RPH REVIEWER
LESSON 1: INTRODUCTION
A Preliminary Study on the Complementarity
of Peace Education and Philippine History:
Future Directions for Philippine Higher
Education
 The Commission on Higher Education
(CHED) has directed higher education
institutions (HEIs) to integrate Peace
Education/Studies into the relevant
higher education curricula starting the
academic year (AY) 2019-2020.
 Peace education is a broad,
interdisciplinary study, which includes
research, reflection, and exchange of
ideas concerning the causes of war,
conflict, and violence and the direction
necessary to build up harmony, social
justice, conflict resolution, and
nonviolence.
Complementarity
 a relationship or situation in which two
or more different things improve or
emphasize each other's qualities
(Oxford);
 the quality or state of being
complementary ‘mutually supplying
each other's lack’ (Merriam-Webster);
 the state of working usefully together
(Cambridge).
Non-Peace History of the Philippines and its
People
 A Challenging Task for Teachers and
Learners of Readings in Philippine
History (RPH)
 War, Death (Execution/Assassination),
Human Rights Violations (arbitrary
arrest and illegal detention, torture, rape,
massacre)
 A sorry state of affairs: Defeat in
Battles; Death of Heroes and Martyrs;
Betrayal; Excesses and Abuses, among
others.
The Value of Peace Education
in the Study of Philippine History
The Five Pillars
1. Peace is integral to every person’s
daily life in order to live in harmony,
co-exist (tolerance), resolve conflicts
(peaceful means) in our family, in our
community, in our Philippine society;
2. Peace Education develops students’
knowledge, skills, and attitudes to
understand and appreciate historical
events, especially those which are
related to conflict resolution, non-
violence, and advancement of societal
harmony;
3. Peace is worth studying because it
served to mainstream positive and
successful stories of peace movements;
conflict resolution; and social harmony
cited in the historical accounts of our
nation;
4. Peace Education promotes greater
social awareness and inspiration for
nation-building through Appreciative
Inquiry (AI), a strength-based approach
(Hammond, 2013);
5. Peace Education provides an avenue
for interfaith dialogue and
understanding, mutual respect of
religious belief/spirituality, thus,
creates peaceful co-existence, social
cohesion regardless on differences in
our faiths, traditions, and cultures.
Philippine History Ecosystem
 logical - correct and valid reasoning;
based on known statements or events or
conditions
 Common Themes of Peace Education in
Philippine History
Pre-Colonial
(HISTORICAL EVENTS / DESCRIPTIONS)
 Balangay;
 Early Political Structures:
Chiefdoms, Rajahnates and
Sultanates;
 Raiding, Trading, and Feasting:
Early Political Economy in the
Philippines
(COMMON THEMES: Peace-oriented:
Positive, Logical, and Momentous)
 Communal Bond of Society (Shared
Community Ownership);
 Diplomacy and Alliance through
intermarriage;
 Intercultural Understanding through
early contacts and trade relations
Spanish Colonial Rule
(HISTORICAL EVENTS / DESCRIPTIONS)
 Spanish Colonial Bureaucracy;
 Plaza Complex;
 Spread of Christianity;
 Illustrados, Rizal and Katipunan;
 The Philippine Revolution
(COMMON THEMES: Peace-oriented:
Positive, Logical, and Momentous)
 Centralized System of Government;
 Education and Religion (Roman
Catholic Faith)
 Rise of Filipino Intelligentia;
Propaganda Movement (peaceful
campaign);
 Birth of the Filipino Nationalism;
 Philippine Revolution influenced by
Nationalist Movements
---
As the Pensionado Act began in 1903, the
purpose was to educate and bind current and
future Filipino leaders to the American colonial
administration.
Scholars were able to continue their education
abroad and learn about American culture.
On September 16, 1935,
the first national elections in the
Philippines were held.
---
American Colonial Rule
(HISTORICAL EVENTS / DESCRIPTIONS)
 Benevolent Assimilation;
 Pensionado Act;
 Commonwealth of the Philippines;
 Elections of 1935;
(COMMON THEMES: Peace-oriented:
Positive, Logical, and Momentous)
 Public System of Education (Free
Education);
 Public Health Services;
 Religious Freedom;
 Filipino Democracy
 Transformation of organization systems,
and institutions
Japanese Occupation and the Second World
War
(HISTORICAL EVENTS / DESCRIPTIONS)
 Battle of Bataan;
 Battle of Corregidor;
 Death March;
 Comfort Women;
 Greater East Asia Conference (Tokyo
Conference)
(COMMON THEMES: Peace-oriented:
Positive, Logical, and Momentous)
 Resilience, Sacrifice, and Heroism;
 Loyalty and Debt of Gratitude;
  Pan-Asian ideals of freedom and • Division vs. Unity
independence from Western colonial
• Sacrifice vs. Deliverance
oppression
• Cruelty vs. Benevolence
Post-Colonial Philippine Republic
• Failure vs. Success
(HISTORICAL EVENTS / DESCRIPTIONS)
• Defeat vs. Victory
 June 12 as Independence Day;
 The Founding of ASEAN; • War vs. Peace
 Martial Law Years;
• Conflict vs. Cooperation
 People Power Revolution;
 The 1987 Constitution; • Negative vs. Positive

(COMMON THEMES: Peace-oriented: In Chinese philosophy, yin and yang is a

Positive, Logical, and Momentous) concept of dualism in ancient Chinese
philosophy, describing how seemingly
 Decolonization movements; opposite or contrary forces may actually be
 Principle of collectivism for pan- complementary, interconnected, and
Asian identity; ASEAN Regionalism; interdependent in the natural world, and how
 Nonviolent People’s Revolution; they may give rise to each other as they
 Human Rights advocacy; Peaceful interrelate to one another.
Relations and Reconciliation;
 Good Governance;
 Social Justice campaign;
---
The Philippines unilaterally declared
independence from Spain on 12 June 1898 under
the leadership of President Emilio Aguinaldo,
culminating the 1896 Revolution.
The Founding of ASEAN On 8 August 1967
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Way Forward
• Our teaching and learning of RPH may
be on the verge of a big shift.
Constructive, Positive and
Transformative
• Peace Education and Philippine
History: indelible impact, propeller of
change and empowerment
Juxtaposing historical events, as well as their
analysis and interpretation
---
As learners, we can historicize and analyze the
complex national/local past experiences in order
to make more sense of the current reality.
We are re-structuring the shared collective
memory to actively further peace education.
By applying strength-based approach through
Appreciative Inquiry, learners of history will
be able to recognize and value positive accounts
by applying affirmative perspectives and
perceptions of phenomena as an approach for
decipherment.
Appreciative Inquiry as an approach has
strength-based orientation which is applicable to
studies about peace education. This approach is
both classified as a philosophy and a process,
which engages researchers in exploring the best
of their existing experiences and fostering a
sense of collective responsibility for building on
this in the future (Mitchell, 2007).
It emphasizes on agenda related to this event
particularly with assets, potentials, successes,
hopes and dreams centered for amplified
refraction of highest human strengths outward
into the world. Appreciative inquiry can be used
in the success analysis of historical events or
descriptions.
Final Notes
Peace Education and Philippine History
Complementarity constitutes a crucial
opportunity that is necessary, beneficial, and
practical to shore up nationalism, as a
political project and socio-cultural movement
through the academe.
Advancement of ‘Filipinism’ through:
 Diversity: Intercultural Mutual Respect
and Interfaith Understanding
 Optimism: positive appreciation and
strength-based analysis
 Multiperspectivity: more than one
perspective
 Equilibrium: peace and non-peace
historical accounts
History is not simply 'the past' written down; in
the process of being made into stories for the
contemporary telling, history is being made.
(Weekley, 1998).
National morale recovery initiative -
successes, achievements, best practices,
breakthroughs and triumphs.
---
The presence of Peace Education in the
appreciation of our shared history has the
potential to play a crucial role as positive
reinforcement to advance our national
aspirations.
There is a silver lining, a consoling or hopeful
prospect for national consciousness.
How often have we looked back at a so-called
‘bad’ event and realized that it was actually a
blessing in disguise? This of course, is the
benefit of hindsight. The ability to look back on
a situation and see the silver lining it brought us.
Which makes us wonder: how good are we at
really reading, seeing and understanding the
impact of the past situation and decision?
Peace as zeitgeist "spirit of the age" or "spirit of
the times” of 21st Century.
Context Analysis
Historical Context of the Source
1. Time and Space (place) it was written
and the situation at that time
2. Author’s background, Intent (to the
extent discernable) credibility,
authenticity, provenance
3. Source’s relevance and meaning today
Content Analysis
Substantive/matter-oriented
1. Author’s main argument of thesis
2. Comparative points of view
3. Identification of biases
4. Examination of evidences
Zeit geist
 Discrepancies
 Contradictions
 Ambiguities
What is History?
 Memory, Discovery, Collection,
Organization, Presentation,
Interpretation.
 Greek “historia” meaning “inquiry”
 Branch of knowledge that records and
explains past events
 Study of the events of the past, how and
why they happened, as well as what
happened as a result.
Why study History?
 “Those who are ignorant of the mistakes
of the past are doomed to repeat them”
 Why not also study the SUCCESSES of
the past and learn from them?
 Do we need to know where we are from
to help us figure out where are we
going?
Primary VS Secondary Sources
Primary (Original)
A piece of evidence created by someone at the
time of the event

The spirit of the time; general trend of thought Secondary (Interpretation)

or feeling characteristics of a particular period of
Information created by someone who was not
time.
present at an event.
Historical Interpretation
Evaluating Sources
 Historical narrative as a series of External Criticism
accepted judgements based on facts but
strictly not factual at all Appraises the authenticity and authorship of the
 Historians interpret for people who do data source
not have access to primary sources
Internal Criticism
 Facts presented are socially constructed
Appraises the meaning and intent of the data
History as spaces for conflicts and
source.
controversies
(Different interpretation of the past)
 LESSON 2: PRE-COLONIAL
EARLY PHILIPPINE WRITING
Angono Petroglyphs
 Appears to be inhabited for dating 5,000 BCE
 Rock shelters are rock overhangs which provide shelter for early humans.
 Discovered in 1965 in Angono, Rizal
 Consists of 127 human and animal figures engraved on the rockwall (turtles, deer, wild
pig etc.)
 Probably carved during the late Neolithic (Stone age), or before 2000 BC.
 Can be found at the Angono Rock Shelters
o The rock shelter is made up of compacted volcanic ash or volcanic tuff or adobe
to most of us.

Baybayin
 ancient pre-colonial writing system in the Philippines.
 mainly used by the Tagalog people.
 comes from the root word Baybay meaning “to spell” in English.
 Another theory that it came from the word baybay, or seashore in Tagalog (Casal,
2018).

 Baybayin is different from Alibata

o Alibata- coined by Paul Rodriguez Verzosa (member of the old National
Language Institute)
o Alibata came from the first three Arabic letters: alif, ba and ta

Origins of Baybayin
 Cham Script- from Champa – Sri Vijayan Empire (Southern and Central Vietnam)
 Kawi Script- from Java, Indonesia and originated from Sanskrit of India
 New Origin Theory (Giant Clams) In 2009, Comandante presented a PhD study
entitled "The Role of Giant Clams in the Development of the Ancient Baybayin
Script”. He theorized that the Baybayin script came from the giant clams.
o He said that Baybayin is used altogether to an activity and used giant clams as
part of a ritual offering and partaking thereafter
 Baybayin was widespread and there were variants of baybayin depending on the region.
DIFFERENT ARTIFACTS WITH ANCIENT BAYBAYIN
Calatangan Pot inscription
 Said to be country’s oldest cultural artifact with pre-Hispanic writing.
 Discovered in 1958 in Calatagan, Batangas.
 Deciphered by a scholar Rolando Borinaga
 Written in the old Bisayan language.
 The text means that the vessel is a sacred item used to communicate with the spirit world.

Butuan Silver Palaeograph (Butuan Silver Strip)

 found in Butuan City, Agusan Del Norte
 Discovered in mid-1970s
 It was found inside a coffin dating back 1000 A.D.
 Text transcription: This 821 year when Liyuxie (Les Ece) traveled, I accompanied the trip
and returned the next year. I was in good condition.

Butuan Ivory Seal

 It is an ivory stamp or seal stamp or a associated with a Rhinoceros Ivory Tusk.
 Recovered in 1970s in Libertad, Butuan City, Agusan Del Norte.
 Inscribed on the seal is the word Butban in Kawi script.
 Used for trade or show ownership of items

Laguna Copperplate Inscription (LCI)

 Earliest known calendar-dated document found in the Philippines.
 Discovered in 1989 in Lumban, Laguna.
 The inscription is written in a mix of the Kawi Script
 It contains a proclamation that a certain official was forgiven of his debt of 865 grams
of gold.
 Another interpretation: The Namwaran in the LCI means a dead person in Visayas.
Binuwagan means mouth of the river in Waray. Puliran may mean to roll from the
hills to the flat area.

BAYBAYIN: USED DURING THE SPANISH COLONIZATION

Doctrina Christiana
 Doctrina Christiana en Lengue Espanola y Tagala (Christian Doctrine in Spanish
Language And Tagalog)
 It was the first book printed in the Philippines.
 Written in 1593 by Fray Juan de Plasencia
 Baybayin texts were printed along with Chinese and Spanish.
  The different teachings of Christianity/Catholicism were written in the book.

Deed of Sale
 Deed of sale by two native women in Manila to the Dominicans during 17th century.
 Preserved at the UST Archives
 Considered as a National Cultural Treasure

Katipunan Flag
 Baybayin was used as one of the symbols of the Katipunan.
 The baybayin “Ka” is written in the flag of Katipunan of the Magdiwang Faction
o Magdiwang- a Katipunan faction led by Mariano Alvarez and is related to Andres
Bonifacio

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Baybayin is still being used by natives such as Buhid and Hanunuo Mangyans of Mindoro. It
was written in a bamboo slates and the writtings are called ambahan. Tagbanuwas of Palawan
still uses baybayin for writing.

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JAWI SYSTEM (JAWI)

 a writing system that came from the Arabic script for people to understand Quran.
 One of the official script of Brunei and alternative script of Malaysia and Indonesia
 Commonly used by the Moros especially the Tausug and Maguindanaoan.
 Used for religious text, poetry and stories.
 Treaties with both Spanish and American are written in Jawi.

 Coined as “Surat Sug” by a researcher Dr. Samuel Tan. It was a letter of Sultunate of
Sulu. It a form of language that is courtly construction.
 Surat means write/written and Sug means Tausug
 Surat Sug has only 20 letters while the Arabic script has 32 letters.

Dr Tan classified the types of Surat Sug such as:

A. Documents, letters and other communications of the Sulu Sultanate such as:
 Surat Kasultanan- Sultanate papers made up of correspondences, opinions,
news, commentaries and important Treaties and Agreements are often written
both in Surat Sug or Jawi.
 Surat Kadatuan- pertains to documents, including letters of Royal and non-royal
datus
  Surat Kahadjian- are documents and letters from religious leaders
 Surat Kabanuwahan- are letters and other documents from local officials and
customary leaders
 Surat Kaginisam- are various types of communications of miscellaneous content.
B. Kitab (Arabic for book) refers to writings that discuss religious topics.

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THE PHILIPPINES AS SEEN BY FOREIGNERS

CHAU JU KUA or Zhao Rukuo
 member of the Song Dynasty imperial clan.
 posted to Fujian as a supervisor of the maritime trade in Quanzhou
 wrote the book Chu Fan Chi (A Description of Barbarian Nations) in 1225

The Philippine Island (Ma-I or Ma-Yi) by Chau Ju Kua

 Ma-I is now the Mindoro
 Thousands of families live along the riverbanks.
 Natives’ clothes- cotton clothes like bed sheets and sarong.
 Different images of gods of unknown origin are scattered everywhere.

 He describe the custom of the trades between China and Ma-I.

- Products of Ma-I– yellow wax, cotton, pearls, tortoise shells,
betel nuts and yuta cloths.
- Foreign/Chinese Products- porcelain, trade-gold, iron censors,
lead, coloured glass beads and iron needles.
 Describe the following places that belongs to the Philippines
- San-su (Three Islands)- Calamian, Busuanga, and the main island
of Palawan, Pai-p’uyen, P’ulilu, Li-kin-tung, Liu-shin, Li-han

San-su (Islands of Calamian, Busuanga and Palawan ) by Chau Ju Kua

 Three Islands names are: Kia-ma-yen, Pa-lau-yu and Pa-ki-ung.

 Their customs are the same as those of Ma-I.
 Natives are called Hai-tan. They are small, rounded yellow or brown
eyes, and have a curly hair.
 He also describes the custom of the trades between China and the natives
of San-su.
- Products of San-su– cotton, yellow wax, native cloth, and
coconut-heart mats.
- Foreign/Chinese Products- silk umbrellas, porcelain, black
damask. Other silks, glass beads and rattan baskets.
THE PHILIPPINE EMBASSY TO CHINA IN 1417 AD
 Emperor Yung Lo/ Yongle of Ming Dynasty
 His fleet sailed as far the Eastern coast of Africa, Southwest Asisa and South Asia
to gain recognition.
 Sent an official named “Pun Tao Kong” to Sulu to demand tribute

 Paduka Batara or Paduka Pahala- the ancient king of Sulu

 Set sail to China in 1417 for a tribute mission.
 Accompanied by three royal personages escorted by 340 wives, relatives,
ministers, and retainers.
 The purpose of the trip was to establish ties with the Ming Dynasty’s Emperor
Yongle.

Sulu Tribute - Embassies to China (1417-1424) As recorded by Ming Shih

 1417 - the Eastern King (Batara), the Western King (Maharajah) and the king of the
Mountain (Paduka Prabu), brought their family and their chiefs, all together more than
340 persons and came over the sea to court.
 The 3 kings remain for 27 days with …. Things ksksks
 1417 – eastern king died; at Tenchou (Shantung Province)
- 3 years of mourning and return to Sulu
- The emperor gave letter to king’s eldest son Tumahan

1417
1420

 1420 - The Western King sent an envoy to bring tribute

- They wore court dress depends on their rank on the society
 1421 - The mother of the Eartern King sent to court a brother of her late husband, called
Paduka Su-li; he represented as tribute a large pearl, weighing more than seven taels
 1423 - The concubine of the late eastern king, returning to her country, was sent away
with liberal presents
 1425 – la na
Tome Pires' account on Pre-Spanish Filipinos(1515)

Tome Pires(1465-1540)
Tomé Pires was a Portuguese apothecary from Lisbon who spent 1512 to 1515 in
Malacca immediately after the Portuguese conquest, at a time when Europeans were only
first arriving in Southeast Asia.
- Suma Oriental
 Tome Pires account on Pre-Spanish Filipinos
"The Luzoes (Luzon) are about ten days sail beyond Borneo. They are nearly all
heathens; they have a king, but they are ruled by a group of elders. They are a robust
people, little thought of Malacca. They have two or three junks, at the most. They take
the merchandise to Borneo and from there they come to Malacca."
- They sell gold for cheap price

TIME OF SPANISH CONTACT

Captain Miguel de Loarca

- He was one of the Spanish officials to arrive in the Philippines. He was a member of a
Spanish expedition to China. Loarca's contribution to Philippine Histography was his two works:
RELACION DE LAS YSLAS FILIPINAS and VERDADERA RELACION DE LA
GRANDEÇA DEL REYNO DE CHINA

On the Practices of Natives:

There are two kinds of people in this land, who, although of the same race, differ
somewhat in their customs and are almost always on mutual unfriendly terms. One class includes
whose who live along the coast, the other class those who live in the mountains.

Captain Miguel de Loarca (Relacion de las Yslas Filipinas) -

 Larao of the Dead
 Wars
 Laws of Slavery
 Value of the Slaves
 Thieves
 In Time of Famine
 Another Kind of Slavery
 Real Timaguas
 Marriage Among the Timaguas
 Marraige Among the Slaves