GEC 2 – Readings in the Philippine History University of Antique – Libertad Campus

Module 1 College of Business and Management

KADESH EXODUS T. BERDEBLANCO, MAEd Libertad, Antique
Course Facilitator

Chapter 1: Meaning and Relevance of History, Etymology, definition and Relevance of History
Learning Objectives
After the completion of the lesson, the students should able to:
Evaluate primary sources for their credibility, authenticity, and provenance
Distinguish between primary and secondary sources; external and internal criticisms as well as repositories
of primary and secondary sources
Examine the etymology, definition, and relevance of history.
Appraise the value and/or importance of history based on their readings, observations and experiences.

History Defined
A. Traditional Definition
 derived from the greek word “historia” which means learning by inquiry
 Records from the past
 Study of the past in order to understand the meaning and dynamics of the relationship between cause and
effect in the overall development of human societies. (Diamond, 1997)
 According to Gottschalk, history is actuality; hence it must study the past as it happened. This demands
that the historian abandon the present. The practical value of studying and using the past to understand the
present is lost. History is studied, written, and taught for its own sake.
 Interviews or oral history and oral traditions, and cultural artifacts are not considered in this definition.
 This notion of “no written record, no history” has confined history to the literate and articulate and has
resulted in the production of historiographies from the upper-class male perspectives.

B. Modern Definition
 History is the reconstruction of the past based on written records, oral history, cultural artifacts and folk
traditions.
 It is the imaginative reconstruction of the past, the study of events concerning people in the past.
 Aside from recording, a historian should do two other important tasks:
1. To interpret facts in an orderly and intelligible manner, and
2. To discover patterns and trends which govern the behavior of people and of nations, and to make
generalizations of these.
Therefore, history is the interpretative and imaginative study of the surviving records of the past, either
written or unwritten, in order to determine the meaning and scope of human existence.

Uses and Importance of History

1. Bridging the gap between the present and the past.
2. Explaining causes of things and events.
3. Projecting the future
4. Interpreting conditions of a given space and time
5. Promoting nationalism and patriotism.

Major Views and Philosophies in the Study of history

Views and philosophies of history are ways of interpreting and explaining historical developments and the
interplay of personages, places, time, and events.

1. Cyclical View
 History repeat itself
 All human events occur in cycles.
Its famous exponents were Herodotus and Spengler.
GEC 2 – Readings in the Philippine History University of Antique – Libertad Campus
Module 1 College of Business and Management
KADESH EXODUS T. BERDEBLANCO, MAEd Libertad, Antique
Course Facilitator

This view was popular from the time of Herodotus (5th century B.C)

2. Providential View
 History is determined by God
 It consists of recording the death struggle between good and evil.
 Man is relegated to the role of a pawn in a game of high stakes.
 The providential view became widespread during the Middle Ages, and its foremost exponent was
St. Augustine.

3. Progressive View or Linear View (Collingwood, 1996; Gottschalk, 1964)

 This view regard mankind as responsible for the advancement of civilization. It places compete
faith in human abilities rather than divine intervention.
 Mankind is getting better and better.
 Bousset, Vico, Leinitz, and Marx were leading components.
 This view hold that each new generation build upon the achievements of the preceding: it must be
better (Leibnit’z Law of Continuity) because it has more with which to start.

4. Relativist View (Gagnon, 1982, ch.1; Hunt, 1989, ch.1)

 History clarifies and groups together facts about the past in terms of current needs or
contemporary concerns. “History creates its own subject” (Febvre).
 Each new situation implies a reinterpretation of the past - thus, relationship to the past is in the
constant state of change (Dumont). This implies the subjective nature of historical
knowledge.
 History does not deal with casual analysis; “cause and effect relationship” – but on discourse
(Foucalt’s Deconstruction). This view states that one does not have a fixed theory or
fixed position against which historical data could be measured.
 This view states that one does not have fixed theory or fixed position against which historical data
could be measured.

Various Approaches to the Study of Philippine History (Cruz, 1982:16-26; Larkin, 1979: 1-17)

A. Clerico-Imperialist School
• History is God’s grand design.
• This approach emerged with the coming of the Spaniards.
• Catholicism is the instrument of God to redeem the native inhabitants from the clutches of Satan.
• No interpretation is needed because everything is willed by God.
• The representatives of this school were Pigafetta, Loarca, Placencia, Concepcion, Zuñiga, etc., who were
all medievalistic in outlook and greatly influenced by St. Augustine’s providential theory of history.

B. Assimilationist View
• The rise secularism and nationalism and the new ideologies of enlightenment brought about this view.
•God was now secularized and used in defense of the Filipinos’ right as human beings who should be treated
with dignity and respect.
• If everything was created by God, was not the Filipinos the equal of the Spaniards? It, therefore, preached
equality between Filipinos and Spaniards.
• This view was assimilationist because it aimed at uniting the people to prepare them for membership in
the Spanish community of nations.
GEC 2 – Readings in the Philippine History University of Antique – Libertad Campus
Module 1 College of Business and Management
KADESH EXODUS T. BERDEBLANCO, MAEd Libertad, Antique
Course Facilitator

C. Nationalist School
 This was the product of a cross-situation created by the Philippine Revolution and American Invasion
that eventually led to Filipino-American War. The outbreak of the Philippine Revolution and the
subsequent Filipino-American War strengthened the natives’ nationalistic resolve to win their
freedom from colonial yoke. Thus, even the Assimilationists abandoned their goal of making
Philippines part of Spain and became truly a nationalist school when they clamored for freedom.
 The school aimed to influence the destiny of the Filipino nation by pushing the independence either
for the individual or for the nation by pushing for independence either for the individual or for the
nation.
D. Democratic –Imperialist School
 Dominated by the idea of the superiority of American Culture, this school reduced majority of the
Filipinos to a silent backdrop and passive recipient of the blessings of American civilization.
 The school was inspired by the introduction of democracy and the secular idea of America’s
“Manifest Destiny”. Its object was to rewrite Philippine history from the time of the U.S. divinely -
inspired intervention and the “manifest” superiority of America’s “benevolent” occupation.
America’s “Manifest Destiny” was based on the conviction of Americans that their civilization was
superior and that all others in Asia, Africa, and South Africa were inferior. The United States
believed that its singular “destiny” was to undertake the advancement of mankind and so it brought
its civilization to other parts of the world. Its mission could be efficiently carried out through
physical expansion. The Americans could then “educate, civilize, and train the Filipinos in the art of
a democratic government.
 The exponents were American writers themselves.
E. Nationalist – Realist Transition School
 History is viewed as a reconstruction of the past as reflected in records written, collected, analysed,
and synthesized by historians.
 The school approximated the ideal of “history as art”. History is art because it involves the creative
and imaginative reconstruction of the past. The mere presentation of facts have to be interpreted
and recreated to make a historical narrative.
 Biography, politics, society, culture, and institutions were studied with the singular nationalistic
orientation of instilling pride in being a Filipino by emphasizing native greatness and
accomplishments.
 While their nationalism was genuine enough, members of this school nevertheless displayed colonial
mentality by recognizing Spanish and American influences that benefited the Filipinos.
 The school stressed the role of illustrado in nation building.
 The exponents were Medina, Benitez, Zafra, and Zaide.
F. Pure Nationalistic School
 Started by Agoncillo and expounded by Salazar et.al. this view was referred to as “Pantayong
Pananaw”
 The main idea was to study Philippine history from the Filipino point of view.
 The history of the inarticulate (peasants, workers, cultural communities, women, children) was
included and the exponents were Scott, Ileto, and Camagay.
 The view was revolutionary as it was a logical reaction to foreign-dominated and illustrado –
centered theme of the Philippine History.
 It emphasized the importance of history in nation-building.
G. Leftist – Socialist or Marxist View
 Using analysis, the advocates stressed that the history is a science, capable of being controlled,
influenced, and predicted.
 The view was a universalistic extension of the class conflict theme and it regarded history as the
history of economic classes, their rise, fall, dominance, and exploitation.
GEC 2 – Readings in the Philippine History University of Antique – Libertad Campus
Module 1 College of Business and Management
KADESH EXODUS T. BERDEBLANCO, MAEd Libertad, Antique
Course Facilitator

H. Idealism
• Idealism is the belief that history can be describe in terms of ideas – what people thought and the
intent behind their actions.
I. Historicism
• Its premise that the “The autonomy of the past must be respected” (Tosh).
• Each age has its own values, and events should be described within the context of values.
J. Relativism
• Relativism is the belief that there is no absolute truth and that all views of history are valid.

Issues dealt by Historians

• Social memory (based on consensus)

• Understanding causation (it is important to understand the difference between what is necessary
and what is sufficient)
• How to present history to us

Why Study History

To ourselves
•  Vital places to live and work
•  Critical skills

To our communities
•  Vital places to live and work
•  Economic development

To our future
•  Engaged citizens
•  Leadership
•  Legacy

Reasons for Interpreting Philippine History from a Filipino Point of View

• Foreign Interpretation is biased and prejudicial.
• The Filipinos have greater familiarity with and understanding of their own culture and history
• The Filipino point of view can help promote nationalism and patriotism.

TASK 1: “Those were the days” (50pts)

Pause for a few minutes and think about or reflect on your past. Has
your past influenced you in one way or another? How does your past
shape your identity and behavior? Explain your answer