Beruflich Dokumente
Kultur Dokumente
CONTEXT
The picture of politics in the Philippines to most of its people is one that is tainted by corruption and one
that is participated only by those who are corrupt or by those who are doomed to be corrupt. For many
years, our government has been gaining unpopularity and distrust from the very people that it serves, a
reputation that sucked the life out of nearly every Filipino, in and out of the country, young and old
alike, who have assumed a state of helplessness. Indeed, we are in a time of crisis in identity as a people
and in leadership as a nation.
Hope for change. This is the battle cry of a strong social movement that dictated the fate of this nation,
mandating to the highest post in the land an emerging leader in the 2010 National Presidential Election.
Along with this force materialized a dream that had long been yearned by generations – for the Filipino
youth to bring hope to this country.
The youth has always been ogled to contribute in magnanimity to significant changes in society. They
possess the idealism, creative faculties, unsullied fervor, and inventive processes to catalyze the
transformation the society seeks. They will have a significant impact on the social transformation this
country hopes to achieve, a strengthened democratic society.
Vital to the course of amplifying a genuine democracy rooted in popular participation, social justice, and
ethical stewardship is continuing education for responsible citizenship. It intends to pursue the common
good, at the same time protecting the rights of individuals. If the youth are supposed to extend their
hands in the efforts of these reforms, they are a critical sector that needs to be educated, prepared, and
harnessed well.
Xavier University – Ateneo de Cagayan, as a Filipino Catholic academic institution working for social
justice, is taking on the conscientiousness of educating and empowering the Filipino youth to participate
meaningfully in political democratic processes, like the elections, and to sustain their engagement in the
political and communal movements of society. LAMBIGIT Batan-on! serves this purpose as an initiative to
inspire engaged citizenship and revive hope in political action. The program aspires to form and bring
the youth to political leadership fronts and to gain from them collective actions for meaningful
democratic reforms.
FRAMEWORK
VISION
• All our actions spring from our basic values and principles, our non-negotiables.
• We take a look at our present context, a reading of the signs of the times.
• Our response is anchored on our values and our critical analysis of the situation.
• Our actions directed towards attaining our vision and goals.
OBJECTIVES
1. To provide a formative guide for the youth towards a more engaged citizenship that is anchored
on democratic principles;
2. To train the youth to deepen their understanding and analysis of the social, political and
institutional problems afflicting Philippine democracy;
3. To sustain the youths’ interest and commitment in pro-active social involvements, especially in
the coming elections.
PROCESS
PROGRAM DESIGN
A. OBJECTIVES
At the end of the session the participants should be able to:
1. to evaluate and clarify their values as individuals and
2. to establish or level off on shared values as per church social teachings.
Materials Needed:
10-15 still images (hard copy or power point) depicting common scenes or situations of the
youth, of the communities, and of social realities. Images should be able to depict both positive
and negative realities pertinent to the youth's or the society’s take on values. (ex: barkadahan
drinking and smoking, youth engaged in community work, etc.)
meta-cards
papers
pens
Instructions:
1. The facilitator will show the images to the participants.
2. The participants will silently view/observe the images and reflect on them. For every image that
they see, they will write down on a piece of meta-card how they can relate with the image on a
personal level or what is the meaning that they derive from it.
3. After all the images have been presented, the facilitator will divide the participants into small
groups. The group should choose one documenter and one reporter. They will share on
following guide questions:
What is the most common image that resonates with the group, or that the group members
can relate to?
What meaning does the group members derive from the image?
What particular values are reflected from the meaning which the group attaches or derives
from the image?
4. The groups will present the output of their sharing to the plenary.
5. The facilitator will synthesize the presentation.
C. INPUT
Values
Values are freely chosen personal beliefs that propel us to action, to particular kind of behavior
and life
A functional definition of a value would be “something that is freely chosen from alternatives
and is acted upon, that which the individual celebrates as being part of the creative integration
of his development as a person.” (Raths, Harmin and Simon). Values are important because
they serve as “guiding stars that navigate our life.” Knowing our values gives us definite
direction.
Values are:
Subjective: they are grounded on personalities
Relative: value-judgment is subject to varying circumstances, opinion, disposition of
persons.
Objective: a value, however, has an absolute character, an objectivity independent from
human appreciation or judgment (e.g. human dignity)
Hierarchical: some values are preferred than others
There are primary and secondary values
Primary values are chosen, priced, and acted upon
Self-value: intrinsic value that self is worthy to other
Value of others: the ‘other’ is a mirror of ourselves
Secondary values are determined by society; imposed (for the well-being of its
members)
Not everyone acts on their values because not everyone is aware of what they value. Knowing
our values and living accordingly to our values lead us toward personal integration. The process
by which a value becomes an integral part of us is known as the valuing process. This process
involves the “journey-ing inward” into the core of our person, It touches the deepest part of
ourselves as we introspect, analyze and explore who we are and what is important to us at a
certain moment in time.
Valuing Process
The valuing process begins when a person pauses to get in touch with the three dimensions of
his/her person.
A. OBJECTIVES
At the end of the session the participants should be able to:
to emphasize the important role of the youth in nation-building and to encourage them to identify
personal and communal means of fulfilling this role
Materials Needed:
meta-cards
masking tape
pentel pens
Instructions:
1. The facilitator will draw out from participants the following:
What is your perception on the role of the youth in society at present
Who is the leader whom you admire and consider as a role model? Why?
2. The participants will write their answers on meta-cards and will post them on the board.
3. The facilitator will synthesize the outputs.
C. INPUT
Youth Situationer
The YOUTH - Who are we?
Age: 15-30
Puberty to adolescence
Critical period for growth and development
At a Rebellious stage
24.5 % (around 5.5 million) of the total youth population is poor or below poverty line.
highest incidence of youth poverty are:
ARMM – 47% Region V – 40.2%
Region XII – 38% Caraga – 37.8%
Region IVB – 36%
Education
78% aged 16-20 are out of school.
Only 7 out of 10 students finish elementary
5 out of the 7 students finish high school
2 out of the 5 students finish college
The Philippine government has the lowest spending in education at 13% (Malaysia: 22.1%,
Thailand: 21.4%).
Employment
1.7 million unemployed Filipinos are youth.
35% of all OFWs are youth and 6 out of every 10 youth OFWs are female.
Health
There is an increase of 20-24 year olds who smoke, drink and use prohibited drugs;
associated with low educational attainment, being out of school and being in an unstable
marital arrangements.
62% - reported STD cases involve youth.
29% - Reported HIV/AIDS cases involving youth
30% - of all births are due to teenage pregnancies.
Youth Participation
The youth generally focus on work, studies and need for social and emotional security.
Only a small number of youth can identify ways of attaining their dream.
Growing Apathy Towards Issues that Affect the Country
63% of the young people admit not completely reciting or singing the Philippine national
anthem.
Only 10% are concerned about politics in the country, seldom or never discuss national
issues with their families.
(70%) say that their trust in Filipino politicians ranges from very small to uncertain.
Youth Culture
Fusion of entertainment industry with modern technological gadgetry;
Subconscious disempowerment; learned helplessness (‘wala namang nangyayari’);
The dispersed nature of political power; rebellious conformity and
Lack of good examples, models
Role of Students
A. Why organize students?
As a sector comprise a significantly large part of the population
Possess certain strengths that are necessary in the process of change
As a middle class sector, they play a vital role in society by being privileged enough to exercise
significant influence on other sectors, yet not so privileged that they can no longer identify
themselves with the oppressed.
B. What makes it difficult to organize students?
The traditional role ascribed by the family, the school and society limits them simply to
studying.
Family demands that students perform their role because of the huge financial resources
invested in their education and the consequent need to recover the investment through good
jobs, for which a degree and good grades serve as a passport.
Schools focus only on activities aimed for grades or a degree.
A developed perception that education is a form of business activity in which one expects a
return of investments. As a result, education becomes a passport to privilege and not a call to
responsibility.
C. How can students take an active part in the process of social change? How can they
meaningfully participate in eradicating social problems?
Redefine the role of the students
Strengths
1. Adolescence is an important stage when they are psychologically disposed to rebel
and to question so many things about themselves and the world around them
Values learned in childhood can be re-assessed critically.
More open to new ideas
Significant life choices can be made, thus the future becomes a conscious
decision.
Adults must help students define what they are capable of doing by guiding
them in an atmosphere of support and understanding
2. Acquired some measure of skill in comprehension, conceptualization and
communication through schooling; possess the ability to think and articulate their
thoughts and actual experiences.
3. Students are naturally organized in the sense that they go to a particular school in
which they usually spend most of their time. They have relatively more time to
spare for non-academic involvements.
4. Students have relatively easier access to resources – finances, facilities, resource
persons, expertise, etc.
5. Students generally have no firmly-entrenched economic or class interests yet. Thus,
they are more willing to take risks and to give unconditional commitment for a
cause, even to one which may oppose their family’s immediate interests.
Weaknesses
1. Strong emotional dependencies on significant others which could hinder them from
exploring other forms of personal involvements. Thus, there is a need for reflection
to help them see themselves as they truly are and not as other people expect them
to be. The school has a vital role in providing opportunities for growth.
2. Conditioned to accept their traditional role, over-emphasize intellectual training to
the point of sacrificing experience. Thus, they become dogmatic and rigid –
articulate but inconsistent because they have not internalized many of the things
they have “learned.”
3. Seasonal commitment and usually their involvements are isolated from the
mainstream of society.
4. Students can misuse resources that are readily available at their disposal – e.g., they
can use their allowance to splurge on senseless things.
D. Roles
CATALYSTS or support agents for social change - go to the people and facilitate the formation
and education of people’s organizations. Able to dialogue with community people and
understand and articulate their problems, yet without making decisions for them and pre-
empting their primary role in social change. Raise the issue of the people in the campus and
get support.
PRIMARY AGENTS OF CHANGE within the school and the educational sector - have the right
and the capability to advocate relevant issues, pressure for changes and participate in the
other struggle of the student movement, restructuring of the educational system. Students
must be part of the process of decision making as well as in the implementation of policies.
View education as a preparation for social responsibility, not as a privilege only. Must,
therefore, be equipped with the knowledge, skills and orientation they need to be effective
SOCIAL DEVELOPMENT WORKERS.
Conscienticized COUNTERCULTURE on campus and within their communities - advocates the
gospel values of social justice, simplicity, truth, peace, etc.
Heroic Leadership
(by Chris Lowney)
Leaders make great companies, but few of us truly understand how to turn ourselves and others
into great leaders. One company—the Jesuits—pioneered a unique leadership formula that has
resulted in one of history’s most successful companies and the world’s most extensive higher
education system.
Founded in 1540 by ten men with no capital and no business plan, the Jesuits have been a source of
innovation ever since, as educators, linguists, theologians, diplomats, astronomers, civil rights
activists, and in a host of other fields. In this groundbreaking book, Chris Lowney, a former Jesuit
and executive with J. P. Morgan, reveals the leadership principles that have guided Jesuit leaders in
their diverse pursuits for more than 450 years.
Eschewing flashy techniques, the Jesuit approach to leadership focuses on four core pillars:
Self-awareness - Understand one’s strength, weaknesses, values and worldviews; Self-
Acceptance and Self Mastery
Ingenuity - Confidently innovated & adapted to embrace a changing world; “does not shrink in a
changing world;” “find gold amidst grasses & hays”
Heroism - “To die is not necessary.” Great desires! putting greater part of self to mundane or
extraordinary situations of life. Energizing yourself and others with heroic ambitions and a
passion for excellence
Love - engages others w/ positive & loving attitude that unlocks their potential; energizes self &
others
The four principles address a person’s whole life—personal and professional--and are rooted in the
idea that we are all leaders. They form an integrated way of living, a modo de proceder (“our way of
doing things”) as the Jesuits called it.
The Jesuit approach scraps the “command and control” model that relies on one great person to
lead the rest. Convinced that people perform best in a supportive climate, Loyola and his colleagues
sought to create environments filled with “greater love than fear.” They lodged their hopes in the
talents of their entire team, showing that success flows from the commitment of many, not the
isolated efforts of one.
Lowney shows how the same principles that inspired sixteenth-century Jesuits can still mold
dynamic leaders in the twenty-first century in all walks of life.
The groups will make a credo by completing the following unfinished sentences. They should be
able to expand the unfinished sentences into one paragraph each.
1. We are ….
2. We believe in …
3. We will …
Closing Prayer
Father, Lord of our lives and our history,
You empower us to choose by our votes
those whom You wish to govern us.
Soon we shall once more use our sacred right to vote;
Grant our voters the grace to choose wisely
the people who will be entrusted with public office.
Make us choose persons of high moral integrity,
honest, competent and unselfish,
who love the poor and promote the common good
in a spirit of genuine service and love,
persons who will lead us to unity and progress as a people.
Give us the grace of courage and watchfulness, Lord,
so that before, during, and after the elections,
we may resist and overcome
all those who do not have the common good in mind.
May these coming elections be peaceful and orderly
and show that we are a mature people
who stand on the side of justice and truth.
Responsible Citizenship
A. OBJECTIVE
At the end of the session the participants should be able to:
to provide an understanding of citizenship grounded on democratic principles.
Materials Needed:
manila paper
pencils
pentel pens
crayola
masking tape
scrap colored magazines for cut-outs, scissors
Instructions:
1. The participants will be divided into small groups. Each group will be provided with the set of
materials
2. Each group will draw their image of Ka Bayani, or that of a good citizen. They will draw symbols
that will represent and compose the different parts of Ka Bayani’s body. These symbols should
characterize a good citizen. The participants will color their drawing
3. Each group will display their output in the gallery
4. The participants will be asked to view and reflect on the images
5. The participants will be asked to identify which drawing is most striking to them and why. The
group whose drawing is chosen will likewise share why they created that image.
6. Synthesis
C. INPUT
Elements of a Democracy
I. Citizenship, law and rights
A. Nationhood and citizenship
B. The rule of law and access to justice
C. Civil and political rights
D. Economic and social rights
II. Representative and accountable government
A. Free and fair elections
B. Democratic role of political parties
C. Government effectiveness and accountability
D. Civilian control of the military and police
E. Minimizing corruption
III. Civil society and popular participation
A. The media in a democratic society
B. Political participation
C. Government responsiveness
D. Decentralization
IV. Democracy beyond the state
A. International dimensions of democracy
V. Rights of Citizens
A. Classifications of the rights of citizens:
1. Constitutional
2. Statutory
3. Moral
1. The building of a strong, peaceful, progressive nation, of the just and humane society
envisioned in the Philippine Constitution requires that every Filipino citizen makes his
unique contribution thereto
2. Citizens are called to help, affirm, and reinforce one another as they seek to be good
citizens
3. Good governance and good citizenship are inseparable
Ethical people are good citizens. They go beyond their own interests, demonstrate a concern
for the needs of others and recognize their obligations to make their home, school,
neighborhood and country the best they can be. There are many ways to express good
citizenship. For some people, citizenship means performing public service such as
volunteering, serving in the armed forces, running for elective office or campaigning for a
candidate. For others, citizenship is holding a job, paying taxes and obeying the law. To still
others, citizenship just means being born naturalized as a “citizen” of the country.
Election
I. Election as Primary Right and Responsibility
A. To register and vote – suffrage is both a privilege and a duty. The constitutional obligation is
not only complied by registering and casting a vote but with mature and responsible voting.
B. It is necessary to give importance to the right to vote, so that we will appreciate the essence
of a genuine democracy.
C. The highest form of power in a democracy is rooted in its people, that is why we are granted
the right to choose our representatives in our government thru elections.
D. Voting is an expression of our primary right and responsibility as a citizen.
II. Choosing the Right Leader
Non-Traditional Qualifications:
1. Competent – has a sound program or political platform that is responsive to issues
2. God-fearing – has faith in God, lives out the teachings of the Church or his/her religion
3. Nationalistic/Maka-bayan – has genuine desire to serve the country, not motivated by
selfish or personal interests. Ready to defend and uphold Philippine democracy and our
democratic institutions and the Constitution
4. Pro-democracy, Pro-people, has Preference for the Poor – believes and stands up for
peace, justice and love for fellow persons. Does not favor relatives and friends or
practices patronage politics. Believes in genuine public service and knows how to listen
to the people/ constituents
5. Integrity – does not have anything to hide and does not lie to the public; is open to
constructive criticisms, trustworthy and keeps his/her promises. Open-minded.
6. Sensitive to Culture and Religion – does not discriminate
7. Track Record – has proven leadership skills; has experience in the position s/he is
aspiring for. His/ her personal life reflects his/her values and principles; not involved in
anomalies, graft and corruption.
III. Responsibilities of a Voter
Know your rights as a voter
Vote wisely. Choose candidates based on principles, because they deserve to be elected; not
because they are friends or relatives
Do not be bribed or allow yourselves to be tricked into voting for non-deserving persons
Do not vote for candidates who are known to be opportunists, corrupt or unethical
Do not ask favors from candidates, for if they win, they will become corrupt to recover the
favors they have given you
During election day, know beforehand your precinct so you won’t get lost and prepare ahead
a list of desired candidates so as not to waste time
Be involved in ensuring that the elections are honest and fair.
IV. Voters’ Rights
Right to vote freely, to decide whom to vote for without fear; not to be forced or bribed to
vote for anyone
The state should provide for the system that will allow the individual to freely choose whom
he wants to become officials of elective positions
D. CLOSING ACTIVITY
Over-all Synthesis
Closing Prayer
Conference III: Social Situationer and Challengesc
Social Analysis
B. OBJECTIVE
At the end of the session the participants should be able to:
to survey the level of social awareness of participants
to provide the participants with critical analysis skills
Materials Needed:
talipapa game kit
bell
manila papers
black/white board
pentel pens/chalk
Rationale:
“Tayo na sa Talipapa” is a game evolved by seminar facilitators to introduce participants to Social
Analysis. A main facilitator and three assistants can conduct this game among at least nine (9)
participants
The main facilitator introduces the game by describing how trading is done in remote rural areas.
S/he explains to the group how trade happens in a talipapa, a makeshift market place found in most
barrios.
By simulating a talipapa, participants hopefully will gain insight on the basics of how distribution of
wealth occurs in a market-oriented society
General Idea:
Each participant will be given goods in the form of picture cards corresponding point-values. The
players are grouped into three hierarchical categories defined by their initial point totals. Acting like
traders trying to barter surplus goods in exchange for goods they need, the players are asked to
trade among themselves such that each try to increase his/her total points. As in any normal market
situation, each should try to profit from exchange by garnering as many points as possible.
Incentives to trade are bonus points given to persons who acquire three or more of a kind.
Preparation:
1. Distribute the envelopes to the players. Without making them reveal their goods to each
other, ask them to tally their points and be categorized into subgroups.
2. Post the names of the players and their starting totals on the board under their
predetermined categories.
3. Ask them to group accordingly.
General Rules:
1. Trading can be done with anybody, but only at a given time, called “Araw ng Tiyangge’
which lasts for about 2 minutes
2. Trading done outside the given time will mean confiscation of goods
3. Only one-on-one trading is allowed
4. An on-going transaction is signified by the two parties locking arms
5. Trading partners must agree verbally on trading conditions
6. Only when they have agreed can they unlock arms
7. Refusal to trade is signified by crossing the arms
Starting Play:
1. The main facilitator invites the participants to trade by saying: “Tayo na sa Talipapa!”
Participants then commence trading among themselves. The main facilitator warns of and
announces the end of the trading session
2. After the session, participants go back to their groups and report their points to their
respective facilitators who record these on the blackboard
3. The facilitators distribute 3 bakas to each group. The members in each group decide how
the three bakas will be distributed
4. When the bakas have been distributed, the new points will be reported. The facilitator
changes the groupings according to the new points
5. The 3 traders who got the highest scores will be the taga-bayans. Their ceiling and floor
scores will be used as range for their category.
6. The next 5 highest scores will be the taga-baryos. Again ceiling and floor scores will
determine the range of their class. The rest will be taga-bundoks.
7. The facilitator grants the taga-bayans the power to amend or make new rules of trading.
The other groups must abide by the rules set by them
8. Thereafter, score assessment and re-classification will be done after every trading time. The
group with the highest scores is given the power to change the rules after each trading
9. The number of trading sessions will depend on the dynamics of the group. Inevitably a
pattern will develop. Upon establishing such a trend the facilitator may terminate the game.
C. PROCESSING
Guide Questions
A. What were your significant experiences during the trading sessions? How did you feel? Why?
B. Do you see patterns regarding the following aspects in the game:
1. distribution of goods/grouping of people
2. mobility between social groupings
3. decision-making power in setting rules
C. What parallels with the actual Philippine situation can you draw from the game?
Sample Synthesis
A. Patterns observed:
1. Taga-bayans stayed taga-bayans while taga-bundoks remained taga-bundoks
2. Taga-bayans got richer while taga-baryo and taga-bundok got poorer; gap between rich
and poor widened
3. Poor people generally unenthusiastic to play the game towards the end
4. Only taga-bayans were allowed to make rules and they set rules to benefit themselves;
e.g., taga-bundoks not allowed to trade with them thus blocking chances for mobility
5. Bluffing allowed to help increase points but only helped to increase the points of those
who were already rich
B. Parallels to actual Philippine situation:
1. Laws are made by the rich for their self interest
2. Structured cheating; bluffing, monopoly, corruption
3. Passivity of people
4. People grouped together to fight against the rich
D. INPUT
Social Analysis
An interpretation of an observation. Webster definition: “to break up a whole system into parts
to find their nature.”
Social analysis can be defined as the effort to obtain a more complete picture of a social
situation by exploring its historical and structural relationships.
Social analysis serves as a tool to help us grasp reality with which we are dealing
The social system needs to be analyzed in terms of both for a comprehensive analysis:
Historical/time analysis – study of the changes of a social system through time
Structural/spatial analysis – provides a cross-section of a systems’ framework in a given
moment of time.
Web Chart
C2 C2
C1
C1 ISSUE
C2
An arm ends when they reach the root cause (e.g. cause has no more cause) or a cause will
get connected to another cause.
D. Pillars of Support:
pillars are persons or groups of persons that keep the issue existing
an issue exists because it is supported by pillars
there are values that these pillars uphold which keep the issue existing
ISSUE
Pillars of Pillars of
Support Support
III. Newspaper Analysis – also uses the EPCE technique but newspaper accounts are used instead of
the participants’ experience
News items point out issues to people. Good newspapers give objective
accounts of events in societies.
By analyzing the issues discussed in newspapers using the EPCE
technique, participants can get a clearer picture of the present situation
IV. Conjectural Analysis – is an attempt to examine a society’s situation using an important moment
in its recent history as reference point for discussion.
The participants will isolate the important events, surface relevant issues,
pinpoint significant actors or forces which contributed to the occurrence
of that moment
E. CLOSING ACTIVITY
Over-all Synthesis
Closing Prayer
Lord, In the midst of our troubles and problems in life,
In the midst of our upcoming polls and potential changes in the leadership of our country,
We pray that all we may able to see your will,
and be able to respond to your call of being of service to others.
Grant us this grace to be open to receive the mandate that you have entrusted us,
To be strong to do what is right,
And be steadfast to follow you without second thoughts. Amen
Conference IV: Vision of Society and Political Engagementc
A. OBJECTIVE
At the end of the session the participants should be able to:
to synthesize their learning from previous sessions and
to provide insights into the process of change.
B. WORKSHOP: My Community
Materials needed:
Metacards
Permanent Markers
Instructions:
1. Participants will be asked to reflect on two guide questions:
The community I want to live in, in terms of: relationship of people, kind/ quality of
institutions, and economic relationship.
The community I want to avoid, in terms of: relationship of people, kind/ quality of
institutions, and economic relationship.
2. Assign a particular color of metacard for each variable. Participants will write their respective
answers on the appropriate metacard.
3. Participants will post their answers on the board.
4. During synthesis, the facilitator may ask some participants to share about their answer, which
may need further explanation.
5. The facilitator will also draw out what are the obvious exact opposites between values posted.
C. INPUT:
My brothers, what is good am I to profess faith without practicing it? Such faith has no power to
save one, has it? If a brother or sister has nothing to wear and no food for the day, and you say to
them “Good bye and good luck! Keep warm and well-fed” but do not meet their bodily needs, what
good is that? So is it with the faith that does nothing in practice, it is thoroughly lifeless. (James 2:14-
17)
Two brothers shared a farm. The younger brother was married and had seven children. The
older brother was single. They worked hard on the land and that was good. So for many years
the harvests were abundant, and each year the brothers split the wealth of the land evenly.
Thanking God for their prosperity, they gathered the grain into their separate barns.
After one harvest time, the older, single brother thought to himself: “It is not right that we
should divide the grain evenly. My brother has many mouths to feed and he needs more. I have
only myself to look after. I can certainly get by with the less. So each night the single brother
would take the grain from his barn and secretly transfer it to the married brother’s barn.
That same night the married brother thought to himself: “It is not right to divide the grain
evenly. I have many children who will look after me in my old age. My brother has only himself.
Surely he will need to save more for the future. So each night the married brother would take
grain from his barn and secretly transfer it to his older brother’s barn.
So it happened, each night the brothers gave away their grain; yet each morning they found
their supply mysteriously replenished. Neither brother told the other about the miracle.
Then one night after a month or so, the brothers met each other halfway between the barns.
They realized at once what had been happening. They embraced one another with laughter
and tears. And on that spot they built a temple in which to worship God.
A. OBJECTIVE
At the end of the session the participants should be able to:
to provide the context of the present electoral system and the issues and problems, therein.
Materials Needed:
Caselets
i. The candidates during election campaign – various activities by the candidates to ensure
that they will get the votes of the people, their different strategies and plans to be seated in
power
ii. The Church and election - the thoughts and stand of the Church and their various actions
and campaigns to have a clean and orderly elections. This involves religious leaders, lay
people and parish workers. Some of them are the candidates themselves
iii. The voters during the time of election – the voters’ thoughts and stands regarding our
elections today which may support the candidates or groups like PPCRV or NAMFREL. They
may come from the basic sectors (farmers, women, urban poor, youth, academe, civil
society), from the different social classes (lower, middle, higher) who have different levels of
consciousness and involvement.
iv. The rich and affluent or businessmen during election (local, national, foreign) – the kinds of
involvement the businessmen and the candidates have during elections which spring from
their goals and aims of securing their own interests
v. The situation of our election at present - the transparent and non-transparent activities in
polling centers and precincts on election day (7am-3pm) and the different attitudes of
voters and candidates
vi. Post-election scenario – how were election results organized? What are the reactions of the
winning and losing candidates? What are their ways of serving and governing the people?
Instructions:
1. Participants will be grouped evenly, and each group will be given a particular election
caselet/scenario.
2. The groups will be given 5 minutes to prepare their picture. The presentation will run for 1
minute before the performers will be made to freeze to form the final picture.
3. The audience-participants will be made to guess what is the scenario or case that the presenting
group is portraying. (Facilitators may opt to give ‘prizes’ to those who guess first and correctly,
for additional incentive)
4. Participants will also be instructed to observe each picture and note what they consider as
“Sakto” (right) or “Sayop” (wrong) in the given case. Each participant may write one answer to
both questions on the designated metacards.
5. The facilitator will prepare beforehand a 3-column matrix with the heading “Sakto,” “Taym pa,”
and “Sayop” respectively Participants will post their answers under the corresponding column.
(“Taym Pa” column will remain blank at this point.)
6. During the plenary, the facilitator may ask some participants to share about their answer, which
may need further explanation.
7. The facilitator will then draw out the ‘gray areas’ or ‘tension areas’ that surface from their
answers.
Our understanding of what is good or bad in our society reflects our personal or social
values. They spring from what we have been taught and what we have imbibed in our
culture, in our societal structures/ systems, and in our day-to-day dealings.
However, there are what we consider as ‘gray areas’ or ‘tension points’ where our values
and principles are challenged. We need to give attention to these for deeper analysis and
further discussion or debate. Our responses to these are critical, as it will lead to worsen our
current situation or present the opportunity to improve or change our situation for the
better.
8. Workshop synthesis
C. INPUT
Emerging out of traditional conservatism, with its emphasis on absolutist and paternalist rule by a
sovereign who controlled both political and economic power, is the classical liberal ideology.
Liberalism, in that sense, was a “freedom movement” calling for “individual liberty” in both the
political and socio-economic spheres: liberal democracy with its emphasis on political pluralism and
parliamentary competition, separation of powers and civil liberties; and liberal capitalism, with its
stress on the right to private property and free enterprise, and the primacy of market forces over
the state in the making of economic decisions. It therefore advocates a minimal role for the state in
the economy.
On the left side of the diagram are perspectives which give greater importance to the “social” than
to the “individual’. It argued that liberalism fails precisely in its very objective of “freedom” as long
as this “freedom” is confined to the political sphere. For socialists, there is no genuine liberty apart
from social equity. Democracy is not fully realized if its basic principles and institutions are not
extended to the socio-economic sphere. Freedom and democracy demand the social ownership and
control of the major means of production.
The schema also shows the historical division of the socialist movement into two main tendencies.
One tendency identifies with the legacy of Lenin the Russian revolution of 1917. It sees the
destruction or “smashing” of the “bourgeois state” as a necessary step in the establishment of
socialism. It also views the formation of a “vanguard” party organized along “democratic centralist”
lines as a requirement. “Democratic Socialism”, by contrast, rejects Leninism as inconsistent with
the principles of socialism. It underlines the primacy of democracy in the construction and
consolidation of socialism. It argues that the institutions and structures of political democracy are
permanent achievements of humankind and therefore must not be destroyed. Socialism is to be
characterized be democratic control both of political and economic decision making processes.
Democratic socialists believe in political pluralism and workers’ socialism as pillars of the alternative
society to be upheld.
Towards the center of the diagram is a perspective which crystallized sometime in the 1930’s-40’s,
particularly in the immediate post-war period. This ideology is often associated with the ideas of
the British economist John Maynard Keynes but it can also be seen as the product of historical and
intellectual convergence of some aspect of liberalism and socialism-thus the term “social liberalism”.
It is “liberal” to the extent that it upholds the institutions of private property and free enterprise,
but at the same time, it questions as Keynes did, the efficacy of the free market in promoting
efficiency, stability and equity in the macroeconomy. Such a combination of beliefs has given rise to
the so-called welfare ideology and the welfare state. But welfarism also emerged out of the political
practice of democratic socialist parties, particularly in Europe, - a result of both their achievements
and failures. Their commitment to both democracy and socialism found expression in their
participation in parliamentary politics – the so called “parliamentary road to socialism”. But in the
majority of cases, “socialist victories” were limited to reforms which improved workers’ welfare
within the essentiality unchanged system of capitalist social relations.”
Recently, there has been a trend towards a strong insistence on free enterprise and the free market.
This revival has sometimes been termed “neo-liberalism”. But the new liberalism is at the same time
also a “new-conservatism” because while extolling the virtues of liberal capitalism, it increasingly
rejects the values and institutions associated with liberal democracy. Political liberalism is seen as a
hindrance to economic efficiency and growth. This “New Right” therefore combines economic
liberalism and political authoritarianism. It argues that often the price of a “free economy” is a
strong state”. The free operation of the market requires order. And conversely, the market itself
has a way of ensuring order and thus is an institution of power and authority in society-an idea
attractive to traditional conservatives.
Economic theory and policy therefore cannot be abstracted from these larger ideological debates.
For example, neo-classical economics with its conception of the economy as composed of atomistic
consumers and producers maximizing their utility or profit needs to be understood in the light of the
liberal ideology. Variants of Keynesian economics and Marxist political economy can likewise be
located within a certain range in the spectrum of ideologies. For example, classical liberal ideology
tends to equate individual good with the common good –“individual utility” with “social utility”.
Social justice is advanced if there is equality of opportunity in the market. What the liberal and neo-
liberal models overlook is that there are, to begin with, inequalities in the distribution of wealth and
income which foreclose “equal opportunities” and “fair competition.”
Economic theories and policies in the “social liberal” tradition believe that markets are basically
flawed – that they often lead to inefficiency and inequity. Thus the state needs to intervene in the
name of “social justice”., i.e to redistribute the fruits of production towards the poorer sector of
society.
The third general tradition in economics recognizes that economic inequalities are rooted in unequal
production relations. Thus both those who adhere to Democratic Socialism and Marxism-Leninism
believe that social justice can be achieved if there is a fundamental transformation in the social
relations of production.
Since the Philippines is considered as belonging to the so-called “Third World”, it may also be
worthwhile to try to locate the main perspective on development in the political-economic schema
used in this essay.
Under the liberal, neo-liberal and partly, social-liberal categories would fall the models which define
the process of development as that of “capitalization” and the building of the necessary social and
political infrastructure to facilitate modernization. Of course under this general perspective there is
a strand which looks top the private sector as the main engine of growth. Another strand which
typified early development economics and which reflects Keynesian influence recognizes the central
role of the government in productive activity.
In the late 1960s and early 1970s, a perspective emerged in development studies which may be
classified under the “social liberal” or even “social democratic” heading. The so-called “growth with
equity” model pointed that the historical record of development in the Third World showed that
high rates of growth due to “capitalization” were often associated with deepening poverty and
widening inequities.
Therefore there was a need for an approach which stressed “distribution” together with “growth” or
“capitalization”
Finally, there are the development models which correspond to the left hand side of the schema.
These approaches underline the importance of popular or social control of soci0-economic and
political decision-making processes in the country. They call for the radical “transformation” of the
prevailing socio-political system. Central to their analysis is the unequal relationship that presently
exists between the developed “center” and the underdeveloped “periphery”. Social Justice,
therefore, also demands national control of the development process.
Schema of Political – Economic Ideologies
TRADITIONAL
CONSERVATISM
Absolutism/Paternalism
SOCIALISM LIBERALISM ‘the sovereign
‘the social’ ‘the
individual’
No ‘freedom’ ‘freedom /
apart from liberty’
social equality
Economic Private
(liberal capitalism) property
Free market
(Marxism – Leninism)
Primacy of Inequality inefficiency
Dictatorship of the
Democracy Rejection of free markets
Proletariat acceptance of private ‘The New
property ‘welfare state’ Right’
‘the vanguard’
Economic Political
Workers’ Political Liberalism Authoritarianism
State Socialism
Democracy Pluralism
Political Forces in Spectrum
Level of Democratic Christian-Muslim Authoritarian
Political Marxist-Leninist Socialist/Social Democrat/Liberal Rightist/
Engagement Democrat Democrat Traditionalist
BayanMuna Akbayan Lakas-CMD KAMPI
Anakpawis PDSP/Aksyon LP NP NPC
Migrante, etc. Sambayan LDP PRP
Sanlakas KBL
Electoral
CIBAC
Sectoral Party List Professionals Party List
(AMIN, Alab-K, etc) (ARC, ABANSE,etc) (ABS, A TEACHER,
Bayan Pandayan KALAHI, etc.)
SDC
SPP KASAPI Business groups
Non- KPD (MBC,etc)
electoral RPM/WRP BISIG Socio-civic groups
RPM-M (Rotary, etc)
PKP
KME MNLF MILF
CPP YOU(ng)
NPA PGBI
Armed
RHB
BHMP
E. OBJECTIVE
At the end of the session the participants should be able to:
to plot concrete steps in responding to the present Philippine political situation (i.e. youth
development program, political leadership campaign, etc.).
Materials Needed:
Permanent Markers
Manila Paper
Instructions:
1. Participants will be grouped according to their organizations/ sectors/ affiliations.
2. The planning matrix will be provided for the group to accomplish. ”. But in the majority of cases,
“socialist victories” were limited to reforms which improved workers’ welfare within the
essentiality
3. Considerations for planning
a. Minimum commitment for re-echoing training/ session.
b. Realistic and within the mandate of the organization/ group.
c. Include long-term/ sustainability component
d. Propose to stay together in a youth network in the process of being created/
established.
4. Groups will do a plenary presentation. Facilitators are encouraged to critique the plans to
refine/ strengthen it further.
5. Synthesis
G. REPORTING
H. OVER-ALL SYNTHESIS
Prepared for:
Kristohanong Katilingban sa Pagpakabana – Social Involvement Office (KKP-SIO)
Xavier Universit – Ateneo de Cagayan
Original Contributors:
Joan U. Jamisolamin Dennise S. Gonzales
Faculty Program Officer NSTP Coordinator
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