
= 16
b. Interquartile
Q1 Median Q3
9 9 10 12 13 14 14 15 15 17 18 18 19 19 19 19 20 20 20 20 21 21 21 21 21 23 25
IQR = Q3- Q1
= 21 -14
=7
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c. Quartile deviation
Formula of Q.D. = Q3-Q1/2
Arranging the data in ascending order to find Q1 and Q3, as follows:
9 9 10 12 13 14 14 15 15 17 18 18 19 19 19 19 20 20 20 20 21 21 21 21 21 23 25
Q1 = ¼ (n+1)th term
=1/4 (27+1)
= ¼ (28)
= 7th term
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Q3 = 3/4 (n+1)th term

=3/4 (27+1)
= 3/4 (28)
= 21nd term
Q1 = 7th term is 14.
Q3 = 21nd term is 21
Q.D. = (Q3 - Q1)/2

= 21 – 14 / 2
=7/2
= 3.5
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d. Standard deviation
Data Point data point less mean Square of each data

1 9 8.52 72.59
2 9 8.52 72.59
3 10 7.52 56.55
4 12 5.52 30.47
5 13 4.52 20.43
6 14 3.52 12.39
7 14 3.52 12.39
8 15 2.52 6.35
9 15 2.52 6.35
10 17 0.52 0.27
11 18 0.48 0.23
12 18 0.48 0.23
13 19 1.48 2.19
14 19 1.48 2.19
15 19 1.48 2.19
16 19 1.48 2.19
17 20 2.48 6.15
18 20 2.48 6.15
19 20 2.48 6.15
20 20 2.48 6.15
21 21 3.48 12.11
22 21 3.48 12.11
23 21 3.48 12.11
24 21 3.48 12.11
25 21 3.48 12.11
26 23 5.48 30.03
27 25 7.48 55.95
Total 473 470.73
Mean
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17.52
Standard deviation = √470.73 / 27

= √ 17.43
= 4.17
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e. Variance
FORMULA: σ = ( Σ (x-μ)² ) / N
Variance = 470.73 / 27
= 17.43
5.3 Given the table below, compute for Range, MAD, S, and S2.
X i X i
X X i
X
2
17 1.2 1.44
15 3.2 10.24
22 3.8 14.44
19 0.8 0.64
18 0.2 0.04
 91  9.2  26.8
Range
Range is = maximum value – minimum value

= 22 – 15
=7
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MAD
Total of all distances from main is 9.2.
MAD = 9.2 / 5
= 1.84
Total of square of all distances from main is 26.8.
Standard deviation = √26.8/ 5

= √ 5.36
= 2.3152
S2
Total of square of all distances from main is 26.8.
Variance = 26.8 / 5
= 5.36
5.3 Given the table below, compute for Range, MAD, S, and S2.
X i X i
X X i
X
2
17
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15
22
19
18
  
MEASURES OF VARIABILITY
(GROUPED DATA)
6. Problem Solving: Solve the problem involving measures of variability of grouped

data.
6.1 From the distribution be low, find a) QD, b)MAD and c) Standard Deviation.
Age Frequency Class Mark   
Interval (f) (x) | xx| | x  x |2 f | x  x |2

45-50 8
39-44 9
6
. 33-38 3
2 27-32 5
T 21-26 10
h
e 15-20 5
frequency distribution of evaluation of 50 employees in their quarterly

assessment are shown below:
Class Frequency Class Mark   
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95-99 6
90-94 15
85-89 18
80-84 5
75-79 6
Calculate the:
a. Range
b. Mean Absolute Deviation
c. Standard Deviation
6.1 From the distribution be low, find a) QD, b)MAD and c) Standard Deviation.
Age Frequency Class Mark   

45-50 8 47.5
14.2500 203.0625 1,624.5000
39-44 9 41.5
8.2500 68.0625 612.5625
33-38 3 35.5
2.2500 5.0625 15.1875
Quar 27-32 5 3.7500 14.0625 70.3125

29.5
tile
21-26 10 9.7500 95.0625 950.6250
devi 23.5
atio 15-20 5 17.5
15.7500 248.0625 1,240.3125
n:
Total
40 195 54.0000 633.3750 4,513.5000
Cumulative
Class Frequency
Frequency
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15-20 5 5
21-26 10 15
27-32 5 20
33-38 3 23
39-44 9 32
45-50 8 40
Formula:
Finding Q1:
R=1
n/4 = 40/4 = 10
Q1 lies in the interval 21 – 26
Q1 = 21 + [(10-5)/10] x (26-21)
= 21 + (5/10) x 5
= 21 + (50/10)
= 21 + 5
= 26
Finding Q3:
R=3
3N/4 = 3 x 10= 30
Q3 lies in the interval 39 - 44
Q3 = 39 + [(30-23)/9] x (44 – 39)
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= 39 + (7/9) x 5
= 39 + (35/9)
= 39 + 3.889
= 42.889
Finding QAD:
QAD = (Q3 – Q1) / 2

= (42.889 – 26) / 2
= 16.889 / 2
= 8.4445
MAD:
Class Mark
Class Frequency (f) (x) xi-x f | x - xi |
15-20 5 17.50 15.75 78.75
21-26 10 23.50 9.75 97.50
27-32 5 29.50 3.75 18.75
33-38 3 35.50 2.25 6.75
39-44 9 41.50 8.25 74.25
45-50 8 47.50 14.25 114.00
Total 40 54.00 390.00
MAD = Σ f | x - xi | / Σf
= 390 / 40
= 9.75
Standard deviation:
Standard deviation = Σ f | x - xi |2 / Σf-1

= 4,513.5 / 40-1
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= 4,513.5 / 39
= 115.731
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6.2 The frequency distribution of evaluation of 50 employees in their

quarterly assessment are shown below:
Class Frequency Class Mark   

95-99 6 97 9 81 486
90-94 15 92 4 16 240
85-89 18 87 1 1 18
80-84 5 82 6 36 180
75-79 6 77 11 121 726
total 50 435 31 255 1650
Calculate the:
d. Range
e. Mean Absolute Deviation
f. Standard Deviation
Range:
Range of Grouped Data = Umax – Lmin

= 99.5 – 74.5
= 25
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Mean Absolute Deviation:
MAD Class Frequency Class Mark  =

Σ f | x Interval (f) (x) | xx| f | x - xi | - xi | / Σf
=
228 / 95-99 6 97 9
54 50
=
4.56 90-94 15 92 4
60
85-89 18 87 1
18
80-84 5 82 6
30
75-79 6 77 11
66
Total 50 435 31 228
Standard deviation:
Standard deviation = Σ f | x - xi |2 / Σf-1

= 1,650 / 50-1
= 1,650 / 49
= 33.673
7. Write an essay on the relevance of statistics in the analysis and interpretation of data,
decision making and policy formulation related to teaching and learning, teacher training
quality, responsiveness of education to industries, development of critical thinking skills
and employability of graduates.
ANSWER
Statistics helps in the individual comparison of students differing in respect of

their ages, abilities and intelligence levels. It is statistics which tells us why thus
students who are similar in every other respect yet do not show similar
achievement is one particular subject.
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The ability to interpret statistics is advantageous to analyze lab results, book and
journal articles, and as an aid in approaching problem-solving
scientifically. Statistics will allow you to critically evaluate your students, your
teaching, and the results of educational research.
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AND PEDAGOGY

DED FC 713 Advanced Methods of Research
1. What is your own definition of Research?

Answer:
Research is "creative and systematic work undertaken to increase the stock of
knowledge". It involves the collection, organization and analysis of evidence to
increase understanding of a topic, characterized by a particular attentiveness to
controlling sources of bias and error.
2. What are research designs? Discuss each type?

Answer:
A research design is a strategy for answering your research question using

empirical data. Creating a research design means making decisions about: Your
overall research objectives and approach. Whether you'll rely on primary
research or secondary research. Your sampling methods or criteria for selecting
subjects.
 3. List down 5 topics for research that interest you.

Answer:
 The role of video games in childhood studying.

 The improvement of cognitive qualities through play.
 Group studying versus personalized approach.
 Online learning versus classroom instruction.
 The pros and cons of smaller classes.
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4. Among the 5 topics, choose one and discuss why this topic is relevant, timely,
and applicable in your organization or profession.
Answer:
Among the 5 topics ,I choose this topic Online Learning Versus Classroom
Instruction because this is relevant , timely and applicable now a days because of
the Pandemic.
5. Differentiate qualitative and quantitative research approaches based on methods,

data and sampling.
Answer:
While quantitative research is generally concerned with probability-based
approaches, qualitative research typically uses nonprobability purposeful
sampling approaches.
6. What is research ethics? Do a research about its principles and why researchers
should strictly adhere to them?
Answer:
Research ethics involves the application of fundamental ethical principles to
research activities which include the design and implementation of research,
respect towards society and others, the use of resources and research outputs,
scientific misconduct and the regulation of research.
It is important to adhere to ethical principles in order to protect the dignity, rights
and welfare of research participants. As such, all research involving human
beings should be reviewed by an ethics committee to ensure that the appropriate
ethical standards are being upheld.
7. What do you think is a research breakthrough that has a huge impact on the
quality of life of the people in this century? Discuss.
Answer:
Research is what propels humanity forward. It's fueled by curiosity: we get
curious, ask questions, and immerse ourselves in discovering everything there is
to know. Learning is thriving. Without curiosity and research, progress would
slow to a halt, and our lives as we know them would be completely different.
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8. Discuss the following schematic diagrams comprehensively with specific

examples:
8.1 Innovation
Data Research Decision-Making
Policy Formulation
8.2
Academe Process Industry
8.3
Collection Conclusion
Data Processing and Output
Analysis Recommendations
Interpretation
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AND PEDAGOGY

DED FC 714 Philippine Studies
An Overview of Philippine Studies

by Gerard A. Persoon
In a letter to the readers of this journal dated May 1999, the purpose of which
was to explain a number of recent editorial developments, the editor pointed out that the
journal's geographical focus, which traditionally has largely been limited to Indonesia, is
in fact much wider and also includes other countries in Southeast Asia and Oceania.
Articles on any country in the region but especially Malaysia and the Philippines would
be welcome. In order to stimulate the geographical widening of the journal and to
encourage comparative studies between the various countries, this special issue
devoted to the Philippines has been published. The aim of this issue is to introduce
readers to a number of topics indicative of the recent international interest in Philippine
studies. That is one of the reasons why within the wide scope already mentioned there
is no further focusing on one particular topic or region within the country. The variety of
topics presented in this issue reflects to some extent the variety of work within the field.
So far this journal has paid little attention to the Philippines. Over the years the
number of articles explicitly related to the Philippines has been rather limited. In its other
academic publications, such as the Verhandelingen series, the Institute's attention to
the Philippines has also been rather minimal. There is only one title that explicitly refers
to the Philippines (Bootsma 1986), and it deals with the fact that during colonial times
the United States and the Netherlands were actually neighbours, although the
administrations of both colonies never maintained a very close relationship. Neither did
the two countries' academic communities share much mutual interest, in spite of such
potentially fruitful areas as the forms of direct and indirect rule, local systems of law and
dispute settlement, and linguistics. An effort to set up a common research programme
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for legal studies by Prof. ED. Holleman, who was teaching in former Batavia, and Prof.
H. Otley Beyer of the University of Manila, ended in frustration (Holleman 1990).
Apparently administrators and academics at that time were not much interested in
neighbouring countries.
For a long time, the general focus on Indonesia was also reflected in the
Institute's acquisitions policies for books and journals. It has only been in recent years
that the Institute has more actively included the Philippines in its acquisitions practices.
In the Institute's library, the Philippines now receives ample attention. This also reflects
a general increase in interest in the Philippines throughout the Netherlands as a whole
(see also Van den Muijzenberg 1992, 2001).
To characterize the field of Philippine studies as it exists today worldwide, we can

look at some recent conferences which provide a good overview of current themes and
interests. They also reflect the origins of the most important research communities.
There are two important series of such events, the International Philippine Studies
Conferences and the European Conferences on Philippine Studies. In addition there are
numerous smallerscale meetings or panels within conferences of other types, but for the
purpose of this introduction it may suffice to refer to the two types mentioned above.
The larger of the two is the International Philippine Studies Conference, which is
presently being held every four years. The first meeting in this series took place in 1980
in Kalamazoo, Michigan, the second in Honolulu (1981), the third in Manila (1989), the
fourth in Canberra (1992) and the fifth again in Honolulu (1996). The sixth meeting in
the series was recently held in Manila in July 2000 under the theme 'Turn of the
Centuries: the Philippines in 1900 and 2000'. The next will take place in Amsterdam in
2004.
Philippine Studies Conferences are also held in Europe every three or four years.
The first took place in Amsterdam (1991), the second in London (1994), the third in Aix-
en-Provence ('Philippine Communities between Local Traditions and Globalization',
1997) and the fourth ('The Philippines in Southeast Asia and Beyond') took place in
September 2001 in Alcala, Spain. Though smaller than the first type of international
meetings, the European conferences are not really different from the international
conferences, either in scope or by the identity of their participants. In both cases there
are substantial numbers of Europeans and Americans as well as Asian scholars, mainly
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from Japan. The relatively small number of Spanish academics engaged in Philippine
studies is somewhat surprising. There are of course also a number of Filipino students
and researchers who either come from the Philippines or who have obtained research
and teaching positions at research institutions or universities abroad.
The geographical distribution of the conferences also reveals the widespread

interest in Philippine studies combined with the presence of Filipino academics and
students in many parts of the world. Both types of conferences reflect a continuing
interest in a number of themes. There is a kind of consistency in the titles of the panels
organized during these conferences. The tables of contents of journals specializing in
the Philippines or in edited volumes on Philippine studies indicate a similar tendency.
Some of the dominant themes of current social science research in the Philippines are
the following (see also Hayase 1991; Anderson, Reed and Sardalla 1996; Rutten 1996;
Sanchez Gomez 1995; Macdonald and Pasigan 2000).
Colonial history
The Spanish and American colonial period, and in particular the period of the revolution
at the end of the 19th century, continues to be an important topic for academic research
on the Philippines. Spanish researchers have a special interest in the era in which
Spain ruled the country. They base their work largely on the available sources in Spain,
which does not allow for a general colonial history. Their work is more about the
Spanish in the Philippines and the history of the Christianization of the country through
the eyes of the religious orders. These limitations necessarily influence the kind of
research that is possible.1 American and Filipino researchers continue to take a great
interest in the political history of the colony, since the Americans took over from the
Spanish rulers. Apart from general studies that deal with issues at the national level,
there are also a large number of publications that focus on the American presence and
influence in particular areas. Many of the topics still being studied and re-studied are
based on archive materials in the United States (Jenista 1987; McCoy 1993). One of the
interesting examples is the influence of the American administrative system on the
classification and boundaries of ethnic groups (see Hutterer 1991).
Diaspora and labour migration
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A large number of Filipinos are working abroad, especially in countries in East and
Southeast Asia and the Middle East, but there are also substantial numbers in Western
countries. The Filipinos have a number of comparative advantages over citizens of
many other countries. With their command of English and their relatively high level of
education, combined with a willingness to work for relatively low wages, they find their
way to other countries as domestic helpers, nurses, skilled labourers and to all kinds of
jobs in the hotel and entertainment industry. Filipino sailors are to be found on the fleets
of many Western countries. They also seem to suffer less from homesickness, and
consequently they tend not to leave their jobs before the end of their contracts. In many
cases married men and women go abroad for lengthy periods. Once in a while there are
public discussions about whether or not the Philippine state should support this labour
migration. Usually these discussions are raised because of incidents of abuse involving
Filipinas and Filipinos abroad. But in most cases the discussions fade away and things
return to normal. For the economy of the Philippines the remittances sent back by
overseas workers are crucial. Migrants returning home, the so-called balikbayans,
usually laden with presents, electronic equipment and other items, are welcomed upon
their arrival in Manila as the modern heroes of the nation. Jointly they are the biggest
single cash earners in the country and in many parts of the Philippines life cannot be
properly understood without understanding the economic, demographic and social
impact of this migration. All kinds of academic studies have been undertaken that deal
with migrant communities in faraway places: economic studies of the impact made by
these migrants, the revival of Filipino identity abroad, perceptions and forms of Filipino
identity and types of social organization in new environments.
Questions related to national identity and culture
In the Philippines there is a continuous debate about the nature of Filipino

values, identity and identity makers and about the role of Filipino public culture in
everyday life. There can be no doubt that the Philippines has lost much of its original
cultures in the course of its history. Examples are the traditional religions, forms of
architecture, systems of name giving, forms of social organization and many
expressions of material culture, oral tradition and music (Scott 1994). The adoption of
the English language as the most important medium of instruction in schools and
universities as well as in governmental circles is another example of foreign influence.
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Lack of national pride is a widely discussed theme in some circles as long as foreigners
do not participate in the discussions.
At the moment there is a strong interest in finding the roots of the Filipino culture
and a tendency to stress what is truly Filipino and what is the nature of Filipino values
(see Andres 1989). Filipino academics (social psychologists and anthropologists)
largely dominate this debate (Jocano 1998). The discourse is partly aimed at the widely-
expressed criticism that Filipinos lack a strong national identity. What now constitutes
Filipino culture is largely shaped and influenced by the Spanish and American Christian
cultures along with Chinese influences, and many Filipinos lack pride in their original
national heritage. Present day public culture is largely characterized by Western culture
(Bulatao 1992; Jocano 1997; Mulder 2000).
Non-governmental organizations
The Philippines is a country with a very large number of non-governmental

organizations. Though the NGO movement has its roots in colonial times and is also
linked to nationalist ideals, this enormous growth is largely due to opposition and protest
movements against martial law under President Marcos. By the time the repressive
policies were abolished under the Aquino (1986-1992) and Ramos (1992-1998)
administrations, NGOs were booming in number and ideological direction. In addition to
the NGOs there are also what are called people's organizations and community-based
organizations, which promote local interests. In the Philippines, empowerment of local
people is a very strong force and has taken the form of numerous small-scale
organizations. These groups operate in a variety of fields. The origin and nature of
these organizations, their legitimization, the scope of their work, their role in building a
civil society, their relations with politicians and their political identity as social
movements are themes that have attracted a substantial number of academics (see
Clarke 1998; Hillhorst 2000).
Environmental policies
The combination of the country's own geophysical characteristics, the lack of

extensive energy resources, high population pressure and what has been labelled the
'politics of plunder' have resulted in a devastating environmental situation in the
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Philippines (Tujan 2000). This downward spiral only entered the consciousness of policy
makers in the early nineties, even though access to natural resources was one of the
crucial elements in the wave of democratization that occurred after the fall of Marcos in
1986 (CVPED 1992). Logging bans were enacted in 1992 after years of fierce debate.
International support for nature conservation was secured through the financial support
of big donor agencies. Processes of devolution and dissolving state responsibilities and
the transfer of power into the hands of local communities have been a dominant theme
in environmental policies over the last few years. Resource management has moved
from predominantly state-centred to communitybased management or has taken the
form of co-management, which is defined as the sharing of responsibilities and benefits
between communities and authorities with or without intermediate parties (Bernardo and
Snelder 1999). There is a relatively large number of social, legal and political scientists
interested in these kinds of studies, some focusing on the national level (policy studies,
involvement of politicians in resource exploitation) while others pay attention to the
'signs of hope' among the local communities that are taking up new responsibilities (see
Utting 2000; Gauld 2000)
Oral literature
There is among Philipinists a strong interest in oral literature, performing arts,

popular theatre, folk stories, myths, epics and songs, an interest that is shared by
academics from many countries. This interest is usually strongly connected to particular
ethnic groups, mainly the so-called cultural minorities or indigenous peoples as they
have maintained more of their original culture. Worth mentioning in this context is the
rich seven-volume series of Philippine Folk Literature published by the University of the
Philippines Folklorists (see Eugenio 1996). The academic interest in these topics is
geared towards both socio-cultural analysis of the oral traditions as elements
expressing ethnic identity and towards socio-linguistic analysis.
Land reform
Since the fall of Marcos in 1986 land reform has been one of the major elements
of political and social reform in the country. The redistribution of land to landless farmers
was considered a key element in reducing poverty and inequality in the countryside.
The property of the large landowners was to be bought by the state through the land
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bank and sold again under favourable terms to landless farmers. As in many other
countries, problems of implementation - including the financing of these programmes,
the skilful manipulation of rules and regulations by the landowners, and coping with the
second and third phase consequences of land reform programmes (changes in crop
cultivation, changes in the credit and trade structure) - have had their effect on the
actual outcome of the law. The land reform programme is a topic for continued empirical
research in many rural areas (see Putzel 1992; Van den Top 1998).
Muslim communities
As soon as the Spanish arrived in the archipelago they were faced by strong
Muslim communities in the southern part of country. They called the people 'Moros', the
same name they gave to the Muslims in northern Africa. For a long time the Muslim
communities were not a very interesting topic for research. It has been mainly since the
1970s that the Muslim communities and their political struggle have attracted the
attention of Filipino and foreign academics. Since that time a vast body of knowledge
has been collected concerning these communities, focusing on their history and the
politics of religion. In general this research is carried out by a rather small number of
research institutions in the southern Philippines and a few institutions abroad (the
United States and Australia).
Women's studies
Women's studies in the Philippines is a rather varied field. First there is the
Filipino contribution to international feminist studies, focusing on the experiences of
Filipinas in social and political life. There is also a strong interest in how Filipinas have
been affected by the processes of development and modernization, such as the
commercialization of agriculture, and in the gender approaches adopted by
development projects (see Kwiatkowski 1999). This is part of the critical literature
describing women as the relatively powerless and exploited part of the population. On
the other hand, there are studies portraying Filipinas as the core of family life, providing
security and wellbeing, and even exercising a subtle power over men. Many of these
studies also focus on symbolic aspects of gender relations, while the former category is
more practice-oriented and empirical (Anderson, Reed and Sardalla 1996). Quite a few
of the migration studies also focus on women in particular.
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Indigenous peoples
There has always been a strong ethnographic and anthropological interest in the
inhabitants of the Philippines now known as indigenous peoples. In earlier times they
were labelled pagan tribes, non-Christian tribes, hill tribes, cultural communities or
cultural minorities until they began to be called 'indigenous peoples' in accordance with
the international discourse on this subject. During the American colonial period (1898-
1946) many good ethnographic works were written on a large number of tribes, such as
the works by Barton on the Ifugao (Barton 1919,1946). This interest continued to some
extent after American colonial rule came to an end and up to the present day. There is
still a relatively strong interest in the indigenous peoples today, not only from a
traditional ethnographic standpoint but also in relation to their position in a changing
socio-political context and in relation to a redefined role in the management of natural
resources. The struggle of the indigenous peoples to gain acknowledgement of their
collective rights both within the country and internationally has attracted a good deal of
attention from Filipino as well as foreign anthropologists. Some of the researchers have
taken a long-term interest in the study of these minorities and published extensively on
them. Many continue to do so. See for instance the works of Headland on the Agta
Negritos (1986; Early and Headland 1998), Conklin on the Hanunoo (1957) and the
Ifugao (1980), Rosaldo on the Ilongot (1980), Eder on the Batak of Palanan (1993,
1999), and Bennagen and Fernan on indigenous peoples in general (1996).
Of course there are other themes that could be mentioned, but the ones
mentioned above are among the most relevant. From a comparative perspective it is
somewhat surprising to note the relative absence of a number of themes and disciplines
from the research agendas - archaeology, pre-history and demography, for example.
The study of history from before the second half of the 19th century or even from pre-
colonial times is rarely undertaken. Rural economic studies are also relatively weakly
developed, while few scholars devote their attention to the demographic situation in the
countryside, which is a major theme in relation to the state of the environment, the
large-scale labour migration and many other issues (see Doeppers and Xenos 1998).
Another subject that is somewhat absent is the Spanish influence on Filipino cultural
and economic life. Neither Spanish nor Filipino scholars seem interested in taking it up.
This is not to say that these themes are completely ignored in the study of the
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Philippines, but in contrast to neighbouring countries and compared with the strength of
studies on other contemporary and political issues, their relative weakness is striking.
Another theme that is not receiving much attention in comparison with, say, Indonesia,
is the nature of inter-ethnic relations, in spite of the fact that the mobility of the Filipinos
within their own country has been enormous. In the field of urban studies there is a
strong focus on Metro Manila as the capital of the country and the centre of political,
administrative, economic and intellectual life. This is hardly surprising, with an estimated
population of 15 million people. To some extent the booming city of Cebu attracts
attention, too, but generally the second- and third-order towns arouse little academic
interest. Once outside the context of Manila and Cebu, social scientists tend to head for
the countryside and regard the smaller towns only as stepping stones into the rural
areas.
Filipino academic life is very much dominated by the major Manila- and Los
Bafios-based universities and research institutions with a few notable exceptions, such
as the San Carlos University in Cebu City. The Manila- and Los Banos-based
institutions also dominate the research agenda and provide most of the senior
academics for the local universities. Though there are scores of universities in all the
provinces across the country, the campuses of the University of the Philippines, the
Ateneo de Manila University and San Carlos University in Cebu dominate the country's
academic landscape in terms of numbers and quality of staff, numbers of students and
relations with foreign research institutions and projects. Provincial universities, both
public and private, generally lack the research facilities, equipment, funding and staff to
perform well at the international level. Because they are so embedded in the local
context and because they are committed to helping solve local problems, their staff lack
this external outlook. Opportunities for pursuing higher levels of education are usually
confined to the Manila- and Los Banosbased institutes. Other good research institutions
that play a coordinating and stimulating role in the country's academic community are
the International Rice Research Institute (IRRI) and the Regional Center for Graduate
Study and Research in Agriculture (SEARCA), both based in Los Banos. Until recently
the International Centre for Living Aquatic Resources Management (ICLARM) was part
of that stimulating research community, but it has now been transferred to Kuala
Lumpur.
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Internationally, Philippine studies were long dominated by American as well as

Filipino scholars1 , many of whom were educated in the United States. American
interest has been substantial ever since the early 20th century. Classic works on a large
number of issues, solid and detailed monographs on many ethnic groups, and studies
on a number of historical events are to a large extent of American origin. At present,
Arizona State University, the University of California at Berkeley, the University of
Wisconsin and the University of Hawaii all have substantial research programmes on
the Philippines. But many other universities provide courses and research facilities on
the Philippines in disciplines such as history, anthropology, linguistics and political
science.
Within Europe, Philippine studies can be found in a number of countries. Spain

(Madrid, Seville, Barcelona) has been the traditional centre, with a strong focus on
historical studies. But Philippine studies has been rapidly expanding, particularly in the
last twenty years. At the moment there are substantial numbers of researchers with an
interest in the Philippines in France (Aix-en-Provence, Paris), the United Kingdom
(London, Hull), Germany (Hamburg, Bielefeld, Diisseldorf), the Netherlands
(Amsterdam, Leiden, Nijmegen), and Denmark (Copenhagen, Arhus). In most cases
these researchers are involved in long-term projects often based on close cooperation
with research institutions in the Philippines itself (see Rutten 1996). The research
themes chosen by these European academics vary from migration, NGOs and political
movements to environmental issues, political science, rural economy and labour
mobility studies. Also of interest is the work on minority peoples in various parts of the
country.
The Japanese showed some scholarly interest in the Philippines before World
War II, but it was mainly historical. Due to the strong anti-Japanese sentiments among
the Filipinos after the war, fieldwork became impossible. It was only after the resumption
of foreign relations between the two countries that exchange programmes were started
and fieldwork could be carried out. In the 1960s and 1970s, field studies were
undertaken on topics such as economic history and agricultural sociology, including
labour relations and land tenure. Of specific interest to Japan is the study of the World
War II occupation and relations with the Filipino resistance movement. Much of the work
in this field is not easily accessible for the international community because it is written
in Japanese (Hayase 1991). In recent years, however, studies in anthropology, political
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science and geography have also been published in English. Worth mentioning here is
the work of Kikuchi (1996) and Shimizu (1989). In particular the universities of Tokyo
(Waseda University and others), Kyoto and Fukuoka have programmes focused on the
Philippines.
In addition to the United States, Europe and Japan, mention should also be
made of the Philippine studies programme in Australia (Canberra) and a number of
other universities in that country. This, however, is not to deny the valuable
contributions from individual researchers in countries not mentioned here, such as
Russia and New Zealand.
Most of the researchers and almost all Filipinos active in this field devote their
professional attention exclusively to the Philippines. However there are also a number
of academics who take a wider geographical approach by combining their thematic
interest in the Philippines with other countries in the region. In many cases these
countries are not dealt with as separate entities but are placed in a comparative
perspective. To mention just a few examples: Niels Mulder (Philippines, Thailand,
Indonesia), Robert Reed (Philippines, mainland Southeast Asia) and Willem Wolters
(Philippines, Indonesia), and the geographer Terry McGee on urban developments in
Southeast Asia, and the pre-historian Peter Bellwood. In this respect it would also be
interesting if KITLV's environmental history project, the EDEN project, could expand into
some of the neighbouring countries such as Malaysia and the Philippines during its next
phase.
An interesting aspect of the international character of Philippine studies has to do

with how open the Philippines is to visiting foreigners and the general eagerness of
Filipino researchers to engage in external linkages or joint academic undertakings. This
attitude is then reflected in the identity of the researchers working in this field. Usually
the nationality of the researcher is not at all an issue in itself, but on a number of
occasions it has become an issue - during conferences, for instance, or if it was
deemed useful to take a position in a particular case. Discussions or publications on
some issues might trigger nationalistic feelings among some groups of Filipino
academics. Sometimes discussions are influenced by anti-neo-colonial arguments.
Examples of such cases had to do with historical research on particular aspects of the
behaviour of national heroes and other historical figures, the identity of the state and the
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political climate in the country. These topics easily generate feelings of national pride,
especially when American authors are involved (see Pertierra 2000). In the same way
problems might occur in other disciplines such as biology, when new species of plants
and animals are discovered and described for the first time. It is clear that nationalistic
feelings might emerge in international projects if the discoveries are made by non-
Filipinos.
Some of the journals that specialize in Philippine studies and include both Filipino
and foreign authors are the Philippine Quarterly of Culture and Society (University of
San Carlos, Cebu), Philippine Studies (Ateneo de Manila University), Journal of
Philippine Development (Philippine Institute of Development Studies), Philippine Journal
of Public Administration (University of the Philippines), Journal of Environmental
Management (University of the Philippines in Los Bafios), Philippine Natural Resources
Law Journal (University of the Philippines), Pilipinas (Arizona State University). In
addition there are quite a few journals with a Southeast Asian focus that regularly
publish articles on the Philippines. A relatively large number of books by international
scholars are published in the Philippines by local publishers, sometimes in co-
production with a publisher from a Western country. Two of the best-known publishers
in the Philippines in the field of social studies are Ateneo de Manila University Press
and New Day Publishers.
Though most of the time the world of Philippine studies seems to be the
exclusive interest of Philippinists alone, on a few occasions studies from this country
have attracted the attention of academics from outside the country. One such case was
the Tasaday controversy. The Tasaday were an isolated tribe that were 'discovered' in
the southern part of the country in 1971. The discovery was widely publicized in popular
journals such as National Geographic and in the other media. The American journalist
John Nance and the Presidential Advisor for Minorities, Manuel Elizalde, played a
crucial role in this exposure. But there were also scientific, linguistic and anthropological
investigations by Filipino and foreign researchers (Yen and Nance 1976). For many
years, the Tasaday were featured in anthropological textbooks as an original hunting
and gathering tribe, and photographs of these cave dwellers were widely used to
illustrate a true 'Stone Age' culture. However in the late 1980s it was disclosed that the
Tasaday were a hoax, set up for publicity and for other reasons. The Tasaday
controversy became a hot issue, both inside and outside the Philippines. There were
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heated debates at academic conferences, such as during the IUEAS meeting in Zagreb
in 1988, but the issue was also discussed in the Philippine parliament.
It was largely thanks to an initiative by Thomas Headland, an American

anthropologist, that a number of anthropologists (and not only Philippinists), and other
academics involved in this controversy, were willing to look back and present their views
on the issue instead of sweeping the case under the anthropological carpet. Were there
lessons to be learned with respect to the type of research questions asked, or with
regard to the research methodology, or the relation between politics and scholarship?
And what about the role of the media, who made such a big deal out of these peace-
loving, noble savages (Headland 1992; see also Duhaylungsod and Hyndman 1993)?
There is another respect in which events in the Philippines are important for what
happens in the Southeast Asian region, and that is in relation to the movement of
indigenous peoples. There is no other country in the region in which the indigenous
peoples have obtained such substantial rights - at least on paper - and where they are
so well-organized and are given such a degree of moral support by the media and
leading institutions such as the Catholic Church. At international forums, Filipino
representatives of indigenous peoples are amongst the most vocal and best organized.
This is also reflected academically in the literature on indigenous peoples, by Filipino as
well as foreign scholars. At the international level some Filipino organizations have
assumed a leading role at global forums representing less well-organized groups of
indigenous peoples in the region (Tebtebba 1999).
This issue
This special issue of the journal consists of a number of articles on various

subjects expressly written by authors who have been active in Philippine studies for
many years.
Otto van den Muijzenberg provides an overview of 400 years of Philippine-Dutch

social relations. Contrary to popular belief in the Netherlands and the Philippines, these
relations have lengthy historical roots, and they are also important in terms of their
economic, political and social aspects. After their initial efforts to colonize the area, the
Dutch had to give up and leave the country to the Spanish. The rather limited amount of
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trade during the colonial times has almost exploded in recent times. With regard to trade
and financial relations, the countries are important partners. Agricultural products - but
increasingly electronics and clothing as well - are shipped from the Philippines to the
Netherlands, while a few Dutch products are widely marketed in the Philippines. More
important but less visible, however, is the extent of Dutch investment in the Philippines.
In terms of population flow, the Netherlands is an important destination for Filipinos
looking for work or study abroad (nurses, domestic helpers, seamen, students). The
community of Filipinos rarely receives the kind of media attention that other groups of
migrants attract, with all the problems they have to cope with. As a developing country
the Philippines still receives Dutch aid money, and as part of these projects scores of
Dutch development workers and students spend some time in that country. For most of
them their stay is only temporary in contrast with the Dutch Catholic missionaries who
formed an important community for several decades. Since economic and social
relations have not been influenced by a history of colonization, the various types of
cooperation seem to develop into authentic partnerships.
Willem Wolters deals with an interesting topic in the economic history of the
country: the monetary policy in the Philippine Islands. One of the problems that rulers
had to solve during the transition from a colony fully run by the mother country to a
colonial state was the organization of trade relations with respect to currencies and their
exchange rates. During the last decades of the 19th century and the beginning of the
20th, various currencies were used in the Philippines. Among these were the Mexican
dollar, the American dollar and the Philippine peso. There was a silver as well as a gold
standard for some of these currencies. Due however to political events elsewhere in
Asia and the fluctuating prices of gold and silver, some currencies were more in use
than others. Efforts to keep these markets in check proved very difficult, since cross-
border flows of currencies to neighbouring countries (Taiwan, Hongkong, China) were
almost impossible to control. High-value (gold standard) currencies tended to leak out of
the country while the lowvalue currency (the Mexican dollar, based on the silver
standard) was smuggled in. Wolters describes how the administrators tried to control
the money market through the banking system, trade permits and rules concerning
Chinese immigration.
Greg Bankoff focuses his attention on the centennial commemoration of a very

important event in the country's history, the Philippine Revolution of 1896-98. The way
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this event was observed in 1998 provides a fascinating picture of how history is
remembered and celebrated in a country that does not have many indigenous
monuments or other features that could serve as deeply rooted national symbols. In fact
the country does have a number of symbols such as the national animal, the national
flower, the national house, the national dress, the national fish and the national tree,
which are revived in the public awareness from time to time. But something that might
serve as a powerful national symbol is hard to come by in the country. The official
celebration of the Philippine Revolution, however, offered a good opportunity to
remember certain elements from the country's past while ignoring or forgetting many
others. Given the nature of Filipino politics and the nature of the public debate, it came
as no surprise that numerous dissenting voices from all corners of society also made
themselves heard during the celebration.
Robert Reed presents the remarkable success of the Iglesia ni Christo church, a
Filipino faith which evolved from a protest movement in the beginning of the 20th
century to a global belief system. Manalo, the founder of the Iglesia ni Christo,
quarrelled with the American Adventist leaders over matters of doctrine and the
authority relationships that were common between Westerners and Filipinos. He was
expelled from the organization in 1913 and founded his indigenous church a few months
later. The story of this church and its religious community combines a number of highly
interesting aspects of Filipino social, cultural and religious life. The success of the truly
Filipino religious organization is to a large extent due to the diaspora of the Filipino
overseas workers. At present the belief system has spread to all corners of the world
and is also making converts among local populations.
In her article, Levita Duhaylungsod analyses the discourse regarding the role of
indigenous peoples in the sustainable development debate. The position of indigenous
peoples in this discourse is largely based on the notion of the traditional agriculture
system, which for the most part is aimed at selfsufficiency. In the course of history,
however, indigenous people have lost land and resources to encroaching farmers as
well as to mining and logging companies. One might wonder whether notions of
traditional sustainability are still valid under present-day conditions with a heavier
population, new technologies for agricultural intensification, and most importantly with
the changes that have taken place among the indigenous people themselves. Their
knowledge has changed, as have their forms of social organization. They may also be
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more internally differentiated regarding such areas as market orientation. The author
illustrates her arguments by referring to the situation in a village of the T'boli people in
the province of Sarangani, Mindanao. This community has been the target of a number
of agricultural development schemes by various organizations. It is interesting to
compare the dynamics of the discourse on indigenous peoples with the contemporary
realities and experiences of communities that are classified as indigenous. It also
underscores the difference in temporal orientation: while the concept of indigenous
peoples refers primarily to the past, sustainable development is future-oriented. This
difference in orientation gives rise to tension among the indigenous people themselves
as well as among those who deal with them from the outside.
In her contribution, Rosanne Rutten provides the reader with insight into the
identity of the New People's Army (NPA) and their strategy for mobilizing activists. This
communist revolutionary movement was founded in 1969 and gained nationwide
support during the Marcos regime. When Cory Aquino came to power in 1986, however,
and national politics became more democratic, the movement lost many of its
supporters, though it certainly has not disappeared from the local scene and from the
world of Filipino politics. The focus of the study is on the sugar cane workers from two
localities in the province of Negros Occidental. In presenting her study Rutten also
refers to a more theoretical issue, namely the sense of belonging and the structure of
the movement. How is popular support for an organization like NPA mobilized in the
Philippines? Is it based on the notion of brotherhood and a strong collective 'we-feeling',
or is it based on a structure of leaders and followers?
Ben Malayang III traces the historical roots of a contemporary conflict in the
country: the claims and rights of what are now called the indigenous peoples. When the
Spanish left the country and sold it to the Americans, the domains of the indigenous
peoples were not included in the transaction. Colonization of these areas only took
place in a later phase. This fact is also recognized in the present definition of indigenous
peoples in the Philippines, which refers explicitly to the fact that these peoples were not
colonized but were replaced, marginalized and impoverished at a later stage. Within the
Philippines this is by no means a minor issue, as indigenous peoples number as least 8-
10 million and jointly claim up to 20% of the country's land, including its resources, as
their ancestral domains. Recent governmental regulations such as the Certificate of
Ancestral Domain Claim (CADC, 1992) and more particularly the Indigenous Peoples'
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Rights Act (IPRA, 1997) try to address these issues and to undo some of the historical
injustice. Malayang points to a number of alternative approaches to understanding the
problem and to a number of policy options for resolving the issue of ancestral domains.
Ton van Naerssen relates the globalization of the urban economy of Manila to
the growth of urban social movements. In order to provide a modern infrastructure,
cheap labour, communication facilities and tax incentives to attract foreign capital and
develop an export economy, Manila, like many other large cities in East and Southeast
Asia, has gone through phases of rapid growth. Due to complex conditions in the
countryside that include political unrest and the mechanization of agriculture as well as
the perception of Manila as a better place to find jobs, tens of thousands of people have
migrated to the capital city. Collectively they have contributed to the rapid increase in
the number of urban poor. The occupied land was often designated for other purposes.
Under the Marcos regime, the policy of eviction without compensation and forced
resettlement to areas outside the Manila region gave rise to urban social movements
often linked to the other resistance movements. Since the Aquino administration,
'democratic space' has created more opportunities for the urban poor to find support
within the capital's administration. The key to political power for the urban poor - their
numerous votes - was used in this struggle. For that reason the nature of the urban
social movements and their strategies have to some extent also changed.
Andres Masipiquena, Gerard Persoon and Denyse Snelder discuss a decade of

academic cooperation between a Dutch and a Filipino university in the field of
interdisciplinary environmental studies. The project was designed to be mutually
beneficial and not as a project for the one-sided institutional development of a particular
target organization. It also differs from other projects in that it has no final date of
termination. As long as the project is deemed worthwhile in terms of gains by the
institutions involved, it will be continued. Though the project has faced various tensions
over the years that originated from differences in academic paradigms and traditions,
differences in the Dutch and Filipino culture, and differences in the role of the socio-
political context, the chemistry has worked out relatively well.
Conclusion
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As stated above, the aim of this special issue is to introduce a number of current
themes in Philippine studies to the readers of this journal, many of whom may have their
main interest in other countries. The Philippines provides an interesting comparative
perspective within Southeast Asia in areas such as state formation and national identity,
state-minority relations, the nature of everyday politics, religious diversity and in
particular the process of democratization after dictatorial rule, gender studies and the
mobility of labour. It is hoped that this issue will contribute to the strengthening of the
comparative study of the Philippines in the Southeast Asian context.
How Philippine Studies Began

Belinda A. Aquino
Although they are complementary and often used interchangeably, Philippine Studies
and Filipino American Studies have separate origins and different scopes. The earlier of
the two, Philippine Studies, or studies on Philippine society and culture, started in the
early 1900s when the country became a colony of the United States. Commodore
George Dewey’s defeat of the Spanish fleet in the Battle of Manila Bay and the
subsequent annexation of the archipelago in 1898 aroused great interest in American
circles.
The historical documents in the Spanish archives were translated into English by Emma
Blair and James Robertson, and published in 55 volumes as The Philippine Islands,
1493-1803. U.S. President William McKinley subsequently created the Philippine
Commission to collect whatever data were available on the new American colony in
Asia. It was headed by Jacob Schurman, then president of Cornell University, a
prestigious Ivy League academic institution.
Another professor, Dean C. Worcester of the University of Michigan, who had been in
the Philippines in the 1890s, got other American academics like David Barrows, Albert
Jenks and N.M. Saleeby to conduct ethnological studies on the indigenous tribes of the
Mountain Province and the Muslims in Mindanao and Sulu. In time a group of scholars,
mostly anthropologists, made their careers in Philippine studies. This group included H.
Otley Beyer, Roy Barton, Fay Cooper Cole, Laura Benedict, and John Garvan.
Beginnings of Philippine Studies

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In 1916 Beyer, who was to remain in the Philippines until his death, put out a landmark
volume, Population of the Philippines. The book expressed the hope that “educated
Filipinos will awake to the importance of preserving for future generations the history of
their own race, and that scientists of other countries may grasp the fleeting opportunity
to record knowledge of interest to the world at large.” Beyer eventually became a big
name in Philippine archaeology and inspired other Western academics to study the
Philippines.
Carl Guthe headed the University of Michigan Expedition in 1922-25, which called
attention to the country’s relationship with China and Southeast Asia in pre-Hispanic
times. Linguists compiled a number of grammar books and dictionaries like the one on
the Ibaloi language in Benguet by Otto Scheerer. A pioneering contribution, Tagalog
Texts, by Leonard Bloomfield, was published by the University of Illinois at Urbana in
1917.
The 1930s saw a flourishing interest in Philippine Studies, in part due to the efforts of
Joseph Ralston Hayden, another University of Michigan professor who had been
appointed Vice Governor General of the Philippines. The Philippine Council of the
Institute of Pacific Relations requested Felix and Marie Keesing to undertake a study of
government and culture in Northern Luzon. It was also in the 1930s that one of the
earliest Filipino scholars in the U.S., Serafin Macaraeg, obtained a Ph.D. from the
University of Wisconsin. During this period Filipino government “pensionados” were
coming to the U.S. for further education and training.
The Second World War
World War II and its aftermath accelerated Philippine Studies largely due to the
experiences of American servicemen who saw action in the Philippines. U.S. policy-
makers began to see the need for area and language programs for political and military
purposes in the “Far East” or the “Orient.” (The politically correct term now is “Asia”.)
Hayden was attached to the office of General Douglas MacArthur and had plans to
establish a Center devoted to Philippine Studies at the University of Michigan because
of the rich Filipiniana library collections in that campus. But a fatal heart attack aborted
the project, and it was only years later that a Center for South and Southeast Asian
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Studies, which include the Philippines, was established.
The Fifties to the Present
A real breakthrough came in the 1950s when Professors Alexander Spoehr and
Frederick Wernstedt got funding from the Carnegie Corporation for research on the
Western Pacific and the Philippines. A Philippine Studies Program was instituted as part
of the Department of Anthropology at the University of Chicago. Many Filipino
anthropologists were trained by Professor Fred Eggan of the Department. Eggan’s
death effectively discontinued Philippine Studies in Chicago. But Southeast Asian
Programs at other major American universities, such as Cornell, Yale, Berkeley,
Michigan, Stanford, Northern Illinois, Syracuse and Hawaii included the Philippines in
varying degrees in their academic curricula.
Cornell, for instance, had a long-standing exchange with the University of the
Philippines in Los Baños (UPCO project) to train Filipino agricultural scientists.
Michigan specialized in training Filipino Ph.D.s in history. A. Clyde DeWitt program at
the same university provided graduate training for Filipino lawyers. And as early as
1963-64, there had been courses on Philippine Anthropology and Tagalog at the
University of Hawaii. The university also produced dictionaries and grammar books on
Tagalog, Ilokano, Pangasinan, Kapampangan, Cebuano, Bikol and Hiligaynon, a
monumental work of Philippine language specialists. Some of these specialists had
served in the Philippines as Peace Corps Volunteers in the 1960s. In 1969 the First
National Colloquium on the Philippines was chaired by Charles Houston of Western
Michigan University.
A major development field came in 1975 when the Hawaii state legislature passed a
resolution authorizing the University of Hawaii to establish a program which was the
forerunner of the current Center for Philippine Studies.
Thus, Philippine Studies in the U.S. was spurred mainly by annexation at the turn of the
20th century following America’s empire-building ambitions in the Pacific. Studies on the
newly
acquired colony revolved around the traditional fields of culture, history, language,
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geography, archaeology, literature, arts and religion. Many of these works reflected the
“cold war” thinking of the time. Research on tribal groups and cultural communities in
remote areas was particularly fascinating for Western scholars from academic and
religious circles. Dictionaries and language resources were developed. Archaeological
diggings and expeditions before and after World War II were undertaken in an effort to
document the Philippine past.
A “special relationship” developed between colonizer and colonized even in the

academic arena. Some like to call this a “love-hate” relationship. Appropriately, a
favorite topic of research or contention was the state of Philippine-American relations,
mainly on the issue of the U.S. military bases in the Philippines. A resurgent wave of
Philippine nationalism in the early 1960s, among other factors, was changing the
ideology and direction of Philippine Studies on both sides of the ocean. More
contemporary fields like politics, international relations, drama, economics, sociology,
psychology, and demography began to be popular in the postwar period.
Ethnicity as a Central Concern
Civil rights, the anti-war movement, women, ethnic minorities, and other groups forced
dramatic social changes in American society in the 1960s. These “sea-changes” spilled
over into academia. In time, non-traditional fields of study were asserting themselves as
legitimate areas of intellectual inquiry.
For Philippine Studies, it was no longer enough to focus on a country 10,000 miles
away across the Pacific. The Filipino community in America was growing much faster
than its Asian counterparts, especially after the 1965 liberalization of immigration laws.
Local-born, second, third and even fourth generation Filipino Americans were coming
on their own as distinct entities with different cultural and educational needs. The
question of ethnicity or cultural identity, usually taken for granted by immigrant or
Philippine-born Filipinos, became a central concern for the American-born.
The experiences of their pioneering ancestors in the sugar plantations of Hawaii, the
canneries of the Pacific Northwest, and the lettuce or artichoke fields of California
needed to be told to the burgeoning Filipino American communities and to the larger
society. Not that the Philippines was no longer important or relevant. The home country
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was always there, albeit only as a memory or vignette of imagined community. It had to
be supplemented by knowledge on the Filipino experience in America. This experience
embodied stories of survival and strength, which the younger generations needed to
know to bolster their own ethnicity. “Our history” became the underpinning of many of
the ethnic studies programs across the country in the 70s.
Thus Filipino American studies programs or centers have emerged in some campuses
in America, combining the more traditional Philippine Studies offerings like history and
language with newer courses on the continuing Filipino American experience. In
addition to Hawaii, the post- secondary institutions with such programs are the City
College of San Francisco, California State University at Hayward, University of San
Francisco, San Francisco State University, and Old Dominion University. Among the
bigger universities, the University of Wisconsin-Madison is particularly strong in
research on the Philippines, especially history and politics. Berkeley, UCLA, San Diego,
Arizona State, Kansas State, SUNY Buffalo, Washington State, Oregon and Northern
Illinois also have Philippine specialists on their faculty.
The downside is, in current American academia, ethnic or area programs are the first to
be cut or eliminated in times of budget crisis. They cannot compete with the newer or
market-oriented programs like computer science, information systems, management,
communications, science and technology, and so on. As universities continue to
downsize their area studies programs, it is hoped that the ethnic communities
themselves will help keep them alive in some way.
Endowments, donations, gifts, scholarships, and other resources from the various
Filipino American communities can augment the diminishing funding for such programs
in universities across the nation. At the University of Hawaii at Manoa, for instance,
benefactors like Robin Campaniano, a Filipino American alumnus of the University of
Hawaii and University of San Francisco, help to keep the Center for Philippine Studies
afloat with their occasional donations. Of course, we could use more, as our
responsibilities increase without corresponding support.
In the long run, sustained financial initiatives from the outside will be critical to keep
Philippine Studies and Filipino American Studies viable on any campus. We live in an
increasingly competitive and insidious world. And it is somewhat disappointing that for
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all the long decades of the so-called “special relations” between the United States and
the Philippines, Philippine Studies in America is sporadic and has not been
institutionalized. The promising programs in earlier decades have died a natural death
either from attrition or lack of viable support.
But they say it’s never in the Filipino spirit to end on a bitter note. And I suppose I echo
the resolve of my colleagues when I say that the show must go on – we must keep
Philippine Studies alive.
1. Develop Synthesis on the paper on the Overview of Philippine Studies.

2. Cite three issues in this paper that are relevant to education. Discuss each issue.
3. How can the education sector address the issues mentioned in the paper?
4. What pieces of legislation you can recommend to address issues which uniquely
Filipino?
5. Summarize the article of Belinda A. Aquino “How Philippine Studies Begin.” Cite your
agreement and disagreement in any of the ideas or facts presented by the winter.
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AND PEDAGOGY

DED IR 715 Philosophy of Christian Education
1. Discuss comprehensively the purpose of Christian Education.

Answers
It gives students a strong foundation in a world of shifting values and morals.

Christian Education recognizes God's sovereignty and Christ's Kingship, and …
therefore God's claims over all of creation are taken seriously. No subject or
curriculum is outside the orbit of God.
2. What are the major trends of the Philosophy of Christian Education.

Answers Christian education promotes using knowledge to glorify God and to
minister to others. Students should learn to obey and serve God more fully so
that they may minister to others more effectively. Students must learn to walk in
the truth and through faith manifest the fruit of the Spirit in good works.
3. Discuss comprehensively these lines:

3.1 “Philosophy is the governor of our thoughts and actions.”
Answers
Philosophy is the governor of our thoughts and actions. Philosophy gets to the
heart of who we are, what we believe and why we believe it. It is closely allied with
―world view.‖ Our philosophy of life is affected by our world view and at the same
time affects it. There are many philosophies in the world today. Most are
insidious in the way they captivate the mind and produce outcomes that would
otherwise be shunned. Scripture clearly warns believers to beware of ―vain
philosophies‖ that are patterned after the rudiments of the world rather than of
Christ.
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3.2 “A philosophy of education is a Philosophy of government.”

Answers
Philosophy of education is the branch of applied or practical philosophy
concerned with the nature and aims of education and the philosophical problems
arising from educational theory and practice. Because that practice is ubiquitous
in and across human societies, its social and individual manifestations so varied,
and its influence so profound, the subject is wide-ranging, involving issues in
ethics and social/political philosophy, epistemology, metaphysics, philosophy of
mind and language, and other areas of philosophy.
4. How is the curriculum for Christian education be developed and implemented?

Answers
Curriculum materials and resources are developed to help carry out the general
plan or design for Christian education in a congregation. Since we are learning all
the time, we also must be aware of all that is going into our design for learning.
Part of choosing the right curricular materials involves understanding the explicit
curriculum (what is actually presented, consciously and with intention) as well as
the implicit curriculum (room design, attitudes and learning styles). Some implicit
curriculum teaches by its presence and some by its absence
5. What are the distinctions of Christian Education based on:

5.1 Methodology
5.2 Principles
Answers
Not only the perspective but the objective of Christian teaching transcends
secular education. The secularist seeks to make better, more effective,
successful, and intelligent people. The Christian educator aspires to nothing less
than to transform people into the image of Christ. Secular education and
Christian education thus have different postures toward the world. One helps a
person fit into the world system; the other helps lift a person above the world. I
am teaching not merely to inform the mind but to renew the mind: "Do not
conform any longer to the pattern of this world, but be transformed by the
renewing of your mind. Then you will be able to test and approve what God's will
is—his good, pleasing and perfect will.
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DED IR 716 Seminar in Dissertation Writing
CHAPTER I. INTRODUCTION
Background of the Study
Statement of the Problem
Hypotheses
Significance of the Study
Scope and Limitations
Definition of Terms
CHAPTER II. THEORETICAL FRAMEWORK

Review of Related Literature and Studies
Conceptual Framework
Conceptual Paradigm
CHAPTER III. METHODOLOGY

Research Design
Research Locale
Samples and Sampling Techniques
Instrumentation
Data Gathering Procedure
Statistical Data Analysis
CHAPTER IV. RESULTS AND DISCUSSIONS

Results
Discussion
Proposed Intervention Program
CHAPTER V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary
Conclusions
Recommendations
BIBLIOGRAPHY
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AND PEDAGOGY

DEDMEM 701 Development Administration
1. Based on the discussion of Development Theory, relate the trends and aspects
of development that are taking place in Philippine government, Business and the
academe. Cite specific issues which can be related to the theories of
development discuss in the article “Trends in Development Theory.”
Answers
This interdisciplinary course focuses on problems of poverty and human
development. As a student you will learn about key issues and problems of
development as well as different theoretical perspectives developed to
increase our understanding of the preconditions for and content of
development
2. Give a brief explanation / description of each theory of administration and give
examples.
2.1 Scientific Theory of Management
Answers
Taylor indicated and believed that the relationship between the workers and
management should be cordial and completely harmonious. Difference between
the two will never be beneficial to either side. Management and workers should
acknowledge and understand each other's importance.
2.2 Classical Theory

The fundamental principle of the classical theory is that the economy is
self‐regulating. Classical economists maintain that the economy is always
capable of achieving the natural level of real GDP or output, which is the
level of real GDP that is obtained when the economy's resources are fully
employed.
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2.3 Bureaucratic Theory

Answers
Max Weber, a German scientist, defines bureaucracy as a highly
structured, formalized, and also an impersonal organization. He also
instituted the belief that an organization must have a defined hierarchical
structure and clear rules, regulations, and lines of authority which govern
it.
2.4 Ideas of Mary Parker Folet

Follett's incredibly modern-seeming approach has a simple central
message: employees will be more engaged, productive, and happy if
they're given autonomy within their roles, if they're treated as intelligent
individuals, and if they're allowed to work cooperatively.
2.5 Ideas of Chester Barnard

Barnard's view of authority, known as acceptance theory of authority, was
also revolutionary and is related to leadership theory. Authority, according
to him, follows the actions of individuals to establish cooperative systems
and not the other way around.
2.6 Human Relations Theory

Human relations theory: a school of organizational thought which focuses
on worker satisfaction, informal workplace organizations, and a means of
influencing employee productivity. Unlike scientism, human relations
theory does not view workers as essentially interchangeable parts.
2.7 Behavioral Approach

The Behavioral Approach brings psychological, social, and contextual
explanations of human behavior to policy design and provides innovative,
complementary and usually inexpensive solutions for policy improvement.
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2.8 Systems Approach

The Systems Approach to management theory, commonly viewed as the
foundation of organizational development, views the organization as an
open system made up of interrelated and inter-dependent parts that
interact as sub-systems. Thus the organization comprises a unified
singular system made up of these subsystems.
3. What is development administration? What are its aims?

The purposes of development administration are to stimulate and facilitate
defined programs of social and economic progress. They are purposes of
change and innovation and movement as contrasted with purposes of
maintaining the status quo
4. Discuss the scope and elements of development administration and give
examples.
The following are the characteristics of development administration:
 Change-oriented. ...
 Result-oriented. ...
 Client-oriented. ...
 Citizen participation oriented. ...
 Commitment to fulfill public demands. ...
 Concerned with innovation. ...
 Administration of industrial societies. ...
 Effectiveness of coordination.
5. Discuss the Development Administration cycle in the context of your own

organization or experience.
Development Administration is about projects, programs, policies and
ideas which are focused at development of a nation, with the point of view
of socio-economic and socio-political development of society in general,
carried out by talented and skilled bureaucrats.
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6. What are the pre-requisites of Good Development Administration?

In essence the objective of Administrative development can be
summarized as: Building decision making capabilities. Development of skill
and specialization to tackle complex issues in the personnel. Giving
importance to training, effective use of technology to bring about change in
Administrative approach.
7. With the Philippine Government in mind or a specific government agency,

discuss how the pre-requisites are practiced / observed or deficient of them.
The Philippines renounces war as an instrument of national policy, adopts the

generally accepted principles of international law as part of the law of the land
and adheres to the policy of peace, equality, justice, freedom, cooperation, and
amity with all nation
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AND PEDAGOGY

DEDMEM 702 Advanced Theories of Organization and Management
1. Meaning and characteristics of management
1.1 What is Management?

Management is the administration of an organization, whether it is a
business, a non-profit organization, or a government body. It is the art and
science of managing resources of the business
1.2 What are the characteristics of management?

The characteristics of management are:
 Goal-oriented.
 Pervasive.
 Multi-dimensional.
 Continuous process.
 Group activity.
 Dynamic function.
 Intangible force.
1.3 How would you differentiate each characteristic from the rest?
 Goal-oriented.
An essential aspect of management is to combine individual efforts and direct them
towards achieving organisational goals. These goals differ from organisation to
organisation. For example, an organisation can have a profit motive whereas a
social work organisation might have a goal of eradicating illiteracy among children.
Management recognises these goals and aims to fulfil them.
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 Pervasive.
Management is a requirement and essential for the functioning of all kinds of
organisations- social, economic or political. Without management, the processes of
an organisation would be chaotic and unordered. Further, it is equally essential for
organisations across all countries. However, the only difference lies in the how
management is implemented within an organisation.
 Multi-dimensional.
This work varies from producing clothes in clothing sector to treating patients in
hospitals. Management looks at this work as goals to be achieved and works
towards these goals. Further, this is done in terms of problems to be
solved, decisions to be made, plans to be established, budgets to be prepared,
responsibilities to be assigned and authority to be delegated.
 Continuous process.
We now know that there are various functions of management. These are- planning,
organising, directing, staffing and controlling. As a matter of fact, a manager
performs all these functions simultaneously. Although these functions are separate,
management is concerned with performing all of them simultaneously all the time.
Consequently, management is a dynamic and continuous process.
 Group activity.
An organisation consists of a large number of individuals having different reasons
and purposes to join. Again these individual differ based on their needs and
behaviours. However, it is important to realise that these diverse individuals work
together towards the achievement of the organisational goals. Management diverts
the individual efforts towards the right direction. Further, effective management
enables all the individuals to grow and develop as their needs and opportunities
change.
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 Dynamic function.
An organisation has to adapt to the environment in order to succeed. Thus
management is dynamic in nature and adapts to the ever-changing social, economic
and political conditions. A famous example of this is how McDonald’s had to change
its menu to serve and emerge as a major fast food giant in the Indian market
* Intangible force
Management cannot be touched or it isn’t tangible. However effective management
can be easily felt. Evidently, if there is order instead of chaos within an organisation,
the employees are happy and the organisational goals are being organised it can be
easily said that there exists good management.
1.4 As a manager, how would you best apply these characteristics in your own
organization?
In order to be an effective manager, you need to be able to lead your employees

in an efficient manner.
2. Managerial Functions
2.1 What are the 4 basic management functions ?

 Planning functions.
 Organizing functions.
 Leading functions.
 Controlling functions
2.2 How do the different managerial functions differ from each other?
 Planning involves the planning of decision making.
 Organizing includes appropriate coordination between planning and
resources.
 Leading involves motivating the employees to achieve organizational goals.
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 Controlling is related to monitoring and evaluation.
2.3 What functions do you usually apply in your organization? Explain.
All functions must be apply in our Oragnization because it is very important to

apply it for the success of your organization.
3. Management Theories
3.1 Discuss the following Management Theories and give actual experiences
relating to these theories:
3.1.1 Classical Theories

The classical theory implies that every complex concept has a classical analysis,
where a classical analysis of a concept is a proposition giving metaphysically
necessary and jointly sufficient conditions for being in the extension across
possible worlds for that concept.
3.1.2 Behavioral Theories

Behaviorism focuses on the idea that all behaviors are learned through
interaction with the environment. This learning theory states that behaviors are
learned from the environment, and says that innate or inherited factors have very
little influence on behavior.
3.1.3 Quantitative Theory

Quantitative theories are tools developed by the investigator to be deductively
tested using particular statistical methods: theories are constructed logically
from what is already known about the topic, considering the feasibility of
measuring the concepts or variables in the theory.
3.1.4 Systems Theory

Systems theory is the interdisciplinary study of systems, i.e. cohesive groups of
interrelated, interdependent components that can be natural or human-made.
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3.1.5 Contingency Theory
A contingency theory is an organizational theory that claims that there is no best

way to organize a corporation, to lead a company, or to make decisions.
4. Management Responsibilities
4.1 What are the different functions a manager should do?
At the most fundamental level, management is a discipline that consists of a set

of five general functions: planning, organizing, staffing, leading and controlling.
These five functions are part of a body of practices and theories on how to be a
successful manager.
4.2 How are functions different from the role a manager must do?
There are four generally accepted functions of management: planning,

organizing, leading and controlling. These functions work together in the
creation, execution and realization of organizational goals. The four functions of
management can be considered a process where each function builds on the
previous function.
4.3 What are the different skills must a manager possess? Explain.
Management skills are a collection of abilities that include things such

as business planning, decision-making, problem-solving, communication,
delegation, and time management.
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5. Diversity in Organization
5.1 How intrapersonal and interpersonal behavior affect professional

advancement?
Your interpersonal skills help you collaborate and work with others, while your
intrapersonal skills help you recognize your own strengths and weaknesses.
Both are soft skills that contribute greatly to your personal growth, the ability to
set and achieve your goals, and your overall success in both your personal and
professional lives.
5.2 How to maximize diversity for organization’s success and future growth?
1. Educate Managers on the Benefits of Diversity in the Workplace.
2. Create More Inclusive Workplace Policies.
3. Communicate Clearly and Create Employee-Led Task Forces.
4. Offer Meaningful Opportunities for Employee Engagement.
5. Create Mentorship Programs
5.3 How organizational diversity be a disadvantage and an advantage for

profitability and productivity?
 Advantage: Better Financial Results. ...
 Advantage: Global-Level Competition. ...
 Advantage: Fact-Based Decision-Making. ...
 Advantage: Creative and Innovative Thinking. ...
 Advantage: Cross-Cultural Understanding. ...
 Disadvantage: Difficulty in Transitioning. ...
 Disadvantage: Short-Term Cost Outlay.
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6. Communication Strategies
6.1 How diverse personalities in organization affect communication flow?

A diverse workforce poses various communication challenges to a
company. Diverse working groups can often experience problems with
misunderstandings and miscommunication and inaccuracies. Communication
breakdowns occur when members often assume that the other party understands
the message when in fact they do not.
6.2 How to insure smooth communication and professional interactions in

organizations?
1. Establish a rapport with employees. ...

2. Build trust with employees. ...
3. Meet regularly with your employees. ...
4. Provide enough context around assignments. ...
5. Really listen to employees. ...
6. Avoid making assumptions. ...
7. Learn employee strengths & weaknesses. ...
8. Learn employee communication styles.
6.3 What is professional communication? How to establish it in an organization?
1. Safeguard credibility to establish loyalty and build trust.

2. Maintain consistency to establish a strong employment brand.
3. Listen to employees and to members of the leadership team.
4. Seek input from all constituencies.
5. Provide feedback.
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7. Effective Teamwork Skills
7.1 What is a high performing team?
A "high-performance work team" refers to a group of goal-focused individuals

with specialized expertise and complementary skills who collaborate, innovate
and produce consistently superior results.
7.2 How to build and maintain a high performing team?
1. Create a Stable Team. ...

2. Build a Cohesive and Value Aligned Team Dynamics. ...
3. Encourage an Environment of Open Communication. ...
4. Stress on the Importance of Learning. ...
5. Set Measurable Goals.
7.3 How to effectively address conflicts in team environments?
1. Talk with the other person. ...

2. Focus on behavior and events, not on personalities. ...
3. Listen carefully. ...
4. Identify points of agreement and disagreement. ...
5. Prioritize the areas of conflict. ...
6. Develop a plan to work on each conflict. ...
7. Follow through on your plan. ...
8. Build on your success.
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8. Strategic Planning
8.1 How important is planning in the organization?
Planning helps organizations get a realistic view of their current strengths and
weaknesses relative to major competitors. The management team sees areas
where competitors may be vulnerable and then crafts marketing strategies to take
advantage of these weaknesses.
8.2 What processes and procedures involve in strategic planning?

 Determine your strategic position.
 Prioritize your objectives.
 Develop a strategic plan.
 Execute and manage your plan.
 Review and revise the plan.
8.3 How strategic planning affect organizational change?
here are many impacts of strategic planning on organizational performance such

as high-quality products, significant changes in profitability level, large customer
patronage and increases in sales volume. Strategic planning intensity is
determined by managerial, organizational and environmental factors
8.4 What changes in your organization that are results of new strategic
directions?
Changing strategy can have a number of positive effects. New strategic

directions can help a company to adapt to changes in the legal environment or
the marketplace. New strategies can help a company to perform more effectively
or cost-efficiently, or can help them to enter a new, more profitable industry or
market segment. Changes in strategy can also help a stagnant company to
reclaim its former growth rates.
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References:
https://saylordotorg.github.io/text_small-business-management-in-the-21st-century/s16-
01-principles-of-management-and-o.html?fbclid=IwAR0bX2_bW3aUJkl4PLitsgXHYU-
TZQGPqqC1GIpESofxnWpJKadvBCqB7PY
https://www.cliffsnotes.com/study-guides/principles-of-management/the-nature-of-
management/management-and-
organizations?fbclid=IwAR0Ge0w4bDJ3CUcLE_Y1AZ4aM8euU_NEuK25AdY_23u5T9
P6HeFdE35XzR8
Van Dam, Nick and Jos Marcus (2012). Organisation and Management. An
International Approach 2012 Noordhoff Uitgevers bv Groninton/Houten, The
Netherlands
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DEDMEM 703 Advanced Educational Planning and Management
1. What is planning in education context?
Educational planning is a process in which each college student is involved in

self-assessment, exploring, and integrating academic and career alternatives, and
making decisions that are personally relevant for the present and the future
.
2. Differentiate operational from strategic planning.
Strategic management focuses on the future of the company, expanding a

business plan to last for three to five years. Operational management, however,
focuses on more short-term ideas and implementation tactics. Leaders using
operational management may create plans that consider up to a year in the
company's future.
3. Illustrate and contextualize the strategic management cycle and describe the
components / flow.
Identifying and analyzing internal and external strengths and weaknesses;

formulating action plans; executing action plans; and. evaluating to what degree
action plans have been successful and making changes when desired results are
not being produced.
4. What are the stages of strategic planning? What activities are involved in each
stage?
 Step 1: Environmental Scan. ...
 Step 2: Internal Analysis. ...
 Step 3: Strategic Direction. ...
 Step 4: Develop Goals and Objectives. ...
 Step 5: Define Metrics, Set Timelines, and Track Progress. ...
 Step 6: Write and Publish a Strategic Plan. ...
 Step 7: Plan for Implementation and the Future.
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5. Discuss the weaknesses and setbacks of planning in the school system.
Rigidity. Planning has tendency to make administration inflexible. Planning

implies prior determination of policies, procedures and programmes and a strict
adherence to them in all circumstances. There is no scope for individual freedom.
6. Differentiate the planning approaches between the public schools and private
schools.
Public schools depend primarily on local, state, and federal government funds,
while private schools are usually supported by tuition payments and sometimes
by funds from other nonpublic sources such as religious organizations,
endowments, grants, and charitable donations. Private schools are not
government funded, but follow the same curriculum as public schools. Many
private schools in the Philippines started as missionary or Christian schools.
Classes are smaller than in public schools, and the facilities and resources are
usually much better.
7. How strategic plans in schools be monitored and evaluated?
The quarterly review. You should check up on the progress of your strategy on a
fairly regular and scheduled basis to see if it is still on track, and nudge it back in
the right direction if it seems to be off. ..
The annual review. ...
Keep an eye out for opportunities.
8. What are the roles of school heads in the monitoring and evaluation of School
Improvement Plan?
The prime role of the School Head is to provide academic and administrative
leadership to the school, within the University's Statutes and the College Rules.
While academic leadership in a school may be shared particularly with the
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professoriate, the Head is ultimately accountable for the management of the

school.
Monitoring SIPs provides all school stakeholders with the data and information
that they need to make decisions in line with the interventions already in plan. ...
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DEDMEM 704 Financial Management
1. Describe and analyze the financial statement below:

Liability School A School B School C School D School E School F
and
Equity
2016 ₱ 16,284,524.76 ₱ 44,072,881.76 ₱ 84,866,514.33 ₱ 5,232,308.80 ₱ 197,689,995.66 ₱ 12,960,298.80
2017 ₱ 14,981,322.13 ₱ 41,006,955.19 ₱ 84,989.052.45 ₱ 4,724,247.15 ₱ 223,309,234.04 ₱ 13,919,667.68
2018 ₱ 15,072,200.65 ₱ 38,173,480.82 ₱ 87,682,488.28 ₱ 4,622,283.01 ₱ 253,646,102.48 ₱ 15,703,893.50
2019 ₱ 15,615,272.82 ₱ 34,975.976.60 ₱ 87,682,488.28 ₱ 4,622,283.01 ₱ 253,646,102.48 ₱ 15,703,893.50
2020 ₱ 18,127,721.37 ₱ 18,127,721.37 ₱ 18,127,721.37 ₱ 4,542,382.06 ₱ 252,431.36 ₱ 16,258,670.07
Current
Assets
2016 7,952,948.09 7,952,948.09 7,952,948.09 7,952,948.09 7,952,948.09 7,952,948.09
2017 7,473,421.12 7,473,421.12 7,473,421.12 7,473,421.12 7,473,421.12 7,473,421.12
2018 7,631,575.99 7,631,575.99 7,631,575.99 7,631,575.99 7,631,575.99 7,631,575.99
2019 9,003,571.29 9,003,571.29 9,003,571.29 9,003,571.29 9,003,571.29 9,003,571.29
2020 11,597,238.52 11,597,238.52 11,597,238.52 9,001,161.09 8,432,167.32 11,597,238.52
Fixed
Assets
2016 8,331,574.76 8,331,574.76 8,331,574.76 8,331,574.76 8,331,574.76 8,331,574.76
2017 7,507,901.21 7,507,901.21 7,507,901.21 7,507,901.21 7,507,901.21 7,507,901.21
2018 7,440,624.66 7,440,624.66 7,440,624.66 7,440,624.66 7,440,624.66 7,440,624.66
2019 6,611,701.53 6,611,701.53 6,611,701.53 6,611,701.53 6,611,701.53 6,611,701.53
2020 6,530,482.85 6,530,482.85 6,530,482.85 6,540,611.6 6,341,611.55 5,754,882.37
Total
Assets
2016 ₱ 16,284.574.76 ₱ 16,284.574.76 ₱ 16,284.574.76 ₱ 16,284.574.76 ₱ 16,284.574.76 ₱ 16,284.574.76
2017 ₱ 14,981,322.33 ₱ 14,981,322.33 ₱ 14,981,322.33 ₱ 14,981,322.33 ₱ 14,981,322.33 ₱ 14,981,322.33
2018 ₱ 15,072,200.65 ₱ 15,072,200.65 ₱ 15,072,200.65 ₱ 15,072,200.65 ₱ 15,072,200.65 ₱ 15,072,200.65
2019 ₱ 15,615,272.82 ₱ 15,615,272.82 ₱ 15,615,272.82 ₱ 15,615,272.82 ₱ 15,615,272.82 ₱ 15,615,272.82
2020 ₱ 18,127,721.37 ₱ 18,127,721.37 ₱ 18,127,721.37 ₱15,743,611.25 ₱15,943,332.61 ₱ 16,258,670.07
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2. What are financial markets and institutions? What roles do they play in the financial
environment?
Financial markets may seem confusing, but essentially they exist to bring people
together, so money flows where it is needed the most. Markets provide finance
for companies so they can hire, invest and grow. They provide money for the
government to help it pay for new roads, schools and hospitals.
3. What are key characteristics of Bonds?

Some of the characteristics of bonds include their maturity, their coupon
(interest) rate, their tax status, and their callability. Several types of risks
associated with bonds include interest rate risk, credit/default risk, and
prepayment risk. Most bonds come with ratings that describe their investment
grade.
4. Discuss the basics of capital budgeting.
Capital budgeting involves identifying the cash in flows and cash out flows rather
than accounting revenues and expenses flowing from the investment. For
example, non-expense items like debt principal payments are included in capital
budgeting because they are cash flow transactions.
5. Discuss the relationship between risks and rates of return.
To put it simply, risk and the required rate of return are directly related by the
simple fact that as risk increases, the required rate of return increases. When risk
decreases, the required rate of return decreases.
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DEDMEM 705 Human Resource Development
1. “Melinda!” bellowed Toran to the company’s HR specialist, “I’ve got a problem,

and you’ve got to solve it. I can’t get people in this plant to work together as a
team. As if I don’t have enough trouble with our competitors and our past-due
accounts, now I have to put up with running a zoo. You’re responsible for seeing
that the staff gets along. I want a training proposal on my desk by Monday.”
Assume you are Melinda.
a. Is training the solution to this problem? How can you determine the need for
training?
b. Summarize how you would conduct a needs assessment.
2. Discuss the relative merits of internal versus external recruitment. Give an

example of a situation in which each of these approaches might be particularly
effective.
3. Suppose you are a recruiter and have identified an applicant who possesses
excellent knowledge, skills, ability, and other characteristics required for a
position in y our organization. Then you learn from a background check that this
applicant was once convicted of a crime. What would you do? Would you need
further information, and if so, what information?
4. Who should be involved in orientation of new employees? Why would it not be

appropriate to provide employee orientation purely online?
5. Suppose you are a human resource professional helping to improve the

performance management system of a company that sells and services office
equipment. The company operates a call center that takes calls from customers
who are having problems with their equipment. Call center employees are
supposed to verify the problem is not one the customer can easily handle (for
example, equipment that will not operate because it has come unplugged).
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Then, if the problem is not resolved over the phone, the employees arrange for
service technicians to visit the customer. The company can charge the customer
only if a service technician visits, so performance management of the call center
employees focuses on productivity – how quickly they can complete a call and
move on to the next caller. To measure this performance efficiently and
accurately, the company uses electronic monitoring.
a. How would you expect the employees to react to the electronic monitoring?
How might the organization address the employees’ concerns?
b. Besides productivity in terms of number of calls, what other performance
measures should the performance management system include?
c. How should the organization gather information about the other performance
measures?
6. Cite a motivation theory that you believe describes the current workforce personnel in
your organization. Relate this theory to their behavior and work values.
7. List down three training needs of your organization that if addressed through a
training will have a direct impact on your personnel’s performance and customer
satisfaction. Provide the rationale in each training need.
8. What training and development programs does your organization / agency implement
in order to insure advance learning and development among employees? Describe its
mode of implementation and content, scope and impact to productivity?
9. Draw your organizational chart and cite in your description and discussion the crucial
role of specific leaders / managers in training and development to insure employee
productivity?
10. Identify the external or global factors that have direct effect or impact to the current
practice of human resource management and development (eg. technology,
globalization, etc.). Comprehensively discuss these factors with specific examples.
11. Discuss the following issues in Philippine Education provide their causes, possible
effects to the country and possible solutions you can offer. Use the following table as a
format.
11.1 Student Discipline
11.2 Right to Quality Education
11.3 Teacher Inefficiency and Incompetence
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Problems Causes Effects Solutions
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DEDMEM 706 Legal Issues in Education
1. Discuss the main features of the following Laws. Cite instances when these laws or a
provision thereof have helped teachers and school heads in their classroom
management and school management.
1.1. Republic Act No. 10533 “Enhanced Basic Education Act of 2013”
1.2. Batas Pambansa 232 An Act Providing for the Establishment and
Maintenance of an Integrated System of Education
1.3. Republic Act No. 7722 Higher Education Act of 1994
1.4. Republic Act 7877 Anti-Sexual Harassment Act of 1995
1.5. Republic Act No. 7796 otherwise known as the "Technical Education and
Skills Development Act of 1994
1.6. Republic Act 10627 Anti-Bullying Act of 2013
1.7. Republic Act 4670 The Magna Carta for Public School Teachers
1.8. Republic Act 7836 Philippines Professionalization Act of 1994 Code of Ethics
for Professional Teachers in the Philippines
2. Propose specific policies and guidelines regarding the following common

misbehaviors of students in school.
2.1 Tardiness and absenteeism
2.2 Bullying
2.3 Vandalism
2.4 Using and peddling drugs
2.5 carrying deadly weapons
3. Do an online research about common policies and practices regarding and ethical
behaviors of teachers and school heads in both private and public schools. Discuss the
compositions, functions, power and limitations of committees organized to ensure high
moral values and professionalism of teachers.
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DEDMEM 707 Management Ethics for School Administrators
1. Choose a management theory which you think the most appropriate to your
organization. Discuss comprehensively.
2. What is an organizational culture? What are the factors that influence
organizational culture?
3. How is ethics related to social responsibility and vice versa?
4. What innovations and change you have introduced to your organization? How
relevant and responsive are these changes in increasing productivity and
effectiveness?
5. How important is organizational communication in managing the following:
5.1 crisis
5.2 change
5.3 conflict
5.4 diversity
5.5 risk
6. How can organizations be relevant and responsive to the needs of the
community?
7. What ethical issues you have encountered in your agency/organization that
affected your employee relationships, efficiency and productivity?
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DEDMEM 708 Administrative Behavior in Education
1. List down at least 5 attitudinal or behavior-related challenges in your school/ or

among your teachers.
2. Based on these challenges, what measures were undertaken by the school

heads to address them?
3. Discuss the following theories in the context of teacher behavior, attitude and
motivation.
3.1 Theory X and Theory Y

3.2 Hierarchy of Needs
3.3 Hawthorne Effect
3.4 Equity Theory
4. What is job satisfaction? What makes the teacher satisfied with his/her job?
5. Trace the life of a teacher in the context of ERG Theory of Clayton Alderfer.
5.1 Existence
5.2 Relatedness
5.3 Growth
6. Based on Geert Hofstede’s Four Cultural Dimensions, explain how people from
different cultures behave as they do. Contextualize your discussion based on
your encounter with your boss, colleagues and/ or subordinates.
6.1 Power Distance

6.2 Uncertainty Avoidance
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6.3 Individualism
6.4 Masculinity
DEDMEM 709 Contemporary Issues and Problems in Education
1. Discuss the connections between the following:

1.1 Poverty and Education
1.2 Values and Progress
1.3 Family and Social Order
2. Cite a social problems that can be resolved through quality
3. Do a research about the State of Philippine Education Across levels and cite the
challenges and how the Government is responding to them.
4. Cite the impacts of the following to the quality of education in the country.
4.1 Information and Communication Technology

4.2 Globalization
4.3 Global Pandemic
4.4 Belief Systems
4,5 Political Ideologies
5. Write an essay about how the young people today socialize with their fellow students
in contrast to how people socialize then. What are the educational underpinnings of
these changes?
6. Analyze the Program for International Student Assessment (PISA) Report based on
the Philippines ranking in Reading, Mathematics and Science Literacy. Discuss the
features of the assessment, the Philippine Performance, the causes of poor
performance and opportunities to address the gaps.
7. Do an online research about the Philippines performance in English Proficiency

Index. Discuss the causes and effect of poor performance as well as the opportunities
of students for international employment if they are proficient in the English language.
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Graduate School
EMCOG 701 Theory and Practice of Pedagogy
1. Discuss the following schematic diagram and give examples / actual situations.
Theory Practice Learner
Teacher Instruction
Assessment
2. Differentiate Constructivist Pedagogy from Behaviorist Pedagogy. Give examples.
3. What are the core competencies in language and numeracy subjects under the K-12
curriculum? What appropriate pedagogy should be employed to insure mastery of these
competencies?
4. What are the 21st century skills? How should ICT be integrated to insure mastery of
the 21st century skills?
5. Read the article titled “Enhancing Learning by Integrating Theory and Practice by Jan
Wrenn and Bruce Wrenn. Make a summary of the article focusing on the integration of
theory and practice in learning.
6. Cite situations in the classroom when Constuctivism and Behaviorism are apparent.
Discuss the benefits and deficiencies in the constructivist and behaviorist approaches.
7. Based on the K-12 Model of Education, how do schools should innovate their
instructional delivery, assessment and learners’ discipline.
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EMCOG 702 Curriculum Design and Evaluation
1. Discuss the importance of teachers’ involvement in curriculum development. Give

examples.
2. With the K-12 curriculum in mind, discuss the advantages and disadvantages in its
implementation. Cite examples.
3. Based on the steps to be taken in curriculum development, give specific examples

and the role played by the teacher in each step.
4. Describe each model of curriculum development and relate each to your actual
practice/s.
4.1 ORC Model (Overcoming Resistance to Change)

4.2 LOC Model (Leadership-Obstacle Course model)
4.3 Linkage Model
4.4 RCA (Rand Change Agent model)
5. What are the common issues encountered by the curriculum implementers? What are
the causes of these issues? How should these issues be addressed?
6. Discuss the influences of curriculum implementation in the context of the following:
6.1 The Teacher

6.2 The Learners
6.3 Resource Materials and Facilities
6.4 Interest Groups
6.5 The School Environment
6.6 Culture and Ideology
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6.7 Assessment
References:
https://www.sagepub.com/sites/default/files/upm-
binaries/44331_10.pdf?fbclid=IwAR3ou59ZwmR8AQy8HDmTFrfxG8xGbuYZLIQIDIcy9l
Nf-_Kr2rAHp4rPIMc
https://www.researchgate.net/publication/333338710_Models_and_concepts_of_curricu
lum_implementation_some_definitions_and_influence_of_implementation
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EMCOG 709 Instructional Supervision
1. Why is site-based management considered an effective approach to school

management?
2. What are the different dimensions of school supervision?
3. Describe the role of the supervisor in effective schools?
4. How can the clutter in the curriculum be effectively reduced?
5. What is the importance of the team in effective instruction?
6. What are the characteristics of a high-performance team?
7. What are the administrative responsibilities of a school supervisor?
8. What is the primary objective of supervision of instruction?
9. Differentiate the different supervisory approaches that may be used to improve
classroom instruction indicating the common elements.
10. Describe the problem areas for novice teachers.
11. Why is it necessary to address the needs of novice teachers?
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EMCOG 710 Educational Innovation and Technology
1. Define the following:
1.1 Literacy
1.2 21st Century Skills
1.3 ICT
1.4 Pedagogy
2. Discuss the following 21st Century Skills and provide the actual necessities and
benefits of each skill in the real world of work.
2.1 collaboration
2.2 knowledge construction
2.3 self-regulation
2.4 real-world problem solving and innovation
2.5 the use of ICT for learning
2.6 skilled communication
3. Why is there a need to collaborate for teaching-learning?
4. What is GRR Pedagogical Framework? How does it work?
5. What are the current trends in technology? How can they be applied to Education?
6. What are the core purposes of education? How can technology be maximized in
achieving these purposes?
7. How should the following be designed according to the demands of the 21 st century
education?
7.1 instruction
7.2 assessment
7.3 curriculum
7.4 classroom management
8. What the conditions presented in the research conducted by Hakan in Turkey?

9. What are the 7 different aspects covered in Hakan’s study? How do these aspects of
the program succeeded in the research setting?
10. What strategies and approaches you think appropriate to effectively integrate the
ICT in 21st century classroom?
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Philippine Christian University

DOCTOR OF EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT

NAME: KRISTINE D. VALLEJO

DED FC 711 Contemporary Philosophies of Education

1.2 Ludwig Wittgenstein

1.5 Karl Marx

1.6 Bertrand Russell

2.2 Philosophy of language

2.3 Political Philosophy

3. Why might the study of philosophy be particularly important to educators?

4. Which branch or branches of philosophy would you want to emphasize in your

5. Do you learn better deductively or inductively? Why do you think?

10. Which of these educational philosophies would you describe as authoritarian?

In contrast, perennialism isa non – authoritarian philosophy because it is an

DOCTOR OF EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT

NAME: KRISTINE D. VALLEJO

DED FC 712 Advanced Educational Statistics

1. Differentiate descriptive statistics from Inferential Statistics.

Quantitative data examples are:

Qualitative data - is data describing the attributes or properties that an

Qualitative data samples

4. Give examples of each mode of data presentation:

For example, ―the 2002 earthquake proved to be a mass murderer of humans. As

A table facilitates representation of even large amounts of data in an attractive, easy

5. Problem Solving: Solve the problem involving measures of variability of ungrouped

₱15 000 ₱11 600 ₱9 600 ₱17 000 ₱15 900

Formula of Q.D. = (Q3-Q1)/2

Arranging the data in ascending order to find Q1 and Q3, as follows:

Q3 = 3/4 (n+1)th term

Mean Absolute Deviation:

The distance between each data and the mean, is as follows:

Data point Distance from mean

Total of all distances from main is P34,300.

data point less

Standard deviation = √197,589,000/ 10

data point less

Range is = maximum value – minimum value

Formula of Q.D. = Q3-Q1/2

Arranging the data in ascending order to find Q1 and Q3, as follows:

Q3 = 3/4 (n+1)th term

Q1 = 7th term is 14.

Q.D. = (Q3 - Q1)/2

Data Point data point less mean Square of each data

Standard deviation = √470.73 / 27

Range is = maximum value – minimum value

Total of all distances from main is 9.2.

Total of square of all distances from main is 26.8.

Standard deviation = √26.8/ 5

Total of square of all distances from main is 26.8.

6. Problem Solving: Solve the problem involving measures of variability of grouped

Interval (f) (x) | xx| | x  x |2 f | x  x |2

frequency distribution of evaluation of 50 employees in their quarterly

Class Frequency Class Mark   

Interval (f) (x) | xx| | x  x |2 f | x  x |2

Interval (f) (x) | xx| | x  x |2 f | x  x |2

Quar 27-32 5 3.7500 14.0625 70.3125

Q3 = 39 + [(30-23)/9] x (44 – 39)

QAD = (Q3 – Q1) / 2

Standard deviation = Σ f | x - xi |2 / Σf-1

6.2 The frequency distribution of evaluation of 50 employees in their

Interval (f) (x) | xx| | x  x |2 f | x  x |2

75-79 6 77 11 121 726

total 50 435 31 255 1650