The Order of Kalantiaw? Haosiao!

Source: http://www.manilatimes.net/national/2006/sept/17/yehey/top_stories/20060917top3.html  (Link not working)

By Augusto V. de Viana

THE recording and writing of history is not an exact science. One’s perspective may also affect its writing. The Americans, for example, called the Filipino-American War the "Philippine Insurrection" as if they owned the country through the Treaty of Paris. The Filipino-American War was actually a continuation of the war for independence. It took years before the US Library of Congress renamed the Philippine Insurgent Paper the Philippine Revolutionary Records.

As the government agency for propagating Philippine history, the National Historical Institute corrects myths, misconceptions and factual mistakes. This is not an easy task, because it involves not only intensive research but diplomacy on touchy issues and sensitivity to local pride.

One such issue involved the authenticity of the Code of Kalantiaw. From its supposed discovery early in the 20th century, Rajah Bendahara Kalantiaw and his Code became a source of pride for Filipinos in general and the people of Aklan in particular. The Code seemed to show that the Filipinos had a lawgiver who was an equivalent of Hammurabi or Solon.

Kalantiaw was celebrated in Philippine textbooks. The President of the Philippines created a special award, the Order of Kalantiaw, for retiring members of the Supreme Court. A shrine in Aklan was built in Kalantiaw’s honor.

The dissertation of William Henry Scott, defended at the University of Santo Tomas Graduate School in 1968, cast doubt on Kalantiaw and his Code. An empiricist, Scott proved that the sources for Kalantiaw and his Code were faulty. His findings were adopted by the National Historical Institute, which asked the Office of the President to withdraw the Order of Kalantiaw. Aklan was not happy with the decision and its Sangguniang Panlalawigan proposed further studies involving Chinese, Japanese and Arabic sources.

The NHI convenes round- tables to settle some of these historical disputes, evaluate materials, invite the disputants to present evidence and come up with a conclusion. The institute has asked the services of lawyers, especially former members of the Supreme Court and the Office of the Solicitor General, to help resolve historical questions. A historian often advises the panels.

In 1996 a roundtable, chaired by former Supreme Court Justice Emilio Gancayco, met to determine the site of the first Mass in the Philippines. Gancayco was assisted by the lawyer Bartolome Fernandez and Dr. Ma. Luisa T. Camagay as history adviser. The site of the first Mass was a contentious matter between Limasawa and Butuan as both claimed having hosted the event.

In 1976 an earlier panel convened to settle the matter but politics intervened. The First Lady Imelda Marcos appeared at one of its meetings. The official position was that the first Mass took place on the island of Limasawa in southern Leyte. Actually Mrs. Marcos did not try to influence the decision of the panel which ruled in favor of Limasawa.

To dispel accusations that the NHI was forced to rule in favor of Limasawa, another panel was convened in 1996. It also gave the nod to Limasawa. The panel based its findings on the word-for-word translation and analysis of Antonio de Pigafetta’s chronicle of Magellan’s voyage. The Butuan side refused to accept the findings and vowed to present more evidence.

Other roundtables were convened to settle the issues of where and when the first cry of the Philippine Revolution took place, where the Philippine flag was first raised in Mindanao and where the blood compact between Sikatuna and Miguel Lopez de Legazpi took place. On the "first cry," the official stand was based on Teodoro Agoncillo’s research that it took place on August 23, 1896, at Pugad Lawin.

Other places that claimed the site were Balintawak, Kang-kong, Caloocan and Bahay Toro. The dates also conflicted: August 23, 24, 25 and 26, 1896. An earlier panel upheld August 23, 1896, and Pugad Lawin as the date and place of the "first cry" of the Revolution.

In 2001 Justice Gancayco again headed a panel to settle the place and date of the unang sigaw. The panel had Professors Bernard Karganilla and Doroteo Abaya of the University of the Philippines and Dr. Rene Escalante as adviser. After the resource persons, the group reaffirmed August 23, 1896, and Pugad Lawin.

In 1999 the National Centennial Commission proclaimed that Butuan was the site of the first flag-raising in Mindanao and that it took place on January 17, 1899. The flag was raised at the town square, attended by Filipino patriots led by Wenceslao Gonzales. To commemorate the centenary of the event the commission had the town square refurbished and built a hundred-foot flagpole.

The claim was contested by Surigao and Cagayan de Oro. To settle the matter a roundtable panel, headed by former Supreme Court Associate Justice Camilo D. Quiason, was convened. It heard the presentations by the three cities.

Representatives from Cagayan de Oro said that the Philippine flag was raised by Filipino patriots in their place on January 10, 1899. The spokesmen from Surigao presented evidence that the flag was raised there as early as December 26, 1898. Though it was said that the flag was observed flying "without any fanfare," the panel ruled in favor of Surigao. The National Historical Institute installed a marker recognizing Surigao.

The most recent panel was convened in 2003-05 to pinpoint the site of the blood compact between the Boholano chieftain Sikatuna and the Spanish explorer Miguel Lopez de Legazpi. Tagbilaran City claimed the honor but this was contested by the municipality of Loay.

Judge Nestor Ballacillo of the Solicitor General’s Office headed the study. Its members were Solicitor Edgardo Sison of the Office of the Solicitor General, Manila Times Publisher Fred de la Rosa and Dr. Ricardo T. Jose as adviser.

The panel heard the representatives from Tagbilaran and Loay, both claiming to be the site of the compact. The panel continued its work in 2005 with the help of experts from the National Mapping and Resource Information Authority and the UP Department of Geography who could talk about geography and cartography.

By comparing historical documents with archival and modern maps and by going personally to Tagbilaran and Loay, the panel concluded that the Blood Compact took place at sea at Hinawanan Bay off Loay in March 1565. The NHI installed a historical marker at the Hinawanan Bay shore in March 2006 to commemorate the site of the compact.

Another historical error corrected by the National Historical Institute was the site of the first shot of the Filipino-American War. Traditionally it was believed that the shot was fired by the American sentry, Private William W. Grayson, on February 4, 1899, at the San Juan or Pinaglabanan Bridge.

Dr. Benito J. Legarda’s research, however, showed that the first shot of the war took place not in San Juan but in Santa Mesa, Manila, at the corner of what is now Silencio and Sociego streets.

Dr. Legarda based his findings on the Philippine Revolutionary Records which mention the vicinity of Blockhouse No. 7 in Santa Mesa, one of the Filipino outposts before the American lines, as the site that heard the first shot. The old water main mentioned in the Records is found nearby. After adopting Legarda’s findings, the institute installed a new marker at the corner of the two streets and removed the old one at San Juan Bridge.

Various issues have yet to be resolved by the National Historical Institute. Among these are the first Mass in Luzon; the question of Miguel Malvar being the second President of the Philippines; and whether Rizal’s celebrated retraction was genuine or a forgery.

Not all people and places are pleased with the correction of history. Education officials, teachers, textbook writers and publishers have to be informed. It is expensive to rewrite textbooks, change addresses and build new markers. Local officials are offended when they lose the place of honor. There could be resistance from parties who bristle at the findings. At one time the Institute was asked to show more sensitivity when rewriting history.

The issue of who and what is first and last, i.e. first Mass, first cry, last general to surrender etc. is fluid. Historical research may turn up information that could debunk conventional fact. Admittedly the Institute has solved only the "what’s" of history. Though historical accuracy and correction are desirable, what is more important is the overall impact or importance of a singular event to history.

The author is chief history researcher, National Historical Institute.

Republishing: What’s wrong with the study and teaching of Philippine history?

What’s wrong with the study and teaching of Philippine history?

Dr. Serafin D. Quiason and Prof. Fe B. Mangahas

AS in all former colonies in Asia, the history about the Filipino was written by the Spaniards and then by the Americans, resulting in the tragic alteration of the Filipino character and soul. To paraphrase Dr. Jose Rizal, the Filipino was reduced to a groveling, clinging and fawning creature without a sense of community.

For centuries our people have grievously suffered from racial slurs that our students must know about. The Spaniards called our people "Indios" and the friars often referred to them as chongos, or monkeys. Only through the correct teaching of Philippine history can we rectify these demeaning racial stereotypes.

With the advent of the Norte Americanos, the English writer Rudyard Kipling in his "White Man’s Burden" warned the new masters to be cautious in dealing with their new wards because "they are half-devil and half-child." Up to the 1980s, James Fallows wrote that the Filipino people were victims of a "damaged culture." What have our educators and historians done to redress these indictments of contemporary Filipinos?

In the postwar period, Philippine history at the university level was taught as a solid subject, but the textbooks remained written from the colonizers’ point of view. Only Teodoro Agoncillo became a staunch proponent of rewriting Philippine history from the Filipino viewpoint. He came out with a nationalist-oriented textbook entitled The History of the Filipino People. Renato Constantino followed with The Past Revisited. On the high-school level, commercialized Philippine history books were prescribed by the Bureau of Education.

The sad plight of the study and teaching of history continued up to the seventies and eighties when teachers recruited to teach history in high schools included physical education and home economics teachers. In today’s world, our educational planners have come out with a strange concoction in the form of a collected set of subjects called Makabayan, which is a misnorner.

Lamentably, Makabayan is the antithesis of patriotism, nationalism and one’s sense of national identity. Although the package is well intentioned, Makabayan presents Filipino culture and history in a hodgepodge fashion, void of the vital element of continuity in the study of our past.

ln the more highly industrialized countries in the West, such as Great Britain and the United States, the teaching of English history covers four years of the student’s life in college while in the US, irrespective of the student’s major or field, he or she is required to take four semesters of American history.

In the Philippines history merits one semester’s work. Just recently the University of the Philippines reduced Philippine history to an optional subject, among other social-science subjects. What a disservice to the young generation and to our students!

Philippine history is a potential tool to instill the spirit of nationalism and patriotism, especially at a time of political disunity and sluggish economic growth. What we need, to quote the economist Emmanuel Q. Yap, is "know the historical truth about what really happened to our country in how we have been exploited, divided and ruled and turned one against each other to the point of hating and killing each other for many generations."

This echoes Rizal’s earlier observation: "In order to read the destiny of the people, it is necessary to open the book of their past." But what sort of books shall our students open in the Makabayan class if these are bristling with half-truths and downright lies?

As a people we cannot develop or advance unless we have a clear image of ourselves, an honest understanding of our past and a collective will to resist foreign dictation and to rely on our capacity and resources to bring about social justice, peace and prosperity in our land.

Dr. Quiason is a member of the NHI Board and its former chairman.

Prof. Mangahas chairs the Department of History, St. Scholastica College.

Source: http://www.manilatimes.net/national/2006/sept/17/yehey/top_stories/20060917top2.html

History is not teacher’s pet

From: http://www.manilatimes.net/national/2006/sept/17/yehey/top_stories/20060917top1.html (Link no longer working)

Sunday, September 17, 2006
By Jonathan M. Hicap, Reporter

IN THE 1990s, the Philippine government had to retailor most of its policies in order to adapt to the concept of globalization.

The overhaul was not limited to the economic field. Education authorities, noticing the steady decline in the level of competencies of Filipino students and extrapolating their prospects, concluded that the root of the problem lay in the curriculum—from the elementary to the high-school level. Retool the curriculum they did.

A casualty of these efforts was the subject of history.

So, what if a student can rattle off the dates of the rediscovery of the islands and give a background on what happened during the revolution against Spain? If he can’t do algebraic exercises and write in grammatically correct English, his chances of future employment in the face of stiff competition against his peers were practically zilch.

The education authorities concluded that algebra, chemistry and English were more relevant to the country’s global competitiveness.

Up until 2002, the subject Araling Panlipunan (Social Studies), which included history, used to enjoy top priority in the Philippine education curriculum. The subject was allotted equal time along with math, science and English subjects.

But with the worsening level of competencies of Filipino students, the Department of Education made a drastic move by overhauling the curriculum for elementary and high-school levels.

16-year study

A product of 16 years of studies and seven years of consultations, the Basic Education Curriculum (BEC) was carried out in all public elementary and high schools starting school year 2002.

"We were concerned about the low performance of students in subjects that were needed for us to compete globally," explains Dr. Eugenia Moraleda, chief of the Curriculum Development Division of the department’s Bureau of Secondary Education.

The 2002 BEC, implemented during the time of Education Secretary Raul Roco, aimed to improve the quality of education in public schools. A report by the Presidential Commission on Educational Reform said the elementary curriculum was overcrowded with too many subjects. This was also said of the high-school curriculum. "It should be streamlined to provide for greater concept understanding, mastery of skills, i.e. critical thinking and other scientific skills, and appreciation of science and technology as applied to daily life."

"An overcrowded curriculum can hinder or delay the development of lifelong learning skills as coverage of the subject matter tends to take priority over in-depth learning," said Education Undersecretary Fe Hidalgo in a paper presented in 2002 during a training of teachers for the new curriculum.

In the 1999 Trends in International Mathematics and Science Study, the Philippines ranked 36th out of 38 countries in math and science, an indication that the quality of education in the country was on a steady downward spiral.

Hidalgo said studies recommended the revision of the curriculum by reclustering components into fewer subjects and giving more time to essential learning competencies.

"In short, a restructured, upgraded and more integrated curriculum," she said in her paper.

Moraleda explains that the 2002 curriculum was created under an order issued by Education Secretary Roco.

Eight to five subjects

The 2002 revised curriculum drastically reduced the number of subjects from eight to five—English, Math, Science, Filipino and the controversial Makabayan.

According to the department’s Order 43, issued in 2002, the elementary curriculum "focuses on the tool learning areas for an adequate development of competencies for learning how-to-learn."

"The 2002 curriculum for formal basic education aims at raising the quality of the Filipino learners and graduates and empowering them for lifelong learning, which requires the attainment of functional literacy," the department said in an executive summary in 2002.

In the elementary and high-school levels, Araling Panlipunan was lumped together with other subjects under Makabayan.

In the elementary grades, Makabayan, which the department called the "laboratory of life," consists of Sibika at Kultura/Heograpiya, Kasaysayan at Sibika; Edukasyong Pantahanan at Pangkabuhayan; Musika, Sining at Edukasyon sa Pagpapalakas ng Katawan.

(Loosely translated, the subjects are civics, culture/geography, history and civics; home economics; music, the arts and physical education.)

"The Makabayan learning area provides the balance as it addresses primarily societal needs. Thus, it emphasizes the development of self-reliant and patriotic citizens as well as the development of critical and creative thinking," the department’s memo said.

The department said this needs understanding of Philippine history, culture, arts, music and games.

"Makabayan entails the use of integrated units of learning tasks which will enable the learner to personally process, assimilate and systematically practice a wide range of values and life skills including work skills and a work ethic," the department said.

From Grades 1 to 3, only Sibika at Kultura is taught and from Grades 4 to 6, Kultura/Heograpiya, Kasaysayan at Sibika is taught 40 minutes daily.

High school

In high school, Makabayan, which "serves as a practice environment for holistic learning to develop a healthy personal and national self-identity," has four component subjects: Araling Panlipunan; Teknolohiya at Edukasyong Pantahanan at Pangkabuhayan; Musika, Sining, Edukasyong Pangkatawan at Pangkalusugan; and Edukasyon sa Pagpapahalaga.

Araling Panlipunan covers Philippine History and Government in the first year, Asian Studies in the second year, World History in the third year, and Economics in the fourth year. Araling Panlipunan is taught in the classroom for 240 minutes a week or 48 minutes a day.

One criticism about the 2002 curriculum concerned the grading method for Makabayan. According to the department’s guidelines, there shall be only one grade for the Makabayan subject. This is done by adding all the grades of a student in the component subjects and dividing them by the number of subjects.

"If the average grade in Makabayan is passing, the student shall be considered "passed" in the learning area, regardless of whether the student has a failing grade in any of the component subjects," the 2002 department memo said on computing the Makabayan grade in high school."

This means that even if a student fails in Araling Panlipunan, he can still pass the Makabayan subject if he gets grades in the other component subjects high enough to pull his average.

In May 2003, however, then-Secretary Edilberto de Jesus changed the guidelines to say that "if the student incurs any failure, the grade for Makabayan shall be "incomplete." Failure in any of the component subjects shall mean repeating the subject which the student failed."

In the 2002 curriculum, clearly the government wanted to upgrade students’ knowledge in English, Math and Science, considered marketable skills. But did the government do it at the expense of other subjects?

Time reduction

Another criticism hurled against the new curriculum is the reduction of time allotted for Araling Panlipunan from one hour in the old curriculum to 40 to 48 minutes under the new setup.

In Grades 4 to 6, for example, English is allotted 80 minutes a day; Filipino, 60 minutes; Math, 60 minutes; Science and Health, 60 minutes; and HKS, 40 minutes.

In high school, Filipino is allotted 240 minutes a week, or 48 minutes a day; English and Math, 300 minutes a week, or an hour daily; Science, 400 minutes a week, or 80 minutes a day; and Araling Panlipunan, 200 minutes a week, or 40 minutes a day, which was later increased to 240 minutes a week.

Dr. Ronaldo Mactal, chairman of the History Department of the De La Salle University, said the 2002 curriculum had an adverse effect on how students and teachers perceived Araling Panlipunan as a subject.

Idiot Kwatro

Basahin mo nga ulit iyung nasa itaas.

Baka ang basa mo eh, “kwarto”, “kwatro” iyan. Wala lang.

Anyway, ito na ang post na siguro magdudulot ng malawakang ‘digmaang sibil’ ng mga Kapuso at Kapamilya sa buong Pilipinas. Hehe…

Ngayon pag-usapan naman natin ang ‘battle of networks.’

Kung pag-uusapan ko ang pinakamagandang istasyon ng telebisyon batay sa aking sariling ‘standards’ o masasabi ko ring panlasa. Mas maganda pa rin at dynamic ang paggawa ng programa ng Channel 2 kaysa sa Channel 7. Oo nga’t naagaw nila ang sinasabi nilang ‘ratings,’ na hindi naman talaga mawari kung totoo ba talaga iyun o hindi, hanggang doon na lang iyon. Kasi gumawa at ginaya nila ang klase ng programa ng ABS-CBN. Sino ba talaga ang naunang gumawa ng ‘telepantasya?’ Sino ba talaga ang unang ‘nag-import’ ng mga Chinese, Taiwanese at Koreano na iyan? Sino ba talaga ang unang gumawa ng mga ‘drama anthology’ na iyan? Sino? Siguro naman alam ninyo ang sagot.

Magmula noong naagaw na nila ang mga ratings, naging masyadong ‘overcrowded’ na ng mga Koreanong palabas ang airwaves. Pati na ng mga ‘telepantasya’ na hindi naman talaga maihahalintulad sa “Lord of the Rings” o kung anu man, pero may iba pa rin akong kwento diyan, dahil kung ikukumpara sa LOTR, purong fantasy at adventure lamang ito at wala ang mga anggulo ng ‘love triangle’ o ‘agawan ng mga minamahal,’ na isa na sigurong common genre ng mga Pinoy shows. Kaya’t tumigil nga sila sa kakapagmalaki na napakaganda ng kwento at effects chuva diyan. Dahil gaano ba talaga katagal lumalabas at ginagamit ang mga effects na iyan? 30 seconds? 1 minute? Matagal na siguro iyung 1 minute.

Madalas pa ay puro pag-uusap. Iyakan. Dramahan. Naiba lang ang bihis. Parang si Mara at Clara na ang costume lamang ay Amazona pero ganun pa rin ang ginawa nila. Nagsasabunutan habang hawak ang kanilang mga pana. Nagsasampalan habang may hawak na espada. Sabi nga ni Polgas na may patungkol naman sa mga pulis, “Kung buwitre ka, kahit magbihis-kalapati ka, e buwitre ka pa rin!”

Pero bago ang iba pa, alam mo ba kung ano ang buwitre? Natanong ko lang…

Sana naman mag-inovate sila ng iba, hindi lamang ang GMA kundi pati na ABS-CBN. Pero mas hanga ako sa huli, dahil naisipan nilang gumawa ng mga programa na ngayon pa lang natin nakikita sa telebisyon. Gaya ito ng Noypi, Bandila, at puwede na rin siguro iyung Real Pinoy Fighter, at least gumagawa sila ng bago. Hindi iyung patuloy na sumasabay sa agos. Mas maganda iyung paminsan-minsan gumagawa tayo ng isang bagong pagdadaluyan.

Susunod: Bagong Daluyan.

The Idiot Box Series

Dahil sa nakakadalawang artikulo na ako na tungkol sa telebisyon dito sa Pilipinas, naisipan kong gawan na lang siya ng isang series na dedicated sa T.V. na hindi lamang sa Pilipinas, worldwide na, o di ba, sosyal.

At ito ang ikatlong serye.

Ngayon naman pag-usapan natin ang mga “reality-shows.”

Malamang marami sa atin ang nahumaling sa panonood ng PBB. O para hindi baduy e iyung “Amazing Race” at “Survivor.” Malamang aliw-aliw tayo sa panonood ng mga nasabing shows. Nakikita natin kuno ang “totoong drama sa totoong buhay.” Nakikita natin kung paano sila naghihirap na maabot ang $1 milyong dolyar.

Nakikita din natin kung paano nahihirapan ang kanilang kalooban dahil sa kailangan nilang mag-vote out ng isa nilang kasama. Nakikita natin kung paano sila maghilamos. Mag-toothbrush. Kumain. Kulang na lang siguro pati ang paggamit nila ng banyo. Siyempre mare-rated X na sila kung ipapakita nila iyun. Pero balita ko iyung PBB sa U.K. ay “soft-porn.” Uy… Interesado siya.. Pagkatapos o hindi pa niya natatapos basahin ito ay mag-se-search na siya sa Google o Yahoo.

Isa pa ay nauso din iyung mga challenge-challenge na iyan. Pabilisang matapos ang challenge. Kakain ng adobong daga, iinom ng isang basong itlog, gagamitin ang bunganga pangkuha ng mga bola sa ilalim ng isang batya na puno ng maruming tubig. Parang ang saya-saya noh?

Pero, talaga bang iyun ang tunay na buhay? O tinatakan lang nila na iyun ang tunay na buhay?
Mas maganda siguro para talagang totoong drama sa tunay na buhay ang PBB ay doon nila gawin iyon sa squatters area sa Tondo o di kaya sa Payatas at Smokey Mountain. Hindi ba iyun ang tunay na buhay? Bakit? Lahat ba ng mga Pilipino ay may libreng C2 araw-araw? Lahat ba ng mga Pilipino ay nakatanga lang diyan sa isang tabi at tatawagin sila ni Kuya para kunin ang kelangan nila doon sa stock room? ‘Di ba?

Hindi naman sa sobrang kj na ako at gusto kong gawin na super seryoso ang lahat ng palabas sa TV. Isa lang naman ang sana mangyari. Kung gagawa na lang sila ng palabas, sana ay talagang makabuluhan at mapapakinabangan ng mga tao.

Kung sa bagay hindi naman lahat ng tao ay kaya nilang i-please at kabilang na ako doon. At siguro, dahil sa naging ganito na ang aking mindset, mahirap nang mabago pa ito.

Siguro kamakailan lang ay nailagay na ang programang “Noypi” ng Channel 2 sa primetime slot na katapat naman sa kabila ay “Ghost Fighter.” Siguro mas maganda kung gumawa din ng kahalintulad na palabas ang Channel 7. Pero sino ba naman ako para mag-suggest ng ganon? Hindi naman ako kasing lakas at yaman ng mga advertisers para sabihin sa kanila kung ano ang dapat nilang gawing palabas.

Pasintabi sa mga Kapuso fans. Pero kayo na ang susunod

pErS sEm LeSsOnS

Sa unang 5 buwan ko bilang isang mag-aaral sa mataas na paaralan, dito sa Unibersidad ng Pilipinas, narito ang ilang sa mga bagay na aking natutunan habang ako ay nandito. May mga masasabi ko na 'scientific studies' ako na natutunan at ako mismo ang 'experimental rat.'

1. Ang pinakamasarap na bagay na maaaring mangyari sa iyo ay ang maging tanga. Dahil dito madami kang bagay na matutuklasan. Makikita mo ang tunay mong sarili.
2. Isa pang masarap na mangyari ay ang maligaw ka ng silid-aralan na papasukan at makinig ka sa itinuturo ng iyong propesor hanggang sa malaman mong hindi pala iyon ang iyong klase.
3. Maganda talagang ehersisyo sa katawan ang paglalakad, lalo na sa ilalim ng mga puno. Sariwang hangin ang iyong malalanghap.
4. Mag-ingat sa higad na gumagapang sa iyong paa. Sa dinami-dami ng mga lugar na puwede akong gapangan ng isang higad ay doon po sa aking kuwarto sa aming 'boarding house.' Mag-ingat ka lalo na at kakatapos lang ng ulan. Siguradong nalaglag sa mga puno iyan at gagapang kung saan-saan. Huwag din ito kakamutin kung ayaw mong mamaga ka. Buhusan agad ng alcohol at sa loob ng 3 araw wala na ang kati. Iyun nga lang sa 3 araw na iyon, ubusin mo na ang iyong pagtitiis na hindi ito kamutin.
5. Mahalaga ang pamaypay sa buhay mo. Ito ay lalo na kung ikaw ay nag-100 meter dash patungo sa iyong klase. Siguradong tatagaktak ang iyong pawis. Magdala ka na rin ng tubig para palitan ang nawalang tubig sa katawan.
6. Karugtong ng tungkol sa paglalakad, kailangan na regular mo itong gagawin upang mabigla ang iyong katawan at baka magkasakit ka pa. At ang 30 minutong paglalakad ay makakaubos ng 3 litrong tubig sa katawan mo, lalo na kung lakad-takbo.
7. Huwag kang matutuwa kung wala kayong pasok. Mas mabuti nang may pasok para hindi mawala ang 'momentum' ng iyong 'desire' para mag-aral. Dahil kadalasan tuwing walang pasok, nakatunganga lang ako.
8. Minsan akala mo napakahirap ng lahat pero ikaw lang pala ang nagpapahirap sa sarili mo. Huminto ka muna at pag-isipan ang iyong mga gagawin. Minsan ang utak mo lang ang naghahalo-halo ng lahat para magmukhang mahirap pero kapag inayos mo ay hindi pala.
9. Sabi ni Thomas Hobbes, "Life is solitary, poor, brutish and short." Bakit? Dahil sa ang tao ay nasa "state of war." At bakit nasa "state of war?" Dahil ito sa ang mga tao bago ang Social Contract Theory ay mga "free and equal individuals." Dahil sa wala pang "social contract," kanya-kanya ang lahat. Pero nang ang mga "freea nd equal individuals" ay napag-isipan na hindi dapat ganito, sila ay pumirma sa isang "Social Contract" para bumuo ng "state and society." Hiwalaya ang "state" at "society" para sa mga "social contractarians." Ano ang halaga nito? Wala lang. Pero si Karl Marx ay maituturing na "the greatest thinker of all time." Bakit? Mag SocSci2 ka na lang. Hehe..
10. Huwag kang sasakay ng ikot o toki kapag mahuhuli ka na sa klase, mas maganda na maglakad ka dahil mas mabilis pa ang paglalakad kesa ang dyip.
11. Kapag may tumatawag sa iyo, huwag ka kaagad lilingon sa likod.. [evil laughter]
12. Mahirap makulong sa loob ng simbahan.
13. Isang sulat lang ang kailangan mo para makausap mo ang gusto mong makausap, lalo na yun..
14. Tayong mga kabataan ay masyadong "sellf-centered."

Iyan na ang mga masasabi ko na mahalagang aral na natutunan ko ngayon. Pero hindi pa tapos ang unang sem, baka may bago pa akong matutunan.

Image Source: Rolando Tolentino's Weblog

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The Idiot Box 2

Unexpectedly, yesterday I bought the Philippine Daily Inquirer for no reason. My feet carried me to the newstand and bought it. Again, unexpectedly there was an article written by the well-known director Jose Javier Reyes that again talked about television; but this time about sitcoms (situation comedy).

He said that slowly sitcoms are dying: the shows are now placed at the wee hours of the morning and sometimes they only act as fillers for that particular time slot unlike on the yesteryears where the sitcoms are on the primetime like John and Marsha, Abangan ang Susunod na Kabanata, etc.

He said that then, was the "Real Golden Age of Philippine Television."

Not in this time of ours where the koreanovelas and the flying mutants-with-magical powers rule.

Not in this time where Kris Aquino's pregnancy news is as big as the recent coup in Thailand.

Not in this time where the ratings matters and so-what-if-my-show-doesn't-have-sense-as-long-as-it-has-high-ratings.

Not in this time where the commercials are sometimes better than the actual program being shown.

Not in this time where commercials are longer than the shows and you wouldn't know if you are watching the program or the commercials.

Not in this time where there are a lot of artists out there looking for a particular program where they could fit in.

Not in this time.. Not today.. But yesterday..

I wasn't born during that time but given the fact that most of the programs that are being shown on the TV now doesn't make any sense, I do believe that TV shows are much better before.

But right now, these shows are just giving people false hopes.

Going back again to the telepantasya syndrome that infected television.. and so what that we have seen how Sabina discovered that her real mother was Eloida not Ayesa, and so what that Inggo was chosen to be the next super hero and needs to be trained in an Academy for Superheroes?

And so what?

Stop claiming that these are the "Golden Years of Philippine T.V. unless they started putting those "trash" programs to where they belong.

Make the people think. Don't make them dumb.

Create programs that make the masses 'intelligent' and stop the "bobofication" of the people, as Jose Javier Reyes said.

Gotta go.. Majika is on its final week..

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The Egg Throwing Incident

In support and gratituide to the organization whom assisted me in the first few days of my college life here in UP, and whom they have earned from me trust and respect, I would like to repost their statement so that all may know their position about the said incident.

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The Idiot Box

Nitong mga nakaraang araw, medyo naging mainit ang ulo ko, lalo na nang nanonood ako ng TV. Para bang asar na asar na ako sa mga ipinapalabas ng mga TV stations. Halos isumpa ko na ang kaluluwa noong mga 'brains' sa likod ng mga nasabing programa. Pintas dito, pintas doon. Bakit?

Ito siguro marahil ay epekto noong mga natutunan ko sa aming J18 class. Well, ipapakilala ko muna sa inyo kung ano ba itong J18 class ko?

Noong unang nagenlistment ako sa CRS dito sa UP, isa ito sa mga subjects na napili ko at hanggang noong enrollment, ito lamang ang bukod tangi sa lahat ng mga G.E. courses na pinili ko ang naibigay sa akin iyung iba nawala na. Hindi ko na nga matandaan kung anu-ano iyon.

Pero masasabi ko na blessing in disguise pa rin ang nasabing pangyayari dahil sa pagmamanual enlistment ko ay naging maganda ang mga napili kong G.E. courses at unknowingly, isang klase lang ng sked ang meron ako sa araw-araw.

Anyway, ang course title ng J18 namin ay "News in the New Century." Sa title nito, naengganyo ako. Naisip ko, mahahasa pa dito ang aking skills sa pagsusulat lalo na sa larangan ng Journalism. Pero higit pa pala doon ang mga bagay na matutunan ko.

Hindi kaagad iyun ang itinuro sa amin. Siyempre andyan muna ang Journalism Code of Ethics at saka ung mga framing mechanisms ng mga balita pati na mga terms na madalas ginagamit ng mga journalists. Madalas kami ding magfilm viewing gaya noong "The Paper" na tungkol sa isang tabloid na nasa bingit na ng pagsasara. Ang fave line ko doon na hindi ko alam kung sino ang nagsabi ay "Never let truth come in the way of a good story." Iyung isa pa ay iyung "Wag the Dog." Dito ipinakita kung paano nakagawa ang mga media companies sa Amerika ng isang digmaan sa Albania na hindi naman talaga nangyari at nagamit pa ito ng Pangulo ng Amerika sa kanyang kampanya para manalo sa eleksyon. Fave line: "Don't change horses in midstream." - Ito ang campaign 'slogan' noong Pangulo ng US. At lately ay iyung "Reporters at War." Tungkol naman sa mga war correspondents na ikinukwento ang mga karansan nila sa iba't ibang giyera na nangyari sa mundo.

Okay, enough of all that stuff. Sa mga nasabing palabas, namulat kami sa kung paano namamanipula ng mga nasa media ang pag-iisip ng mga tao. Nakita namin kung paano nila nakakayang lokohin ang mga manonood sa pagpapakita ng mga larawan o bidyo na hindi naman talaga totoo. Nakita namin kung gaano ka-bias ang mga nasa media sa pagbibigay ng balita.

Pero sa kabila nito, hindi pa rin naman nawawala ang tiwala ko sa mga media companies. Kaya lang hindi talaga maiiwasan na mapansin ko ang ilan o madami nilang biases. Kahit pa ano ang sabihin nila sa kanilang mga slogan gaya ng Panig sa Katotohanan o Just News, may bias pa din sila. Bakit meron silang bias? Una na lamang ay sa kung sino ang nagmamayari ng mga nasabing istasyon gaya ng ABS-CBN ang mga Lopezes. Madami silang mga businesses kaya kung meron mang mga balita na may kinalaman gaya ng sa Meralco, medyo toned down ang kanilang balita para naman hindi masira ang kanilang interests. Iyung GMA, si Felipe Gozon, lingid sa kaalaman ng lahat isa siyang Marcos Crony, kaya kung may mga balita sa mga Marcoses ay ganoon din, medyo magaan ang balita.

Doon palang masyado nang malakas ang ebidensya ng biases. Paano pa kaya iyung mga mismong nasa newsroom o ang mga reporters mismo at marami pang kachokaran diyan.

Doon naman tayo sa mga palabas na nasa primetime.

Tingnan mo na lang ang line-up ng kanilang mga programa. Noon si Darna, ngayon si Sabina, nandyan din si Krystala na naging Super Inggo. Masyadong napakaraming mga 'telepantasya' series sa TV ngayon. Isama mo pa dyan ang mga Koreanovela. Iyung Dos at Siyete ay nagaagawan sa mga nasabing palabas. Iyung Dos, "the first and true home of Asianovelas" etong siyete naman e, "The Heart of Asia." Hanep sa paggawa ng bandwagon.

Madalas napakaganda ng mga trailer nila at may mga kino-quote pa silang mga critics o mga 'viewers' kuno dahil hindi naman natin alam kung talagang nageexist sila. Balik tayo dun sa trailer, ang ganda. Sobra sa mga special effects at pati na ang mga ipinapakitang teasers. Pero kapag pinanood mo na e eeengggk.. ang panget.

Isa pa a iyang mga special effects na iyan. Nakupo, ay grabe talaga sa paggamit ng mga special effects na iyan. Minsan sobrang hindi na angkop sa eksena e pilit na nilalagyan ng effects.

Haay naku sumasakit na ulo sa kakaisip pa diyan.

Basta. Gumawa naman sila ng mga me sense na palabas. Eto ang aking suggestions.

1. Alisin ang showbiz news sa mga news programs. Pabayaan niyo nang may The Buzz at S-Files tuwing Linggo.
2. Muling ibalik ang mga educational programs gaya ng Knowledge Power. Kung irereplay lang, forget about it.
3. Umisip naman ng mga original concepts at hindi na lang puro love story na may naaapi tapos happy ending. Gumawa naman kayo nang makatotohanan hindi puro kathang isip na nagbibigay ng mga 'false hopes' sa mga tao.
4. Ilagay ang mga TV documentaries sa primetime. Gumawa pa kayo niyan kung sa hatinggabi niyo lang ilalagay. Sino pa kaya sa tingin niyo ang mamumulat sa mga nasabing palabas? O baka talagang ayaw niyo lang mamulat ang mga tao.
5. Huwag na huwag papakialaman ng mga may-ari ng mga nasabing media companies ang paglalabas ng balita. Ilabas ang nararapat. Kung kailangan na makita sa mga bidyo ang mga pugot na ulo ipakita nang maramdaman talaga ng mga tao kung ano ba talaga ang nangyari sa mga nasabing balita.
6. Tigilan na at tantanan na ang paggawa ng mga reality shows. Wala naman talaga saysay iyun kundi nakikita mo lang kung ano ang totoong kulay ng tao at ipinapakita lang kung paano sila mangulangot.
7. Tantanan na ang sobrang pagyayabang ng mga ratings. Hindi naman iyan sukatan kung talagang magandang ang nasabing programa o puro ka-cheapan lang.

Iyun lang. Manonood pa kasi ako ng TV.

Image Source: From the Magpie's Nest

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Campus Journalism Act of 1991

Republic Act No. 7079

An Act Providing for the Development and Promotion of Campus Journalism and for Other Purposes

Section 1. Title. — This Act shall be known and referred to as the "Campus Journalism Act of 1991."

Sec. 2. Declaration of Policy. — It is the declared policy of the State to uphold and protect the freedom of the press even at the campus level and to promote the development and growth of campus journalism as a means of strengthening ethical values, encouraging critical and creative thinking, and developing moral character and personal discipline of the Filipino youth.In furtherance of this policy, the State shall undertake various programs and projects aimed at improving the journalistic skills of students concerned and promoting responsible and free journalism.

Sec. 3. Definition of Terms. —
(a) School. — An institution for learning in the elementary, secondary or tertiary level comprised of the studentry, administration, faculty and non-faculty personnel;

(b) Student Publication. — The issue of any printed material that is independently published by, and which meets the needs and interests of, the studentry;

(c) Student Journalist. — Any bona fide student enrolled for the current semester or term, who was passed or met the qualification and standards of the editorial board.He must likewise maintain a satisfactory academic standing.

(d) Editorial Board. — In the tertiary level, the editorial board shall be composed of student journalists who have qualified in placement examinations. In the case of elementary and high school levels, the editorial board shall be composed of a duly appointed faculty adviser, the editor who qualified and a representative of the Parents-Teachers' Association, who will determine the editorial policies to be implemented by the editor and staff members of the student publication concerned.

At the tertiary level, the editorial board may include a publication adviser at the option of its members.

(e) Editorial Policies. — A set of guidelines by which a student publication is operated and managed, taking into account pertinent laws as well as the school administration's policies.Said guidelines shall determine the frequency of the publication, the manner of selecting articles and features and other similar matters.

Sec. 4. Student Publication. — A student publication is published by the student body through an editorial board and publication staff composed of students selected but fair and competitive examinations. Once the publication is established, its editorial board shall freely determine its editorial policies and manage the publication's funds.

Sec. 5. Funding of Student Publication. — Funding for the student publication may include the savings of the respective school's appropriations, student subscriptions, donations, and other sources of funds.

In no instance shall the Department of Education, Culture and Sports or the school administration concerned withhold the release of funds sourced from the savings of the appropriations of the respective schools and other sources intended for the student publication. Subscription fees collected by the school administration.

Sec. 6. Publication Adviser. — The publication adviser shall be selected by the school administration from a list of recommendees submitted by the publication staff.The function of the adviser shall be limited to one of technical guidance.

Sec. 7. Security of Tenure. — A member of the publication staff must maintain his or her status as student in order to retain membership in the publication staff. A student shall not be expelled or suspended solely on the basis of articles he or she has written, or on the basis of the performance of his or her duties in the student publication.

Sec. 8. Press Conferences and Training Seminar. — The Department of Education, Culture and Sports shall sponsor periodic competitions, press conferences and training seminars in which student-editors/writers and teacher-adviser of student publications in the elementary, secondary and tertiary levels shall participate. Such competitions, conferences and seminars shall be held at the institutional, divisional, and regional levels, culminating with the holding of the annual national elementary, secondary or tertiary School Press Conferences in places of historical and/or cultural interest in the country.

Sec. 9. Rules and Regulations. — The Department of Education, Culture and Sports, in coordination with the officers of the national elementary, secondary or tertiary organizations or official advisers of student publications, together with student journalists at the tertiary level and existing organizations of student journalists, shall promulgate the rules and regulations necessary for the effective implementation of this Act.

Sec. 10. Tax Exemption. — Pursuant to paragraph 4, Section 4, Article XIV of the Constitution, all grants, endowments, donations, or contributions used actually, directly and exclusively for the promotion of campus journalism as provided for in this Act shall be exempt from donor's or gift tax.

Sec. 11. Appropriations. — For the initial year of implementation, the sum of Five million pesos (P5,000,000.00) is hereby authorized to be charged against the savings from the current appropriations of the Department of Education, Culture and Sports. Thereafter, such amount as may be necessary shall be included in the General Appropriations Act.

Sec. 12. Effectivity. — This Act shall take effect after fifteen (15) days following the completion of its publication in the Official Gazette or in at least two (2) newspapers of general circulation.

Approved: July 5, 1991

Source: Philippine Collegian.net

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Chronology of the Assault

A Timeline on the Collegian Controversy

April 20: The Office of the Chancellor issues a memorandum on the procurement of supplies and services. Mandated by the Government Procurement Reform Act or RA 9184, it states that procurement by government units amounting to P250,000 and above shall be done through a bidding process administered by the UP administration.

June 11: As is the practice of previous terms, the Collegian, selects its printing press autonomously after canvassing price quotations from various presses. The cost per copy is P3.

June 15: Supplies and Property Management (SPMO) officer in charge Prof. Virginia Yap calls the attention of the Collegian editorial board (EB). In a meeting, she explains the necessity of the Collegian to undergo a bidding process to be facilitated by the UP admin based on the Chancellor Sergio Cao’s memo deriving mandate from RA 9184. The editors reiterated their stance that the Collegian does not fall under the UP admin or any other government unit, which Yap questions.

June 24: Recognizing the publication's deficit accumulated from the previous terms, which amounts to more than P200,000, and with pressure from the UP admin for the current term to pay for this deficit, the EB again canvasses for a cheaper printing press. The new press complies with the Collegian’s adjusted budget of P2.85 per copy.

July 8: The Collegian, again with pressure from the UP admin, submitted to the Chancellor two budget projections deliberated by the EB, one reflecting actual projected expenses, which amounts to P2,431,000; the other showing reduced expenses to comply with the tight budget and to partially offset the accumulated deficit, which amounts to P2,059,850. The Chancellor then recognizes the latter.

July 18: Since the UP admin still holds the release of the payment for the publication’s printing expenses, the Collegian requests the admin to recognize the EB’s autonomous selection of its printing press. The EB reasons that the canvassing was properly done, even according to the processes mentioned in the Chancellor's memo, except that it was not facilitated by the admin.
The Collegian then begins to conduct its autonomous bidding process to undertake greater scrutiny in selecting a permanent printing press.

July 27: In a letter, the SPMO states that the question on the Collegian's independence still has to be addressed, while reiterating that the publication should comply with the admin’s facilitation of the printing press selection.

August 25: The EB informs the UP admin of the result of its autonomous bidding process. The new printing press, which the Collegian has sealed a contract with, still conforms to the P2.85 per copy and was required to submit pertinent documents such as DTI registration, Mayor’s permit, etc. The EB also reiterates its position that the Collegian is an independent student institution, with funds directly and solely coming from the students, and is thus not covered by the Chancellor's memo or RA 9184. The EB also invoked a provision in the implementing rules of the Campus Journalism Act saying that the selection of the printing press shall be conducted by the editorial staff either through canvass or public bidding.

August 25: Student Regent Raffy Jones Sanchez raises the Collegian's concerns in the Board of Regents’ meeting, where, according to Sanchez, Roman commented that the Collegian staff should collect its own funds if it were to assert its autonomy. Roman then refers the Collegian's concerns to Chancellor Cao and Vice President for Administration Martin Gregorio.

August 28: The Collegian requests for an immediate dialogue with Roman, after learning that payments for printing expenses incurred since its first issue was still denied.

September 1: The Collegian meets with Vice Chancellor for Student Affairs Elizabeth Enriquez, together with Diliman Legal Officer Atty. Percival Cortez, as well as officers from the SPMO, Diliman Accounting Office, and Office of Student Activities. In the meeting, Cortez staunchly declares that the Collegian does not have fiscal autonomy, given that its funds paid for solely by the students are completely handled by the admin. Enriquez advises the EB that unless the publication agrees to the admin-facilitated bidding, its funds will never be released.

September 3: In the 10th Systemwide Students' Congress, student organizations from all UP units nationwide who attended the congress co-sponsored and approved a resolution opposing the implementation of RA 9184 to all student institutions and formations.

September 4: The Collegian writes to Cao to endorse the immediate release of the payment for the printing of all the Collegian’s released issues, as without such payment and without guarantee for payment of subsequent issues, the printing press can no longer proceed with the printing of subsequent issues. Cao replied the same day, and implicitly denied the release of funds as he questions the autonomy of the publication.

Excerpts from the Campus Journalism Act (CJA) of 1991

Sec. 4. Student Publication – “...editorial board shall freely determine its editorial policies and manage the publication's funds.” Sec. 5. Funding of Student Publication – “In no instance shall... the school administration concerned withhold the release of funds sourced from the savings of the appropriations of the respective schools and other sources intended for the student publication. Subscription fees collected by the school administration shall be released automatically to the student publication concerned.”

Excerpt from CJA’s implementing rules and regulation

Rule IV, Section 4: Printing of the Student Publication – The printing of the student publication by a private printer shall be conducted by the editoriboard and the student publication staff through canvass or public bidding.”

Source: Philippine Collegian.net

Autonomy Image: Kule0607 on DeviantArt

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UP student publication under siege

Autonomy Under Siege

The Philippine Collegian and RA 9184

(As seen in their site: http://www.philippinecollegian.net/index.htm)

The Philippine Collegian bears witness to a lasting tradition of independence as a student institution. It is a publication funded solely by the students, and for years has served as a salient representation of academic freedom and democratic rights. Throughout history, UP students have vigilantly fought for the publication's autonomy from all forms of administration intervention.

Once again, the Collegian's autonomy is under siege.

Using Republic Act 9184 or the Government Procurement Reform Act, the UP administration since June 2006 has blocked the release of the Collegian's printing funds. According to the administration's interpretation of RA 9184, all fees collected by the university are government funds—including the Collegian's funds. Under this false assumption, the UP administration insists that the bidding and selection of the publication’s printing press be facilitated not by the Collegian editorial board, but by the administration itself.

However, the Collegian firmly asserts that it is exempt from RA 9184. It is not a government unit, as it is funded only by the students. Moreover, the Campus Journalism Act of 1991 stipulates that the editorial board should facilitate the selection of the publication’s printing press. The administration’s sole task is to collect the publication fee during registration, and thereafter give full discretion of handling of Collegian fund to the duly selected editorial board. The administration may not intervene in any of the publication’s operations.

In response to the Collegian’s arguments against RA 9184, the UP administration continues to deny the institution of its right to bidding autonomy. In our dialogues, the administration even questions the publication’s “independence” as basis for its exemption from the particular law.

We, from the Collegian, cannot accept this kind of reasoning. To allow the Collegian to subject itself to RA 9184 is tantamount to surrendering its autonomy as a student institution. Even now that the publication’s inclusion in the law is still in question, the UP administration is withholding the publication’s printing fund to coerce the Collegian to submission. Such is why the previous Collegian issues were delayed, while pending issues have not been printed. RA 9184 thus compromises the publication’s fiscal autonomy.

Moreover, allowing the Collegian to subject itself to RA 9184 would set a precedent for the UP administration to thereafter inflict the same law and intervene in the operations of publications and other student institutions in all UP units. In fact, the UP Diliman University Student Council’s publication Oblation is also being subjected to this law.

We from the Collegian view the administration’s insistence to subject the publication to RA 9184 as an assault against the publication’s autonomy. We call on the administration to recognize fully the independence of the Collegian as a student publication. We demand that the administration uphold the Collegian’s fiscal autonomy, specifically its right to facilitate the bidding process.

The Collegian is accountable only to the students, who are its sole publishers. Thus, we call on all students to protect the autonomy of the publication. This issue is a clear manifestation of administration intervention, and a direct attack on campus press freedom.

Uphold the Collegian’s autonomy!

Defend campus press freedom!

Protect the independence of all student institutions and organizations!

Support the campaign!

Visit: http://www.philippinecollegian.net/sign.php

Source: Philippine Collegian.net

Rebel Kule Image: DeviantArt

Autonomy Image: Katipunero

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Comic Relief: Garfield

Relax muna. One of my favorite comic character, si Garfield.

Images/Comic Strips Taken from Garfield.com

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Giyera: Walang Kwenta Talaga

Gusto ko lang na ibahagi sa inyo ang aking nararamdaman ngayon matapos kong mapanood ang isang kahindik-hindik na dokumentaryo tungkol sa mga reporters na madalas na nagco-cover ng mga giyera. Pero higit pa sa mga napapatay na mga reporter mas nanindig ang aking balahibo sa mga larawan at video na ipinakita sa nasabing dokumentaryo.

Una ay ang World War I at II. Ito ang dalawa sa pinakamalaking digmaan sa buong mundo na kinasangkutan ng maraming mga bansa. Alam natin ang nangyari na Holocaust o ang sinasabing "The Final Solution" ni Adolf Hitler para lipulin ang lahat ng mga Hudyo. Pero hindi natin nakita kung ano ang nangyari doon sa Japan, lalo na ang Nagasaki at Hiroshima nang bombahin sila ng 'atomic bomb.'

Ipinakita ba sa atin ang mga video na kung saan madaming mga tao ang naputulan ng paa at kamay, ang mga bata na sunog na sunog ang mga balat, ang isang lalake na nabutas ang tiyan at lumabas ang bituka. Nakita din ba natin ang mga taong halos natunaw at nagkadikit-dikit na? Umpisa pa lang iyan.

Sumunod ang Vietnam War. Walang kaalam-alam ang mga mamamayan ng Vietnam sa kung anong nagawa nila at bakit sila inaatake ng Amerika. Kitang-kita sa mga video kung paano sinira ng mga pambobomba ng mga Amerikano ang mga palayan, mga gubat, mga kabahayan at pati ang pambobomba sa mga sibilyan na lumilikas lamang palayo sa gulo. Kitang-kita mo kung paano magkalasug-lasog ang kanilang katawan.

Isa pa sa maituturing na hindi isang giyera kundi sobrang paninikil sa karapatang pantao ay ang Tianmen Square Massacre sa China noong taong 1989. Libu-libong mga estudyante ang noo'y matahimik na nagpoprotesta nang bigla nagpadala ng mga sundalo ang Chinese gov't upang supilin ang nasabing kilos-protesta. Ang mga sundalo ay kung saan-saan bumabaril at kita mo kung paano bigla na lamang bumubulagta ang mga nagpo-protesta habang patuloy sa pagpapaputok ang mga sundalo. Wala namang magawa ang mga estudaynte kundi tumakbo. Imbis na tumigil pa ang mga sundalo sa pagbaril, hinabol pa nila ang mga ito at parang mga laruang pinagbabaril.

Ang isa pa sa isang 'di ko malilimutan sa dokumentaryo na hindi pa namin natatapos ay ang digmaang sibil na nangyari sa Rwanda. Isang genocide na ang nangyari kung saan nag-uubusan ang dalawang lahi sa bansang ito. Kitang-kita mo ang mga bangkay na nagkalat sa daan. Ang mga batang nalaslas ang tenga habang tumatakbo. At ang mga sundalo, imbes na pigilin ang nasabing kaguluhan, may kinampihan din sila at siyempre ito ay ang kanilang sariling pinanggalingang lahi. Nagba-bahay bahay sila at pinapasok ito at doon pinagbabaril nila ang mga nakatira doon, walang ititira ni-isa.

Hindi pa namin natapos ang dokumentaryo pero naging sapat na ang mga napanood namin para talagang kamuhian ko ang digmaan. Sa aking pagmumuni-muni, sa mga halimbawa ng giyera na nasa taas, halos lahat ng ito ay sinimulan ng mga Kanluraning bansa.

Unahiin ko na ang Rwanda. Ayon sa aming propesora, ang mga bansa talaga sa Africa ay wala iyan noon. May mga iba't ibang kaharian doon na may sarili nang pamahalaan. Nang dumating ang mga Europeo, gumawa sila ng mapa at pinaghati-hatian ang mga lugar dati at gumawa ng mga borders. Itong Rwanda ay bansa na binubuo ng dalawang tribo. Dati sila ay namumuhay ng tahimik. Hindi sila nagkakaroon ng digmaan. Ngunit sa pagdating ng mga Europeo pinagsama sila bilang isang bansa at ang inilagay nilang pinuno ay nagmula sa isang tribo at halos lahat ng nasa pamahalaan nila ay galing sa tribo na iyon. Ngayon ano pa ang inaasahan mo kung hindi siyempre mas pabor ang mga namumuno sa kanilang pamahalaan sa kanilang pinanggalingang tribo. Doon nagsimula ang away.

Ngayon, sa kwento ng bansang Rwanda. Sino ang naging ugat ng matinding hidwaan na nangyari sa kanila? Ang mga Kanluraning bansa. Sila ang gumulo sa mundo. Gumawa sila ng sinasabi nilang New World Order pero ang 'order' na ito ay naging sobrang pabor para sa kanila. Sila lamang ang nakikinabang. Habang tayo na mga bansang naghihirap, patuloy nilang ginagamit tayo para sa sarili nilang kapakanan.

Ginagamit nila ang mga mahihirap na bansa bilang 'stage' upang ipkita sa lahat ang kanilang military power gaya ng nangyari sa Vietnam. Nanahimik ang mga mamamayan doon. Wala silang kaalam-alam kung bakit may giyera sa kanila. Sinasabi nga na ito ang pinaka-baboy o napakaduming klase ng digmaan sa buong mundo sunod sa WWII. Mga inosenteng bata ang biktima. Mga likas na yaman ay niyurakan.

Magaling din ang mga bansang ito na pagtakpan ang mga kababuyan na kanilang ginawa. Palagi silang may dahilan sa bawat ginagawa nila kahit na hindi naman talaga balido ang dahilan nila.

Hanggang kailan tayo magpapagamit? Hanggang kailan tayo magbubulag-bulagan? Hanggang kailan tayo maniniwala sa mga pinagsasabi nila? Hanggang kailan tayo maniniwala sa FOX News, CNN at mga Western media companies? Hanggang kailan tayo maniniwala sa mga magiging Pangulo ng Amerika?

Ako. Hindi na naniniwala sa kanila. Ikaw?

Image Source: NewsAhead

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Pangulong Dennio

Hmmm.. Mukhang medyo dumadami na ang aking supporters.. hehe..

Dahil iyan sa aking report sa PolSci 11. Ganito kasi ang nangyari.

Ang aming irereport ay tungkol sa Charter Change. I-pipresent namin ang dalawang sides ng issue na ito. Napagkasunduan namin na parang debate ang gagawin namin pero hindi iyung sagutan. Iyung ipipresent namin ang aming side at paninindigan ito. Ang side ko ay ang Anti- ChaCha.

Sinimulan ko ang aking presentation sa pagsasabi ng aking napakapersonal na dahilan kung bakit ayaw ko ng ChaCha. Sabi ko, pangarap ko kasi na maging Pangulo ng Pilipinas. Iyun lang sinabi ko iyon at pagkatapos ay kung tumingin na sila ay parang ang laki ng expectation sa akin.

Tapos ginatungan pa iyan ni Joemar, iyung ka-group ko. Sabi niya sa opening statement niya. "Ladies and gentlemen.. you have just heard the speech of our future president.."

Nung kinahapunan na, nakasalubong ko sa aking paglalakad ang isang kong kaklase. Itago natin siya sa pangalang "Via." Nang makita niya ako, eh bigla na lang ba nagsisigaw na "Uy, si Pangulong Dennio!" For the pers taym sa UP, me tumawag sa akin na ganun. Parang naiskandalo ako noon dahil ang daming tao dun sa lobby at parang tinitingnan at hinahanap nila kung sino iyung Dennio na iyun. Anyway, nilapitan ko na lang para medyo matahimik. Me kasama pa pala siya nun. Sabi niya "ayan may isang boto ka na."

Oo nga pala, dun din sa Comm3 class namin nasabi ko na iyun.

Wala lang na-ishare ko lang.

Ako nga pala si Pangulong Dennio.

Walang kokontra.

Image Source: Wikipedia

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