Lesson 8

The Filipino Character

Intended Learning Outcomes:
• 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.
ABSTRACTION
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 of 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 one's
office and power to promote 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 government), 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 matisin, 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, e.g., 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 flighty. 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 is possible, however, and the following
goals are proposed to develop in the 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; (5) the value and habits of
self-reflection and analysis; the internalization of spiritual values and the emphasis
on essence rather than on form. (Shahani, Leticia. (1988). A Moral Recovery
Program: Building a People, Building a Nation.)
In the same report in 1988, Senator Leticia Shahani said, The strengths of the
Filipino character are: 1) pakikipagkapwa-tao, 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 passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully
to building the nation" and to its core values - maka-Diyos, maka-tao,
makakalikasan and makabansa - 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,
So that it will not be "more form than substance" as described in Senator Shahani's
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 Year High School) integrated values in the major learning areas or
subjects, Beginning with 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, Valués 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 between 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 affirmation 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 Research 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's 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-kiri, (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 of hope to see.
APPLICATION
1. According to the report, one weakness of the Filipino character is lack of analysis
and emphasis on form (porma). The report states that this lack of 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) lack of 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?

KEY TAKEAWAYS
• The Filipino has a number of strengths. His/her strengths when they become
extreme, however, also become his/her weaknesses.
• His/her strengths help him/her become ethical and moral but his/her weaknesses
obstruct his/her moral and ethical growth.
• Culture has a significant impact on morality.
• The Filipino group-centeredness and "kami" - mentality make it difficult for the
Filipino to stand up against the group when that is the moral thing to do.
• There is much need for home, school and society as a whole to help every Filipino
grow into the strong moral person everyone is called to become.
• For the Filipino to become the moral and ethical person, he/she should capitalize
on his/her strengths and eliminate his/her weaknesses.
CHECK FOR UNDERSTANDING
Accomplish this Table.
Filipino trait
What is positive about it
What is negative about it
What should be done to make it a positive trait

Lesson 9
Universal Values
Intended Learning Outcomes:
1. Identify universal values
2. Explain why universal values are a necessity for human survival
INTRODUCTION
After a lesson on cultural relativism and after a discussion on the Filipino strengths
and weaknesses, let us find out if there are universal values.
ACTIVITY
Read then answer the questions.
Be honest, even if others are not.
Be honest
Even if others will not, Even if others cannot
He who walks honestly, walks securely. - Abhishek Tiwari

ANALYSIS
1. Is honesty or truth telling considered a universal value? Why or why not?
2. What are possible consequences of dishonesty?
ABSTRACTION
Despite the claims of cultural relativism, the concept on the reality of universal
values persists. Are there universal values? Is honesty a universal value? Plato
talked about the values or virtues of temperance, courage, and wisdom. Jesus Christ
preached the value of love from which springs patience, kindness, goodwill,
forgiveness, and compassion. Confucius taught righteousness, human-heartedness,
filial piety. Are not these universal values, that is, they remain values at all times
and in all places? Yes, Plato would say, they exist apart form the concrete world. On
the other hand, Aristotle would say that they exist embodied in the concrete
individual as common or essential characteristic. St. Thomas agreed with them, but
the universals do not exist apart from the individual; they exist as universal features
individuated, instantiated in the individuals. In other words, the universals are
abstracted common features from individuals. For example, the universal
characteristics of man are that he is a "rational, sentient, living, body" are
abstracted as characteristics common to all persons. A human person differs from a
stone because he/she is alive. He/she differs from living things like plants because
he/she is sentient, and differs from sentient things like animals because he/she is
rational. This universal character of a human person exists in the mind as idea.
Universals are immaterial and immutable, beyond (transcendent) space and time,
or spatio-temporal conditions. In the words of Van Peursen, they are termed as
"logical structures" underlying the material world and making the world possible.
The same thing is true with moral standards and values. The values of honesty and
respect for human life are characteristics individuated in all people who respect, do
not harm, injure or kill, human beings. All the standards and values implied in the
Ten Commandments can be reduced to the value or rule of love. This is because no
one can wish or will the opposite, hatred, killing, stealing, to be universal. Values are
universalized because they can only be wished to be the values of all. For instance,
one cannot wish that killing be obligatory because it is like wishing anyone to come
and kill you.
Using Kant's criteria, can these identified "universal values" be willed as universal.
Can one will these values be the values of all? Certainly, the answer is in the
affirmative.
Related to the empirical findings on the universal values, Dr. Kent M. Keith (2003)
came up with a list of fundamental, or universal mora principles that can be found
throughout the world. These are grouped into negative and positive statements as
follows:
DO NO HARM. Do not do to others what you would not like them to do to you. Do
not lie. Do not steal. Do not cheat. Do not falsely accuse others. Do not commit
adultery. Do not commit incest. Do not physically or verbally abuse others. Do not
murder. Do not destroy
DO GOOD. Do to others what you would like them to do to you. Be honest and fair.
Be generous. Be faithful to your family and friends.
Take care of your children when they are young. Take care of your parents when
they are old. Take care of those who cannot take care of themselves. Be kind to
strangers. Respect all life. Protect the natural environment upon which all life
depends.

APPLICATION
1. Heads of State and Government, senior UN officials and representatives of civil
society gathered in September 2015, as part of the 70th session of the UN General
Assembly and have adopted the Sustainable Development Goals (SDGs). These
objectives form a program of sustainable, universal and ambitious development, a
program of the people, by the people and for the people, conceived with the active
participation of UNESCO. (https://en.unesco.org/sdgs)
Here are the 17 Sustainable Development Goals for the period 2015- 2030. Study
and analyze them.
1. End poverty in all its forms everywhere
2. End hunger, achieve food security and improved nutrition, and promote
sustainable agriculture
3. Ensure healthy lives and promote well-being for all at all ages
4. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable, and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and
productive employment and decent work for all
9. Build resilient infrastructure, promote inclusive and sustainable industrialization
and foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production patterns
13. Take urgent action to combat climate change and its impacts (in line with the
United Nations Frameworks Convention on Climate Change)
14. Conserve and sustainably use the oceans, seas and marine resources for
sustainable development
15. Protect, restore and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, combat desertification and halt and reverse land
degradation and half biodiversity loss
16. Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable and inclusive institutions at
all levels
17. Strengthen the means of implementation and revitalize the global partnership
for sustainable development
On what universal values are these 17 SDG 2015-2030 founded?
2. Explain why universal values are a necessity for human survival.
3. What are the 30-UN declared human rights? (Hint: Google) Are these universal
values?

KEY TAKEAWAYS
Universal values are for human survival.
Universal values are the ultimate bases for living together and learning how to live
together. Without respect for human life by all then people will just kill each other. If
honesty or truth telling is not valued by all, there will be endless lack of trust among
people.
In spite of cultural relativism, there are values that are universal for human survival.

REFLECTION
What if there were no universal values?