University of San Francisco

Department of Politics
Maria Elena Yuchengco Philippine Studies Program
Asian Studies and Asian American Studies Programs
Filipino Culture and Society (Fall 2012)
YPSP 325, Cultural Diversity (CD) and Core E Social Sciences
Lone Mountain 344, Tuesdays 6:30- 9:15 pm
Claudine M. del Rosario, Adjunct Instructor in Philippine Studies
Contact particulars: delrosarioc@usfca.edu or (415) 613-4854
Office Hours: 2-4 pm, Tuesdays, at Wolf & Kettle or by appointment

Filipino Culture and Society is an introductory survey on the Filipino social, political,
psychological, and cultural experiences. It encompasses concepts and issues encountered by
Filipinos (and non-Filipinos) in the Philippines and in their diasporic communities found all over
the world. Discussion topics include: class and kinship formation, values, behavior and
psychology, languages, literature, religion, food, music, art, dance, ethnic minorities, education,
gender, and the Filipinization of America and the world.

With strong support from the College of Arts and Sciences (CAS), the Maria Elena G.
Yuchengco Philippines Studies Program, a “breakfast for your head class on Filipino studies”
was introduced in Spring 2000. The enthusiastic response from ever-hungry USF students led
CAS to offer Filipino Culture and Society the following semester. Philippine studies courses now
counts towards elective requirements in the Asia-Pacific Studies, Ethnic Studies, Asian American
Studies minors, and the newly established Philippine studies minor. In contrast to the Spring
“The Philippines and the New Asia Pacific” course, the concentration of YPSP 325 is the
Filipino social and cultural experiences. At more than 80 million people residing in the
Philippines and more than eight million scattered more than 160 countries, you are bound to
encounter Filipino culture in your lifetime. Advances in the internet and technology in a world
that seems to have no borders and boundaries has also increased the likelihood of socio-cultural
encounters. Thus, this survey course seeks to prepare you for this "cultural meeting" by
introducing you to concerns that are close to the minds and hearts of Filipinos. If you are a part
of the Filipino diaspora in America, then this course will help you better understand the
intricacies of your ethnicity and kinship links.

Filipino Culture and Society (YPSP 325)

Week 1 (Aug 20): Introduction, Learning Outcomes/Objectives, and Course Requirements
After completion of the course, the student is expected to have achieved the following:
  Gained a thorough understanding of the formation, growth and continuing evolution of
Filipino culture and society
 Increased his/her awareness of classic, contemporary, and controversial social,
psychological, emotional, and cultural issues in the Philippines and their diasporic
communities found all over the world which leads to a clearer understanding of diversity,
inequality, and justice
 Know how to examine and critically analyze conceptual models used by scholars in the
Philippines and overseas to study Filipino culture and society
 Established a high level of appreciation for the literary and artistic contributions of
Filipinos to world culture
 Demonstrate familiarity with the historical contributions of traditionally marginalized
groups in American society (with a special emphases on Filipino-Americans and Asian-
Americans) to contemporary ideas, values and culture

Countries of the World: Philippines. pp 1-22

Mulder, Niels (1997). Inside Philippine Society: Interpretations of Everyday Life. Quezon City:
New Day. pp. 58-68
Gonzalez, J. and Rodriguez, E. (2006). “Philippine Studies and 100 Years of the Diaspora: An
Introduction,” Asia Pacific: Perspectives (USA) 4(1).
Guide questions:
Who is a Filipino and who is a Filipino American?
What are the stereo-types of Filipinos?
What is a Filipino?
What is a FOB?
Who are FOBs?
Are you Asian, Pacific Islander, Latino, Asian American, Pinoy/Pinay or just American?

Exercise: Let’s check on your Filipinoness

Week 2 (Aug 27): Kinship ties and the power of ka and anak
Constantino, Renato (1977). Insight and Foresight. Quezon City: Foundation for Nationalist
Studies. Chapter 7.
Jocano, F. Landa (1998). Filipino Social Organization: Traditional Kinship and Family
Organization. Manila: Punlad Research House. Chapters 4-5

Week 3 (Sep 3): Class of classes (kaklase)

Majul, Cesar A. (1998). “Principales, Ilustrados, Intellectuals and the Original Concept of a
Filipino National Community.” In Efren N. Padilla. The New Filipino Story. Iowa:
Kendall/Hunt. pp 20-37

Week 4 (Sep 10): Rizal and Filipino Nationalism

De Witt, Howard A. (1998). Jose Rizal: Philippine Nationalist as Political Scientist. Iowa:
Kendall/Hunt. Chapters 1 & 2.
Watch and Discuss ‘Rizal’ film

Week 5 (Sep 17): Religion, Faith, and Spirituality

Gonzalez, J. and Maison, A. (2004). “We Do Not Bowl Alone: Social and Cultural Capital from
Filipinos and their Churches” In T. Carnes and F. Yang (Editors), Asian American Religions:
The Making and Remaking of Borders and Boundaries. New York: New York University
Press.
Lynch, Frank (1998) “Folk Catholicism in the Philippines” Manila: Ateneo University
Zialcita, Fernando (1998). “Popular Interpretations of the Passion of Christ” Manila: Ateneo.
Countries of the World: Philippines. pp 43-53
Watch and Discuss ‘An Introduction to the Iglesia ni Cristo’

Week 6 (Sep 24): Food, Environment, and the Filipino

Fernandez, Doreen and Alegre, Edilberto (1998). Sarap: Essays on Philippine Food. Manila: Mr
& Mrs Publishing, pp 3-19, 37-57.
Espiritu, Emilyn (1999). Troubled Earth, Readings in Science and Technology.
Watch and Discuss Toxic Sunset

***Midterm (October 1, Tuesday)***

Week 7 (Oct 8): Patron-Client Ties and "Who Owns the Land?"
Berlow, Alan (1998). “Land.” In Efren N. Padilla. The New Filipino Story. Iowa: Kendall/Hunt.
pp. 104-113.
Putzel, James (1992). A Captive Land: The Politics of Agrarian Reform in the Philippines.
London: Catholic Institute for International Relations. Chapter 7
Guide questions:
Why is land important to societies, especially developing ones?
What are patron-client ties?
Who do you think owns the land in the Philippines? Why do they own the land?
What should be done to redistribute the land?
What are the perspectives of government, communists, church, etc.?

OCTOBER 15: NO CLASS – FALL BREAK

Week 8 (Oct 22): Mindanao and Filipinos as Muslims

Majul, Cesar A. (1998). “The Moros of the Philippines.” In Efren N. Padilla. The New Filipino
Story. Iowa: Kendall/Hunt. pp. 86-103.
Tolibas-Nunez, Rosalita (1997). Roots of Conflict: Muslims, Christians, and the Mindanao
Struggle. Manila: Asian Institute of Management. Chapter 1
Watch and Discuss ‘Behind the Veil’
Guide questions:
Why is it important to study indigenous or ethnic minorities?
Who are “Moros”?
What is the underlying conflict in Mindanao beyond the religious issues between Filipino Muslims and
Christians?
What do they want to happen to Mindanao?
How do you think this ethnic issue can be solved?

Week 9 (Oct 29): Filipino Education (or Mis-education) and “Synthetic Culture”
Constantino, Renato (1966). The Filipinos in the Philippines and Other Essays. Quezon City:
Filipino Signatures. Chapter 2.
De Vera, Prospero E. (1988). “Trends and Problems in the Philippine Educational System.”
Praxis, Vol 2, No 2.
Fallows, James (1987). “A Damaged Culture: A New Philippines?” The Atlantic Monthly, Vol
260, No 5.
Group discussion and report back
Guide questions:
What is the purpose of education to society?
Why is it important for you to have an education?
How do people get ‘mis-educated’?
How have Filipinos been mis-educated?
What is a synthetic culture? “damaged culture”?
What could Filipinos take pride and promote to the world as their culture?

Week 10 (Nov 5): Filipino Women, Gender and Sexuality Issues

The Women's Emancipation Movement in the Philippines: An Anthology. Manila: LORENAS
and PINS. pp. 13-24
Hilsdon, Anne-Marie (1995). Madonna and Martyrs. Quezon City: Ateneo de Manila University
Press. pp. 32-47
“I had an Abortion.” In Cecile C. A. Balgos, Her Stories: Investigative Reports on Filipino
Women in the 1990s. Quezon City: Philippine Center for Investigative Journalism.
Molintas, Danilova (1999). “I was Henry Sy’s Slave.” In Cecile C. A. Balgos, Her Stories:
Investigative Reports on Filipino Women in the 1990s. Quezon City: Philippine Center for
Investigative Journalism.
Watch and Discuss ‘Imelda’ or
Watch and Discuss ‘No More Sabado Nights’
Guide questions:
Why is the Philippines a matriarchal society?
Describe the history of Filipino women’s disempowerment and empowerment, from pre-colonial era to
the present.
Compare Madonnas and Martyrs in Filipino society.
Is ‘Imelda’ the true representation of the “Filipina”? Describe her rise to power.

Week 11 (Nov 12): Filipino/a in Diaspora

Skim Gonzalez, Joaquin L. (1998). Philippine Labour Migration: Critical Dimensions of Public
Policy. Singapore: Institute of Southeast Asian Studies.
Watch and Discuss ‘The Flor Contemplacion Story’
Watch and Discuss ‘Milan’ or ‘Dubai’ or ‘Caregiver’
Guide questions:
What does diaspora mean?
Why do Filipinos leave the Philippines?
What are the benefits and costs of the Filipino migration experience?
What did you learn from “Milan”?

Week 12 (Nov 19): The Filipino-American and Asian-American Experiences

Countries of the World: Philippines. pp 1-22
Posadas, Barbara (1999). The Filipino Americans. CT: Greenwood Press. Chap 2
Sobredo, James (1998). “From Manila Bay to Daly City: Filipinos in San Francisco” In James
Brook et al. Reclaiming San Francisco. San Francisco: City Lights Books.
Watch and Discuss ‘Debut’, ‘American Adobo’, Better Luck Tomorrow or
Watch and Discuss ‘Filipino-Americans: Discovering their Past for their Future’ or
Watch and Discuss ‘Manila Bayou: Filipinos of Louisiana’ or “Victoria Manalo Draves”
Guide questions:
What is meant by Filipinization?
What does it mean to be Filipino-American?
Are Filipinos in the United States Asian Americans?
What is the significance of Morro Bay, California?
How did Filipinos get to Louisiana in the 1700s?
Who is Victoria Manalo Draves?

Week 13 (Nov 26): Cultural Presentations

******Final exam (Dec 3, Tues)******

Course requirements:

Cultural Diversity – Outcomes: After taking the course the student will:
Demonstrate familiarity with the factors that create diversity in human societies, including, for
example, gender, race, class, and ethnicity.
Understand the relationships among diversity, inequality, and justice.
Demonstrate an understanding of the effects of global interdependence on contemporary
societies, for example, the role of migration and immigration, economic, political, and cultural
globalization on contemporary societies.
Demonstrate familiarity with the historical contributions of traditionally marginalized groups to
contemporary ideas, values and culture.

How will the Cultural Diversity outcomes be met? 16 weeks of lectures, discussions, guest
speakers, film analysis, role playing, simulations, and modeling exercises encompassing
concepts and issues encountered by Filipinos (and non-Filipinos) in the Philippines and in their
diasporic communities found all over the world. Discussion topics include: class and kinship
formation, values, behavior and psychology, languages, literature, religion, food, music, art,
dance, ethnic minorities, education, gender, and the Filipinization of America.

Social Science – Outcomes: The student will:

Engage in the systematic and logical study of human beings and their interrelationships, with an
appreciation of human diversity.
Employ one or more social science methods or social science theories and philosophies.
Analyze explanations of human behavior, human relations, or human institutions.
Apply social science knowledge to contemporary social problems, including ways to improve the
human condition and promote justice.
Understand and demonstrate social responsibility.
Communicate social science knowledge to a world shared by all people and held in trust for
future generations.

How will the Social Science outcomes be met?

The first two weeks of the course is a review of the conceptual perspectives in the social sciences
(used mostly in sociology, psychology, anthropology, and politics) which best explains the
behavior, spatiality, actions, traits, interactions, emotions, expression, and discourse of Filipinos
in the Philippines, Filipinos in America, Filipinos in diaspora vis-à-vis the diverse societies and
communities around them.

The main social science lenses used are clustered around the general concepts of ‘class and racial
analysis’ and ‘kinship or familial linkaging’ popular in ethnic, anthropology, sociology, and
cultural studies. A required fieldwork and service learning exercises will also expose them to the
basics of ethnographic and action research.

Students will be trained to understand and analyze the world using Filipino lenses and
experiences. They will not only learn to appreciate the ‘ethnic perspective’ but also discover the
‘general lessons’ that transcend ‘race, ethnicity, and beliefs.’ For instance, the paradoxes and
metaphors examined from nationalist Jose Rizal and historian Renato Constantino about
‘education and miseducation’ have broad local and global applications including to contemporary
American society from Mahatma Ghandi to Martin Luther King.

Besides uncovering the general lessons, students will also learn to develop (or speculate)
solutions that challenge conventional barriers and address continuing concerns. They will reflect
on implications from individual behaviors to social policies which rectify human injustices and
inequalities. The concepts and best practices from the course will make them better employees or
managers whether they join the public, private, or civil society sector. The will be able to
‘mainstream’ their reflections from the course into public policies improving the human
condition in their communities and promoting social policies.

Breadth of the course:

Just like American Studies, Filipino studies and Philippine studies have become broad fields of
study. Undergraduate and graduate degrees in Philippine studies are now being offered not just in
the Philippines but in the United States, Canada, East Asia, Western Europe, and Australia.

Filipino culture and society is a required core course for USF’s Maria Elena Yuchengco
Philippine Studies and an elective course for the Asian American Studies Program, Ethnic
Studies Program, and the Asia Pacific Studies Program. It is a course that is diasporic,
transnational, and area studies in terms of scope and breadth.

The Philippine history discussed in the course is encompassing since it includes Asian,
American, European, and Latin American histories. The Filipino diaspora, now numbering 7
million, in more than 100 countries, makes their experience even more relevant to the
contemporary histories of their home societies.

Filipino culture and society is about Filipinos in the Philippines, Filipinos in America, and
Filipinos in diaspora vis-à-vis the diverse societies and communities around them. It discusses
the global Filipinization of spaces, processes, and institution. It is also about their influence in
American, Asian, European, and Latin American economics, food, politics, entertainment, music,
business, language, culture, health and the environment.

Cultural Diversity and Social Science Outcomes will be assessed through:

Active class participation. There is never a dull moment when discussing issues relating to
Filipino culture and society. However, the concepts and cases have to be set straight. Hence, you
are expected to come prepared to contribute to the discussion whether online or in-class. This is
where 20 % of your grade will come from. Keep in mind that this is a 4-unit class.
Classroom attendance. Presence in the class is critical for success in this course. Given my broad
experiences in the subject matter under study, I will share with you ideas, thoughts, and discourse
that you will not find in the course reader. Besides, each student brings in such ideas too to the
discussions. I will be circulating an attendance sheet for every class session. Absences will
definitely affect your final grade or eligibility to sit in for the final examination.

Midterm compulsory consultation. Every student is required to see me for a mid-term oral
consultation/check-up. I will provide 10 minute time slots for students to sign in.

Midterm Exam. The mid-term exam will cover all lectures Week 9. It is an intensive all-essay
exam that requires you to present an argument, organize your thoughts, and weave concepts and
theories into your analysis. You need to elaborate and give examples. Please bring with you a
large examination ‘blue book’ on the day of the exam. This is 20% of your final grade.

Optional Consultation Prior to the Final exam. Students with a ‘C’ and below standing will be
called in to discuss their course status and some remedial strategies.

Final Exam. The final exam will covers lectures until Week 14 and presentations It is an
intensive all-essay exam that requires you to present an argument, organize your thoughts, and
weave concepts and theories into your analysis. You need to elaborate and give examples. Please
bring with you a large examination ‘blue book’ on the day of the exam. This is 20% of your final
grade.

Filipino Cultural Research Project (FCRP). You will be assigned a Filipino cultural research
project to present in class (20 minutes) using powerpoint or other presentation medium.
Familiarize yourself with scholarly research, internet write-up, and journal articles using
Proquest, Infotrac, and the other electronic databases. A 10-15 page FCRP (double-spaced) is to
be turned in on the day of your presentation. More details will be provided in Week 2. This is
20% of your final grade.

Extra credit. Publication of a commentary or a letter-to-the editor in a newspaper or a magazine

earns you five bonus points. Other extra-credit opportunities will be announced as the term
proceeds.

Gradebook. My recording of your grades will be as open and transparent as possible. This is
done through the online gradebook on http://blackboard.usfca.edu. The online gradebook is open
24 hours a day, 7 days a week. This is also the best feedback on your class standing. Monitor it
well and send me an e-mail or see me personally if you have any questions.
Midterm Exam 25 points
Final Exam 25 points
Class Participation & Attendance 25 points
Filipino Cultural Research Project 25 points
100 points

Eligible extra credit points 10 points

Point(s) equivalent:

98-100 A+
94-97 A
90-93 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
60-66 D
59-below F

All readings are available digitally through the USF library.

Information and communications technology (ICT) policy

Cell phones, micro data transmitters (iPhones, Blackberry), and pagers must be turned off.
Laptops and voice recorders are allowed. But net surfing, twitting, Facebooking, e-mailing,
texting, or doing another course’s work while in POLS 222 is strictly prohibited.

Consultation
If you have any questions, concerns or problems pertaining to the course, please do not hesitate
to contact me via phone, e-mail, during office hours, or by appointment.

Learning Disability Services

If you have, or suspect you have, a disability for which you are or may be requesting an
accommodation, you are encouraged to contact both your instructor and either Learning
Disability Services (x6876), or the Disability Related Services office (x2613) in the beginning of
the semester.

Academic Honesty and Plagiarism Policy

The University expects students to be honest in their academic work. Academic dishonesty is
viewed as an ethical issue and a violation of the principles of justice and personal responsibility
inherent in the University's ideals as expressed in its Statement of Mission and Goals. In
particular, students must refrain from plagiarism, cheating and collusion in connection with
examinations and must acknowledge fully all sources and all assistance received in work
submitted to the faculty for evaluation. Please refer to USF Course Catalog for additional
guidelines.

Filipino Cultural Research Project

Form groups
Select a research topic; first come, first served
Conduct scholarly research using both primary and secondary approaches to gathering data:
libraries, interviews, internet, etc.
Present to the class your group’s research findings: powerpoint, video clips, slideshows
Submit a 10-15 page written group report (double-spaced, one inch margins), make sure you
have a reference page and pagination; imbedded visuals are okay; have at least 10
referenced works (i.e., do a proquest and google scholar search—ask the library reference
desk for help if you do not know how to do this)

You have graduated from USF and your first job is with KQED. Imagine yourself as a part of an
investigative research team that was given the assignment of providing a critical documentary for
an American TV audience on a theme below:

Filipino theatre and performing arts

Filipino superstitions, myths, legends
Filipino language, dialects, and alphabet (Alibata)
Philippine flags: symbolisms and meanings
Filipino and Filipino-American festivals
Filipino and Filipino-American heroes and heroines
Filipino fashion: pre-colonial and colonial influences
Filipino and Filipino-American writers and their works
Filipino visual arts
Filipino literature
Filipino games and sports

This final assignment is 25% of your grade and will take a bit of research, reflection, and
creative thinking. Start your data gathering and research early. Go beyond sources from the
internet. I will be meeting each group to decide on specific research questions.

Sample research guide questions are:

1. Name some Filipino games. What are the roles of games in Filipino culture and society?
What are the various cultural influences on Filipino games?
2. What are the various historical and cultural influences on Filipino fashion? What were the
various materials used to make Filipino fashion?
3. What can superstitions reveal about Filipino culture and society? Why does a society
have them? What are the classifications of superstitions in Filipino culture and society?
4. Why do Filipinos have festivals? What do they mean? Give examples of Filipino
festivals. What role does religion play in Filipino festivals? Why do Filipinos in America
continue to practice these festivals?
5. Explain Filipino visual arts and their various influences. How is visual arts a way of
expression for Filipinos? Where did they gain inspiration for their artistic expressions?
6. Name some Filipino myths and legends. What are the significance of these Filipino
myths and legends?
7. Besides Jose Rizal, name some significant heroes and heroines in Filipino society? What
are the contributions of these heroes and heroines?
8. What is the significance of the Filipino language? Is there just one language or a number
of dialects? What is alibata?
9. Compare the Philippine theatre with western/American theatre. What local and foreign
influences did Philippine theatre have?
10. What is a parol? Why is it important to Filipino culture?
11. What were the historical origins of Philippine flags? What is the KKK? What are the
meanings of the various colors of the contemporary Philippine flag?
12. Besides Jose Rizal, who are famous Filipino writers? What are examples of some of their
works?

*Contents of this course outline are subject to changes and adjustments during the course of the term.