SOCIO-CULTURAL APOSTOLATE (INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH) SLU GONZAGA CAMPUS A Community Service Involvement Report Submitted to the SLU NSTP Office In Partial Fulfillment of the Requirements in NSTP CWTS 2 PROJECT TERM ________ Summer 2012 MAJOR ACCOMPLISHMENTS: Preparation of questionnaire Project Facilitators 1. BSAc -5 students 2. BSMA -2 students TOTAL -7 students Supervising Instructor MS. SENCIA PANTALEON Apostolate Administration
Transcript
SOCIO-CULTURAL APOSTOLATE(INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH)
SLU GONZAGA CAMPUS
A Community Service Involvement ReportSubmitted to the SLU NSTP Office
In Partial Fulfillment of the Requirements inNSTP CWTS 2
PROJECT TERM ________Summer 2012
MAJOR ACCOMPLISHMENTS:Preparation of questionnaire
Project Facilitators
1. BSAc -5 students
2. BSMA -2 students
TOTAL -7 students
Supervising Instructor
MS. SENCIA PANTALEON
Apostolate Administration
Mr. Albert G. Guinguino, Jr.NSTP Coordinator
Dr. Maria Corazon O. BomogaoDean, School of Teacher Education
SOCIO-CULTURAL APOSTOLATE(SCA: INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH)
I. PROJECT CLUSTER: SOCIO-CULTURAL APOSTOLATEII. PROJECT NAME: SCA: INDIGENOUS DOCUMENTATION AND CULTURAL RESEARCH
III. VENUE: SLU GONZAGA CAMPUSIV. TERM AND DATE: SUMMER 2012V. RECIPIENTS: INDEGENOUS PEOPLE OF THE CORDILLERA ADMINISTRATIVE REGION
VI. LINKAGES: N/A
VII. RATIONALE:
This cultural research shows uniqueness in centralizing the presentation of the rich cultural heritage of each tribes and other concerns that helps revive, promote and propagate cultural importance, sensuality and sense of belongingness in the Cordilleran culture as a means of preserving the cultural identity of the Cordillera. It presents the impact of culture and people’s aspiration in the Cordillera Region.
Cordillera Administrative Region (CAR) is one of the prime tourist destinations here in the Philippines. Cordillera Region is the Philippines’ Premiere Highland Region. This region has many spectacular scenic views and enchanting cool places. It is also rich in historical and cultural heritage. This region is the home of the indigenous tribes called “Igorot”.
As early as 1608, Spaniards were able to set foot in the Cordillera with minimal influence. They establish commandancias in Benguet, Ifugao and Kalinga-Apayao but did not stay long enough to pacify the people of the hinterlands when the Americans came.
When the Americans set foot in the Cordillera wild lands, the new colonial government found the people still not pacified. The government decided to establish a separate political history under Act No. 1876 of the Philippine Commission, Mountain Province was divided into seven sub-provinces namely: Amburayan, Apayao, Benguet, Bontoc, Ifugao, Kalinga and Lepanto. Eight years later, Mountain Province was reconstituted into five provinces – Benguet, Ifugao, Bontoc, Kalinga and Apayao under Act No. 2772 that was promulgated on February 4, 1920.
Republic Act No. 4695 was enacted to split Mountain Province into four separate and independent provinces – Benguet, Ifugao, Kalinga-Apayao and Mountain Province on June 18, 1966.
On July 15, 1987 President Corazon C. Aquino issued Executive Order No. 220 which created the Cordillera Administrative Region that included Mountain Province, Benguet, Ifugao, Kalinga-Apayao and Abra, giving the regional formal autonomy as part of her political compromise to the Cordillera People’s Liberation Army.
In 1995, Kalinga-Apayao was split into two separate and independent provinces of Apayao and Kalinga with the enactment of Republic Act No. 7878. At present, a third organic act of the Cordillera is in the offing supported by the Cordillera Regional Development Council for the purpose of preserving Cordilleran culture, arts and traditions.
Preservation of culture is incorporated in the Indigenous People Rights Act. Chapter VI of the International Public Relations Association (IPRA) gives credence to preservation of the Indigenous culture, traditions and institutions, Section 31, 32 and 33 of the same chapter recognize cultural diversity, community intellectual rights and rights to religious cultural sites and ceremonies.
Although, most of the different ethno linguistic groups in Cordillera do not know much about their own places, people and culture. There is a great need to know one another’s culture as a means of fostering, understanding and forging unity among themselves to encourage Indigenous people to appreciate their own culture.
Conducting this cultural research will not only give us a broader understanding in arts and culture of Cordillera Region but this will also open up the hearts and minds of our fellow Filipinos that have stereotypes of “native” Filipinos in general. The primary reason why some fellow Filipinos have stereotypes of “native” Filipinos in general is the ignorance about the origins, customs, arts and traditions of the Igorots.
VIII. PROJECT GOALS/GENERAL OBJECTIVES
This cultural research aims to promote develop and sustain the Indigenous Cultural Heritage of the Cordillera and to cultivate the cultural values in line with the Louisian core value of Social Involvement.
IX. SPECIFIC OBJECTIVES
1. To make the results accessible to society and also to academics.2. To stimulate study and research into the aspects of Cordilleran thought, behavior and culture.3. To be able to expand thoughts regarding culture of different Cordilleran tribes.4. To fortify appreciation on the beauty of Cordilleran cultures and traditions.5. To help revive, promote and propagate the good in the Cordilleran culture as a means of preserving the
cultural identity of the Cordillera.
X. ACTIVITIES
Activities Date
1. General orientation May 2, 2012
2. Formulation of Concept Paper and Questionnaire May 3 – 9, 2012
3. Consultation with the NSTP Coordinator May 10, 2012
4. Research and Revisions May 11 – 14, 2012
5. Consultation with the NSTP Coordinator May 15, 2012
6. Finalization and General Evaluation May 16 – 19, 2012
Project Apostolate Committee:
ALFONSO, MELGY M. GUAY, RAQUEL M.
FANG-ASAN, VYAN TANTANEE D. LEE, JENNY KYMBERLY B.
GONAYON, CLARIZEL G. PAGADA, CHARIANE G.
VISCAYA, MICHAEL ANGELO L.
SENCIA PANTALEONSupervising Instructor
ALBERT GUINGUINO, JR.NSTP Coordinator
SAINT LOUIS UNIVERSITYNATIONAL SERVICE TRAINING PROGRAM (NSTP) OFFICE
SCHOOL OF TEACHER EDUCATIONGonzaga Campus, Gen. Luna Rd.,
1. Constructing the rationale in connection with the designated apostolate. The rationale should contain the importance of the apostolate. After making the rationale, formulate the general and specific objectives.
2. Analyze the given paradigm and define the meaning of each cluster which is identity, education, significance, authenticity, livelihood, relationship and satisfaction. After defining the clusters, specify the probable practices or items that can illustrate or provide information to each of the cluster.
3. Construct the probable strategies on how to gather the necessary information that can help formulate the questionnaires.
4. Prepare the questionnaires per cluster based on the symbols indicated on the paradigm.5. Consult the Supervising Instructor, then the NSTP Coordinator for the approval of the polished
questionnaire. Note down additional corrections or revisions suggested.Rewrite the final output following the required format if any.
6. Let the final output be signed by the NSTP Coordinator. Recopy the paper to be given to the NSTP Coordinator and Supervising Instructor.
GUIDELINES
Do’sA. Analyzing the paradigm
1. Always be prepared for new ideas on the given topic.2. Recall things related to cultural research.3. Understand fully and clearly the paradigm to be able to relate it the group during discussion.4. Sort out relevant questions about culture based on the paradigm.
B. Questionnaire Making1. Every member must have the initiative to work on a given tasks and help others if tasks is
completed.2. Coordinate with group mates about meetings and activities to be taken. 3.3. Always bring sufficient NSTP papers every meeting to be used on questionnaire making.4. Formulate questions correctly and reliably.5. Do the work with best quality and be on time.6. Maintain proper conduct7. Be sensitive to the concern of others.
C. On or before consultation1. Make sure that what is presented is discussed by the group.2. Make sure every member knows the contents of the output to be presented.3. Anticipate questions and answers to those questions.4. Consult first the supervising instructor for advises before consulting to the coordinator.5. Wait and always be patient for your turn.6. Be confident enough to face the coordinator and speak louder and clear.7. Be ready to accept criticisms and shortcomings.8. Always bring out your journals or any piece of paper and take note pointers that will be given
by the coordinator.
DON’T’S A. Analyzing the paradigm
1. Do not depend on one member’s idea for the decision.2. Don’t over analyze the paradigm.3. Never go against each other’s ideas.4. Do not act and make decisions in behalf of the group without consulting them.
B. Question making1. Don’t concentrate on one aspect of culture.2. Never make questions that are not sensible.3. Don’t depend on one or two members’ works and actions.
C. On/before consultation1.Do not delay consultation.2.Do not disobey your supervising instructor or coordinator.3.Don’t be anxious.4.Don’t make unnecessary mannerisms and noise.5.Avoid whispering your answer when asked by the coordinator.
