Searching for philosophy of life in the Philippines

Every great nation on this earth has a philosophy of life expressed in its national educational system as well as in the behavior of its people. For instance, France has maintained its elitist intellectualism since the French Revolution and the Napoleonic era by maintaining the highest standards in their education and by continuing to grant a privileged role to thinkers, regarding them as moral and spiritual guides to society.

Philosophy of life in America, Britain and Japan

America is quite pragmatic in outlook as a result of her pioneering days, so that her people are known to get things done in spite of calamities like spring floods, tornadoes or earthquakes. Even small towns have well-equipped ambulances custom-made to meet various emergency situations.

Next to America, the British system of education is much sought after by well-travelled diplomats and business families for their children. The quest for knowledge in Great Britain is so nationally ingrained that up to this day the country educates everyone through the telly (television). From Monday to Saturday noon, BBC television programs teach everyone, from kindergarten age to senior citizens, relevant subjects which range from swimming to computer, cooking to literature, varied ethnic cultures, language, etc.

The Japanese system is basically based on Shinto, a worship and reverence for nature and the emperor who, until World War II was believed to be the Sun God. Gen. Douglas MacArthur discouraged this as he helped the country convert to democratic governance discouraged this. This is revealed in their art and literature, the Japanese landscape, and their popular cuisine.

My country or my family?

Do we have a philosophy of life in the Philippines? Long-time philosophy professor on our local universities cannot decipher any. There doesn’t seem to be any credo that unites us. We have a tradition which we refer to with pride – the extended family system, the bayanihan, pakikiramay or pakikisama. It is believed to be the major security of the people. Psychologically speaking, it has been the source of our national troubles because it nurtures dependency on an outside power (palakasan).

Picture a child holding on to the skirt of an adult, a parent, a godfather, or a rich godmother. One sees an accurate but sad symbol of our country. How can this fair child find his independence? Only if he is given his greatest right – the right to “become…” to develop sustainably. The current UNESCO global call is Agenda 30 Sustainability.

The adult must therefore recognize that from birth to the age of six, the child follows the call to independence, learning to speak / walk spontaneously without any teacher. By three, the child can be scholastically conditioned to be independent at home and in preschool. William Wordsworth states, “The child is father to the man…”

Discouraging Baby Einstein

The fundamental problem in education at home, in school, and community is not education but social. There exists a struggle between the child and the adult. Adults view the child as a miniature adult. As soon as he can walk he is expected not to be noisy or misbehaved. He is often suspected of breaking or misplacing them. How often do parents admonish the older brother or sister, “Jojo, go upstairs and see what your kid brother is doing, and tell him not to do so!”

Isn’t it tragic how mothers scold and whack their children when they bend down on the ground to investigate insects or stones? Who can tell, this child could be a budding scientist like Einstein or Pasteur who is absorbed in the study of serums.

Another example is the giant in the golf field. This scenario actually originates from the worthy desires to help the child instead of discouraging him… As the small “child” excitedly aims at the golf ball, along comes the giant who seizes his golf stick, “You are too slow. Let me do it.” The child would surely be agitated and cry out in protest. Adults must understand that this developing child is more interested in the process of the game not just with making the highest score.

How many of us are angered by the child who is so absorbed in a puzzle that when we do the last piece for him reproaches us and cries, “Oh Auntie, you have spoiled it!” Your reaction is to condemn him, “Ungrateful child!”

The universal oppression of the child

What is practical to a child is anything that will aid him in self-construction. He must be assisted in his ongoing but unconscious inner developments. Most adults have no notion of the laws that govern a child’s inner life. Viewed either as a toy or an unproductive member of society – his value is only in the future.

The pride and anger of the adult prevent him from seeing the child as he is. How tempting it is to tyrannize these small creatures and demand complete obedience from them – for they cannot fight back. Don’t we adults claim our rights over them, as our undisputed authority?

This oppression of the weak by the strong happens all over the world. A strange and most devastating occurrence since the oppressors love the ones they oppress. Parents, teachers, and nursemaids are the guilty ones. And yet they are not guilty – it is merely a tragedy of misunderstanding.

Imagine a reformatory school for parents, teachers and nursemaids

What is the solution? A social revolution – to save the “forgotten citizens” whose rights have never been properly recognized. Revolutions in the past for the submerged classes: the peasants, the laborers, women workers, etc. have gone on repeatedly, but never has there been a social revolution on behalf of the child. To see the problem more clearly, imagine a Reformatory School for parents, teachers, and nursemaids. (Please refer to the illustration.)

Think of an institution of gigantic scale with giant attendants and janitors servicing the place where adult professional scientists, educators and businessmen are all small in size. The umbrella had stands eight to ten feet above the floor. They would be expected to clamber up massive chairs to sit on with feet dangling from way up high. The high washstands would have soap as large as a bread loaf. The toilet bowl would be enormous that one would fear falling into.

The giant servant would keep on persecuting the small people for walking too slowly or taking a long time to dress up. During mealtimes, the giant would impatiently snatch the spoon and shove the food into one’s esophagus. And, if they are anthropologists or geologists sorting and studying bones, as well as rocks, the giant would slap their hands and shout, “Dirty stuff? Throw them away. Wash your hands immediately.”

That is exactly how children feel in many homes. They do not understand why they should accept the adult’s point of view. He begins to react abnormally against the oppression, resulting in his telling lies and going into neurosis like night fears, bed wetting, timidity, stammering. A whole series of deviation leads to learning barriers in elementary schools and ultimately rebellion in high school. Psychiatrists confirm that adult problems are always traceable to early childhood.

Philosophy Day at UNESCO

Let me quote former UNESCO Director General Koichiro Matsuura’s message on the occasion of Philosophy Day at UNESCO (21 November 2002): “I should like to highlight the importance of philosophy and its contribution to society.

“Let us take the time to celebrate the universality of philosophy. The love of wisdom is inherent in all cultures, and stands as an intangible heritage of humankind… Let us reflect upon what we do; how is it that we do it; and why is that we do not do otherwise. Let us question our daily practices, take a critical look at the men and women we have become. Let us cast light on the darkened corners of our understanding of the ‘Other.’”

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