DISCIPLINES and IDEAS IN SOCIAL SCIENCES

QUARTER 2 – MODULE 1
Key Concepts and Ideas of Filipino
Thinkers in the Social Sciences

INTRODUCTION (What I need to know)

As young adult, you became more inquisitive of the world around you and begin to ask
questions regarding your everyday experiences. Such questions are formed through observations
and social integration that will make you think and rethink of the ways of how will you engage with
society. As you continually relate with the society, you will need to broaden and deepen your
understanding of our world today by acquainting yourself with the country’s history and culture.

This module will help you to understand the important ideas from our forefathers of Agham
Panlipunang Pilipino and how these insights influenced our social, political and even philosophical
perspectives at these present times.

(MELC) Most Essential Learning Competency

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)
b. 20th- 21st Century (Sikolohiyang Pilipino, Pantayong Pananaw, others)

At the end of this module, you shall be able to:

a. identify the Filipino Social thinkers and demonstrate the understanding of concepts from
the 19th century to present;
b. assess the key concepts of Sikolohiyang Pilipino and Pantayong Pananaw, and;
c. link the Agham Panlipunang Pilipino concepts and ideas in our everyday life experiences.

DISCUSSIONS AND ACTIVITIES (What is it)

The Filipino Social Thinkers
1. Jose Rizal (Reformist)
 One of the most renowned social thinkers is our national hero Jose Rizal, he dedicated
his life through his writings the Noli Me Tangere and El Filibusterismo and social
teachings found in his writings and depositions.
 Using his skill in writing through the La Liga Filipina he encouraged every Filipino not
to be enslaved but to believe in sovereignty in their own country and raise
consciousness from fanaticism, docility, inferiority, and hopelessness towards
freedom.
2. Andres Bonifacio (Revolutionist)
 Founder of the revolutionary society.
 He authored essay such as “Ang Dapat Mabatid ng mga Tagalog” and poem “Pag-ibig
sa Tinubuang Lupa”, these literary works encourage Filipinos to show patriotism and
love for country.

3. Emilio Jacinto (Revolutionist)

 Also known as a Revolutionist, patronized the ideals “free reign of reason, of the
freedom to think and do”.
 Jacinto was committed to the ideals of the liberty, equality, and brotherhood. [ CITATION
Del16 \l 13321 ]
4. Manuel L. Quezon (Political Philosopher)
 Believed in the democratization of education for all social classes – a free education
from elementary to high school.
 Envisioned a government that exercise equality of wealth.

5. Apolinario Mabini (Political Philosopher)

 Known as "The Sublime Paralytic" and "The Brains of the Revolution"
 A brilliant thinker who used his pen in the service of the Filipino people's struggle for
freedom.
 In his political writings “El Verdadero Decalogo”, “Ordenanzas de la Revucion” and the
“Programa de la Republica Filipina”, his social philosophies are depicted.
[ CITATION Del16 \l 13321 ]

6. Renato Constantino (Nationalist)

 He defined Nationalism as an expression of reality that “we have a country of our own,
which must be kept our own.”
 He suggested a “bottom-up” economic approach instead of a “trickle-down” approach,
that will give freedom to the small and medium enterprises to boost their capacity in
investing in the industrial growth. [ CITATION Sch75 \l 13321 ]

7. Camilo Osias
 He 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.
[CITATION RSC05 \l 13321 ]

8. Rafael Palma
 He believes in Academic Freedom and advocated that “Education must produce
individuals who are both useful to themselves and to society.”[ CITATION Del16 \l 13321 ]

9. Jorge Bocobo
 In his philosophy - Filipino culture and tradition should be the basis of a truly Filipino
education, he equated education with patriotism and nationalism and believed that
education is means of preparing the individual for a democratic way of life. [CITATION
Mea \l 13321 ]

10. R. Esquivel Embuscado

 Known for his “art of dissectionism.”
 In his paintings, Embuscado does not dwell on glorifying the present but emphasizes
the projection of the movements of present hidden reality towards the open future
[ CITATION Jes20 \l 13321 ].

11. Isabelo delos Reyes

 He was known as the “Father of Filipino Socialism”.
 He pioneered research into the customs and traditions of the Filipino people,
compiling them into El Folk-Lore Filipino. His two-volume work laid the
foundations for studies on Philippine culture, touching on topics as diverse as pre-
colonial religion, customs and practices, origin myths, and other pieces of lore from
all over the country. The reason he was also known as the Father of Philippine
Folklore. [CITATION JUS19 \l 13321 ]
12. Lourdes Quisumbing
 Her tenure [as DECS secretary] marked the expansion of free public education to
the secondary level, an increase in the share of education in the national budget,
rationalization of higher education, and an emphasis on values education
 “Believes that education must strengthen the dignity of the learner as a human
person. As such, the various dimensions of man’s personhood have to be fully
developed by the school system through an effective and systematized values
education” [ CITATION Gri07 \l 13321 ]
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 Sikolohiyang Pilipino
In the year 1970s a concerted effort to address colonial psychology in the form of Filipino
Psychology took place. Filipino Psychology, along with advances in Filipinology and similarly
History’s Pantayong Pananaw, was led by Virgilio Enriquez, Prospero Covar, and Zeus A. Salazar in
the indigenization movement of their respective fields.

Sikolohiyang Pilipino or Filipino psychology, refers to a psychology based on the Filipino’s

true thoughts, feelings, and behaviors deriving from indigenous Filipino sources, language, and
methods. It was formalized in 1975 by the Pambansang Samahan sa Sikolohiyang Pilipino (National
Association for Filipino Psychology) under the leadership of Virgilio Enriquez, who is regarded by
many as the father of Filipino Psychology.

Sikolohiyang Pilipino is also referred to Indigenous Psychology which is the scientific study
of the ethnicity, society and culture of a people and the application to psychological practice of
indigenous knowledge rooted in the people’s ethnic heritage and consciousness.

The principal emphasis of Sikolohiyang Pilipino is to foster national identity and

consciousness, social involvement and psychology of language and culture. Hence, it has concerns
with the proper applications to health, agriculture, art, mass media, religion and other aspects of
people’s everyday life.

In 1985, historian Zeus A. Salazar identified four different traditions upon which Philippine
psychology can be traced:

 Academic Scientific Psychology or Akademiko-siyentipikal na Sikolohiya: This follows

the Western tradition of Wilhelm Wundt on 1876, and is essentially the American-oriented
Western Psychology being studied in the Philippines.
 Academic Philosophic Psychology or Akademiko-pilosopiya na Sikolohiya:  This was
started by priest-professors in the University of Santo Tomas during the 17th century
Spanish era. This tradition originally came from the writings of the preachers and monks in
philosophy and "pre-scientific" Spanish elites and would later join with the American-
oriented scientific psychology. This tradition is mainly focused on what is called 'Rational
psychology'.
 Ethnic Psychology or Taal na Sikolohiya: This is the tradition in which Philippine
Psychology is primarily based. This refers to the indigenous concepts that are studied using
indigenous psychological orientations and methodologies.
 Psycho-medical Religious Psychology or Sikolohiyang Siko-medikal: The tradition that
fuses native healing techniques and explains it in an indigenous religious context, this
includes the faith healing practices of the babaylan and the katalonan. [ CITATION PeP00 \l
13321 ]

Basic Values
1. Core Value: Kapwa Psychology
Kapwa, meaning 'togetherness', is the core construct of Filipino Psychology. Kapwa has two
categories, Ibang Tao (other people) and Hindi Ibang Tao (no other people).

 Ibang Tao ("outsider"): There are five domains in this construct:

 Pakikitungo: civility
 Pakikisalamuha: act of mixing
 Pakikilahok: act of joining
 Pakikibagay: conformity
 Pakikisama: being united with the group.
 Hindi Ibang Tao ("one-of-us"): There are three domains in this construct:
 Pakikipagpalagayang-loob: act of mutual trust
 Pakikisangkot: act of joining others
 Pakikipagkaisa: being one with others

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2. Linking socio-personal value
 Kagandahang-Loob: Shared humanity. This refers to being able to help other people in
dire need due to a perception of being together as a part of one Filipino humanity.
3. Accommodative surface values
 Hiya: Loosely translated as 'shyness' by most Western psychologists, Hiya is actually
'sense of propriety'.
 Utang na loob: Norm of reciprocity. Filipinos are expected by their neighbors to return
favors—whether these were asked for or not—when it is needed or wanted.
 Pakikisama and Pakikipagkapwa: Smooth Interpersonal Relationship, or SIR, as coined
by Lynch (1961 and 1973). This attitude is primarily guided by conformity with the
majority.
4. Confrontative surface values
 Bahala_na: Bahala Na translates literally as "leave it up to God (Bathala)" and it is used
as an expression, almost universally, in Filipino culture. Filipinos engage in the bahala
na attitude as a culture-influenced adaptive coping strategy when faced with challenging
situations.
 Lakas ng loob: This attitude is characterized by being courageous in the midst of
problems and uncertainties.
 Pakikibaka: Literally in English, it means concurrent clashes. It refers to the ability of the
Filipino to undertake revolutions and uprisings against a common enemy.
5. Societal values
 Karangalan: Loosely translated to dignity, this actually refers to what other people see in
a person and how they use that information to make a stand or judge about his/her
worth.
 Puri: the external aspect of dignity. May refer to how other people judge a person of
his/her worth. This compels a common Filipino to conform to social norms, regardless
how obsolete they are.
 Dangal: the internal aspect of dignity. May refer to how a person judges his own worth.
 Katarungan: Loosely translated to justice, this actually refers to equity in giving rewards
to a person.
 Kalayaan: Freedom and mobility. Ironically, this may clash with the less important value
of pakikisama or pakikibagay (conformity).[ CITATION PeP00 \l 1033 ]

Pantayong Pananaw

The Filipino language has two forms for the English word “we/us”: “tayo” and “kami”.
 “Tayo,” which is described as the inclusive form of “we,” refers to a collectivity
composed of both the speakers and the listeners in a communication context.
 “Kami,” which is described as the exclusive form of “we,” refers to a collectivity
composed only of those who are speaking and does not include the receivers of the
message.

The word “Pantayo” was formed by the combination of the root word “tayo” and the prefix
“pan-.” (Probably the first incidence of this term was as “pangtayo,” used as the translation
of pronombre/pronoun in the grammar book Balarilang Tagalog, published in 1910). The whole
word “pantayo” could roughly be interpreted to mean “from-us-for-us.”

The conceptual contradictory of “pantayo” is the concept “pangkami,” which was formed from
the root-word “kami” and the prefix “pang-”/ “pam-.” “Pangkami” roughly means “from-us-for-you.”

The other half of the phrase, “pananaw” means “perspective.” So “pantayong pananaw”
would be equivalent to the “We” perspective, while “pangkaming pananaw” would mean the “This is
us” perspective.

“Pantayong Pananaw” (The “We” Perspective) is defined as a method of acknowledging the

history and development of the nation based on the “internal interconnectedness and linking of

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 characteristics, values, knowledge, wisdom, aspirations, practices, behavior, and experiences as a
unified whole” — a unity that is framed by and expressed in a single language; that is, within an
autonomous, self-directed discourse of progress and civilization. This is a reality within any ethno-
linguistic group, among us or anywhere in the world, with a singular wholeness and identity. 

 The pantayong pananaw (also called Bagong Kasaysayan, or New History)

is currently the most theoretically elaborate articulation of an indigenized social

science perspective that offers a viable alternative to (Western) positivist social science.

 The pantayong pananaw 

is the brainchild of Prof. Zeus Salazar, a historian who spent most of his teaching
career at the Department of History at the University of the Philippines-Diliman; in the
course of his advocacy, Salazar was able to gather a number of historians who shared
his call for a more culturally-sensitive historiography in the teaching of Philippine
history. At present, the pantayong pananaw has become an established perspective in
Philippine historiography and has spread outside the University’s own Department of
History. [CITATION Gui16 \l 13321 ]

ACTIVITY 1: MATCH IT!

Directions: Match the philosophies in Column A to whom is associated in Column B. Write the letter on
your answer sheet.

Column A Column B
1. “Education must strengthen the dignity of the learner as a a. Emilio Jacinto
human person.” b. Apolinario Mabini
2. “Our education should instill love for work, spirit of tolerance, c. Renato Constantino
respect for law, love for peace and practice thrift.” d. Camilo Osias
e. Rafael Palma
3. Academic Freedom f. Jorge Bocobo
4. “We have a country of our own, which must be kept our own.” g. Manuel L. Quezon
h. R. Esquivel Embuscado
5. “Democratization of education for all social classes”. i. Isabelo delos Reyes
6. Filipino folklore pioneer j. Lourdes Quisumbing
7. Art of dissectionism k. Jose P. Laurel
8. Filipino culture and tradition are the
basis of Filipino education
9. Liberty, equality, and fraternity
10. “Men are by nature are good and just and have the capacity
to unfold his goodness and sense of justice to others.”
ACTIVITY 2: FACT OR BLUFF

Directions: Write FACT in your answer sheet if the statement is correct and BLUFF if it is
incorrect.

1. Pagtulong sa matanda habang tumatawid sa daan.

2. Paggawa ng aksyon hinggil sa paglawak ng suliranin sa pinagbabawal na droga.
3. Paglaban sa sariling karapatan sa pamamagitan ng dahas.
4. Pagsunod sa Anti-Mendicancy Law bilang isang masunuring mamamayan.
5. Pakikialam sa usapin ng RH Law.

ASSESSMENT

I. Directions: Write A in your answer sheets if the statement is correct and Z if the statement
is incorrect.

1. The main focus of a social thinker is teaching students to think how others perceive them.
2. The primary purpose of education according to Rafael Palma is to develop the individual to
its highest efficiency so that he can be of the use himself and to the community.
3. Pantayong pananaw focuses on external interconnectedness and linking of characteristics,

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 values, knowledge, wisdom, aspirations, practices, behavior, and experiences as a unified
whole.
4. Lourdes Quisumbing believes that education must strengthen the dignity of a leader as a
human person.
5. Sikolohiyang Pilipino emphasizes the indigenous concepts applying indigenous
psychological orientations and methodologies.

II. Directions: Complete the Crossword Puzzle using the hints in the box for each number.
Horizontal
2. He equated education with patriotism
and nationalism
5. Known as the “sublime paralytic”
7. _______________ delos Reyes is known
as the “Father of Filipino Socialism”
8. Bonifacio as a leader of the Katipunan
10. Quezon has envisioned a government
that exercise ___________ of wealth

Vertical
1.He suggested a “bottom-up” economic
approach instead of a “trickle-down”
approach
3.Rizal used his literary works to advocate
sovereignty
4.Jacinto has patronized the ideals “free
reign of ____________, of the freedom to
think and do”.
6. He called his philosophy as the ‘art of
dissectionism”
9. Quisumbing “believes that education
must strengthen the ______ of the learner
as a human person

ANSWER KEY FOR ACTIVITIES

Activity 1 Activity 2
1. j 1. FACT
2. d 2. FACT
3. e 3. BLUFF
4. c 4. BLUFF
5. g 5. BLUFF
6. i
7. h
8. f
9. a
10. b

ANSWER KEY TO ASSESSMENT

I. 1. Z II.
HORIZONTAL III. Answers may vary. Refer to
2. A
2.Bocobo the rubrics.
3. Z
4. A 5.Mabini
7.Isabelo
5. Z
8.Revolutionist
10. Equality

VERTICAL
1.Constantino
3.Reformist
4.Reason
6.Embuscado
9. Dignity