Influence of Filipino Heroism on the Value Concepts of Grade ......Influence of Filipino Heroism on the Value Concepts J. E. Cabrera, C. J. Omandam, of Grade 10 High School Students

Journal of Multidisciplinary Studies Vol. 5, Issue No. 2, pp. 1-18, December 2016 ISSN 2350-7020 (Print) ISSN 2362-9436 (Online) doi: http://dx.doi.org/10.7828/jmds.v5i2.1023

Influence of Filipino Heroism on the Value Concepts of Grade 10 High School Students in Ozamiz City

National High School

Jovannie E. Cabrera, Camille Jane Omandam, Nelfa D. Canini

College of Education, Misamis University, H. T. Feliciano St., Ozamiz City, Philippines Corresponding author: Nelfa D. Canini; email: [email protected]

Abstract

Heroism refers to outstanding acts that display courage. It is possible only in rare circumstances and it requires a high level of moral character or competence. Countless acts of heroism went unnoticed or unrecorded. In most cases, local history is taken for granted. This study was conducted to determine the influence of Filipino heroism on the value concepts of Grade 10 high school students in Ozamiz City National High School. Descriptive research design was used in this study. One-hundred respondents coming from four different curricula in the said school were included in this study. Modified questionnaire was used to obtain the data. The findings revealed that Filipino heroism has high influence on Grade 10 high school students’ concept on nationalism while the acts of heroism exemplified by Filipino heroes have moderate influence on students’ value concepts of discipline, obedience, determination, and bravery. The perceptions of students on the influence of Filipino heroism on value concepts do not significantly vary when they are grouped by profile. This study may provide insights to academic institutions in promoting value concept of Filipino heroism. Keywords: bravery, determination, discipline, nationalism, obedience

1

J. E. Cabrera, C. J. Omandam,N. D. Canini

Influence of Filipino Heroism on the Value Concepts of Grade 10 High School Students in Ozamiz CityNational High School

Journal of Multidisciplinary StudiesVol. 5, Issue No. 2, pp. 1-18, December 2016ISSN 2350-7020 (Print)ISSN 2362-9436 (Online)doi: http://dx.doi.org/10.7828/jmds.v5i2.1023

Influence of Filipino Heroism on the Value Concepts J. E. Cabrera, C. J. Omandam, of Grade 10 High School Students in Ozamiz City N. D. Canini National High School Introduction Heroism is an individual’s commitment to a noble purpose, usually aimed at furthering the welfare of others, and involving the willingness to accept the cost and consequences of achieving that purpose (Jayawickreme & Di Stefano, 2012). In contemporary society, any behavior that seems distinctly difficult or unusually impressive is classified as heroic (Kohen, 2013). National heroes are often portrayed as a pantheon of distinct and powerful personalities who have managed to get their names published in our history books by virtue of their words and actions. Many believe that heroism involves violence in defense of another which is inappropriate but some agree that true heroism is taking the risk of harming oneself while saving another.

Countless acts of heroism went unnoticed or unrecorded during the wars (Elliott, 2011). In most cases, local history is taken for granted. History is looked based on the national perspective, often times forgetting that what underlies a great history is founded on local history. In the Philippines, the Department of Education (DepEd) has urged both public and private schools to carry out meaningful activities that commemorate historical events (Malipot, 2014). For instance, DepEd secretary Armin Luistro issued to schools Memorandum No. 43, series of 2014 stipulating the guidelines to the “2014 Conduct of National Observations and Commemoration of Historical Events”. The purpose is to instill in the minds of elementary and secondary students the greatness of the Filipino race, the legacy of the national heroes, and the ideals of nationhood. The memorandum also aims to help reawaken the Filipino people, especially the youth of their responsibility and patriotic commitment to truly demonstrate the spirit of heroism, patriotism, nationalism, unity, and national identity. Several studies were already conducted about Filipino heroism (Mamot, 1986; McKay, & Miller-Chair, 2011; Guevarra, 2014; Encinas-Franco 2013, 2015). However, there is no study conducted regarding the influence of heroism among high school students in Ozamiz City, Misamis Occidental, Philippines. The purpose of this study was to determine the level of influence of Filipino heroism in

2


Journal of Multidisciplinary Studies Vol. 5, Issue No. 2, pp. 1-18, December 2016 ISSN 2350-7020 (Print) ISSN 2362-9436 (Online) doi: http://dx.doi.org/10.7828/jmds.v5i2.1023 relation to the value concepts of Grade 10 students in Ozamiz City National High School. Further, this study aimed to determine if there is a significant difference in the level of influence of Filipino heroism among the students when grouped by gender, age, and curriculum they belong. This study may provide insights to academic institutions in promoting value concept of Filipino heroism. Materials and Methods

Research design, instrument, and validation The descriptive research design-survey method was employed to gather the data. The researcher-made questionnaire was the main tool used in this study. The questionnaire was divided into two parts. Part 1 includes the respondent’s profile that includes the age, gender, curriculum, and year level. Part 2 includes statements that reflect the value concepts of students on bravery, determination, discipline, nationalism, and obedience as influenced by Filipino heroism. Items were rated in a four-point Likert scale (4 = High influence, 3 = Moderate influence, 2 = Low influence, and 1= No influence). In testing the reliability and validity of the questionnaire, the researchers conducted a pilot testing to 30 students and run the data through Cronbach’s alpha test available in SPSS software. The 25 items statements were considered highly reliable with a result of 0.87. In determining and interpreting the level of influence of Filipino heroism on the value concepts of the grade 10 students, the continuum below was used. Scale Continuum/ Range Interpretation 4 3.25 - 4.00 High influence 3 2.50 - 3.24 Influence 2 1.75 - 2.49 Low influence 1 1.00 - 1.74 No influence

3



Influence of Filipino Heroism on the Value Concepts J. E. Cabrera, C. J. Omandam, of Grade 10 High School Students in Ozamiz City N. D. Canini National High School Research setting and respondents This study was conducted in Ozamiz City National High School, Ozamiz City, Misamis Occidental, Philippines. The respondents were 100 students from four different curricula [Special Science Curriculum (31), Regular curriculum (30), STVEP (20), and Special Program in the Arts (19)] were the respondents of the study. Ethical consideration Permission and endorsement were obtained prior to the conduct of the study. Approval from the school principal and the respective ‘Araling Panlipunan’ teachers was secured before the purpose of the study was properly explained to the respondents including the confidentiality of their identity. The respondents were assured that their responses would be utilized for research purpose only. Data analysis Data gathered were analyzed and interpreted through the use of statistical tools available on the Minitab software. The average weighted mean was used to numerically describe the responses of the respondents. on the items selected from the scale of 4 to 1, going higher points for the most and lesser points for the least. Analysis of variance (ANOVA) or f-test and t-test were used to determine the significant difference in the influence of Filipino heroism on the value concept of grade 10 students when grouped according to profile. Results and Discussion Students’ profile Table 1 shows that majority of the grade 10 students were 15 years old and the ages of the other students varied from 14 to 20. The entry to secondary schools differs due to some academic and psychological factors (Cáceres-Delpiano & Giolito, 2014). With gender, the number of male and female are almost the same. In terms of curriculum program, most of the respondents belonged to Special Science Curriculum (SSC) comprising of 31% of the respondents and

4


Journal of Multidisciplinary Studies Vol. 5, Issue No. 2, pp. 1-18, December 2016 ISSN 2350-7020 (Print) ISSN 2362-9436 (Online) doi: http://dx.doi.org/10.7828/jmds.v5i2.1023 least number of the students came from the Special Program in the Arts (SPA) curriculum comprising of 19% of the overall respondents. These findings were congruent to the study of Yang and Yu (2015). Table 1. Respondent’s profile (n=100).

Profile Frequency Percentage Age 14 1 1.00 15 54 54.00 16 26 26.00 17 13 13.00 18 3 3.00 19 2 2.00 20 1 1.00 Sex Male 51 51.00 Female 49 49.00 Curriculum STVEP 20 20.00 REGULAR 30 30.00 SSC 31 31.00 SPA 19 19.00

Value concept A. Bravery Figure 1 shows the influence of Filipino heroism on the concept of bravery among grade 10 students in Ozamiz City National High School. Bravery can be viewed as the act motivated by noble causes such as saving someone’s life, speaking up for a principle, and fighting for one’s country (Roberts, 2011). The findings of this study revealed that the heroism of Lapu-Lapu in his victorious battle at the shores of Mactan against the Spanish colonizers has high influence on students’ concept of bravery. Students have realized that Filipinos could defeat strong and powerful western colonizers. The story of Lapu-Lapu as the country’s first national hero has inspired the students.

5



Influence of Filipino Heroism on the Value Concepts J. E. Cabrera, C. J. Omandam, of Grade 10 High School Students in Ozamiz City N. D. Canini National High School

On the other hand, General Gregorio del Pilar’s valor in the Tirad Pass had the lowest mean of 2.90 but still indicates that his heroic act has moderate influence on students’ concept of bravery. Results also revealed that the heroism by Andres Bonifacio, Antonio Luna, and Francisco Dagohoy have moderate influence on the students’ concept of bravery.

HI - High influence (3.25 - 4.00); MI- Moderate influence (2.50 - 3.24); LI - Low influence (1.75 - 2.49); NI - No influence (1.00 - 1.74)

Figure 1. The influence of Filipino heroism on grade 10 students’

concept of bravery.

0 1 2 3 4

The victorious battle of Lapu-lapu in theshores of Mactan against the Spanish

colonizers.

Andres Bonifacio’s leadership in conquering the Spanish colonizers.

Chivalry of General Antonio Luna forPhilippine political reforms.

Dagohoy’s revolt against the Spaniards.

General Gregorio del Pilar’s valor in the Tirad Pass.

MI

MI

HI

MI

MI

6



0 2 4

Dr. Jose P. Rizal’s death for the country.

Melchora Aquino’s aid for the katipuneros.

Marcello H. Del Pilar’s maneuvers for the propaganda movement.

Endeavor of the propagandist inEurope for Philippine independence.

Martyrdom of GomBurZa

B. Determination Figure 2 indicates the influence of Filipino heroism on the value concept of determination among Grade 10 high school students. Determination makes the Filipino heroes to pursue in their aims to gain the country’s independence from foreign conquerors (Rafael, 2005). The highest mean of 3.38 indicates that Dr. Jose P. Rizal’s death for the country has high influence on students’ concept of determination. This finding could be anchored on the fact that Rizal is the most prominent advocate for reforms in the Philippines during the Spanish colonial era through peaceful means (Nery, 2011). HI - High influence (3.25 - 4.00); MI- Moderate influence (2.50 - 3.24); LI - Low influence (1.75 - 2.49); NI - No influence (1.00 - 1.74) Figure 2. The influence of Filipino heroism on grade 10 students’

concept of determination.

MI

MI

MI

MI

HI

7




On the other hand, the lowest mean of 2.93 indicates that the martyrdom of GomBurZa has moderate influence on the students’ concept of determination. This finding could be due to the reason that GomBurZa (Gomez, Burgos, Zamora) was only famous in the secularization movement in the country (Flores, 2013). Also, the heroism of Melchora Aquino, Marcelo H. Del Pilar, and “propagandists” in Europe has moderate influence on the students’ concept of determination. Melchora Aquino, an octogenarian showed determination as she fed, sheltered, and nursed Katipuneros (Measham, 2016). Marcelo H. Del Pilar, a revolutionary propagandist exhibited determination through his writings that inspired the Filipinos to fight for freedom from the Spaniards during the propaganda movement (Buenrostro, 2010).

C. Discipline Chambers (2000) defined discipline as a mode of life in accordance with certain rules. It is also described by Kashyap (2016) as self-control reflected in public actions. Figure 3 presents the influence of Filipino heroism on the value concept of grade 10 high school students on discipline. The heroism of Emilio Jacinto and Jose Rizal has a moderate influence on the students’ concept of discipline with the highest mean of 3.21. The students perceived that they are moderately influenced by Emilio Jacinto’s acts of discipline in facilitating the intellectual culture of the “Katipunan” by initiating discussions on “kalayaan” (Sicat Cleto, 2016). The discipline shown by Rizal while on exile in Dapitan has moderate influence also on the students because of his self-control in attacking the colonizers through the use of pen (Hudson, 2016).

The perseverance of the “ilustrados” while traveling widely in Europe and engaged in propaganda against Spanish rule in the Philippines (Aguilar, 2005; Onorato, 2012) has the lowest mean of 3.01 but still indicates that the students’ concept of discipline is moderately influenced by the heroic act of the “ilustrados”. The heroism of Apolinario Mabini and “propagandists” in Europe was also perceived by the students to have moderately influenced their concept of discipline.




concept of discipline.

Nationalism Nationalism is a way in which groups do identify themselves

seeking independence for their culture or ethnicity that holds them together (Waldron, 1985). Filipino nationalism is constructed upon a history of opposition to a colonial and alien “other” (Ileto, 1993). Figure 4 shows the influence of Filipino heroism to Grade 10 students on their concept of nationalism. The findings revealed that Jose Rizal’s love for the country which ends his life for the sake of Philippine independence obtained the highest mean of 3.41 which indicates that the students’ concept of nationalism is highly influenced by this heroic act.

0 1 2 3 4

Perseverance of Emilio Jacinto in theKatipunan movement.

Dr. Jose P. Rizal’s prudent acts while he was exiled in Dapitan.

Intellectual contribution of ApolinarioMabini in the Philippine reforms during

the Spaniards colonial rule.

Maintaining the aim for independence bythe propagandist in Europe.

Perseverance of the ilustrados in Europefor the welfare of the nation. MI

MI

MI

MI

MI

8





concept of discipline.

Nationalism Nationalism is a way in which groups do identify themselves

seeking independence for their culture or ethnicity that holds them together (Waldron, 1985). Filipino nationalism is constructed upon a history of opposition to a colonial and alien “other” (Ileto, 1993). Figure 4 shows the influence of Filipino heroism to Grade 10 students on their concept of nationalism. The findings revealed that Jose Rizal’s love for the country which ends his life for the sake of Philippine independence obtained the highest mean of 3.41 which indicates that the students’ concept of nationalism is highly influenced by this heroic act.

0 1 2 3 4

Perseverance of Emilio Jacinto in theKatipunan movement.

Dr. Jose P. Rizal’s prudent acts while he was exiled in Dapitan.

Intellectual contribution of ApolinarioMabini in the Philippine reforms during

the Spaniards colonial rule.

Maintaining the aim for independence bythe propagandist in Europe.

Perseverance of the ilustrados in Europefor the welfare of the nation. MI

MI

MI

MI

MI

9



Influence of Filipino Heroism on the Value Concepts J. E. Cabrera, C. J. Omandam, of Grade 10 High School Students in Ozamiz City N. D. Canini National High School Rizal’s 1896 execution that made him a martyr of the Philippine Revolution (Craig, 2005) make the students realize on the value of sacrificing one’s life for the sake of one’s country.

The valor of the “Katipuneros” to free the Filipino from the hand of the Spanish regime has the lowest mean of 3.29 but still indicates that the students’ concept of nationalism is highly influenced by this heroism. The Katipunan movement became the country’s revolutionary government and secret revolutionary society (Alvarez, 1992). The gallantry of Andres Bonifacio for Filipino freedom (Toer, 2002), the courage of Antonio Luna against the colonizers (Tiongson, 2016), and Rizal’s novels, “Noli Me Tangere” and “El Filibusterismo” (Rizal, 2003, 2006) have high influence on the students’ concept of nationalism.

HI - High influence (3.25 - 4.00); MI- Moderate influence (2.50 - 3.24); LI - Low influence (1.75 - 2.49); NI - No influence (1.00 - 1.74) Figure 4. The influence of Filipino heroism on the value concept of

high school students on nationalism.

0 1 2 3 4

Dr. Jose P. Rizal’s love for the country which ends his life in the name of Philippine independence.

Gallantry of Andres Bonifacio for thefreedom of the motherland.

General Antonio Luna’s courage against the colonizers in the name of

independence.

Dr. Jose P. Rizal’s composition of his two novels to bombard the Spanish

colonizers.

Valor of the Katipuneros to free theFilipino from the hand of the Spanish

regime.

HI

HI

HI

HI

HI

10


Journal of Multidisciplinary Studies Vol. 5, Issue No. 2, pp. 1-18, December 2016 ISSN 2350-7020 (Print) ISSN 2362-9436 (Online) doi: http://dx.doi.org/10.7828/jmds.v5i2.1023 Obedience

Figure 5 shows the influence of Filipino heroism to Grade 10 students on their concept of obedience. The findings revealed that the total submission and dedication of Dr. Jose P. Rizal to the Filipino people toward political reforms in the Philippines have high influence to students with the highest mean of 3.28. Students have been inspired to embrace the value of obedience shown by Rizal.

HI - High influence (3.25 - 4.00); MI- Moderate influence (2.50 - 3.24); LI - Low influence (1.75 - 2.49); NI - No influence (1.00 - 1.74) Figure 5. The influence of Filipino heroism on grade 10 students’

concept of obedience.

0 1 2 3 4

Total submission and dedication of Dr.Jose P. Rizal to the Filipino people

toward political reforms in thePhilippines

Compliance of General Antonio Luna to Emilio Aguinaldo’s order.

Melchora Aquino’s dedication in the protocol of the Katipunan movement.

Submission of Emilio Jacinto to theKatipunan maneuver

Compliance of the ilustrados to theiraims.

HI

MI

MI

MI

MI

11




0 1 2 3 4

Nationalism

Discipline

Obedience

Determination

Bravery

MI

MI

MI

MI

The obedience of Antonio Luna to the order of Emilio Aguinaldo and the dedication of Mechora Aquino, Emilio Jacinto, and “ilustrados” to the “Katipunan” movement (Measham, 2016; Tiongson, 2016; Lagos, 2016) have moderate influence on the students’ concept of obedience. Obedience is a behavior change produced by the commands of authority (Blass, 1999). Schools always aim to develop obedience among students while on their formative years and imparting to them the obedience shown by Filipino heroes can help attain this goal (Almonte-Acosta, 2011). Figure 6 shows the overall influence of Filipino heroism on the value concept of grade 10 high school students in Ozamiz City National High School. The highest mean of 3.35 indicates the high influence of Filipino heroism on students’ concept of nationalism. The patriotic deeds of the Philippine heroes are commemorated annually through the celebration of National Heroes’ Day (Chase & Hill, 2006). These celebrations are included in the academic context among learning institutions to foster historical awareness towards the students (Malipot, 2014).


Figure 6. Overall influence of Filipino heroism on the value concept of

high school students.

HI

12



On the other hand, the lowest mean of 3.09 indicates the moderate influence of Filipino heroism on students, concept of bravery. The bravery manifested by national heroes seemed not influence the students at a high level. Filipino heroism has moderate influence on the students’ concepts of discipline, obedience, and determination. Test of difference between the influence of Filipino heroism on value concept of high school students when grouped according to profile Table 2 shows that there is no significant difference in the perception of students on the influence of Filipino heroism on the their concepts of bravery, determination, discipline, nationalism, and when grouped according to profile. Regardless of sex, age, and curriculum, the grade 10 students are highly or moderately influenced by the acts of heroism exemplified by Filipino heroes. Similar findings were also reported by Manzo (2005) and Yang and Yu (2015) that students are influenced by heroic deeds because of their contribution to the country they belong.

13



Influence of Filipino Heroism on the Value Concepts J. E. Cabrera, C. J. Omandam, of Grade 10 High School Students in Ozamiz City N. D. Canini National High School Table 2. Test of difference between the influence of Filipino heroism

on value concept of high school students when grouped according to profile.

Variables Computed value p value Remarks Bravery Sex t =1.50 0.136 Not Significant Age F = 0.72 0.631 Not Significant Curriculum F = 0.21 0.886 Not Significant Determination Sex t =1.31 0.195 Not Significant Age F = 1.30 0.226 Not Significant Curriculum F = 0.32 0.813 Not Significant Discipline Sex t = 1.38 0.171 Not Significant Age F = 1.66 0.139 Not Significant

Curriculum F = 0.37 0.777 Not Significant Nationalism Sex t =-0.18 0.885 Not Significant Age F = 1.20 0.311 Not Significant Curriculum F = 0.11 0.955 Not Significant Obedience Sex t =1.59 0.115 Not Significant Age F = 1.53 0.178 Not Significant Curriculum

F = 0.85 0.470 Not Significant

Conclusion and Recommendation

Filipino heroism has high influence on Grade 10 high school students’ concept on nationalism. The acts of heroism exemplified by Filipino heroes have moderate influence on students’ value concepts of discipline, obedience, determination, and bravery. The perceptions of students on the influence of Filipino heroism on value concepts do not significantly vary. Academic planners, school administrators, and teachers should optimize the school programs and academic agendas that promote value concept and historical awareness through the commemoration of Filipino heroism and their heroic deeds for the country. Educational policy and curriculum have to be enhanced based on the findings of this study.

14


Journal of Multidisciplinary Studies Vol. 5, Issue No. 2, pp. 1-18, December 2016 ISSN 2350-7020 (Print) ISSN 2362-9436 (Online) doi: http://dx.doi.org/10.7828/jmds.v5i2.1023 Acknowledgment The authors express gratitude to Ozamiz City National High School for the collaboration. Literature Cited Aguilar, F. V. (2005). Tracing origins: Ilustrado nationalism

and the racial science of migration waves. The Journal of Asian Studies, 64(3), 605-637. doi: https://doi.org/10.1017/ S002191180500152X

Almonte-Acosta, S. A. (2011). Pedagogical approaches to citizenship

education in the varied contexts of secondary schools in the Philippines. In Citizenship pedagogies in Asia and the Pacific (pp. 175-201). Springer, Dordrecht.

Alvarez, S. V. (1992). The Katipunan and the revolution: Memoirs of a

general: With the original Tagalog text. Philippines: Ateneo University Press.

Blass, T. (1999). The Milgram paradigm after 35 years: Some things we

now know about obedience to authority 1. Journal of Applied Social Psychology, 29(5), 955-978. doi: https://doi.org/10.1111/ j.1559-1816.1999.tb00134.x

Buenrostro, I. S. (2010). Preserving the postwar archives heritage

and collective memory of Bulacan: Local government records and practices. Journal of Philippine Librarianship, 30(1), 56-74.

Cáceres-Delpiano, J., & Giolito, E. P. (2014). The impact of age of

entry on academic progression. In Data-Driven Policy Impact Evaluation (pp. 249-267). Springer, Cham.

Aguilar, F. V. (2005). Tracing origins: Ilustrado nationalism and the racial science of migration waves. The Journal of Asian Studies, 64(3), 605-637. doi: https://doi.org/10.1017/ S002191180500152X

Almonte-Acosta, S. A. (2011). Pedagogical approaches to citizenship education in the varied contexts of secondary schools in the Philippines. In Citizenship pedagogies in Asia and the Pacific (pp. 175-201). Springer, Dordrecht.

Alvarez, S. V. (1992). The Katipunan and the revolution: Memoirs of a general: With the original Tagalog text. Philippines: Ateneo University Press.

Blass, T. (1999). The Milgram paradigm after 35 years: Some things we now know about obedience to authority 1. Journal of Applied Social Psychology, 29(5), 955-978. doi: https://doi.org/10.1111/ j.1559-1816.1999.tb00134.x

Buenrostro, I. S. (2010). Preserving the postwar archives heritage and collective memory of Bulacan: Local government records and practices. Journal of Philippine Librarianship, 30(1), 56-74.

Cáceres-Delpiano, J., & Giolito, E. P. (2014). The impact of age of entry on academic progression. In Data-Driven Policy Impact Evaluation (pp. 249-267). Springer, Cham.

Chase, J., & Hill, B. (2006). Filipino-Americans. Retrieved from https://aboutphilippines.org/documents-etc/FILIPINO-AMERICANS.pdf

15



Craig, A. (2005). The story of José Rizal. Philippines: Philippine Education Publishing Co.

Elliott, S. (2011, Nov 10). Men decorated for valour remembered on web sites. Daily Press. Retrieved from http://search.proquest.com/docview/349275476?accountid=149218

Encinas-Franco, J. (2013). The language of labor export in political discourse: “Modern-day heroism” and constructions of overseas Filipino workers (OFWs). Philippine Political Science Journal, 34(1), 97-112.

Encinas-Franco, J. (2015). Overseas filipino workers (OFWs) as heroes: discursive origins of the “Bagong Bayani” in the era of labor export. Humanities Diliman, 12(2), 56-78.

Flores, N. F. (2013, Feb). The secularization movement. Filipino Reporter. Retrieved from http://search.proquest.com/docview/ 1312709324?accountid=149218

Guevarra, A. R. (2014). Supermaids: The racial branding of global Filipino care labour. In Migration and Care Labour (pp. 130-150). Palgrave Macmillan, London. doi: https://doi.org/ 10.1057/ 9781137319708_8

Hudson, R. (2016). Guerrilla conversions in Jessica Hagedorn and José Rizal: The queer future of national romance. MFS Modern Fiction Studies, 62(2), 330-349. doi: 10.1353/mfs.2016.0023

Ileto, R. C. (1993). The ‘unfinished revolution’in Philippine political discourse. Japanese Journal of Southeast Asian Studies, 31(1), 62-82. doi: https://doi.org/10.20495/tak.31.1_62. doi: https:// doi.org/10.20495/tak.31.1_62

16


Jayawickreme, E., & Di Stefano, P. (2012). How can we study heroism? Integrating persons, situations and communities. Political Psychology, 33(1), 165-178. doi: https://doi.org/10.1111/j.1467-9221.2011.00861.x

Kashyap, M. K. (2016). Cultural studies: The domains and theoretical methodologies of the discipline. An International Refereed Journal of Literacy Explorations, 4(1), 74-81.

Kohen, A. (2013). Untangling heroism: Classical philosophy and the concept of the hero. Routledge.

Lagos, C. R. (2016). Stories rarely told: the hidden stories and essays on Philippine history by Augusto V. De Viana. Philippine Studies: Historical and Ethnographic Viewpoints, 64(2), 312-316. doi: 10.1353/phs.2016.0019

Malipot, (2014). Historical awareness of pupils, students advocated. Retrieved from http://www.mb.com.ph/historical-of-pupils- students-advocated/#7zQjA1cfeTxkF14D.99

Manzo, K. K. (2003). Forum invokes heroes to help students learn history. Education Week, 22(34), 26-26.

Mamot, P. R. (1986). People power: Profile of Filipino heroism. Cellar Book Shop.

McKay, S. C., & Michelle Miller-Chair. (2011). Re-masculinizing the hero: Filipino migrant men and gender privilege. Asia Research Institute (ARI), National University of Singapore.

Measham, F. (2016). The secret history of Filipino women. Lifted Brow, The, (29), 49.

17



Nery, J. (2011). Revolutionary Spirit: Jose Rizal in Southeast Asia. Institute of Southeast Asian Studies.

Onorato, M. P. (2012). Orientalists, propagandists, and ilustrados: Filipino scholarship and the end of Spanish colonialism. Choice, 50(1), 149. Retrieved from http://search. proquest.com/docview/ 1095121963?accountid=149218

Rafael, V. L. (2005). The promise of the foreign. Duke University Press.

Rizal, J. (2003). Noli Me Tangere. Debatte.

Rizal, J. (2006). El Filibusterismo: Subversion: A sequel to Noli Me Tangere. Hawaii: University of Hawaii Press.

Roberts, J. (2011). Bravery. Antipodes, 25(2), 168-170. Retrieved from http://search.proquest.com/docview/917551539?accountid =149218

Sicat Cleto, L. (2016). Finding Genoa, finding myself notes on reading, language, travelling, and mobility. Humanities Diliman, 13(1), 62-97.

Tiongson, N. G. (2016). Heneral Luna: Appreciation and reservation. Plaridel, 13(1), 137-147.

Toer, P. A. (2002). Anak semua bangsa. Hasta Mitra.

Waldron, A. N. (1985). Theories of nationalism and historical explanation. World Politics, 37(3), 416-433. doi:

Yang, C., & Yu, M. (2015). Survey and Research on Continuing Education Curriculum Construction for Primary and Secondary School Teachers. In SHS Web of Conferences (Vol. 14, p. 01007). EDP Sciences.

18


Documents

Influence of Filipino Heroism on the Value Concepts of Grade ......Influence of Filipino Heroism on the Value Concepts J. E. Cabrera, C. J. Omandam, of Grade 10 High School Students