Lesson 8: The Filipino Character

• Analyze crucial qualities of the Filipino moral identity

• Evaluate elements of the Filipino character

INTRODUCTION

After having learned that culture influences the human person as a moral agent of and after having understood the meaning of culture relativism let us now examine the Filipino character to determine which one does not help him/her grow in moral character.

ACTIVITY

1. Group yourselves by 5. Identify at least 3 strengths of the Filipino character.

ANALYSIS

These strengths sometimes also become weaknesses. Do you agree? Explain your answer and illustrate with an example.

The Filipino Character: Strengths and Weaknesses

Below is an excerpt of the Report "A Moral Recovery Program: Building a People, Building a Nation submitted on April 27, 1988 by the Task Force to President Corazon Aquino, the Senate and the members the press by then Senator Leticia Shahani, the moving spirit behind the program.

The weaknesses of the Filipino character as cited in the Report are as follows:

1. Extreme family centeredness- Excessive concern for family means using ones office and power to pròmote family interests and thus factionalism patronage, political dynasties and the protection of erring family members. It results in lack of concern for the common good, and acts as a block to national consciousness.

2. Extreme personalism - "Takes things personally," cannot separate objective task from emotional involvement. Because of this the Filipino is uncomfortable with bureaucracy, with rules and regulations and with standard procedures. He uses personal contacts and gives preference to family and friends in hiring, services and even voting. Extreme personalism leads to the graft and corruption evident in Philippine society.

3. Lack of discipline- A casual attitude toward time and space, manifested in lack of precision and compulsiveness, in poor time management and procrastination. Aversion to following procedures strictly results in lack of standardization and quality control. Impatience results in short cuts, palusot, ningas cogon. Lack of discipline often results in inefficient work systems, the violation of rules and a casual work ethic lacking follow through.

4. Passivity and lack of initiative - Waiting to be told what to do, reliance on others (leaders and governnment), complacence, lack of a sense of urgency. There is high tolerance for inefficiency, poor service, and even violations of one's basic rights. Too patient and matiisin, too easily resigned to his fate, the Filipino is easily oppressed and exploited.

5. Colonial mentality - Lack of patriotism, or of an active awareness, appreciation and love of the Philippines and an actual preference for things foreign

6. Kanya-kanya syndrome, talangka mentality - Done by tsismis, intriga, unconstructive criticism..It is evident in the personal ambition that is completely insensitive to the common good, eg., the lack of a sense of service among people in the government bureaucracy. This results in the dampening of cooperative and community spirit and in the trampling upon other's rights.

7. Lack of self-analysis and self-reflection - The tendency to be superficial and somewhat fighty. In the face of serious personal and social problems, there is lack of analysis or reflection and instead satisfaction with superficial explanations and solutions

8. Emphasis on porma rather than substance - .. This lack of analysis and emphasis on form is reinforced by an educational system that is more form than substance..

These weaknesses are rooted in many factors: home, social and Economic environment; culture and language; history; religion; educational system; mass media: leadership and role models. Change posible, however, and the following goals are proposed to develop he Filipino: (1) a sense of patriotism and national pride; (2) a sense of the common good; (3) a sense of integrity and accountability (4) the values and habits of discipline and hard work; (3) the value and habits of self-reflection and analysis; the intèrnalization of spiritual values and the emphasis on essence rather than on form. (Shahani, Leticia. (1988). A Moral Recovery Program: Bulang a People, Building a Nation.)

In the same report in 1988, Senator Leticia Shahani said, The strengths of the Filipino character are: 1) pakikipagkapwa-lao, 2) family orientation, 3) joy and humor, 4) flexibility, adaptability and creativity, 5) hard work and industry, 6) faith and religiosity and 7) ability to survive.

There is so much good in the Filipino but so much needs to be changed, too. Many of our strengths as a people are also sources of our weaknesses. Shahani's report explains that "family orientation becomes in-group orientation that prevents us from reaching out beyond the family to the large community and the nation." For the Filipino, charity begins at home and at the same time ends there.

Values Education in Schools

Senator Shahani's Report was given in 1988. But its findings as reported may still be true today. If the Department of Education has to be true to its vision to help develop ... "Filipinos who love their passionately country and whose values and competencies enable them to realize their full potential and contribute meaningfully to nation" building the and to its core values - and makabansa - maka-Diyos, maka-tao, makakalikasan it is an uphill battle for Philippine schools to realize these considering the weaknesses of the Filipino character: 1) extreme family centeredness, 2) extreme personalism, 3) lack of discipline, 4) passivity and lack of initiative, 5) colonial mentality 6) kanya-kanya syndrome, talangka mentality, 7) lack of and self-analysis self-reflection and 8) emphasis on porma rather than substance.

So that it will not be "'more form than substance" as described in Senator Shahani's in Report, Philippine schools have to intensify values education in the curriculum which in essence is moral education. In fact, in response to this Report, Values Education now Edukasyon sa Pagpapakatao in the K to 12 Curriculum was introduced as a separate subject in the basic education curriculum under the Values Education Framework program of Dr. Lourdes Quisumbing, then Department of Education, Culture and Sports Secretary in 1988-1990. The Values Education Framework was conceptualized in 1987. In 2002, the Basic Education Curriculum (Grade 1-6, and First-Fourth Yecar High School) integrated values in the major learning areas or with subjects. Beginning the K to 12 Curriculum in 2013, Values Education was renamed Edukasyon sa Pagpapakatao (EsP) for Grades 1-10. In the Senior High Curriculum (Grades 11-12), there is no course with the title, Values Education or Edukasyon sa Pagpapakatao but core courses such as Introduction to the Philosophy of the Human Person and Personal Development, are in essence Values Education subjects and Moral Education subjects themselves.

To help every Filipino child grow morally and ethically, he/she must be helped acquire the strengths of the Filipino character at the same time, he/she must be made to realize that his/her strengths also become his/her source of weaknesses.

Other Studies on Filipino Moral Character

There had been studies of the Filipino moral life, the more popular of which were those Fr. Jaime Bulatao, Fr. Leonardo Mercado, Fr. Francis Senden, and Fr. Vitaliano Gorospe. Fr. Bulatao's research identified the kami" mentality of Filipinos. In "kami" (a Filipino term which means us") he says, "I identify with my family and relatives...We are opposed to all who are not kami." Fr. Vitaliano Gorospe, SJ referred to this way of thinking as "group-centeredness" or "group thinking" characterized as follows:

One norm of morality in the Philippines is based on "group- centeredness" or "group-thinking." One's in-group determines for the individual what is right or wrong. The individual who has not yet attained moral independence and maturity will ask: What will my family, or my relatives and friends, or my barkada think or say?" "What will others say" usually determines Filipino moral behavior; it is "conscience from the outside. "For instance, parents tell their daughter who is being courted: "Tha, please entertain your boyfriend at home. Do not go outside. What will the neighbors say? Nakakahiya naman. "Shame or hiya makes the parents and the girl conform to the social expectations of the neighbors lest they become the object of tsismis or gossip. Here again there is a conflict betwecn the individual and social morality, between internal and external morality. The norm of morality should be internalized so that the mature individual should form his own moral "conscience from the inside." (Gorospe, 1977)

The "group thinking" cited by Fr. Gorospe is called "sakop mentality" by others like Fr. Leonardo Mercado. (1977) The sakop may refer to "person's relatives, peers, classmates, townmates, officemates, etc." This thinking or mentality explains the "pakikisama" in both positive and negative sense; it explains the barkada attitude, euphemism, the laughter of affimation of gutter language; it explains subservience to an illegal or immoral order. Hence, Dr. Brenda B. Corpuz (1986) observed in her article published in the St. Louis University Rescarch Journal:

One can estimate the consequences of this sakop mentality by imagining how it works in decision making. Since sakop welfare is the ultimate value, then a lot of principles may be sacrificed for the sake of it. One can kill and hide the body of the crime by reason of being part of the sakop. One can tell a lot of lies for the sake of the sakop. One can pick some vegetable from his neighbor 3 backyard and is.. not bothered by a sense of guilt because one does not steal from a member of the sakop. The sakop determines for the individual what is right or wrong.

Impact of Culture on Morality

Speaking of the significant impact of culture on the morality of people, let us think of the Japanese "shame culture." "Guilt cultures emphasize punishment and forgiveness as ways of restoring the moral order; shame cultures stress self-denial and humility as ways of restoring the social order" What keeps Japanese from acting contrary to moral standards is the fear of being put to shame. At most they would do when put to shame is hara-kirl, (suicide). Contrast this to the "guilt culture" in the Philippines. When a Filipino commits an immoral act, he would of course feel guilty, but after confessing his sin, he may feel as if he is back to the normal thing and can sin again.

Can it be said that a society that easily resorts to mob rule, mob mentality, where only a few have the guts to stand up and insist on what conscience dictates, is in need of moral development? Filipino homes and schools have to do something, to teach the moral development they want or hope to see.

1. According to the report, one weakness of the Filipino character is analysis and lack of emphasis on form (porma). The of report states that this lack analysis and emphasis on form is reinforced by an educational system that is more form than substance...

• What is meant by an educational system that is more form than substance?

• Do you agree that the Philippine educational system is more form than substance? If yes, why? if not, why not?

2. Teacher observes that when students submit report, the more ornate and artistic the folder is, the less substantial the report. Which weakness in the Filipino character is pointed to? If you were the teacher how do you counteract such?

3. In line with the government's austerity program, DepEd Order # 2, s. 2019, reiterates the following policies:

a. Graduation rites should be simple but meaningful to encourage civil rights, a sense of community, and personal responsibility. While these rites mark a milestone in the life of the learners, these should be conducted without excessive spending, extravagant attire or extraordinary venue.

b. Moving Up or Completion Ceremonies should be simple, involving only the learners, their parents and the school...

Which of the weaknesses of the Filipino does this DepEd Order wish to help eliminate? Explain.

4. Group A reported in class first while the other groups listened. The other groups were asked to raise questions and comments. Group B gave a lot of not-so-good comments and many points for improvement. Group A concluded Group B is biased against their group. Which Filipino weakness is revealed? What should be done?

5. Cite instances where 1) extreme family centeredness, 2) discipline, 3) passivity and lack of initiative, 4) colonial mentality, 5) kanya-kanya syndrome, talangka mentality, 6) lack of self-analysis and self-reflection are manifested in Philippine society. When can we say that Filipino has developed an integrated personality?

6. What is meant by integrated personality? Or what is integrity? In mathematics, an integer is a whole number. Does this help in understanding the meaning of integrity? When can we say

7. The Taoist principle states: "What I think must be the same as what I say and what I say must be the same as what I do." What does this principle mean?