05 Module 1a Gender and Culture Inextricable Link

Module 1: GENDER AND CULTURE: INEXTRICABLE LINK
56 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

MODULE
Gender and Culture:
Inextricable Link
G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

57

MODULE 1 Overview
Module 1 emphasizes that in order for people to fully understand their
views about women and men, and about the relations of women and men in
their households, organizations, communities and society, they have to deal
with culture. This is because gender is rooted essentially on culture. The
sessions of the two units of this Module are, therefore, designed to let the
participants see the connection of their gender views and practices with their
socio-cultural environment.
Culture, however, is abstract and complex. To illuminate culture, one
has to search and recognize its manifestations. In doing this, one will realize
that the greater facets of culture still need to be known and to be acknowledged.
Nonetheless, this module makes the participants see the situation as not
hopeless. One can understand culture, and therefore, one can choose to retain
or transform it. As such, gender views and practices in the households,
organizations, communities and society can be understood, and can be
transformed for everyones good.
With this premise, by going through the sessions of the two units of
Module 1, the participants will be able to:
1. Discuss the inextricable link between gender and culture: that culture
shapes a persons gender views and practices, and that ones gender
views and practices strengthen or transform culture.
2. Recognize the different faces of culture, and explain how people
develop their life scripts, including gender scripts, as a result of
their socialization into the norms of their socio-cultural environment.
3. Illustrate how social institutions (e.g., families, schools, church,
media, etc.) act as socialization agents and instruments of the
permeation or transformation of culture.
4. Share their reflection on how:
a) their own socio-cultural environment has shaped their own ways
of thinking, feeling and behaving, especially about gender and
their gender relations at their homes, workplaces and
organizations;
b) their unwitting or passive acceptance and internalization of culture
has occasioned the continued embrace of gender inequitable
views and practices.

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As mentioned, Module 1 has two units. Unit 1, entitled Discovering

the Cultural Iceberg, has four sessions. Below is an overview of
these sessions:
Session Objectives Key Concepts Activities Needed Materials
Title Discussed
1. The Shaping After the session, • Definition of Opening Activity: • Worksheet No. 1:
of the participants will perception Look for the Look for the
Perception be able to: • Factors Perfect Star or Perfect Star
1. Discuss what affecting ones Reflecting on the • Visual Aid No. 3:
perception is; perception Parable of the The Elephant and
2. Identify the • Culture is like Blind Men and the the Blind Men
factors that an iceberg Elephant • Visual Aid No. 4
shape • Definition of (Gallery of 6
perception; culture Deepening Activity: Illustrations/
3. Recognize the Nature Trek Pictures Nature
importance of Trek) and other
understanding Closing Activity: materials needed
perception in The Titanic in setting up a
appreciating the gallery
differences of • Visual Aid No. 5:
the way people Basket of 30
think, feel and Illustrations/
behave. Pictures Nature
Trek
• Visual Aid No. 6:
Iceberg
• Visual Aid No. 7:
Titanic Sinking
• Handout No.2:
Perception
• Visual Aids for key
words of KLPs
• Masking tape
• Metacards
• Marker pens
2. Faces of At the end of the • What is Opening Activity: • Materials or

Culture session, the society? Flashes of products
participants will be • Family as basic Culture: symbolizing or
able to: unit of society Surprises from representing the
1. Recognize and • Four faces of My Province/ provinces or
appreciate the culture Community Trade communities of
different faces of Fair or Mr. & the participants (to
our culture and Ms Tourism be brought by the
how these shape Contest participants)
us as persons; • Four faces of
2. Discuss the culture metacards
manifestations of • Sash for contest
culture in the runners-up

Title Discussed
households, Closing Activity: • Crowns and sash for
organizations Feelings Mural contest winners
and • Visual Aid No.8:
communities; People in a Boat
3. Reflect on how • Visual Aid No. 9:
culture is an Iceberg and Four
integral part of Faces of Culture
peoples lives • Visual Aid No.10:
and how it Image of a Family
defines peoples (Man, Woman, and
way of living Children)
and being. • Visual Aid No.11:
Facial Expressions of
Emotions/Feelings
Mural
• Visual Aids for key
words of KLPs
• Tables
• Masking tape
• Shawl
• Pairs of scissors
• Marker pens
• Metacards
• Cartolina
3.Characteristics At the end of the • Six Activity: • Worksheet No. 2:

of Culture session, the characteristics Baka-baka or Briefing Sheet for
participants will be of culture The IP Group Barangay San
able to: Miguel
1. Describe the • Worksheet No. 3:
characteristics Briefing Sheet for
of culture; Group Barangay
2. Recognize how Alaska
these • Worksheet No. 4:
characteristics The IP
influence our • Trainers Guide No.1:
behavior, The IP (Answer Key)
beliefs and • Handout No.3:
personalities; Culture
3. Relate their • Visual Aids for key
appreciation of words of KLPs
culture as can • 25-centavo coin
be learned and
challenged.

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Title Discussed
4. Historical At the end of the • Significant Opening • Visual Aids for key
Overview session, the events of each Activity: words of KLPs
of the participants will be historical Dekada • Visual Aid No.12:
Male- able to: period Periods of History
Female 1. Discuss the • Gender Deepening • Sample No.3:
Relationships: highlights of the situation during Activity: Samples of
Images evolution of the each historical Journey Balagtasan
and relationship of period Through Time • Marker pens
insights women and men • Manila paper
in the Philippines; Closing Activity: • Cartolina
2. Describe how the Balagtasan • Other props for the
images and roles activity as may be
of women and requested by the
men have groups
changed through
the different
historical
periods;
3. Recognize how
the roles and
relationships of
women and men,
from partnership
to subordination,
were reshaped by
colonizers;
4. Reflect on how
cultural influences
have changed
views of Filipino
society on women
and men.
Unit 2, entitled Understanding the Gender Cultural Dynamics,

has three sessions. The matrix below shows the key contents of these
sessions.
Title Discussed
1. Sex and At the end of the • Definition and Opening Activity: • Visual Aid No.13:
Gender session, the characteristics Hula! Bira! or Images of Three
participants will of sex and Typical Roles, Animals
be able to: gender Characteristics • Visual Aid No.14:
1. Define and and Activities of Icons of a Man,
differentiate Women and Men Woman, and a Man
the terms and Woman Together
sex and
gender;

Title Discussed
2. Classify the Deepening • Handout No.4: Sex
qualities and Activity: and Gender
characteristics of Binyagan • Visual Aids for key
sex and words of KLPs
gender; Closing Activity: • List of occupations,
3. Recognize how WHIP characteristics and
gender affects Statements objects written in
societys images metacards
and perceptions • Manila paper
of women and • Marker pens
mens behavior, • 6 metacards
role and (3 colors): 2 each of
relationships. 1 color
• Manila papers with
matrix
• Masking tape
• Candle
• Music with dance beat
2. Socialization At the end of the • Definitions of Opening • Visual Aid No.15: A

Scripts session, the gender identity, Activity: Life is River
participants will be gender scripts, Like a River • Visual Aid No.16:
able to: gender Vicious Cycle of
1. Describe what stereotypes, Deepening Gender Prejudice
gender scripts gender Activity: Ilog Formation
are; prejudice ng Buhay • Visual Aid No.17:
2. Share how family, • Vicious cycle Vicious Cycle of
friends, school of gender Gender Prejudice
and media shape prejudice Formation: An
gender scripts; formation Example
3. Explain how • Handout No.5:
gender scripts Gender Prejudice
may lead to Formation
gender bias, • Worksheet No.5: Ilog
gender ng Buhay/River of
stereotypes and Life
gender prejudice; • Visual Aids for key
4. Reflect on their words of KLPs
gender scripts • Cards of 4 Shapes:
and recognize circle, triangle, heart,
how these scripts square
have influenced • Metacards
their behavior as • Manila paper
women and men, • Marker pens
and their ways of • Instrumental music
relating with
other people.

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Title Discussed
3. Institutional At the end of the • Factors Opening • Visual Aid No.18:
Influences session, the affecting Activity: The Image of a Bamboo
and participants will be gender Bamboo Plant • Visual Aid No.19:
Shapers able to: perceptions Bamboo with
1. Identify the Deepening Different Parts
factors that Activity: (Factors Affecting
shape ones Nine Dots Gender Perception)
gender • Visual Aids for key
perspectives; Closing Activity: words of KLPs
2. Explain how WHIP • Bond papers
social institutions Statements • Writing pens
influence and
shape ones
gender scripts;
3. Relate the
importance of a
mutual
transformation of
social institutions
and gender
scripts.
Finally, with the above sessions of Units 1 and 2, Module 1 hopes to

bring the participants to a serendipitous or aha experience, or a
learning by discovery, of the inextricable link of gender and culture.

Session 1: THE SHAPING OF PERCEPTION
Unit Discovering the

Cultural Iceberg
Description of the Unit
Unit 1 uses the iceberg as a metaphor to represent culture. An iceberg
is a large mass of ice floating in the sea. About 90 per cent of its mass
is below the surface of the water. People can see only the tip of the
iceberg that is at the surface of the water. Hidden underneath the
water is its amazingly huge part. The tip of the iceberg symbolizes the
part of the culture that is seen and usually articulated. The underneath
hidden huge part of the iceberg, on the other hand, represents the
less-studied, and hence, less-understood, facets of culture.
This Unit aims to lead the participants to an enlightening

understanding of how perception about women and men is shaped
by culture. Because culture is a key factor in the shaping of gender
perspectives and practices, the Unit discusses the faces and
characteristics of culture extensively. With the sessions, moreover,
the participants will be able to analyze how the influences of colonizers
at different periods of Philippine history have shaped the Filipino
culture, and, therefore, have affected the roles and images of Filipino
women and men over the years.
Session The Shaping of

Perception
1. Session Objectives
Upon completion of the session, the participants will be able to:
1.1 Discuss what perception is;

1.2 Identify the factors that shape perception; and
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Unit 1: DISCOVERING THE CULTURAL ICEBERG
1.3 Recognize the importance of understanding perception in appreciating

the differences of the way people think, feel and behave.
2. Introductory Statement
You can begin by saying:
Our first session deals with how we view things, people and
events around us. This session will help us learn about
ourselves and other people, particularly about the way we
think. The G-BEST Journey thus starts with a discovery of
ourselves. So, co-travelers, let us now proceed.
3. Opening Activity
/
Option 1: Look for the Perfect Star
3.1 Needed Material
o Worksheet No.1: Look for the Perfect Star
3.2 Opening Statement
Start the activity by saying:
People say that one of the most beautiful sights in the sky are
the stars. Stars are not only beautiful, but they also serve as
guides in very dark nights. In this activity, we will search for a
perfect star among the different figures in a worksheet. Look
very well at the figures because a perfect star is there.
3.3 Instructions
1. Distribute Worksheet No.1: Look for the Perfect Star.
2. Explain the activity and the task of the participants. For this, you
may say:
In this paper, hidden among the black and white figures and the
different shapes is a perfect star. Your task is to find it. Once you

find the star, raise your hand and let us, the facilitators, check if
indeed you have found what we are looking for.
3. If the participants still seem to have difficulty in finding the star

after about three minutes, ask them: What kind of
star are you looking for? Then you can give
them the first clue: The star we
are looking for is like a
Christmas lantern with five
sides. It is medium in
size, and therefore
not large. And it
occupies only one
section of the
page.
You can further

ask them: What are you
trying to do to find the
star? What are you looking
at? Then give them the
second clue: Do not look at
the black and white pieces
separately. The star is
formed by combining the black
and white pieces.
4. Encourage them to continue with their search. If after two minutes,

some participants have not yet found the star, give them the third
clue: Look at the bottom right section of the paper. You will find
the star there.
5. Acknowledge those who have found the star. You can do this
immediately after anyone of them has found the star. Ask the
participants who found the star to assist their seatmates who have
not yet found it.
3.4 Processing
Lead the participants to a discussion of their feelings and

experiences, insights and lessons by asking the following questions:

67
1. What do you feel about the activity?

2. Was it easy or challenging?
• Ask the participants who easily found the star:
What was the secret of your success? What made
it easy for you to find the hidden perfect star?
• Ask the participants who took a longer time to find
the star: What made it more difficult to find the star?
What were you looking for?
3. What do you think is the message of this activity?
3.5 Synthesis
To synthesize the message of the activity, you may say:
As we have seen, we may look at the same things and yet see
differently. We also have different ways of looking. The activity
shows us that sometimes what is important is not how we are
looking but what we are looking for.
Some of us immediately saw the star. Others got lost in the

many shapes and forms. Some of us could not find the star
because we had a different image/picture in our mind of its
type, shape and size. The star was there but we could not see it
because it did not match the picture in our mind. We selected
what we wanted to see.
This is perception.
Ask for the participants reactions to your synthesis before ending

this activity.
/
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/
Option 2: Reflecting on the Parable of the Blind Men
and the Elephant
3.1 Needed Material
o Visual Aid No.3: The Blind Men and the Elephant

You may start by saying:
A very popular and powerful parable is the Parable of the Blind

Men and the Elephant. One can cull lessons about the search
for lifes meaning from this parable. Now, let me narrate to you
the parable. (Post Visual Aid No.3: The Blind Men and the
Elephant.)
3.3 Instructions
1. Choose the narrative or the poem form of the parable. Or, you
may create a more simplified version based on the story.
2. You may read or ask a participant to read the story or the poem
below:
Story: The Blind Men and the Elephant:

retold by Robin Wood 1999
Once upon a time, five blind men came upon an elephant.
What is this?! asked the first one, who had run headlong into
its side.
Its an Elephant, said the Elephants keeper, who was sitting on a

stool, cleaning the elephants harness.
Wow! So this is an Elephant! Ive always wondered what Elephants

are like! said the man, running his hands as far as he could reach up and
down the elephants side. Why, its just like a wall! A large, warm wall!
What do you mean, a wall? said the second man, wrapping his
arms around the Elephants leg. This is nothing like a wall. You cant
reach around a wall! This is more like a pillar. Yeah, thats it! An
Elephant is exactly like a pillar!
A pillar? Strange kind of pillar! said the third man, stroking the
Elephants trunk. Its too thin, for one thing, and its too flexible for
another. If you think this is a pillar, I dont want to go to your house!

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This is more like a snake. See, its wrapping around my arm! An

Elephant is just like a snake!
Snakes dont have hair! said the fourth man in disgust, pulling
the Elephants tail. You are closer than the others, but Im surprised
that you missed the hair. This isnt a snake, its a rope. Elephants are
exactly like ropes.
I dont know what you guys are on! the fifth man cried, waving
the Elephants ear back and forth. Its as large as a wall, all right, but
thin as a leaf, and no more flexible than any piece of cloth this size
should be. I dont know whats wrong with all of you, but no one
except a complete idiot could mistake an Elephant for anything except
a sail!!!
And as the Elephant stepped aside, they tramped off down the
road, arguing more loudly and violently as they went, each sure that
he, and he alone, was right; and all the others were wrong.
The Elephant keeper sighed, and went back to polishing the

harness, while the Elephant winked solemnly at him.

Poem: The Blind Men and the Elephant

by John Godfrey Saxe (Hale, 1997)
It was six men of Indostan

To learning much inclined,
Who went to see the elephant
Though all of of them were blind,
That each by observation
Might satisfy his mind.
The First approached the elephant,

And, happening to fall
Against her broad and sturdy side,
At once began to bawl:
God bless me! But the elephant
Is nothing but a wall!
The Second, feeling of the tusk,

Cried: Ho! What have we here
So very round and smooth and sharp?
This wonder of an elephant
Is very like a spear!
The Third approached the animal

And, happening to take
The squirming trunk with his hands,
Thus boldly up and spake:
I see, quoth he, the elephant
Is very like a snake!
The Fourth reached out his eager hand,

And felt about the knee:
What most this wondrous beast is like
Is mighty plain, quoth he;
Tis clear enough the elephant
Is very like a tree.
The Fifth, who chanced to touch the ear,

Said: Even the blindest man
Can tell what this resembles most;

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Deny the fact who can,

This marvel of an elephant
Is very like a fan!
The Sixth no sooner had begun

About the beast to grope
Than, seizing on the swinging tail
That fell within his scope,
I see, quoth he, the elephant
Is very like a rope!
And so these men of Indostan

Disputed loud and long,
Each in his own opinion
Exceeding stiff and strong,
Though each was partly in the right,
And all were in the wrong!
So, oft in the theologic wars

The disputants, I ween,
Rail on in utter ignorance
Of what each other mean,
And prate about an elephant
Not one of them has seen!
3.4 Processing
After reading, you may evoke from the participants the moral of
the story or poem by asking the following questions:
1. What did you feel about the story or poem?

2. What do you think is its message?
3. What experiences can you relate to the message?
3.5 Synthesis
Synthesize the discussion by giving the gist of the parable:
The gist of the story is: The elephant symbolizes the truth
about life, about people, and about our own culture.The blind
men, on the other hand, are we who struggle to know the
truth about life, our selves and our socio-cultural environment.

Each of us has different things to say about life, about

ourselves as persons, and about our environment.This is
because we experience and perceive life, people and our
environment differently, the same way the blind men
experienced and perceived the same elephant differently.
This is perception. Because of differing experiences, we have

different perceptions. Hence, none of us can be said to be
completely wrong. But none of us can also be said to be
completely right. The moral of the story are: 1) The way we
understand or perceive things, events and people is shaped by
our particular experiences. Since people have different
experiences, they have different ways of perceiving; 2) It is
important for us to listen and to understand one another for
each one has something valuable to say about how she/he
experiences and perceives life.
/
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4. Deepening Activity: Nature Trek

4.1 Needed Materials
o Visual Aid No.4: Gallery of 6 Illustrations/ Pictures Nature Trek

o Other materials needed in setting up the six pictures into a
gallery-like presentation: e.g., malong, dried leaves, etc.
o Visual Aid No.5: Basket of 30 Illustrations/Pictures Nature
Trek (that can be connected to any of the pictures in the
gallery)
o Handout No.2: Perception
o Visual Aids for key words of KLPs
o Masking tape
o Metacards
o Marker pens
First, post Visual Aid No.4: Gallery of 6 Illustrations/Pictures

Nature Trek (farm, forest, heaven, sea, city and playground) on
the walls of the seminar hall. Make sure that the distance of one
picture to another is wide enough for a small group of five

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participants to stand in front of one picture. Set up these pictures

in the form of a gallery.
Then start the activity by saying the following:
Let us continue our G-BEST Journey. As in any other journey, part

of the excitement is seeing and enjoying the different sights along
the way. You can see on the walls six beautiful pictures. In this
activity, we will discover how well we use our senses in
appreciating these pictures.
4.3 Instructions
1. Ask each participant to pick one picture from the Basket of

30 Illustrations/Pictures Nature Trek (Visual Aid No.5). You
may say:
In this basket are different pictures. I will pass this basket to all of
you. Once it reaches you, please pick one picture.
2. Then tell them to study their chosen pictures closely and to identify
distinguishing marks and characteristics. You may say:

After you have picked a picture, touch and study it very

closely. Pinpoint its distinguishing marks. What makes the
picture different? What does it have that catches your
attention?
3. Once all participants have become familiar with their individually

chosen pictures, invite them to look at the six pictures posted in
different places of the seminar hall, and to choose one picture
to which their individually chosen picture, in their view, is
connected. Say:
Please walk around the room and look at the six pictures
posted on the walls. This is our gallery. Then choose among
these pictures in the gallery the one, which in your view,
has connections with the picture you are holding. When you
have chosen the right picture on the wall, please stand in
front of it. Not more than five participants are allowed to
stand before each of the six pictures. Hence, if six people
choose the same picture, one will try to see if his/her
picture can be connected to any of the other five pictures on
the wall. Once you have done this, discuss with the
members of your group the connections of your individually
chosen pictures to the picture posted on the wall. Please
answer the following questions in your discussion: (Write on
the board.)
• Why did you choose this picture on the wall?
• What aspect of the picture caught your attention?
• What is/are the connection of this picture to the
picture that you are holding? Or, in your opinion,
how does this picture resemble your individual
picture?
• What are the similarities and distinguishing marks
of all of your (referring to people who chose the same
picture on the wall) individual pictures?
4. Ask each group to choose and agree on their top three reasons for
choosing the picture on the wall, and to write these three reasons
on metacards. Remind them to write only one reason on each
metacard. These three metacards will be posted near the groups
chosen picture together with their individually chosen pictures.

75
5. When all the group members have posted their individually chosen
pictures as well as the three metacards on the wall, ask all groups
to walk around to see the groupings of pictures and metacards
of the other groups.
6. Then assign a group representative to share their top three reasons

for choosing the picture posted on the wall, while standing in
front of it.
4.4 Processing
Request all participants to go back to their seats. Then, facilitate a

discussion of their answers to the following questions:
1. What did you feel about the activity?

2. Was it easy or difficult to make a choice? What made
the choosing of pictures easy or difficult?
3. Were your views on the connections of your individual
picture to the picture on the wall readily accepted by
the other members of your group? Why or why not?
4. What emerged to be the common reasons for choosing
a picture?
5. What does this exercise suggest to all of us?
6. What can you say about the relationship of perception
and culture? Does culture affect our perception?
4.5 Synthesis
Summarize the lessons of the participants from the activity. Then

say:
In this activity, we saw that all of us have different ways of

observing things and classifying or grouping things around us.
(Cite relevant and striking examples from the groups experiences.)
We have our own imagery, ideas and perceptions as to which
things or objects go together, and why they can be considered as
a group. Because of our differing perceptions, we sometimes
have difficulty understanding one another or accepting where the
others are coming from. (Cite relevant and striking examples
from the experiences of the groups.)

4.6 Key Learning Points
After summarizing the lessons of the participants from the activity,

give a creative lecturette on perception and the factors affecting
ones perception. Highlight the following points:
KEY LEARNING POINTS NOTES TO TRAINERS
Post the key words (in violet

color) on the board as you
mention them.
We look at the same things, but we see them
differently. This is because of our differences
in perceptions.
Perception is the process of selecting,

organizing and interpreting the world. It is
how we become aware of what is around us.
It is how we come to understand one
another.
Selecting is the process of choosing which To elucidate further on the

part of our experiences and of our inevitablity of selection as a
environment to focus on. The worldand component of perception, you
even the particular social environment that may give more examples
we are inis so wide, and our experiences are aside from the incapacity of
so vast that our limited human mind cannot people to know ALL people in
capture all of them. Because of the inherent the same degree. For
limitation of our minds, we wittingly or instance, you can say that
unwittingly select and process not all people cannot choose to take
information about ourselves and our social all types of careers or all
environment. Since people tend to choose types of jobs. One cannot
different aspects of themselves and of the undertake all fields of studies.
social environment to attend to or to focus One really has to choose. And
on, they, as a result, differ in their perception. our selection depends on
This process of selecting, as an essential what will give us the types of
component of perception, is thus based on rewards material,
human nature. psychological, spiritual, etc.
that we want to have.
For instance, we do not have the capacity to You may also cite here related
know ALL people in our province, not even in
our community, in the same depth. Hence,

77
we select or get to know only some in a experiences or reflections of

deeper level. The others will remain at the the participants during the
acquaintance level, and many more will activities of this session (i.e.,
remain strangers to us. Because of this, ALL Look for the Perfect Start or
people cannot influence us in the same Reflecting on the Parable of the
degree. Amazingly, no two persons, even Blind Men and the Elephant,
identical twins, have the same sets of people and Nature Trek).
who influence them at the same degree.
Organizing is the process of integrating the

various explanations we have about
ourselves, other people and our social
envionment, into a coherent picture.
For instance, in describing ourselves, we
integrate into the picture our family, our type
of school, our religion, our friends, our
career, our defining moments, and others.
We thus put together the different aspects
our lives into one picture of ourselves. We
use the same process in describing other
people and our social environment. Hence,
organizing is also an individuals way of
forming impressions about other people and
the social environment.
Interpreting is the process of giving meaning

to the picture which we have formed through
selecting and organizing. The picture that we
have of ourselves, of other people and of our
social environment serves as the basis of how
we treat ourselves and interact with other
people and our environment.
The following are key factors that affect our You may distribute Handout
selection process: No.2: Perception after the
discussion.
Ø Selective exposure: we tend to choose
For each factor, give an
to be with people who are similar to us,
example. Or you can go back
who understand us and who affirm us,
to the experiences of the
and to be in an environment with which
participants during the
we expect to be rewarded
activities and use their
psychologically, materially and spiritually.
reflections in explaining the
Because of our constant interaction with
factors affecting selection.

these people and with this environment, It is also important to ask the
and because of our desire to be accepted participants for their own
by them, our patterns of thinking, feeling concretization of the concepts
and behaving are affected. We begin to based on their own
perceive and understand things and experiences.
situations from the perspective of
these people and of this social
environment, and to behave
accordingly.
Ø Selective recall: we tend to remember

some things and forget others. We
usually select to forget experiences that
make us feel bad about ourselves and
that are inconsistent with our image of
ourselves.
Ø Selective attention: we tend to notice

some things and not the others. We
often pay more attention to things
that interest us and to those which
make us feel good about ourselves.
Factors affecting the process of organizing - Since the terms are not
referring to ones way of integrating common, you may need to
information into a coherent picture or ones emphasize well their
way of forming impressions about other explanations.
people and the social environment:
1. Perceiver disposition
• Person positivity bias: The tendency to You may give more examples
evaluate individual human beings more of person positivity bias, such
favorably than groups or impersonal as ones view of people from
objects. For instance, individual political other regions (e.g., Tagalogs,
leaders are rated more favorably than Visayan, Ilocanos, etc.)
political leaders in general; individual
women are rated more favorably than
women in general.
• Priming: The tendency for recently used Give examples of priming,
words or ideas to come to mind easily such as in introducing a
and influence the interpretation of new group, the perception of the
information. other will be affected if the

79

NOTES TO THE
TRAINERS
• Mood: The tendency of individuals to first words mentioned are
attend to positive facts and form more that the group belongs to
favorable impressions when they are the network of militant
happy than when they are sad. cause-oriented
organizations.
2. Trait differences You can ask for examples

from the participants, or
• Implicit personality theories: The assumptions
you can mention any trait
people make about the relationship of
and ask the participants
different traits. For instance, a person who
what they think are the
is unpredictable is assumed to be dangerous
related traits. For instance,
as well; someone who talks slowly is assumed
you can ask for other traits
to be slow-witted; a physically beautiful
associated with fat men or
person is predicted to be sociable; and others.
fat women.
• Trait negativity bias: Negative traits weigh
more heavily in impression formation than
positive traits do.
• Primacy effect: The finding that
information presented early in a sequence
has a greater impact on impressions than
other information presented later on.
Our first impressions tend to strongly influence our
later impressions. It is important to remember that
first impressions are just that single impressions
which form a small part of the total picture.
Factors affecting ones interpretation of
information
1. Confirmation bias: Peoples tendency to seek, An example here is the belief
interpret and create information that verifies that all American products
their existing beliefs. and people are better than
Filipino products and people.
It is striking but often true: once people
make up their minds about somethingeven
if based on incomplete informationthey
become more and more unlikely to change
their minds when later confronted with the
evidence. However, when individuals doubt
their initial beliefs and worry about the
accuracy of their first impressions, then a
more neutral search for information is
pursued.

2. Self-fulfilling prophecy: The process by which You can ask the participants
a perceivers expectations about a person, for examples of societal
including her/his own self, can eventually views on women that
lead that person to behave in ways that women tend to follow.
confirm those expectations. For instance, if
people say that women are not fit for
leadership positions, then women tend to
behave according to this belief. Or if a person
thinks that she/he is not liked by other
people, then she/he will act all the more in
ways not likeable to these other people.
Finally, another major factor affecting ones To further clarify what is
perception of people, things and events is the fundamental attribution
tendency to commit a fundamental attribution errorspecificially the
error. In the West, this is the tendency to internal attribution erroris
underestimate the impact of situations on other you can ask the participants
peoples behavior and to overestimate the role for commonly cited reasons
of personal causes. In the East, on the other why a woman is raped.
hand, the reverse is said to be more prevalent, Here, the problem is usually
that is, the tendency of people to overestimate attributed to the victim
the impact of external causes (e.g., fate rather than to the rapist, or
kapalaran mo yan, family economic status, to the victim and the rapist,
etc.) on peoples behavior and to underestimate and not to their socio-
the role of personal causes. In giving meaning or in cultural environment.
interpreting a persons behavior or an event, if one
To elucidate on the external
is not conscious of this tendency to commit
attribution error, you may
attribution error, then a less accurate interpretation
ask them for commonly cited
is developed. The suggestion, hence, is to always
reasons why a person dies in
suspend judgment until accurate information is
an accident or illness. This
gathered. Moreover, it will also greatly help to think
time, the usual reasons cited
that aside from your own perception of people,
are external to the person,
things and events, other types of perception exist.
such as fate.
As such, being open to listen and to learn from
others is the best way to reach a clearer and more
accurate interpretation of information people and
situations.
Perception is thus dependent on the lens,
viewpoints or frame of reference that we use.
We tend to look at things and events in terms of
our our experiences, background and culture.

81
Our different experiences, backgrounds and

culture lead to our different perceptions or
different ways of thinking and of looking at the
world. Perception is, therefore, not a matter of
what we are looking at but who we are.
4.7 Bridging Statement
To connect the previous topic with the next topic, say:
We learned in this part of the session that individuals

perception of themselves and of other people and events in
their environment is shaped by their selection, organizing and
interpretation of information that they gather. Because of this,
we say that people tend to differ in their perceptions because of
their differences in their ways of selecting, organizing and
interpreting information about life and about the world. In the
next part of our session, we will see that perception is not only
determined by our personal needs and desires, but also by our
socio-cultural environment. Hence, perception is not only about
who we are, but it also about our socio-cultural environment.
Hold on to the journey for we are now about to enter another

interesting area of our livesour culture.
5. Closing Activity: The Titanic

o Visual Aid No. 6: Iceberg

o Visual Aid No. 7: Titanic Sinking


NOTES TO THE TRAINERS
Say the following:
Culture is abstract and complex. Because of this, the best way

to approach it is through a metaphor. Our Closing Activity The
Titanic will give us an introductory view of culture by
associating it with something. Have you seen the movie
Titanic? If yes, please join us in recalling the story. If not,
please listen actively as you will learn a lot from this movie.
5.3 Instructions
1. Narrate the gist of the story of Titanic. Say:
The movie Titanic was about a passenger luxury liner on its

first trip from England to New York City. It never reached its
destination. Instead, it sank in the middle of the ocean.
On the night of the tragedy, everything seemed normal, as any

such voyage should be. The rich passengers were in their
dinner clothes and were passing the time in idle conversation.
Those in the lower decks were having fun, drinking and
dancing. The crew was complacent. The sea was calm. The
night was cool.
Suddenly, the Titanic collided right onto an iceberg. And the rest
is history. No one was prepared for that
tragedy. Not the passengers. Not
the crew. Not the Captain,
even in his wildest
imagination.The
accident was
totally
unexpected.
The movie was

based on an
actual event that
happened on the
night of April 14-
15, 1912.

83
The Titanic had been the largest ship in the world. It was built
to be unsinkable. It was built to be indestructible. And yet,
despite that, the iceberg destroyed the ship.
2. Say, Here is what an iceberg looks like. (Distribute or post Visual

Aid No.6: Iceberg.) Then explain:
It is a huge block of ice floating in the seas of the cold regions

of the Earth. Icebergs have different sizes. The biggest iceberg
was seen in the Antarctic region. This had a length of about 320
kilometers at its longest point and a width of about 97
kilometers at its widest point. Only 10% of an iceberg can be
seen. The bigger part --around 90%-- is under the water. (Note:
You may use areas familiar to the participants for comparison.
For example in Luzon, 320 kilometers is from Manila to the
Province of Isabela in the North.)
5.4 Processing
Say: From this picture, what do you observe or notice? Point

out where the water is, where the iceberg isthe tip and the
underneath portions.Then say: Culture is likened to an iceberg.
From what you now know about iceberg, why is culture likened
to an iceberg?
5.5 Synthesis
Give this statement:
The only visible part of an iceberg is its tip. We can thus see
only the exposed area which is only a small part of the whole.
Similarly, what we know about our culture is only the tipa
small part of the totality of our cultural realitieswhich is the
overt or observable part. A big portion of our culture is hidden,
and remains to be known and acknowledged.

You may now discuss further the relation of the iceberg to culture
by presenting the following points.
KEY LEARNING
KEY LEARNING POINTS
POINTS NOTES TO TRAINERS
Cite concrete examples. Post the

key words (in violet color) on the
board as you discuss them.
Just like an iceberg, our culture has hardened
through the years. It has become an intrinsic
part of our being; and is, therefore, not easy
to change.
Just like an iceberg, our culture can also

become disadvantageous and harmful to us.
It can keep us from going to where we need
to go, or from becoming what we want to be.
Nonetheless, our culture, like an iceberg, can
be reshaped and can be changed over time.
Definition of culture: Culture is an enduring

set of behavior, ideas, attitudes and traditions
that shape our identity as people, and as
women and men.
5.7 Closing Statement
Present the following quotation in metacard or Manila paper, and

show Visual Aid No.7: Titanic Sinking.
Culture is like an iceberg. It hides more than what it shows. It is

deeply embedded. It creates a strong impact. Part of the
challenge of this G-BEST Journey is to deeply understand
culture and to discover its hidden part. Our next sessions will
lead us to the next part of our G-BEST Journey, that is, of
understanding culture and unraveling its hidden parts. Hold on
for our Journey becomes more exciting.

85
Session
Faces of Culture
At the end of the session, the participants will be able to:
1.1 Recognize and appreciate the different faces of our culture and
how these shape us as persons;
1.2 Discuss the manifestations of culture in the households,
organizations and communities; and
1.3 Reflect on how culture is an integral part of peoples lives and how
it defines peoples way of living and being.
2. Bridging Statement
Start the session by giving the following statement:
As discussed in our previous session, our perception of ourselves,

things, situations and events is influenced by our culture. Similar
to an iceberg, the visible and known part of our culture is just the
tip. Unraveling the hidden bigger portion underneath is very
important because this will help us explain our attitudes, beliefs,
values, perceptions and behavior. To better understand the
hidden part of our culture, in our next session, we will discuss the
four faces of culture.
Let us continue our journey of discovery. This time we will

visit our very own communities or regions/provinces. We will
find that each of our communities, regions and provinces is
special. Each is different.

Session 2: FACES OF CULTURE
3. Opening Activity
/
Option 1: Flashes of Culture: Surprises from My Province/
Community Trade Fair
o Visual Aid No.8: People in a Boat

o Visual Aid No.9: Iceberg and Four Faces of Culture
o Tables
o Masking tape
o Shawl
o Pairs of scissors
o Marker pens
o Metacards
o Cartolina
o Materials or products symbolizing the provinces or communities
of the participants (to be brought by the participants)
Say the following:
Prior to the training, we sent you an invitation asking you to

bring anything that represents the men and women of your
community, or for which your community or province/region
is known. Please bring them out because now is the chance
to share these special representations of your community or
province.With these special things, you will have a chance to
surprise one another.
(If the participants failed to bring anything about their community

or province/region, then you may proceed to Option 2 of the
Opening Activity of this Session.)
3.3 Instructions
1. Group the participants by province or by clusters of adjacent

communities or municipalities. Then you can say:

87
Creatively arrange the special things or products from your

province or communities in a table. Make it like a stall or a
booth. Then in metacards write your explanations of what these
special things or products symbolize, and also about the people
in your place and about your culture. This is a trade fair. Hence,
you will arrange your booths in a creative way as in a trade fair.
2. After giving the participants adequate time to prepare their

booths, allow them to move around and visit the booths of the
other groups. Join them as they visit each booth. Make it like a
group tour. You can say:
When your group has finished preparing your booth, please move
around and tour the booths of the other groups.
3. When all have gone back to their booths, ask them to give their
impressions of the other booths. You can ask:
What can you say about the booths of the other groups?
3.4 Processing
Proceed to ask the processing questions:
1. How did you find the activity?

2. What are the similarities and differences of the booths,
and the presentation of the groups?
3. What struck you most about the booths and
presentations of the groups? How did you feel?

/
Option 2: Mr. and Ms Tourism Contest
o Visual Aid No.8: People in a Boat

o Visual Aid No.9: Iceberg and Four Faces of Culture
o Visual Aids of key words of KLPs
o Crowns and sash for Mr. & Ms Tourism
o Sash for First, Second, Third Runner-Up of Mr. & Ms Tourism
Say the following:
Many people believe that sharing of information on the

cultures of nations or provinces or communities happens
during beauty contests. So, we have the Ms Universe Contest,
the Ms International Contest, and many others. In our next
activity, we will not have a contest which will require women
or men to display their bodies, but we will have a contest that
will challenge you to present the cultures of your provinces or
communities. Our contest is named Mr. & Ms Tourism
Contest. The objective of the contestants is to convince us to
visit their places.
Dear co-travelers, we will now begin our activity.
3.3 Instructions
1. Form four small groups of participants from the same province or

clusters of adjacent communities or municipalities. Ask each group
to choose a male and a female volunteer as their contestants to
the Mr. and Ms Tourism Contest. These contestants, with the
help of their group, will think of convincing reasons why a
balikbayan or any person from outside of their province or
communities should visit their place. They may highlight beautiful
spots, traditions, customs, clothing and food in their places. Tell
the contestants to prepare creative ways (e.g., group poem, group
song and dance, illustrations, and others) to present these reasons
during the talent portion of the contest.

89
2. After giving each group adequate time to help its participants

prepare for a creative presentation of their province or
communities, then begin the contest. Say:
We are now to begin the much-awaited Mr. and Ms Tourism

Contest. Co-travelers, may we please give a round of applause
to our contestants. We will ask our contestants to introduce
themselves. Let us begin with those at our far right.
(Contestants introduce themselves.)
Before we proceed to the contest proper, may I please explain

the rules of the contest. Our judges will be our audience. We
know that our audience is grouped into four. Each group will
rate from a scale of 1-5, with 5 as the highest and 1 as the
lowest rate, each contestant except those coming from their
own group in the categories of creativity, clarity and substance
of their presentation. After the contest, we expect each group
to give us a rating of each contestant for every categoryone
rating for creativity, another rating for clarity, and another
rating for the substance of their presentation. Then, our
facilitators will consolidate your rating to find out who our
winners are.
The contest will have two parts. The first part is our contestants
presentation of the reasons why we should visit their provinces or
communities. The second part is their presentation of songs,
poems or dance from their provinces and communities. Let us
now move on to the first portion of our contest.
3. Call on the contestants for their presentation of the reasons.

Afterwards, say:
Let us give our contestants a mosquito clap (as if killing flying

mosquitoes). We will now move on to the second portion of our
contest.
4. Call on the contestants for their presentation of songs, poems

or dance.
5. When all contestants have presented, tell them to remain standing

at the stage of the contest, and ask the groups to finalize their
rating for each contestant. Say the following:

Audience, please give

your rating of our
contestants to our
facilitators.
6. When the consolidation

of the rates of each
participant is completed,
announce to the audience
and contestants that you
now have the envelope
with the results. Say:
Dear friends, I now have the envelope. Let me start with our
third runner-up. The award goes to Mr._________ and
Ms__________. Let us give them a round of applause as our
facilitators give them their sash. Now for the second runner-up.
The award goes to Mr. __________ and Ms _________. Let us
give them a round of applause. Facilitators, please give them
their sash. Now for the first runner-up. The award goes to Mr.
____ and Ms _______. Let us give them a round of applause, and
their sash. Now, the winners! The Mr. and Ms Tourism title goes
to Mr. _____ and Ms _______. Our lead facilitator will give them
their crowns and sash. May we request the winners to give any
statement.
After the winners speech, close the contest by saying:
Thank you very much everyone! We hope that you enjoyed our
program.
3.4 Processing
Process the activity by asking the following questions:
1. How did you find the activity?

2. Are there common and special reasons why a tourist
should visit the different provinces and communities?
What are these?
3. What struck you most about each province or cluster
of communities? How did you feel?
/
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91
3.5 Synthesis (for Options 1 and 2)
Synthesize the activity by saying:
This activity showed something about the distinct cultures of our

provinces or communities. It showed us how special and how
unique is each of our communities or provinces. We saw how
culture varies from place to place, even between and among the
people in our own communities and provinces. The objects (for
Option 1) or the reasons to visit the different provinces or
communities (for Option 2) are reflections of our culture. They
describe our societies, the faces of our culture, and the
characteristics of the people we live and work with. They give us a
glimpse or a picture of how we live, what we eat, how we dress, and
what are some of our customs, traditions, beliefs and practices.
After your synthesis of the activity, present the key learning points:
KEY LEARNING
KEY LEARNING POINTS
POINTS NOTES TO TRAINERS

What is a society? mention them.
Society is a community, nation or broad

grouping of people with shared beliefs and
ideas, common traditions, institutions,
collective interests and activities and similar
patterns of behavior.
A society is composed of people of different Post Visual Aid No.8: People in a

backgrounds, aspirations, abilities and Boat.
personalities.
A society is basically a community sharing

together and working together. The family is
an example of a community.
A family is the basic unit of society. You may use flip chart to discuss
the features and characteristics
of a family.

A family has the following features and Concretize each of the

characteristics: characteristics of the family by
1. Intense emotional bond giving or asking for examples.
2. Strong feeling of belongingness and
interdependence
3. Shared set of values
4. Set beliefs, traditions, roles
5. Defined patterns of behavior
Society is linked to culture because: Draw or give examples relevant

1. Culture establishes the identity and to their regions and relate each
purposes of the society culture to local examples, such
2. Culture creates and sustains society. as food, celebration,
monuments, etc.
Four faces of culture:
1. Formal culture- part of culture that is Relate discussion to the

seen and observed. It includes language, iceberg.
art, music, literature, religion, rituals,
traditions, customs, what people wear, Post Visual Aid No.9: Iceberg
what they eat. It influences and supports and Four Faces of Culture.
deep culture.
2. Situational culture - refers to the

characteristics of groups which reflect,
accurately or inaccurately, their present
life circumstances and experiences. This
influences collective behavior, practices,
roles, behavior, habits and lifestyles.
This is the type of culture which develops
as a way of coping, positively or
negatively, with a new situation or
condition in life .
Example: Coca-Cola culture, new trends,
young generation, Pajero farmers,
overseas Filipino workers (OFW)
3. Historical culture - is associated with

festivals, holidays, celebrations,
monuments, buildings, places, statues
which mark the groups common origin
and experience. In recalling and
celebrating historical events, a group
continues to identify with their past.

93
4. Deep culture - part of culture that is not

seen. It includes attitudes, beliefs, values
and behavior that a person learns while
growing up. It operates largely
automatically, unconciously and routinely.
It is like the air we breathe: we do not
see it, we cannot touch it, but we know it
is there.
4. Closing Activity: Feelings Mural

o Visual Aid No.10: Image of a Family (Man, Woman and Children)

o Visual Aid No.11: Facial Expressions of Emotions/
Feelings Mural
o Four faces of culture on metacards
Begin by saying:
Our first session has brought us in close contact with our

culture. At this point, we will stop for a moment and reflect on
what we have so far seen in our G-BEST Journey. We will now
see different faces expressing different emotions. We want to
know what each one feels at this point of our journey. In this
closing activity, we will have a sharing of feelings.
4.3 Instructions
1. Post on the board Visual Aid No.10: Image of a Family (Man,

Woman, and Children) with the four faces of culture on metacards
posted around the picture. Say:
This picture captures what we have so far seen in our G-BEST

Journey.

2. Tell the participants to share what they feel at this point about the
journey. Show them Visual Aid No.11: Facial Expressions of
Emotions/Feelings Mural. Each can choose one facial expression
and post it beside the blow-up picture. State:
Please choose one picture which represents your feelings at

this moment. Write your name on your picture. Then post it
on the board.
3. Group the participants with same feelings. Then

ask participants to share to their group their
reasons for their feelings. You may
say:
We will group together all those

with same feelings. Then
please share with your group
your reasons for those
feelings.After the sharing,
please share your top three
reasons.
4. Acknowledge the
feelings of everyone.
Say:
Your feelings will serve as guides to the next paths of our

Journey. Thank you very much for sharing your feelings
because our feelings can enlighten our paths.
Conclude the session by giving the following statement:
Culture is all-encompassing. It manifests itself in our society

through the behavior, ideas, attributes and traditions of the
people. What our society is and who we have become have
been defined and shaped by our culture. Culture is connected
with both our past and present. It is the product of our
continuous growth and the accumulation of our experiences.
Our culture is a mix of influences from various groups: Chinese,
Spaniards, Americans, Japanese, Arabic, Malaya and European.

95
Session
! Characteristics
of Culture
1.1 Describe the characteristics of culture;

1.2 Explain how these characteristics influence our behavior, beliefs
and personalities; and
1.3 Relate their appreciation of culture as can be learned and
challenged.
Start the session by saying the following:
If culture were a human being, then through the previous

sessions we have become familiar with cultures looks its face
and body. We also have known how powerful this culture isthat
it can influence the way we think, feel and behave. In our next
sessions, we will learn how this culture moves and how it
works. In understanding the faces and characteristics of culture,
we will know how to approach and treat it. This familiarity will
serve as our leverage in transforming culture for the benefit of
both women and men.
The activities of our next session are also very exciting and
enjoyable. In this session, you will learn and at the same time
have fun.

Session 3: CHARACTERISTICS OF CULTURE
3. Activity: Baka-Baka or The IP

/
Option 1: Baka, Baka
Note to Trainers: This activity is recommended if the participants have

low literacy rate.
o Worksheet No.2: Briefing Sheet for Group Barangay San Miguel

o Worksheet No.3: Briefing Sheet for Group Barangay Alaska
o Handout No.3: Culture
o 25-centavo coin
Say the following:
We get to know the culture of a community by searching for its

observable reflections or manifestations. The learning process
usually starts from observing the patterns of behavior of the
people in the community, and how they relate with one
another. Then we listen to them, their stories, their aspirations.
In our next activity, we will try to know the culture of another

community. Let us see how we can do this.
3.3 Instructions
1. Divide the participants into two groups.
2. Explain to the two groups the rules of the activity. Say:
I will give each group a briefing sheet. The information provided

in these sheets is confidential. So, make sure that only your
group members know its contents. The rules are presented
there. Please read your confidential papers carefully.

97
3. Give one group Worksheet No.2: Briefing Sheet for Group Barangay
San Miguel, and to the other group Worksheet No.3: Briefing Sheet
for Group Barangay Alaska.
4. Let the participants play the game. You may stop them when the
activity begins to drag. Hence, both groups need not accomplish
their mission. But you should not tell this to them at the beginning
part of the activity because they know that they have to accomplish
their mission as stated in their briefing sheet.
3.4 Processing
Acknowledge the participation and enjoyment of the participants.

Then facilitate the processing of the activity by asking them the
following questions:
1. How did you feel about the activity?

2. Was it easy or challenging to do your mission? Please
enumerate the reasons why you consider it so.
3. What does this activity suggest about the culture and
characteristics of groups/society?
/
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/
Option 2: The IP
Note to Trainers: Use this activity only when: 1) all the participants
can read and write; and 2) the needed worksheet is translated into
the vernacular of the participants.
o Worksheet No.4: The IP

o Handout No.3: Culture
o Trainers Guide No.1: The IP (Answer Key)
We get to know the culture of a community by searching for

its reflections. The learning process can start from knowing
their tools and examining how and why they use them. It can
also start from observing the patterns of behavior of the
people in the community, and how they relate with one
another. Then we listen to them, their stories, their
aspirations, and others.
In our next activity, we will try to know the culture of another

community. Let us see how we can do this.
3.3 Instructions
1. Divide the participants into four groups.
2. Distribute to all participants Worksheet No.4: The IP.
3. Ask each group to follow the instructions in the Worksheet. Say:
The title of our activity is The IP. Let us see if we are

familiar with the culture of the IP. Please read and follow the
instructions in the Worksheet.

99
5. When all groups have finished answering their

Worksheets, then ask for their answers. Write
these on the board for everyone to see (Trainers
Guide No.1: The IP (Answer Key).
6. Determine which group(s) was(were) able to

guess the answers correctly. Acknowledge them
by saying:
Let us give a round of applause for

Group(s) ___ for their demonstrated
familiarity with the culture of the IP.
3.4 Processing
Process the activity by asking the participants the following

questions:
1. How did you find the activity? Was it difficult or easy?

2. Which of the practices did you rate appropriately and
guess correctly?
3. What do you think is the message of this exercise?
/
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3.5 Synthesis (for Options 1 and 2)
Synthesize the activity by saying:
Our activity showed that each group or society has its own
culture. This culture is manifested in the customs, traditions
and behavior of its women and men. We also saw that to
understand another group and its culture, we need to know
and understand its rules. Now, we will discuss the
characteristics of culture which influence how and what rules
are shaped and lived by a society or community.

Make an evocative discussion of the following key learning points:

mention them.
Culture is a set of characteristics of groups. You may distribute Handout

These characteristics of groups are passed No.3: Culture after the
from one generation to another. discussion.
Different groups, communities and societies Ask for or give examples of

have different cultures. Culture is composed culture as characteristics of
of a set of rules but oftentimes these rules groups in a rural setting.
are not seen. What you can only see is the
product of these rules (the actions and
behavior required by these rules). Our
behavior and actions conform to the rules
set by culture.
Cultural rules influence people to behave in

prescribed and defined ways. Examples are
pagmamano and the family prayer of 6
oclock Angelus.
Culture has the following characteristics:

KEY LEARNING POINTS
1. Culture is a process. It is dynamic. For characteristics no.1 to no.3
It can be changed. It evolves and (culture is a process, and is
constantly changes over time. learned and shared), you can
Inventions, innovations and technological cite how Filipino families who
advances help change culture. Significant migrated to other countries
events can also change culture. eventually assimilated the
cultures of these foreign
2. Culture is learned. No one is born with
countries. Definitely, these
a culture. We learn culture as we grow
families have changed. Culture,
up. We learn to follow rules and to
therefore, can be changed; it is
recognize symbols and signs. People
learned and shared.
around us contribute a lot to the
culture that we have. We generally
behave like the other people in our
immediate environment.

101

3. Culture is shared. It is learned from
others and shared with others. Cultures
also borrow and share rules. As we interact
with other people with different rules and
culture, we tend to adapt and assimilate
their own culture. (e.g., Americans,
Muslims, Chinese, etc.)
4. Culture is symbolic. A symbol can be Another example which you can
verbal (i.e., different dialects and cite here is the balikbayan
languages) or non-verbal that stands for box. This box symbolizes two
something. Examples are the flag, McDo things: 1) how care is expected
Arch, holy water for Catholics, etc. Most to be expressed by one who is
of what we learn about our culture consist returning to his/her loved ones
of symbols, including tools, implements, from a foreign land, and
utensils, and clothing ornaments, beliefs, 2) Filipinos colonial mentality
rituals, games, work of art and language. that products of the West
(USA, Europe) are better than
5. Culture is integrated. Culture is not just a
Filipino products.
collection of customs and beliefs. It is an
integrated pattern. If one part of the system
A concretization of culture as
changes, the other parts change as well.
integrated is the changes that
Being integrated, culture captures both happen in the society, in general,
the past and the present. Somehow, one and in man, in particular, as a
can still see the observance of some old result of the changing roles of
culture, such as the use of the calesa women, from being confined to
(horse-drawn carriage), respect for elders, the homes to being active in
Pasyon during Lenten season, penitence other spheres of community life.
and senakulo during Holy Week, etc. In a
society, one can see a combination of old
and new culture. But the merging is so
strong such that the combination
becomes one or an integrated whole.
Hence, this characteristic of culture can
be related to situational culture.
6. Culture can be challenged. There are two
faces of challenge. One is negative. This is
when different groups in a society argue
with one another as to whose ideas, values,
beliefs are important, correct and valuable
or superior. The positive face of challenging
culture is when a group and individuals
try to reshape culture actively and creatively
by introducing changes. Example: land
reform, land tenure improvement.

Session 4: HISTORICAL OVERVIEW OF THE MALE-FEMALE RELATIONSHIPS: IMAGES & INSIGHTS
Close the session by saying:
As we have discussed, culture is an enduring set of behavior, ideas,

attitudes and traditions that shape our identity as people, and as
men and women. Culture plays an important part in influencing
how men and women perceive themselves, their roles, their
relationships in the family, community and society in general.
The challenge which faces us now is to understand and appreciate

our culture and how it shapes men and women in our society. We
will discover answers to these questions in our next discussion,
which is a historical overviewfrom the pre-colonial era to the
present timeof the various images of men and women.
Session " Historical Overview

of the Male-Female
Relationships:
Images and Insights
1.1 Discuss the highlights of the evolution of the relationship of men

and women in the Philippines;
1.2 Describe how the images and roles of men and women have
changed through the different historical periods;
1.3 Recognize how the roles and relationships of women and men,
from partnership to subordination, were reshaped by the
colonizers; and
1.4 Reflect on how cultural influences have changed the views of the
Filipino society on women and men.

103
Open the session by saying:
In the previous sessions, we saw that culture is a process.

We realized that it is not permanent. It is not fixed. It changes
and evolves over time in response to changes and challenges in
the environment. At the same time, we also saw that culture is
a set of rulesdos and dontshanded down from one
generation to another. In order to gain a deeper understanding
of how our culture has changed over time and how it has
shaped us, we will discuss how the roles and images of men
and women in our family, community and society have changed
through the years. We will revisit our past.
3. Opening Activity: Dekada


o Marker pens
o Manila paper
o Cartolina
o Other props for the activity as may be requested by the groups
In this activity, we will collectively recall the key events, songs,

proverbs, quotations in our recent past that have affected the
roles and images of women and men. People here may have
different recollection of the past because we were born at
different periods of time. Let us see if this is correct. We will
form small groups according to birth periods. Each group will
remember the key events, songs, proverbs, quotations and
others, at certain decades. Hence, our activity is called
Dekada.

3.3 Instructions
1. Group the participants according to their birth years. For this, you
can say:
Our birth years are significant markers in our lives. Now, let us
form the following groups1:
Ø Group I: those born from 1940 to 1950
Ø Group II: 1950-1960
Ø Group III: 1960-1970
Ø Group IV: 1970 up
2. Assign a decade to each group:

Ø Group I: 1940-1950 - Dekada 60
Ø Group II: 1951-1960 - Dekada 70
Ø Group III: 1961-1970 - Dekada 80
Ø Group IV: 1970 up - Dekada 90
3. Tell them to focus on their assigned decade and to:
• Choose an IMAGE that best captures how women and

men were viewed during this decade.
• Try to recall the EVENTS AND PERSONALITIES that
shaped the decade. Focus especially on those that
shaped the lives of men and women of this decade-
at home, at work and in the community.
• Recall the SONGS AND MOVIES that were popular
during the decade, and that best captured the images
of men and women of that time.
• Choose a QUOTATION OR A PROVERB which best
describes the life of men and women during the decade.
(Another option would be to ask them to give the decade
a title just like in a movie.)
4. Let them present their outputs in a creative manner. Start from

Dekada 60 to Dekada 90.
1
The grouping will depend on the age of the participants. If you have younger participants, you may choose to
start with Dekada 70; if you have older participants, you may start with Dekada 50.

105
3.4 Processing
Process the activity by using the following guide questions:
1. What did you feel when you were recalling the significant
events, personalities, songs, movies and proverbs
descriptive of the decade assigned to your group? Was
it easy or difficult? What makes it easy or difficult?
2. In what way did the images and roles of men and
women change through the years
a. In the family/home?
b. In the community?
Deepen the discussion by discussing the following mnemonics of

significant events of the four decades.
We said in our discussion of the factors Post the mnemonics and the
affecting perception that our environment, key words (in violet color) on
particularly those that caught our attention, the board as you discuss them.
has tremendous influence on how we think,
You can further enhance this
feel and behave. Similarly, the dominant
introductory statement to the
views on the roles and images of women for
KLPs by reviewing the related
each decade were influenced by the social
points discussed about
events during the period.
perception and culture.
Each group recalled the key events that
happened during each decade. Let me add
more by giving you mnemonics of the key
events of each decade:
Dekada 60s 70s:

C-ommodification of women (pornography, To elaborate, you can cite
sexism) related points shared by the
Dekada 60s or 70s group and
R-enaissance of the arts (Cultural Center of
you can add more points. For
the Philippines, Nayong Pilipino)
example, for C, you can tell
I-ncreased white slavery and trafficking of them to recall Merle Fernandezs
women bomba pictures.

Sex haven image internationally (sex tours) You can highlight here the
varied images of women that
Increased political unrest and militarization
developed during the period: 1)
(bombing of Plaza Miranda, Martial Law).
sexual objects; 2) abused; 3)
The Martial Law period also saw the
political activists; 4) supporters
politicization of many women who joined
of the dictator.
the underground groups.
At the end, you can say,
Signing of PD 27 (creation of the
Indeed, the decade was
Kabataang Barangay, Youth Program and
womens period of SEARCHING;
Population Commission). Related events
a CRISIS period.
were the creation of the Samahang
Nayon, and the development of the
Masagana 99 project. Many women were
active supporters of these projects of the
former dictator.
Dekada 80s:
C-omprehensive Agrarian Reform Program You can highlight here the
(CARP). This led to the discourse on who following points:
have the right to own land; not only between
After the CRISIS period, a
tillers and non-tillers, but also between
decade of AWAKENING followed.
women- and men-tillers.
Women found themselves
H-unting for jobs abroad for men and claiming their positions in the
women (Filipinas mostly work as domestic economic, cultural and political
helpers) spheresland ownership, paid
work outside of the house,
A-wakening of Artists on Social Issues (TV,
participation in governance, and
media, and theater)
others. We know, however, that
N-umerous coups these additional roles did not
translate into mens taking on of
G-rowing number of womens groups (NOW
roles in the households. Hence,
and GABRIELA)
women were not totally free.
E-DSA People Power
Dekada 90s:
F-amily-oriented advertisements (children You can cite here that if
and shared parenting were shown in the Dekada 80 was a decade of
advertisements) claim-making or advocacy for
women empowerment. In this
R-ise of Information Technology (cellphones,
decade, the advocacy not only
computers)

107
E-mergence of alternative lifestyles (single continued, but also began to

parenthood, same-sex relationships) gain ground, although not yet
completely as more work still
E-xpanded opportunities and involvement of
lies ahead, especially in the
women in various spheres (business,
agrarian reform areas.
government, military)
3.6 Synthesis
State the following:
As we found in our Dekada activity, the images and roles of

women in each decade were varied and were influenced by the
dominant culture and influential people of the period. In our
next activities, we will discuss why this was so. Specifically, we
will identify the factors that have greatly contributed to the
shaping of these roles and images of men and women. Part of
the process will be a discussion of how the handed-down
culture from the pre-colonial to the Spanish era, American
and Japanese periods had greatly affected our own culture.
Let us try to revisit our past experiences with these foreigners.
4. Deepening Activity: Journey Through

Time
4.1 Bridging Statement
Start this activity with the following statement:
The roles and images of the Filipino woman have evolved from
the pre-colonial period to the present period. With this statement,
I hope that flashes of pictures of the evolving Filipino woman
are coming to your minds. Let us go through these pictures as if
we are watching a movie of the Filipino woman of the past and
of the present.

/
Option 1: Creative Simulation of Each Historical Period
o Visual Aids for mnemonics and key words of KLPs
Explain to the participants the process of the activity:
The trainers and staff prepared something for you. They will be
presenting a series of pantomime about the different periods of
our history. After each pantomime, you will guess the period in
history that the presentation depicts.
4.4 Instructions
1. Call on the trainers and staffor the assigned participants if there

are not enough trainers and staffto present a series of pantomime
as described on pages 109-110. After each
presentation, ask for the guess(es) of participants.
Then, affirm the right answers.
Scene 1: Husband and wife

helping each other in the
production of food for the
familysimulation of rice
pounding (nagbabayo)
• This situation
happened during
the pre-colonial
period. During this
period, division of
roles and tasks was
not determined by
sex.
Present the mnemonics

UPPERHAND. (Post the
mnemonics on the board; see KLPs)

109
Scene 2: Portrayal of four

characters: two modest women,
Sisa, and Padre Damaso
• After the pre-colonial period,
the Spaniards came. They were
shocked to see our women to
be very different from their
women. So, they remodeled
and reshaped our women
according to their concept of
what women should be.

POWERLESS.(Post the mnemonics
on the board; see KLPs)
Scene 3: Women voting in election booths

• During the American period, the Filipino
women organized and fought
for their right to vote. With
determination and
endurance, women won
and gained their right
to vote.

SUFFRAGE. (Post the
mnemonics on the board;
see KLPs)
Scene 4: Filipinas being

raped by the Japanese
• During the Japanese period, the
general description of the situation was the destruction not
just of properties but also of people, families, structures.
Present the mnemonics DAMAGED.(Post the mnemonics on the

board; see KLPs)
/
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/
Option 2: Words and Pictures Analysis
o Visual Aid No.12: Periods of History

Begin by saying the following:
They say that words and pictures help us capture and

understand significant events in our lives and in our history. In
this activity, we will use words and pictures to help us in our
JOURNEY THROUGH TIME, from the pre-colonial period to the
Japanese period, and understand the roles and images of
women and men during each historical period.
4.4 Instructions
1. Present the following quotation and ask the participants to guess

what period/time the quotation describes:
The woman has greater intellectual superiority over the man,

whatever her class or social condition; she is the more serious
partner . . . she is industrious by nature . . . capable, eager to
earn a living, with a talent for business, forward-looking and full
of initiatives and endurance. She does all the work. Besides, she
has the nature of thrift, which is rarely of a man.
2. Before acknowledging the right answer, tell the participants:
We will go through an exercise through which we will know the

answer to the question.
3. Post in different parts of the room pictures that depict the condition
of Filipino men and women in different periods of history, i.e.,
pre-colonial, Spanish, American and Japanese periods (Visual Aid
No.12: Periods of History).

111
4. Give the following instructions to the participants:
Look very closely at the pictures and read the descriptions per
era. Once you have completed the tour of the four time periods,
stand before the time period which you think is described by the
quotation. Discuss with the other participants who have selected
same spot, the reasons for your choice. (If there are more than
six standing in one time period, divide them into smaller groups
for their quick buzz).
5. Let the participants follow your instructions.
6. Congratulate the participants who correctly guessed the answer.
7. Present the quotation once again and tell them that this quotation
describes the status of the women during the pre-colonial era.
8. Draw out the participants reactions.

/
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4.5 Key Learning Points (for Options 1 and 2)
Present the key learning pointsthe mnemonics of the roles and

images of women in each time period or era:
Post the mnemonics and key

words (in violet color) on the
board as you discuss them.
PRE-COLONIAL ERA In summary, you can say that

(MnemonicsUPPERHAND) the Filipinos of the pre-colonial
era:
During this period, people were valued not
were gender sensitive;
according to their sex. Males and females were
equally valued; and the period was marked by acknowledged the equal
equal sharing between women and men in the worth and rights of women
households, workplaces and communities. and men; there was gender
equity.

U-nmarried mothers did not lose face nor less stereotyped roles for
the chance for good marriage. Pre- women and men.
marital sex was allowed though couples
Also, this period serves as a
engaging
KEY in this were obliged
LEARNING POINTSto act NOTES TOfor
TRAINERS
historical basis the
responsibly. Virginity was not the basis for
advocacy for womens rights.
liking or valuing women; the emphasis
was more on fertility.
P-olitical power for women: women can
become chieftains, rulers of village. E.g.,
Lubluban, Princess Urduja.
P-romiscuity and prostitution were
punished: A woman who commits
adultery returns the dowry given to her
by her husband. Men who committed
adultery were also punished.
E-qual treatment and equal value for sons
and daughters. Children/babies were
welcomed whether they were males or
females.
R-esponsible and key role in religious life:
priestesses, midwives, babaylan,
catalonan. Women had healing power.
H-usbands and wives have equal
responsibilities in rearing of children and
in livelihood.
A-cknowledged as major contributors to
economic prosperity of families and
communities.
N-ame of women was maintained,
especially if the name of the woman
was known before she got married.
D-owry given to the family of bride-to-be,
cash or in kind or service.
SPANISH ERA (MnemonicsPOWERLESS)
The Spaniards were shocked with the After the presentation of the
power held by the Filipino women during mnemonics, POWERLESS,
the pre-colonial period. This situation was emphasize that although this

113
unacceptable to them. Hence, they molded was the general situation of

the Filipino women according to their Filipino women during the
concepts. From being at the center of Spanish period, some women
everyday affairs, the women were pushed to joined the revolution against
the sideline and were marginalized. Their Spain. For instance, Melchora
right to participate in business, and in Aquino provided food and
political, educational and social affairs was medicine for the Katipuneros;
curtailed. Gabriela Silang, Agueda Esteban
and Marcela Agoncillo served as
With the coming of the Spaniards, the women-generals of the
Filipino women became: Katipunan; and a minimum of
133 women joined the
P-rivate property of the husband. revolution.
O-wnership of wealth or land not allowed. The women revolutionaries
Church did not allow women to enter into were intelligent Filipinos who
contracts. did not accept the Filipinos were
POWERLESS under the Spanish
W-orship of other gods, not in Christian
regime. Their revolutionary and
rituals, was prohibited. Priestesses were
reformist roles indeed helped
persecuted.
the country attain independence
E-ducation was denied to women. Closing from the Spanish oppressors.
of the schools for higher learning.
R-eshaped women according to Iberian
image, where women could not talk to
men and simply followed the commands
of men.
L-owering of status due to patriarchy.
Dignity of women was not recognized.
E-ncouraged to join nunnery, to endure
suffering, and to obey blindly. If a woman
was not married, she was obliged to serve
her father. Some priests abused women in
the nunnery.
S-erved as debt payment to landlords;
wives and daughters were made to serve
the landlords whenever males incurred
debts from them.
S-ubmissive to mens decisions; they could
not hold money, and could not accept
gifts especially from men.

AMERICAN ERA (MnemonicsSUFFRAGE)
The American colonizers did not see the Emphasize that although the
claim of Filipino women for a right to vote as situation of the Filipino women
a deterrent to their goal to colonize the during the American period was
country. Hence, they did not stop the women better as compared to during
from having this right. With this, the the Spanish period, they were
mnemonics used for this period is nonetheless not spared from
SUFFRAGE. the brutalities of the American
colonizers. As shown by the
S-ocial problems related to US military letter S in the mnemonics,
camps. Filipino women were exploited in many Filipino women were
these camps. raped in the US military camps.
U-S training for Filipino professionals Moreover, the Americans
teachers developed educational
programs for the Filipinos not
F-reedom fighting women associations of really for the emancipation of
women sprung out but with limited activities the Filipinos but as a strategy
F-lowering of associations of women to colonize the Filipino mind.
R-ight of women to vote gained in 1937

A-ccess to education by women. Filipinos
learned English.
G-ot employment, but received lower salary
and position than men did.
E-mergence of querida system especially in
the military camps.
JAPANESE ERA (MnemonicsDAMAGED)
The little improvements that women re-gained Many senior members of Filipino
during the American period was lost during families relate to their children
the Japanese period. The situation was and grandchildren their traumatic
generally described as the destruction of experiences during the Japanese
structures and properties, and the war. Ask the participants if they
disintegration of communities and families. know of any such experiences
The closest mnemonics that can describe the they have heard. Then request
women of this period is DAMAGED. some of them to share these
stories to the big group. Highlight
D-estruction of structures and properties those experiences that focused
because of the bombings; families were on women.
separated. Many left their homes and
joined the guerilla movement.

115
A-ctivities in school, production and

industries were at standstill. No economic
activities took place.
M-enstruation of women stopped due to
loss of weight and starvation
A-bused and raped women in the garrison
G-eneration trauma generation to
generation trauma among war victims;
the wounds are still fresh to many of old
family members
E-vacuations of families into unfamiliar
territories
D-id not allow women to get pregnant even
when the Japanese were the ones
responsible
4.6 Processing
To help the participants gather their thoughts and feelings on the

process of reminiscing our historical past and recollecting how
women have evolved through these periods and decades, ask them
the following questions:
1. What did you feel when we were going through the

different historical periods?
2. Do you agree that we are already independent from
these colonizers?Why?
3. What are your insights and learning?
4. What are the effects of the whole exercise on you?
4.7 Synthesis
Present the following:
Looking back at our past, which was full of tragedies, is difficult

and painful. Yet, for each one of us to be liberated from the
pains of our collective past, we have to go over it and
transcend it. But transcending our past entails knowing and

accepting the hurts, and learning from them. The process of

recollecting our historical past is a way of learning from the
hurts, and a way of knowing and recognizing the evolved
Filipino woman and man in everyone of us.
We hope that this part of our G-BEST Journey has made each of
you a wiser Filipino woman or man, and a better person. Now,
we are about to enter the ending part of the first unit of
Module 1.
5. Closing Activity: Balagtasan

5.1 Needed Material
o Sample No.3: Samples of Balagtasan
To start this activity, you can say:
During the time of our parents and grandparents, balagtasan was

a favorite activity. In a balagtasan, two or more people debate on
certain topics and issues in a poetic manner. In this session, as a
way of synthesizing our feelings and thoughts on the discussed
historical images of women and men, we will also do a
balagtasan. Unlike in the traditional balagtasan, however, our
views need not diverge. We will not debate. Rather, we will be
adopting only the creative side of a balagtasan, that is, the
sharing of views through an exchange of poems. (See Sample
No.3: Samples of Balagtasan.)
5.3 Instructions
1. Divide the participants into four groups, or you may ask them to
go back to their Dekada groups. Let each group prepare its
answers to the following questions in a balagtasan form or in a
poem. Say:
Please go back to your DEKADA groups, and answer the

following questions in a balagtasan or poetic form.

117
• Based on our journey through time, how would you

describe/characterize the Filipino women? Filipino men?
• What are you most proud of about the Filipino men?
Filipino women?
• What was the most difficult challenge that the Filipino
women and men faced through the years?
We will have two

rounds of poem
exchange. In
the first round,
you will share
to the groups
your answers to
the above questions
through poem, to be
delivered in a balagtasan
way. After the first round
of poem exchange,
each group will prepare
another poem as a
reply to the poems of
the other groups. This
will be our second
round of presentation.
2. Give the groups adequate time to prepare their poems.
3. When the groups are ready, request one group to start the
balagtasan.
4. After the first round of balagtasan exchange, say:
Let us all give all the groups a round of applause.
5. Ask the groups to prepare their second poems. Again, when they
are ready, ask for a group to start the second round of balagtasan.
6. Acknowledge the participation of all the participants by asking everyone

to give mosquito claps (as if they are killing flying mosquitoes).

5.4 Synthesis
Summarize the highlights of the presentations of the groups also

in a balagtasan or poem form.
End the session by giving the following statement:
In this first part of our G-BEST Journey, we learned that culture

shapes our perceptions, and that culture changes overtime.
This change of culture affects the images and relationships of
women and men.The change in the images of women and men,
and their relationship shows that there are characteristics
believed to be that of women and of men that change as culture
changes. In the next part of our journey, we will get to
understand this more. We will be discussing what gender is, and
how our gender perceptions are shaped by our society.

119

05 Module 1a Gender and Culture Inextricable Link

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05 Module 1a Gender and Culture Inextricable Link

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Module 1: GENDER AND CULTURE: INEXTRICABLE LINK

56 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

58 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

As mentioned, Module 1 has two units. Unit 1, entitled Discovering

2. Faces of At the end of the • What is Opening Activity: • Materials or

60 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

3.Characteristics At the end of the • Six Activity: • Worksheet No. 2:

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Session Objectives Key Concepts Activities Needed Materials

Unit 2, entitled Understanding the Gender Cultural Dynamics,

62 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

2. Socialization At the end of the • Definitions of Opening • Visual Aid No.15: A

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Session Objectives Key Concepts Activities Needed Materials

Finally, with the above sessions of Units 1 and 2, Module 1 hopes to

64 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Unit  Discovering the

This Unit aims to lead the participants to an enlightening

Session  The Shaping of

1.1 Discuss what perception is;

1.3 Recognize the importance of understanding perception in appreciating

3.1 Needed Material

o Worksheet No.1: Look for the Perfect Star

3.2 Opening Statement

Start the activity by saying:

1. Distribute Worksheet No.1: Look for the Perfect Star.

66 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

3. If the participants still seem to have difficulty in finding the star

You can further

4. Encourage them to continue with their search. If after two minutes,

Lead the participants to a discussion of their feelings and

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

1. What do you feel about the activity?

To synthesize the message of the activity, you may say:

Some of us immediately saw the star. Others got lost in the

Ask for the participants reactions to your synthesis before ending

3.1 Needed Material

o Visual Aid No.3: The Blind Men and the Elephant

68 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

3.2 Opening Statement

You may start by saying:

A very popular and powerful parable is the Parable of the Blind

Story: The Blind Men and the Elephant:

Once upon a time, five blind men came upon an elephant.

Its an Elephant, said the Elephants keeper, who was sitting on a

Wow! So this is an Elephant! Ive always wondered what Elephants

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

This is more like a snake. See, its wrapping around my arm! An

The Elephant keeper sighed, and went back to polishing the

70 G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Poem: The Blind Men and the Elephant

It was six men of Indostan

The First approached the elephant,

The Second, feeling of the tusk,

The Third approached the animal

The Fourth reached out his eager hand,

The Fifth, who chanced to touch the ear,

G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

Deny the fact who can,

The Sixth no sooner had begun

And so these men of Indostan

As mentioned, Module 1 has two units. Unit 1, entitled Discovering

Unit 2, entitled Understanding the Gender Cultural Dynamics,

Unit Discovering the

Session The Shaping of

Ask for the participants reactions to your synthesis before ending

Its an Elephant, said the Elephants keeper, who was sitting on a

Wow! So this is an Elephant! Ive always wondered what Elephants

This is more like a snake. See, its wrapping around my arm! An

o Visual Aid No.4: Gallery of 6 Illustrations/ Pictures Nature Trek

We learned in this part of the session that individuals

1. Narrate the gist of the story of Titanic. Say:

The movie Titanic was about a passenger luxury liner on its

2. Say, Here is what an iceberg looks like. (Distribute or post Visual