11 SENIOR HIGH SCHOOL

Disciplines and Ideas

in the Social Sciences
Quarter 2 – Module 13:
Key concepts and ideas of Filipino thinkers in the Social
Sciences rooted in Filipino language/s and experiences
Disciplines and Ideas in the Social Sciences – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 13: Key concepts and ideas of Filipino thinkers in the Social
Sciences rooted in Filipino language/s and experiences
First Edition, 2020

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 11
Disciplines and
Ideas in the
Social Sciences
Quarter 2 – Module 13:
Key concepts and ideas of
Filipino thinkers in the Social
Sciences rooted in Filipino
language/s and experiences
Introductory Message
For the facilitator:

Welcome to the Disciplines and Ideas in the Social Sciences Alternative

Delivery Mode (ADM) Module Key concepts and ideas of Filipino thinkers in
the Social Sciences rooted in Filipino language/s and experiences!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

ii
For the learner:

Welcome to the Disciplines and Ideas in the Social Sciences 11 Alternative

Delivery Mode (ADM) Module Key concepts and ideas of Filipino thinkers in
the Social Sciences rooted in Filipino language/s and experiences!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in the
What I Need to Know module.

This part includes an activity that aims to

check what you already know about the
What I Know lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s In

In this portion, the new lesson will be

introduced to you in various ways; a story, a
What’s New song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
the lesson. This aims to help you discover
What is It and understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
What’s More skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process
What I Have Learned
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or skill
What I Can Do
into real life situations or concerns.

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 This is a task which aims to evaluate your
level of mastery in achieving the learning
Assessment
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of the
Additional Activities lesson learned.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 What I Need to Know

Examine the key concepts and ideas of Filipino thinkers in the Social
Sciences rooted in Filipino language/s and experiences:
a. 19th Century (Isabelo delos Reyes, Jose Rizal,
others) (HUMSS_DIS 11-IVe-1)
b. 20th – 21st Century (Sikolohiyang Pilipino, Pantayong Pananaw,
others)
(HUMSS_DIS 11-IVf-3)

Key concepts and ideas of Filipino thinkers in the Social Sciences

rooted in Filipino language/s and experiences

As early as the Revolutionary period, Filipinos have been

exploring the possibility of making sense of their world based on
their own experiences and sets of knowledge. Who are these
Filipinos who set a big impact in our society using their intellect and
skills in writing?
How does Indigenous Filipino Psychology or Sikolohiyang
Filipino affect the Filipinos’ views in life? What are the roles of these
so called Filipino indigenous social ideas in dealing with everyday
life especially in making decisions? What is the significance of
these social sciences in changing the future of the Filipino culture?
For whom do we write our history? What is the basis in
writing history? What is the purpose of writing history? Do Filipinos
know their history? How do they know if it is authentic or not? Do
they understand it well?

3
 At the end of the module, you should be
able to:

• Explain the significance of using a particular language for

discourse;
• Identify key concepts in the social sciences rooted in
Filipino language(s) and experiences;
• Draw a comic strip based on the indigenous concepts; and
• Show an understanding of the role of interpersonal
relations in Philippine culture.

What’s In
Analyze the picture and answer the questions below in your notebook.

Source:
https://www.e-education.psu.edu/geog30/sites/www.e-
education.psu.edu.geog30/files/system_diagram_exampl
e.png

a. How does your environment affect your life?

b. Why do you think, does this phenomenon happen?

What’s New

4
Important Thinkers of the Revolutionary Period

JOSE RIZAL (REFORMIST) (1861–1996)

The most influential figure of the Revolutionary period

Rizal was Jose
Source:
https://en.wikipedia.org/wiki/Jos%C
3%A9_Rizal
.
It was during his stay in Europe that he penned two of
his most
important works, which are believed to have sparked the 1896 Revolution:
Noli Me Tangere (1887) and El Filibusterismo (1891). The two are fictional
works which were based on the social issues that Filipinos were
experiencing during that period – inequality, racism, and colonialism,
among others.
Rizal claimed that the form of revolution that the Philippines needed
to go through is that of intellectual revolution, such that every Filipino should
be educated well on the concepts and exercise of freedom and it can only
be attained by educating

5
the masses of the truth – a truth that is based on science and rational
thinking, and non from the morality-based education provided by the
Church.

Andres Bonifacio (1863 – 1897)

Bonifacio is the founder of the revolutionary
society, Katipunan. When Spanish authorities discovered
it, the society already had some 30,000 members in a
period of approximately six months. Three days after the
founding of La Liga Filipina, Rizal was banished to Dapitan
in Mindanao, the southern part of the Philippines.
Bonifacio, a member of the Liga, thought that was the
Source:
end of the line and founded the Katipunan (Gripaldo https://en.wikipedia.org/wiki/Andr
%C3%A9s_Bonifacio
2013).
According to Bonifacio a man’s worth is not
measured by his stations in life neither by the height of
his nose nor the fairness
of skin and certainly not by whether he is a priest claiming to be God’s
deputy. Even if he is a tribesman from the hills and speaks only his own
tongue, a man is an honorable man if he possesses good character, is
true to his word, has fine perceptions and is loyal to his native land.

Apolinario Mabini (1864 – 1903)

Apolinario Mabini became well known in Philippine

history as the “Sublime Paralytic” and the “Brains of the
Revolution.”
Mabini was born to an illiterate farmer and market
vendor with seven other children in Tanauan, Batangas,
Mabini had no initial economic and social capital that
could have secured him a good education. Nevertheless,
he was able to receive scholarships and part-time jobs
teaching children, which allowed him to complete a Source: https://en.wikipedia.org/wiki/Apo

bachelor of Arts degree at the Colegio de San Juan de linario_Mabini

Letran and a Bachelor of Laws at UST.
Another struggle that he overcame was his paralysis. In
1895, Mabini was struck with polio and lost the capacity of his lower limbs.
During such time, he had started writing his most influential works – El
Verdadero Decálogo (The True Decalogue) and Ordenanza de la Revolución
(The Ordinance of the Revolution). According to Mabini, humans are
naturally good. It is from this stand that he argues for the concepts of
freedom being a by-product of people’s exercise of goodness
(rationality and being just). Mabini said, “True liberty is only for what is
good and never for what is evil; it is always in accordance with reason and
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the upright and honest conscience of the individual”. He also distinguished
reason as a key element in the citizens’ participation in political life. It is
also the same element that should guide revolutions because without
reason, such movement will be mere futile, if not disastrous for the
society. This is clearly synonymous to Rizal’s call of reliance on the
“Truth”.

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Emilio Jacinto (REVOLUTIONIST) (1875 – 1899)

Emilio Jacinto popularly referred to as the “Brains of

the Katipunan” due to significant contributions to the
Katipunan, primarily his Kartilya ng Katipunan (Primer of
Katipunan) and his article published in Kalayaan. He became
Andres Bonifacio’s advisor and secretary.
Source:
While Jacinto died at the young age of 23 due to https://en.wikipedia.org/wiki
/Emilio_Jacinto
malaria, he remained as one of the most recognized
heroes from the
Revolutionary period due to his literary works that guided the Katipunan.
The Kartilya, which became the source of values of the
revolutionaries, exemplified core values like that of charity, piety, honor,
and equality. His concepts of charity were linked with the performance of
care for others that is void of self-interest. A person helping another
without expecting anything in return is an example of Jacinto’s ideal
charity. Piety, according to Jacinto, is the practice of charity wherein a true
pious individual would extend support to others and conduct himself or
herself with fairness. With fairness comes honor, an honorable person is
one who has commitment to his or her word, integrity, and the well-being
of his or her countrymen. Finally, Jacinto promoted the concept of equality
in three respects: race, gender, and social status. He argued that any
person, whatever his social class, gender or skin color, should be treated
fairly. He highlighted the importance of women in the process of building
a strong society, the capacity of the underprivileged to contribute to social
development, and the irrelevance of one’s race in his or her capacity to be
a good citizen.

Manual L Quezon (Political Philosopher) (1878 – 1944)

Manuel L. Quezon was elected as the Commonwealth

president in 1935, Quezon now buttressed his political ideas
with some educational and social thought. He believed in Social Source:
https://en.wikipe
Darwinism—that governments are products of political struggles
for survival.
Quezon’s political philosophy consists of two strands: political
pragmatism and political preparation for an eventual Philippine
independence. Political pragmatism is the principle, which says that one
must fight for a goal, but if obstacles towards that goal are difficult to
surmount, then one must fall back to an alternative that is better than
nothing provided it is in the right direction.
He believed in justice for all, a social justice that would allow the
working class to receive decent compensation to enjoy culture and leisure.
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His social justice program included higher wages, credit facilities that
would allow the Filipinos the opportunity to earn a decent livelihood, and
the protection of the rights of women and the poor, among others.
According to Quezon, there can be no progress except under the
auspices of peace. Without peace and public order, it will be impossible
to promote education,

9
improve the condition of the masses, protect the poor and ignorant
against exploitation and otherwise ensure the enjoyment of life, liberty
and property.

Important Thinkers of the Post-Revolutionary Period

Isabelo De Los Reyes (1864 – 1938)

Isabelo de los Reyes is referred to by many historians

as the “Father of Filipino Socialism” due to his writing on
anti-Catholicism and labor unions. He was one of the
founders of the Iglesia Filipina Independiente (Philippine
Independent Church) or the Aglipayan Church, which is an
independent Christian Protestant Church. Source:
https://en.wikipedia.org/wiki/
De los Reyes exhibited immense talent at a young Isabelo_de_los_Reyes

age, having won a silver medal for his work El folk-lore filipino
(Filipino Folklore) at the Exposición in Madrid. He founded
the first labor union in the country – the Unión Obrera
Democrática.

Camilo O. Osias (1889 – 1976)

Camilo Osias advocated that the educational system

must contribute towards the achievement of the goals of
education by inculcating in the minds and hearts of the
youth the value of preserving the patrimony of the
country, promoting the general welfare of the people. He
believes that education must secure for every Filipino the
fullest measure of efficiency, freedom, and happiness.
Source:
Osia said, that “the school has an important role in https://en.wikipedia.org/wiki/
Camilo_Os%C3%ADas
the dynamic nationalism and internationalism in relation
to democracy
in the education of the youth. High educational institutions should do
more to turn out graduates who can think logically, scientifically and
creatively.” And further he said, that "our education should instill love for
work, spirit of tolerance, respect for law, love for peace and practice
thrift".

CLARO M. RECTO
Claro M. Recto became known as the “foremost
statesman” of his generation due to the various nationalistic
writings that he made as a senator. Recto became known for
10
Source:
https://en.wikipedia.or
his advocacy of highlighting Filipino nationalism as opposed
to the colonial backdrop that most people were embracing.
He was often heard and read advocating the “Filipino First
Policy,” where he claimed that our country’s
development will depend on the extent by which our country and its
interest would be prioritized before those of other countries, especially our
former colonial “masters.”

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 For Recto, a true free government is that which is capable of making
economics and social decisions for its citizens without placing as its
primary consideration the interests of other governments.

Virgilio Enriquez (1942 -1994)

Virgilio Enriquez, considered the Father of Sikolohiyang

Pilipino (Filipino psychology). Sikolohiyang Pilipino is the
scientific study derived from the experience, ideas, and
cultural orientation of the Filipinos (Yacat 2013).
Sikolohiyang Pilipino or Indigenous Filipino Psychology
is also known as Kapwa Psychology. Kapwa Psychology draws Source:
https://en.wikipedia.org/w
from folk practices as much as from modern theory. iki/Virgilio_Enriquez
It perceives no
contradiction between indigenous folk beliefs and modern psychological
concepts and scientific norms. It includes in its study the IKSP of healing
from the Babaylan and Albolaryos (native shamans and healers) as well as
the religio-political approaches of the Filipino mystics and folk heroes and
other ancestral ways of knowing. Kapwa psychology implies a call for social
action. Scholars and students are encouraged to go to the villages to learn
from the people and in turn, serve them with the gain knowledge.

Basic Tenets and Key Concepts in Sikolohiyang Pilipino

Accommodative values (colonial):

HIYA (propriety/dignity)

UTANG NG LOOB (gratitude/solidarity)

Pivotal interpersonal value: Core Values Linking socio-personal values:

PAKIKIRAMDAM (shared inner KAPWA KAGANDAHANG LOOB

perception) (shared/humanity)

Confrontative values (surface):

BAHALA NA (determination)

LAKAS NG LOOB (guts/courage)

Value System of Philippine Psychology

Source: DIWA Senior High School Series: Discipline and Ideas in Social Sciences 2016

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Core Values or Kapwa (Togetherness)
The concept of kapwa (shared identity) is the core of Sikolohiyang
Pilipino and heart of the structure of Filipino values. Pakikipagkapwa means
treating the other person as kapwa or fellow human being.

Two categories of kapwa:

1. Ibang Tao (outsider)

 Pakikitungo: civility
 Pakikisalamuha: act of mixing
 Pakikilahok: act of joining
 Pakikibagay: act of conformity
 Pakikisama: Being united with the group

2. Hindi Ibang Tao (insider/one-of-us)

 Pakikipagpalagayang-loob: Act of mutual trust
 Pakikisangkot: Act of joining others
 Pakikipagkaisa: being one with

others Examples of Filipino Values:

 Hospitality - the friendly and generous reception and entertainment

of guests, visitors, or strangers
 Utang na loob – debt of gratitude.
 Bahala na – fatalism or determination and being risk taker. Bahala na ang Diyos
(God will take care of us)

Pivotal interpersonal Value

Another significant Filipino value is that of pakikiramdam (shared
inner perception) which is considered as the pivotal interpersonal value.
Within this value, Filipinos use their inner perception of the other’s
emotion in order to efficiently interact with them.

Linking Socio-personal Values

Another value that contributes to our practice of pakikipagkapwa is
that of kagandahang loob (shared humanity), in which this value shows an
act of charity toward others. The practice of bayanihan or community-
based action entails the participation of the community on a task that is
meant to improve the quality of life and livelihood of the members of the
locality. Various terms from different locality use to refer to bayanihan:
pintakasi (Samar), kapanyidungan (Batanes), tiklos (Leyte), and bataresan
(Southern Tagalog).

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Accommodative Surface Values
The bayanihan or any form of kagandahang loob is always framed
within another set of Filipino values, which are labeled as accommodative
surface values. These values include hiya (propriety/dignity), utang na loob
(debt of gratitude), and pakikisama (esteem/companionship).

Confrontative Surface Values

Confrontative surface values that Filipinos exhibited especially when
confronted by difficult situation these includes bahala na (determination),
lakas ng loob (guts/courage), and pakikibaka (resistance).

Societal Values
According to Enriquez, Filipinos also hold societal values which he
called pagpapahalagang panlipunan. These values include karangalan (honor),
katarungan (justice), and kalayaan (freedom), which are essential to the
preservation of Filipino societal order and harmony. Moreover, these
values shape a psychological unity among Filipino communities as they
build a common perception of moral obligation to other members of the
community who are considered as kapwa.

Zeus A. Salazar (1934 – Present)

Zeus Salazar was one of the Filipino scholars who

were trained and whose methods were derived from the
West, and he argued for a shift in perspective. He
developed his lifelong crusade for a nationalist brand of
history that became a staple perspective for the next
generation of history students, that is, the pantayong
Source:
pananaw. https://en.wikipedia.org/wi
ki/Zeus_A._Salazar

Key Arguments of the Pantayong Pananaw

The primary arguments of the pantayong pananaw is the need of
reorienting contemporary historian on the “right” way of reconstructing
the past based on who is talking for whom, with whom, and to whom.
According to Salazar, there are three perspectives by which Philippine
history was and is being written.

Pangkayong Pananaw (from-you-for-us)

This perspective is used by Western historians – who used their own
cultural background and their countries’ politico-economic agenda – in
framing the events that transpired in our country. This perspective is used
by foreigners or outsiders in talking about or refencing a particular
culture, its people, and their customs. To illustrate: the British would say,
14
“You Filipinos are different from us in many aspects.” (Kayong mga Pilipino
ay iba sa amin sa maraming bagay)

15
Pangkaming Pananaw (from-us-for-you)
The pangkaming perspective launched works on the Philippines made
by Filipinos for Western consumption. It is used when a native talk to
outsiders or foreigners regarding his or her own society and culture. Ones’
own language may or may not be used. The main goal of the pangkaming
pananaw is to correct the erroneous Western analysis of the Philippine
context.

Pantayong Pananaw (from-us-for-us)

Philippine history should be written and consumed primarily by
Filipinos and to achieved this goal a key element needs to be addressed –
the use of the Filipino language in transmitting knowledge. Salazar states
that a community, society, or culture can claim to have pantayong pananaw
only if all its members use concepts and manifest habits and behaviors
whose meanings can be understood by all, like when we say “We
Filipinos” (Tayong mga Pilipino), including the relationship between the
meanings. This is made possible with the existence of a language, which
is the basis and channel of understanding and knowledge.

Local Language for Discourse

According to Salazar, Philippine history should be written in the local
language or dialect for two important reasons: (1) the local terms, when
transposed to Western language, lose their actual meanings and historical
significance; and (2) our history should be discussed among ourselves and
not for the others. The use of local language characterizes the pantayong
pananaw.
Salazar urged the Filipino nation to have a talastasang bayan that is
oriented toward discussion of Philippine history for the Filipinos and by the
Filipinos.

What is It

We can say that what our intellectual forefathers did was to provide
a corpus of academic studies that served not only to teach but also to
inspire. Their studies can be considered as the basis of Philippine Social
Science, which was not detached from reality and applied to the needs
and conditions of their times. Social Science, thus, from the very start was
about revealing the nature of social reality and implied that there were
things to do in order to correct or improve the current material condition

16
and consciousness of the people.

17
 What’s More

Write your output in you Activity/Quiz Notebook

Task 3: DRAW ME!

1. Draw a comic strip based on the indigenous concepts. Choose only

one (1) from the concepts below.
utang na loob
pakikisama and pakikisalamuha
bayanihan
hiya
pagdamay

RUBRIC FOR COMIC STRIP

Excellent Average Poor

(5 points) (3 points) (1 point)
Cohesiveness The poem goes The poem somewhat The poem does not
perfectly together. goes together but go together. The
There is unity needs more poem’s lines and
between lines and cohesiveness. The stanzas sway from
stanzas, which poem’s lines and the topic
connect with the stanzas sometimes
topic sway from the
topic.
Use of poetic The poem uses 3 or The poem uses 1 or 2 The poem uses no
elements more poetic elements poetic elements but poetic elements.
to enhance the poem they sometimes distract
and the
the reader’s emotions. reader.
Rhythm The poem uses The poem sometimes The poem does
rhythm throughout, uses rhythm but may not have any
which benefits the waver in a way that noticeable
poetic tone. distracts the reader and rhythm.
negativity
affects the tone.
Creativity The poem uses 3 or The poem uses or 2 The poem does not
more unique unique metaphors and use unique
metaphors and similes to describe metaphors and
similes to describe situations, objects, and similes
situations, objects, people.
and
people.
Created by Gary R. Hess (http://garyrhess.blogspot.com/)
18
Source: https://brightdreamsjournal.com/poetry-writing-rubric-middle-school-to-college/

19
 What I Have Learned
Directions: Read the questions below and answer them in your
activity notebook.

1. How would you apply or use Sikolohiyang Filipino for the betterment of
your daily life?
2. How these values help you as a senior high school?

What I Can Do

Task 1: Write your answers in your activity

notebook Identify whose work are the

Source:
pictures below:
https://www.pinterest.ph/pin/
7810999332390159/
Source:https://www.amazon.com/Noli-Me-
Tangere-Touch-Not/dp/0143039695 Source:
https://www.vigattintourism.com/tourism/articles/Riz
al-Monument-Honoring-the-National-Hero-of-the-
Philippines

What specifically are they known for?

Task 2: Study the pictures below, and read the process questions after.
Write your answers in your activity notebook.

Source:https://balay.ph/filipino- Source:https://clipartstation.com/wp-
hospitality-culture/ content/uploads/2018/10/pakikisama-
clipart-5.jpg

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 Source: Source:https://filipinosaround.files.w
http://filipinoproject01.blogspot.com/ ordpress.com/2011/11/juan-tamad-
and-guava-fruit.jpg

Processing questions:

 What do you see from the picture?

 What does the picture try to depict?
 What is common with all the pictures shown?

21
Glossary
The following terms used in this module are defined as follows:
Colonialism – the policy or practice of acquiring full or partial political
control over another country, occupying it with settlers, and
exploiting it economically
Futile – incapable of producing any useful result; pointless
Pen – write or compose
Pivotal – of crucial importance in relation to the development or success of
something else.
Racism – the belief that different races possess distinct characteristics,
abilities, or qualities, especially so as to distinguish them as inferior
or superior to one another
Social Thinkers – individuals in society who can be regarded as forefronts
and visionaries towards the improvement of society in a particular
time
Statesman – a skilled, experienced, and respected political leader or figure

Try This! -Work ethics, Patriotism, nationalism 3. Japan

2.
Spain 1.
sh, eating habits
American - open, free, education, independent, religious freedom, Engli
ing
- Religiousness, Eating habits, forms of entertainment, manner of dress
o the attitud es and behaviors of the Filipinos?
What are the influences of these countries t

Post-test

5.
4.

2.
1.

22
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