what is the importance historical method and critical thinking in studying philippine history

Readings in Philippine History

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Mark Mauris Cabahug

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It enables the students to produce their own contextual and historical analyses of a specific local significant event or site based on their readings using different primary and secondary sources that are available. Students have opportunities to critically analyze historical phenomena/events in different periods based on the comparative viewpoints, arguments, biases, and backgrounds given by Historical authors and scholars as well as on evidence reflected in the various sources of historical documents/data. Societal issues and challenges are tackled through an in-depth examination of the social, economic, religious, and political situations in the different periods of Philippine History.

This course tackles topics on sources of historical data and historical criticisms, content, contextual analysis, and interpretation of selected primary sources, controversies, and conflicting views in Philippine History, social, economic, and political issues in the Philippines, local History, Philippine Constitution, agrarian reform, and taxation. The end goal is to develop the historical and critical consciousness of the students so that they will become versatile, articulate, broad-minded, morally upright, and responsible citizens.

what is the importance historical method and critical thinking in studying philippine history

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Sign of the times: Reviving Philippine historical education

Post author By Deo Cruzada , Matthew Gan
Post date March 23, 2021
No Comments on Sign of the times: Reviving Philippine historical education

Most Filipinos become aware of our country’s history within the four walls of the classroom. In subjects such as Sibika (or HeKaSi), Social Studies, or Araling Panlipunan (AP), they grow familiar with Lapu-Lapu’s bravery and Dr. Jose Rizal’s sacrifice. With the help of colorful flashcards, students learn to recognize the symbols of their heritage and culture—the baro’t saya , the carabao, the sampaguita , and many more.

However, some would argue that the concepts taught in these subjects barely scratch the surface, as nuances of our history are overlooked and instead cast into neatly-packaged symbols, where students are primed to view our national identity in a certain way. To complicate things further, the recent removal of Philippine History as a subject in the High School portion of the K-12 curriculum has limited the already lacking role of the subject in basic education.

As the country commemorates the 500th anniversary of Portuguese explorer Ferdinand Magellan’s arrival in the Philippine archipelago and his subsequent defeat at the Battle of Mactan, discourses on how to view the colonial portion of our history intensified in social media. Educators, students, and people passionate about Philippine history all weighed in on the legitimacy of celebrating the arrival of Spain and Christianity. The liveliness of such conversations highlights the need for a strong foundation in historical education, which the removal of the subject in the basic education curriculum has made more difficult to achieve. Therefore one must ask, what is the role of historical educators in a world where historical fact—and even fiction—circulates freely online?

Unclear motives

Jamaico Ignacio, president of the High School Philippine History Movement and AP teacher at the Ateneo Junior High School, witnessed firsthand how the Philippine History subject was quietly omitted from the revised seventh grade curriculum in 2014 and replaced by Asian History.

A lot of teachers like Ignacio were left hanging by the Department of Education (DepEd) who gave no concrete reason for the major changes. “Teachers were frustrated, especially those who’ve been teaching Philippine History in high school for, what, three or four decades because Philippine History has always been a pivotal part of the high school curriculum ever since the American period,” he remarks.

He explains that the only clear response provided on the removal was in an opinion column in 2017 made by DepEd Secretary Leonor Briones, who argued that the absence of the subject is justified because the topics in Philippine History are “naturally integrated” into the areas already covered by other subjects.

However, Ignacio argues that the same curriculum makes it difficult to seamlessly integrate Philippine History into other subjects, saying, “[Teachers] will need more time, contact time, hours, logistics, [and] resources in order to quote-unquote, include Philippine History in those subjects.”

The curriculum only allots at most three hours a week for AP, compared to major subjects such as English, Filipino, Science, or Math, which are each given at least four or five hours a week. “ Ang magiging priority ng teachers ay ‘yung main content nila , not necessarily other subjects or add-on subjects such as Philippine History,” Ignacio adds.

(The priority that these teachers will focus on will be their main content.)

The power of the teacher

The significance of Philippine History as a subject has everything to do with the importance of the teacher and the classroom as this is where most students cultivate their awareness on the nation’s history. Thus, it is important that students should be given the opportunity to explore and reflect on the stories and ideals of the nation’s founding.

However, not all stories are given equal attention. Jose Alain Austria, a History professor from De La Salle-College of St. Benilde, argues that some sensitive issues such as the realities of colonialism, the marginalization of indigenous peoples, and the atrocities of the Martial Law era can be left undiscussed as people are more concerned with instilling patriotic fervor than confronting and learning from the wrongs of the past.

“We were brought up [with the notion] that history is about trivia: the first, the oldest, etc. [The study of history] is not like learning for a quiz show. But rather, it’s learning about the story [of a nation] and how to make sense out of that collected experience,” Austria emphasizes.

He also points out that this fear of navigating sensitive issues in the past can doom us to repeat the same mistakes. “You cannot serve the nation by feeding [the people] feel-good stories,” he asserts, “The truth, whether it’s bitter for us to swallow, is necessary for us to study.”

Beyond the classroom

But as important as teachers are, they are also limited by time and resources. As a result, social media becomes a battleground for modern historical discourse as familiar lessons are deepened, expanded, and even contradicted. Austria believes that while “fake news peddlers” would not be able to hold a candle to the integrity and legitimate scrutiny brought upon by historical researchers and educators, their influence on social media is a looming threat that can undermine the telling of historical truths.

“In staying in the ivory towers of our history departments, we allowed these alternative histories to flourish,” he laments, “Now that the damage has been done, we historians realize [that] ‘my goodness, why have we lost connection to our audience?’”

Other fronts such as libraries, museums, and cultural centers then are assigned the role to aid teachers in bridging the gap between the historical field and the wider audience. “If you would rely so much on teachers behind them and the burden on the teacher might be too much na, ‘di na niya alam kung saan ang direksyon .”

(They would not know where the direction of their teaching would go.)

Allies of historical education

The removal of Philippine History from the high school curriculum has brought into the spotlight problems that have long existed in historical education. Hence, in the call to bring back Philippine History to high school, there is also a need to improve how the subject is taught.

Ignacio’s High School Philippine History Movement is drafting a position paper that calls for the return of the Philippine History subject and the establishment of an inter-agency body comprised of curriculum experts education, and History majors to allow for a revised curriculum that advocates for teaching historical knowledge with a structure that garners student interest and retention.

“[We want] to force the experts in education and history…to create a curriculum and [a] set of resources that [are] digestible, fun, and at the same time, trains the critical mind of students [and] is relevant to the historical narratives of the people,” he says.

As this movement gains traction, Ignacio reminds educators of their important role not only as nation-builders but as people-builders of greater social and political participation. He contends, “If a teacher show[s] the historical truth of our nation and trains their students to be critical thinkers, they will carry it throughout their lives. They can be influential in pushing students [and] the community into participation.”

By Deo Cruzada

By Matthew Gan

Historical content matters: a response to the critical thinking skills agenda

Katie barclay | 06 november 2019.

Executive Summary

Historical knowledge is a significant form of ‘common sense’ knowledge that shapes decision-making
Academic histories play a key role in shaping this ‘common sense’ knowledge
As a result, academic historical scholarship plays a significant and undervalued role in producing social, economic and political outcomes in all areas
Universities, policymakers and society should take greater heed of historical research as vital to the healthy functioning of societies, economies and polities
The value of history degrees is not just an important skillset in critical thinking, but the historical content that it provides students

Introduction

History is regularly deployed by people from all walks of life for all sorts of purposes. Pro-Brexit campaigners have variously called upon Britain’s imperial heritage or nostalgic imaginings of whiter British past to justify their retreat from the European Union. Remainers have responded with their own histories of Empire and migration. Both sides have wielded experts in universities to support their points, or posed with historical writings in piles behind them as they make political arguments. The Christchurch shooter carved the dates of Crusade battles into his weapon, locating his action – he claimed – in a long history of Christian-Muslim conflict. Recent debates around sex education in schools have deployed arguments about ‘traditional’ family structures , that LGBT families are meant to sit outside. More benignly, journalists and the public display surprise when they encounter academic scholarship that sheds light on contemporary issues, claiming these ‘hidden’ histories have been withheld from them. It is a degree of surprise, sometimes outrage, that is suggestive that the public recognise that history does important work in shaping how we feel about the world, and that gaps in knowledge are somehow unjust or designed to deceive the public.

For all these people, history matters. And it matters to historians that the public has access to the best and most cutting-edge histories to help inform these discussions. One of the key purposes of History & Policy is to direct the knowledge and findings produced by historians towards those addressing similar problems in the present. Historians, deeply appreciative of the importance of context, are loathe to suggest that ‘lessons from the past’ can be directly applied to a new set of circumstances. But equally we argue that understanding the past can help people make better decisions when encountering similar circumstances today. It can be particularly useful for highlighting how a specific problem has arisen, and for offering an appreciation of the scope of an impact of a choice and the variety of dimensions that need to be considered. Thus, for example, research on children and institutions illuminates why institutions have repeatedly failed many of the children that have been brought into them and why these same problems continue into the present. Historical knowledge, however, is also significant because it shapes our understanding of who we are, our identities, and our potential as people. It is important not just where it can be directly applied but as a source of general information that informs how we engage with the world. That it plays this role ensures that we should not only consider historical research and teaching critical when it has an instrumental and applied value but also because of its role in producing people, inclusive democracies, and nations.

Histories and the everyday

Historical knowledge is all around us. It is transmitted through families, fact and fiction books, television, museums and heritage sites, in language, and as ‘common sense’ information that we use to make decisions. Our first encounters with the past are often in the stories told about own ancestors – parents and grandparents – designed to help us understand what is valued in our family or how our childhood experience might have differed in a previous era. These stories offer a set of common sense information that help us locate our own experiences in relation to time and place, to significant events, and to other people. They can be incredibly varied, ranging across histories of childhood, school, workplaces and occupations, political parties and geopolitics, climate and environment, arts and culture, love and friendship, science, medicine and technology to name a few. As we age and encounter other histories, perhaps at school or in books, our knowledge of the world expands and we learn both about diversity and how historical events have differential impacts on groups.

As the histories that help us make sense of our experiences, these accounts become central to how we understand our personal identity, that of others, and our role in the nation. Given our investments in our identity and attachments to our pasts, these stories also ensure that history becomes politically significant in the public sphere. That the public intuitively recognises this can be seen in the debates, protests and highly emotive engagements with public statues associated with controversial figures, such as the imperialist Cecil Rhodes or US confederate leader Robert E. Lee , or in museum displays associated with local conflicts, such as The Troubles in Northern Ireland or Aboriginal-settler conflict in Australia. What is represented in public histories becomes central to debates about who we are, who is included and excluded, who holds power, and the production of contemporary values and rights.

These ‘everyday histories’ are related to academic scholarship in important ways. The popular histories that are taught at school and museums and appear on television, in children’s books, even fiction, typically draw on academic research. If they are sometimes less rigorous or flatten complex arguments, they nonetheless draw on a body of research conducted by professional historians. Increasingly academics also produce public-facing historical writing to aid with this process. The histories that shape identities grow from academic scholarship. Historians play a significant role in determining what is important to remember. A move from histories of monarchs and diplomacy to that of women and workers may have been encouraged by grassroots civil rights movements in the middle of the twentieth century, but it was historians who determined the key features of the new social histories that emerged.

Historical research is often considered an art because the historian plays such a key role in shaping their accounts of the past. It is the questions that they consider to be important that determine what they look for in the archive. It is their sifting and selection from often sizeable collections of material that determine what makes it into history books and what is forgotten. It is these choices, and that others might make different choices, that produce historical debate and argument, and which informs the evolution of the field as a new generation of scholars bring a different set of concerns to the material that survives from the past. Thus the knowledges that we grow up with and that shape our understanding of ourselves and identities reflect the trends and critical questions within the historical discipline in our formative years. It is perhaps natural then that new histories produced by a new generation of scholars can be challenging to those whose identities were shaped by older understandings of the past, just as those same histories have been liberating for many – such as women, the LGBT community, or ethnic minorities – who lacked stories of people like them when they were growing up. Yet this evolution is critical in producing history that remains relevant to our contemporary experience and identity-making, and to answering questions raised by new circumstances and contexts.

Research and teaching history

In recent years, the value of historical research, and indeed humanities research in general, has been questioned. Right-wing commentators have suggested that universities are increasingly driven by ‘identity politics’ . Critics fear that the history curriculum has fragmented into a wide range of modules driven by the politics of their teachers. Others have questioned the value of research that is not seen to hold a direct and measurable social, but especially economic, impact. This has become particularly significant for the student market where degrees are increasingly promoted with claims of a direct and obvious employment route. Both criticisms demand a straightforward account of what a history degree teaches, and a single type of job that those with history degrees take up. Without this, critics argue, history is useless knowledge. Universities have sought to counter such claims by locating the value of history not in historical knowledge – the content of what was learned – but in ‘critical thinking’, ‘writing and communication’ and similar important but generic skills . For such commentators, the historical content is of less significance than the opportunity to read widely, think deeply, research, and solve problems, a skillset that can be applied in any context.

No one would contest that a history degree offers these benefits, but it is an account that fails to recognise the importance of historical knowledge in the everyday. The histories we use are significant in interpreting everyday experiences and identity. Indeed, critical thinking requires historical knowledge. What we determine to be ‘common sense’, how we understand the world to operate, does not arise naturally but is based upon the everyday histories that we are taught in childhood and across our lives. This is the case when we, for example, make an assumption about normative family forms in the past, or when we draw on an interpretation of the causes of the First World War when producing foreign policy. Such ‘common sense’ histories are always partial, reflective of our experience and our encounters with the historical knowledge available to us. Access to a broader, more sophisticated body of historical research counters these ‘common sense’ accounts by offering a firmer grounding for decision-making and critical analysis. This can be seen in the now famous example of the US Supreme Court decision for marriage equality, that referenced the scholarship of key marriage and sexuality historians , and transformed the legal rights of LGBT individuals across the US.

New histories are therefore important for the work they do in shaping individuals and society. A democratic society – one where all members of the polity have a place – requires inclusive accounts that acknowledge and recognise all parts of the community. This is even more critical for groups who have been subject to disadvantage, harm or exploitation, where their histories act as an acknowledgement and first step in redress for past wrongs. It is vital for minorities who need histories of others like them to explain their experience and role in the world. New histories are also important in giving us accounts of art, culture, science, technology, business, economy and more that help us interpret the present, much as History & Policy promotes. Importantly, for a rich account of the past to emerge, a variety of topics and perspectives becomes critical.

In the present moment, a popular television show such as Downton Abbey, exploring changing social relations in early twentieth-century Britain, can draw on histories of war, economy, society, fashion, popular culture, material culture, accent and language use, technology, medicine and more, in its rich ‘world-building’. This is possible due to the work of dozens of scholars and years of effort, which itself builds upon generations of earlier work, though this work is usually unacknowledged within television credits. Such a history is richer, more interesting, perhaps a fuller capture of the past. Its strength lies in collaboration and the representation of a diversity of perspectives. With significant viewing figures both in the UK and internationally, Downton Abbey is an account of the past that will inform how many of us interpret our present experiences. Yet it is an account that is not usually acknowledged as either ‘history’ that people will use in making sense of themselves, nor as rooted in academic historical research – despite it being both. Remarkably, despite the fact that governments and increasingly university campaigns targeting students have sought to instrumentalise historical knowledge by emphasising its benefits for public policy , for productivity and growth, and for future employment, the important and everyday impacts of history – the ways that it is used by ordinary people in their own lives – is rarely considered as a domain shaped by historical research.

For an informed and productive society, the historical knowledge disseminated to the public must be broad, diverse and evolving to reflect new research. Universities are a key space where new accounts of the past can be taught and disseminated. That there is not a core history curriculum taught at every university, as some conservatives suggest there should be, is not a flaw, but a feature. It is not possible for every member of society, nor every historian, to know everything about the past. History courses thus specialise, and disseminate diverse accounts of the past. As history students from different institutions spread outwards, taking their specialist knowledges to an array of workplaces nationally and internationally, they share their educations with others, increasing the opportunity for knowledge to reach those that will find it most useful. Acknowledging the significance of the historical content of degrees may also offer opportunities for individuals to be targeted by employers or communities for historical learning that gives them expertise and critical thinking in specific areas.

Importantly, this is not an account of historical knowledge that attends only to the modern histories that explain the immediate experiences of those in the polity. Historical knowledges have long legacies in culture and society, requiring investment and dissemination in histories both deep and wide. This can be seen most recently in the use of crusading history both by the Christchurch shooter and by conservative political parties in Australia (where Senator Cori Bernardi recently tabled a motion asking the Senate to note the anniversary of the breaking of the siege of Vienna in 1529), to promote a right-wing agenda. But it can also be seen in our contemporary understanding of love and sex that was first forged in conflicts within the medieval church. Knowing this – like our more well-known modern histories of sex and gender – may well open up new ways of thinking about something so central to our everyday lives. A successful and inclusive democratic state requires not just research skills, but historical knowledge.

Historical knowledge shapes how people interpret their experiences, and those of others. It aids critical thinking and decision-making. Providing people with richer, more sophisticated, and up to date historical content therefore contributes not only to a better educated public but one that can make better decisions in a vast array of areas of life. Acknowledging this requires a move from promoting history degrees for their generic critical thinking and communication skillset to celebrating historical knowledge as a key form of information required by productive members of society. This has implications for how universities promote their history research and teaching, but also for policymakers as they seek to produce the best outcomes in areas as diverse as education, health, industry, politics, economy, technology, arts, and society.

Barclay, Katie
History in practice

About the author

Katie Barclay is Deputy-Director of the ARC Centre for Excellence in the History of Emotions and Associate Professor in History, University of Adelaide. Her research explores the transmission of knowledge across generations within families and the implications for self, identity and nation.

Related Policy Papers

How history matters now, ludmilla jordanova | 27 november 2008, in defence of applied history: the history and policy website, john tosh | 10 february 2006, why history matters, john tosh | 20 november 2008, why history matters - and why medieval history also matters, john arnold | 28 november 2008, related opinion articles, back to the past for the school history curriculum, nicola sheldon | 20 february 2013, papers by author, papers by theme, digital download.

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"The Importance and Relevance of the Philippine History with the Present Philippines" - Final Assessment Paper

Decades ago, the Philippines was described as a “rich country but poor people” by its own countrymen—Filipinos, and sadly, it is still relevant even in today’s time. Numerous reasons have been recorded in the past and even at this very moment, one can add another evidence and say that the “Pearl of the Orient Seas” is still stuck in the entitlement of a “developing country”. The relevance of the records of the Philippine tale with its present situation can be clearly seen and discerned just by looking at the economy’s status and the endless suffering of the Filipinos in all parts of the country but the question remains of its importance.

Related Papers

A Critical Paper on 'The Philippines: A Past Revisited' By: Renato Constantino (Written by: Daryl P. Nabonita)

Daryl Nabonita

History is more than just a series of dates and events. It is a rich tapestry of human experiences, full of triumphs, tragedies, revolutions, and the never-ending quest for knowledge and understanding. Through the years, the Philippines has been shaped by a wide range of influences, from the Indigenous peoples who have called these islands home for thousands of years to the waves of foreign powers seeking to claim them as their own. "The Philippines: A Past Revisited" by Renato Constantino is a comprehensive and thought-provoking exploration of the nation's complex history, from the arrival of the first Spanish colonizers to the contemporary challenges faced by the Philippines. Written with rich storytelling and insightful analysis, this book is a must-read for anyone seeking to understand the country's past and present. Whether you are a student of history, a lover of literature, or simply looking to deepen your understanding of the world, "The Philippines: A Past Revisited" offers a captivating and illuminating look at the Philippines' history. So, join us on this voyage through the Philippines’ rich and varied past, and learn the stories and secrets that have molded this nation over time.

Edilberto Pajunar

The Philippines, known for holding the beauty of its calm, peaceful, and absolutely breathtaking natural landscapes with great pride and joy, actually hides such a calamitous past. The history of the Philippines is basically a tragic story. A story where the country goes through such a rough time. A cruel yet still hopeful timeline where Filipinos craved to be liberated. They had to be liberated countless times. From being an enslaved country, and from the struggle each time they had to. To the history written by others. Filipinos prevailed and were able to free themselves, refusing to surrender to colonization yet still having to fall into the hands of various colonizers throughout history

Jhaelan D S Mampusti

Some historians have written history by highlighting the abuse of power by the Spaniards. While other researchers focused on highlighting the action-based narratives and romances of other leaders' ideas. Some Filipino scholars have presented the story of a particular era causing them to focus on certain aspects causing them to lose sight of the true meaning of the story. Overall, the change of history of the Philippines has been heavily influenced by the Spaniards and the Americans.

Jennel Arevalo

Jhon Jhoniel F. Gaddi

Jhon Jhoniel Gaddi

Up until now, history has played a significant role in our generation. History is the source of all our historical findings, as well as the source of historians' ever-increasing interest. Filipino historians who were kept captive during the Spanish colonial era (Constantino, 1974, p. 1-2) played a significant role in that period. There are many explanations for this, one of which is that the Spanish colonizers are biased in the papers they write for the general public. Filipino historians contributed significantly to society by disseminating and writing Philippine history from a Filipino perspective. This served as a message to all Filipinos that this is what is really going on, and that this is a true Filipino history written by Filipinos. The influential leaders believe that history should be always on their side and in their perfect picture (Constantino, 1974, p. 5-6). They were so powerful that they thought they could be the one to do what was fair and right. However, as people gained more awareness, they began to label those who opposed the leaders' interests as villains. They became historical villains for standing up to strong leaders. This struggle serves as a wake-up call to the masses, demonstrating that taking part in mass actions increases their level of consciousness and makes them more aware of what is going on around them. It made them realize that by raising their consciousness and perception, they can correct history and set themselves free.

Christine Anne Mendoza

History does not exist only to describe how something became what it is now but also to continuously remind, teach, and enlighten the present about the steps it took and the hardships it underwent. For some, history is their moment of glory, patriotism, and power to rise above everyone else. For others, it is a period of endless suffering, repression, and fear. Thus, history can be simply described as a coin having two sides showing the progress and experiences of both the oppressors and the oppressed, mostly the former. One among the latter is the Philippines. Philippine history shows how the formidable countries in the west used the innocence and naivety of the natives to pacify and colonize the archipelago. Eventually, it led to the Philippines becoming one of the most exploited nation-states of capitalist countries. To understand how the once-innocent archipelago became one of the satellites of capitalism, it is imperative to peruse its history and understand how one event resulted in another and ultimately led to the present. In the succeeding paragraphs, the history of the Philippines through the lens of the book, The Philippines: A Past Revisited, will be critically discussed, consisting of both Constantino’s narration and the writer’s sentiments and reflection. Further, the critique paper will explore the Philippines’ history from the Spanish occupation to the neo-colonial setup of the country.

Alain Jason G Bundalian

Keno Rei Dorog

Renato Constantino's The Philippines: A Past Revisited Renato Constantino's The Philippines: A Past Revisited is a different take on the Philippine history from the earliest point up to 1941. The book does not contain new findings and claims but instead new interpretations of known facts and events. It is a book that does not have bias from the Spanish and American colonialists unlike other takes on Philippine history. Renato Constantino's goal is to try and rediscover the past so that our history can serve as a guide of the present. An analytical interpretation of history can assist in steering the society towards a better development by knowing what policies and concepts is correct based on experience. It is also pointed out that the main driving force of Philippine history is its rich tradition of struggle which is still relevant to this current time and era. As the citizens become more conscious of the nation's state of affairs they would also begin struggling for change. Struggling can take multiple forms nowadays, it could be in a form of protest or it could be shown through social media. This is what Renato Constantino wants from learning history, to understand the struggles of the past Filipino people and apply this knowledge to fight for what we have been always fighting for, that is, freedom and the development of the Philippines.

Kevin John Tulod

The Philippines is rich in history, in which a huge part of it consists of different problems that continues in this present time. The past brought a lot of factors that directly affected the lives of Filipinos in the present. It is evident that the systems and lives of Filipinos today somewhat depicts the events that happened in the past. With these concepts ringing into our minds, we will have the initiative to question ourselves. What truly happened back then and what are the things that are still living in the present that we should have omitted already in the past? Let us explore some problems concerning the lives of the Filipinos and relate and find answers from our own history.

Sheree Lyn Lazo

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