WRITING HISTORICAL RESEARCH

By
CHRISTOPHER F. BUENO,PhD
UNESCO HERITAGE CITY OF VIGAN

Presented during the Seminar-Workshop on Historical Research on the

Heritage Province of Ilocos Sur: In Commemoration of Sesquicentennial
of the Nationalist Historian, ISABELO DELOS REYES ( 1864-1938)

Venue/Location:
September 9,2014 : Department of Education- Candon City
September 10,2014: Department of Education- Ilocos Sur
September 15,2014 : Department of Education- Vigan City
General Historical Perspective
• Generally, the definition of history is the study of past events, persons and
places. The political, economic, cultural and religious activities that
significantly occurred in the past have been the basis in writing history.

• The term history has its true sense by the Greek word “ Historia.” it is an
inquiry in the interpretation of character and significance of event. The
academic inquiry may take in many specialized forms in the social sciences
to gather historical facts such as paleontology, archaeology, sociology,
anthropology, and etc.

• These are the historical basis to transform real human facts about the past
activities.
Social Research in History

1. History ensures the development of the social and cultural identity of the society.

2. History provides us the rich source of personal and social experiences to critically
analyze the societal lesson in life.

3. The previous political, social, economic and religious dimensions give us the ideas as to
the possible cause-and-effect relationships to the different variables of life.

4. The critical review and analysis provides better opportunity to liberate his ideas and
understand the distorted historical facts to educe the societal biases and prejudices.

5. The “rise and fall syndrome, “the boom - bust cycle”, and “birth to death life cycle”,
provide as possible mechanisms to understand the next consequential action in societal life.
Philippine History, Culture, Society and Politics for the K t0 12 Program

A. Philippine History ( Literature, Arts, Media, Philosophy, Culture and Environment)

Philippine History viewed from the lens of selected primary sources in different
periods, analysis and interpretation. In the K to 12 program, the study and appreciation of the
literature, arts, media, philosophy, culture and environment focusing the different historical
periods.

B. Culture, Society Culture and Politics ( Anthropology, Political Science and Sociology)
This course uses insights from Anthropology, Political Science and Sociology to
develop students’ awareness of cultural, social and political dynamics, and sensitivity to cultural
diversity; provide them with an understanding of how culture, human agency, society and
politics work; and engage them in the examination of the country’s current human development
goals. At the end of the course, students should acquire ideas about human cultures, human
agency, society and politics; recognize cultural relativism and social inclusiveness to overcome
prejudices; and develop social and cultural competence to guide their interactions with groups,
communities, networks, and institutions.
A. POLITICO-HISTORICAL RESEARCH

This course uses insights from Anthropology, Political Science and Sociology to develop students’
awareness of cultural, social and political dynamics, and sensitivity to cultural diversity; provide them with an
understanding of how culture, human agency, society and politics work; and engage them in the examination
of the country’s current human development goals. At the end of the course, students should acquire ideas
about human cultures, human agency, society and politics; recognize cultural relativism and social
inclusiveness to overcome prejudices; and develop social and cultural competence to guide their interactions
with groups, communities, networks, and institutions.

In 1999, UNESCO Concerning the Protection of the World Cultural and Natural Heritage through the
World Heritage Committee in the Report approved in the 23rd Session in Marrakesh, Morocco dated
November 29,1999 to December 1999 .The Historic Town of Vigan (Id No. 502 Rev) the UNESCO
Committee inscribed the property on the World Heritage List on the basis of criteria (ii) and (iv):

Criterion (ii): Vigan represents a unique fusion of Asian building design and
construction with European colonial architecture and planning.

Criterion (iv): Vigan is an exceptionally intact and well preserved example of a

European trading town in East and South-East Asia.
 The UNESCO World Heritage Committee justified this Historic Town of Vigan on this long
description from its origin as the European trading town in East and South-East Asia as to the
emergence and fusion of the Asian building design and construction with European colonial
architecture :

The town is located in the delta of the Abra River, off the coastal plain of the China Sea, close
to the north-east tip of the island of Luzon. The present-day municipality divided into nine urban
districts and thirty rural villages. Almost half the total area is still in use for agriculture. The
Historic Core Zone is defined on two sides by the Govantes and Mestizo rivers.

Before the arrival of the Spanish, there was a small indigenous settlement on what was at
that time an island, consisting of wooden or bamboo houses on stilts. In 1572 the conquistador
Juan de Salcedo founded a new town, which he named Villa Ferdinandina, and made it his capital
when appointed Lieutenant Governor (Encomendero) of the entire Ilocos region. Intended as a
trading centre rather than a fortress, it was the northernmost city established in the Philippines by
the Spanish. At the end of the 17th century a new form of architecture evolved, which combined
traditional construction with the techniques of building in stone and wood introduced by the
Spanish. Brick was introduced by the Augustinians for their churches and other buildings.
 In 1778, as a result of its expansion, it was renamed Ciudad
Ferdinandina. The Mestizo River was central to the development of the town in
the 16th-19th centuries: large sea-going vessels could berth in the delta and
small craft communicated with the interior. It is no longer navigable owing to
silting, and so the town is no longer an island. As the major commercial centre
for the region, Vigan traded directly with China. As a stage in the Manila-
Acapulco galleon trade in the Spanish colonial period, it supplied goods for
shipping to Mexico, and thence onwards to Europe. This trade resulted in
constant exchanges of peoples and cultures between the Ilocanos, Filipinos,
Chinese, Spanish, and (in the 20th century) North Americans.

The building materials used in Vigan are terracotta, wood, shells, stone
and lime, all obtained from the surrounding area. The architecture of the
typical Vigan house is derived from the traditional Filipino dwelling, the bahay
kubo, a small one-room hut built from light woven materials (wood, bamboo,
thatch), raised on stilts for ventilation and as protection against monsoon
flooding.
 Such structures are no longer to be found in Vigan, but their
influence is discernible in the much larger bahay na bato (stone house), a
much more solid structure, with a stone-built lower storey surmounted by a
timber-framed upper storey, and with a steeply pitched tiled roof
(reminiscent of traditional Chinese architecture). The exterior walls of the
upper storey are enclosed by window panels of kapis shells framed in wood
which can be slid back for better ventilation.

The Chinese merchants and traders conducted their business from

offices and warehouses on the ground floors of their houses, with the living
quarters above. This is characteristic of Chinese society. Vigan also
possesses a number of significant public buildings, which also show multi-
cultural influences. These include the Cathedral of St Paul, the Archbishop's
Palace, St Paul's College, the Catholic Cemetery Chapel, and the
neoclassical early 20th-century provincial Capitol.
Short Description of the Historical Background of the UNESCO World Heritage
City of Vigan

Before the arrival of the Spanish, there was a small indigenous settlement on
what was at that time an island, consisting wooden or bamboo houses on stilts. In
1572 the conquistador Juan de Salcedo founded a new town, which he named Villa
Ferdinandina, on this site, and made it his capital when he was appointed Lieutenant
Governor (Encomendero) of the entire Ilocos region. Intended as a trading centre
rather than a fortress, it was the northernmost city established in the Philippines by the
Spanish.
At the end of the 17th century a new form of architecture evolved, which
combined the traditional construction with the techniques of building in stone and
wood introduced by the Spanish. Brick was introduced by the Augustinian friars for
their churches and other buildings.
The seat of the Archdiocese of Nueva Segovia was transferred there in 1758,
making it the centre of religious activity in the region. In 1778, as a result of its
expansion, it was renamed Ciudad Ferdinandina.
 The Mestizo river was central to the development of the town in the
16th-19th centuries: large sea-going vessels could berth in the delta and small
craft communicated with the interior. However, it is now no longer navigable
owing to silting, as a result of which the town is no longer an island.

As the major commercial centre for the region, Vigan traded directly
with China. As a stage in the Manila-Acapulco galleon trade that lasted
throughout the Spanish colonial period, it supplied goods that were shipped
across the Pacific to Mexico, and thence onwards across the Atlantic to
Europe. These trading links resulted in constant exchanges of peoples and
cultures between the Ilocanos, Filipinos, Chinese, Spanish, and (in the 20th
century) North Americans
Writing Historical Research in the UNESCO Heritage City of Vigan

A. HISTORICO-POLITICAL DEVELOPMENT

• The Historic Town of Vigan (Id. No. 502 Rev) the UNESCO Committee inscribed
the property on the World Heritage List on the basis of criterion (ii) Vigan
represents a unique fusion of Asian building design and construction with
European colonial architecture and planning, and criterion (vi) Vigan is an
exceptionally intact and well preserved example of a European trading town in East
and South-East Asia.

• The UNESCO City of Vigan was created by Republic Act No. 8988 approved on
December 27, 2000.The legislative intent on the approval of the Philippine State
distinctly viewed on its historical perspective as “ An Act Validating and
Recognizing the Creation of the City of Vigan by the Royal Decree of September
7,1757 issued by Fernando VI, King of Spain.”
• Established in the 16th century, Vigan is the best-preserved example of a
planned Spanish colonial town in Asia. Its architecture reflects the coming
together of cultural elements from elsewhere in the Philippines, from China
and from Europe, resulting in a culture and townscape that have no parallel
anywhere in East and South-East Asia.

• In the applicability of “Historic Towns and Town Centres” in Vigan can be

traced from the Spanish colonial period. As a town centre, it conformed
with Ley de las Indias ( the Law of the Indies) that regulated on its spatial
form which was similar with the European structure. The urban planning
has street patterns that radiated form a central park. The historic town was
transformed as a bustling city called “Ciudad Fernandina de Vigan” that had
complete administrative and religious buildings to show the complementary
structure for the church and state which was located in central plaza ( Plaza
Salcedo). These were the Casa Real, Capitolio , Municipio, Colegio de
Ninas, Cathedral, and the other Spanish structures
1. The Best Practice of Public Administration in the Cultural Conservation and Management
of the UNESCO Heritage City of Vigan (Conference: Asian Association for Public
Administration 2014 International Conference, At Manandarin Hotel, Cebu City )

The country experience in the cultural conservation and management has been well defined by
Republic Act No. 7160 in relation to the cultural heritage conservation. However, the LGU strategic
opportunity to provide the cultural conservation effort relies as to the rich historical and cultural
heritage to realign the local governance program. The Historic Town of Vigan which was called
Ciudad Fernandina has distinct LGU creation from its conversion as a city last December 28, 2000
and its creation through Republic Act No.8988 otherwise known as “An Act Validating and
Recognizing the Creation of the City of Vigan by the Royal Decree of September 7, 1757 issued by
Fernando VI, King of Spain.”

This was unanimously ratified in the plebiscite for the creation as Vigan City last January 22,
2001.It must be noted that the approval of the UNESCO Heritage City of Vigan provides the local
governance support designed was validated and recognized in the creation as a city based on former
named of the historic town which was called Ciudad Fernandina.The validation and recognition as
to its creation was based on the Royal Decree of September 7, 1757 issued by Fernando VI, King of
Spain as the sole evidence to show the existence from its former glory as Ciudad Fernandina with
the administrative status of Manila (Maynilad) and Cebu (Sebu) in the early 17th century during the
Spanish colonization.
2. LOCAL GOVERNANCE PERSPECTIVES ON CULTURAL POLICY
AND PROSPERITY IN THE UNESCO HERITAGE CITY OF VIGAN
(World Conference for Public Administration : Public Management and Politics
from the Global Perspectives, At Daegu, South Korea, Volume: Session 7 :
Creative Cultural Admnistration and Tourism )

The global history of diplomacy in Spain begun in the early 15th century
to the late 18th century which was known as the east through the Christianization
of the Philippine islands that the named was taken from King Philip II. It had
produced an astonishing development impact to the contemporary time through
the UNESCO Cultural Heritage site as the only remaining Spanish colonial town
of Vigan in the northern part of the Philippines. The Spanish government created
the colonial diplomacy of the old town Vigan by its Spanish founder Juan Salcedo
the great grandson of the Legaspi who unified the great vision of the Royal
Highness of Spain in the 15th to 16 century to unify and bring the holy cross that
transformed the Philippine Islands as only catholic nation in Southeast Asia.
3. The Philippine Experience of the Decentralization Policy and Good Governance on
Cultural and Historical Tourism: A Case Study of UNESCO Heritage City of Vigan
(Philipppine Society for Public Admnistration International Conference- " Public Sector
Reform and Governance inTransition: Values, Institutions, Leadership, Citizens Engagement
and Human Rights ", At University of Makati, Makati City, Philippines )
The UNESCO Heritage City of Vigan has a unique local governance perspective that
originated in the historic creation under the Royal Decree of September 7, 1757 issued by
Fernando VI, King of Spain that validated and recognized its approval as a city government
on December 27, 2000 in pursuance with the provision of Republic Act No. 7160. In its
historic perspective on local governance, UNESCO Concerning the Protection of the World
Cultural and Natural Heritage through the World Heritage Committee in the Report approved
in the 23rd Session in Marrakesh, Morocco dated November 29,1999- December ,1999. The
Historic Town of Vigan (Id. No. 502 Rev) the UNESCO Committee inscribed the property on
the World Heritage List on the basis of criterion (ii) Vigan represents a unique fusion of
Asian building design and construction with European colonial architecture and planning,
and criterion (vi) Vigan is an exceptionally intact and well preserved example of a European
trading town in East and South-East Asia.

This conference paper dealt with public policy research on documentary analysis with
the city government report on fiscal management, e-report of the LGPMS and public
promotion program about cultural tourism.
B. HISTORICAL VIEW OF SOCIO-CULTURAL DEVELOPMENT
The complementation of historical influences relevant to the study and
interpretation of culture, society and politics along the National Perspective
Culture. This provides the students’ awareness of cultural, social and political
dynamics, and sensitivity to cultural diversity; provide them with an
understanding of how culture, human agency, society and politics work; and
engage them in the examination of the country’s current human development
goals. ( Ideas relevant to human cultures, human agency, society and politics
including social inclusiveness to overcome prejudices)
Filipino Value System : Pamantayan, Asal, Diwa and Halaga
1. Social Acceptance : Pakikisama, Pakikiramdam, Pakikipagkapwa-
Tao,Palakasan,Pakiusap and Sakop
2. Cultural Reciprocity: Pakikiramay,Mapagmalasakit,Kagandahang
Loob, and Mabuting Loob
3. Non Rationalism : Tadhana, Bahala na and,Gulong ng Palad
4. Personalism : Lakas ng Loob, Maluwag ang Loob, Kagandahang
Loob, Masama ang Loob, Masamang Loob
5. Culturally Challenged Filipino Traits : Ningas Kogon, Amor Propio,
Probinsiyano, and Burong Talangka Mentality.
1. The Phenomenological Account of the “ Naimbag A Nakem” Along the
Sociological , Anthropological and Behavioral Approach of the Society
(Conference: International Academic Colloquium, At Bicol University
Legaspi City, Philippines)

This research study is conducted to provide extensive researches in the

field of Mother Tongue Language in support of the research development agenda
in cultural heritage along Mother Tongue-Based Multi-Lingual Education
Program of the basic and tertiary education.

It focuses the term “Naimbag A Nakem” to extensively study its

contextual acceptability on the phenomenological meaning of the term along the
sociological, anthropological and behavioral perspectives of the society. The
phenomenological implications of the study is the most important part of this
research for the Mother Tongue Based Multilingual Education in the basic and
tertiary education.
2. The Exploratory Research of Ilocano Culture and Heritage for the
Mother Tongue Based-Multilingual Education (7th Nakem International
Conference -Panagtagikua : Our Right to our Languages, Our Right to
Emancipatory Education, At RELC, Department of Education, Region 1- San
Fernando, La Union, Philippines )
These Ilocano terms responds to the development of Pagpapakatao that
is now included in the K-12 program for Edukasyong sa Pagpapakatao along :
(1) Self worth : konsensya ( conscience); pagpipigil sa sarili ( self-control);
pagiging tapat; disciplinang pansarili, and pagmamahal sa katotohanan; (2)
Harmony with other people :pagdama at pag-unawa; paggalang;kabutihan
(kindness); pagkamatapat (sincerity);pagkabukas-palad (generosity);
pagkakawanggawa (charity); pagmamalasakit at pagmamahal sa kapwa; at
katarungan ;(3) Love of country and global solidarity : pagmamahal at
kabutihan; pagkamasunurin; kapayapaan at katarungan;pagpapakumbaba;
paggalang sa karapatan;at pagmalasakit para sa kabutihan ng nakakarami; and
(4) Love of God and preference for good in :ispiritwalidad at pamamanpalataya
sa diyos; pagmamahal, katarungan and katatagan
3. The Ilokano Philosophy and Culture: Its Relevance with Mother
Tongue Based –Multilingual Education
The research methodology of this study utilized a descriptive
research and exploratory research as adopted in the study of Mercado
(2005) in the Philosophy of Gawa ( Action) under the philosophical
themes along truth, values, morality and time. The source of the research
study of Mercado (2005) utilized the seventy (70) proverbs for Tagalog,
Visayan, Cebuano and Ilocano identified by Eugenio (1992) in her book
Philippine Folk Literature: The Proverbs to extract his analysis in the
Philosophy of Gawa.
4. The Pamantayan (Pagannurutan), Asal (Galad), Diwa ( Panunot) and Halaga (Kinapateg)
: Its Cultural Value System of the Young Generation to the Moral and Ethical Ideals of the
Ilocano Society (8th Nakem International Conference : The Center from the Margin Accounting
All Philippine and Other Peripheralized Language for Emancipatory, At University of Hawaii at
Manoa, USA)

The research paper provides the peripheral view about the cultural value system of the
Ilocano tradition that is useful in the sociological and anthropological approach about the universal
application of the Filipino Value System. The study provides a critical analysis about the universal
cultural values of pagannurutan ( pamantayan), galad (asal), panunot (diwa) and kinapateg (halaga)
to contextualize its application particularly the young generations of the Ilokano society.

The qualitative and descriptive interpretations with focused group discussions are utilized
in this study particularly of the young generations (with age range of 16-19 years and old college
students) to present their crucial views with their phenomenological and sociological experiences
about the ethical and moral concepts of the Filipino Values Systems as applied in the real life
situations of the Ilocanos. It is expected that the research paper provides the characteristics of the
young generation about the ethical and moral inferences on pagannurutan, galad, panunot and
kinapateg relevant to the life of the Ilocanos in the Philippines.
C. National Significance of Historical Research

The “rise and fall syndrome, “the boom - bust cycle”, and “birth to death life cycle”,
provide as possible mechanisms to understand the next consequential action in societal life.The
cultural and social history provides the ethnographic historical analysis on the development of
ethnic race in a particular region. The identification of the major race such has Chinese, Americans,
European, African and Asia determine the general cultural and social characteristics including the
development of society.

It is quite true that “history repeats itself” take the case of the “rise and fall syndrome” in
the study of political authority and power. It has an impressive cycle of historical repetition.

“ That a political ruler repeated cycle of history : the rise of political power and authority as the
sovereign people look at them as hero the protector of the masses and human freedom and dignity;
then the political stability and enjoyment of insatiable power based on greed and vanity; after
which the addiction of power and influence from the long dynastic control that it’s no longer
impossible to step down ; the political struggle of power and influence by use of force, bribery,
suppression and intimidation that may later on result to revolution or change of political
administration; as the sovereign people rises in the ashes of suppression and exploitation and again
support a new symbolic hero to rise again. The history keeps on repeating again.”
 The appreciation of history is not simply the memorization of past
events, places, persons and etc. Actually of the historical artifacts of past
has been the product of exploitation, suppression, harassment, torture, and
other forms of human deprivation on the idea of freedom, equality and
liberty. They should simply be studied in the historical phenomenology by
the social life experiences to learn important lessons about the human
society through the repeated events give us the thorough perspectives as to
the historical lessons
1. National Significance of Historical Landscape during the Philippine
Revolution
SORIA, J. R. (2013). Tirad Pass as Historic Landscape and of National Identity in a Modern Philippines. IAMURE
International Journal of Social Sciences, 6(1).
Tirad Pass as Historic Landscape and of National Identity in a Modern Philippines
JIMMY R. SORIA

Tirad Pass is an important passage in going to the Cordillera in Northern Luzon where a battle was
fought when Gen. Del Pilar held his ground in defending the main force of Gen. Emilio Aguinaldo in his
escape to Isabela from the ensuing American forces. The study was conducted for historical emphasis
which is considered necessary for more objective comprehension among the present generation. Photos
and documentations were used and subjected to focus group discussion and in depth analysis. A guide
questionnaire was also used to interview key informants.

Findings revealed that the place is a steep slope with natural barricade of rocks that its geographic
character would be of advantage to anybody who uses it. The escape of Gen. Emilio Aguinaldo from
Bulacan all the way to Ilocos Sur led him to consider going northeast towards the Cordillera via the Tirad
Pass upon the advice of Gen. Del Pilar as the Americans started to deploy their troops along the Ilocos
Coast for a total blockade, giving them more chances to be ensnared. It is concluded that Tirad Pass
influenced the country’s history and the cooperation of the people is an element in the preservation of this
historic landmark. Recommendations, among others, were centered on the drafting of a Sustainable
Development Plan for Tirad Pass being a historical site as well as a tourist destination.
2. Jose Rizal : The National Hero

The book is primarily focus in contemporary studies on role modeling, values

formation, historical and political development of Philippine nationalism as to the life,
works and writings of Rizal. It emphasizes on critical analysis about the life, works
and writings of Rizal for us to deeply appreciate and serve as model for an intellectual
and patriotic endeavor on the development of the Filipino people.

The heroism of Jose Rizal nurtures through role modeling and values formation to
realize his dream that the Filipino people must love their own country. It is not only
through patriotism that need to be realized in his vision but also development on
ethical values of dignity, integrity, honor, honesty, humility and other noteworthy
attitudes of the Filipino people.
Historical Research

These are the examples of the historical study adapted from the Brickman
(1982) category of educational historical study:

1. Period : The Administrative System of the Gobernadrocillos during the

Spanish Period in the Municipality of Sta. Catalina.

2.Geographical Region: The Teachers of the Primary Education of the

Ethnic Groups during the American Period in the Cordillera Region.

3. Educational Level : Traditional Education of the High Schools of Metro

Vigan during theEarly years of American Occupation

4. Institution: The Forefront of Secondary development of Ilocos Sur National High

School in the Hippie Activism Era
4. Biography : Jose P. Rizal: The National Hero
5. Innovation: Three Decades of Cellphone Development in the Philippines
6. Philosophy: Ilocano Philosophy of “Nakem” in the 20th Century
7. Methodology: Instructional Impact of the Corporal Punishment in the Philippine
New Society.
8. Curriculum: The Educational Impact of the Secondary Education Development
Program in 1990s
9. Personnel : The Role of the Graduate of the Teacher Certificate Program in1960s
10. Children : Changing Attitude of toward Corporal Punishment of Children in the
Private and Public Schools in the Municipality of Tagudin
11. Legislation: Compliance of the Compulsory School Attendance in the
Implementation of the PPP in 2012-2014
12. Materials: The Instructional Materials Utilized during the Spanish Period.
13. Non-School Agencies : The Development of the Provincial Library of
Ilocos Sur in the 19th Century
14. Organization: History of the University of Northern Philippines as the
Trade School in Ilocos Sur
15. Finance: Implementation of the School Based Management during the
Macapagal Administration
16. Architecture: The Evolution of the School Building in the Municipality of
Santiago.
17. Administration: The Administration of Teachers in the School Based
Management in 2011-2013