Aquino's Speech

              This week we had the opportunity to visit the Subic Navy base, attended a workshop with Anakbayan, had a tour of Ataneo University and watched President Aquino's second state of the nation address. Even though I could not comprehend what President Aquino’s speech was about I was able to understand his speech by searching on the internet for notes about his speech. Reading about his speech gave me the opportunity to know more about the country’s struggles in the perspective of the president. In this blog I will connect some parts of the president’s SONA to the readings and my experiences since I have been here. As I read his speech I was able to connect it to what we have learned and it showed me that I was learning valid information about the country. I will first talk about the Education Act of 1982; I will connect the president’s speech to the country’s workers and the unemployment rate that they have to confront. Secondly I will talk about the mentality of the Filipinos. Lastly, I will talk about the country’s stable food, rice.

            In last week’s reading by Constantino we learned about the intention of the United States of educating and civilizing the Filipinos. The U.S sent teachers to the Philippines and “the successful implementation of colonial education throughout the islands helped to create future generations of Filipinos that adhered to the “benevolence” of Unites States occupation” (Viola, pg.6).  President Aquino’s speech addressed both, education and employment, the Education Act of 1982 is a law that provides education to the youth so they can learn about labor. The Act connects education and labor, the act created two paths that concerned workers.  One of the paths was to enhance the agriculture sector with more educational programs. Workers are taught to use fertilizers, pesticides and farming. Modern secrets of mechanized farming to boost their yields allow students to be more informed about the agriculture sector.  It was no surprise that the country’s priority was related to agriculture, 75% of the population is from the farming class. Priority was given to agriculture labor since it received the largest portion of funds provided by the World Bank loan. Farming allows the country to expand their exportation which is why the second path of the Education Act of 1982 involves teaching and preparing students for export oriented labor (Viola, pg.8). President Aquino added that the unemployment rate had decreased “in April 2010, the unemployment rate was 8%; in April 2011, it was 7.2%.” The decreased unemployment rate is connected to the number of hungry Filipinos that has gone down just this year “ self-rated hunger has gone down from 20.5% in March to 15.1% this June-equivalent to a million Filipino families who used to go hungry, but who now say they eat properly every day.”

            Corruption is a topic commonly talked about when we hear about a third world country. Since my stay here I often hear about the corruption that involves police officers and other government officials. If a police ever stops someone all they have to do is provide them with money or share their connection with the government, such as the mayor of a city being your neighbor. During our tour at Ataneo University, one of the students shared one of her stories of her seeing corruption. She said that a police officer stopped her father for passing a red light. She said her father misinterpreted the police officer, he though the police officer was telling him to proceed. Her father offered the police officer with a fee and told him that they lived near the mayor of their town and they would rather settle the infraction with him. The officer let the father go without any consequences. The student said that her family did not know the mayor but when people comment on their connection to a mayor or a government official they are more likely to be pardoned for their wrong. As we have learned police officers do not make much money and it is understandable why they are willing to take fees instead of punishing people who have violated the law. In Aquinos speech he talked about better benefits for police officers and the military. He mentioned that the base pay for a police officer is 13, 000 pesos. Police officers are forced to accept these fees due to their economic hardship. The government knows about the difficulties of police officers which is why I think they are providing help with housing. “this July, we have followed through on the housing promise we made in February. We were able to award 4,000 Certificates of Entitlement to Lot Allocation. This is only the first batch of the 21,800 houses we will have constructed by the end of the year." The government providing housing for police officers is a step to helping police officers have a better standard of living and can decrease corruption among the police.  

            Another topic that President Aquino talked about was mentality, he wants the country to come together and end “crab mentality”.  He said “Let us stop pulling our fellow man down. Let us put an end to our crab mentality. Let us make the effort to recognize the good that is being done. Let us end the culture of negativism; let us uplift our fellow Filipinos at every opportunity, if you see something right, do not think twice—praise it." I did not find why it was called “crab mentality” but I have my own interpretation.  Crabs walk sideways or backwards and I think when Filipinos put themselves down they are not helping each other move forward but instead they are pulling themselves backwards. In the article by David and Okazaki we learned about colonial mentality of Filipino Americans, I know there is a difference between Filipinos and Filipino Americans but I think there is a relation between both of their mentalities. When I read about the President talking about the “crab mentality” I quickly thought about the David article because both, Filipino and Filipino Americans seem to belittle themselves.  In the David article, we learned about colonial mentality which is “a form of internalized oppression characterized by a perception of ethnic or cultural inferiority that is believed to be a specific consequence of centuries of colonization under Spain and the United States (David, pg 241).  There seems to be a mentality of not being good enough and internalized oppression in both groups.  In the David article we learned about the four stages that constitute colonial mentality: First, the denigration of the Filipino Self. Secondly, the denigration of the Filipino culture or body. Thirdly, the discrimination against less-Americanized Filipinos. Finally, tolerating historical and contemporary oppression of Filipinos and Filipino American. It seems that within the Filipino American community some may think that the American culture is superior to the Filipino culture. There is denigration of the culture and body which leads them discriminates against themselves. President Aquino talked of how Filipinos put themselves down and having a culture of negativism which is what colonial mentality is a culture of negativism.

From being here I have noticed and joined in the Filipino way of accompanying dishes with rice. In the workshop given by Anakbayan I was alarmed to find out there is a shortage of rice in the country. I was more shocked to know that more of the rice produced does not stay in the country for consumption but rather it is exported. The country is going through a shortage of rice but they prefer exporting it which leads them to consume imported rice. This was a bit confusing to me because instead of feeding their own country they are feeding but in Aquino’s speech he announced that the government has cut down on rice importation and is aiming for rice self sufficiency. "We envision two things: first, an end to over-importation that only serves to benefit the selfish few. Second: we want rice self-sufficiency—that the rice served on every Filipino’s dinner table is planted here, harvested here, and purchased here." It would only be logical that the Philippines who is rich in rice would consume what is planted and harvested here.  

Overall, reading President Aquino’s speech was very useful and interesting to me. Issues that he talked about connected to what we have been reading and to our experiences. Even though I did not attend the rally I feel like I obtained information that allowed me to put things together. I was able to read his speech and understand the problems he spoke about. One of the aims of President Aquino was to provide solutions to the country’s problems and I hope the issues such as education, unemployment, corruption, Filipino mentality and rice have improvement. 

What other readings or experiences can you connect to President Aquino's speech? 

Unawareness is Deadly

Writing out this blog in none other than a Starbucks overlooking the beach at the island paradise of Boracay makes me feel at home. The familiar white coffee cups sitting on the tables, the artsy paintings hung up on the wall, and the free wi-fi transports me right back to Seattle. It’s even sporadically raining here. Wow. If I wasn’t homesick before, I am now. As my friends skim board and swim in the beautiful ocean stretching further than the eye can see, I (and a few of my classmates that procrastinated till the very last moment to finish our weekly blogs) am cooped up contemplating how in the hell can I find a connection between the influence capitalism has had on the education system and colonial mentality that has afflicted Filipino Americans for generations and then incorporate my own experiences AND THEN perhaps even reflect for a moment as to what has been happening on this trip. At this point I have no clue how to do this but I refuse to allow that to deter me. The clock is ticking and the more time I spend twiddling my thumbs hoping for inspiration the less time I will have being on vacation feeling like Sean Carter in Saint Thomas circa 1996.

So I guess without further adieu, walk with me as I shoot from the hip and spontaneously come up with something that can later be consumed as food for thought.

I have always suspected this. It has always been in the back of my mind. But I never had the information nor the data to coherently expressed this suspicion. Reading Hip-Hop and Critical Revolutionary Pedagogy: Blue Scholarship to Challenge “The Miseducation of the Filipino” by Michael Viola saved me from an everlasting frustration that can only come from having an idea but not having the argument to translate it into something of substance. Now I do and this feeling is liberating.

In Viola’s paper he is analyzes the education system in both the Philippines and the U.S. and demonstrates how both of these systems are, “employed to serve the hegemonic interests of a small group of elites who control the means of production” (Viola, Hip-Hop and Critical Revolutionary Pedagogy: Blue Scholarship to Challenge “The Miseducation of the Filipino. Or in other words, how rich folks have manipulated the game so that the education system is designed to benefit them and keep them in power rather than to help educate the young bright eyed students looking to better their lives through learning. The coldest part about the entire diabolical plan is that these wealthy elites make it appear as if this unjust ruse is natural and how it’s suppose to be. As if there’s nothing wrong with completely altering and shifting the education of millions of young people’s impressionable minds just to suit their own selfish motives for acquisition of wealth and power.

What happens to Filipinos is that instead of being educated to help expand their minds and cultivate their reservoir of scholarly knowledge in hopes to better their lives, they are being educated to a point where they can help the work force for cheap labor around the world. The inception of education for the masses started off deceitful with underlying motives for pacification during colonization, I guess I can’t be surprised that over a 100 years later, we’re still singing the same old song just with different chord progression. Viola mentions Letizia Constantino’s, World Bank Textbooks: Scenario for Deception, where she states, “the kind of educational system the World Bank wants to shape is therefore one that will meet the manpower needs of transnationals… and above all, one that will insure the internationalization by the entire student population of values and outlooks supportive of the global capitalist system.”

What I find the most unsettling about this entire situation is that there are so many people within this education system that don’t realize the negative effects placed upon them from attaining an education that is riddled with hidden agendas to perpetuate an unjust social order. Only from the outside looking in, with being as objective as our subjective minds can possibly be, will we be able to notice this capitalistic scheme that has kept the masses brainwashed into following this ideology. Viola paraphrases Antonio Gramsci, an Italian theorist and states, “To legitimate control, the ruling class must direct and influence people to consent to their own oppression through a system of coordinated (political, religious, economic, cultural, and educational) alliances.”

That’s deep. Now think about it. All of the aforementioned systems in someway shape or form relates to money, social class, and the relationship between a group being superior to another group. All of which plays right into the game of capitalism.

All of this works, by having the people coerced into believing that by adhering to these systems they are doing the right thing and thus accepting the oppression committed against them.

(and after three hours of writing the connection between all of the topics has suddenly manifested within my mind).

The same unconsciousness that keeps people embedded in this unjust social system is the very same unconsciousness that plagues Filipinos into believing a colonial mentality that has had detrimental effects on the Filipino psyche.

According to The Colonial Mentality Scale (CMS) For Filipino Americans: Scale Construction and Psychological Implications, colonial mentality can manifest itself in four ways.

1.     Denigration of self. Feeling inferior, shame, embarrassment, or self-hate about being Filipino.

2.     Denigration of the Filipino culture. The belief that anything Filipino is inferior to anything White European or American.

3.     Discrimination against other Filipinos.

4.     Tolerating historical and contemporary oppressions because this is viewed as paying the cost for becoming civilized.

Despite Filipinos being the second largest Asian group in America, Filipinos remain to go unnoticed. We are invisible to mainstream white America. We get overlooked. There’s not much information or research about us. Due to this lack of attention, many Filipino Americans lack a true awareness of self. We don’t know who we are. We are Americans but our history and heritage extend beyond George Washington and Thomas Jefferson. Due to this lack of awareness or unconsciousness this colonial mentality is easily manifested. The result of this mentality is self-hate, suicide ideations, and depression.

It angers me thinking about the thousands of young Filipino kids growing up, unaware of their self-hatred that they have been committing against themselves. To them they don’t understand why they’re sad, why they don’t feel good enough, why it seems as if they always don’t measure up to others. It’s a lonely place, being lost in the woods and having no understanding as to why you’re there or how to get out. It tugs at my heart so much because it hits so close to home. I understand this colonial mentality because for the last 24 years of my life I have been afflicted by it.

Throughout the course of these blogs I have in one way or another touched based on this self-hate or inferiority complex or colonial mentality or any other title you would like to give it. This has been an over arching theme for all of my writings. Perhaps because of this massive self-discovery that I am undergoing being here in the motherland all of the unconscious dark spots that I ignored for so long are now coming to the surface. Damn. Who would have thought evolution could be so painful? But as they say the truth will set you free. And I prescribe to that notion whole-heartedly.

As with the other blogs, I will reiterate the same message I have been proclaiming since time immemorial. And that is the utilization of love as a healing agent for the wounds one succumbs from historical trauma.

By loving one’s self, these dark spots can begin to lighten up. Over time, empowerment can replace the disempowering feeling that lingers beyond the surface of our consciousness. The key is to expand the awareness. As with both capitalism and colonial mentality, what gives these two issues power is unawareness. By becoming more aware of who you are and the environment around you, the better you’ll be able to recognize the parts of yourself that need attention and healing.

Time to rage out,

John Eklof

Questlove (Not Associated with The Roots)

*All photos pertain to the State of the Nation Address "SONA" anti-Aquino Administration rally held on Monday July 25th.

Over the past thirty-three days I’ve been at U.P. Diliman I have been exposed to many things. Because of my time in class as well as informal settings my perspectives have expanded leaving me dejected, but as luck would have it, has truly enlightened me. If you have no substantive knowledge or interest in politics, or government for that matter, (like me) it quickly changes with the presence of in-your-face systemic problems such as that of the Philippines. For example, according to a political activist group “AnakBayan” 75% of the population consist of farmers, 15% consist of the working class, 8% make up the working class elite, and only 1% of the population make up the top dogs who own most of the big business and therefore the wealth in the Philippines. One does not need the numbers to see that they are in fact true. Driving or walking through U.P. you cannot help but run into people occupying poor living conditions, driving through Quezon, visiting historical monuments, or even going to the mall. Where ever you go you will be exposed to people just like you who are stuck in a system that promotes the idea of equality, but practices something much different.

My intention is not to regurgitate the lessons I’ve been presented with. I am still struggling with my own inhibitions on ideas foreign to me such as communism, activism, and fighting for something that supersedes individuality. I am an individual. I have wants and needs, goals and aspirations, but there is no I in team. I’ve always known that. You see in the U.S. citizens are taught in school systems how to think, and to act with the purpose of molding them into responsible adults. This about sums it up for me, until I interestingly gained a new perspective. In the Philippines the goal of education is to teach Filipino’s how to think and act in the interest of America. This is a summary of the article by Renato Constantino “Miseducation of the Filipino” as well as Michael Viola’s “Hip Hop and Critical Revolutionary Pedagogy”. In short Viola sites Constantino’s arguments to reinforce his ideas of educational reform through the use of hip hop music.

In the U.S. there exists an organization called Teach For America. TFA’s goal is to connect qualified college graduates with underprivileged and under funded school districts to teach a subject to youth for approximately two years. It is happening in America as well. The exploitation of people with no money and no resources is the cause of ongoing poverty. This is the reason why the Department of Social and Health Services exists. Underneath government policies and fancy legislation lies a perpetual exploitation of the working class.

Michal Viola spoke in depth about the Philippine Education Act of 1982 that was spearheaded by the Marcos Administration, which ironically provided more funding for agricultural resources rather than higher education. The Education Act of 1982 was supplemented with the Presidential Commission to Survey Philippine Education, which after conducting its affairs concluded that the labor force required strengthening. So the solution to this need for training more people to work in agricultural labor was to fund technical schools to teach people to work in farms rather than obtain higher education. The Education Act of 1982 was not entirely created for the interest of educating the youth, states Viola, it was to “continue the legacy of schooling that naturalized foreign control of the Philippine polity and the systematic extraction of natural resources from the islands”.

The system that I was born in, raised in, and currently live in is one that causes turmoil to Filipino’s like me. It’s a hard pill to swallow knowing that I contribute to the problems of the country I was born in. I am grateful for the opportunities I have received in America. I have obtained a college degree and it is indeed an accomplishment worth being proud of. Now being my last quarter as an undergraduate student I come to learn that I’ve been naïve to my Filipino heritage and perspective. No longer though am I a one-sided coin.

In authors David & Okazaki’s experiment “The Colonial Mentality Scale for Filipino Americans”, it describes Colonial Mentality (CM) in a way I have never thought of before. Like many of my other Filipino friends back in Seattle I live my daily life not giving my heritage a thought. This is a problem I now believe because it is a product of CM and therefore a mechanism for self-hatred. I never explicitly thought about my mannerisms and as I do I realize that Filipino culture is so diluted with American that I cannot distinguish the two anymore. I use to say that I am Filipino-American but that is only my nationality. I now prefer to use the term Filipino because it is less confusing. I am full-blooded Filipino and it would be politically incorrect for me to say otherwise.

In the section describing “Conceptualizing CM in Filipino-Americans” they define the different constructs of CM. They are Denigration of the Filipino self, denigration of the Filipino culture or body, discriminating against less Americanized-Filipinos, and tolerating historical and contemporary oppression of Filipinos and Filipino-Americans, all of which are applicable to my own life both sub-consciously and externally. I gave in to assimilation into American society long ago. I’m not saying it is at all bad, but what is unfortunate is that along the way I lost connection with my Philippine culture.

Last Monday July 25^th 2011 was the second State of the Nation Address by the current leader, President Aquino. We were lucky enough to observe an anti rally against President Aquino. I am currently neutral since I am not up-to-date with everything I should know in order to form a better opinion on President Aquino. Nonetheless the rally was truly a humbling experience. People came together unified as one because they collectively are suffering from the policies of the Aquino Administration. The rally for the State of the Nation Address or SONA was an experience that I have never been part of before. Students, teachers, blue-collar workers, and everyone else were fired up and filled with passion for a cause and that is something I really connected with. I didn’t have much grasp on President Aquino’s actual speech so my experience was a very lopsided one at best.

I don’t know if it was planned but our trips and activities the past few weeks have been a great contrast to lead up to SONA. Learning Arnis the Filipino martial arts from the Philippine National Police who from the point of view of groups like AnakBayan are part of the problem of Imperialism and then speaking and connecting with League of Filipino Students, and AnakBayan who are in a stage of revolution to fight anti-Imperialism was…confusing. The system is really flawed. From my experiences there are good people on both sides of the struggle and it is reason enough to label it a systemic problem.

Imperyalismo

Although it has been less than a week since we submitted our last blogs a lot has happened since then. Let us recap, mostly for my own sake to have a quick overview. On Saturday we spent about 9 hours (some of us 12) taking in an educational discussion from the group Anakbayan which consisted of a general history as well as come vital facts on the condition of the Philippines and some potential action to curb problems with said condition. I would like to later link what we heard from them with other things from this week. On Saturday we made our way to Subic navy base and to spend time with some of our group leader's family in Olongapo. The following day, Monday, we made our way out of campus to observe those opposed to current Philippine president, Aquino, as he gave his annual State of the Nation Address (SONA). Then came Tuesday and our crew made our way to our last encounter with our professor over these last four weeks, Dr. Jose, as he participated in a symposium on the state of the Philippine military. Now it is Wednesday and I am (obviously) beginning my blog.

Every week our readings manage to be relevant and connected to things we do and encounter here, but I felt that there were some particularly strong connections that I witnessed within the last week or so. One of my long time friends back home is a Filipino American and now that I am here and learning things I am retrospectively thinking of him and perhaps his potential colonial mentality. Until this trip I had not dove very often into any very deep thinking about the experience of different minority groups. All my time hanging out with my friend I always knew that he was Filipino but never really pried into it too much, while he did not particularly open up about it either. In hindsight I wonder if he would fall under the category of "assimilation" according to David and Okazaki's article. They state that assimilation is, "high identification with the dominant culture and low identification with the heritage culture". Thinking about my experiences with him now I wonder if this was the case for him. I remember that he was very much on the down low about speaking Tagalog. I knew that he knew it but whenever I asked him about it he was always very shy about it and whenever he would speak it on the phone to his family I remember him being fairly quiet about it. He is a modest guy so I am not sure how much of it is that but I would guess that now looking back it may have had something to do with colonial mentality. I was very naive to any of these types of thoughts at the time but coming here and thinking about it now really makes me want to talk to him more about how he feels and what he thinks about the things we are learning about. For such a good friend I realize now that I may have been missing out on a big part of him. Although I believe this reading pertains mostly to Filipinos in the states, there is of course a lot to observe here in the Philippines regarding colonial mentality as well. One thing that really comes to mind is this guy Santy that we met when we visited Ateneo college. He was a smart kid that spoke great English but with, naturally, a Filipino accent. My classmates and I were a bit blown away when we learned that he did not know Tagalog. Even here in the Philippines I guess that would still qualify, according to David and Okazaki, as a sad case of assimilation. I was seriously bummed to hear that from him. He seemed like he wished that he had learned it. Unfortunately, I suppose it would be at a school like Ateneo, which is definitely "upper class" so to speak, that you would find a case like this. This school seems to be where the money is and for the most part it appears that in this country having money requires being part of the "elite" and unfortunately that is equated with being as Americanized. I feel that it would be much more difficult to find a case like that here at U.P. which is more of a school for the people, I feel.

This last weekend started with our group taking a class from the students from Anakbayan, a youth movement looking to reform the Philippines' policies. We had met with them once before while here at U.P. and gotten a basic rundown on the social situation here, which is not really a good one. They told us then that almost all of the wealth here is in the hands of 1% of the population and explained the terrible ways workers are treated in this country. Having gone to this meeting we figured we knew more or less what to expect from our class this past weekend. And from the start through most of it, it was essentially a deeper look at what we had heard before as well as a bit of a history lesson pertaining to the Philippines. The end of the session though was the part where they proposed their ideas for a solution to all of the problems that we had just learned about over the previous few hours. What I think we were all surprised to hear was that their solution was more or less communism. It was extremely interesting to hear what they had to say and also to gauge my classmates reactions. Americans have been indoctrinated to cringe at the word communism so it was kind of step out of the norm to hear their ideas. I kept an open mind and I honestly think that based on what I have heard from them a communal style of government may be a legitimate solution to the way this country is currently running, although I do not know nearly enough to make an informed decision on the matter. Reiterating what we had heard from Anakbayan I noticed in Viola's article from this weeks readings, Hip Hop and Critical Revolutionary Pedagogy that the idea of the ruling 1% was a common fact. Viola mentioned that the "overseas Filipino workers keep the Phillipines economy afloat and support the luxury and privilege of less than 1%". This concept of the ruling minority is a constant and very real theme. Although it is not all that different in the states it is way more urgent and real over here. The corruption is much more obvious and oppressive in the Philippines and a revolutionary uprising, which is what Anakbayan proposes, may be the only way to make a change out here. Part of the problem, as we have been learning from different sources, is the educational system. I had not really thought about how obviously essential the educational system is for the powers that be to keep everyone in their place. And it is no conspiracy theory as Viola notes. He quotes the former World Bank president as saying, "effective elementary education…helps make the labor force more easily trainable and mobile". Although this was said in reference to the U.S., it is just as real in the Philippines, especially considering America has their hand in education here as well. Hearing things like this makes it easy to see why a group like Anakbayan is willing to go to such extreme measures to ensure better lives for the Filipino people. This idea of the colonial mentality also comes up in the article Pappy's House by Diaz. The author tells us how he and his family had moved to Guam as an escape of sorts from the Philippines. It is sad to hear that although they were not in the U.S. per se, he and his family, "would learn to quickly control, if not disguise, [their] Pinoy accents" which is a perfect example of David and Okazaki's idea of assimilation. Our entire trip has been filled with examples of America's direct and indirect oppression of Filipinos. Although this could be just another example to add to the heap, each one is it's own uniquely depressing example of the effects of U.S. imperialism.

On Monday as I said we observed a SONA protest in Quezon City. I found it interesting, although I suppose not surprising, that first of all the rallies were separated into pro and anti groups, and also that the anti gathering was forced to convene much further from where the president actually was than the pro people. In the end I do not think it mattered because there were plenty of people at the opposing rally and I am sure that their voices were noticed. This is the first time I have ever attended any sort of political rally so it was really intense taking it all in. Although I have not attended anything like this back home I feel like this one was a bit more intense than it would have been in the states. One thing that I am sure stood out to all of us that attended was that the people burned a ten to fifteen foot effigy of president Aquino. The burning was met with lots of cheers and people with flags started running circles around the fire in an intense, ritualistic manner. I do not know too much about the details of Aquino's administration so I was not involved in protesting but it was really overwhelming seeing how many people were so strongly and openly opposed to him. Anakbayan was of course there as well. As snuffing out U.S. imperialism is a huge part of their campaign it should have been no surprise that it was a recurring theme at the event. Even when folks were shouting in Tagalog, "imperyalismo" still rang loud and clear. Just like Diaz's "Pappy", this word seems to transcend nationality. Being an American, albeit not the proudest one, it was kind of powerful to see that so many Filipinos see our country as the root of their problems and sadly, I think they might be right.

Caught at the Crossroads and a Catch 22...


In my last blog, I stated that while I believe in order for Filipino's to retain their culture they should be taught in their native tongue before being taught in English, I do not believe that being taught in English is necessarily a bad thing because globalization demands the use of English to be competitive in the global market. After reading the "The Colonial Mentality Scale (CMS) for Filipino Americans: Scale Construction and Psychological Implications" by E.J.R David and Sumie Okazaki my thoughts on the effects of learning English have changed. Unfortunately I don't have a solution and regretfully have to say that I see the Filipino American and Filipino being caught in a "Catch 22" - "damned if we do, damned if we don't" scenario. David and Okazaki explain that colonial mentality affects social identity by making the Filipino American feel that he is part of an inferior culture and that these feelings of inferiority may lead to psychological and mental illness such as depression (p. 242). In fact, Filipino youths have one of the highest rates of suicide ideations and attempts (p. 241). Since social and economic status can be related to depression and mental illness it is no surprise that many Filipinos have to deal with these issues when considering that the average individual income of a Filipino American is not much above minimum wage. When coupled with the affects of colonial mentality which are feelings that one's ethnic group is inferior, that they are individually inferior and that they themselves need to change their identity the chance of mental illness increases (p. 248, 50). After learning this my opinion is that learning English in Filipino schools can increase colonial mentality which can sequentially increase mental illness and psychological struggles. I have realized a very dangerous implication of implementing the use of the English language in schools as a result of learning about the Filipino American experience back home in the United States. However, I find myself unable to offer a solution that will end colonial mentality yet also keep Filipino's competitive in the global market. As I said, it is a "Catch 22". Many Filipinos however are attempting to find ways to address this issue and we learned about these efforts in discussion with a group called Anakbayan as well as when we attended a protest against the current President of the Philippines, Benigno Aquino III.

The protest we attended was filled with signs, chants and music all channeled towards a collective energy of resentment against President Aquino's policies. In additionon to this there was a symbolic burning of a papier-mache rotten egg with the President's face on it. What was particularly interesting to me about this experience was that a lot of the protest was directed towards government corruption and the failed promises of Aquino. Our protests back home are directed towards similar issues, however ours are not in the deep midst of slums and poverty as they are here and that is what intrigued me - the fact that we have similar problems with our governments yet the people here are so much worse off. The music that we heard was rap, reggae and punk influenced rock or a blending of the three. All three genres of music have their roots in artistic representation of ways that people would cope with oppression, which of course made the songs perfect for the protest. In light of the idea of music and oppression, it is now to an article by Michael Viola relating the article "The Miseducation of the Filipino" with music, specifically that of the hip hop group "The Blue Scholars".

Think of Justin Bieber or Katy Perry versus Tupac Shakur, Rage Against the Machine or Bob Marley. Its pretty obvious how and why these individual artists pursued the paths that they did - some have faced social adversity and others haven't. The Blue Scholars, a group who has faced adversity as members of the Filipino community, write music that addresses the ways in which a capitalist system serves the interests of the elite and is accepted as common sense (p. 3). When this common sense becomes the common sense of the masses, semi-skilled labor is created in abundance in the Philippines as well as the United States and this reality corresponds with the low income levels of many Filipino Americans as mentioned above (Viola). A cycle of inadequate education, moving to the States, low paying jobs and feelings of inferiority can now be seen at home and away from home. Viola mentions that Hip Hop has evolved from Jazz music and Blues music. I studied blues guitar for a little while in high school and learned that the blues came from songs that African Americans sang while working on plantations with such low wages that they were essentially "legal slaves". I like to look to the 1960's when there was a blending of black and white music which was fueled and by, and also helped to fuel, the civil rights movement and counter culture era. This was a time of change and the music that came out of this era reflected a new era of open-mindedness and compassion for humanity. Music is the international language and even though I couldn't understand the language that the vocalists were speaking in I could feel what they were saying, I could feel that they were singing against something. What I'm getting at is that people's oppression is heard in music and sometimes it is the power of music that can unite people to address that oppression. Geological, of the Blue Scholars, is a member of the group Anakbayan which proposes communism as a way to eradicate poverty and create equality in the Philippines.

While I can see, theoretically, how communism could work I can't picture how it is economically or legally feasible. A proposal that thoroughly explains how a communist system could regulate itself and not collapse over a long period of time is probably the only way I could be convinced that it is the solution. There are simply to many uncertainties such as how will the government be free of corruption and able to finance such an endeavor? Also when it comes to Marxism, to educate the masses on communism one can't just pass around the Communist Manifesto - the language of it is incredibly hard to understand and I think any person from the working class and even those who are educated such as myself would have a hard time understanding it. While I'm sure this challenge in creating understandable material for the purpose of persuasion has been considered, convincing the masses to let go of what they are currently doing in order to eventually have something better is no easy task. The poor people's problem is immediate - hunger and lack of adequate housing. For the masses to be mobilized they are going to need to be taken care of in some way and provided for because if they do away with the current system the possibility that they might lose these basic needs exists. If this happens then they will have nothing and will not have a foundation to be mobilized from. This will require a lot of money to pay for food, shelter and education and I would like to know how such funds will be accumulated without the support of the few who hold all the wealth and the government. Aside from this challenge I wonder how it will be possible to change a system by using a system. How is the current constitution going to be used to write a new one or at least an amended one? Will a candidate from the Communist Party be elected and then implement new rules? How will the military be involved or not involved?

Rebounding back to blues music in which a singer like Robert Johnson speaks of being caught at the crossroads when deciding his fate by selling his soul to the devil, the Philippines are presently at a crossroads of having to make many decisions and challenges revolving around maintaining identity, creating a new system that works for all citizens all while staying afloat amidst the world economy. It would be great if a country such as the Philippines could simply cur our from the world market and do what is best for their people but I feel the economies are to intertwined to achieve this immediately.

To close this off I would like to revert back to the first reading in which David and Okazaki mention that Filipino American's do not always strive to adopt the dominant culture (well off white Americans) (p. 249). This of course is a good thing but what troubles me about it is that the dominant culture is being sold every where, in magazines, in media and in malls and especially here in Manila. This means that the producer (imperialists and their lasting legacy in certain corporations) are benefiting by selling superiority which creates feelings of inferiority. What I wonder is whether the consumer has the choice to buy into this or not to buy into it and if they choose to not buy into it can they survive with ? Finally, at the bottom of all this I see improper and exploited education systems as the problem but I also see proper and purposeful education systems as the solution. While the purpose, to educate people to be all they can be and not to be a meaningless part of the system that feeds off of exploited labor, is clear, the process in getting there is not. However, the process is imaginable and therefore attainable even though the Philippines is currently caught at the cross roads and although I hate to say it, but any move that revolutionaries make whether with education or through the government will bring repercussions which leaves them damned if they do and damned if they don't.

Education in the Philippines

When the Spanish colonized the Philippines, the ilustrados were considered the elite because they were wealthy, highly educated, and mestizo officials of the republic. They were also the people who knew how to speak and write in both Tagalog and Spanish. In the article, The American Indian Education in the Philippines Paulet explains, “The United States wanted to create not an educated elite but an educated populace. Only such a populace could support the governmental and economic system the United States envisioned for the Philippines.” The opening of the public school in Manila took place in 1899. The Americans wanted to unite the Filipinos through education by preparing them for self-government and teaching the English language as a means to communicate with everyone on the Philippine Islands. The United States found similarities between the Indians and Filipinos because they viewed them as being uncivilized and divided for having different races, dialects, and customs. Education was used as a tool to mold Filipinos to think, talk, and act in the American way. In Constantino’s article, The Miseducation of the Filipino, he states, “In 1903, many officers, among them chaplains, were detailed as superintendents of schools, and many enlisted men, as teachers.” The military taught Filipinos the American language, laws, and civilization though American Indian education. Paulet explains that the American Indian education successes and failures were the perfect rubrics to guide the Filipinos. Americans believed it was important for the Filipinos to learn their intentions and understand that they could progress under American direction.

As a result of the United States colonial policy through American Indian education, Filipinos have become divided in social classes and their ideas or opinions are not fully expressed by the people due to the language barrier. According to Constantino, “English has become a status symbol, while the native tongues are looked down upon.” I found this to be true after I talked to Justin and Santi who were students from the University of Ateneo. They had explained that while growing up, people who spoke in Tagalog were looked down upon because it was used by the lower class. The lower class was known to be poor and uneducated. Santi explained that he was born in the Philippines and his first language was English. His parents spoke to him in English and did not bother to teach him Tagalog. When I asked him if he faced any difficulty for not being fluent in Tagalog, he mentioned that he had failed a class that was taught in Tagalog in high school and it lowered his cumulative grade point average. He also said that he blamed himself for being resistant to learning and speaking any Tagalog. I was surprised when I heard this and it made me realize that the United States colonial policy that was implemented over a hundred years ago is still affecting the Filipino minds today. When I lived in South Korea for two years and did not know how to speak in Korean very well, the Korean people looked down on me. The older and traditional Korean people would shake their heads as a sign of shame. Regardless of where I grew up, the traditional Korean people expected me to uphold my Korean language and culture. It was interesting to learn languages have different statuses in various countries. Santi and I have different citizenships, our first language was English, and we both have the desire to learn Tagalog. Santi has made it a goal to be fluent in Tagalog to ensure his children will learn it as their first language.

Constantino had said, “Schools reflect superiority of social status. Today, public schools are looked down upon. Only the poor send their children to these schools. Those who can afford it, send their children to private institutions.”  There is commercialization of education in the private sector and standards were lowered because of the inadequate facilities of the public schools. When the University of Washington students and I took a field trip to Ateneo University (a Jesuit private school which is similar to Seattle University), the first thing I noticed were the nice buildings and classrooms. The campus was environment friendly and the buildings looked new and had nice facilities. It was the complete opposite from the University of the Philippines. The second thing I noticed was the English language being used all over campus. I met a student from Seattle named Lyrah who had informed me that her first language was English and learned Tagalog at the university. Due to the language barrier, she is able to choose the option “T” Tagalog or “E” English when she registers for classes. If she checks off “E”, the language of the course will be taught in English. She also mentioned that students are able to choose whether or not they want to submit their homework in English or in Tagalog. This option is available because Ateneo University is one of the most expensive universities in the Philippines and a majority of students are mestizos and come from wealthy families that are politicians or work in large corporations. These students are similar to the ilustrados because they are the upper-class and know a language (English) that was taught exclusively to those that had an education. Lyrah explained that everyone she had met on campus knew how to speak English. Lyrah informed me that tuition is 120,000 pesos a year which is equivalent to about $2, 820. In public universities, tuition ranges from $500-1,500 per year depending on the student’s financial background. I met another student named Leah, who informed me that she knew both English and Tagalog. Because she is not fluent in Tagalog, she has a difficult time understanding the professor when he or she uses words Leah is not familiar with. Even though a student has the option of choosing a course in English and Tagalog, he or she is faced with a language barrier when the professor mixes both English and Tagalog. With the given information, I was able to distinguish the class differences and the language barriers between the students and teachers.

                   (A class in session at Ateneo University)

                      (A classroom at University of the Philippines)

             (A building at University of Ateneo)

      (A picture with Justin and Hanyeo at Ateneo University)

The politicians today are also not fluent in Tagalog because it is rarely used by the upper-class. Constantino explains, “A clear evidence of the failure of English education is the fact that politicians address the masses in their dialects. Lacking mastery of the dialect, the politicians merely deal in generalities. Because of their lack of command of English, the masses have gotten used to only half-understanding what is said to them in English. They appreciate the sounds without knowing the sense. This is a barrier to democracy.” Because of this language barrier, people are unable to understand everything the politicians address in their speeches. The people who are not familiar with the English language are only voting for these politicians because they can speak English very well. They have a certain mentality when they hear politicians speak in English. The people believe that these politicians are well-educated and therefore capable of running the government. I expressed my concern to Rose, a member of LFS (League of Filipino Students) and asked her why a Tagalog speaking candidate has not run against an English speaking candidate. She explained that there have been Tagalog speaking candidates who ran against English speaking candidates to better represent and communicate with the Filipino people but they did not receive enough votes. Sometimes elections are rigged so that certain politicians remain in power and other times the Tagalog speaking candidates do not have enough money to hold a large campaign to promote themselves to the Filipino people. It is an issue when a large number of the people’s voices are not heard because the politician is not fluent in their native dialect. I was also curious to why most of the population were uneducated. Rose explained that education is free from primary school to secondary school but students need to pay for uniforms, supplies, transportation, and be able to have enough money to print their homework. Constantino stated, “Educators seem to avoid the subject of language which has resulted in the denial of education to a vast number of children who after the primary grades no longer continue schooling.” Not only do students have a language barrier at a very young age, their families do not have enough income to provide them the proper education. I can definitely relate to the people who did not understand English. I remember when I first learned Korean as my second language. It was difficult to learn Korean syntax, grammar, and the proper pronunciation of words. I had to remind myself that the English sentence word order is subject-verb-object (I love you) whereas Korean is subject-object-verb (I you love). There are so many components to learning a language. An example is learning the 6 different styles of Korean speech: Plain, panmal, familiar, semi-formal, polite, and formal style. Although it was difficult to learn Korean, I always had an interest and a sense of pride in learning more about my Korean culture. I cannot imagine being forced to learn a language in educational institutions especially if the Filipino people have no interest in the English language.

Constantino said, “No one is brave enough to advocate the use of our national language as the medium of instruction.” I disagree. After I talked with Professor Jose from the University of the Philippines he explained that instructors are now given the option to instruct classes in English or Tagalog at the University of the Philippines. He explained that English is mostly used in math and science classes. Tagalog is used to teach Philippine history, culture, and language. The instructors at the Ateneno University also have the option to teach in either English or Tagalog. As time progresses, efforts are being made to make Tagalog a medium of instruction.

Constantino also states, “The proliferation of private schools and the simultaneous deterioration of public schools have resulted not only in lower standards but also in a definitely “un-Filipino education.” Public schools may have resulted in lower standards in regards to building and classroom facilities but both the University of the Philippines and University of Ateneo offer Tagalog language classes and Philippine History (Commonwealth of the Philippines, pre-colonial, post-colonial etc.). Hanyeo, a student from the Ateneo University informed me that graduation requirements of four semesters of Tagalog language and Philippine history show that nationalism is being taught in Philippine education. Tagalog language classes also include Filipino cultural studies (food, clothing, customs etc.). She also explained that students majoring in development studies focus on nationalism and nationalistic ideas. Hanyeo also said every year it is mandatory for students to participate in a social analysis session and take part in community work. Issues and possible solutions are brought up during the social analysis sessions to better the lives in the Philippines. Constantino mentioned, “Philippine history books have portrayed America as a benevolent nation which came here to save us from Spain and to spread amongst us the boons of liberty and democratic.” When I asked Lyrah if Ateneo University history books portrayed this, she said that her history teachers did not use textbooks. She explained that Filipino history is truly taught through the minds of the Filipino people at this university. America is not viewed as a benevolent nation, instead as a country that believes they are superior to the inferior Philippines. History professors emphasize that the Americans colo nized the Philippines for expansion, economic and trade purposes.

(Banners of Jose Rizal – Filipino national hero at the Ateneo University are displayed as a symbol of nationalism)

Enrolling in an Arnis class for one semester is also a physical education requirement. On December 11, 2009, Republic Act no. 9850 declared Arnis as the national martial art and sport of the Philippines. I was informed by one of our Arnis instructors that in 2010, the state made Arnis a requirement to conduct Arnis in both high schools and universities in the Philippines. Arnis training includes both single and double stick techniques which are used for self-defense. Arnis fosters both patriotism, nationalism, and promotes liberation and development. The University of Washington students and faculty were given the opportunity to take three Arnis classes and participate in an Arnis competition with Taguig University students. We were taught by Arnis instructors who were also policemen. Together we learned the 5 blocks, 7 strikes, 12 strikes, and 21 strikes with a single stick. Although it was very difficult to master all the techniques in three days, everyone had a positive attitude and some of us were able to walk away with wins. The bruises on my arms and legs continue to remind me of all the sweat and hard work I put into Arnis. ;) Learning Arnis was challenging but it truly instilled Filipino pride.

                                            (Arnis instructors)

                   (Arnis duel with my roommate)

Nationalistic ideas are also being portrayed in the University of the Philippines through student activist organizations such as Anakbayan. The University of Washington students and I attended a session with LFS students and learned an anti-imperialist perspective on Philippine history, society, and revolution. This organization takes an active role in organizing and educating youth by raising political consciousness through discussions. Anakbayan have been on a continuous struggle for genuine democracy. Not only does Anakbayan address issues in discussions, they act upon their goals of improving conditions in the Philippines and building an anti-imperialist unity among the Filipino people. Anakbayan protested during the 2011 SONA (State of Nation Address) by President Begnigno Aquino to establish their presence and let their voices be heard by the people and media. Anakbayan have also made efforts in presenting a solution to free the oppressed through a national democratic revolution that asserts national sovereignty against United States imperialism and aims to uphold the majority’s democratic interest. There are several other activist organizations that are present at the University of the Philipines: League of Filipino Students, Alay Sining, Center for Nationalist Studies, Student Christian Movement of the Philippines, and Student Alliance for the advancement of Democratic rights in UP. After talking to students, faculty, and members of the community, I firmly believe Philippine educational institutions have made necessary changes to instill nationalism and nationalistic ideas in the minds of the Filipinos today. I truly hope educators and student organizations will continue to emphasize Philippine nationalism and unity to benefit the citizens of the Philippines.

(A picture with Anakbayan – University of Philippines and League of Filipino Students – San Francisco, CA)

DISCUSSION QUESTION:

If you were an educator in the Philippines, how will you emphasize nationalism or nationalistic ideas in educational institutions?

Education as a Double-Edged Sword: How America Disarmed The Philippines Even Before She Could Pick Up Her “Weapon” of Education

The company that manufactures Arnis equipment

The longest three days of my life were perhaps the days I began training in Arnis, the Philippine national martial arts. For seven hours each day, I twisted my arms and bent my wrists in ways that they had never been twisted or bent before. Despite also cracking in places that convinced me I would be leaving the gym in several pieces, learning the basics of the art was entertaining, exhilarating, and empowering. With every new nerve that I excited and with every muscle that I agitated, I became more aware of my body’s capacity to extend and feel. And, apparently, I have the capacity to feel a lot.

               

My bruises can attest to how many times I failed to block an attack because I was too busy launching my own offensive.

               

Crack! The air whistles and our sticks tremble as my opponent and I rest against each other’s energy.

               

A quick counter and another loud Crack! And an arm – my arm –involuntarily jerks from the pain as my opponent’s stick zeroes in on my unprotected flesh and executes one punishing blow after another.

               

Whack! That’s for forgetting to block

               

Whack! That’s for forgetting to counter

               

Whack! That’s so you will remember! 

Master Rey says training is his least favorite part of the sport because he has been doing it nearly everyday for over 30 years

               

Master Rey tells me to adjust my grip on the stick, and to begin to regard it not as a stick at the end of my arm, but as a weapon that is part of my arm. The next day, I was able to use this piece of instruction and bit of education to beat both of my opponents on sparring matches.

               

Although I have just recently learned to regard the Arnis stick as an extension of my body, I have long regarded education as an extension of myself. On my second blog, I wrote that, “Education will be a weapon that they [young immigrants traveling abroad] can wield even when their eyes begin to smart from seeing the realities of life, and their voices grow hoarse from shouting against the political, social and cultural injustices and inequalities that pervade the system.”

At the time, it made sense to write that Filipinos need only pick up the weapon of Education in order to fight the prevailing systems of inequality and oppression. It made sense to write that the Philippines could be blinded by inexperience as a fledgling country or muted by its lack of power as a developing nation and, still, she would triumph as long as her children attained the education that would enable them to extend their reach and hold their own in global matches. However, our nation’s history has presented us with pages upon pages of social, political and cultural bruises that clearly document the Philippine’s struggle to block and counter the various offensive attacks of foreign powers.  

               Bruises my sister and I sustained during the tournament. Others did not fair as well as we did

Whack! This one’s from 300-years of colonial rule by Spain

               

Whack! This one’s from three years of brutal occupation by Japan

               

Whack! And this one’s from the continuing imperial subjugation under the United States.  

In the article “The Miseducation of the Filipino,” Renato Constantino asserts that “Education is a vital weapon of a people striving for economic emancipation, political independence, and cultural renascence.”  Philippine education, he goes on, must produce Filipinos who are “aware of their country’s problems, who understand the basic solution to these problems, and who care enough and have courage enough to work and sacrifice for their country’s salvation” (117).

At the time, it made sense to have such an unwavering belief in the ability and reliability of Education to be the means by which “a nation of long harassed and persecuted slaves” (Twain) can strive for and achieve “economic emancipation, political independence, and cultural renascence” (Constantino). Now, after learning Arnis, visiting Ateneo de Manila, and immersing myself in discussions with Anakbayan, lectures by Dr. Jose, and this week’s articles, I realize that besides posing as a solution to some of the country’s various ills, Philippine education might in itself pose as one of the nation’s greatest problems. Guided by the right pair of hands, (the hands of caring and courageous Filipinos), the Philippine education system could serve not only to defend the Philippines, but also to elevate her children.

Taken from Emilio Aguinaldo's house in Tagaytay

What has gone wrong is that since its inception, the Philippine education system was fashioned by the hands of the United States, a foreign power that sought to subjugate the Filipino people by capturing their children’s minds. Using education as a colonial tool was of such importance to the United States that only Americans were appointed to head the department of education up to 1935. In this way, the US successfully remade what it meant to be Filipino by measures and policies that subtly eroded Philippine nationalism, and by producing a new generation of Filipino-Americans who thought and acted like “little Americans” (Constantino).

 Ateneo students walking to class in front of Faura Hall

Yesterday’s visit at Ateneo de Manila, UP’s rival and one of the top four universities in the Philippines,  acquainted me with a new kind of Filipino – the kind who are born on Philippine soil and breathe Philippine air, but who cannot speak the Philippine language. The majority of the Filipino students at Ateneo are fluent in English, the language of our oppressor, yet deplorable in their skills in wielding Tagalog, the language of our ancestors. They are, in more ways than they themselves might realize, “little Americans.”  

According to Constantino, “the master stroke in the plan to use education as an instrument of colonial policy was the decision to use English as the medium of instruction.” He goes on to describe the English language as the “wedge” that “separated Filipinos from their past and later was to separate educated Filipinos from the masses of their countrymen” (181).

This “wedge” was palpable as I walked side-by-side English-speaking Ateneo students who are insulated from the oppressive realities experienced by the majority of Filipinos by their name-brand clothes, foreign-manufactured toys, imported cars, beautifully-manicured lawns, and securely-guarded campus.

Our program director entering the Ateneo de Manila campus

They have the money, the brains, and the connections to shake things up and make things happen, yet there appears to be no great conviction stirring within them to use either talent or position to help exact positive change in Philippine society. They have learned, as Constantino says, “to live peacefully, if not comfortably under the colonial order” (italics are my own).

At what I can only guess is the university’s attempt to change things up and allow its students to experience a moment of disquiet and discomfort, a student told me that the university has programs designed to immerse students with social issues and situations. For example: taking up a blue-collar job for a few weeks, visiting the slums and helping educate children on Saturdays, and living with a poor family for a whole weekend.

A whole weekend with a poor family!

 Slum areas: the view from the Commission on Filipinos Overseas office

Now that’s something to think about. 

Did the poor Filipino-speaking family and the wealthy English-speaking students even manage to communicate with each other? If so, what did they talk about? With the time constraint and the language barrier, I imagine many things were not discussed, such as the fact that many of the very poor sift through the garbage receptacles of the McDonalds, the Jollibees (Philippine-based, but still American-style), and the other internationally-owned food corporations here in the Philippines, in order to scrap up a meal for their families (Anakbayan). A representative from Anakbayan told us that, oftentimes, the people have to sift through maggot-infested food so that they could feed on days-old scraps.

My sisters ordering meals for the entire family at Jollibee. The workers behind the counter are a few of the Filipinos who make minimum wage (less than $10.00) for an entire day's work

The poor Filipino-speaking family and the wealthy English-speaking students likely also didn’t discuss the fact that these kind of abominable living conditions exist partly because the minimum wage in higher-paying Metro Manila is only P404.00 a day (less than $10.00 a day), while the cost of living is P1,000.00 a day (Anakbayan). In the provinces, it is even lower at P350.00 for an honest 8-hour day’s work producing the nation’s wealth, all of which goes to the elite class, 1 percent of the Philippine’s 92 million inhabitants comprised of bureaucrats, capitalists, and landowners.

But seriously, who could blame the students, the majority of who, with their English proficiency and their top-tier education, are promised the choicest positions in the business and political world upon graduation? I don’t envy people who have to resort to eating maggot-infested Jollibee meals in order to survive, and I don’t envy Hacienda Luisita farmers who are only paid P9.50 a day (less than a quarter of a US dollar) because landowners like the Aquinos and the Ayalas of this country are too dulled by generations of holding power and money to give a shit to the other 99 percent of the population.

A handkerchief I bought from the Ateneo gift shop. According to Frank, our coordinator, my purchase at Ateno coming from UP was akin to buying something at WSU coming from UW

Who could blame the students? I, for one, couldn’t. For all my apparent critique of Ateneo’s placid countenance and contended manner, I couldn’t blame them because I see myself in them: a “little American,” a product of five years of Filipino miseducation, and over 10 years of biased American education; I have the name-brand clothes, the foreign-manufactured toys, the beautifully-manicured lawn, the top-tier University of Washington education, and proficiency in the English language.

However much I am implicated in my own critique of Philippine’s well-to-do, just-up-and-rising students, I do have the advantage of being here re-learning my people’s history. And, finding the Filipinos still under colonial rule, a huge part of me wants to be counted among those Filipinos who “care enough and have courage enough to work and sacrifice for their country’s salvation” (Constantino). I have the advantage of gaining the education many clamor to get, but don’t.

In “A History of Paradox: Some Notes On Philippine Public Education in the 20^th Century,” Digna Apilado writes that the tertiary level, established in 1908 with the creation of the University of the Philippines, was intended for the “leaders and the economic elite” (90). Both at the public UP and at the private Ateneo (but more so at Ateneo, where the tuition is three times the amount of the former), one glance at the student body would confirm that these youths constitute a portion of Philippine’s elite.  

               

Many clamor to get in, but don’t.

 One of the Ateneo students who guided us through campus and answered all of our curious questions about student academic and social life

One of our student tour guides said that if a student from the middle or lower classes attempted to gain admission into Ateneo through scholarships, that student would have to score at the top 10 percent of the student body in order to be considered.

               

Considering the fact that there are numerous problems plaguing the Philippine public educational system, (including the high drop-out rate and low achievement of primary and secondary school students, as well as the lack of qualified schoolteachers, and the inability of most Filipino students to learn correct English (Apilado)), a student educated in the extremely lacking and problematic public school system and aspiring to attend a UP or an Ateneo will have to surmount serious challenges – or be a Jose Rizal – in order to succeed.

Jose Rizal banner at Ateneo. Rizal is one of the national heroes of the Philippines, was conversant in 22 languages, was a prolific poet, essayist, diarist, correspondent and novelist. He was legit, but he was executed by the Spaniards in 1896

Before he drove me to UP’s Balay Kalinaw, my father told me how proud he was that I was attending the UW and, now, for this little bit of time, the UP.

The University of Washington, Home of the Huskies

“You know, UP was my dream school when I was young,” he tells me. “I took the exam when I was a senior in high school, but didn’t get in.”

I don’t know what to say so I stay quiet. Listening to people’s broken dreams usually has this effect on me. While I nodded my head and blinked sympathetically, he told me how his primary and secondary education up in the mountains of Bohol could hardly prepare him – or anyone – to do well on the national exams that would determine his education, his reach in society; that, despite this, he did get accepted into his second choice of schools: the University of Mindanao (UM). For a portion of his college career at UM, he lived off of a meager living allowance that forced him to walk back and forth from Tagbilaran to Duero for 20 kilometers in order to save money, and to climb fruit trees and pluck star-apples along the way in order to supplement his nonexistent source of meals. Even at UM, the exclusive and elitist character of higher education managed to make him the object of ridicule among his peers.

“They laughed and told me that, at the rate I was going, I would never make it,” he says to me. “They laughed at me but I just smiled at them and worked on obtaining what nobody expected.”

He graduated with a Bachelor’s degree in Civil Engineering.

Education is a double-edged sword: capable of defending the Filipino and equally capable of plunging into him and destroying him. Thinking back to how strongly I championed Education as a weapon for individual and national growth, I can’t help but cringe now knowing that it is by using this very same weapon that the United States enslaved the minds of earlier Filipino generations and continue to colonize not only the Philippine masses but also its Spanish- and English-speaking elites.

I cringe, and who wouldn’t, when the weapon that I have so steadfastly promoted the use of and personally sought after stands guilty, stained by the blood of numerous Filipinos who have been pacified, Americanized and whose nationalism has been diluted?

Who wouldn’t cringe, when in a sparring match, you realize your stick or blade has been blunted, and, much worse, refashioned to suit your opponent’s needs? Adroit and confident, he dances around you continually bruising you with the slaps of his stick, and wounding you with the slashes of his blade.

After a 1.5 hour van ride, we arrived at Taguig City University still drowsy from our midday nap

This past Monday, our group crowded inside a blue van that spirited us from the University of the Philippine campus to Taguig City University, where we were to participate in the first and, perhaps (for most of us), only Arnis tournament of our lives.

Three days of [fairly] hardcore training brought us face-to-face/stick-to-stick against students who had been training for months in this sacred Philippine national martial arts. We competed in two matches – each of which were preceded by anxious stretching, nervous twitching and unnecessary visits to the restroom, and both of which allowed us to see [and feel] what this huge disparity in training would personally mean for each and every one of us.

This is me during my first sparring match against Angelo

When it came my turn, my sight dimmed, my heart screamed, and my stick swayed in front of me and – before I could faint – I had somehow maneuvered another clear strike and judges were raising red flags signaling a victory for UW.

A victory for UW. The cup tasted good, so I drank from it twice. And it was easier to tip the cup my way because I was taller and crazier than my opponent. My lack of substantial training allowed me to pull off moves that she probably never even expected. Also, it helped boost our overall confidence to hear TCU students cheering “Washington!” throughout the game. Unlike this Arnis tournament, nobody is cheering for the Philippines to win (and if there are, they are quickly silenced by the pro-American Philippine government).  

I cringe because the fight is unfair and the match is not even.

I cringe because America used to play fair, but now doesn’t!

In the satiric essay “To The Person Sitting in Darkness,” Mark Twain delivers a scathing critique of how quickly America switched from playing its traditional “American game” of being champions of freedom to imitating the “European game” of being perpetrators of colonial oppression when, upon chancing one glance at what Twain calls “the Philippine temptation,” America’s ambitious political leaders ignored all legal laws and proper sensibilities in order to colonize a people already struggling for independence from Spain.

The educational system is designed so that the masses learn only what is needed to keep the Philippines a dependent semi-colonial, semi-feudal nation (Anakbayan); so the working class learn only how to be in desperate need of labor and never on how to consolidate and fight for increased wages and benefits.

The educational system is designed so that the peti bourgeois learn only how to be good colonials, that it is better to be light-skinned and best to be white; so that the local merchants learn only that, eventually, their small businesses will get swallowed up by big foreign corporations who detest any kind of competition for the surplus goods being dumped in the Philippine market.

And it is designed so that the Philippine elite learn only how to best cater to American interests – desecrating the Philippine flag by yielding her government over as a puppet to the US, and devaluing her natural resources by allowing foreign invades to bayonet her breast in their effort to steal her charms. According to Anakbayan, the Philippines is the second largest exporter of gold in the world.

And, yet, our people dig through the trash and eat maggot-infested meals.

The first Educational Discussion we had with Anakbayan

Twain laments America’s materialism: that she chose land, money and dominion over “something worth many times more than that dross:…the spectacle of a nation of long harassed and persecuted slaves set free through our influence” (8). His satire is dense when he also chides America for being too obvious about her aims and for invoking confusion and suspicion upon the fragile sensibilities of The Person Sitting in Darkness (aka the Philippines).

My brief stay here has allowed me to see first-hand the ravages of colonial rule, and the even more acute disease of colonial mentality from which a majority of Filipinos suffer from and nurse without their awareness.

Twain’s satire is denser still when he asserts that these kinds of observations is bad for the “Business” and that “we must persuade him to look at the Philippine matter in another and healthier way. We must arrange his opinions for him. I believe it can be done”

Through the miseducation of the Filipino, It was done.

We didn’t win all the matches that day at TCU, but we definitely held our own. There were no plaques or awards, but there were plenty of bruises to go around, and paraded them in all their gnarly hues and impressive sizes as if they were badges of honor. It was an exhilarating experience. I felt more complete after yielding both my body and mind over to an art the originator of which is the Philippines, and the inheritors of which are her children.

My Arnis stick carrier

It’s been a week since I’ve returned to UP. My bruises are fading, and my red and blue sticks are resting, but, during my time back in this academic setting, my mind has continued to wrestle with information that, I suspect, will keep on agitating my spirit long after I return to the United States

I’m agitated and disoriented. I know freedom is the answer to the question of enslavement, but I don’t know how to get from one to the other.

Is it, as Constantino alludes, by reforming the Philippine public education system?

We certainly can’t continue on fighting with this blunted blade! Our education system is corrupted by American educational architects who designed it to teach Filipinos how to be good colonials and not on how to be an autonomous people. However, to reform the system, Philippine educational leaders must let go of what Constantino critiques as their “timidity” and let go of their conviction that an American-based school system will serve the interest of Filipino students. 

Anakbayan stand at UP

Otherwise, the bruises might deepen and it might come to what Anakbayan hopes will be a strategic and well-executed armed revolution to topple the one percent ruling class and place the 99 percent Filipino masses in power.