LAWLAND23

Lakas ng Kabataan, Lakas ng Lipunan

2011-08-22T21:03:00.000-07:00

The works of PUP Guhit Sudlungan Artists shall be featured in an exhibition dubbed as "Lakas ng Kabataan, Lakas ng Lipunan: A visual arts exhibition on Youth Empowerment" from February 21 to 26, 2011 at the Ninoy Aquino Library and Learning Resources Center, Polytechnic University of the Philippines Main Campus, Sta. Mesa, Manila. The Opening Program shall be on February 21, 2011, 2PM. Participating artists include: Arnold Lalongisip, Joel U. Chavez, Neil Defeo, Mary Joyce Bautista, Aldrin Alarcon, Bryan Defeo, Alex Defeo, JM Saycon, Joseph Reylan Viray, Alfredo Martirez, Rey Martirez, Just Fadriquela Jr., Denise Delos Reyes, Queency Reolope, Jasper Barba and other invited artists. The artists are all members of Guhit Sudlungan and active advocates of youth empowerment thru their collaborative efforts with the National Youth Assembly for Moral Leadership which co-sponsored the event. This project is an initiative of the PUP Visual Arts Office, University Center for Culture and the Arts in partnership with the PUP Graduate School, PUP College of Arts, Lakandayang Cultural Association Inc. and the National Youth Assembly for Moral Leadership. For inquiries call Joseph Reylan Viray, Chief of PUP Visual Arts Office, at 09175351923.

Three PUPians Shine in Bangkok Confab

2011-08-22T21:02:00.001-07:00

Hector Calma, PUP News, Volume 8 Issue No. 2 January 16-31, 2011

Mr. Joseph Reylan B. Viray, Prof. Kriztine R. Viray, and Mr. Jordan Niel A. Dinglasan participated and presented their respective productions, artworks and papers in the Asia Pacific Youth Forum on Climate Change: Explorations Thru Cultural Expressions held at Rajamangala Technological University, Bangkok, Thailand on January 24-28, 2011.

Mr. Joseph Reylan Viray, Chief of the PUP Visual Arts Office, UCCA, presented a paper/poster entitled "Doing Painting the Ancient Way: Going Back to Basics" explored the use of ancient painting materials such as achiote (annato seeds), onion skin, curry, alugbati, extracts from plants and minerals, and other environmental friendly materials in producing visual artworks. Mr. Viray emphasized that commercially and synthetically produced painting materials which are harmful to the environment confused the view of modern artists as to their concept of aesthetics. Artists began to rely so much on these materials and that beauty became synonymous with how painters masterfully manipulate these materials. Mr. Viray suggested that painters should start to redo their ways and that they should go back to basics. This is to truly manifest their concern and care for the environment.

Five artworks by Mr. Viray and the artists of the PUP Guhit Sudlungan were exhibited for five-days in the conference venue. The collection which was made out of ancient materials stunned the international participants for their simplicity and beauty. The collection was donated to the SEAMEO-SPAFA office in Bangkok, Thailand.

On the other hand, Prof. Kriztine R. Viray, Director of the PUP Film Center, tore the hearts of the participants when she presented her documentary film entitled "The Unwanted Visitor". The film was so powerful that it generated a melancholic atmosphere in the conference venue. Almost everybody cried including the organizers. The film essayed the events that unfold during the visit of typhoon Ondoy in the Metropolitan Manila. Graphic and vivid images of deaths, loss of property, livelihoods, and sorrows touched the hearts of the delegates. Prof. Viray's actual interviews with the victims likewise left unforgettable marks to the audience. Towards the end of the film, Prof. Viray stressed the resilient spirit of the Filipino people. The film showcased how Filipinos became aware of the evils of climate change and that they started to do their own little ways in caring for mother nature. The film underlined that there is still hope or that there is "a rainbow after the rain", as the popular song of South border band goes.

A music video of the "Earth Song" composed by Ryan Cayabyab was presented by Mr. Dinglasan, a student artist of Guhit Sudlungan, in the same conference. The MTV was meant to educate and inform the youth about the importance of environmental awareness. Mr. Dinglasan, barely 18, used MTV because according to him this is a popular medium among young people. "This is the best way to reach out to my fellow youth", he stressed.

Through travel grants provided by SEAMEO-SPAFA and Japan Foundation to the three PUPIANS, they were able to exchange minds with other 200 youth delegates from countries like Indonesia, Malaysia, Japan, Nepal, Pakistan, Philippines, Bangladesh, Vietnam, Laos PDR, Cambodia, Thailand, England, China, and other countries in the Asia Pacific Region.

PDI: Street Painting Goes 3D...

2011-08-22T21:00:00.000-07:00

GUHIT SUDLUNGAN, a visual arts student group from Polytechnic University of the Philippines?Sta. Mesa, took home P75, 000 and a special glass trophy for their artwork ?Greater Access to Convergence? in the 3D Street Painting Festival recently organized by Avida Towers Centera.

Theme was ?Fast-forward: Life at the Center of the Metropolis.? The awarding was held at the MegaTent in Pasig City as part of the launch of Avida Land Corp?s latest high-rise development, Avida Towers Centera.

Guhit Sudlungan, which took inspirations from the works of American master artist and architect Kurt Wenner, won over 23 other teams.

?We were a bit discouraged when we learned that some of the artists we look up to joined the competition because they are already accomplished and popular. But we just told ourselves to do our best and focus on our work so we could execute our plans correctly,? said Arnold Lalongisip of Guhit Sudlungan.

Other team members include Neil Defeo, John Mark Saycon, Justito Fadriquela Jr. Malanio Balauitan III, Jasper Barba and Joel Chavez. Their three-dimensional masterpiece depicts children living on the fringes, awaiting a bright future.

The fact that the 3D paintings for the competition were painted on the ground added an extra challenge.

?We are used to painting using a canvas so it was really a huge a challenge to paint the ground,? Lalongisip said.

Stycon was second place and was awarded P50,000 and a trophy for ?Connected and Green.? The group, which is involved in graphic and fashion Alvin Añonuevo, Pars Cea, Jawo Gonzales and Manolette Tizon.

A five-piece group from University of the Philippines-Diliman placed third for ?Metropolis Mania?: Anna Leah Aldaba, Kathleen Fallaria, Clarissa Marie Rodriguez, Ralph Louis Barrientos and Clara Herrera. They got P30,000 and a glass trophy.

Avida Towers Centera will also be giving away P20,000 and a trophy for the most favorite 3D street painting in its Facebook fan page. The entry that will get the most number of ?likes? wins. To vote, visit www.facebook.com/AvidaLandCorp. Artworks can also be viewed at the Avida Towers Centera site on Edsa Avenue corner Reliance Street, Mandaluyong.

Call 8485200 or visit www.avidaland.com.

Guhit Sudlugan Wins 3D Painting Tilt

2011-08-22T20:56:00.000-07:00

The Guhit Sudlungan, visual arts group of the University Center for Culture and the Arts, Polytechnic University of the Philippines, Manila wins the Grand Prize in the Avida 3D Painting Competition organized by the Avida Tower, Ayalaland Development on March 19, 2011, Mandaluyong, Philippines.
The group composed of Arnold Lalongisip, Joel Chavez, Justito Fadriquela, JM Saycon, jasper Barba, Neil Defeo, and Melanio Bulauitan outdone entries from professsional visual art organizations and university based student visual arts groups. Guhit Sudlungan essayed in their entry the role of Ayaland Development Corp in nation building and development.

The group won a cash prize of Php 75,000 and a trophy. When asked about the group's reaction about this recent achievement, they are in unison in saying " our efforts were not in vain".

The group thanked their former adviser and former Chief of the Visual Arts Office, UCCA- Mr. Joseph Reylan Viray for the support, continued motivation and inspiration. "We owe this achievement from Mr. Viray because of his support and motivation", Arnold lalongisip, the leader of the group said about thier former adviser. They also recognized the support of the University Center for CUlture and the Arts Director Prof. Segundo C. Dizon. (By Michael Servitillo, Allvoices.com)

Kulturang Pinoy, Kulturang Global: Visual Arts Exhibition at PUP

2010-02-07T04:51:00.000-08:00

Polytechnic University of the Philippines, University Center for Culture and the Arts, through the Visual Arts Office will open a visual arts exhibition entitled Kulturang Pinoy, Kulturang Global at the Ninoy Aquino Library and Learning Center, PUP Main Campus on February 8, 2010 at 2pm. The exhibit will run from february 8 to february 13, 2010. For details call Joseph Reylan Viray at 7137369.

2nd Photography Workshop at PUP

2010-02-07T04:47:00.000-08:00

The Polytechnic University of the Philippines through the University Center for Culture and the Arts, Visual Arts Office will be having the 2nd Photography Workshop at the NInoy Aquino Library and LEarning Resources Center, Bulwagang Bonifacio, on February 10-11, 2010. The activity shall be facilitated by a topnotch photographer Mr. Jo Avila...For more details please call 7137369 and look for Mr. Joseph Reylan Viray

PUP GUHIT SUDLUNGAN members dominate Three Art Tilts

2009-09-01T09:31:00.000-07:00

PUP GUHIT SUDLUNGAN members

dominate Three Art Tilts

PUP Guhit Sudlungan members Arnold Lalongisip (3^rd Year, BSEE), Emil Adrine Alarcon (2^nd Year, ADPR) and Alfredo Martirez (1^st Year, ADPR) bagged major prizes in three national painting competitions in a span of two months from July 2009 to August 2009.

Mr. Lalongisip, Mr. Alarcon, and Mr. Martirez won the 1^st Place , 2^nd Place and 3^rd Place respectively in the recently concluded on-the-spot painting/poster competition organized by the Legal Rights and Natural Resources Center Inc.- Kasama sa Kalikasan/Friends of Earth-Philippines held on July 26-28, 2009 at the College of Social Work and Community Development, University of the Philippines-Diliman Campus, Quezon City.

In another contest, Mr. Alarcon won the Grand Prize in the On-the-Spot Painting Competition organized by Philevents Management and Advertising Comp. in partnership with PNRC, UNICEF, WHO, DEPED, MMDA, DOJ, DOH, PNP-NCRPO, NDCC and PDEA held on August 29, 2009 at the World Trade Center, Pasay City.

Likewise, Mr. Lalongisip won 1^st Runner Up in the 3^rd Colors of Life Students’ Visual Arts Competition organized by the Cocolife and Cocolife Healthcare. Mr. Lalongisip vested approximately a hundred entries from around the archipelago. Awarding of the winners was held during the 10^th Anniversary Celebration of Cocolife Healthcare on August 28, 2009 at the Sofitel Philippine Plaza.

MOODern Aesthetics

2009-08-13T12:39:00.001-07:00

PUP invites you to visit and view the MOODern Aesthetics: 2009 Collection of PUP Guhit Sudlungan, a painting exhibition organized by the PUP Visual Arts Office in partnership with the Ninoy Aquino Learning Resources Center. The exhibit will be on board ...from August 14 to 21, 2009 at the Lobby of the Ninoy AQUINO Learning Resources Center, Sta. Mesa, Manila. Opening program is on the 14th of August 2009. See you...

Philippine Epics on Canvas and Paper

2008-09-24T20:25:00.000-07:00

The University Center for Culture and the Arts of Polytechnic University of the Philippines through the Visual Arts Office put up a painting exhibition dubbed as "Philippine Epics on Canvas and Paper". The exhibition runs from September 22-28, 2008 at the CCA Training Room, CCA Building (Formerly Antique House), Pureza St., Sta. Mesa. Manila.

The exhibition features the works of Bachelor of Science in Interior Design 4-1 of the College of Architecture and Fine Arts of PUP, Guhit Sudlungan Members, and other guest artists. The works showcase the different regional epics of the country. Epics like Lam ang Sandayo, Ullalim, Darangan and others were artistically transformed into visual images.

The Visual Arts Office of the University Center for Culture and the Arts of PUP may be contacted at 713-7369, look for Arlene, for reservations and bookings.

Color Explorations: A Photography Exhibit

2008-09-24T20:12:00.000-07:00

The PUP Graduate School and the Visual Arts Office of the Polytechnic University of the Philippines will hold a two-man photography exhibit featuring KJ Rosales and James Brian Ona on September 30 to October 8, 2008 at the PUP Graduate School Lobby. The exhibit is billed as "Color Explorations".The exhibit will usher in the celebration of the 104th Founding Anniversary of Polytechnic University of the Philippines.

Artists:

KJ Rosales is a photo correspondent of Manila Times, a major broadsheet of the country. He is known for his themes and subjects. He likes to use his lens to communicate his innermost sentiments about social issues and concerns. He captures unfolding important national events in a very artistic manner.

James Brian Ona is a two-time Art Petron Grand Prize winner for photography. Ona crosses varied lines of techniques and orientations. He is a t present the Trainor of Lente Photo Club, a resident organization for student photographers.

Macario Sakay: Kilabot ng Sierra Madre at PUP

2008-09-24T20:11:00.000-07:00

Efren Yambot’s Macario Sakay: Kilabot ng Sierra Madre was staged at the Bulwagang Balagtas of the Polytechnic University of the Philippines on September 15, 2008. The play was directed by Prof. Kriztine Rosales-Viray, Chief of the Drama and Dance Office of the PUP University Center for Culture and the Arts.

Hon. Alfredo S. Lim of the City of Manila through the Manila Historical and Heritage Commission and Museo ng Maynila made the staging of Macario Sakay possible. The play is the major event which closed a week long commemoration of the hero’s 101^st death anniversary.

Prof. Segundo Dizon who played Gen. Sakay led a cast of less than a hundred actors and performers from PUP. Other actors who lent breath to high ranking revolutionaries were Reylan Viray as Gen. Julio Montalan, Raul Sebastian as Gen. Francisco Carreon, Paul Jake Paule as Col. Lucio De Vega, Dante Balboa as Gen. Villafuerte, Mark Distor as Bertong Barat, and Apple Garay as Kapitana Trining. Also featured in the play were performers and actors from PUP Sining Lahi Polyrepertory, PUP Bagong Himig, PUP Serenata, and PUP Maharlika Dance Artists.

Prof. Kriztine R. Viray, a noted stage director, was successful in her aim of portraying Macario Sakay as an ordinary man who feels pain, sorrows and sympathy to his people. She was able to showcase the humanity of Gen. Sakay, a characteristic which is far from how the hero was portrayed in most history books. With the effective portrayal of Prof. Dizon, Sakay was seen on stage in tears, mad, thrilled, angry and fretful of death.

Among those who spared time to watch the play were former Secretary of Tourism Gemma Cruz Araneta, playwright Atty. Efren Yambot, Atty. Luis Sioson , Museo ng Maynila Curator Monina Santiago, PUP Graduate School Dean and cultural worker Dr. Amalia C. Rosales, and Educator-writer-stage actress Dr. Milagros Canares. Guests from the City of Manila, City College of Manila, and Pamantasan ng Lungsod ng Maynila.

With the excellent direction of Prof. Viray, the outstanding performance of Prof. Dizon and the rest of the cast, live musical scoring by musician Bobby Buhain, and the exceptional lights design and sound scoring, the play received rave reviews from the overwhelmed audience.

The play was last staged during the 70’s by the University of the Philippines at Diliman. The playwright Atty. Efren Yambot was so delighted by the PUP play and has this to say: “The PUP’s Macario Sakay is far better than the UP’s.”

Canvas, Pinsel, etc...

2008-07-17T01:53:00.000-07:00

The Polytechnic University of the Philippines through University Center for Culture and the Arts and PUP Graduate School in cooperation with Lakan Dayang Cultural Association Inc. mounts a two- week painting exhibition billed as “Canvas, Pinsel etc 2008 Guhit Sudlungan Collection“. The exhibit opens on July 7, 2008 and is on board until July 19, 2008.

The event is organized by Lakan Dayang Chairman Joseph Reylan B. Viray and Lakan Dayang President Dr. Amalia C. Rosales. Mr. Viray is the current Chief of the Visual Arts Office of the University Center for Culture and the Arts while Dr. Rosales is the Dean of the PUP Graduate School.

Participating artists include: Neil Defeo, Alex Defeo, Joel Chavez, Jordan Dinglasan, Victor Meer, Aldrin Alarcon, Eleanor Orencio, Michael Rayo, Joseph Reylan Viray, Henry Lazaro, Carlo Castillo, Charmaine Garceron and other Guhit Sudlungan members. Guhit Sudlungan is the resident visual arts group of the Polytechnic University of the Philippines.

The exhibition is dedicated to PUP President Dr. Dante G. Guevarra who celebrated his first year anniversary as PUP President. Dr. Guevarra ,who is known for his love for the arts, is himself a visual artist.

Monas of Jakarta Indonesia

2008-04-23T05:04:00.000-07:00

The National Monument of Jakarta is the "Monas". This is one of the monuments built during the Sukarno era of fierce nationalism. It stands for the people's determination to achieve freedom and the crowning of their efforts in the Proclamation of Independence in August 1945. The 137-meter tall marble obelisk is topped with a flame coated with 35 kg. of gold. The base houses a historical museum and a hall for meditations. The monument is open to the public and upon request the lift can carry visitors to the top which offers a bird's eye view on the city and the sea.

Our group was able to see the monument in different angles and in different time of the day. It stands majestically right in the center of Jakarta. Every one noticed its golden flame symbolizing the aspirations of the Indonesians.

Crying Angel

2007-08-14T05:41:00.000-07:00

There is also sadness in heaven....Angels cry like men do....
What place can you think of devoid of sadness?
I cant think of any....

Testing the Voters Wisdom Once Again

2007-04-22T23:19:00.000-07:00

I strongly support the decision of Among Ed Panlilio to run for governor of my beloved Pampanga. I could not think of a candidate as sincere and dignified as this meek and humble priest from Minalin, Pampanga. I know that leaving the priesthood for a while means a lifetime for a person who was divinely called decades ago for the vocation. Perhaps, the decision of Among Ed was also of Divine origin.

Chances; Changes

I was a youth leader of Masantol, Pampanga several years back. As a former SK Chairman of one of the coastal barangays of our town, I was accustomed and oriented with the way Pampanga politics works. For instance, a mayoralty candidate may be needing a little more than 30 million pesos to win a seat in a municipality with approximately 30 to 40 thousand registered voters. The amount is needed to buy votes for 1000 pesos each. This amount does not include expenses for campaign paraphernalia. Imagine how much a candidate for governor of several municipalities should spend to be able to get the seat. Usually vote buying starts 3 days before the actual elections.

This kind of politics happens largely because of contributions coming from gambling lord(s) in the province. The candidates, especially those who are faring well in surveys, get fat checks from jueteng operators .

When the old Lapid won for governor for his first term against Gov. Guiao, a prospect of a clean politics was in sight. Lapid obtained 80% of the the votes cast without any clear machinery, huge amount of money and network to back him up. I thought then that politics in Pampanga would change. I was wrong.

The old Lapid befriended and affiliated himself with the alleged jueteng lord of Pampanga, Bong Pineda. With this association, the chance to change the political landscape of Pampanga with the old Lapid at the helm began to be elusive till this day.

Fr. Panlilio will try to change the landscape of Kapampangan politics once again. Can a candidate without machinery be victorious despite all the difficulties and odds? Let us test the voters once again. If Lito Lapid made it in his first bid, then a morally upright priest can do it without any doubt .

Choices; Voices

The Kapampangan voters are, come May 14,2007 elections, have to choose among the 3 Gubernatorial candidates: a Priest, a Quarry lord and a better half of a Jueteng lord. Mark Lapid seems to be devoid of the youthful idealism he is supposed to possess. At a very young age, he inherited a culture of corruption from his father Senator whom he succeeded. The father and son duo allegedly accumulated stash of cash from the quarrying being conducted in the province. An approximate amount of 10 to 20 million pesos a day is earned by the tandem.

Lilia Pineda, on the other channel, was a former mayor of Lubao and an elected Board Member. She is wife to Bong Pineda, allgedly an infamous jueteng lord of Central Luzon. Pineda is said to spend 2 billion pesos for her bid. This amount is not excessive for a jueteng lord who earns an approximately 300,000 pesos of peoples money for every municipality a day.

Fr. Panlilio is a priest living in poverty.

NB: Voters Profile

The thinking, educated, and wise voters only comprised approximately 20-30% of the whole voting public. The remaining 70-80% voters are classified as the 'masa vote'. The 'masa vote' is prone to vote buying.

Our role: Let us convince others to go for Among Ed.

Manunulat na Ayaw makinig

2006-08-17T16:58:00.000-07:00

Manunulat na Ayaw Makinig
by: J. Reylan B. Viray

Gusto ko ang larangan ng pagsusulat. Marami sa mga magagaling at kinikilalang mga manunulat ang hinahangaan ko. Ang realistikong istilo ni F. Sionil Jose at ang kanyang namumukod na paggamit ng dayuhang wika sa anyo ng wikang Pilipino ay pinagpipitagan ko. Ang kanyang mga payak na tauhan na sumasalamin sa kapwa payak na katayuan nila ay nagbibigay ng kakaibang kulay sa kanyang mga nobela. Tulad na lamang ng karakter ni Pepe na kanyang binigyan ng hininga sa “Mass”. Siya ay isang ordinaryong lalaki na isinilang sa isang ordinaryong abnormal na sitwasyon.

Tuwing ako’y nakakabasa ng mga obra ng mga sikat at iginagalang na mga manunulat, akoy nabubuyo at naaanyaya na magsulat. Makalikha man lamang sana ng mga sulatin na kung hindi man malapit sa kalidad ng mga obra nila, sana makabuo man lamang ng anuman kahit wala itong literary value . Naniniwala kasi ako na ang proseso ng paglikha mismo ang siyang sining at hindi ang obra. Hindi ba’t ang manunulat ay lumilikha hindi dahil sa kagustuhan ng iba?. Siya ay nagsusulat dahil gusto niyang makapagbahagi ng isang aspeto ng kanyang diwa. Ang kanyang layunin at ang karampatang kilos na isinagawa niya upang makabuo ng anuman ang siyang banal. Ang proseso ng becoming ang siyang nagbibigay kahulugan sa anumang obra.

Hindi na lamang lilima ang nagsabi sa akin na ako ay walang kinabukasan sa pagsusulat. Hindi raw ako marunong sa gramatika. Mali-mali daw ang aking paggamit ng mga salita. Maraming mga maling pagbabaybay. Hindi raw organisado ang aking mga obra. Wala nga daw lohikal na ayos ang aking mga ideya. Ang mga parapo ko daw ay hindi magkakaugnay. Madali’t salita, hindi ako biniyayahan ng talento sa pagsusulat. Ang mga puna na ito ay hindi kailanman pumigil sa akin upang magsulat pa ng iilang mga akda. Inisip ko: ang aking pagsusulat ay isang pagbibigay lamang ng daan sa aking diwa na nananahan sa aking isip at kokote. Kung pangit sa tingin ng iba ang aking mga akda. Wala akong pakialam. Nagsusulat ako para sa aking sarili at hindi para sa kanila. Ang isang manunulat ay kailangang hindi alipin ng sinuman. Kung pababayaan kung alipinin ako ng opinyon at kritisismo ng iba, ako’y hindi magiging masaya. Di ba’t maikli lamang ang buhay? Kung pababayaan natin na alipinin tayo ng mga magagaling sa gramatika at mga dalubhasa sa pagpupuna ng mga obra, hindi natin makakamit ang tunay na kalayaan. Kalayaang ipahayag ang ating gustong ipahayag. Isulat ito sa istilo na ating pinili at iniayos sa organisyaong ating nais. Kung ang isang manunulat, bihasa man ito o baguhan, ay palaging nagpaparaya sa nais ng kanyang mambabasa o ng kanyang mga kritiko, siya ay hindi na dapat pang magpatuloy sa kanyang ginagawa. Kung gayon, hindi mo la mang ipinapakita ang iyong karuwagan kung hindi pinamamalas mo rin ang iyong pagtangap ng iyong taglay na kahinaan. Di bat ang pagsusulat sana ang maging daan upang ang isang nilalang ay maging ganap na malaya, matapang at masaya?

Ang gramatika. Ang mga batas ng gramatika sa alin mang wika ay kailanman’y hindi permanente. Palaging nagbabago ang mga ito. Ika nga sa ingles: rules in grammar are constantly changing. Di ba’t ang plural ng ‘evidence’ noon ay ‘evidence’ din. Di ito sinusundan ng ‘s’, ngunit sa bagong batas ng gramatika, tinatangap na ang ‘evidences’. Kung gayon, ang pagsunod sa batas ng gramatika ay hindi praktikal. Bakit mo susundin ang isang batas na alam mo naming hindi magtatagal. Ang iyong obra ay maaring manatili ng mas matagal na panahon kaysa sa batas ng gramatika. Isipin ang isang sitwasyon na ang isang obra o akda na naisulat na nang matagal na panahon, nung panahong ang batas ng gramatika ay kaiba sa batas ngayon, binabasa ng makabagong mambabasa. Di ba’t magmumukhang tanga ang awtor. Imposible naman na masunod ng sinaunang awtor na ito ang makabagong batas gayong siya’y isa na lamang alikabok sa aklatan.

Minsan tinanong ako ng isa sa mga istudyante ko sa panitikan ng isang napakahirap na tanong. Aniya: Sir ang pagsulat po ba ng tula ay kailangang may mga tuldok? Inisip ko, ano nga kaya ang tamang sagot dito. Maaaring ‘oo’ o ‘hindi’. ‘Oo’ kailangan ang tuldok dahil sa ang tula ay kagaya rin ng ordinaryong mga pangungusap na may kumpletong diwa. Kapag ang isang diwa ay naibulalas na, ang kasunod nito ay tuldok. Ngunit, maaring “hindi” rin. Papaano kung ang aking tula ay hindi natatapos o kaya’y walang katupusan. Di ba’t ang tula ay maaring walang hanggan. Bakit mo lalagyan ng tuldok ang isang bagay na alam mo bilang kanyang lumikha na hindi natatapos o kaya’y immortal. Di ba’t kadalasan ang layunin natin ay ang maging immortal sa pamamagitan ng ating mga tula o mga akda. Katulad din ng mga pintor, hindi nila binibigyan ng tekswal na paliwanag ang kanilang mga pintura dahil nais nilang patuloy na magkaroon ito ng marami at dibersipikadong interpretasyon. Mahirap nga siguro talagang magsulat…

Hedonism, Golden Mean and Cicero's Ethics: An Introductory Text

2006-08-10T05:18:00.000-07:00

Hedonism, Golden Mean and Cicero's Ethics:
An Introductory Text

By: joseph reylan viray
pup, manila

Since the days of Ancient Greece, philosophers have tried to draft a series of rules or guidelines governing how to make ethical choices. Obviously, in most ethical dilemmas, you will need principles to help you determine what to do amid conflicting voices. While there are a number of standards surfaced during the ancient and Classical period, we will review two of the better known.

Hedonism. Hedonism is a theory which holds that the supreme end of man consists in the acquisition of pleasure, and the question of good and bad is anchored on whether they give or do not give worldly pleasure or temporal happiness to man. Morality, therefore, is grounded on the pleasure or satisfaction that an act brings or entails. The good action is the pleasant action. The bad action is that which produces pain.

Thus, hedonism may be defined as the doctrine that “ Pleasure is the sole good”; this doctrine has always been held by hedonists and used by them a fundamental ethical principle, although it has been confused with others.

Hedonism is the basic theoretical ground where the contemporary Utilitarianism of Jeremy Bentham and John Stuart Mill would take off.

In the fourth century B.C., Aristotle’s philosophy of morality had reached its full fruition. Aristotle advocated that happiness (flourishing) was the ultimate human good. By flourishing, Aristotle meant to exercise ‘practical reason’ in the conduct of any particular activity through the setting of high standards.

Aristotle believed that practical reason was exercised by individuals. The phrenemos, or person of practical wisdom, was that human being who demonstrated ethical excellence through daily activity. For Aristotle, the highest virtue was citizenship, and the highest form of citizenship was exemplified by the statesman, a politician who exercised so much practical practical wisdom in his daily activity that he elevated craft to art. In contemporary terms, we might think of a phrenemos as a person who excels at one of a variety of activities—filmmakers George Lucas and Steven Spielberg.

This notion of flourishing led Aristotle to assert that people and their acts, not particular sets of rules, are the moral basis of activity. His ethical system resulted in the creation of what is now being called virtue ethics. Virtue ethics flows both from the nature of the act itself and the moral character of the person who acts. In the Aristotlelian sense, the way to behave ethically is that (1) you must know ( through the exercise of practical reason) what you are doing; (2) you must select the act for its own sake—in order to flourish; and (3) the act itself must spring from a firm and unchanging character.

Aristotle’s philosophy is often reduced to the somewhat simplistic “Golden Mean”: Virtue lies at the mean between two extremes. Courage, for example, is a mean between foolhardiness on one hand and cowardice on the other. But to determine that mean for yourself, you have to exercise practical wisdom, act according to high standards, and act in accordance with firm and continuing character traits. In reality, therefore, the middle ground of a virtue is not a single point on a line that is the same for every individual. It is instead a range of behaviors that vary individually, while avoiding the undesirable extremes, as shown in figure 1.1.

Figure 1.1

Unacceptable Behaviors Acceptable Behaviors Unacceptable Behaviors

Cowardice-------------------------------Courage----------------------Foolhardiness

Continuing with the example of courage, this principle can be illustrated by considering two witnesses to a potential drowning. If one onlooker is a poor swimmer yet a fast runner, then it would be foolhardy for him to attempt to jump into the water and attempt a rescue, just as it would be cowardly for him to do nothing. For him, the courageous thing might be to run for help. If, on the other hand, the second onlooker is a good swimmer, it would not be foolhardy for her to attempt a rescue; in fact, it would be cowardly for her not to jump into the water. In each instance, both onlookers have done the courageous act, yet in radically different ways.

Seeking the golden mean implies that individual acts are not disconnected from one another, but rather that they form a whole that a person of good character should aspire to. In this age of questions about character, Aristotle’s concept of virtue ethics has been rediscovered by a variety of professions.

The Ethics of Cicero as an Ancient Standard

At the present time, Cicero is not generally considered to be one of the major figures in the history of philosophy. He is, however, very important in the history of thought, for he wielded an immense influence upon medieval and renaissance culture. Because of the typicality of his ideas and the clarity and eloquence of his style, we have selected the philosophy of Cicero as representative of the natural law tradition. His ethical philosophy may be summarized under three interrelated headings: 1) the concept of a cosmic order as the ground of objective moral laws, 2) the idea of natural law, and 3) the doctrine of the natural kinship of all human beings. Let us glance at each of these tenets.

1. Cosmic Order as the Basis of Objective Moral Law. The metaphysical background of Cicero’s theory is the Stoic conception of nature as rational and divine. Nature is the divine reason infused through the cosmos –the inner essence and animating force of all things—and human reason is the divine element in human beings. By means of reason, people can discover the fundamental laws of the universe and can direct their conduct in conformity with these laws. To live according to nature is to develop one’s essential faculties and at the same time, to be in harmony with the divine order of the cosmos.

2. The Law of Nature. Cicero’s theory of natural law is based on the conception of natural harmony. Grounded in the nature of human beings, society, and the universe, natural is independent of convention, legislation, and all other institutional devices. Far from being an arbitrary construction based on human wish or decree, it is both a law of nature and a moral law, universal, irrevocable, and inalienable. It provides the ultimate standard of right conduct, whether of individuals or of the states.

Natural law in this sense should be clearly distinguished from what modern science means by a natural law. Physicists speak of the law of gravity, but this is a law in a purely descriptive and non-moral sense. Everyone is subject to such a natural law and no one can disobey it, because it is imposed upon our bodies by physical necessity without cooperation of our will or reason. It is just as binding upon a worm or a rock as it is upon a human being. But natural law in Cicero’s sense is quite different. We are obliged to obey it only by our reason and conscience: it is not automatically compulsory. The natural law that we should live in peace and friendship together, for example, is frequently violated. It orders our conduct only to the extent that it is apprehended by our reason and imposed by our will.

Why, then, should such a thing be called a law of nature? Because the good for people depends upon the nature of people and their universe. Moral laws are not purely arbitrary. The ‘ought” is based upon what is. Norms are founded on facts. Even when it is broken, the moral remains a non-arbitrary standard, irrevocable in a sense that it is eternally valid. Those who violate it suffer evil and harm; those who live in harmony with it enjoy the highest blessedness. In this sense, it is enforced by natural sanctions.

This doctrine does not mean that there is a perfect identity between what is and what ought to be. Cicero does not deny that there are bad people and bad societies. But nature determines certain tendencies that require completion if good is to be achieved. Each individual entity possesses a nature which it shares with other members of the species. This essential nature determines its most fundamental tendencies. Good inheres in the fulfillment of these tendencies; evil, in their frustration.

2. The Natural Kinship of All Human Beings. In Cicero’s philosphy, the doctrine of natural law is combined with the doctrine of natural brotherhood and equality. All people by nature are kin. No single thing is so like another…as all of us are to one another… And so, however we may define man, a single definition will apply to all. This does not mean that all people are equal in learning or that they should be made equal in worldly goods, but, rather, that they all possess a similar psychological constitution and should be treated with the dignity and respect that befits a human being. In opposition to all forms of relativism and parochialism—the bias of race, nation, class, or creed—Cicero asserts the great doctrine of human brotherhood.

One of the momentous implications of this doctrine is that the highest allegiance is not to the local state but to the universal fellowship. All people, as children of nature, are bound in conscience by the same laws and belong, in this sense, to the same ‘commonwealth’. Those who share law must also share Justice; and those who share these are to be regarded as members of the same commonwealth ….Hence we must now concieve of this whole universe as one commonwealth of which both gods and men are members. Cicero does not deny that we should be citizens of the particular state in which we find ourselves; he even emphasizes the importance of civic duties. Local allegiance, however, is ethically subordinate to the wider allegiance to nature and humanity. If the laws of the state do not conform to the laws of nature, they no more deserve to be called than do the dictates of a robber band. Here is the ultimate source of the revolutionary doctrine that people owe a higher allegiance to nature and to nature’s god than to any temporal ruler and hence have the inalienable right to revolt against an unjust and tyrannical state. These doctrines are fundamental in the American declaration of Independence and in the legal tradition of natural law.

Human Harmony with the Natural environment

In the writings of both Cicero and Marcus Aurelius, there is a strong overtone of pantheism (god and nature are one) in their doctrine that people should live in harmony with nature. Just as a soul or life force animates the human body, they maintained, so a spiritual force rolls through things. This soul or life force can be called God, Nature, Reason—synonyms for the inner essence and animating principle of the universe. It is the productive, formative power, the force that makes for movement and growth. It is divine reason, all pervasive and all- powerful. Hence, Marcus Aurelius maintained that there is no sheer evil in the world, and nothing is left to chance. From this standpoint it is also fate—not a blind mechanical necessity but purposive, providential force, the living activity of the whole expressing itself through every natural event.

The Divine essence is in every person: reason is our governing principle, the core and the center of our being. What corresponds to this reason and expresses our nature also corresponds to the world soul and express the universal nature. To live according to nature is to express our rational nature, and to be in harmony with the rational order of the world. The essence of morality is to make the things in our power—our inner attitudes—harmonize with the things not in our power—the rational outward course of events.

The need to live in harmony with nature is not just an ancient doctrine. It has been echoed and reechoed during our modern ecological crisis. We may choose to express this need more in scientific than in religious terms, but we too must recognize the necessity to live in symbiotic harmony with nature. Willy-nilly, we have to dwell on this earth if we are to live at all. If the future is to be tolerable, we must bring human breeding under sensible control, we must conserve our dwindling natural resources, and we must bring to a halt the air and water pollution and the bulldozed devastation of the landscape.

How to teach ethics?

2006-04-20T00:02:00.000-07:00

j.reylan b. viray

Teaching Ethics

Introduction

In my college years, studying ethics was never interesting. It was not because of the course per se but more because of my teacher who seemed so weird and out of this world. He was really a walking spirit/ghost, as we usually call him. He claimed that he has talked to dead people; has traversed the world of the unknown and the underworld; and discovered that the universe was a place of highest pleasure. He met national heroes of different countries and had long conversations with them. He even distorted some basic philosophical treatises of Plato. He changed the Allegory of the Cave of Plato to Allegory of the Bubble Gum.

My professor, when he arrived, was so neat in his clothes with his black leather attache case. He sat down and placed his leather case on top of the table. Opened it. He brought out one by one the things inside his case. The table mantle first, then the vase with its flowers, the transistor radio, and his name plate last. He did this as if nobody was around. He arranged the table and in minutes, the table turned out to be a costly office table, as a plain rural pumpkin became a golden chariot. He did this too without a single word uttered. We students observed and nearly tittered. His actions were forgivable but his methods were not. We were given the impressions, through his not so lively lectures, that ethics is an absurd and abstract discipline which only weirdos like him would understand. My distaste towards Ethics developed since.

This article tries to suggest some basic points on how to teach the course efficiently and comprehensively. This is to avoid students from experiencing the same annoying encounter I had about the subject.

Ethics

Generally, Ethics is defined as a philosophy or code pertaining to what is ideal in human character and conduct. It is a branch of philosophy which tries to answer questions about morality, its nature, scope and practical uses. It surveys the different schools of thought advocating myriad of moral standards from the early ancient to contemporary period.

Ethics is a course most college students take to complete their academic units. Ideally, ethics has to teach students how to deal with practical moral situations where their decisions and judgments are needed. This project is so far so elusive.

In schools, ethics is oftentimes treated and considered to be synonymous with manners or etiquette, professionalism, attitude and etc. This is the reason why there have been various courses which sprouted like mushrooms which integrate ethics to just any profession around e.g Business Ethics, Medical Ethics, Legal Ethics, Media Ethics and others. Ethics has become more and more complex because of the innumerable variation it assumes.

Teaching Ethics

I am no expert when it comes to teaching ethics. I only had seven years of teaching the subject compared to some old mentors who spent most of their life teaching the subject. I observed some of the good techniques these old mentors apply in their teaching. So I am just articulating what I observed from them with the exclusion of my ethics teacher, who incidentally was fired from the institution where I belong now.

In my observation, ethics can be taught efficiently (1) by knowing the interests and inclinations of the students who would take it; (2) by narrating an interesting account of the philosophers’ lives; (3) by choosing only few standards or schools of thought to be discussed, not all the available standards; (3) by using examples and situations which are in ways humorous or interesting; and (4) by using films to illustrate some points advocated by moral philosophers

Students’ Interests and Inclinations. The psychology of Filipino students is so easy to grasp. They only want to learn and hear what they enjoy hearing and learning. Try to teach students about the intricacies of Nicomachean Ethics with all the original terminologies used by Aristotle like phrenemos, citizenship, golden mean, etc., you would not like their reaction or worst, their deafening silence. But try to extract from them their teenage experiences like drinking with friends, bar hopping, discos, and other things which interest them, you could hardly stop them from talking. Filipino college students do not appreciate long and well researched lectures like those being read in conferences, they get bored. They like short but down to earth lectures. They like to laugh a lot and enjoy while learning. One time, a friend of mine, who teaches ethics in a medical school, went home late because we had a session (drinking) in one of the cozy bars in Malate, he was not able to prepare for his class lecture for the next day. The following morning, in his class, everybody was yelling each other. What my friend did was he let his students internalize hatred and manifest it by shouting their heart out, while he was sitting nearly asleep in a corner. Afterwards, he instructed them to discuss what they feel upon externalizing their inner detestation. The discussion was so fruitful. He was, at the end of the semester awarded the most outstanding philosophy teacher in their school.

Accounts of the Philosopher’s Biography. To catch the interest of the students in teaching ethical standards, start the session with accounts of the philosopher’s life. Anecdotal accounts are favored. Dramas and their follies too. In teaching Immanuel Kant’s Categorical Imperative, don’t go straight with the theory. You give students first some trivial questions about Kant, such as ‘Why did Kant remain unmarried?’; ‘How many marriage proposals he turned down?’ ; ‘What was Kant’s daily routine?’. Those sorts of questions would awake the curiosity of the students.

Why not narrate the story of Augustine’s concubine. How she felt about the separation and her thoughts about Augustine’s mother Monica. Her opinions about the ‘Philosophical Thought’ that robbed Augustine away. The story of Augustine’s struggles against his burning desires toward Amelia, the concubine. After having done all this, the complicatedness of teaching Augustine’s morality would be greatly reduced.

Teach students with Marxist moral philosophy without mentioning anything about Marx’s life would be a waste of time. Students would not appreciate it, except those who know Marx because of their communistic propensity. Why not tell the students with how Marx coped up with poverty? How his family suffered for his indifference? Afterwards, discuss Marx’s theory, which theory ate up much of his time at the expense of his family.

The idiocy and foolishness of Nietzsche has always been an attention grabber. The homosexuality issue, which ever since remained a subject of speculations and criticisms against Socrates, Aristotle and Plato, absorbed students. The parallelism of Socrates’ life and that of Jesus Christ likewise gets students’ attention.

Teach Few but Interesting Standards. By limiting the standards to be tackled in class, students would remember lessons quite easily. Selection of standards would rest much on the teachers’ discretion but based on the students’ moral beliefs and orientation. Choosing few from among many ethical standards from ancient to contemporary period is tedious. It entails a lot of judgment and evaluation. First, a fair knowledge of the students’ background and moral beliefs is a necessity. For instance, if the majority of the students were brought up and oriented as Christian, those standards which in ways the same and in ways different from theirs should be given emphasis. For example, Nietzsche’s Slave and Master Morality, as well as Marx’s and Feuerbach’s critiques of religion through the concept of alienation must be discussed to them. Of course, St. Thomas Aquinas classic scholastic ethics and St. Augustine’s Confessions and City of God, which reinforced the catholic doctrines of morality, must be given equal attention. This is to help students reassess and reevaluate their moral beliefs. Henceforth, in the above example, for the duration of the semester, only five standards will be discussed in details.

However, it should be noted that the students must be given a short lecture, usually at the outset of the semester, about the history and development of ethical standards, and comprehensive simplified discussion about ethical issues and problems. This is to make them privy of the basic elementary concepts of ethics.

Humorous and Interesting Examples. There have been researches about the importance of humor in learning process. Humor makes people understand concepts with ease and without difficulty and pressures. Create a funny situation by using artistry and literary wit either by making the students act out the scenarios or by story telling, the latter would be best if the teacher is genius story teller and actor.

Interesting arguments and examples would help simplify concepts. For example: teaching the morality of abortion will be interesting by discussing Aristotle’s argument that when the umbilical cord is not yet cut, abortion can still be morally justified because the embryo is still a part of the woman’s body like a bodily organ which can be cut and removed just as one removes his organs. But when the embryo is already separated from the woman’s body and starts to cry loud, the embryo assumes a distinct life and breath, in which case, abortion is already a no- no.

Use of Films. Students must be required to watch some films which invite ethical discussions. Some of these films are as follows:

Inherit the Wind, a film about a young idealistic teacher who was tried for violating a law which prohibits teacher from teaching the evolution of Darwin. The verbal polemics of the opposing lawyers is as interesting as the theme of the film. The film is best in topics like, Christian Ethics, Legal Ethics, Law vs. Religion, Evolution vs. Genesis, and etc.

The Life of David Gale, starred by Kevin Spacey, is a film about a University professor, who was active in the cause against death penalty, who was convicted for allegedly raping and murdering his female friend, which crime is punishable by death. Ironically, he faced the death chamber and died. The film is good when discussing the phrase: ‘ the end justifies the means’. Likewise, the action film starred by Samuel L. Jackson entitled Rules of Engagement and Manchurian Candidate with Denzel Washington invite debates on the same phrase.

The Quiz Show starred by Ralph Fiennes and the Truman Show with Jim Carry can be used to discuss media ethics. Million Dollar Baby, Frankenstein, and Dr. Jekyll and Mr. Hyde can be used for Medical and Bio Ethics.

There are other films which can be used depending upon the teachers’ appreciation. Anyway, most movies do have moral questions to answer.

Conclusion

The above article only suggests four things to teach ethics effectively. There are still numerous other ways to kill a cat. The paper is based on observations about how some ethics teachers dealt with the subject. I am sure that others also have their own suggestions to make.

It is hoped that students would have great appreciation and interest about the subject to be able to transform them into ethical and moral human beings, a task not only of ethics teachers but also of all individuals around them e.g parents, relatives, peers etc.

A Humanistic Curriculum: Solution for Philippine Moral Decline

2006-04-19T23:48:00.000-07:00

j.reylan b. viray

The Problem

Philippine society is faced with various problems such as economic, social and political. More and more Filipinos cannot cope up with the continuous increase of prices of basic commodities. Foreign debts servicing gets the biggest chunk of the National Budget. Oil prices in the world market rises to points where the Philippine Deregulation Law proved to be insufficient and futile. Trade markets are going down the drain. More investors, foreign and local, are pulling their investments from corporations for fear of unfavorable returns. Government agencies tasked to address economic problems proved to be inefficient and incompetent. Vital institutions like PNP, AFP and COMELEC are beset with controversies of corruption and partisan politicking. Election frauds are common sight. Allegations of graft and corruption from Barangay officials to the highest post in the land are common occurences. Sexual harassments in work places and learning institutions are abound.

All these problems, including those which are economic, that we are confronted with are grounded on the evident and alarming moral decay. There is no doubt that Philippines is on the verge of moral decline. Universities and other learning institutions which are supposed to teach their students with humanity, compassion, honesty and empathy failed with their mission.

What had happened to our values and righteous character?

Can there be a viable solution?

Can we still have moral recovery?

Role of Universities and Learning Institutions

Universities and learning institutions are supposed to mold students, besides their parents, into morally upright individuals. All programs must be geared towards the development of a total individual, a person who has excellent technical know-how and a perfectly delightful character. Hence, a civil engineer who graduated with all academic honors we can think of may not be a total individual if the structure he will build later is made of sub-standard construction materials. A board topnotcher of accountancy is no doubt an excellent thinker, however, he can only prove that he is a total individual if he practices his profession with all integrity and honesty. Henceforth, a good University does not only produce topnotchers in board examinations but cultivate among its students the value of virtues.

A Need for Re-evaluation

Perhaps, with all these morality grounded crises, it is now high time to re-evaluate our academic system. It’s about time that we assess and accept if necessary our mistakes. If there is a need to change the whole academic set-up, let it be. Our generation had so far seen many people’s revolutions than other earlier generations just to effect drastic changes in governance. We had removed national leaders, toppled and compelled presidents to vacate their seats; we keep on struggling for change. Henceforth, it’s not yet hopeless. Hope is still on the horizon.

With the prodding of powerful nations like USA, Philippine universities in the current system are inclined towards the technical like engineering, Information Technology and science courses. This is in line with the growing demands of powerful nations for technical workers. We lure multinational companies with cheap labor. We invite them to set up their manufacturing arms in our economic zones in Laguna, Cavite, Bataan and Zambales with a promise that they can reduce their labor expenses to 80 or even 90%. This means employment and taxes but a lot more profit for these companies.
What the Commission on Higher Education did to cope up was it reduced humanities, philosophy/ethics, arts and social sciences in curriculum and instead increase technical and science courses. Possibly, this was the reason why graduates of the current curriculum are more scientific and technical than moral.

Solution: Curriculum Revision

The viable solution that I can think of is the revision of curriculums in most baccalaureate programs. I suggest the following additional units in some programs:

For Engineering Courses

Applied Ethics
Humanities and Art Appreciation
More units in History and Philippine Studies
More units in Sociology and Philippine Culture
More units in Literature (Philippine Literature)

For Medical Courses/Health Sciences

Applied Ethics (Bio-Ethics)
Theology
Humanities and Art Appreciation
More units in History and Philippine Studies
More units in Sociology and Philippine Culture
Anthropology
More units in Literature

For Public Administration Courses

More units in History and Philippine Studies
Applied Ethics
Philosophy
Sociology
Humanities
More units in Psychology

For Business Courses

Applied Ethics/ Business Ethics
Humanities/Art Studies
Literature
Sociology
Philosophy
More units in history and Philippine Studies

These courses or subjects should be strengthened and enhanced. If they are already offered, more units must be taken. This is the only way we can change the nation….through and by humanistic curriculum….. A humanistic curriculum is one which tries to make man humane. It tries to elevate man to human.

Luksong Tinik/Duwe Keng Taldawa

2006-04-19T23:44:00.000-07:00

Luksong Duwe Keng Taldawa (Pampango)
J. Reylan B. Viray

Kaibat mipalut ing gintong pale,
Ing taldawa misna ya kereng anak, bista man mapali,
Mitatagalan, milulundagan, at mitutulakan,
Gulisak at aus deng muang pengari era pansin man

Adwang misanga, ninu man ing taya,
Lukluk lang banayad, iyatyat deng pata,
Pikurus dala, titiman timan lang bagya,
Lundag nu man deng katungali
Miwas lang tagkil kareng bitis at magkamali

Deng baro mi at kursisilyo
Misna mang burak, keng pulayi alang preno
Manga sakab, mikakagasgas, ating mangapaldo.
Emi man pansin uling puso tune maswelo.

Luksong Tinik sa Bukid (Filipino)

Matapos magapas ang pintong palay,
Ang bukid ay puno ng bata, mainit mang tunay,
Naghahabulan, naglulundagan at nagtutulakan,
Di alintana sigaw at tawag ng galit na magulang.

Ang magkasanga, sino man ang taya,
Uupo ng banayad, ilalatag ang mga pata,
Pagtatagpuhin, ngingiti ng bahagya,
Tatalon dito ang katungali
Iiwas na sumabit at magkamali

Ang damit at kursisilyo
Puno man na putik, patuloy sa pagtakbo,
Nadadapa, nagkakasugat, at mayron deng napapalo,
Ito’y di alintana,dahil tunay ang galak ng puso.

.

The Intricacies of International Law

2006-04-09T22:40:00.000-07:00

Rights, Duties and Privileges of International Persons
By: Joseph Reylan B. Viray

Parenthetical Outline

Part 1: Rights

Fundamental Rights of States

1. Rights of Existence
2. Self Defense
3. Territorial Supremacy
4. Independence
5. Equality
6. Diplomatic Immunity

Rights and Duties of State: Defined

Resolution 178 (II) of the United Nations General Assembly declared specific rights and duties of states in 1949.

As follows:

Rights of States

1. Independence
2. Territorial Jurisdiction
3. Equality in law
4. Self Defense

Duties
1. To conduct international relations in accordance with international law
2. Settle disputes by peaceful means
3. Refrain from intervention
4. Refrain from assisting any state resorting to war
5. Refrain from recognizing any territorial acquisition resulting from fomenting civil strife in the territory of other states
6. to ensure in general that conditions in its territory do not menace international peace and order
7. to treat all persons within its jurisdiction with due respect for human rights and fundamental freedoms for without distinction as to race, sex, language or religion.

Right of Existence- this is the most fundamental among all the rights of a State.

Right of Self Defense- it is closely related to the right of existence. In international law, the notion of self defense also called legitimate defense, is a municipal law.

UN Charter, Article 51:
Nothing in the present Charter shall impair the inherent right of individual for collective self defense if an armed attack occurs against a member of the United Nations, until the Security Council has taken measures necessary to maintain international peace and security. Measures taken by members in the exercise of the right of self defense shall be immediately reported to the Security Council and shall not in any way affect the authority and responsibility of the Security Council under the present Charter to take at any time such action as it deems necessary in order to maintain or restore international peace and security.
Collective Self Defense- is the defense by one State or a group of states, of another state against attack.

Right of Independence and of Territorial Supremacy

2 aspects of independence

1. Internal Independence
2. External Independence
Illustration:

Philippine Constitution:

The State shall pursue an independent foreign policy. In its relations with other States the paramount consideration shall be national sovereignty, territorial integrity, national interest and the right to self determination. (Art. II, Section 7)

“ ….consistent with national interest it pursues a policy of freedom from nuclear weapons in its territory”. ( Art. II, Section 8)

Right of Equality- The traditional doctrine of equality is that whatever inequality may exist among States due to size, population, power, degree of civilization, wealth, persons, resources, access to oceans, armaments and other characteristics, they are nevertheless, equal as international persons.

Equality in Law VS. Equality in fact

Equality in fact excludes the idea of merely formal equality. Equality in law precludes discrimination of any kind, whereas equality in fact may involve the necessity of different treatment in order to attain a result which establishes an equilibrium between situations. ( Minority Schools)

Act of State Doctrine

One consequence of the doctrine of equality is that courts of one state cannot , as a rule, question the validity of the official acts of another State insofar as those acts purport to take effect within the sphere of the latter state’s own jurisdiction and are not in themselves contrary to international law. ( Banco National de Cuba v. Sabbatino.)

The act of State Doctrine and the principle of sovereign immunity invoked by F. Marcos who was in the United States was not accepted by the US Court of Appeals.

Immunity of States- it is a consequence of independence, territorial supremacy, and equality. No State can claim jurisdiction over another State. Although a State can sue in the courts of another as a result of its recognition, it cannot be sued unless it has given its consent or waived its right or has voluntarily submitted to the jurisdiction of the court concerned.

Personal Immunity of Heads of State
The traditional rule is that the head of a state, whether he is the actual head of State or only a nominal head, enjoys immunity from suit in the territory of another state. The immunity is accorded to him not as an individual but as head of the state.

Note: The state may be deemed to have waived immunity from suit in the following cases:

1. When it gives its consent at the time the proceeding is instituted;
2. When, after notification of the proceeding, it takes any step relating to the merits in that proceeding before asserting its immunity;
3. When, by contract upon which the proceeding is based, it has previously consented to the institution of such a proceeding;
4. When, by treaty with the State in whose Court the proceeding is brought, it has previously consented to the institution of such a proceeding; or
5. When it has previously, by law or regulation or declaration in force at the time that the claim of the complaint arose, indicated that it would consent to the institution of such proceeding.

Immunity of International Organizations
The General Convention on the Privileges and Immunities of the United Nations grants complete immunities for United nations agencies, wherever located, from any legal process. It includes immunity of UN premises from search requisition, exploration, confiscation and any other sort of interference

The Rights of Foreign Sovereign to File Action
The prevailing doctrine is that a foreign sovereign who files a suit adheres to the procedures established in that court.
It has been asserted that a foreign State is permitted to institute proceedings in the court of another State, merely as a matter of comity rather than as a matter of right.

Duty to Refrain from Intervention
Intervention: is dictatorial interference by a State in the affairs of another State for the purpose of maintaining or altering the actual condition of things. Intervention may or may not involve the use of force. It is frequently possible that a powerful and influential State can impair the political or economic independence of another State without actually utilizing its armed forces.

The right of the State to intervene might be based on any of the following seven reasons:

1. State which holds a protectorate has the right to intervene.
2. If an external affair of s State is at the same time by right an affair of another, the latter has the right to intervene.
3. If a State which is restricted by an international treaty in its international treaty in its external independence or its territorial or personal supremacy does not comply with the restrictions concerned, the other parties have the right to intervene.
4. If a state violates such rules of the law of nations
5. The protection of citizens abroad, which a Stae holds may cause intervention by right to which the other party is legally bound to submit.
6. The Collective intervention provided for by the Covenant of the League of Nations
7. the intervention due to the request or invitation of the State concerned.

Intervention as Self Defense- a state may intervene in the act of self help or for its preservation. Self defense against armed attack may be lawful provided that there exists an immediate danger of attack. The problem of determination of an armed attack. Several instances of intervention of dubious legality may be cited.

Humanitarian Intervention- When a State renders itself guilty of cruelties or persecution of its own nationals to the extent of denying them their fundamental human rights, intervention in the interest of humanity is permissible.

Abatement Doctrine- The abatement theory holds that when conditions in the territory of a neighboring state might result in anarchy or disorder, and the authorities of the State are unable to restore order and prevent spilling over the territory of another, the latter has the duty to intervene even by armed force to restore order in the border and to end the chaos.

Unarmed Intervention; Subversion
Subversion and propaganda has been resorted to by States in intervening in the affairs of another State.
Subversive Intervention has been defined as the activities taken or undertaken by one State that are calculated to overthrow or at least undermine in effectiveness the existing domestic political and also economic order of another State. Such an enterprise is a violation of international law and many State are guilty of it.

Duty to Maintain International Peace
The International law Commission has suggested in its draft Convention on the Rights and Duties of States that each Party should make certain that condition prevailing in its territory do not menace international peace.

The Monkey Trials: An Analysis

2006-04-09T22:35:00.000-07:00

Inherit the Wind: A Personal Reflection
By: Joseph Reylan B. Viray

The Movie

The film is a remake of the Inherit the Wind (1960). The story is very thought provoking from both points of view, the evolutionist and the fundamental Christian. While I am not even close to being a Christian of any kind, I am haunted by the speech given by Matthew Harrison Brady that says how our children will turn into a godless mob with no direction without the teachings of the Bible (paraphrasing). But, isn't that what has happened some 80+ years after the story takes place? The actors effortlessly sell each character's point of view.

In short, this is one of the finest films ever made and should be seen by everyone. Daniel Petrie, the director of the film, must therefore be congratulated for a very excellent organization.

The Setting

The State of Tennessee, a very peaceful community, has suddenly been put to limelight in 1925 when a teacher was arrested for teaching the evolution theory of creation by Charles Darwin. The arrest was pursuant to a Tennessee statute that prohibited teaching the theory of evolution in public school classrooms.
Back in 1925, the place was so dominated by conventional Christian beliefs. People were so much blinded by the teachings of the Bible about creation, which they believed to be indubitably true despite of the growing popularity of Darwin’s theory in some key states of America.

The Script

Playwrights Jerome Lawrence and Robert E. Lee wrote Inherit the Wind as a response to the threat to intellectual freedom presented by the anti-communist hysteria of the McCarthy era. Lawrence and Lee used the Scopes Trial, then safely a generation in the past, as a vehicle for exploring a climate of anxiety and anti-intellectualism that existed in 1950.[1]

Inherit the Wind does not purport to be a historically accurate depiction of the Scopes trial. The stage directions set the time as "Not long ago." Place names and names of trial participants have been changed. Lawrence and Lee created several fictional characters, including a fundamentalist preacher and his daughter, who in the play is the fiancé of John Scopes. Henry Drummond is less cynical and biting than the Darrow of Dayton that the Drummond character was based upon. Scopes, a relatively minor figure in the real drama at Dayton, becomes Bertram Cates, a central figure in the play, who is arrested while teaching class, thrown in jail, burned in effigy, and taunted by a fire-snorting preacher. William Jennings Bryan, Matthew Harrison Brady in the play, is portrayed as an almost comical fanatic who dramatically dies of a heart attack while attempting to deliver his summation in a chaotic courtroom. The townspeople of fictional Hillsboro are far more frenzied, mean-spirited, and ignorant than were the real denizens of Dayton. [2]
Nonetheless, Lawrence and Lee did draw heavily from the Scopes trial. A powerful Darrow condemnation of anti-intellectualism, an exchange between Darrow and Judge Raulston that earned Darrow a contempt citation, and portions of the Darrow examination of Bryan are lifted nearly verbatim from the actual trial transcript.
Although Lawrence and Lee completed Inherit the Wind in 1950, the play did not open until January 10, 1955. The Broadway cast included Paul Muni as Henry Drummond, Ed Begley as Matthew Harrison Brady, and Tony Randall as E. K. Hornbeck (H. L. Mencken). The play received rave reviews and was a box office success.
The Analysis
From the point of view of a law student, I observed the following:
1. The film over-emphasized the arguments of the defense. In my mind the arguments of the defense are not even acceptable inasmuch as the main issue in controversy is the guilt or innocence of the accused rather than the validity and soundness of the law. The lawyer for the defense should have just presented evidence which could exonerate the accused. What he did was to eloquently voice out his opinion over the correctness of the law. There is nothing preventing a lawyer to advocate his opinion in court, however , the foremost duty of a defense lawyer is to make sure that his/her client gets a favorable judgment.
2. The conduct and behavior of the two leading characters in and outside court room were intriguing. The way the lawyer-characters treat each other inside the court room was not a satisfying scene. The arrogance and confidence of the prosecuting lawyer was so palpable. The defense lawyer’s dealing with the prosecution was equally annoying. Can arrogance and verbal polemics allowed inside court rooms in the presence of an honorable judge? I wonder.
3. The judgment was correct. It would have been my disappointment if the judgment favored the accused. This opinion is founded not on my personal religious inclination but on the basis of the statute which prohibited such an act. I researched through the net and discovered that in Tennessee, in 1925, there really was a statute prohibiting such an act. This means that, inasmuch as the law prohibits it, the judge cannot really avoid enforcing it.
4. The insanity of the defense lawyer was a sham. The real-life prosecuting lawyer was not overtaken by insanity as it was depicted in the last scenes of the film.
5. Lawyers should be well guided in the way they treat fellow lawyers during trial. With the way lawyers treated each other in the film, lawyers must now realize that when they humiliate their colleagues, they humiliate themselves as well.

[1] Jim Corkrum (jcorkrum@corkrum.com)
[2] Ibid.

MTRCB Law: To Show or not To Show

2006-04-09T22:34:00.000-07:00

Position Paper on
The Proposed Amendments to PD No. 1986
Introduced by Senate Bills 278, 166 and 1004
Prepared by: J. Reylan B. Viray for PUP

Introduction
Presidential Decree 1986, which created the Movie and Television Review and Classification Board, is not without holes that need to be clarified and patched-up. For instance, Section 3 of PD 1986 had always been a perennial issue in some cases[1] decided by courts since the enactment of the law. There is also an ambiguous set of standards in the classification and review of films/movies and television programs as enumerated in Section 3, C,D. This is the reason why there were times when we read on newspapers how disgusted film producers/ companies were over the decisions of the Board. The powers and functions of the Board are constantly plagued with questions. The composition of the Board as provided in the law is also often criticized. Moreover, the appointment of members and chairman of the Board are always controversial. Henceforth, there is really a need to amend some portions of the said law in order that the film and television industry which is on the verge of decline be improved without sacrificing the moral fiber of the country.
The Polytechnic University of the Philippines welcomes the bills[2] which seek to amend some portions of the law and it similarly would recognize any move towards this direction.
The ensuing sections are some of the comments, suggestions, observations and recommendations of the University as to the amendments proposed by honorable Senators Sergio R. Osmeña III, Loi Estrada and Jinggoy Estrada introduced in Senate Bills 278, 166 and 1004 respectively.

1. Multi-Sectoral Representation and Increase in the Membership of the MTRCB[3]
The Multi-Sectoral representation of the professions, the arts, the church, academe, youth, labor, women and cultural communities[4] is acceptable. By this sectoral representation, the interests of different sectors of the country are safeguarded and taken into consideration during the review and classification of films and/or television programs. If, for example, there are some scenes or portions of the film/show which are offensive to women, youth, church or any other sectors, then representatives coming from their respective class can easily manifest their concerns. This will also minimize or even avoid abusive and profit-oriented film companies from featuring films under the cloud of artistic freedom which are obnoxious to some sectors of the society. It should be emphasized that the freedom of expression enshrined in the Constitution is not without any limitation. As Sen. Osmeña eloquently puts it:
The Constitution enshrines the basic freedoms of expression and of choice. These are however not absolute freedoms, and should be brought under regulation by the state, especially when the unrestricted exercise of these freedoms implies serious damage to social moral and ethical values. [5]

Agreeably, freedom always entails responsibility. One’s freedom should not violate the rights of others. Thus, the explanatory note of Sen. Loi Estrada in her bill[6], specifically the first sentence of the second paragraph, which says, “The freedom to express one’s self is not limited to those whose opinions are considered safe, uncontroversial and useful”, is not only erroneous but unacceptable. Likewise, the statement of Sen. Jinggoy Estrada is in the same tenor as that of his mother Senator, when he says, “ ….all forms of speech and expressions should not be prohibited from exhibition”[7]. In the Bills Nos. 1004 and 166, freedom of expression is mistaken as a right without any restraints.
Consequently, the increase in the membership of the MTRCB from 30 to 34[8] is sufficiently justified. The increase is necessary for the proposed sectoral representation in order to accommodate more sectors. As the more members of the Board, coming from various sectors[9], the lesser vulnerability to bribes that may be offered by the film and television companies that seek favorable classification and review.

2. Fifteen Members from Movie and Television Industry[10]
The proposed amendment to the composition of the Board from xxx ...at least fifteen members of the Board may come from the movie and television industry to be nominated by legitimate associations representing the various sectors of the said industry. xxx [11] to xxx…at least fifteen members of the BOARD SHALL BE ACTIVELY PRACTICING MOVIE AND TELEVISION INDUSTRY PROFESSIONALS TO BE NOMINATED BY LEGITIMATE ASSOCIATIONS REPRESENTING THE VARIOUS SECTORS OF SAID INDUSTRY…xxx[12] is not unobjectionable. Firstly, a Classification and Review Board which fifty percent of its membership is composed of actively practicing movie and television professionals is a Board that, in principle, reviews and classifies its own works. Secondly, there is also a high possibility that the unilateral interest of film and television industry be favored over that of the broader national or public interest. Finally, leniency to some perilous films/movies/shows might be a likely prospect.

3. Definite Causes for the Removal of Members and/or Chairman of the Board
In the Senate Bill No. 278, it was proposed that the Chairman and members of the Board shall be removed by the President of the country for a cause[13]. The Bill failed to enumerate specific causes for the removal.[14] It is necessary that definite causes for the removal of the Chairman or members shall be clearly included in the law to avoid the arbitrary and capricious removal of chairman or any members by the President. This is to maintain the independence of the Board. This also avoids some highly controversial decisions of the Board to be used and taken advantaged of by the President for his/her political media hype.
4. Term of Office
A shorter term of one year for all members and chairman of the board as has been provided in PD 1986 is more acceptable than that proposed by SB No. 278 which is 3 years. A longer term of office for members may develop familiarity and ease between them and the movie/TV industry producers. This familiarity may not be helpful for an honest and fair classification/review of films and television programs. Similarly, familiarity arising from longer term may also be susceptible to corruption and bribery. We cannot let a scenario whereby criteria and standards of the board are twisted and bent with prejudiced against public interest because of friendships and close relationships between or among the members and film/TV producers. Therefore, to avoid familiarity and corruption, the shorter term of one year must be maintained.
5. A Need for a Less Ambiguous Standard of Classification and Review
Senate Bills No. 166 and 1004 are united in proposing a type of standard to be utilized in the classification of motion pictures for theatrical exhibition and television programs. Both Bills state that the general standard to be applied is CONTEMPORARY FILIPINO CULTURAL VALUES, which was not explained clearly anywhere else in the proposed Bills. It is necessary that a less ambiguous and more defined standard of classification and review be used and applied to prevent confusions and various interpretations. Regrettably, neither one of the bills, even including that of Sen. Osmeña, fully satisfied this necessity. Nonetheless, the categories into which films/television programs may be classified as proposed by Senate Bill No. 278 are better than the categories maintained by Senate Bills 166 and 1004.[15] Senate Bill No. 278 adds the category ‘PG 7’[16] which is quite significant because it recognizes the inaptness of some films containing some suggestions of violence or sensuality, mild and other infrequent expletives or other material which parents consider unsuitable for viewing by children under 7 years old. It should be recognized that children of such age do not have any better discernment yet compared to children 13 years of age.[17]

6. X Classification is Tantamount to a Ban
Senate Bills 166 and 1004 are correct in stating that “X” classification of motion pictures is tantamount to a ban on the film’s theatrical distribution in as much as these films are not allowed for public viewing. Thus, a stringent reliance on the following standards (a consolidation of all the three bills) is suggested:

“X” or “ Not for public viewing, sale, lease or distribution” for films that are contrary to law, pornographic, immoral or which pose a clear and present danger to public order, public safety or other legitimate interest, such as but not limited to:
(i) those which advocate subversion, insurrection, rebellion or sedition against the state;
(ii) those which glorify criminals or condone and/or encourage the commission of crimes and those which encourage or abet the trafficking and use of prohibited drugs;
(iii) those which serve no other purpose except to satisfy the market for violence or pornography or lossen the moral values of individuals such as works which depict, in a patently lewd, offensive, or demeaning manner, excretory functions and sexual conduct such as ultimate sexual acts (normal or perverted), masturbation, and exhibition of the genitals; or
(iv) those works, taken as whole and viewed within their contexts, manner or presentation, intention, and culture, lack serious literary, artistic, political, or scientific value.
Moreover, motion pictures which are classified as “X” should not be banned and restricted at all, there should be a proper or specific venue where they are to be shown and exhibited strictly for special screening before an adult audience intelligently and strictly selected by the Board preferably from academic institutions and professional art organizations.
7. Penalties
The penalties proposed by Senate Bills 166 and 1004 should be re-written.[18] It is noticeable that violations of the provisions in SB No. 1004 may be perpetrated either by film producers, theatre/movie houses, employees of movie houses, or even by minors. This being the case, a classification of penalties must be defined. Specific penalties for specific offenders must be provided. Thus, the suggestion of the University is to classify penalties according to the class of offenders. Moreover, in as much as the provisions of the MTRCB law could be committed by a minor, penalties should as well be subject to the provisions of the Youth Welfare Code.
It was also observed by this University that the fine provided by SB 1004 which seeks to reduce the original fine of not less than Php 50,000 but not more than Php 100,000 to Php 10,000 is incomprehensible. Considering the evident devaluation of peso from 1985 to present, the reduced amount of Php 10,000 does not commensurate to the offense to be committed. Thus, taking into consideration the profit that may be derived from the violations of law, the fine will not deter such violations anymore.

Concluding Remarks
It is hoped that the comments, suggestions, recommendations, and observations as herein above mentioned be given due attention.

Prepared by: Joseph Reylan B. Viray

[1] Kapit sa Patalim case no.. A film directed by Lino Brocka entitled Kapit sa Patalim was banned from exhibition by the MTRCB. The case reached the Supreme Court. The Supreme Court held that MTRCB’s power is limited only in classifying films censorship is beyond its mandate.

[2] SB No. 166; SB NO. 1104; and SB No. 278.

[3] SB No. 278.

[4] SB No. 278, p.1,Lines 6-11.

[5] SB No. 278, Explanatory Note.

[6] SB No. 166.

[7] SB No. 1004, Explanatory Note, paragraph 1.

[8] SB No. 278, p.1, Line 5.

[9] It is also worthy to note that Senate Bill No. 278 proposed procedures on the selection and nomination of sectoral representatives from professions, the arts, the church, academe, youth, labor, women and cultural communities. This is contrary to Senate Bill No. 1004 where multi-sectoral representation means representatives from different sectors of the film and television industry.

[10] SB No. 1004; SB No. 166.

[11] PD No. 1986.

[12] SB No. 1004; SB No. 166.

[13] P2, Line 26.

[14] SB No. 166 and SB No. 1004 are silent on the aspect of removal of members.
[15] Unlike PD 1986 Senate Bills 166 and 1004 explained each category of classification.

[16] P.4 , Lines 9-14.

[17] SB No. 166 and 1004; PD 1986 set forth the following categories: “G” (General Patronage); “P” ( Parental Guidance Suggested); “R” (Restricted / For adults only); and “X” ( Not for public viewing) . However, PD 1986 states: “ …or such other categories as the Board may determine for the public interest”.
[18] SB No. 278 is silent on penalties.

Basic Quality Education: Towards a Strong Republic

2006-04-09T22:29:00.000-07:00

Basic Quality Education Towards a Strong Republic
By: Sir Reylan B. Viray
College of Arts
Polytechnic University of the Philippines
Sta. Mesa, Manila

Preliminary Remarks
Greetings.
I was taken aback by the invitation of Ma’am Milagros Lucas, our dear principal, and the rest of the faculty members because I believe that my achievements are not yet worthy enough. I always have the impression that the prototype commencement speaker is one with wealth, power, fame and most importantly influence. Admittedly, I lack any of these characteristics. And so I just thought that the invitation was directed to the entire 1994 batch , which I belong, rather than to myself. Thus, I will represent the batch.
(That gave me a sort of like a relief.)
A little earlier, while I was walking through the halls of this school, a certain kind of unexplainable emotion came into me. I was heartened so much. It has been exactly 10 years back since I wore that same gown, I marched on same tune and walked on same ground. I remember myself on stage waiting for my turn to deliver my salutatory speech. I was staring at my friends/classmates below who were doing silly things while the ceremony was going on and wishing to be in their crowd.
When time to deliver the speech came, I was totally blank and emotionless. I have memorized the speech word for word weeks before the graduation rite and yet found myself on the podium grappling for words. To remedy the situation, I spontaneously delivered a speech which totally does not match the original and pretended that I perfectly knew what I was talking. There was a liner in that speech which I never had forgotten, it says: “We may be separated physically but we will never be apart in spirit”.
During my days in this school, I have had a philosophy which states: “It is better to be bully than be bullied.” I was a bully. At times, my friends and I would think of some childish and attention-grabber tricks just to be popular and of course be “pogi”. That very same philosophy was the reason why our group had gotten into troubles not just with fellow students but sometimes with our dear teachers, which I regretted very much.
So much for the reminiscing.
I am already getting too much emotional.
_______________________________
Key Words: Explained
My father told me when I was a precocious child that: “Once the child learns to read and write, the whole world of ideas is open and waiting to be explored.” I don’t have any choice then but to believe my father and so I forced myself to learn how to read and write. True enough, I was able to explore the solar system; where really the exact location of the earth is; the orbital pattern of other planets; and the enormous speed of light; which seem to be fantasies during my earlier years. I was able to travel from one continent to another and discover numerous civilizations from period to period without spending even a single penny/cent and much more without having to get board a plane or ship. I was able to understand the system of politics and much specific democracy, at least theoretically. My father was indeed very right, the world of ideas has opened up for me.
The science of reading is generally taught in elementary years, with the exception of those children who were taught the basics of reading and writing even before they go to formal schooling by their parents. In elementary especially in earlier grade levels, teachers would think of different gimmicks just to teach their pupils the necessary reading and writing skills. They would, at times, make themselves magicians, clowns, and even playful monsters to please their pupils and thereby start the learning process. This is never easy. It is really cumbersome.
The skill of reading and writing is developed even further during the secondary levels. Here, reading and writing are place on a much higher plane. They are not just mechanical activities, but require intelligence and comprehension. Reading literary works for instance makes the grader feel fulfilled after reading the entire text of a short story not because he understood it the way the author wants it understood but rather because he can brag about the fact of just reading it mechanically. Upon the other hand, a high school student who was taught the proper standards of understanding the literary work he read may share a number of interpretations to other readers. By this, the latter student is fulfilled not because of just reading the text but because of reading the text and understood what it conveys.
This is what I understood of a basic education. What is provided by elementary education is augmented by the secondary education. Basic education in short is an interplay between the primary and the secondary levels.
Basic quality education is another thing. It entails a certain kind of superiority and excellence. Academically, the measure of excellence in basic education is the quality of graduates in terms of their (1) ability to pass college entrance examinations; (2) ability to cope up with college rigors; and (3) endurance and fortitude to survive college education.
However, let us not confined ourselves to this measure, the role of basic education does also extend to non-academic and non- curricular aspects. Henceforth, basic quality education must provide an instruction of superior kind in both academic and non-academic spheres. Students who actively participate in societal concerns are, I think, evidence of basic quality education as much as those students who excel in their academic fields.
How about strong republic? This term is more of a political banner than a true vocabulary. It could never be practically and concretely achieved. It is an ideal and utopian state like communism. (For the sake of discussion, I would treat the term ‘strong republic’ synonymous with Strong Government. This is to strip off the term with political tinge). No amount of rebellion, insurgency and sedition could ever topple down a strong government. It would never yield to anarchic designs of few and vicious men of greed.
The Philippines, since the 1986 Edsa Revolution, has taken a new political landscape. There have been 2 more revolutions, since, that transpired on the same busy thoroughfare, the first one successfully thrown out an alleged corrupt administration of an actor president and the second one almost divided the country into two factions and nearly destabilized the Arroyo government.
In the Arroyo administration, Military adventurisms were a bound. All of which were faced squarely by the President, who has been continually seeking for legitimacy all throughout her term. With her strong dispositions in all those dissents, she was able to project a kind of government which she calls “Strong Government”.
What role do the primary and secondary schools play in the establishment of a strong government?
The schools should help the government in this line by instilling in the students the value of responsible citizenship. A responsible citizen does not find faults and mistakes committed by the government but rather he/she helps and assists the government towards achieving an end for the benefit and welfare of the entire populace. A citizen who never thinks of what the government can do to him/her but what he can to do to the government.
The schools also serve as training grounds for morally upright leaders. Even in ancient times, during the time of Plato, Aristotle and the rest of classical philosophers, schools are considered as manufacturers of good, intelligent and moral leaders and statesmen.

A Day With Court Employees

2006-04-09T22:27:00.000-07:00

A Day With Court Employees
Joseph Reylan B. Viray

December 6, 2005
RTC BRANCH 84
Quezon City
Hon. Luisito G. Cortez
Presiding Judge
Hon. Natividad G. Dizon
(Acting Judge/Executive Judge)
Atty. Mary Ann Daytia
Branch Clerk

The Justice Hall of Quezon City was well lighted in that afternoon of Tuesday, December 6, 2005. This was not the first time I visited the place. I frequented the place because one of my former classmates works there. He was working in this branch as a Court Interpreter. However, this was my first deliberate observation visit.

At approximately 9:00 o’clock in the morning, I was already chatting with the court’s employees including my friend. I was asking them questions like: How much workload do they have? What mechanisms do they employ to counter or bear annoying lawyers and a moody judge? and other questions which they gladly answered.

Acting presiding Judge/Executive Judge Hon. Natividad G. Dizon arrived at 1:30 PM while the parties in the case were already waiting. Judge Natividad only presided in acting capacity because of the absence of Presiding Judge Hon. Luisito G. Cortez, who was out on seminar in Tagaytay City. Hon. Dizon was dignifiedly dress and his mere presence changed the mood of the atmosphere from light to tight. Everybody were all suddenly on their toes. Everyone woke up.

After flipping some pages in the records handed to him by the Branch Clerk Atty. Mary Ann Daytia, he indicated to the employees that they should get to work.

The case involved custody and support of a child between a Filipina wife and a Japanese husband. The background of the case is as follows, as narrated to me by my friend who was an interpreter in the said branch: (a). The wife filed a legal separation case against the foreigner husband because allegedly the latter was having illicit sexual relation with the former’s sister; (b). While the case is pending in the same branch, the foreigner husband failed to give the support which he should have provided as ordered by the court; (c) The foreigner husband refused to give the support because according to him the goods and groceries he delivered were consumed not by the child and his wife but by the relatives of the wife. Further, according to him, the child could not have possibly consumed all the goods in just a week’s time.

The hearing started at exactly 2:30 in the afternoon. The counsels for the wife made their formal appearance. The counsel for the husband was not present, the counsel only sent a representative from their firm to move for the postponement of the case. The Judge inquired the reasons for the failure of the counsel on record to appear. The representative said that the counsel was confined at the Makati Medical Hospital for some infections which reason or justification was proved by a certification of the concerned hospital and the physician attending him. The Judge set another date for the hearing. Then another case was called.

I left immediately the branch inasmuch as I have to catch my morning class at PUP College of Arts.

A Visit to the Manila City Jail

2006-04-09T22:25:00.000-07:00

A Visit to Manila City Jail
By Joseph Reylan B. Viray

I will try to bring you friends to the Manila City Jail by just describing what the City Jail looks like and our telling experiences during our visit there.

The Manila City Jail is located in a congested area in Quezon Blvd, Manila, few meters away from the Isetan Department Store and a stone’s throw away from the LRT Recto station. It’s easy to get there. There are several routes going to the place. However, I advise that if you come there to visit a friend or a client, just take public utility vehicles than bring your own car. It’s hard to spot a comfortable parking area. The gates of the City Jail look corroded and rusty. Just by looking at the façade of the place, you can already formulate a depressing picture of its insides.

I was told together with my group mates to leave our mobile phones at the gate’s counter. I and Jonathan were hesitant to give our phones because of some negative prejudices we have of the officers. However, when we started dealing with the jail guards we realized that they look so descent and well-groomed. Most of them are young officers whose idealism exudes from their faces. Or maybe, they are most polite to us because we drop some big names in the Bureau.

Female dormitories are located on the left side of the gate just beside the Medical Infirmary, where sick detainees are confined. Male dormitories and cells are situated at the back of the Paralegal Office just across the Administration Office, Rehabilitation Office, and Operations. There are also dormitories located elsewhere in the compound which we were not given the opportunity to see and visit. There are nine towers surrounding the Jail. Walls which enveloped the compound are approximately 25-30 feet high. I imagined that it’s almost next to impossible to escape from the Jail passing through the towers and over the walls. And so I asked one of the guards: “How can a prisoner escape?” He answered: “They usually pass by the gates under the guise that they are visitors”. I laughed….

The first destination of the group was the Female Dorm. .Major Millet Batac is the Deputy Warden for Female Dorm, we interviewed her. She courteously replied to all our queries. The dorm looks so crowded. Detainees stay under the canopy which serves as quarters for some of them. Only 25% of the total number of 921 are staying inside the dorms and cells. I noticed that the area though crowded is free from mess and dirt except that there is a certain stench which surrounds the place. Reason: when 921 people with proximate distance from each other are confined in an area whose capacity is only less than 300, a disgusting odor is surely produced.

The Male Dormitories were visited by my other group mates and they can, with details, describe to you what the dorms look like and smell like. Ms. Viado can give a vivid picture of the dorms. She even fell in love with some of the detainees. We just convinced her that she is no match to them.

At the Rehabilitation Office, I met the Bureau Chaplain Fr. Sagadal. He told us some tales about PUP because he knows much about it since he obtained his doctoral degree in Public Administration at the PUP Graduate School. I overheard him telling the head of the office that they must be strict in screening some NGO which usually solicit plentiful donations outside and share meager amount to the Jail. Profiteering NGOs and other bogus ones earned money in the guise of charity.

Before we set home, I had a chance to observe a young lawyer who is about to enter the vicinity. He has no car along with him. He gives the Jail Guards with some snacks (suman and other kakanin). That made me wonder, may be the lawyer needs somehow to establish friendship and rapport with the guards to be comfortable inside the Manila City Jail. Some prisoners are really mischievous and to make your self safe from them, befriend the Guards. Prisoners are scared to hell of the Jail Guards. One prisoner who approaches the gate was even given a powerful blow on his back by a Guard at my sight.

Digmaan sa Operating Room

2006-04-09T21:50:00.000-07:00

Digmaan sa Operating Room
By Joseph Reylan B. Viray

Ang pagharap sa labaha ng medisina ay hindi madali. Lalong nakapagpahirap ang edad ko na bente siete anyos lamang. Nakakatakot. Nakakabahala. Halo-halo ang damdamin na pumapaloob sa akin: takot, galit, pagsisisi, at kung ano-ano pa. Iniisip ang pamilya, anak, asawa, magulang, kapatid, kaibigan at pangarap. Hindi lubos maisip na sa kabataang edad ay maturingan ng doktor na may tumor na halos umukupa sa ikaapat na bahagi ng aking utak.

Ako ay di madalas magkasakit. Kung paminsan-minsan ay nagkakasipon, ubo, at lagnat, ito ay di man lang nakapagbahala sa akin. Malimit din akong napapasyal sa ospital maliban na lamang sa mga pagbisita sa mga kaanak o kaibigan. Kung kaya ang magkasakit ng malala ay di ko natutunang makasanayan. Napakalakas ng aking loob. Kung kayat nagawa kung sabihin sa Diyos nung ako’y binata pa na: “ Kung di ko maabot ang pangarap na maging abogado, mabuti pa ang mamatay at kuhanin mo ang buhay ko.” Ito ang palagiang dasal ko. Pinahalagaan ko ang pangarap ng higit pa sa ano paman.

Noong Hunyo 8, 2005, di pangkaraniwan ang nararamdaman ko. Sa aking pakiramdam, ang sakit ng ulo ko na magtatatlong linggo nang tinitiis ay umabot na sa mas mataas na lebel. Ang pata at panghihina ng kaliwang bahagi ng aking katawan mula leeg hanggang sakong ay tunay na nakakabahala. Di ko binabangit sa asawa ang mga nararamdaman, takot na baka sumobra ang kanyang reaksyon sa mga bagay. Ngunit napapansin niya ang kaibahan ng aking mga kilos. Kinukumbinsi niya akong magpatingin sa duktor. Palagian kung tugon ay: Okey ako. Wala naman akong masamang nararamdaman. Marahil ay sa mata lamang ang diprensya. Nung gabi ring iyon, nakatulog ako ng maaga, di ko ito gawain. Alas onse ng gabi, bigla ang aking paggising dahil sa kakaibang nararamdaman. Ang kaliwang bahagi ng katawan ay di ko na maigalaw. Pinilit ko paring makapunta sa banyo upang maglinis. Nang makita ko na ang dila ko ay pumapaling sa kaliwa at nangingitim na ang kaliwang katawan, kinabahan na ako. Nakita ako ng asawa ko na hinihila ko na ang katawan patungo sa kanyang kinalalagyan. Napaiyak siya sa kanyang nakita. Natakot. Dinala ako sa FEU Hospital.

Sa FEU na namin nalaman ang lahat. May tumor ako. Tumama na ang bukol sa motor cortex ng utak ko. Kung kaya ang paralisis. Tinapat na kami ng duktor na kailangan na itong matangal sa lalong madaling panahon upang maiwasan ang pagka-paralisa ng buong katawan o mas grabe pa.

Noong una, ayaw ko sa operasyon. Bukod sa mahal ito at pihadong di ko kayang bayaran, nakakatakot din. Ngunit nang sabihin sa akin ng pamilya na magtutulong-tulong upang ang pambayad ay ma-ipon, pumayag na rin ako. Ang takot ay akin na lamang lalabanan o di kaya’y ikukubli.

Sa OR

Ang operating room ay isang lugar sa ospital na kinatatakutan dahil sa mga digmaang nagaganap dito. Dito naglalaban ang agham at ang natural o likas; ang takot at tapang; pananampalataya at pagdududa sa Diyos; at labanan ng buhay at kamatayan. Unang pasok ko pa lamang sa OR naramdaman ko na ang kabigatan ng ispiritu nito. Habang tulak-tulak ng isang medical attendant ang aking higaan sa pasilyo nito, ginagala ko ang aking mga mata. Para akong may hinahanap. Kitang-kita ko ang buong silid. Napakalamig nito. Pumapangalawa marahil ito sa morge. Naglalaro din sa isipan ko ang istatistika. Ilan na kayang pasyente ang natalo sa digmaan dito? At ilan din ang nagwagi?

Maraming mga compartments ang silid. Isa rito ang tinungo ko. Nasa loob at abalang-abala ang mga narses. Inaayos at binibilang nila ang mga labaha na gagamitin sa paghiwa ng aking bungo. Napakaliwanag, ultimong mga maliliit na detalye ng silid ay makikita mo. Inisip ko na napakaswerte ko naman at mai-kukwento ko sa mga kaibigan ang mga minuto at ilang mga sandali bago ako ma-operahan.

Di ako nakaramdam ng ni katiting na kaba sa mga oras na ito. Di gaya ng mga panahon bago dumating ang operasyon na ako ay parang isang asong takot na takot sa mga putok ng bagong taon. Ako ay kaswal na nakikipag-untahan sa mga narses. Parang walang digmaang magaganap. Tinatanong ako tungkol sa mga simtomas at mga senyales na naramdaman ko. Giliw na giliw ako sa pag-kukwento. Pakiramdam ko nang mga oras na iyon ang Diyos ay nasa akin. Pumaimbabaw sa buo kong katauhan. Napakatapang ko. “Hindi marahil ako ito”, wika ko sa isip.

Dumating ang mga duktor na magsasagawa ng operasyon. Nagbibiruan lamang. Nagtatawanan at relaks na relaks. Di ako nabahala. Sinusuklihan ko din ng mga ngiti ang bawat bati nila sa akin.

“Hindi marahil ako ito”, inulit ko. Kung digmaan ang haharapin ko, handa na ako. Kaya kong makipaglaban kahit sa kamatayan pa.

Bago ako turukan ng pampatulog, nakipagusap ako sa Diyos. Maikling usapan lamang. Nararamdaman ko na nasa tabi ko siya, sumasagot siya sa akin. Ibinilin ko sa kanya ang lahat. Sabi ko: “Kung sakaling game over na ako, ikaw na ang bahala sa aking pamilya, lalo na sa aking anak.” Inihandog ko sa kanya ang lahat. Ngayon ko naisip ang ilang mga lektyur ko tungkol sa ateismo na ipinanukala ng ilang mga pilosopo na napagaralan ko: mali sila.

Sa ikalawang turok ng duktor, tulog na ako.

Sa ICU

Tapos na ang operasyon. Abot langit ang pasalamat ko nang makita ko si tatay na nasa tabi ko. Gising na ako at buhay. May konting kabigatan lamang ang ulo ko, parang may nakadagan. Nakikipag-communicate na rin ako sa kanila sa pamamagitan ng aking hinlalaki. Natanaw ko narin ang aking asawa. Si nanay.

Nasa Bed 7 ako.

Uhaw na uhaw.

Sabi ng nars: “ Bawal po sir ang uminom.”

“Kahit patak lamang,” ang sambit ko.

Naawa marahil ang nars at pinatakan ang labi ko. Sapat na iyon sa akin.

Kailangan pala talaga ng isang tao ang kanyang kapwa. Ga-patak na tubig lamang ay kailangan ko pang iasa sa iba.

Ibinalita sa akin ng nars na stable daw ang hininga ko at blood pressure sa nakaraang 24 oras. Pwede na raw akong ilipat sa kuarto ko sa 508. Muli, pasalamat at dasal na lamang ang naisip ko.

Ngayon

Ako ay patuloy na nagpapagaling. Pagkatapos ng lahat ng nangyari, napagtanto ko na ang buhay pala ay hindi lamang sagrado kundi hiram pa at hindi natin pagmamay-ari. Bumalik na ako sa trabaho ko bilang isang guro ng pilosopiya, mas marami na akong kalaman ngayon sa mga pilosopikal na konsepto gaya ng buhay, kamatayan, Diyos, ugnayan o relasyon, ganda, at iba pa. Di ko ito natutunan sa mga aklat, naranasan ko.... Ito marahil ang mataas at banal na kaalaman.

Keng Ilog / Sa Ilog

2006-04-09T21:45:00.000-07:00

King Ilog (Pampango)

Iniyang Labing-metung banwa ing Edad,
Keting marimlang ilog maglungad-lungad.
Manene agos, mapwersa yang tutulak,
O’ Kening katawan kong papayat-payat.

Lundag, tampiso, at mipapamasibas,
Abe kakyalung, reng salo mikiburak.
Bitis at gamat keng damum makababad
Sasagikgik keng mailing alang puknat.

Deng mapangaya, misusulo lang kawe.
Abang deng aliwa, maswelong manalbe,
Kukulayit, manasar, lubos lang mangye.
Ing mesambut, kursisilyo na lukas de.

O’ Dening malulunod, alto-lumbog la
Manenayang sagip kareng dalubhasa.
Inya nung ika, keng kawe mangmang ka,
Yang sapwang saging , kapitan’t kawlan muya.

Kaibat meng mepagal, sisingap-singap,
Keting pangpang ke ngan mengan at migkalat
‘Ting suman, gatas damulag a inuman,
bayabas, atis, papayang manyaman.

Keng pamanyuli mi kareng bale-bale,
Maneneya la reng muwa ming pengare.
Tatalnan ing bulo, pilming mikalate.
Keyang paldu, ing buldit y adya mu ne.

Sa Ilog (Filipino)

Noong labing-isang taon itong edad,
Sa malamig na ilog ay naglulungad.
Banayad na agos, mapwersang tumutulak
O’ sa katawan kong papayat-payat.

Lundag, tampisaw, nagbabatuhan,
Mga kalaro, puno ng putik ang dibdib,
Paa’t kamay nakababad sa tubig,
Walang tigil kami sa pagtatawanan.

Ang mayayabang, sa langoy unahan,
Habang ang iba’y masayang nakatunghay,
Sumisigaw, nang-aasar, lubos na maingay,
Ang talo, kursisilyo ay mahuhubadan.

O’ itong mga nalulunod, lulubog-lilitaw
Sa mga dalubhasa, sagip ang hinihintay.
Kung ika’y sa langoy mang-mang ka.
Puno ng saging, kapita’t yakapin muna.

Matapos mapagod at sisinghap-singhap,
Dito sa pangpang, kami’y kumain at nagkalat
May gatas ng kalabaw na inumin, suman,
Bayabas, atis at papayang malinamnam.

Sa pag-uwi namin sa bahay-bahay,
Naghihintay ang galit nang magulang,
Tangan ang kawayan, tiyak na magkakalatay
Sa kanyang palo, ihanda na ang puwitan.

THESIS ABSTRACT

2006-04-09T21:44:00.000-07:00

ABSTRACT
MASTER OF ARTS IN PHILOSOPHY
THESIS

Selected works of Jean Francois Lyotard were exposed and discussed in this paper. It exposed and discussed the philosophical assertions of Lyotard that can be gleaned on the Postmodern Condition[1] and Just Gaming[2] . These are the major works through which the general features of his paradigm be disclosed. Hence, the thesis answered the following questions utilizing the assertions advanced forth by Lyotard in the said books.

Main:

What is postmodern politics of multiplicity as advocated by Jean Francois Lyotard in the two books: Postmodern Condition and Just Gaming?

Sub-Problems:
1. What are the interrelationships of the following concepts: knowledge, power, language games, legitimation, metanarratives and petit-narratives?

2. What is Lyotard’s concept of pagan justice?
3. How Lyotard’s concept of justice is different from that of thinkers like Plato, Aristotle and others who dealt with the concept?

The thesis concluded that there is already a ‘horizon of multiplicity’ rather than ‘social totality’. This was the central point which was advocated by Jean Francois Lyotard in the Postmodern Condition. The concept of multiple language games, first introduced by Wittgenstein, which are in themselves “moves” indicate and suggest this multiplicity. Further, the thesis likewise concluded that pagan justice put forward by Lyotard in Just Gaming suggests this multiplicity.
[1] Jean Francois Lyotard, Postmodern Condition., trans. Geoffrey Bennington and Brian Massumi, (USA: University of Minnesota Press, 1999). This book was originally published in France as Le Condition POstmoderne: Rapport Sur le Savior, copyright 1979 by Les Editions de Minuit.

[2] Jean Francois Lyotard and Jean –Loup Thebaud, trans. Wlad Godrich, Just Gaming (Minneapolis: University of Minnesota Press, 1999).

How to teach ethics?

2006-04-09T21:42:00.000-07:00

Teaching Ethics
By
Joseph Reylan Bustos Viray
(Faculty)
PUP College of Arts, Sta. Mesa

Introduction

In my college years, studying ethics was never interesting. It was not because of the course per se but more because of my teacher who seemed so weird and out of this world. He was really a walking spirit/ghost, as we usually call him. He claimed that he has talked to dead people; has traversed the world of the unknown and the underworld; and discovered that the universe was a place of highest pleasure. He met national heroes of different countries and had long conversations with them. He even distorted some basic philosophical treatises of Plato. He changed the Allegory of the Cave of Plato to Allegory of the Bubble Gum.

My professor, when he arrived, was so neat in his clothes with his black leather attache case. He sat down and placed his leather case on top of the table. Opened it. He brought out one by one the things inside his case. The table mantle first, then the vase with its flowers, the transistor radio, and his name plate last. He did this as if nobody was around. He arranged the table and in minutes, the table turned out to be a costly office table, as a plain rural pumpkin became a golden chariot. He did this too without a single word uttered. We students observed and nearly tittered. His actions were forgivable but his methods were not. We were given the impressions, through his not so lively lectures, that ethics is an absurd and abstract discipline which only weirdos like him would understand. My distaste towards Ethics developed since.

This article tries to suggest some basic points on how to teach the course efficiently and comprehensively. This is to avoid students from experiencing the same annoying encounter I had about the subject.

Ethics

Generally, Ethics is defined as a philosophy or code pertaining to what is ideal in human character and conduct. It is a branch of philosophy which tries to answer questions about morality, its nature, scope and practical uses. It surveys the different schools of thought advocating myriad of moral standards from the early ancient to contemporary period.

Ethics is a course most college students take to complete their academic units. Ideally, ethics has to teach students how to deal with practical moral situations where their decisions and judgments are needed. This project is so far so elusive.

In schools, ethics is oftentimes treated and considered to be synonymous with manners or etiquette, professionalism, attitude and etc. This is the reason why there have been various courses which sprouted like mushrooms which integrate ethics to just any profession around e.g Business Ethics, Medical Ethics, Legal Ethics, Media Ethics and others. Ethics has become more and more complex because of the innumerable variation it assumes.

Teaching Ethics

I am no expert when it comes to teaching ethics. I only had seven years of teaching the subject compared to some old mentors who spent most of their life teaching the subject. I observed some of the good techniques these old mentors apply in their teaching. So I am just articulating what I observed from them with the exclusion of my ethics teacher, who incidentally was fired from the institution where I belong now.

In my observation, ethics can be taught efficiently (1) by knowing the interests and inclinations of the students who would take it; (2) by narrating an interesting account of the philosophers’ lives; (3) by choosing only few standards or schools of thought to be discussed, not all the available standards; (3) by using examples and situations which are in ways humorous or interesting; and (4) by using films to illustrate some points advocated by moral philosophers

Students’ Interests and Inclinations. The psychology of Filipino students is so easy to grasp. They only want to learn and hear what they enjoy hearing and learning. Try to teach students about the intricacies of Nicomachean Ethics with all the original terminologies used by Aristotle like phrenemos, citizenship, golden mean, etc., you would not like their reaction or worst, their deafening silence. But try to extract from them their teenage experiences like drinking with friends, bar hopping, discos, and other things which interest them, you could hardly stop them from talking. Filipino college students do not appreciate long and well researched lectures like those being read in conferences, they get bored. They like short but down to earth lectures. They like to laugh a lot and enjoy while learning. One time, a friend of mine, who teaches ethics in a medical school, went home late because we had a session (drinking) in one of the cozy bars in Malate, he was not able to prepare for his class lecture for the next day. The following morning, in his class, everybody was yelling each other. What my friend did was he let his students internalize hatred and manifest it by shouting their heart out, while he was sitting nearly asleep in a corner. Afterwards, he instructed them to discuss what they feel upon externalizing their inner detestation. The discussion was so fruitful. He was, at the end of the semester awarded the most outstanding philosophy teacher in their school.

Accounts of the Philosopher’s Biography. To catch the interest of the students in teaching ethical standards, start the session with accounts of the philosopher’s life. Anecdotal accounts are favored. Dramas and their follies too. In teaching Immanuel Kant’s Categorical Imperative, don’t go straight with the theory. You give students first some trivial questions about Kant, such as ‘Why did Kant remain unmarried?’; ‘How many marriage proposals he turned down?’ ; ‘What was Kant’s daily routine?’. Those sorts of questions would awake the curiosity of the students.

Why not narrate the story of Augustine’s concubine. How she felt about the separation and her thoughts about Augustine’s mother Monica. Her opinions about the ‘Philosophical Thought’ that robbed Augustine away. The story of Augustine’s struggles against his burning desires toward Amelia, the concubine. After having done all this, the complicatedness of teaching Augustine’s morality would be greatly reduced.

Teach students with Marxist moral philosophy without mentioning anything about Marx’s life would be a waste of time. Students would not appreciate it, except those who know Marx because of their communistic propensity. Why not tell the students with how Marx coped up with poverty? How his family suffered for his indifference? Afterwards, discuss Marx’s theory, which theory ate up much of his time at the expense of his family.

The idiocy and foolishness of Nietzsche has always been an attention grabber. The homosexuality issue, which ever since remained a subject of speculations and criticisms against Socrates, Aristotle and Plato, absorbed students. The parallelism of Socrates’ life and that of Jesus Christ likewise gets students’ attention.

Teach Few but Interesting Standards. By limiting the standards to be tackled in class, students would remember lessons quite easily. Selection of standards would rest much on the teachers’ discretion but based on the students’ moral beliefs and orientation. Choosing few from among many ethical standards from ancient to contemporary period is tedious. It entails a lot of judgment and evaluation. First, a fair knowledge of the students’ background and moral beliefs is a necessity. For instance, if the majority of the students were brought up and oriented as Christian, those standards which in ways the same and in ways different from theirs should be given emphasis. For example, Nietzsche’s Slave and Master Morality, as well as Marx’s and Feuerbach’s critiques of religion through the concept of alienation must be discussed to them. Of course, St. Thomas Aquinas classic scholastic ethics and St. Augustine’s Confessions and City of God, which reinforced the catholic doctrines of morality, must be given equal attention. This is to help students reassess and reevaluate their moral beliefs. Henceforth, in the above example, for the duration of the semester, only five standards will be discussed in details.

However, it should be noted that the students must be given a short lecture, usually at the outset of the semester, about the history and development of ethical standards, and comprehensive simplified discussion about ethical issues and problems. This is to make them privy of the basic elementary concepts of ethics.

Humorous and Interesting Examples. There have been researches about the importance of humor in learning process. Humor makes people understand concepts with ease and without difficulty and pressures. Create a funny situation by using artistry and literary wit either by making the students act out the scenarios or by story telling, the latter would be best if the teacher is genius story teller and actor.

Interesting arguments and examples would help simplify concepts. For example: teaching the morality of abortion will be interesting by discussing Aristotle’s argument that when the umbilical cord is not yet cut, abortion can still be morally justified because the embryo is still a part of the woman’s body like a bodily organ which can be cut and removed just as one removes his organs. But when the embryo is already separated from the woman’s body and starts to cry loud, the embryo assumes a distinct life and breath, in which case, abortion is already a no- no.

Use of Films. Students must be required to watch some films which invite ethical discussions. Some of these films are as follows:

Inherit the Wind, a film about a young idealistic teacher who was tried for violating a law which prohibits teacher from teaching the evolution of Darwin. The verbal polemics of the opposing lawyers is as interesting as the theme of the film. The film is best in topics like, Christian Ethics, Legal Ethics, Law vs. Religion, Evolution vs. Genesis, and etc.

The Life of David Gale, starred by Kevin Spacey, is a film about a University professor, who was active in the cause against death penalty, who was convicted for allegedly raping and murdering his female friend, which crime is punishable by death. Ironically, he faced the death chamber and died. The film is good when discussing the phrase: ‘ the end justifies the means’. Likewise, the action film starred by Samuel L. Jackson entitled Rules of Engagement and Manchurian Candidate with Denzel Washington invite debates on the same phrase.

The Quiz Show starred by Ralph Fiennes and the Truman Show with Jim Carry can be used to discuss media ethics. Million Dollar Baby, Frankenstein, and Dr. Jekyll and Mr. Hyde can be used for Medical and Bio Ethics.

There are other films which can be used depending upon the teachers’ appreciation. Anyway, most movies do have moral questions to answer.

Conclusion

The above article only suggests four things to teach ethics effectively. There are still numerous other ways to kill a cat. The paper is based on observations about how some ethics teachers dealt with the subject. I am sure that others also have their own suggestions to make.

It is hoped that students would have great appreciation and interest about the subject to be able to transform them into ethical and moral human beings, a task not only of ethics teachers but also of all individuals around them e.g parents, relatives, peers etc.

Mt. NATIB: Paraiso

2006-04-09T21:40:00.000-07:00

Mt. Natib: Isang Tagong Paraiso
Text By: Joseph Reylan Viray

Noong ika 25 hanggang 27 ng Pebrero, 2005, kabilang ako sa ilang guro at empleyado ng Polytechnic University of the Philippines na nagpalipas ng oras at bakasyon sa Mt. Natib, Brgy, Tala, Orani, Bataan. Mayroon din kaming mga kasama na barkadahan mula sa San Pedro, Laguna.

Ako ay hindi naman propesyunal na mountaineer. Ito ay isang libangan lamang. Tuwing ganitong panahon, ang aming grupo ay umaakyat sa ilang mga magagandang kabundukan ng ating bansa. Ito ay upang makapaglibang at mamalas na rin ang ganda at kariktan ng ating mga likas na yaman.

Labintatlong katao kami lahat. Isang bilang na kinatatakutan dahil sa kakambal na kamalasan umano.

Asembli sa Genesis Terminal, Avenida

Mga 5:30 ng madaling araw nang ang lahat ng kasama ay dumating sa Genesis. Kumaripas na kami ng alis sakay ang Bataan Transit (di Genesis). Habang nasa bus kami, inihahanda na namin ang aming sarili sa mga delikadong porsyon ng bundok tulad ng mga deadly walls bago marating ang summit ng bundok. Pinaguusapan narin namin ang posibleng gawin kapag inatake ng limatic. Ang bundok ng Natib ay pinaniniwalaang pinamumugaran ng maraming limatic dahil sa kanyang mamasamasang rainforest. Alcohol at Vicks vapor rub ang pinakamabisang solusyon, ayon sa mga ekspertong mountaineers ng grupo.

Ang Biyahe

Nang kami ay nasa SM Pampanga na, ang Bus na aming sinasakyan ay nasunugan ng pump belt, umusok ito. Ito na ang unang kamalasan ng grupo. Sinubukan ng driver na iandar ang bus, ngunit nang makarating kami ng Lubao, Pampanga, nagdesisyon ito na ilipat na kami sa ibang bus.

Alas 10:00 ng umaga nasa ORani, Town Proper na kami. Nag hanap kami ng dyip na magdadala sa amin sa Brgy. Tala. Nakakita kami ng isa. Noong patungo na ang grupo sa Tala, ilang beses kaming uminto dahil ang dyip ay umusok at nago-over heat. Isang kamalasan na naman. Narating din namin ang jump off, matapos ang tatlong hintuhan.

Trekking Papuntang Summit

Sa jump off pa lamang ay tanaw na namin ang hanay ng mga bundok na nasasakupan ng Bataan, Zambales at iba pang probinsya sa gitnang Luzon. Matapos ihanda ang mga sarili at gamit, kami ay nagsimula ng maglakad. Alas 11:00 na nang tanghali noon. Napakatindi na nang sikat ng araw.

Ang trayl na aming sinundan ay napakahaba na animoy isang ordinaryong daan lamang na magkakasya ang isang 4x4 na trak. Sinusundan ng daan ang kurbada ng bawat bundok at burol na dinadaanan. Naryan ng ang grupo ay papa-ahon at naryan ng pababa. Napakaganda ng tanawin. Ang mga burol, halaman at puno ay animong nakikipagunahan sa amin. Naglalakihang mga bato at tipak ng lupa ang maaring silungan.

Matapos ang tatlong oras na paglalakad narating namin ang isang clearing. Dito ang trayl ay minsang natatakpan ng mga naglalakihang mga talahip. Nadatnan namin doon ang isang grupo ng mountaineers na namamahinga. Ito ay nasa paanan ng summit ng Mt. Natib. Binalaan na kami ng lider ng grupo na ang lakad namin mula dun sa clearing ay puro pa-ahon na. Mga dalawa hanggang tatlong oras na lakaran. Hinihanda na rin kami para sa mga deadly walls at bangin na aming aakyatin. Inilabas na ni Mike ang lubid na gagamitin naming lifeline. Ang trayl ay basa at natatakpan at nahaharangan ng mga yantok, kawayan at iba pang puno at halaman. Mahirap ang maglakad dahil madalas na sumasabit ang aming malalaking backpacks.

Alas 2:00 ng hapon ng makita ko ang unang rock wall. Ito marahil ay may taas na 10-12 pit. Ngunit ito ay hindi masyadong matarik at nakakatakot, ang bangin na maaring bagsakan kung sakali magkamali ay di nakikita sa kadahilang ito ay natatakpan ng mga ligaw na halaman at puno. May nylon na lubid na rin na nakatali sa isang puno na maari naming kapitan. Nahirapan akong sundan at gayahin ang mga hakbang ng isang kasama sa mga walls dahil siya ay may katangkaran samantalang ako naman ay may kapandakan. Magkaiba ang sukat ng aming mga paa. Dalawa pang delikadong mga rock walls na may taas na 15-20 pit an g aming inakyat bago namin narating ang summit. Alas 3:00 na noon nang marating namin ang summit. Pagod ang grupo.

Summit ng Mt. Natib

Ang summit ng Mt. Natib ay napakaliit lamang. Ito ang pinakamataas na peak sa buong Bataan. May taas itong 1,235 metro. Ito ay maaring kalagyan lamang ng 15 hanggang 20 tents. Dito ay matatanaw mo ang ilang bayan at probinsya na pumapalibot sa bundok. Naryan sa kanan ang Subic, Olongapo, at Zambalez, sa kaliwa ang Mariveles at ibang bayan sa Bataan. Ang South China Sea ay tanaw mo rin. Ang mga hanay ng mga bundok tulad ng Bagac at Tarak ay tanaw na rin.

Napakaganda ng paglubog ng araw. Unti-unti itong kinakain ng horizon. Nakakalibang ang kulay ng langit. Nang tuluyan nang tumakas ang liwanag sa kalangitan, animoy mga alitaptap na nagliliparan ang mga ilaw ng mga kabahayan sa paligid ng bundok. Ang ganda ng Subic Port tuwing gabi ay kita rin.

Ang Pasukulan

Kinabukasan, ang grupo ay bumaba na tungong Pasukulan Falls. Ang trayl patungong falls ay hindi masyadong bistado ng mga mountaineers. Ito ay hindi sikat maliban sa mga locals. Ang daan ay natatabingan ng mga malalaking puno at halaman. Basa at madilim ang paligid. Di masyadong tanaw ang araw. Akyat at baba ang trayl. Nakakalito at nakakaligaw. Nangamba ang marami sa grupo na kami ay naliligaw na. Nang marating na namin ang kubo ni Mang Agapito, nawala na ang aming agam agam na maligaw.

Nag-pitched kami ng aming mga tents sa may itaas na bahagi ng falls. Napakalamig ng tubig. Naligo ako at nagbabad sa may tubigan. Napawi lahat ng aking mga libag at sakit ng katawan.

Binaba namin ang falls kinaumagahan. Napakahirap din ng daanan tungo sa ilalim ng falls. Kailangang dumaan sa mga matatarik na bangin at madudulas na knife edge. Walang kakapitan. Magkabila ang bangin.

Napakaganda ng talon. Ito ay tagong paraiso. Napakalamig ng tubig at napakalinaw. Naligo kami. Wala na akong damit na magamit, ngunit di ko maiwasan ang maligo. Ang kagandahan ng talon ay hindi ko maipaliwanag. Ako ay parang na-enkantong titig na titig sa kanyang maluwalhating pagdaloy.

Ito ay parang isang buhay na obra ng sining. Tama ang kombinasyon ng bawat kulay.

Ang pag -uwi

Alas 10:00 ng umaga nang magpasya ang grupo na mag-trek tungong jump off. Narating namin ito nang alas 3:00 ng hapon. Sumakay na kami ng dyip at diretso sa bayan ng ORani. Alas 9:00 ng gabi nasa bahay na ako.

Bandi Ko/ Ang Ina

2006-04-09T21:36:00.000-07:00

Bandi Ko (Pampango)

Yng Ynda na nyang tauAtiyung-atiyo keng lele na;
King kesayan at lungkot manantabe ya;
Angga na king ika maging abu na.

Yng Ynda na nyang tauLubos ing malasakit,Lugud alang para;
Reng anak nang binayit,sakit keyang dela;
Balang oras a lilipas king panemanman atila.

Yng Ynda na ning tauKareng sisi binye na manyamang pangisnawa.
Ing balang agud, lambing katumbas ala na.
Ing balang kandut, lugud a mapwersa.

Yng yndu na ning tauBalang anak, bandi na....

Ang Ina (Filipino)

Ang ina ng tao
Nandyan lagi sa tabi
Sa saya at lungkot umaalalay lagi
Hanggang sa ika’y maging abo.

Ang ina ng tao
Lubos ang malasakit, pag-ibig na walang para
Iniluwal na bata, sakit ay kinaya
Bawat oras na lilipas, sa diwa ay nariyan sila

Ang ina ng tao
Sa inakay, masarap na hininga bigay nya
Sa bawat haplos, lambing katumbas wala na
Sa bawat kurot, pag-ibig na may pwersa.

Ang ina ng tao
Bawat anak pagmamay-ari nya.

Dagang Simbahan/ Dagis Pisamban

2006-04-09T21:34:00.000-07:00

Dagang Simbahan (Filipino)

Dagang simbahan kung kami ay ituring.
Sa altar lagi, si Father ang kapiling.
Ang puting kapa ang suot-suot namin
Nagsisimbang bata ay inggit sa amin.

Anumang kainin ng mahal na kura,
prutas, gatas, puto, pati na yang piña,
aming matitikman kung siya’ y kasama.
Kailangan lamang tupdin utos niya.

Tuwing misa, bente lador ay itapat
sa aming kurang naiinitang sukat.
At kung malas-malas inabot ng brown out
kleriko’y presko abaniko ang hawak.

Tuwing madaling araw yang santa misa
kaming altar boys ay swerte ngang talaga.
May dahilan para kami’y maglakwatsa,
tuluga’y kumbento, larong walang para.

Kung lingo naman natapat ang serbisyo,
asahan mong nagsisimba ang irog mo.
Kilos iayos, umawit ng may tono,
lalo na’t kung kasama magulang nito.

Dagis Pisamban (Pampango)

Dagis pisamban pin yang aus kekami.
Keng altar lagi kayabe ya ing pari.
Ining maputing kapa ing susulod mi.
Deng magsimbang anak mainggit lang pilmi.

Nanumang kanan ning kaluguran a kura,
prutas, gatas, puto, pati na yang pinya,
a tikman mi ngan istung kayabe miya.
Kaylangan mi mung sunod kareng utos na.

Balang misa, bente lador itapat ya
kening kura parokong mipapawas na
at nung mig –brown out naman, tune malas ka
presko ya ing kura, abaniko’ing dala.

Nung namang ganingaldo yang santa misa,
ikaming altar boys swerte mi talaga
mikarason kami banang maglakwatsa
kumbento ing tudturan, pyalong alang para.

Nung domingo mitapat iting serbisyo
masa kang simba ya ing kaluguran mu.
yayos ing kilos, dalit kang mikatono,
lalo na nung deng pengare na atilu.

Facing Medical Razors

2005-08-08T02:43:00.000-07:00

FACING MEDICAL RAZORS
By Joseph Reylan B. Viray
Instructor, Department of the Humanities and Philosophy
Polytechnic University of the Philippines
Sta. Mesa, Manila

Facing medical razors was never easy. There were mixed emotions but anxiety and fear prevailed. I was afraid to die at 27. I thought of several things and I was fretful to leave my family, daughter, wife, ambition, job and friends. I really can’t believe that at my age I was diagnosed of having a tumor which occupied a quarter of my brain. And the prospect of having a brain cancer and eventually die made me cry and pray.

On June 8,2005, from morning to dinner time I was not feeling good. I felt that the persistent headache for the past three weeks had gone to a much higher level. The numbness and weakening of the left side of my body has become more and more alarming. I never told my wife about it because she might over react. She was bothered though. She kept on asking me how I really feel. I always say nothing is wrong. She asked that evening to show her how strong I was. I even ran and jumped with my left hand up. I showed her that I was okay. At 9:00 o clock PM, I was already asleep which I don’t normally do. At 11:00 PM, I woke up feeling so bad. I went to the comfort room to have my teeth brushed. I was already by this time, worried. The left side of my body was completely paralyzed. I can’t move my left hand and foot. When I noticed my tongue uncontrollably going left side, I was already alarmed. I asked my wife to bring me to the nearest hospital. I was never hospitalized except for some minor illnesses like fever and stomach pains. She and my mother-in-law were so surprised and even cried upon seeing me dragging my body towards their direction. I was rushed to FEU Hospital. Doctors examined me. They initially theorized that I have all the indications of a stroke originating from my brain. It might be a case of aneurism or other sorts of brain strokes. They requested my wife to have my brain CT Scanned. Then immediately a brain scan was done. The result shocked my wife and her titas (aunties). CT SCAN results show that I have a tumor in the right section of my brain approximately the size of a washington apple. It presses my motor cortex. And so the paralysis.

When a doctor suggested that I should see a neurologist. I saw one. He explained everything to me with the rest of the family. While the doctor is explaining, my wife, sister, brother, mother-in-law and aunties cannot control their tears they cannot believe that I have a congenital brain tumor. But more tears were shed when the doctor said that the only remedy is through a neurological surgery. The tumor must be removed before a total paralysis would happen. My initial decision was to forgo with the operation and look for another remedy. I was thinking then of the cost of the surgery which we would incur. At 27, for seven years in the University where I work, I don’t have much savings to cover the amount which range from three hundred to four hundred thousand. This is aside from the unforeseen risks. But when my parents and my wife assured me that they could raise the money just easily, I changed my mind. Go with the surgery and have this ticking time bomb in my head removed.

On June 14, 2005, I was already decided to go with the surgery. On the same date, after several opinions gathered, all suggest surgery, we went to Philippine General Hospital to look for a good neurological surgeon. PGH was suggested by friends in the University, many said that the hospital is known for this kind of cases. Another, the cost is relatively low compared to other hospitals. We were also informed by friends that a certain Dr. Gerard Legazpi, a top notch neuro-surgeon, practices at PGH. We contacted Dr. Legazpi. His staff and consultants told us that the good doctor is going abroad and might be back on the first week of July. I cannot wait that long because I am afraid of another attack or convulsion. They suggested that the operation could be done earlier or the following day, a Tuesday, or the most Wednesday before the doctor departs for US. We agreed.

When I was a carefree bachelor, I prayed to God that if I would not become a lawyer, I might as well die early. I then valued much my ambition that I was even willing to leave everything including my life itself. But now that I am a family man and about to finish my law studies, things were different. I realized that my family is a lot more important than anything else. I asked God to just forget what I told him several years back.

I was always in tears whenever I see my wife and my three year old daughter. There was an instance when my daughter visited the hospital, she told me stories which I could not understand because I was looking at her face, I thought that if I were to die tomorrow in the operating room I might as well devote more time now looking at my daughter’s angelic face. She did not know what was happening. I was always kissing my wife, I might not kiss her anymore. I was squeezing my father’s hand almost each day and always saying ‘thank you’s’ to my mother-in-law, sister, brother, titas, friends, and colleagues. I might not do all these things after the surgery.

A day before the surgery a nurse came by the room and asked my parents to sign waivers and authorization for the forthcoming surgery. I signed the papers myself. This was because I do not want any of them including my wife to feel guilty if in case something gravely wrong happen.

On June 16, 2005, the day of the operation came. At this day I was already resolved and calm. I told God that I am offering everything to Him, including my life and soul. I told God that if there was really a need for me to die, for other newborn to live, then let it be. Fears and anxiety were all gone. Only thoughts. After every short conversation with God, I would always pray the Lord’s Prayer. I don’t really know why maybe because of a story I was told when I was a child. The story was about a beggar who goes everyday to church and pray the Lord’s Prayer, then goes out with a smile. The beggar died. His soul was welcome by God calling him by his name. I maybe hoping that if I die God would welcome me in his kingdom and call me by my name.

At 2:00 o’clock in the afternoon, while some of my relatives were around, I was picked up by a medical attendant from the room. Asked me to undress. I did not shed a single tear. I can see my brother Ron that he was concealing his tears. My wife was controlling her emotions and avoiding her tears to shed. They perhaps thought that it will not help me seeing them cry.

The operating room was well lighted. The two special nurses were already preparing for the surgery. We were talking about by tumor. How I felt? What are the symptoms? I did not feel fear and anxiety anymore while inside the operating room. This was because I already offered everything to God.

My parents, wife and friends were all praying for the success of the operation. After three hours, the operation ended. The tumor was completely removed. I was already conscious while inside the Intensive Care Unit. The operation, with all indications, was a success.

At the moment I am on my way to a past recovery. With what happened, I was able to re-assess my life. I realized that God has his ways to test our faith in him. There are plans which we do not really expect. But God will always make us feel his presence every time trying times would occur. Now, I always make sure that our Lord’s Prayer is recited at least once a day like that poor beggar did. I hope that when the time has come, God would not only call me by the name but call me with a welcome gesture.