One major aspect of interest in Filipino philosophy is education. Reflecting on the nature, aims, and problems of education, Filipino philosophy of education investigates philosophical issues and emerging trends of philosophical thinking in education which are distinctive to the Filipino context. Filipino philosophy of education has a rich potential that encompasses revisiting cultural and historical narratives, considering inclusivity, reevaluating the educational system, challenging existing pedagogies, and re-discovering indigeneity. In this context it is worth (...) exploring it further. Taking off from a collective work on Filipino philosophy of education by a group of Filipino scholars, this special issue provides a more elaborate discussion of major aspects of Filipino philosophy providing traction on the conversation that which furthers the truth of the existence of Filipino Philosophy, its nuances, and its relevance to education. More specifically, this special issue provides philosophical and theoretical reflections that bring to the fore the state of Filipino philosophy of education and discussions about the nature of Filipino cultural, political, and intellectual heritage. As such, it will be of interest to students and scholars in philosophy of education in the Philippines and globally. (shrink)

This paper aims to explore the philosophy that is embedded in the Philippine higher education system, and to locate the country’s philosophy of education within the global context. The Philippine higher education is marked by complexity in terms of governance and organization. More importantly, its origin and development are deeply implicated in the country’s colonial history, which in turn significantly impacted how the aims and purposes of higher education are defined and perceived by various stakeholders. Such a condition (...) has resulted in specific social practices, and in a specific understanding of what higher education must contribute to the society. This paper thus examines a ‘distinct’ Filipino philosophy of higher education, the narratives that formed it, and the tensions that surround it. Moreover, it brings the field of Filipino philosophy in conversation with postcoloniality and the emerging field of philosophy of higher education. Analysis of the data shows consistency of the discourse topics, and the concept of nation-building as fundamental in understanding the mandate of higher education institutions. (shrink)

In tracing historically the development of Filipino philosophy as traditionally conceived, the author discovered that the early Filipino philosophers were Enlightenment thinkers. This was the direct consequence of the Filipino colonial experience and the explanation why the trajectory of Filipino philosophy is basically Western in orientation.

In this paper, the author makes the distinctions between traditional and cultural approaches to philosophy and between philosophers and scholars of philosophy, explains why the Filipino philosophy that developed is Western in orientation, discusses the problems of philosophy in the Philippines, argues for the relevant linkage of philosophy to nation building and, among others, enumerates some principles that help guide the author in developing philosophy in the Philippines.

If we are to periodize the intellectual biography of Rolando Gripaldo into his Mindanaoan, Lasallian, and retirement periods, his Lasallian period would be a very significant one because this is the period where he produced the most important works that earned him a niche as one of the important Filipino philosophers. This paper exposed and analyzed the works of Gripaldo in this very significant period of his intellectual biography. This paper was able to identify four clusters of themes that (...) recur in Gripaldo’s Lasallian period writings: 1) his reflective thoughts on Filipino philosophy, 2) his studies of Filipino philosophical luminaries, 3) his critical Filipino philosophy, and 3) his efforts towards revisionist writing. This paper contributes towards the discourse of Filipino philosophy that studies Filipino philosophical luminaries, a discourse in which Gripaldo was a leading advocate. Contributions in this specific discourse can make Filipino philosophy more mainstream and easier to study, especially for beginners and undergraduate students. (shrink)

In this essay, I would like to look at two particular attempts of developing a preliminary question that paves the way for establishing a Filipino Philosophy: viz. Rolando Gripaldo’s Historian of Philosophy approach and Napoleon Mabaquiao’s Strict Discipline approach. The former envisages that the first question that needs to be considered in the discussion of Filipino Philosophy must be taken from the perspective of a scholar of the history of philosophy. The latter’s procedure is (...) to take what academic philosophers deem to be the characterization of their discipline. In effect, while the former’s question is a question of a historian of philosophy; the latter’s question is a question of a philosopher. As this essay progresses I will try to make a critical assessment of the two attempts by first showing the strengths and weaknesses of their respective attempts, and secondly by stressing that their attempts, whether successful or not, should already be taken as contributions to the effort of establishing a Filipino Philosophy. (shrink)

Quito published her book The State of Philosophy in the Philippines in 1983. When the book was already out for fifteen years, I undertook a re-reading of its identified four clusters of reasons for the underdevelopment of Filipino philosophy, and hope for development in 1999, through an article “Re-Reading Emerita Quito’s Thoughts Concerning the Underdevelopment of Filipino Philosophy.” Thirty-six years after the publication of Quito’s book, and twenty years after the publication of my re-reading, this (...) paper looks back again on Quito’s four clusters of reasons and hope, as well as on my re-reading of such reasons and hope, with the intention of sharpening our collective diagnosis on what continue to cause the underdevelopment of Filipino philosophy, as well as imagining more realistic pathways towards its more robust development. This paper, therefore, has two substantive sections: the first is an exposition of Quito’s four clusters of causes and hope, accompanied by my commentaries on such four causes and hope; and the second is my present critical reflection on Quito’s thirty-four-year-old diagnosis and hope, as well as on my twenty-year-old commentary. (shrink)

This paper explores the thoughts of Emerita Quito, Claro Ceniza, Florentino Timbreza, and Rolando Gripaldo as contributiors of De La Salle University to the development of Filipino philosophy in the cultural sense. These philosophy mentors ore selected based on their textual productivity and on the fact that they retired from DLSU as full professors. Filipino philosophy in this paper is limited to the following discourses: logical analysis, phenomenology/existentialism/hermeneutics, critical philosophy as an academic method; appropriation (...) of foreign theories ; appropriation of folk philosophy, revisionist writing, interpretation of Filipino worldview, research on Filipino values and ethics, identification of the presuppositions and implications of the Filipino worldview and the study on Filipino philosophical luminaries. This exploration concludes with some assessments of the aforementioned philosophers' more specific impact on Filipino philosophy. (shrink)

Similar to ongoing discussions about the existence of Filipino philosophy, questions remain whether there is indeed a Filipino philosophy of education or not. Several scholars have sought an authentic Filipino philosophy of education that is untouched by colonization, while others have acknowledged that foreign influence cannot be taken away from the different aspects of being Filipino including their philosophy of education. Additionally, some scholars have criticized the coloniality that is evident in the (...) nation-state’s perspectives on education, whereas others have recognized the contributions of Western thoughts in shaping the discourse on Philippine education. The general education curriculum recently mandated by the Commission on Higher Education of the Philippines for undergraduate students, for instance, displays these opposing views. Its emphasis on progressive education and social reconstruction clearly shows the pervading influence of John Dewey on Philippine education. Such articulations on the purpose of Philippine higher education by the nation-state, on the one hand, can be construed as ‘un-Filipino.’ On the other hand, they can mean ‘Filipinization’ of the Philippine higher education, which involves appropriating Deweyan philosophy of education to suit the local context and to render the curriculum more responsive to the needs of the Filipino people amidst a rapidly globalizing world. Both viewpoints are relevant in offering a nuanced understanding of the Filipino philosophy of education. The former challenges us to reflect on what constitutes the Filipino identity, whereas the latter urges us to unravel the vestige of coloniality in the prescribed curriculum to bring out its ‘Filipino-ness.’. (shrink)

This paper is premised on the thought that aside from Emerita Quito, who is generally considered in the Philippines as the "Filipino philosopher, " there is another Filipina philosopher who is unfortunately ignored in the various philosophy circles in the country but whose works and scholarship can easily rival those of the former. This paper, therefore, surveys the thoughts of Mary John Mananzan in order to understand her contributions to the development of Filipino philosophy. To attain (...) such a goal, this paper discusses six substantive sections, which tackle the following: (]) her intellectual biography, (2) her critique of patriarchal religion, (3) her critique of the Philippine political economy, (4) her critique of patriarchal everyday culture, (5) her critique of Philippine colonization, and (6) her recollections on her own political praxis. This paper defines the place of Mananzan among the various discourses of Filipino philosophy and assesses her contributions to such a philosophy. (shrink)

The primary objective of this paper is to find out whether there is any possibility of coming up with a philosophy that we can call Filipino. Inspired by the works of Prof. Leonardo Mercado, I suggest an exciting new area of philosophy that can get us to an answer: experimental philosophy. Secondly, I shall bridge the connection between experimental philosophy and the search for Filipino philosophy. More specifically, I shall provide an answer as (...) to how experimental philosophy can be expected to lead to a Filipino philosophy. Then, I shall suggest a novel way in how to do experimental Filipino philosophy, that is, experimental philosophy in the service of discovering a Filipino philosophy, and it is by way of traditional empirical methods in anthropology, such as interviews and focus group discussions. Finally, I introduce the charge of limited applicability inspired by Roland Theuas Pada and respond to the objection. I conclude by inviting Filipino philosophers to integrate experimental philosophy in their search for a Filipino philosophy. (shrink)

In the study of the Filipino thoughts on religion, there are two important features of religion to consider in order to formulate a method that is suitable for the study of Filipino philosophy of religion. First, man experiences an encounter with the sacred, and this is called a religious experience. And this causes him to believe or to assent, and specifically, this is called faith. And second, symbols are used in expressing religious experience.

In his two articles, F. P. A. Demeterio III attempts to classify works in Filipino philosophy using a list of twelve (or sixteen) supposed discourses that prominent philosophers in the Philippines have engaged in and published over the past few years. From this list, he advises current Filipino philosophers to invest their time and effort in contributing to only five of these because of their alleged higher measure of "developmental potential" as opposed to other discourses. In this (...) paper, we raise some fundamental issues with Demeterio's approach. We show that (i) his work's conclusions rest on questionable methodological assumptions that make (ii) the discourses which the work arrived at and the rankings in terms of "developmental potential" superficial and ungrounded. Finally, (iii) instead of fulfilling the main aim of advancing research in Filipino philosophy, the proposed approach may actually lead to its stagnation and demise. We argue that these issues, if left unanswered, make Demeterio's whole approach to Filipino philosophy unsound and may put into question the employment of such an approach. (shrink)

This paper compares and contrasts the taxonomies and periodizations of Filipino philosophy by seven Filipino scholars -- Fernando Zialcita, Florentino Timbreza, Emerita Quito, Romualdo Abulad, Napoleon Mabaquiao, Rolando Gripaldo, and Alfredo Co -- in order to determine the various philosophical discourses that are present in the country, and in order to pinpoint which of these discourses offer higher developmental potentials for Filipino philosophy. For each taxonomy and periodization, this paper looks into: (1) the period covered, (...) (2) the inclusivity or exclusivity of the classification/configuration, (3) the taxonomizer/periodizer utilized, (4) the implied structure of the classification/configuration, (5) the problematic classes/periods suggested by the classification/configuration, and (6) the promising classes/Periods suggested by the classification/configuration. This paper concludes with an attempt to synthesize the thoughts of these seven scholars in a comprehensive taxonomy of Filipino philosophies and to give an overall assessment for each of these philosophies' strengths and weaknesses. (shrink)

Children from various countries have been acknowledged and studied for their ability to philosophize, while, unfortunately, Filipino children have not received similar recognition. In this paper, I make a rather unpopular claim that Filipino children can and already are doing philosophy in their efforts to make sense of their existential conditions. “Doing philosophy” here refers to the act of being perplexed by one's own or other people's experiences and making an effort to comprehend them. Filipino (...) children, are a vast and diverse group, coming from various backgrounds, speaking different or even multiple languages, and representing rich cultures and unique circumstances. This diversity adds richness to the wide array of experiences from which existential questions can emerge. However, to truly comprehend the philosophical thinking of Filipino children, they need opportunities and guidance to explore their existential questions and solutions, regardless of how tentative or rudimentary these may seem to adults. Without such opportunities, it remains unclear to what extent their thinking engages with philosophical themes and issues. This not only offers Filipino adults a view of children’s inner worlds but also brings fresh perspectives to commonly held assumptions. (shrink)

This paper traces the development of “cultural philosophy,” distinguishes it from the “philosophy of culture,” discusses African and Filipino philosophical dimensions, and then makes the concluding remarks. This paper argues that while cultural philosophy is a significant development in the history of ideas, any given culture must opt to develop its own philosophical tradition.

This paper takes behavioural propriety as the source of ritual or the ritualistic in indigenous philosophy in the Philippines. Filipino understanding of behavioural propriety is seen in what have been identified as elements or features of indigenous philosophy in the country. These features are stored in pre-hispanic era (pre-16th century CE) maxims or proverbs and myths. In this paper, I engage conception of behavioural propriety in Filipino philosophy with that in Confucian philosophy. In Confucian (...) philosophy, it is “li” 禮 which relates to ritual. Li encompasses ritual propriety and behavioural propriety. It is originally about ritual or ceremony and, as understood in contemporary scholarship, it has the general meaning of proper conduct; it refers first and foremost to rules of proper conduct. In this paper, I address the question of what each understanding offers for the enrichment of the other. I suggest that importantly, Confucian understanding of li offers the view of behavioural propriety as having an ennobling function, and that Filipino understanding of behavioural propriety offers a perspective on the debate in Confucianism about whether it is ren 仁 or li that is more fundamental in Confucius’s thought. A point that appears to be present in the Filipino understanding is that propriety in behaviour cannot be separated from humaneness (ren). The point comes from the view in the proverbs that a person of ren is necessarily a person of li. Accordingly, the perspective which the Filipino understanding offers proposes the view that behavioural propriety is a necessary condition for humanity (ren). (shrink)

Filipino philosophy of education involves layers of meanings blurred by foreign assumptions. Any study that enlightens this theme is relevant and necessary. Hence, I intend to contribute to the aim of shedding light and exploring the richness of this discourse. Specifically, I focus on the historicity of Filipino philosophy, particularly under its colonial past. The literature suggests that education has been shaped by the colonizers, in particular, Christianity by the Spaniards and Pragmatism by the Americans. Albeit (...) systematic, these philosophies of education did less to alleviate national consciousness that could have developed into genuine economic progress, ethical mindfulness, and quality living for its people. I argue that this dissonance between theory and practice is entrenched in adherence to distant educational philosophies. This study proposes to address the issue by returning to Filipino indigenous teachings. Jeremiah Reyes (2015) identifies two Filipino virtues: loób and kapwa, which I attempt to appropriate in the contemporary pedagogy amidst the worldwide capitalist environment. This return to indigeneity further hopes to shape a critical yet optimistic trajectory of Filipino philosophy of education in the future. (shrink)

A number of paradigms have been proposed to understand the sources of meaningful work, but a non-Western approach has attracted little attention. This study aims to make a theoretical contribution toward an understanding of meaningful work from a virtue-ethics framework that is culturally meaningful and relevant to Filipino realities and their distinct cultural heritage. It develops a paradigm for a Filipino view of meaningful work that could guide both researchers and practitioners in business ethics by defining what is (...) meaningful work, explaining why it is important, and presenting some examples of concrete measures that management can utilize to promote meaningful work in the Philippine workplace. (shrink)

Filipino lakas tawa, with examples drawn from the 1986 Filipino revolution, is interfaced with lament based on the Book of Lamentations with parallel examples from W. E. Burghart Du Bois’s “A Litany at Atlanta.” This interfacing is brought to bear on the article’s central thesis: Lakas tawa and lament are two ways of being and doing in the face of suffering and death, but are intrinsically woven into the tapestry of one human reality. They are two paths of (...) resistance, both deeply connected to faith and religion, though in different ways. Where they converge and diverge, they have the power to subvert oppressive systems and the potential of transforming them. (shrink)

The Philippine educational system and its core curriculum is oriented toward the formation of the modern, autonomous, rational subject, particularly one that will fit into the contemporary global market and production system. Through this system, Filipinos are deepening the colonization of their rationalities and subjectivities by imposing a system that shapes a subject who exists to serve the global market by being a fit worker, consumer, entrepreneur, and producer of knowledge. However useful this educational system may be, it does not (...) consider the ‘Filipino’ subjectivity’s need for formation as a loob who is a kapwa. The Filipino subjectivity which is grounded on the experience of a loob filled with liwanag opening to the world, needs an education in its own capacity for knowing and realizing its well-being. The conception of the subject in relation to the world calls for a different kind of education, particularly in the development of indigenous skills in humanistic research. This paper will argue that as a Filipino student is subjected to the imposition of the dominant Western educational system, they should also equally be given an education in their own rationality rooted in their own native subjectivity. A people must have the opportunity to be trained in their own rationality rooted in their own subjectivity in order to evaluate its value for human flourishing. (shrink)

A number of paradigms have been proposed to understand the sources of meaningful work, but a non-Western approach has attracted little attention. Because some authors have argued that meaningful work has positive valence that has eudaimonic rather than hedonic content, a virtue-ethics approach to meaningful work has been used. Virtue ethicists acknowledge that our work and places of employment have a profound influence in shaping our character and living a fulfilled life. This study aims to make a theoretical contribution toward (...) an understanding of meaningful work from a virtue-ethics framework that is culturally meaningful and ethically relevant to Filipino realities and their distinct national heritage. It develops a conceptual model for a Filipino view of meaningful work that could guide both researchers and practitioners in business ethics by explaining what makes work meaningful, justifying why this is important, and presenting some examples of concrete measures that management can utilize to promote meaningful work in the Philippine workplace. By integrating Filipino virtues in conceptualizing meaningful work, I believe that a theoretical advancement is made toward a pluralistic and multicultural understanding of the concept, especially through the lens of virtue-ethics. (shrink)

This paper will show that attempts to control the body in late capitalism are replete with symbolic violence. Filipinos have not succeeded in confining the body, thereby validating Foucault's (1980) critique of the repressive hypothesis. Ordinary narratives about the body in the Philippines exist not in the context of a settled template of silenced debates and repressed desires, but in the explosion of discourse and contestations, and of an intricate articulation between popular knowledge and truth on one hand, and the (...) ordinary and everyday experience of pleasure and desire on the other. (shrink)

INTRODUCTION The term "philosophical analysis" as used in contemporary philosophy, particularly by John Hospers ( 968,) and Andresito Acuna (), refers to ...

Philosophy of being Filipino, in reference with languages, practices, and politics.

The Philippines, a treasury of oral folk epics, gives us opportunities to research epics in transition, which implies documenting and introducing them to wider audiences. The losing of living epic tradition attracts national and international attention and becomes a concern of the state and the educational system. This study is focused on the literary characteristics Ricaredo Demetillo’s Barter in Panay: An Epic in which his materials were gathered from Maragtas, a semi-legendary recordof the Bornean settlement in Panay. The study is (...) anchored to Hornedo’s theory of reality frames in teaching literature. It unfolds the literary characteristics of the text through descriptive-qualitative method employing formalistic-contextualist approach. The study reveals the theme/s through the narration of the persona, the Filipino worldviews in contemporary times though the language of the characters. Barter in Panay: An Epic reflects the “sweetness and light” of the Filipino lifeways and traditional values. Demetillo’s literary epic is vehicle of preserving our folkloric tradition depicting our Filipino identity and worldview, making the text significant in the canon of Philippine and World literatures. The author emphasizes the urgency to know our past and to revise our understanding of the world within the progress of time. Keywords - Folk literature, barter in Panay, formalistic-contextualist approach, reality frames in teaching literature, literary epic, Central Panay, Philippines. (shrink)

Due to the increased cases of sexual impurity among the contemporary Filipino teens I felt the dire need to search for an appropriate approach in formulating a content of sexual ethic that is relevant for them. Three approaches were the subject of investigation namely: positive church norms; various cultural norms; and philosophically-oriented conception of the person. I realized that to generate a more comprehensive one, the approach should be based on the socio-cultural influences that affect their everyday life. This (...) is where I suggest Ferdinand Dagmang’s solidarity ethics of malasakit at damay which essentially embodied this quality. However, this ethic needs to be reconstructed in order to be more contextualized and non-discriminatory for these teens. Thus, a new ethic called free and creative communal compassion is presented. This proposed ethic revolves around the concepts of caring community, purified intimacy, and free and creative show of compassion. (shrink)

This article is intended to promote the role of culture in the conception of philosophy, upholding the notion that philosophy emerges from culture. In fact, thisattempt goes with the contention that philosophy does not subsist in a vacuum; philosophy requires a culture of human beings, capable of thinking and reasoning - a requirement that is universal and universalizable. In this context, the writer is compelled to exemplify this role, and maintain the case that Filipino (...) class='Hi'>philosophy emerges from a Filipino culture. The Filipino is a human being with a capability that engenders one's Filipino identity. Hence, the recognition of this identity is indicative of the existence of a Filipino culture in which Filipino philosophy subsists. (shrink)