CITIGOV Modules Revised 2nd, 2010-2011 As of 14 Dec. 2010 (Syllabus For Faculty 3rd, 2010-2011)

CITIGOV Course Syllabus and Modules
CITIGOV
Citizenship and Governance:
Making a Difference in Philippine Politics
Department of Political Science
College of i!eral "rts
De a Salle #niversit$ % Manila
1
Ta!le of Contents
To the Teacher/Facilitator Page 3
Syllabus 4
Course escri!tion 4
Course Ob"ecti#es 4
$earning Methods and Strategies %
Course &e'uire(ents and Grading %
Group project schedule and output )
Course Outline and Schedule )
Part 1* +ill I (a,e a di--erence. 11
Module 1* /nderstanding state0 go#ern(ent and society / 11
The sel- 2or indi#idual3 as citi4en
Module 1* Go#ernance and citi4enshi!* the e5!erience o- 16
7thenian de(ocracy as ideal ty!e / Phili!!ine go#ernance
and citi4enshi!* continuity and dis!arity
Part 1* +here 8ill I (a,e a di--erence. 1)
Sites of Governance
Module 3* Go#ernance and Go#ern(ent 19
Module 4* Go#ernance and Society 34
Module %* e(ocratic go#ernance* !olitical e--icacy0 41
social ca!ital0 econo(ic ca!acity
Part 3* :o8 8ill I (a,e a di--erence. 4%
Paths to Citizenship
Module )* The Phili!!ine Constitution and Fili!ino Citi4enshi! 4;
Module ;* Sel-0 citi4enshi! and social res!onsibility %3
Module 9* e(ocratic citi4enshi!* !artici!ation0 ))
sociality0 econo(ic 8ellbeing
Part 4* <e5us* Citi4en go#ernance in !ractice )6
Group Citizenship Project Presentations
1
CITIGOV
Citizenship and Governance: Making a Difference in Philippine Politics
To the Teacher&'acilitator
The syllabus and (odules !ro#ide a general outline on ho8 the CITIGOV course
should !roceed during the ter(= The class acti#ities0 readings0 class !rocedures0 and
learning and e#aluation (ethods are all suggestions= >ou ha#e the -reedo( to
i(!le(ent the (odules as is or to substitute entirely di--erent ones0 as long as they
-ollo8 the general the(es o- the course that 8ere agreed u!on by the e!art(ent= The
the(es are contained in the the three 'uestions that (a,e the title o- this docu(ent?s
three !arts* 2i3 +ill I (a,e a di--erence. 2ii3 +here 8ill I (a,e di--erence. and 2iii3 :o8
8ill I (a,e a di--erence. I- you do substitute acti#ities or entire (odules0 8e 8ould li,e
to re'uest co!ies o- those substitutes0 as 8ell as -eedbac, regarding their
i(!le(entation= These (odules 8ill i(!ro#e (ore -ro( de!artures and alterations
than 8ith strict i(!le(entation=
The readings -or the course are tentati#e and 8e 8ill a!!reciate other readings
that you thin, are rele#ant= &eadings -ro( other social science disci!lines are 8elco(e
as the e!art(ent recogni4es that CITIGOV is an interdisci!linary course=
7s (uch as !ossible0 the student citizenship project should be i(!le(ented=
It is a course acti#ity that 8ill run through the 8hole ter( and that 8ill integrate and
(a,e !ractical all that the students 8ill learn -ro( the course=
There are other suggested acti#ities that are o!!ortunities -or students to learn
research (ethods such as archi#al/library 8or,0 inter#ie80 sur#ey0 !artici!ant
obser#ation0 etc= >ou teach 8hate#er is a!!ro!riate -or the acti#ity and the students=
7s a trans-or(ati#e learning course0 CITIGOV !resents itsel- as an o!!ortunity
to test the conce!ts that it ai(s to elicit= The challenge is to co@go#ern the course in
such a 8ay that the course ob"ecti#es are achie#ed and that acco(!anying co((on
go#ernance !roble(s are resol#ed= One issue that is -re'uently encountered in class
grou! acti#ities is the -ree@rider !roble(= $i,e -ree@riding in larger go#ernance conte5ts0
the !roble( (ust be addressed by students 2and -acilitator3 at the go#ernance site that
they are in#ol#ed in -irst hand= The classroom is a governance site wherein the
students can make a difference as socially responsible citizens.
3
Co(rse Description
The ideal situation is 8hen the !ractice o- citi4enshi! is itsel- go#ernance= To an e5tent0
this is 8hat citi4ens o- ancient de(ocratic 7thens li#ed= :o8e#er in the history o-
!olitical co((unities0 8e encounter0 as 8ell0 !ractices o- go#ernance that e'uates
citi4enshi! 8ith obedience0 8ith su--rage0 8ith legiti(ation0 etc=0 and as source o- 8hat
go#ern(ent styles as co((on good= Only recently has go#ernance ta,en on the
(eaning o- increasing citi4en !artici!ation through #arious (ani-estations o- association
in ci#il society= This is usually attributed to the di(inishing role o- go#ern(ent in
go#ernance= Society substitutes -unctions that go#ern(ent continues to abandon or -ail
to -ul-ill=
>et0 is citi4en !artici!ation in go#ernance an indication o- a 8ea,ening state.
ShouldnAt 8e see it0 instead0 as greater de(ocrati4ation o- the !olitical co((unity.
This course !ro#ides students 8ith a setting to critically e5a(ine and e#aluate
the (ulti!le e5!ressions o- citi4enshi! in de(ocratic go#ernance= It also (a,es
!ossible e5!loration into the li(its and o#erla!s o- citi4enshi! and go#ernance in theory
and in !ractice=
In !articular0 students 8ill conte5tuali4e citi4enshi! and go#ernance through the
Phili!!ine e5!erience0 and in the actual !ractice o- citi4enshi! in class !ro"ects that
!ro(ote good de(ocratic go#ernance= Trans-or(ati#e learning as -or(at o- the course
itsel- is an o!!ortunity to co@(anage the classroo( and the conduct o- the class= The
classroom is a site of governance wherein the students can make a difference as
citizens. The di(inished or deli(ited authority o- the teacher beco(es an o!!ortunity
-or greater classroo( de(ocrati4ation 8ith the end goal o- co@!roducing (ore socially
res!onsible students=
Citi4enshi! is (a,ing a di--erence= Go#ernance is a s!ace0 an o!!ortunity to
(a,e a di--erence= The !oint o- the course is to (a,e students 8ant to (a,e a
di--erenceB and to guide the( 8here and ho8 to (a,e a di--erence=
Co(rse O!)ectives
uring the course o- the ter( students are e5!ected to*
1= conce!tually co(!rehend the structures and !rocesses o- de(ocratic
4
go#ernance0 as 8ell as recogni4e such 2or its corres!onding de-icits3 in actual
!ractice
1= understand that citi4enshi! is not "ust so(ething that ha!!ens by #irtue o-
(e(bershi! in a !olitical co((unity 2not "ust a (atter o- entitle(ent and duty3
but so(ething that 8e consciously and conscientiously !er-or( and !ractice in
our e#eryday li#es and that this understanding is -unda(ental to the !ractice o-
de(ocratic go#ernance
3= reali4e that the autono(ous sel- is at the sa(e ti(e social0 and this sociality is
best e5!ressed in the recognition o- co((unity a(ong the others that 8e
encounter e#eryday and in the co((it(ent to the co((on good o- this
recogni4ed co((unity
4= utili4e social science (ethods o- research such as library/internet research0
sur#eys0 inter#ie8s and !artici!ant obser#ation
%= !ractice citi4enshi! through a grou! !ro"ect that !ro(otes good de(ocratic
go#ernance
(Evaluation for objectives 1-3 can be done through essays or oral ea!s" #ut a !ore
consistent evaluation is a $ournal%Portfolio that the facilitator can regularly chec& after
!ajor activities and that the students 'ill have to sub!it at the end of the course" (he
$ournal can substitute for the final ea!")
earning Methods and Strategies
The course 8ill use a #ariety o- learning acti#ities0 including*
$ecture@discussions0 In@class e5ercises and acti#ities0 Cournal@,ee!ing0 +riting
o- analytical !a!ers0 Fil( #ie8ings0 Field8or, and other research acti#ities0 Outbound
education0 and Grou! !ro"ect !lanning0 i(!le(entation0 and !resentation
Co(rse *e+(irements and Grading
The -ollo8ing are the re'uire(ents -or the course and their grade e'ui#alents*
Class !artici!ation0 including in@class e5ercises 3DE
Short !a!ers 1DE
Grou! Pro"ect 3DE
%
Final e5a( or Cournal 1DE
Group project schedule and output
Weeks 1 to 3 F tentative list of Philippine governance and citizenship
iss(es that interest the students and that they see the(sel#es as 8or,ing on -or the
grou! !ro"ects that 8ill run through the 8hole ter(
Weeks to ! F description of the governance&citizenship iss(es 2e=g=0 8hat
is the !roble(. ho8 did it arise. 8hat are the causes. 8hat are the e--ects. 8ho or
8hat are a--ected. etc=30 as 8ell as accounts o- go#ern(ent and ci#il society
in#ol#e(ent in these issues
Weeks ! to 1"
#eginning of week ! F strategies, sol(tions, plans: students insert
the(sel#es into the go#ernance issues they ha#e identi-ied and described earlier0
a!!ro!riating these go#ernance issues as their o8n0 and situating the(sel#es as
citi4ens in these s!eci-ic go#ernance conte5ts by de#ising strategies and solutions0 and
(ateriali4ing these into !lans
#eginning of week $ to end of week 1" F implementation: students
i(!le(ent their !lans
Weeks 11 to 1% @ gro(p pro)ect presentations: the !resentations should
include a descri!tion o- their go#ernance issue0 a narration o- their acti#ities and e--orts
to address the issue0 an e#aluation o- their e--ecti#eness and recognition/understanding
o- !roble(s they ha#e encountered0 and a re-lection on 8hat they ha#e learned
indi#idually and as a grou!
Co(rse O(tline and Schedule
-eeks . to /
-ill I make a difference0
&ntroduction. +herein students get to -a(iliari4e the(sel#es 8ith the conce!ts
o- citi4enshi! and go#ernance -ore(ost0 8hile e5!loring the related conce!ts o-
go#ern(ent0 state0 society0 and the sel- 2or the indi#idual3= These 8ill be conte5tuali4ed
8ith an ideal ty!e deri#ed -ro( an historical !ractice* 7thenian de(ocracy0 in 8hich
go#ernance and citi4enshi! actually (ean the sa(e thing 28ithout0 o- course0 eliding
the realities o- sla#ery and the e5clusion o- 8o(en -ro( 7thenian !olitics3= 7t the end o-
the second 8ee,0 students are to !roduce initial list o- Phili!!ine go#ernance and
)
citi4enshi! issues that they 8ill 8or, on as grou! !ro"ects -or the rest o- the course=
'ontent. 13 /nderstanding state0 go#ern(ent and societyG understanding the
sel- 2indi#idual3 as citi4enG 13 Go#ernance and citi4enshi!* the e5!erience o- 7thenian
de(ocracy as ideal ty!eG Phili!!ine go#ernance and citi4enshi!* continuity and dis!arity
(earning )ethods. $ecture iscussion0 In@class acti#ities and e5ercises
*valuation. Class !artici!ation0 Cournal entry0 +or,sheets0 e-inition and
descri!tion o- grou! !ro"ect
+esources.
7ny introduction to !olitical science te5tboo, that de-ines the conce!ts o- state0
go#ern(ent0 and society=
7 source -or the !ractice o- de(ocracy in ancient 7thens is Cha!ter 1 o- George
SabineAs * +istory of Political (heory0 <e8 >or,* :enry :olt and Co=0 16%)= 2or
PericlesA s!eech to the 7thenian asse(bly in ThucydidesA +istory of Peloponnesian
,ar3
Christo!her Hlac,8ell?s I7n Introduction to the 7thenian e(ocracy0J a#ailable
online at htt!*//888=stoa=org/!ro"ects/de(os/ho(e.gree,KncodingL/nicodeC
&andol- a#idAs -ation. Self and Citizenship0 Pasig City* 7n#il0 1DD4=
-eeks / to 1
-here 2ill I make a difference0
,ites of Governance. +herein students 8ill learn the historically changing role
and -unctions o- go#ern(ent and o- ci#il society in go#ernanceG the current thin,ing and
!ractices o- go#ernanceG as 8ell as0 !rinci!les and re'uire(ents o- good and e--ecti#e
de(ocratic go#ernance= These 8ill be conte5tuali4ed by s!eci-ic go#ernance !ractices
in the Phili!!ines as de(onstrated by the go#ernance issues identi-ied earlier by the
students as !ossible grou! !ro"ects or by a s!eci-ic go#ernance issue deter(ined by
the -acilitator and that students can role@!lay= 7t this !oint0 the ai( is a descri!tion o-
these go#ernance issues0 as 8ell as accounts o- go#ern(ent and ci#il society
in#ol#e(ent in these issues=
'ontent. 13 Go#ernance and go#ern(entG 13 Go#ernance and societyG 33
e(ocratic go#ernance* !olitical e--icacy0 social ca!ital0 econo(ic ca!acity
(earning )ethods. $ecture discussions0 In@class e5ercises and acti#ities
2including IT assisted e5ercises30 &ole@!laying0 Cournal ,ee!ing0 Pa!er 8riting0 Grou!
!ro"ect
*valuation. Class !artici!ation0 Short !a!er0 Presentations0 Cournal entries0
Plan and schedule -or grou! !ro"ect
;
)aterials and +eferences.
Parts I and II o- Con Pierre and Guy PeterAs Governance. Politics and the State0
$ondon* MacMillan0 1DDD=
Marina Constantino a#idAs IIntra@Ci#il Society &elationsJ in Civil Society /a&ing
Civil Society0 Miria( Coronel Ferrer 2ed=30 Nue4on City* Third +orld Studies Center0
166;=
Miria( Coronel FerrerAs ICi#il Society Ma,ing Ci#il SocietyJ in Civil Society
/a&ing Civil Society0 Miria( Coronel Ferrer 2ed=30 Nue4on City* Third +orld Studies
Center0 166;=
Marlon +ui and Glenda $o!e4A IState@Ci#il Society &elations in Policy@Ma,ingJ
in State-Civil Society 0elations in Policy-/a&ing0 Marlon +ui and Glenda $o!e4 2eds=30
Nue4on City* Third +orld Studies Center0 166;=
K#a Co5As I7 Truly Ci#il Society0J (he #oyer 1112 3ectures0 online* 888=idb=org
Francis Fu,uya(aAs ISocial Ca!ital and Ci#il SocietyJ online* 888=i(-=org
&obert Putna(As /a&ing 4e!ocracy ,or&0 <e8 Cersey* Princeton /ni#ersity
Press0 1663=
Paul :irstAs Ie(ocracy and Go#ernanceJ in 4ebating Governance0 Con Pierre
2ed=30 O5-ord* O5-ord /ni#ersity Press0 1DDD=
-eeks 1 to 3
4o2 2ill I make a difference0
-aths to 'itizenship. +herein students understand the(sel#es as indi#iduals
and citi4ens0 learn ho8 they constitute 2the(sel#es3 and are constituted as such by
state and societal structures= 7t the (ost basic0 they learn about Fili!ino citi4enshi! as
de-ined in the Phili!!ine Constitution and as !racticed through the countryAs la8s and
institutions= Students also a!!reciate that indi#iduality and citi4enshi! i(!ly a--inities
and belongingness 2-ore(ost o- 8hich is the nation30 as 8ell as authorities 2state0
church0 (ar,et3= They beco(e a8are to the re'uire(ents0 entitle(ents as 8ell as li(its
o- citi4enshi!0 that the structures and !rocesses o- go#ernance is ulti(ately de!endent
u!on indi#idual 8illingness to see the(sel#es as !arts o- a social 8holeG that is0 that the
!ursuit o- indi#idual ha!!iness runs !arallel 8ith the attain(ent o- the co((on good=
These 8ill be conte5tuali4ed by the grou! !ro"ects* herein0 students insert the(sel#es
into the go#ernance issues they ha#e identi-ied and described earlier0 a!!ro!riating
these go#ernance issues as their o8n0 de#ising strategies and solutions0 situating
the(sel#es as citi4ens in these s!eci-ic go#ernance conte5ts=
9
'ontent. 13 The Phili!!ine constitution and Fili!ino citi4enshi!G 13 Sel-0
citi4enshi! and social res!onsibilityG 33 e(ocratic citi4enshi!* !artici!ation0 sociality0
econo(ic 8ell@being
(earning )ethods. $ecture discussions0 $ibrary and -ield8or,0 In@class
acti#ities and e5ercises0 Cournal ,ee!ing0 Pa!er 8riting0 Outbound education0 Grou!
!ro"ect
*valuation. Class !artici!ation0 Short !a!er0 Presentations0 Cournal entries0
I(!le(entation o- grou! !ro"ect
)aterials and +eferences.
Maria Serena io,no 2ed=3 4e!ocracy and Citizenship in 5ilipino Political
Culture0 Nue4on City* Third +orld Studies Center0 166;=
Cha!ter 1D0 IPolitical Sociali4ation* The Ma,ing o- a Citi4enJ in Tho(as
MagstadtAs 6nderstanding Politics7 8deas. 8nstitutions. and 8ssues0 ;
th
Kdition0 Tho(son
and +ads8orth0 1DD)=
Cha!ter 10 IThe Pro(iseJ in C= +right MillsA (he Sociological 8!agination
a#ailable online at htt!*//ho(e!ages=uconn=edu/Oa,bD1DD4/SocI(g=!d-
7(artya SenAs 4evelop!ent as 5reedo!0 7nchor Hoo,s0 1664=
Cha!ters on* Iisci!lines and Sciences o- the Indi#idualJ and IPractices and
Sciences o- the Sel-J in (he 5oucault 0eader. edited by Paul &abino80 Pantheon0 1694=
$eslie Paul Thiele?s 5riedrich -ietzsche and the Politics of the Soul0 Princeton
/ni#ersity Press0 166D=
ana VillaAs Socratic Citizenship0 Princeton and O5-ord* Princeton /ni#ersity
Press0 1DD1=
Cohn &a8lsA Political 3iberalis!0 <e8 >or,* Colu(bia /ni#ersity Press0 1663=
See also* &obert 75elrod on (it for (at and the Evolution of Cooperation in a
sel-@hel! conte5t0 and &obert Putna(As /a&ing 4e!ocracy ,or&
-eeks .5 to .6
7e8(s: Citizen governance in practice
Group -roject -resentations. +herein students !resent their !ro"ects= The
students0 in the course o- their !ro"ects0 are re'uired to docu(ent their !rogress and to
re!ort such in regular grou! consultations= The !resentations are there-ore a ,ind o-
sho8 -or their -ello8 students= They are encouraged to be as creati#e in their sho8s as
!ossible= They should also #ie8 their !resentations as a ,ind o- !itch0 an o!!ortunity
8herein the goal is to in#ol#e and !ersuade their -ello8 students to beco(e citi4ens in
6
their go#ernance !ro"ects= The !resentations should include a descri!tion o- their
go#ernance issue0 a narration o- their acti#ities and e--orts to address the issue0 an
e#aluation o- their e--ecti#eness and recognition/understanding o- !roble(s they ha#e
encountered0 and a re-lection on 8hat they ha#e learned indi#idually and as a grou!=
(earning )ethods. Class !resentations and reactions to !resentations
*valuation. Class !resentations
-eek ./
Co(rse Integration
-eek .9
'inal :8aminations
1D
Part I
-ill I make a difference0
Introd(ction and Overvie2
In this !art o- the course0 students get the o!!ortunity to -a(iliari4e the(sel#es 8ith the
conce!ts citizenship and governance0 8hile e5!loring the related conce!ts o-
govern!ent0 state0 society0 and the self 2or the individual3= These 8ill be conte5tuali4ed
8ith an ideal type deri#ed -ro( an historical !ractice* 7thenian de(ocracy0 in 8hich
go#ernance and citi4enshi! actually (ean the sa(e thing= 7t the end o- the second
8ee,0 students are to !roduce initial list o- Phili!!ine go#ernance and citi4enshi! issues
that they 8ill 8or, on as grou! !ro"ects -or the rest o- the course=
There are t8o (odules in this !art o- the course designed -or three to -our 1=%@
hour (eetings= The -irst and second (odules consist in t8o introductory the(es* the
-irst (odule deals 8ith the boundaries and o#erla!s in the conce!ts and !ractices o-
state0 go#ern(ent and society 2(ore s!eci-ically0 ci#il society30 and the location/!ractice
o- the sel- or the indi#idual 8ithin these as citi4enG and the second (odule deals 8ith
the reinter!retation o- ancient 7thenian de(ocracy as an ideal ty!e 2not ignoring the
e5clusions that it entailed historically3 and co(!aring this to conte(!orary Phili!!ine
go#ernance and citi4enshi!=
9f course the facilitator has lee'ay in the conduct of the class in ter!s of ti!e
depending upon the needs. interests and progress of the class" (his is also the case for
the rest of the !odules" 5acilitators can o!it. add or substitute their o'n activities.
readings. lectures. etc" 5acilitators can also devise alternative !eans of evaluation"
The -irst (eeting -or the course 8ill be de#oted to an o#er#ie8 o- the syllabus
and the laying do8n o- e5!ectations= The last (eeting 8ill be de#oted to organi4ing
grou!s -or the studentsA course !ro"ect 2the go#ernance/citi4enshi! !ro"ect3 and the
identi-ication o- !ro"ect the(es or to!ics= Students should start 8ith at least three to!ics
!er grou!= Si(ilarities should not be a !roble(= 7n ob"ecti#e is -or students to reali4e in
the course o- the ter( 8hat ,ind o- go#ernance/citi4enshi! !ro"ects are !ossible gi#en
the li(itation that citi4ens are also indi#iduals 8ith co((it(ents beyond the !olitical 2or
(ore s!eci-ically0 that they are also students at the sa(e ti(e3=
11
Mod(le .
#nderstanding state, government and societ$ & The self ;or individ(al< as
citizen
Preface
7(bi#alence about the i(!ortance o- !rior ,no8ledge or studentsA initial ideas about
the course to!ic is the right attitude -or the teacher as both -acilitator and resource=
There is the Pen suggestion that learning cannot start 8ithout an e(!tying o- the (ind
2a -ull tea cu! is the (eta!hor0 8hich o#er-lo8s as (ore tea is !oured in30 and there is
the trans-or(ati#e learning !rinci!le that !rior ,no8ledge is the starting !oint o- rele#ant
and e--ecti#e education= >et the t8o 2or (ulti!le3 (inds o- this a(bi#alence (ust be
both addressed in the course o- this (odule 2and set the tone -or the rest o- the
course3= +hen students are encouraged to articulate their initial ideas/ !rior ,no8ledge
about the (odule the(es0 they should inter!ret this articulation as a ,ind o- letting go
2an e(!tying o- the (ind3= Co((it(ent to a !oint o- #ie8 (ust co(e only a-ter the test
o- deliberation and debate 2and e#en then0 as scienti-ic -acts sho80 these re(ain
tentati#e3= The aggregation o- these initial ideas is the starting !oint o- learning=
Students (ust be encouraged to !ut the(sel#es in othersA shoes= Initial ideas0 -or
e5a(!le0 can be e5!lained by a student other than the one 8ho -irst articulated it 2an
e5ercise o- letting go3= The class discussion that -ollo8s is the test -or these initial ideas
and an o!!ortunity -or the teacher to act as -acilitator and resource -or (ore
so!histicated and nuanced understanding o- the to!ic=
In this (odule0 the !olitical conce!ts o- state0 go#ern(ent0 society and
citi4enshi! 8ill be introduced #is@Q@#is the ne' conce!t o- go#ernance= These lend to
the !rocess o- trans-or(ing !rior ,no8ledge into a better understanding o- the to!ic=
O!)ectives
Hy the end o- the (odule0 students should be able to*
1= di--erentiate bet8een state0 go#ern(ent and ci#il society
11
1= understand that in (odern !olitical co((unities0 these conce!ts do not e'uate
so readily to the idea o- go#ernance
3= reali4e that citi4enshi! is essential to go#ernance and goes beyond 8hat the
conce!t o- nationality i(!lies
4= reali4e the bene-it o- articulating and letting go o- their ideas0 o- thin,ing 8ithin
anotherAs !oint o- #ie80 o- deliberation and debate 8ith other students
Materials and *eferences
+or,sheets
Manila !a!er/cartolina/illustration board and crayons
7ny introductory !olitical science te5tboo, 2e=g=0 the PO$ISCI te5tboo,3
:stimated 7(m!er of 4o(rs
T8o 1=%@hour (eetings
:8pected Initial Ideas&Prior =no2ledge
There is no di--erence bet8een state and go#ern(ent= To an e5tent0 state is an
abstract 8ay o- loo,ing at go#ern(ent and 8hen !ush co(es to sho#e0 !ointing
to an actual state is the sa(e !ointing to the go#ern(ent=
Ci#il society is the result o- states/go#ern(ents go#erning= That !art o- society
that is unci#il is 8hat states/go#ern(ents !roscribe=
Go#erning by the state/go#ern(ent is the sa(e as go#ernance=
Citi4enshi! is indi#idual rights and obligations by #irtue o- being a (e(ber o-
society go#erned by a state=
Citi4en !artici!ation in go#ernance is li(ited to citi4en obligations0 s!eci-ically
#oting and !aying ta5es=
=e$ Points for #nderstanding
The state is a political association or co!!unity 8ith a distinct set o- institutions
2branches o- go#ern(ent0 !olice0 (ilitary0 bureaucracy0 etc=3 8hose s!eci-ic
13
concerns are the !roduction o- order and the organi4ation o- control in the na(e
o- co((on good 8ithin a de-ined territory= Fro( +eber0 it in#ol#es three
as!ects* the statesA territoriality. !onopoly of the !eans of force. and legiti!acy=
This -unda(ental #ie8 o- the state (ay be a(ended 8ith 7ntonio Gra(sciAs
account o- the stateAs role in the !roduction o- consent through ideology and/or
FoucaultAs account o- the society o- control0 8here the state is internali4ed and
I8or,s R(ost e--ecti#elyS 8ithin us=J These a(end(ents lead to the inclusion o-
population and people in the list o- things that constitute the state0 8hich
con-uses its distinction -ro( that o- society= <e#ertheless0 the o!erati#e 8ord is
political0 at least -ro( the !oint o- #ie8 o- the state= +hile the rest o- society
(aybe !olitici4ed or sub"ect to !olitics0 they are not necessarily !olitical 27re not
our uto!ias de#oid o- !olitics and our dysto!ias o#erly burdened by it.3= Thus0
as !o!ulation 8e beco(e sub"ect to the state= 7nd as !eo!le0 8e beco(e
!olitici4ed as the source o- the stateAs legiti(acy=
One can thin, o- go#ern(ent as that !art o- the state that o#ersees or (anages
it as a !olitical co((unity 2o- course these distinctions are ne#er hard and -ast3=
It is that !art o- the state that changes during elections or the de(ise o- a
regi(e 2authoritarian or totalitarian3= State then is a larger idea 8herein the
conce!t o- go#ern(ent resides= The -eatures o- go#ern(ent are the institutions
o- the state= e!ending u!on the !resence/absence0 co(binations and
characteristics o- these institutions* a go#ern(ent (aybe de(ocratic
2!residential0 !arlia(entary30 authoritarian0 totalitarian0 etc= /nless one is an
o--icial o- go#ern(ent 2a (e(ber o- state institutions3 one is not a (e(ber o- it=
Hut e#eryone 8ho is a citi4en is a (e(ber o- the state= The state can be
de(ocrati4ed0 authoritati#ely ordered0 totali4ed===
State and go#ern(ent are not go#ernance=
Society is the asse(blage o- indi#iduals and their interactions= It is usually seen
as li(ited by the boundaries o- the state but this is not necessarily the sole case
in !ractice= Society (ay be I+estern societyJ or a society o- intellectuals li,e the
acade(e0 but these are not so rele#ant to the to!ic at hand= It consists o-
s!heres o- interaction other than those de-ined as !olitical0 8hich is the clai(ed
do(ain o- the state= Society lin,s !eo!le through rituals0 tradition and -a(ilial
14
ties 2+eberAs ge!einschaft3 and sel-@conscious agree(ent or contract
2gessellschaft3= One can thin, then o- society as so(ething that runs !arallel to
the state0 that set o- other a--inities and belongings that indi#iduals are
co((itted to other than the state= 2<ation see(s to e(brace both0 8hich "ust
goes to sho8 ho8 i(!ortant nation@building is to the state=3 Conte(!orary
scholars choose to s!ea, o- civil society. re-erring to the range o- relationshi!s0
interactions and organi4ations/associations 2other than state institutions0
econo(ic organi4ations and e5tended -a(ily ties3 that su!!ort or u!hold a
!olitical syste(= Thus ci#il society is !otentially !olitical= 2Thus 7ntonio
Gra(sciAs see(ingly con-used -or(ulations* state L !olitical societyG state L
!olitical society T ci#il societyG state L ci#il society=3
Citi4enshi! is0 at the (ini(u(0 de-ined by the rights and obligations that are
entailed by (e(bershi! in a !olitical co((unity 2state3= These rights and
obligations0 o- course0 di--er 8ith di--erent -or(s o- go#ern(ent and are usually
!ro(ulgated through la8= +ith the recent thin,ing o- go#ernance as so(ething
(ore than go#ern(ent 2and the state30 the (eaning o- citi4enshi! has
e5!anded= Go#ernance is de!endent u!on citi4en in#ol#e(ent 8ithin and
8ithout go#ern(ent= Go#ernance is the go#erning o- the state and o- society
8ith or 8ithout go#ern(ent and 8ith the !artici!ation o- citi4ens= Partici!ation
here (eans (ore that (ere #oting or !aying o- ta5es= It is steering0 (anaging0
and (aintaining state and society 2and econo(y3 through the (any -or(s o-
interaction and association 8ithin ci#il society= More than entitle(ents and
duties0 citi4enshi! then is a conscious and conscientious !ractice o- in#ol#e(ent
in the go#ernance o- state and society=
Proced(re, "ctivities and Disc(ssion >(estions
)eeting 1 Syllabus !resentation0 e5!lanation o- re'uire(ents0 etc=
)eeting %
1= 7cti#ating acti#ity* :ere0 students 8ill identi-y and recogni4e their assu(!tions=
The students 8ill be gi#en the tas, o- articulating their initial ideas about the
conce!ts o- state0 go#ern(ent0 society0 go#ernance and citi4enshi!= These 8ill
1%
be0 at -irst0 listed or 8ritten do8n on a 8or,sheet or a (atri5 8ith the conce!ts
as headings= The 'uestion is* +hat co(es to their (ind 8hen0 one a-ter the
other0 the 8ords state0 govern!ent0 society0 governance and citizenship are
uttered. They should 8rite do8n their ans8ers under the a!!ro!riate headings
in their 8or,sheet=
*ctivity 1"1 8ndividual ,or&sheet
State Go#ern(ent Society Go#ernance Citi4enshi!

1= Processing acti#ities* The students are encouraged to in#estigate their
assu(!tions through a discussion= The -acilitator and the students 8ill (a,e a
co((on 8or,sheet on the board= Students are encouraged to #olunteer their
initial ideas and the -acilitator 8ill 8rite the(= Students then are told to (ar,
ideas that they ha#e the(sel#es 8ritten do8n= The -acilitator can initially as,
students to e5!lain their o8n ideas= Students should then #olunteer 2or called
u!on3 to e5!lain ideas they ha#e not thought o-G that is0 ideas on the board that
are not !resent in their 8or,sheet= Other students are encouraged to co((ent
on the ans8ers o- their class(ates= The authors o- the s!eci-ic ideas can also
inter#ene= The 'uestion is* +hy do they thin, that these assu(!tions ca(e to
the (inds o- their class(ates.
3= 7s, students to 8or, on a second 8or,sheet0 this ti(e as grou!s= Fro( the
co((on 8or,sheet on the board0 they should choose the ideas that they
belie#e in= +hat conce!tuali4ations o- state0 go#ern(ent0 society0 go#ernance
and citi4enshi! do they ha#e a-ter the discussion. 7s, the( to co(!are it to
their -irst 8or,sheet= 2This can be ho(e8or,=3 7s, the grou!s to bring illustration
boards or (anila !a!ers and crayons -or the ne5t (eeting=
*ctivity 1": Group ,or&sheet
State Go#ern(ent Society Go#ernance Citi4enshi!
)eeting 3
1= Integrating lecture* Students are as,ed to share the results o- acti#ity 3 abo#e=
Point out to the (ore nuanced understanding o- the conce!ts a-ter the !re#ious
(eetingAs discussion= The teacher can atte(!t to introduce (ore so!histication
1)
at this !oint=
1= Further !rocessing acti#ity* Tell students to i(agine the conce!ts o- state0
go#ern(ent0 society0 go#ernance and citi4enshi! as s!heres/circles= <o8 based
on the co((on 8or,sheet* 7re these s!heres/circles se!arate0 o#erla!!ing0 lie
on to! o- each other0 coinciding. Identi-y inter-ace !oints or o#erla!s using the
ideas in their 8or,sheet= 7s, the students to discuss these o#erla!s= +hat do
these !oints or o#erla!s i(!ly. Is the understanding o- go#ernance !ossible
through these o#erla!s. 7s, last (eetingAs grou!s to illustrate their ideas on
their (anila !a!ers or illustration boards= 7lso as, the students to re!resent and
dra8 the conce!ts as so(ething else other than circles or s!heres= Instruct
the( to use their i(agination= +hat do their re!resentations (ean. eri#e
e5!licit and i(!licit (eanings together 8ith the students= +hat do these say
about ho8 they understand the conce!ts=
3= Further integrating lecture* See !oints o- understanding abo#e= The -acilitator
can do his/her o8n dra8ing on the board to illustrate lecture !oints= K5!lain that
the lecture is the (ainstrea( #ie8 o- the !olitical science disci!line but doesnAt
e5haust all !ossibilities o- interaction and o#erla! bet8een these conce!ts in
!ractice= The -acilitatorAs dra8ing also ser#es as basis -or students in e#aluating
their o8n 8or,=
4= Concluding acti#ity* 7s, the grou!s to brie-ly !resent their 8or,=
O(tp(ts
Student 8or,sheets 2indi#idual and grou!3
Class 8or,sheet
:val(ation
Indi#idual and grou! 8or,sheets
The grou! dra8ings and illustrations
1;
*(!ric
,tate. Government. ,ociety. Governance. 'itizenship ;"ctivities .?. and .?6<
O@A:CTIV:S B5%B3C
;.?5%.?D<
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The grou! 8as able to logically
e5!lain and "usti-y 8hy they chose
certain ideas -ro( the co((on
8or,sheet o- the class and relate
their !reli(inary understanding o- the
conce!ts o- state0 go#ern(ent0
society0 go#ernance and citi4enshi!
on their choices=
7eeds 2ork 'air Good S(perior
The grou! 8as able to co(!are and
contrast the di--erence bet8een
conce!ts in their indi#idual
8or,sheets and those in their grou!
8or,sheets and !oint out 8hat 8ere
the changes inso-ar as their
understanding is concerned during
and a-ter the class and grou!
discussions=
7eeds
-ork
'air Good S(perior
The grou! 8as able to co(e u! 8ith
a creati#e illustration that sho8ed
ho8 they understood the o#erla!s
and inter-aces o- the conce!ts= The
(e(bers 8ere able to e5!lain 8hy
the grou! chose such illustration and
8hat does it re!resent in the (odern
!olitical co((unity=
7eeds
-ork
'air Good S(perior
The grou!As out!ut 8as able to elicit
reactions -ro( the class 8hich
hel!ed in dee!ening both the e5!licit
and i(!licit (eanings o- the
conce!ts= Me(bers 8ere able to
handle 'uestions and disagree(ents
-ro( the class to -urther "usti-y their
!oints=
7eeds
-ork
'air Good S(perior
The a#erage o- the scores in each ob"ecti#e 8ill be the grade o- the student -or the acti#ity=
7 grade o- D=D 8ill be gi#en to students 8ho* 13 did not sub(it any out!ut andG 13 did not (eet the
any o- the ob"ecti#e 8ithin the !assing score=
19
Mod(le 6
Governance and citizenship: the e8perience of "thenian democrac$ as
ideal t$pe & Philippine governance and citizenship: contin(it$ and disparit$
Preface
In this (odule0 the historical e5!erience o- de(ocracy and citi4enshi! in ancient 7thens
is reinter!reted and constructed as an ideal ty!e= The !rocess in#ol#es the
reinter!retation and abstraction o- 7thenian de(ocratic !ractices into conce!tual
the(es that de-ine 8hat 7thenian de(ocracy is all aboutG e=g=0 the !rocedures and
rules o- the 7sse(bly0 the re'uire(ent o- "ury duty0 etc= abstracted as direct
!artici!ation0 8hich then de-ines 7thenian de(ocracy as direct !artici!atory de(ocracy=
The ideal ty!e o- citi4enshi! and go#ernance is then co(!ared to studentsA
reading/analyses o- the current condition o- Phili!!ine go#ernance and their !ersonal
e5!erience o- being Fili!ino citi4ens=
O!)ectives
1= describe the 7thenian !ractice o- de(ocracy
1= go through the !rocess o- abstracting historical e5!erience to construct an ideal
ty!e
3= !er-or( rudi(entary co(!arati#e analyses by co(!aring their e5!erience and
their reading o- Phili!!ine go#ernance and citi4enshi! 8ith that o- the
constructed ideal ty!e
+or,sheets
Cha!ter 1 o- George SabineAs * +istory of Political (heory0 <e8 >or,* :enry
:olt and Co=0 16%)= 2or PericlesA s!eech to the 7thenian asse(bly in ThucydidesA
16
+istory of Peloponnesian ,ar3
Christo!her Hlac,8ell?s I7n Introduction to the 7thenian e(ocracy0J a#ailable
online at htt!*//888=stoa=org/!ro"ects/de(os/ho(e.gree,KncodingL/nicodeC
IThe S!irit o- Citi4enshi!J and I7 $esson -ro( OseolaJ in &andol- a#idAs
-ation. Self and Citizenship0 Pasig City* 7n#il0 1DD4=
7thenian de(ocracy is direct de(ocracy and e#erybody is a citi4en=
Fro( the (o#ie (roy0 7thens is not actually a de(ocracy but a (onarchy=
Fro( a !ossible ,no8ledge o- PlatoAs 0epublic0 !hiloso!hers rule 7thens=
Fro( a !ossible ,no8ledge o- 7ristotleAs !olity in Politics0 the (iddle@class rules
7thens=
7thens 8as an e(!ire and not really a de(ocracy=
7ristotle di--erentiates Gree,s 2es!ecially 7thenians3 -ro( barbarians 2-or
e5a(!le0 Persians3 because Gree,s ,no8 and !ractice sel-@rule= This is the
starting !oint o- the idea o- the Gree, city@state F that their e5!erience o-
go#ernance is sel- initiated and (aintained= 7s such0 the 7thenian #ie8s
citi4enshi! as the highest calling in social li-e 2that is0 li-e a(ong others3= The
!ractice o- 7thenian citi4enshi! is sel-@ruleG that is0 go#ernance is citi4enshi!=
This is done through the institutions o- the 7sse(bly0 The Council o- Fi#e
:undred and the courts and its !o8er-ul "uries= 7ll citi4ens are the asse(bly0
-ro( 8hich the (e(bers o- the council and the courts are chosen= The council
and the court (e(bers are not !er(anentG the unstated assu(!tion is that all
citi4ens (ust ser#e in o--ice at least once in his li-eti(e= :e gets to do this
through election and dra8ing o- lots=
1D
This city@state o- a--airs is de!endent u!on e5clusions* 8o(en0 sla#es0 (etics
2resident -oreigners0 e#en i- their residence e5tends o#er se#eral generations3
and children= The de(ocratic insistence o- e'uality a(ong citi4ens does not
!reclude and in -act is co(!atible 8ith e5clusion0 the history o- de(ocracy bears
this out 2e=g=0 sla#es0 8o(en0 coloni4ed !eo!le0 colored !eo!le F es!ecially
blac,s0 in the history o- /S de(ocracy3=
To construct an ideal ty!e -ro( this historical e5!erience0 one (ust abstract
-ro( the actual !ractice o- 7thenian citi4enshi! and go#erning= To an e5tent0 the
e5clusion -ro( 8hich 7thenian de(ocracy is !arasitic u!on (ust be set aside
2but not -orgotten3= The -ocus then is on actual citi4en e5!erience* (e(bershi!
in the 7sse(bly F the 7thenian deliberati#e and la8@(a,ing bodyG the 8or,ings
o- the Council o- Fi#e :undred and its subordinate o--ices F the e5ecuti#e and
steering co((ittee -or the 7sse(blyG and ser#ing in the 7thenian court as "ury=
+hat do these direct !artici!ation in actual go#ernance tell us about citi4enshi!.
The studentsA analysis/e5!erience/reading o- Phili!!ine go#ernance and
citi4enshi! at this !oint is ra8= There should be substantial e--ort -ro( the
teacher to synthesi4e0 restate or re-ocus it=
)eeting 1
1= 7cti#ating acti#ity* The students 8ill then di#ide into grou!s and !roduce a table@
8or,sheet 2t8o colu(ns3 o- the !rinci!les0 !rocesses and -eatures o- 7thenian
sel-@go#ernance and citi4enshi! 2as headings3= They should co(!are 8hat they
8rote under these t8o headings0 identi-y and e5!lain o#erla!s= Is there su!!ort
-or the clai( that in 7thenian de(ocracy go#ernance and citi4enshi! are the
sa(e. I- the clai( is #alid0 8hat are the conditions that a !olitical co((unity
(ust satis-y -or this to ha!!en. oes the -act that this state o- a--airs in 7thens
is de!endent u!on the e5clusion o- the (a"ority o- its !o!ulation erode the
#alidity o- the clai(.
11
*ctivity :" 8ndividual ,or&sheet
7thenian Go#ernance 7thenian Citi4enshi!
2. Processing acti#ity and Integrating lecture* The class 8ill (a,e a co((on
8or,sheet on the board= The teacher 8ill lead a lecture discussion about
7thenian de(ocracy and 8ill use the co((on 8or,sheet to highlight !oints and
at the sa(e ti(e gi#e -eedbac, to studentsA 8or,s= For this !art to be (ore
discussion than lecture0 students (ust ha#e read Cha!ter 1 o- George SabineAs
* +istory of Political (heory. 8hich discusses citi4enshi! and the !articular
de(ocratic !ractices o- ancient 7thens= The students can also read Christo!her
Hlac,8ell?s I7n Introduction to the 7thenian e(ocracy0J a#ailable online at
htt!*//888=stoa=org/!ro"ects/de(os/ho(e.gree,KncodingL/nicodeC=
3= Further !rocessing acti#ity* /sing the co((on 8or,sheet0 identi-y uni-ying
conce!tual the(es -ro( the !rinci!les0 !rocesses and -eatures o- 7thenian
de(ocracyG e=g=0 se!aration o- !o8ers. direct !artici!ation. elections. -ree
s!eech.0 etc= +hat ,ind o- de(ocracy is 7thenian de(ocracy. The -acilitator
can also go the other 8ay and !re!are de(ocratic conce!tual the(es in
ad#ance 28rite the( on the board3 and as, the students i- the the(es a!!ly to
7thenian de(ocracy= +ith the -inal list o- the(es0 8hat ,ind o- de(ocracy is
7thenian de(ocracy. In this ideal ty!e0 ho8 is citi4enshi! e5!ressed. :o8 is
go#ernance !racticed. These last t8o 'uestions can be re!resented on the
board as (atri5 or as conce!t (a!s= 7re there o#erla!s in the !ractices o-
go#ernance and citi4enshi!. +hat does this say about go#ernance and
citi4enshi! as abstracted -ro( their !ractice in 7thenian de(ocracy. 7-ter
these0 the teacher can reintroduce the underside o- 7thenian de(ocracy and
illustrate that abstraction can be #iolent to history through its o(issions=
4= Students are gi#en the ho(e8or, o- (a,ing a list o- the !rinci!les0 !rocesses
and -eatures that see( to underlie Phili!!ine go#ernance= They can -ocus on
three le#els o- go#ern(ent* national0 city/(unici!ality0 and barangay= They are
also instructed to list do8n any in#ol#e(ent or acti#ities they had in the last
(onth that !asses as in#ol#e(ent in go#ernance or !ractices o- citi4enshi!=
:o8 is go#ernance !racticed at these le#els o- go#ern(ent in the Phili!!ines.
:o8 is citi4enshi! !racticed. They should (a,e a (atri5 or a conce!tual
diagra( based on these 'uestions= 7re there o#erla!s in the !ractices o-
11
go#ernance and citi4enshi! in the country. +hat does this say about
go#ernance and citi4enshi! in the Phili!!ines.
)eeting %
1= The !re#ious (eetingAs aggregation and synthesis o- grou! 8or,sheets !lus the
student ho(e8or, 2e5!lained abo#e3 are the ra8 (aterials -or this !art o- the
(odule= Hasically the ai( o- this (eeting is to co(!are Phili!!ine go#ernance
and citi4enshi! 8ith the 7thenian ideal ty!e=
1= Further !rocessing and integrating acti#ities* There 8ill be a class discussion
and sharing o- the indi#idual ho(e8or, 2see ite( 4 abo#e3= The discussion and
sharing 8ill segue into a co(!arati#e analyses Phili!!ine go#ernance and
citi4enshi! 8ith the 7thenian ideal ty!e= 7nalyses guides are continuities and
dis!arities -ro( the ideal ty!e= I- citi4enshi! and go#ernance can no longer be
e'uated in the e5!erience o- Phili!!ine de(ocracy0 8hat accounts -or this (a"or
dis!arity. Is the ideal o- sel-@go#ernance only !ossible in direct de(ocracy. Is
there anything in the Phili!!ine e5!erience that is better than the ideal ty!e.
+hat about the !oint that &andy a#id IS!irit o- Citi4enshi!J ai(s to (a,e. In
an i(!er-ect syste( o- go#ernance0 is not the struggle to achie#e it the best
e5!ression o- citi4enshi!.
3= Concluding acti#ity and e#aluation* 7s, the student to 8rite their -irst (a"or
indi#idual essay0 around 1@3 !ages0 to ans8er this !art?s acti#ating 'uestion* +ill
I (a,e a di--erence. 2or Can I (a,e a di--erence.3 They should re-lect on and
e#aluate Phili!!ine go#ernance and citi4enshi!= They should try to relate these
8ith the articles they read in &andy a#idAs boo,= This essay is their -irst "ournal
entry= K5!lain that they are going to ,ee! a "ournal that 8ill be sub(itted
regularly -or e#aluation= The "ournal0 i- creati#ely !resented0 can substitute -or
the -inal e5a(=
)eeting 3
1= 7s, the class to di#ide into grou!s o- %@) (e(bers each= These grou!s 8ill be
!er(anent= K5!lain that they grou!s 8ill 8or, on a citi4enshi! !ro"ect that they
8ill describe0 !lan and i(!le(ent in the course o- the ter(= The grou!s 8ill then
13
ha#e to identi-y three 233 go#ernance issues/!roble(s each and try to initially
describe the(= They can also thin, o- acti#ities they can do to address these
!roble(s as a grou!= They should 8rite their 8or, and sub(it it at the end o- the
class= 2This can also be ho(e8or, instead o- a regular class=3 See also acti#ities
in Meeting 1=1 o- Module 3 -or !ossible additional ho(e8or,=
O(tp(t
Grou! 8or,sheets
Indi#idual ho(e8or,
:val(ation
Grou! +or,sheets
1
st
Indi#idual Kssay/Cournal Kntry
*(!ric
&ndividual :ssa$s&/ournals
O@A:CTIV:S B5%B3C
;.?5%.?D<
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Ideas in the essay are !resented in a
coherent and (eaning-ul (anner=
There 8as an e--ort to construct the
essay to a#oid re!etiti#eness0 or
Ugoing around in circlesA and e5!lains
ho8 the conclusions 8ere dra8n=
Conce!ts and ideas discussed in the
classroo( 8ere incor!orated and
accurately inter!reted in the
re-lection=
7eeds
-ork
'air Good S(perior
7rgu(ents or !oints o- discussion
su!!ort the studentAs understanding
o- the countryAs situation= 7rgu(ents
are not (ere reiterations o-
integrati#e lectures in the classroo(0
but are a!!lications and e5!ansions
7eeds
-ork
'air Good S(perior
14
thereo-=
Conclusions are re-lecti#e o-
e#aluation and "udg(ents o- the
countryAs situation to the studentAs
!ersonal e5!eriences as a citi4en
and his/her !lans on ho8 to -ul-ill
his/her role 8ithin and outside the
country=
7eeds
-ork
'air Good S(perior
The a#erage o- the scores in each ob"ecti#e 8ill be the grade o- the student in his/her re-lection
!a!er=
7 grade o- D=D 8ill be gi#en to students 8ho* 13 did not sub(it any out!utG 13 did not (eet any o- the ob"ecti#es
8ithin the !assing score andG 33 co((itted !lagiaris(=
1%
Part II
-here 2ill I make a difference0
Sites of Governance
In this !art o- the course0 students 8ill learn the historically changing role and -unctions
o- go#ern(ent and o- ci#il society in go#ernanceG the current thin,ing and !ractices o-
go#ernanceG as 8ell as0 the !rinci!les and re'uire(ents o- good and e--ecti#e
de(ocratic go#ernance= These 8ill be conte5tuali4ed by s!eci-ic go#ernance !ractices
in the Phili!!ines and illustrated by the go#ernance issues identi-ied earlier by the
students as !ossible grou! !ro"ects=
There are three (odules in this !art o- the course under the o#erarching the(e
o- governance= This !artAs -irst 23
rd
-or the 8hole course3 (odule deals 8ith the
di--erences0 o#erla!s and li(its o- go#ern(ent #is@Q@#is go#ernance= It traces the
de#elo!(ent o- go#ernance -ro( the changing 2e5!anding and contracting3 roles o-
go#ern(ent in societal li-e= It loo,s at the structures or institutions o- go#ernance 2and
their inter!lay3 and sur#eys the current theories o- go#ernance= The second 24
th
3 (odule
loo,s at the role o- ci#il society in e--ecti#e go#ernance= It e5!ounds on the di--erent
(ani-estations o- ci#il society 2non@go#ern(ental organi4ations0 grassroots !olitical
organi4ations0 the church0 charitable associations0 etc=3 and e#aluate their i(!act on
go#ernance= It in#estigates the clai( that e5!anding ci#il society role in go#ernance is a
result o- the continuing retreat o- go#ern(ent 2through deregulation0 de#olution etc=3
and the connection o- this see(ing retreat to current global trends= The second (odule
also loo,s at cor!orate go#ernance and as,s the 'uestion* oes -ree (ar,et !rinci!les
a!!ly to the go#ernance o- co(!anies. The third 2%
th
3 (odule -ocuses on the -eatures
o- e--ecti#e de(ocratic go#ernance= S!eci-ically* !olitical e--icacy 2that state institutions
and go#ern(ent 8or,30 social ca!ital 2the so-t8are counter!art o- !olitical institutions
and (anage(ent consisting in societal co((it(ent to coo!erate and !ro(ote the
co((on/!ublic good abo#e indi#idual interests3 and econo(ic ca!acity 2the a#ailable
resources to go#ern(ent0 ci#il society and indi#iduals in the !ursuit o- go#ernance3=
The -irst and third (odules are designed -or one to t8o 1=%@hour (eetings= The
second (odule can be i(!le(ented in 3 to 4 (eetings= The last (odule in this !art o-
1)
the course 8ill be an integrati#e lecture that 8ill -it in one (eeting=
uring the course o- these (odules0 students 8ill continue to 8or, on their
grou! !ro"ects= The ob"ecti#es0 at this !oint0 are to describe their go#ernance !roble(s
and to identi-y go#ern(ent and ci#il society in#ol#e(ents in these !roble(s= These are
achie#ed through in@class e5ercises0 grou! inde!endent research and consultations
8ith the teacher=
1;
Mod(le /
Governance and government
Preface
The re-erences -or this (odule (ay be hea#y reading -or the students and as such are
!ri(arily suggested -or the teacher= It is the teacherAs tas, then to translate these
readings into rele#ant lectures0 discussions and acti#ities -or the students= The students
can read the /<KSC7P introductory te5t -or go#ernance= 2Or they can read all the
readings===3
O!)ectives
1= reali4e the di--erence bet8een go#ern(ent and go#ernance
1= e5!lain the historically changing role o- go#ern(ent in go#ernance as 8ell as
the rele#ance o- the conce!t in conte(!orary study o- !olitics 2i=e= 8hy
go#ernance.3
3= identi-y and clari-y the re'uired institutions o- go#ernance as 8ell as account -or
their !rocesses
4= recogni4e the characteristics o- good go#ernance and e5!lain 8hich o- these are
the direct res!onsibility o- go#ern(ent
%= research the theory and !ractice o- national and local go#ernance in the
Phili!!ines=
Internet accessing (aterials 2co(!uters0 internet connection0 etc=3
7 resource !erson -ro( the /ni#ersity $ibrary
Part I 2Cha!ter 1@33 o- Con Pierre and Guy PeterAs Governance. Politics and the
State0 $ondon* MacMillan0 1DDD=
19
+orld8ide Go#ernance Indicators0 online* 888=go#indicators=or g 2this 8ill be
accessed online as !art o- an in@class acti#ity*
htt!*//in-o=8orldban,=org/go#ernance/8gi1DD;/(cVcountries=as!
I7n Introduction to Good Go#ernanceJ by the /nited <ations Kcono(ic and
Social Co((ission -or 7sia and the Paci-ic0 online*
htt!*//888=unesca!=org/!dd/!rs/Pro"ect7cti#ities/Ongoing/gg/go#ernance=as!

Go#ern(ent is go#ernance
The role o- go#ern(ent in go#ernance has re(ained stable o#er ti(e and #aries
only in relation to the -or( o- go#ern(ent
Since 8hat the go#ern(ent does is go#ernance0 the institutions o- go#ernance
are !ri(arily state institutions
Only the go#ern(ent is accountable and res!onsible -or good go#ernance
Kty(ologically 2-ro( the $atin cybern30 go#ernance suggests 2as 8ith
cybernetics3 steering or guidance= This (ay be contrasted 8ith outright to!@
do8n a!!roach o- organi4ational co((and=
>et go#ernance is seen to (ani-est in di--erent 8ays including hierarchy 28hich
recalls the a!!roach o- go#ern(ent30 (ar,et 2seen as antidote to big
go#ern(ent0 and as the (ost e--icient 8ay o- allocating resources0 it being
su!!osedly uncolored by !olitics30 net8or, 2co(!rising o- 8ide array o- actors F
state institutions0 organi4ed interests0 sta,eholders0 etc= F in a gi#en !olicy
sector3 and co((unity 2the idea that co((unities should resol#e co((on
!roble(s 8ith the (ini(u( o- go#ern(ent inter#ention3=
16
Go#ernance itsel- is su!!osed to be a neutral ter(G it is institutions and
!rocesses that e5clude the nor(ati#e deter(ination o- a good end= Theoretically
it can ser#e good or bad !ur!oses= 7nother di(ension o- go#ernance rarely
discussed is its relation to !olitics= The clai( is that it de-uses the inherent
contentiousness o- !olitics in -a#or o- ad(inistrati#e and !rocess@oriented
ele(ents o- go#erning= :o8 (uch o- go#ernance is the relocation 2into the
!ri#ate.3 or li(iting o- !lurality or di#ersity. Go#ernance as co((unities0 -or
e5a(!le0 assu(es a certain a(ount o- ho(ogeneity re'uired in the attain(ent
o- consensus= This is true as 8ell -or net8or,s= Perha!s0 FoucaultAs conce!t o-
go#ern(entality or state rationality is rele#ant here=
The conce!t o- go#ernance e#ol#ed 8ith the e#olution o- the role o- the
go#ern(ent e5!ressed through 8ide@ranging !olitical de#elo!(ents in the
t8entieth century= In Pierre and Peters0 these are 2a3 the consolidation o-
de(ocratic go#ern(ent throughout the 8estern 8orldG 2b3 the e(bar,ation o-
go#ern(ents on !olitical !ro"ects o- regulation0 econo(ic redistribution0 and the
e5!ansion o- the !olitical s!here 8ithin society 2and as such declaring (ore and
(ore o- society as sub"ect to go#erning3G 2c3 the !ri#ati4ation0 deregulation0
austerity (easures0 introduction o- (ar,et@based !rinci!les to !ublic ser#ice0
etc= @ ably de(onstrated by the Thatcher and &eagan go#ern(ents0 as 8ell as0
(ore recently0 de#elo!ing countries i(!le(enting IMF@+H conditionalities=
Cou!led 8ith the e5igencies o- globali4ation and the e(ergence o- ne8 sources
o- go#ernance 2e=g= ci#il society organi4ations30 go#ern(ent has increasingly
se!arated 8ith go#ernance conce!tually and in !ractice=
Good go#ernance is generally understood as a set o- )@9 (a"or indicators*
!artici!ation0 !ro(otion and !rotection o- basic hu(an rights0 orientation
to8ards consensus0 e'uity and inclusi#eness0 trans!arency and
res!onsi#eness0 e--ecti#eness and e--iciency0 accountability0 and rule o- la8= 2-or
the +orld Han,* #oice and accountability0 !olitical stability/no #iolence0
go#ern(ent e--ecti#eness0 regulatory 'uality0 rule o- la80 and control o-
corru!tion3
3D
)eeting 1
1. 7cti#ating acti#ity* The class 8ill need (aterials to access
888=go#indicators=org online= They 8ill be di#ided into grou!s= They 8ill e5!lore
and learn about the si5 di(ensions o- good go#ernance 8hile e5!loring the site=
They can be assigned to chec, the !er-or(ance ratings o- s!eci-ic countries
and co(!are the(= These can be deter(ined through categories such as le#el
o- de#elo!(ent0 geogra!hical location0 cultural a--iliation 2e=g= :untingtonAs
di#ision o- the 8orld into contending ci#ili4ations30 etc= They 8ill also loo, at the
!er-or(ance rating o- the Phili!!ines= They 8ill then try to e#aluate 8hether
such rating is reasonable0 and 8hether the indicator or di(ensions o-
go#ernance used in the ratings are acce!table= They can conte5tuali4e the
countryAs !er-or(ance based on the si5 indicators by gi#ing concrete e5a(!les=
2This can be ho(e8or,= The results o- the abo#e e5ercise 8ill be docu(ented
and sub(itted at the beginning o- ne5t class=3
1= Processing and Integrating lecture* The teacher 8ill gi#e a brie- lecture on the
history o- go#ern(ent role in go#ernance= The 7thenian ideal ty!e can be
recalled as a ta,e@o-- !oint segueing into the e5!ansion o- (odern go#ern(ent
role as e5!ressed through greater -iscal ca!acity and res!onsibility 2an outco(e
o- Meynesian econo(ic !lanning3 and its e#entual decline and contraction 2a
direct result o- IMF@+H i(!osed conditionalities o- !ri#ati4ation0 deregulation
and other econo(ic structural ad"ust(ents3=
3= Further Processing acti#ity* One 8ay -or the class to understand the di--erence
bet8een go#ern(ent and go#ernance is through an in class acti#ity utili4ing the
(ain !oints o- the abo#e lecture= +hat the students 8ill do is to (a,e a list o-
the -unctions o- a go#ern(ent in a centrali4ed 8el-are state and the -unctions o-
go#ern(ent in a deregulated and !ri#ati4ed state= The 'uestions that they are
ans8ering0 in e--ect0 are* +hat are the -unctions o- go#ern(ents in their
e5!anded and contracted -or(s. +ho currently !er-or(s the -unctions
abandoned by the (ini(al go#ern(ent. 7dditional 'uestions that can be
discussed are* Is the authority o- go#ern(ent 8ea,ening #is@a@#is the decline o-
31
its role. :o8 does the 8ea,ening o- go#ern(ent authority (ani-est in !ractice.
:o8 is it reasserted.
4= Concluding acti#ity* i#ide the students into the a!!ro!riate nu(ber o- grou!s=
Instruct the( to research go#ernance !ractices at the national0 city/(unici!al0
and barangay le#els= The !oint o- the acti#ity is to introduce students to actual
issues and acti#ities o- go#ernance at di--erent le#els o- go#ern(ent= So(e o-
the 'uestions that can guide the( are* +hat societal issues or !roble(s do
these le#els o- go#ern(ent are concerned 8ith. :o8 co(e. +hat (easures
are underta,en to address these issues. :o8 are these (easures decided.
:o8 are they i(!le(ented. +hat resources are a#ailable to these go#ern(ent
le#els 8hen they address societal !roble(s. 7re the !rocesses in#ol#ed in
go#ernance0 li,e decision@(a,ing and i(!le(entation0 !artici!atory. The
students should try to e#aluate the go#ernances at these le#els o- go#ern(ent
according to the good go#ernance indicators o- the +orld Han,= They can do
library 8or, and inter#ie8s in order to ans8er these 'uestions= The teacher 8ill
introduce the (ethods o- archi#al research and inter#ie8 to the students= They
should identi-y inter#ie8ees and !re!are their 'uestions in ad#ance= The
students should re#ie8 and chec, 8hether their inter#ie8 'uestions are
su--icient to elicit 8hat they 8ant to disco#er= Mean8hile0 a resource !erson
-ro( the library can be in#ited to tal, about archi#al/library research=
)eeting %
1= This (eeting is de#oted entirely to i(!ro#ing and re-ining the grou! !ro"ects=
The students 8ill be di#ided into their !ro"ect grou!s= $oo,ing at their lists o-
!ossible go#ernance/citi4enshi! to!ics0 they are to de-ine and describe the
go#ern(ent?s role= Guide 'uestions are* Is go#ern(ent a solution or a !roble(.
+hat state institutions are re'uired to resol#e the condition identi-ied by their
to!ics. +hat is the go#ern(ent doing. Is 8hat the go#ern(ent doing su--icient
to address their go#ernance issues. +hat resources are a#ailable to the
go#ern(ent institutions that are concerned 8ith their issues. o the !rocesses
or !rocedures o- go#ern(ent in addressing the issues co(!ly 8ith the +H?s or
/<KSC7P?s criteria -or good go#ernance.
1= The citi4enshi! !ro"ect grou!s 8ill !resent the results o- their discussions to the
31
class= Kncourage other students to as, 'uestions0 (a,e co((ents0 and
e#aluate the !resentation o- each grou! based on the guide 'uestions abo#e=
O(tcome and :val(ation
Printed (aterials -ro( the go#ernance 8ebsite
Progress in the grou! !ro"ect
Grou! !ro"ect out!ut
33
Mod(le 9
Governance and societ$
Preface
This (odule -ocuses on the role o- ci#il society in e--ecti#e go#ernance= It loo,s at the
di--erent (ani-estations o- ci#il society 2non@go#ern(ental organi4ations0 grassroots
!olitical initiati#es0 the church0 charitable associations0 etc=3 and e#aluates their i(!act
on go#ernance= It in#estigates the clai( that e5!anding ci#il society role in go#ernance
is a result o- the continuing retreat o- go#ern(ent 2through deregulation0 de#olution
etc=3= Students 8ill e5!lore such through role@!laying sta,eholders in a s!eci-ic
go#ernance issue to be identi-ied by the -acilitator/teacher= The second (odule also
loo,s at other go#ernances0 including cor!orate go#ernance0 international go#ernance0
econo(ic 2de#elo!(ent3 go#ernance and the ne8 !ublic (anage(ent syste(=
O!)ectives
understand the conce!t o- ci#il society and co(!rehend its !rocesses in
!ractice
gi#e an account o- the e5!anding role o- ci#il society in go#ernance0 as 8ell as
e5!lain the traditional role o- ci#il society in state@building
identi-y and e5!lain the theory and !ractices o- other go#ernances
a!!ly the !rinci!les o- good go#ernance to other go#ernances that (ay include
or e5clude go#ern(ent
Materials/-acilities -or Po8erPoint !resentations0 Internet connection
Marina Constantino a#idAs IIntra@Ci#il Society &elationsJ in Civil Society /a&ing
Civil Society0 Miria( Coronel Ferrer 2ed=30 Nue4on City* Third +orld Studies Center0
34
166;=
Miria( Coronel FerrerAs ICi#il Society Ma,ing Ci#il SocietyJ in Civil Society
/a&ing Civil Society0 Miria( Coronel Ferrer 2ed=30 Nue4on City* Third +orld Studies
Center0 166;=
Marlon +ui and Glenda $o!e4A IState@Ci#il Society &elations in Policy@Ma,ingJ
in State-Civil Society 0elations in Policy-/a&ing0 Marlon +ui and Glenda $o!e4 2eds=30
Nue4on City* Third +orld Studies Center0 166;=
Paul :irstAs Ie(ocracy and Go#ernanceJ in 4ebating Governance0 Con Pierre
2ed=30 O5-ord* O5-ord /ni#ersity Press0 1DDD=
Three to -our 1=%@hour (eetings and one 1=%@hour research brea,
Ci#il societyAs role in 2state3 go#ernance is li(itedG e=g= lobbying or through
rallies
There is no go#ernance 8ithin ci#il society because o- its di#ersity and di--usion
in society
+e should not let ci#il society into go#ernance or lea#e it entirely in their hands
because they ha#e no accountability
7n ordinary indi#idual has no sta,e in other go#ernances0 es!ecially cor!orate
and econo(ic go#ernance
Ci#il society in de(ocratic societies is a double@edged s8ord #is@Q@#is the state*
ci#il society0 on the one hand0 legiti(i4es the state through its !artici!ation as
8ell as consent in state go#ernanceG ci#il society0 on the other hand0 can
challenge the legiti(acy o- the state and o--er a nascent and alternati#e !olitical
co((unity 2see Gra(sciAs theory on state@ci#il society relations3=
7s legiti(i4ing0 ci#il society is a source o- state strength as !arts o- ci#il society
3%
organi4ations and !rocesses can beco(e institutionali4ed into the !olitical
co((unity= e!ending on the -or( and !ractice o- the state0 this can be a good
or a bad thing= 7 genuinely de(ocratic state that is res!onsi#e to and
re!resentati#e o- its !eo!le deser#es ci#il society su!!ort 28hether abetting or
critical3 because0 theoretically0 this gets translated into e#eryoneAs ad#antage= In
other ,inds o- state0 one can #ie8 ci#il society consent as coo!tation and
su!!ort -or an un"ust status 'uo=
Ci#il society is di#erse= The dyna(ics o- the di--erent (ani-estations o- ci#il
society in relation to each other and the state are also di#erse= One can loo, at
s!eci-ic e5a(!les o- ci#il society to understand this and (a,e it (ore concrete=
Peo!lesA organi4ation0 -or e5a(!le0 8ill ha#e di--erences 8ith !ro-essional
associations= <GOAs and unions 8ill also e5hibit di--ering dyna(ics= This !oint is
an e(!irical assertion and can be #eri-ied as such=
Partici!ation o- indi#iduals in go#ernance beco(es (ore e--ecti#e through the
(any -or(s o- ci#il society because ci#il society is de#ol#ed and accessible
social !o8er=
Other sites o- go#ernance 2econo(ic go#ernance0 cor!orate go#ernance0
net8or,/organi4ational/societal go#ernance0 go#ernance in ne8 !ublic
(anage(ent0 and international go#ernance3 ha#e uni'ue dyna(ics as 8ell=
Inter#entions by ci#il society into these other go#ernances 8ill re'uire di--erent
a!!roaches and 8ill ha#e di--erent outco(es= There is already an abundant
literature on global ci#il society and their in-luence in international go#ernance=
Such direct !artici!ation0 ho8e#er0 does not a!!ly in cor!orate go#ernance=
Go#ernance itsel- is su!!osed to be a neutral ter(G it is institutions and
!rocesses that e5clude the nor(ati#e deter(ination o- a good end= Theoretically
it can ser#e good or bad !ur!oses= 7nother di(ension o- go#ernance rarely
discussed is its relation to !olitics= The clai( is that it de-uses the inherent
contentiousness o- !olitics in -a#or o- ad(inistrati#e and !rocess@oriented
ele(ents o- go#erning= :o8 (uch o- go#ernance is the relocation 2into the
!ri#ate.3 or li(iting o- !lurality or di#ersity. Go#ernance 8ithin ci#il society 2as
8ell as cor!orate bodies30 -or e5a(!le0 assu(es a certain a(ount o-
ho(ogeneity re'uired in the attain(ent o- consensus= This is true as 8ell -or
3)
other go#ernances= I guess the rele#ant dichoto(y here is &obert Co5As
distinction bet8een critical and !roble( sol#ing 2theoretical/!olitical3 !ositions=
Go#ernance is !roble( sol#ing and as such can hardly change e5isting societal
relations o- hierarchy and !ri#ilege=
)eeting 1
1. 7cti#ating acti#ity* +ith a co(!uter attached to a (ulti(edia !ro"ector and
Internet connection0 use 888=google=co( to search -or the -ollo8ing* I7!o
Island (arine sanctuary=J 7!o Island0 "ust o-- u(aguete City0 is one o- the -irst
(arine sanctuaries in the country= The -acilitator can do an i(age search -irst to
ca!ture the studentAs attention= I(age results are usually the islands 8hite
beaches or under8ater !hotos o- its corals and di#erse (arine li-e= 7s, the
students to enu(erate !ossible reasons 8hy such a sanctuary is established
and is success-ul= 2The -acilitator can use other e5a(!les de!ending on her/his
interest* a (odel -ar(0 a nature !ar,0 a barangay0 etc=3 +hy are these reasons
necessary -or the sanctuaryAs success. :o8 do these reasons contribute to the
success.
1= Processing acti#ity* I(agine an island si(ilar to 7!o Island but 8ith (a"or
!roble(s that threatens not only its natural beauty but also the li#elihood and
health o- the co((unity li#ing in it* !ollution 28aste -ro( businesses0 tourists
and residents30 o#ercro8ding 2due to in-lu5 o- tourists during su((er and the
success o- s(all businesses that cater to the needs o- #isitors30 unsustainable
-ishing !ractices 2use o- dyna(ite and cyanide that destroys corals and ,ills
(arine li-e30 coral bleaching0 and !oaching o- endangered s!ecies -ro( the
islandAs (arine di#ersity= i#ide the students into -i#e grou!s re!resenting 213
the go#ern(ent0 213 an en#iron(ental <GO0 233 acade(ics and scientists
studying the islandAs ecosyste( 2its corals and biodi#ersity3 and its relation to
the islandAs co((unity0 243 resort and business o8ners in the island0 and 2%3 the
islandAs co((unity= 7s, the grou!s to role@!lay these societal sectors or
sta,eholders= They should (a,e a abac, story that e5!lains their interest in the
island= Then they should de#ice a strategy and (a,e !lans to resol#e so(e or
3;
all o- the islandAs !roble(s= They should s!eci-y 8hat !roble(s they see, to
resol#e= They should also describe these !roble(s= They should sho8 in their
!lans the ca!acities and li(itations o- the sta,eholder that they are role@!laying=
They should (a,e their !lans as realistic as !ossible= Their !lans 8ill be
!resented during the ne5t (eeting= Presentations 8ill a slidesho8 created
through any o- the a#ailable so-t8ares -or !resentations= Kncourage the
students to be creati#e= 7lso0 encourage the other students to !rod0 'uestion0
and e#aluate each o- the !resentations= They should !re!are 'uestions that
they 8ill as, the other grou!s based on their o8n grou! !lanning e5!erience=
3= He-ore the class ends0 instruct the grou!s to research ci#il society organi4ations=
They 8ill choose s!eci-ic <GOs/POs or !ro-essional associations and get
inter#ie8s -ro( these organi4ations* 8hat are their in#ol#e(ents0 8here do they
get their resources0 and 8hat roles do they !lay in go#ernance= They can also
use !artici!ant obser#ation and !artici!ate in the acti#ities o- their chosen
organi4ations= They 8ill identi-y the inter#entions that their ci#il society
organi4ations do #is@Q@#is the sites o- go#ernances and e#aluate their
e--ecti#eness or in-luence= The organi4ations that they 8or, 8ith can also
beco(e their !artners in their grou! citi4enshi! !ro"ect= The results o- the
research 8ill be docu(ented and sub(itted on the 4
th
(eeting o- this (odule=
)eeting %
1= Processing acti#ity continued* Grou! re!orts=
1= 7t the end o- the !resentations0 di#ide the students into -i#e grou!s= This ti(e
each grou! 8ill ha#e re!resentati#es -ro( the !re#ious grou!ings= Thus each
grou! 8ill ha#e (e(bers 8ho 8ill role@!lay 2a3 go#ern(ent0 2b3 en#iron(ental
<GO0 2c3 acade(ics and scientists studying the islandAs ecosyste( 2its corals
and biodi#ersity3 and its relation to the islandAs co((unity0 2d3 resort and
business o8ners in the island0 and 2e3 the islandAs co((unity= 7s, the grou!s to
!lan a co!prehensive strategy to resol#e all o- the islandAs !roble(s= They
should (a,e their !lans as realistic as !ossible= They should also re-lect on the
!rocesses o- their !lanning0 -irst se!arately as sta,eholders and second as
coo!erating sta,eholders= Their !lans 8ill be !resented in (eeting 4 o- this
(odule= Presentations 8ill a slidesho8 created through any o- the a#ailable
39
so-t8ares -or !resentations= Kncourage the students to be creati#e= 7lso0
encourage the other students to !rod0 'uestion0 and e#aluate each o- the
!resentations= They should !re!are 'uestions that they 8ill as, the other grou!s
based on their o8n grou! !lanning e5!erience=
)eeting 3

&esearch brea, -or (eeting 1=3 and 1=1 acti#ities=
)eeting
1= Processing acti#ity continued* Grou! re!orts= 7s, each grou! to as, their
!re!ared 'uestions and e#aluate one o- the grou! !resentations other than their
o8n= The grou!s 8ill also sub(it the results o- their research in (eeting 1=3
abo#e=
)eeting 0
1= Processing acti#ity continued* Choose grou!s to i(agine and role@!lay other
sites o- go#ernances in -ront o- the class= They can0 -or e5a(!le0 role@!lay
cor!orate go#ernance 8ithin a cor!oration or at inter@cor!orate le#el 2e=g=0
business grou!s0 cha(bers o- co((erce0 etc=3= They ha#e to identi-y a
business !roble(0 describe it and strategi4e -or it= The class can (a,e it
interacti#e by inter"ecting or inter#ening during the role@!laying to suggest
strategies0 clari-y !oints0 as, 'uestions0 etc= +ho are the actors/sta,e holders in
cor!orate go#ernance. Can the go#ern(ent inter#ene. +hen and ho8. 7re
there other sectors o- society that can inter#ene. +hen and ho8. :o8 does
cor!orate go#ernance 8or,. 2Prior ,no8ledge 8ill be hel!-ul es!ecially -ro(
students -ro( -a(ilies 8ho o8n businesses=3 :o8 does it co(!are to the
!re#ious role@!laying. Is cor!orate go#ernance re-lecti#e o- that econo(ic ideal*
-ree (ar,et. +hy is cor!orate go#ernance di--erent -ro( the !re#ious e5a(!le
o- go#ernance.
1= Integrating lecture* This de!ends on the teacher= In !ractice though0 so(eti(es
a lecture is unnecessary at this !oint= 7 discussion that tries to e#aluate the
!lans !resented abo#e in (eetings 1 and 4 using the criteria -or good
36
go#ernance learned -ro( the !re#ious (odule (ight be hel!-ul though=
3= Concluding acti#ity* He-ore the class ends0 as, the citi4enshi! !ro"ect grou!s to
sub(it a descri!tion o- the three !ossible !ro"ects they ha#e identi-ied= They
should include descri!tions o- the go#ernance issues or !roble(s they see, to
resol#e0 the sta,eholders0 current e--orts to resol#e the !roble(0 and tentati#e
!lans that their grou! see,s to i(!le(ent=
&ole@!laying acti#ity !lans and !resentations
Grou! research 8or,
Progress in the grou! !ro"ect
*(!ric
,ites for governance +ole1playing
O@A:CTIV:S B5%B3C
;.?5%.?D<
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;6?5%6?D<
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The grou! ca(e u! 8ith a creati#e
a!!roach in their !resentation o- a
site o- go#ernance= The (e(bers
used #arious resources to co(e u!
8ith a !resentation that 8as
re-lecti#e o- the !rocesses o- their
!lanning in t8o 8ays* as se!arate
sta,eholders and as coo!erating
sta,eholders=
7eeds
-ork
'air Good S(perior
The grou! 8as able to di#ide its
(e(bers into se#eral sta,eholders=
Me(bers o- assigned to each
sta,eholder 8ere able to identi-y
their res!ecti#e !roble(s and their
strategy to hel! i(!ro#e the
situation o- the !ro#ided scenario=
7eeds
-ork
'air Good S(perior
4D
The grou! 8as able to -or(ulate a
co(!rehensi#e strategy 8hich is
both realistic and 8or,able on the
conte5t= There is a conscious e--ort
to in#ol#e all actors as signi-icant
!arts o- the deliberation through
ta,ing consideration o- the
concerns o- each actor=
7eeds
-ork
'air Good S(perior
The grou! 8as able to elicit
'uestions and reasoned o!inions
-ro( their audience= Me(bers 8ere
able to elaborate go#ernance as a
!rocess o- !roble(@sol#ing and as
a !rocess !ossible outside the
real( o- the go#ern(ent=
7eeds
-ork
'air Good S(perior
The a#erage o- the scores in each ob"ecti#e 8ill be the grade o- the student -or the acti#ity=
7 grade o- D=D 8ill be gi#en to students 8ho* 13 did not sub(it any out!ut andG 13 did not (eet the
any o- the ob"ecti#e 8ithin the !assing score=
41
Mod(le D
2emocratic governance3 political efficacy. social capital. economic
capacity
The (eeting/s -or this (odule 8ill be entirely lecture/s that integrates the !oints (ade in
this !art o- the course=
The lecture/s 8ill include the -eatures o- e--ecti#e de(ocratic go#ernance0 s!eci-ically*
!olitical e--icacy 2that state institutions and go#ern(ent 8or,30 social ca!ital 2the
so-t8are counter!art o- !olitical institutions and (anage(ent consisting in societal
co((it(ent to coo!erate and !ro(ote the co((on or !ublic good #is@a@#is indi#idual
interests3 and econo(ic ca!acity 2the a#ailable resources to go#ern(ent0 ci#il society
and indi#iduals in the !ursuit o- go#ernance3=
4igure 1. Triangulating democratic governance
7t the end o- the integrating lecture0 as, the students to 8rite their second (a"or
41
indi#idual essay0 (aybe 3@4 !ages0 and ans8er the 'uestion that starts this !art o- the
course* +here 8ill I (a,e a di--erence. The students should choose a societal issue
that they are interested in= They should e5!lain ho8 co(e they are interested in this
issue= They should identi-y the site o- go#ernance 8here their issue is addressed= +hat
can they do to hel! resol#e their chosen issue in this site o- go#ernance.
One 1=%@hour (eeting
:val(ation
O@A:CTIV:S B5%B3C
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E5%EEC
;6?5%6?D<
E3%31C
;/?5%/?D<
3B%.55C
;9?5<
SCO*:
1
rd
Indi#idual Kssay or Cournal Kntry
*(!ric
Individ(al :ssa$s&Ao(rnals
O@A:CTIV:S B5%B3C
;.?5%.?D<
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;6?5%6?D<
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re-lection=
7eeds
-ork
'air Good S(perior
7eeds
-ork
'air Good S(perior
43
thereo-=
country=
7eeds
-ork
'air Good S(perior
The a#erage o- the scores in each ob"ecti#e 8ill be the grade o- the student in his/her re-lection !a!er=
44
Part III
4o2 2ill I make a difference0
-aths to 'itizenship
In this !art o- the course0 students understand the(sel#es as indi#iduals and citi4ens=
They e5a(ine ho8 they constitute the(sel#es as citi4ens and ho8 they are constituted
as such= Students also a!!reciate that indi#iduality and citi4enshi! i(!ly a--inities and
belongingness 2-ore(ost o- 8hich is the nation30 as 8ell as authorities 2state0 church0
(ar,et0 etc=3= They beco(e (ore a8are o- the re'uire(ents0 entitle(ents as 8ell as
li(its o- citi4enshi!= They reali4e that the structures and !rocesses o- go#ernance is
ulti(ately de!endent u!on the 8illingness o- indi#iduals to see the(sel#es as !arts o- a
social 8holeG that is0 that the !ursuit o- indi#idual ha!!iness runs !arallel 8ith the
attain(ent o- the co((on good= These are conte5tuali4ed by the grou! !ro"ects* here0
students insert the(sel#es into the go#ernance issues they ha#e identi-ied and
described earlier* consider these go#ernance issues as their o8n0 de#ise strategies and
solutions0 and situate the(sel#es as citi4ens in these s!eci-ic go#ernance conte5ts=
There are three (odules in this !art o- the course under the o#erarching the(e
o- citizenship= The -irst (odule loo,s at ho8 8e constitute oursel#es and ho8 8e are
constituted by the state as citi4ens= This in#ol#es loo,ing at the Phili!!ine Constitution
as the -oundation o- our citi4enshi! as Fili!inos= It also in#ol#es loo,ing at the #aried
8ays in 8hich 8e are citi4ens and the !ossible 8ays in 8hich 8e can !ractice our
citi4enshi!= In the second (odule0 students understand the(sel#es as indi#iduals0 as
citi4ens and as (e(bers o- a co((unity= Students 8ill a!!reciate that indi#iduality and
citi4enshi! i(!ly a--inities and belongingness= The (odule deals 8ith the construction
or constitution o- our sel#es0 the (ani-estation o- our sociality through our a--inities0 and
the e5!ression o- their -usion as social res!onsibility= The third (odule -ocuses on the
-eatures o- de(ocratic citi4enshi!G s!eci-ically* !artici!ation 2to ensure the !olitical
e--icacy o- citi4enshi!30 sociality 2the ter( is I((anuel MantAs0 8hat Mar5 designates as
our s!ecies@being* the reali4ation that indi#iduality is only !ossible a(ong others and
that those others are our co((unity3 and econo(ic 8ellbeing 2a condition to our being
citi4ens F at the least0 -reedo( -ro( the constant de(ands o- subsistence li#ing3=
4%
These three (odules are e5!ected to run the course o- si5 to eight 1=%@hour
(eetings0 including research brea,s -or library 8or, and -ield8or,=
uring the course o- these (odules0 students 8ill continue to 8or, on their
grou! !ro"ects= Their goal0 at this !oint0 is to -inali4e their !ro"ect to!ic 2co(!leted at the
end o- the (odules on go#ernance30 -or(ulate their !ro"ect !lan 2co(!leted (id8ay the
-irst (odule3 and -inally i(!le(ent their !ro"ect 2students 8ill ha#e three 8ee,s3= These
8ill be achie#ed through in@class e5ercises0 -ield8or, and consultations 8ith the
teacher=
4)
Mod(le 1
The Philippine constit(tion and 'ilipino citizenship
Preface
In this (odule0 students learn ho8 8e constitute oursel#es and ho8 8e are constituted0
by the state0 as citi4ens= This is done by reading and inter!reting the rele#ant articles o-
the Phili!!ine Constitution as to the -oundations o- our citi4enshi! as Fili!inos= It also
in#ol#es loo,ing at state and societal institutions that sociali4e and disci!line us to be
good citi4ens= The (odule also in#estigates the #aried 8ays in 8hich 8e are citi4ens
and the !ossible 8ays in 8hich 8e can !ractice our citi4enshi!=
The !ri(ary resource -or this (odule is the 169; Phili!!ine Constitution= The
Su!re(e Court decision and the dissenting o!inions on the case -iled against the
!residential candidacy o- Fernando Poe Cr= based on the contention that he is not a
Fili!ino citi4en are good de(onstrations o- the citi4enshi! !ro#isions in the Constitution0
aside -ro( !ro#iding theoretical and historical rational -or the said !ro#isions=
O!)ectives
Hy the end o- the (odule0 the students 8ill be able to*
1= conce!tually understand de(ocratic citi4enshi! as both obedience and -reedo(
1= identi-y 8ho are Fili!ino citi4ens0 and enu(erate the rights that e#ery Fili!ino
citi4en !ossess based on 7rticles III and IV o- the Phili!!ine Constitution
3= enu(erate their res!onsibilities as citi4ens by critically inter!reting the Prea(ble
and 7rticles I0 II and V o- the Phili!!ine Constitution
4= critically di--erentiate the re'uire(ents o- good citi4enshi! and being a good
!erson0 as 8ell as learn that good citi4enshi! is di--erent in di--erent !olities
%= identi-y ,no8ledge0 s,ills0 and attitudes or #alues that they need ac'uire to be
good citi4ens or !roducti#e (e(bers o- their co((unity=
4;
Photos0 (ulti(edia !ro"ector0 la!to!0 8or,sheets
The Prea(ble0 and 7rticles I to V o- the 169; Phili!!ine Constitution
The Su!re(e Court decision 2(a"ority and dissenting3 on the citi4enshi! o-
Fernando Poe Cr=* Tecson #s Co(elec * 1)1434 a#ailable at
htt!*//888=su!re(ecourt=go#=!h/"uris!rudence/1DD4/(ar1DD4/1)1434=:TMG
and Tecson #s esiderio * 1)1434 a#ailable at
htt!*//888=su!re(ecourt=go#=!h/"uris!rudence/1DD4/(ar1DD4/1)1434Vcar!io=ht(
1= Only those abo#e 19 years old are citi4ens and should be concerned about
citi4enshi!
1= To be a Fili!ino citi4en is si(!ly to be born in the Phili!!ines
3= Only natural born citi4ens are Fili!ino citi4ens
4= Citi4enshi! is !ri(arily !aying ta5es and going out to #ote during elections
%= +e are citi4ens and thatAs it= There is really no need to thin, about it or to
!roble(ati4e it
The ter( citi4en ca(e -ro( the Middle Knglish 8ord citizein0 -ro( the 7nglo@
French citezein 2alteration o- Old French citeien0 -ro( cit; city3= It re-ers to* 213 an
inhabitant o- a city or to8n0 es!ecially one entitled to the rights and !ri#ileges o- a
-ree(anG or0 213 a nati#e or naturali4ed !erson 8ho o8es allegiance to a
go#ern(ent and is entitled to !rotection 8ithin it= In other 8ords0 citi4ens are
I!eo!le united in a city or co((unity=J It (ay thus be argued that the idea is as
old as settled hu(an co((unities= In our country0 the 169; Phili!!ine
Constitution -or(ally de-ines 8ho are Fili!ino citi4ens and enu(erates the basic
rights o- these citi4ens=
49
The citi4en0 as a (e(ber o- a !olitical co((unity0 en"oys rights or is accorded
!rotection inside the territory o- that co((unity or State= These rights (ay
-or(ally be classi-ied into the -ollo8ing*
<atural &ights F rights !ossessed by e#ery citi4en 8ithout being granted by
the State= These -unda(ental rights are inherent to hu(an beings= These
are e(bodied in the /ni#ersal eclaration o- :u(an &ights= K5a(!les o-
these rights are right to li-e and right to lo#e=
Statutory &ights F rights !ro#ided by la8s0 8hich are !ro(ulgated by a la8
(a,ing body and0 conse'uently0 (ay be abolished by the sa(e body=
K5a(!les are the right to recei#e a (ini(u( 8age=
Constitutional &ights F are the rights con-erred and !rotected by the
Constitution 2the -unda(ental body o- -or(al la8s in a co((unity3= These
are ,ey ele(ents o- the -unda(ental la8s in the Phili!!ines*
Political &ights F rights o- the citi4ens that gi#e the( the !o8er to
!artici!ate0 directly or directly0 in the establish(ents or ad(inistration o- the
go#ern(ent= 7(ong these are the rights o- citi4enshi! 27rt IV30 su--rage 27rt
V30 and the right to in-or(ation on (atters o- !ublic concern 27rt V0 Sec ;3=
Ci#il &ights F rights0 8hich the la8 8ill en-orce at the instance o- !ri#ate
indi#iduals -or the !ur!ose o- securing to the( the en"oy(ent o- their (eans
o- ha!!iness= Included are rights against in#oluntary ser#itude 2Sec 193 and
i(!rison(ent -or non@!ay(ent o- debts or !oll ta5 2Sec 1D30 rights o- the
accused 2Sec 11@1130 liberty o- abode 2Sec )3G -reedo( o- s!eech0
e5!ression and !ress0 and the right o- asse(bly and !etition and the right to
-or( association 2Secs 40 93=
Social and Kcono(ic &ights Frights intended to insure the 8ell@being and
econo(ic security o- the indi#idual= There is -or e5a(!le the right to !ro!erty
2Sec 13 and the right to "ust co(!ensation -or !ri#ate !ro!erty ta,en -or
!ublic use 2Sec 630 conser#ation o- natural resources 27rt VII0 Sec 13 and the
!ro(otion o- education 27rt WIV0 Secs 1010 and %3 science and technology
27rt VII0 Secs 1@130 and arts and culture 27rt WIV0 Secs 1;@193=
In our national co((unity0 the 169; Phili!!ine Constitution clearly identi-ies
those 8ho are considered citi4ens 27rticle IV0 section 130 na(ely*
Those 8ho are citi4ens o- the Phili!!ines at the ti(e o- the ado!tion o- the
ConstitutionG
46
Those 8hose -athers and (others are citi4ens o- the Phili!!inesG
Those born be-ore Canuary 1;0 16;30 o- Fili!ino (others0 8ho elect
Phili!!ine citi4enshi! u!on reaching the age o- (a"orityG and0
Those 8ho are naturali4ed in accordance 8ith the la8=
In de(ocracies0 citi4ens0 theoretically0 ha#e the !o8er to (a,e and en-orce
decisions -or their co((unities directly or indirectly through re!resentation in
go#ern(ent= Citi4enshi! has its roots in the idea o- an indi#idualAs acti#e !olitical
!artici!ation in a !olitical co((unityAs decision@(a,ing !rocesses= It is about
being a !art o- a !articular !olitical arrange(ent0 8hich i(!lies the duty o-
allegiance and !artici!ation on the !art o- the (e(ber and the duty o- !rotection
on the !art o- the State0 i=e=0 the !olitical co((unity=
7 -uller de-inition o- the conce!t citi4en0 thus0 suggests a !erson 8ho is -urnished
8ith ,no8ledge o- !ublic a--airs0 instilled 8ith attitudes o- ci#ic #irtue0 and
e'ui!!ed 8ith s,ills to !artici!ate in the !rocesses o- de(ocratic !olitics=
For(ally0 a good citi4en (ay si(!ly be described as one 8ho obeys the la8s o-
her co((unity= Heyond0 the -or(al -ra(e8or, o- la8 ho8e#er0 good citi4ens are
!eo!le 8ho consistently do the right thing according to a -or(al or in-or(al list o-
#alues= e(ocratic citi4enshi! is learned through* ci#ic learning 2ac'uiring
,no8ledge and s,ills in order to be a !otentially -unctional co((unity (e(ber3
and social education 2ac'uiring #alues and attitudes that orient the a!!lication o-
,no8ledge and s,ills to8ard contributing to the better(ent o- the !olitical
co((unity3=
Citi4enshi! in a -ree society is !arado5ical= On one hand0 it entails obedience=
On the other hand0 it re'uires a ,ind o- 'uali-ied disobedience 2that is0 it is 8ithin
the bounds o- ci#ility3 or ci#ic engage(ent and 8atch-ulness= Contradictorily0
good citi4ens in a de(ocratic society need to be co(!liant and inde!endent at
the sa(e ti(e= This is connected to the !arado5ical nature o- de(ocracy itsel- as
8ill be discussed in a later (odule= e(ocracy is about sa(eness 2e'uality3 and
di--erence 2-reedo(3 at the sa(e ti(e= This contradiction contribute the
dyna(is( o- de(ocratic !ractice=
%D
)eeting 1
1. Pre@classroo( (eeting acti#ity* 7s, the class to read and understand the
Prea(ble and 7rticles I to V o- the 169; Constitution o- the &e!ublic o- the
Phili!!ines !rior to the class (eeting= The students are e5!ected to ha#e
generally understood the (eaning o- the !ro#isions in said sections o- the
Phili!!ine Constitution be-ore co(ing to class= 7lso0 as, students to read the
Su!re(e Court decisions on the (atter o- FPCAs citi4enshi! as basis -or his
dis'uali-ication in the 1DD4 elections=
2. 7cti#ating acti#ity* +rite the 8ord C8(8<E- on the board= 7s, students to
!ro#ide conce!ts0 !ractices and other things that they thin, relates to the 8ord
citi4en=
3. Processing acti#ity* Start a discussion on the resulting class
conce!tual/cogniti#e (a!0 -ocusing on each connected idea/conce!t/!ractice
etc= and as,ing students 8hy and ho8 these are connected to the 8ord
C8(8<E-= +hat are the !articularities o- being Fili!ino citi4ens. :o8 did the
conce!t o- citi4enshi! change in the course o- Phili!!ine history. :o8 is birth
2natio3 connected to citi4enshi!. :o8 is nation 2ety(ologically rooted in natio or
birth30 state0 and !eo!lehood connected to citi4enshi!. 7re there other
alternati#es 2o- !olitical identity3 to citi4enshi!. +hat about cos(o!olitan
citi4enshi!. +hat about the co(!licated citi4enshi! o- indigenous !eo!les in the
Phili!!ines. The teacher/-acilitator can discuss the Su!re(e Court decision on
FPC?s citi4enshi! at this !oint= 7s, the students to -or(ulate 'uestions about
citi4enshi! based on the SC decision= Further discussion* The -acilitator can
also lead a discussion on the connection bet8een state and rights= Students can
i(agine and co(!are the !ractice o- Fili!ino rights 2the Fili!ino?s right to -ree
s!eech0 -or e5a(!le3 in <e8 >or,0 &iyadh0 Manila0 in the -orests o- Mt=
Hanaha80 in Maguindanao0 etc= The !oint is that the !ractice o- indi#idual rights
is only as strong as the !olitical co((unity 2the state30 that e#en su!!osedly
natural hu(an rights need the guarantee o- the state= The students can also
co(!are notional citi4en rights in China0 Iran 0 the /nited States0 and the
Phili!!ines by loo,ing at the Constitutions o- these countries= :o8 do rights
%1
di--er in di--erent !olitical syste(s.
4. Integrating lecture* The -acilitator lectures using the abo#e discussion as starting
!oint and the -irst hal- o- ,ey !oints o- understanding abo#e as resource=
:o(e8or,* as, students to research citi4enshi! in other countries0 es!ecially
those that ha#e other -or(s o- go#ern(ent0 such as authoritarianis( 2Myan(ar3
or totalitarianis( 2China. or <orth Morea. or Iran3 co(!arati#e !ur!oses=
)eeting %
1. Further Processing acti#ity* Collect !hotogra!hs o- !ro(inent -aces in the
Phili!!ines as 8ell as -ro( other countries 2sho8bi4 !ersonalities0 ne8s!a!er
colu(nists0 tele#ision !undits0 !oliticians0 leaders -ro( ci#il society0 go#ern(ent
o--icials0 international organi4ation !ersonalities3= 7s, the students to arrange
the -aces based on the -ollo8ing criteria* good !erson/citi4en0 good !erson/bad
citi4en0 bad !erson/good citi4en0 and bad !erson/citi4en= +hat considerations
did the students dee( i(!ortant in classi-ying the !hotogra!hs. +hen do the
re'uire(ents o- being a good !erson and a good citi4en con-lict. +hen do they
agree. +hat criteria did they use to "udge 8hether a !erson is good or bad. id
they use the sa(e criteria to "udge the good/bad citi4en. o these criteria a!!ly
to ty!es o- go#ern(ent other than de(ocracy. o they a!!ly in Myan(ar. In
Saudi 7rabia. In <orth Morea. In the /=S=. +hat (a,es good citi4enshi! the
sa(e or di--erent in these countries.
2. Integrating lecture* The -acilitator lectures using the abo#e discussion as starting
!oint and the last hal- o- ,ey !oints o- understanding abo#e as resource=
3. Concluding acti#ity* Gi#e the student a 'ui4 that 8ill test their (e(ori4ation and
understanding o- the !ro#isions o- the Phili!!ine Constitution0 as 8ell as an
essay 'uestion that 8ill de(onstrate their critical understanding o- citi4enshi!=
:o(e8or,
Nui4 and short essay results
%1
Mod(le B
,elf. citizenship and social responsibility
Preface
In this (odule0 students understand the(sel#es as indi#iduals0 as citi4ens and as
(e(bers o- co((unity= Students 8ill a!!reciate that indi#iduality and citi4enshi! i(!ly
a--inities and belongingness= The (odule deals 8ith the construction or constitution o-
our sel#es0 the (ani-estation o- our sociality through our a--inities0 and the e5!ression o-
their -usion as social res!onsibility= Students 8ill beco(e (ore a8are o- the
re'uire(ents0 entitle(ents as 8ell as li(its o- their citi4enshi!= They 8ill reali4e that the
structures and !rocesses o- the nation is ulti(ately de!endent u!on the 8illingness o-
indi#iduals to see the(sel#es as !arts o- a social 8holeG that is0 that the !ursuit o-
indi#idual ha!!iness runs !arallel 8ith the attain(ent o- the co((on good= More than
entitle(ents and duties0 citi4enshi! is a conscious and conscientious !ractice o-
in#ol#e(ent in society=
Indi#iduals li#e t8o realities* the solitude o- indi#iduality and the sociality o- being
a(ong others= In Phili!!ine society0 8e ha#e -ound a dubious (iddle 8ay through our
co((it(ent to our -a(ilies and !eers= >et0 this sociality is li(ited as it -ails to under!in
the structures and institutions o- our !ublic li-e= The (any others o- society are seen as
strangers0 as outsiders to the boundaries o- our restricted loyalties= Thus0 the !ublic
good is rarely our o8n good= 7nd indi#idual interest0 (itigated by considerations o-
-a(ily0 is !ara(ount=
7 (ore a!!ro!riate attitude to8ard the realities o- sel- and society is neither a
choice o- one o#er the other nor a dubious (iddle 8ay but -ully li#ing the(0 na#igating
their de(ands0 and reali4ing that a strong indi#iduality is ulti(ately ad#antageous to the
co((unity0 and that the -ree sel- is only (eaning-ul in a li-e a(ong others=
Citi4enshi! !roduces s!ace -or the dyna(ics o- sel- and the collecti#e=
%3
O!)ectives
Hy the end o- the (odule0 the students 8ill be able to*
1= understand the(sel#es as citi4ens and reali4e that this (eans (ore that
entitle(ents and duties
1= a!!reciate that citi4enshi! is an e5!ression o- indi#iduality and
belongingness at the sa(e ti(e
3= understand that social res!onsibility is not a choice bet8een sel- or
co((unity but a -usion o- indi#idual ha!!iness and the co((on good=
The attain(ent o- these goals a(ong students 8ill be (easured through a re-lection
!a!er or a "ournal entry=
Photos0 (ulti(edia !ro"ector0 la!to!0 internet connection0 8or,sheets=
For students*
Cha!ter 10 IThe Pro(iseJ in C= +right MillsA (he Sociological 8!agination
2online3
For the Facilitator
Section 1 o- Part 1 2<ationhood30 Section 1 o- Part 1 2Sel-hood3 and Section 1 o-
Part 3 2Social &es!onsibility and !ersonal 7utono(y3 in &andol- a#idAs -ation. Self
and Citizenship0 Pasig City* 7n#il0 1DD4
7ny introductory !olitical science te5tboo,=
See also*
7(artya SenAs 4evelop!ent as 5reedo!0 7nchor Hoo,s0 1664=
ana VillaAs Socratic Citizenship0 Princeton and O5-ord* Princeton /ni#ersity
Press0 1DD1=
Cohn &a8lsA Political 3iberalis!0 <e8 >or,* Colu(bia /ni#ersity Press0 1663=
Cha!ters on* Iisci!lines and Sciences o- the Indi#idualJ and IPractices and
Sciences o- the Sel-J in (he 5oucault 0eader. edited by Paul &abino80 Pantheon0 1694=
$eslie Paul Thiele?s 5riedrich -ietzsche and the Politics of the Soul0 Princeton
/ni#ersity Press0 166D=
%4
Four to -i#e 1=%@hour (eetings 2one to t8o o- these (eetings are library research
and -ield8or,3
On the sel-*
a= Sel- and identity are the sa(e=
b= Our identities are unitary0 !er(anent and are o- our o8n (a,ing=
c= There is con-lict in the re'uire(ents o- indi#iduality and co((unity=
On citi4enshi!*
a= Citi4enshi! is indi#idual rights and obligations by #irtue o- being a
(e(ber o- a state=
b= Citi4en !artici!ation in society is li(ited to citi4en obligationsG
s!eci-ically obeying the la8s0 #oting and !aying ta5es=
On co((unity and social res!onsibility*
a= Me(bershi! in any co((unity is a choice= Social res!onsibility as
such is also o!tional=
b= The #alue o- Inationalis(J needs to be inculcated a(ong the citi4ens
o- the country= One needs to be nationalistic to be socially res!onsible=
c= Political acti#ists are a nuisance to society= They gi#e social
res!onsibility a bad na(e=
The self is a continuing construction= +e usually li,e to thin, o- the self as the
8hole o- us yet in its construction 8e bulldo4e !arts o- oursel#es and add ne8
changes or 8e !ainsta,ingly reconstruct !ieces o- oursel#es 8e ha#e
discarded= +e are nostalgic o- oursel#es that has beco(e irretrie#able as our
!ast= +e i(agine oursel#es into our drea(-utures= >et0 the sel- is nothing
-i5ed but changes 8ith the social conte5t= Thus our sel-@construction can be
deter(ined by our (ilieu0 i((ediate or distant F our -a(ily or the "ob (ar,et=
Identity is a sna!shot o- the sel-0 a sto!!ing o- ti(e to ta,e stoc, o- 8ho 8e
%%
are at the (o(ent= Identity then is al8ays situated* son/daughter0 student0
-riend0 !oet0 citi4en= Identities are indicators o- belongingness0 o- co((unity*
-a(ily0 school0 bar&ada0 the co((unity o- artists0 nation= Identities are the ra8
(aterials -or sel-@construction=
The indi#idual and co((unity are not the t8o sides o- a !ri(ordial con-lict0 as
so(e ideologies 8ould (a,e us belie#e= $iberalis( and libertarianis(0 -or
e5a(!le insist that the indi#idual is al8ays threatened by the co((unity?s
incursion into !ri#acy and autono(y= Co((unitarians and the ad#ocates o-
the 7sian 8ay0 (ean8hile0 8ant us to sacri-ice autono(y -or the good o-
co((unity= Social res!onsibility need not i(!ly sel-@sacri-ice but rather sel-@
-ul-ill(ent=
Heing a citi4en is one a(ong our (any identities= In relation to social
res!onsibility0 it is our !ri(ary and (ost rele#ant identity= Heing Fili!ino colors
our citi4enshi! 8ith a !o8er-ul a--inity* the Fili!ino nation=
<ation0 li,e sel-hood is a !ro"ect= It is a collecti#e !ro"ect o- (any sel#es
belonging= 7ccording to &eynaldo Ileto and Vicente &a-ael0 it is a !ro"ect that
should ne#er -inish= 7ccording to Henedict 7nderson0 it is i(agined
co((unity that needs a constant i(agining=
<ation can conte5tuali4e social res!onsibility but it is not the sole conte5t=
Other sites o- social res!onsibility are -a(ily0 school0 our co((unity in belie-0
the barangay0 organi4ations and associations that 8e are (e(bers0 etc=
Social res!onsibility in#ol#es the reali4ation that the sel- has (any belongings
and that these belongings entail underta,ings* achie#ing indi#idual ha!!iness
-or the sa,e o- the co((on good0 contributing to the co((on good to reali4e
indi#idual ha!!iness=
The re'uire(ents o- de(ocratic citi4enshi! and go#ernance0 -or e5a(!le0
e5hibit this al8ays dual underta,ing* !olitical e--icacy encourages !artici!ation
and !artici!ation enables !olitical e--ecti#eness0 social ca!ital re8ards
sociological i(agination and sociological i(agination creates social ca!ital0
econo(ic 8ell@being is translated into econo(ic ca!acity and #ice #ersa=
%)
7t the #ery least0 indi#idual action has social conse'uences as it is al8ays
socially situated= Social res!onsibility then is si(!ly li#ing oneAs indi#idual li-e
res!onsibly=
)eeting 1
1= 7cti#ating acti#ity* Students should read Section 1 o- Part II* Sel-hood in a#idAs
-ation. Self and Citizenship -or this (eeting" The class can start 8ith a general
discussion o- ho8 sel-hood and identity are constructed in a#idAs articles= +hat
does the author (ean 8ith Ithe sel- as a !ro"ect.J :o8 does &ortyAs conce!t o-
redescri!tion 2ado!ted by the author3 8or,. :o8 do 8e na#igate the constant
changes in our en#iron(ent and (aintain our sel-hood 2:o8 is the sel-
re-le5i#e3. :o8 does the sel- re(ain coherent and autono(ous des!ite the
i((ediate authorities o- our li#es 2!arents0 elders0 !eers0 teachers0 our belo#ed0
etc=3.
OrB
1= 7cti#ating acti#ity* The see(ing di#ide bet8een indi#idual and co((unity is
best e5e(!li-ied in the huge ga! bet8een biogra!hy and history= +e donAt
usually recogni4e our indi#idual li#es in the s!ectacular un-olding o- the 8orldAs
story= 7nd 8e donAt see any e--ect history has on our !ersonal li#es= The !oint o-
this acti#ating acti#ity then is to !ut into 'uestion assu(!tions and !ractices o-
se!arating the !ersonal and the societal= The acti#ity uses cogniti#e dissonance
to unsettle such student assu(!tions= C= +right Mills0 in (he Sociological
8!agination0 e5!lains !ersonal trouble as occurring I8ithin the character o- the
indi#idual and 8ithin the range o- his or her i((ediate relations 8ith othersB
the resolution o- troubles !ro!erly lie 8ithin the indi#idual as a biogra!hical entity
and 8ithin the sco!e o- one?s i((ediate (ilieu=J Public issues0 (ean8hile0
Iha#e to do 8ith the organi4ation o- (any e5tra@!ersonal (ilieu into the
institutions o- an historical society as a 8hole0 8ith the 8ays in 8hich #arious
(ilieu o#erla! and inter!enetrate to -or( the larger structure o- social and
%;
historical li-e=J
The activity involves the identification of a number of photographs
as either personal trouble or public issue3 a picket line or unemployment
scene. married couple fighting. young people using drugs. election
cheating. pregnant teen. political rally. imported goods overwhelming
local products in a shop display. etc. 7ctually0 the -acilitator has lee8ay in
choosing the !hotos as long as they are di#erse and !ortray -a(iliar scenes o-
the hu(an condition= The !hotos should be titled -or easy re-erence= There are
e5tre(e 8ays as to ho8 these !hotos 8ill be e#aluated= One can generally
describe the /S0 -or e5a(!le0 as a !lace 8here !ersonal res!onsibility is denied
F the -ault lies else8here= 7nd yet it is also a !lace 8here structural !roble(s
and general an5iety get resol#ed through the !o!!ing o- !ills 2e=g=0 the (o#ie
Prozac -ation3= 7uthoritarian countries li,e Singa!ore0 on the other hand0 bla(e
the indi#idual -or any in-raction o- established order yet resol#es such through
(ore rigid la8s= The !oint is that the inability to tell the di--erence bet8een
!ersonal troubles -ro( !ublic issues has !ro-ound conse'uences on the 'uality
o- our shared li#es=
There is no need to discuss the results at this !oint= The -acilitator can
sa#e this -or later=
3= Processing acti#ities* The ai( o- the (odule is to (a,e students reali4e the
connection bet8een the indi#idual and co((unity= This connection is indicated
by our identities* being Fili!ino tells us so(ething about oursel#es but also tells
us o- so(ething 8e share 8ith others that (a,e us all belong to the Fili!ino
nation= There are t8o connected acti#ities in this !art o- the (oduleB
5ctivity 1= First0 students are as,ed to -ill@in a Faceboo, 2or other social
net8or,ing internet site li,e !i!=io3 !ro-ile= I- online0 the -acilitator can ty!e in the
ans8ers o- students= I- not0 the -acilitator can 8rite ans8ers on the board in a
-or(at that si(ulates a Faceboo, account= Second0 the class 8rites a resu(e or
curriculu( #itae= 7gain0 the -acilitator 8rites suggestions/ans8ers -ro( students
on the board in a 8ay that si(ulates an actual resu(e= Third0 students are
as,ed to i(agine a !arty 8here they -ind so(eone 8ho( they 8ant to get to
,no8 better= :o8 are they going to a!!roach the !erson. +hat 'uestions 8ill
they as,. +hat about the(sel#es 8ill they re#eal to the !erson. The -acilitator
8ill 8rite the studentsA ans8ers on the board=
The lesson that this acti#ity i(!arts is that 8e acti#ely construct
%9
oursel#es= This sel-@construction is (oti#ated by so(ething 8e 8ant -ro( a
social situation* +hat is the !ur!ose o- the sel- that 8e 8ant to !ro"ect in our
Faceboo, !ro-ile0 our resu(e0 our !arty i(age. +e are0 o- course0 (ore
co(!le5 than these situated sel#es as 8e na#igate (ulti!le social situations in
the course o- a day0 so(eti(es se#eral at the sa(e ti(e= +hy do 8e o(it !art
o- oursel#es in our sel-@constructions. 2+e say in Faceboo,0 -or e5a(!le0 that
8e read :aru,i Mura,a(i or Orhan Pa(u, but 8e donAt say that 8e a#idly
-ollo8 the tra#ails o- Carlo C= Ca!arasA !rotagonists in his re#i#ed co(ics=3 This
sel-@construction is also deter(ined by the structures or authorities o- a social
situation* :o8 (uch o- our Faceboo, !ro-ile do 8e really control. onAt 8e
si(!ly -ill@in ans8ers to 'uestions 8e did not decide oursel#es. 2<a(e.
:obbies. School. 7bout yoursel-.3 +hy do 8e !ut our !ro-essional
e5!eriences -irst be-ore educational achie#e(ent in our resu(e. 2It is the other
8ay around i- it is -or an acade(ic "ob=3 +hy do 8e dance 2also (eta!horically
s!ea,ing3 so tentati#ely 8ith this !erson that 8e li,e in the !arty. To !robe -or
shared interest0 a co((on ground to bud a ne8 relationshi!.
5ctivity %= Fro( the Faceboo, !ro-ile0 the resu(e0 and the getting@to@
,no8 so(eone re!ertoire0 students are to (a,e a list o- identities that (a,e u!
these constructed sel#es= Students are then are (ade to identi-y the
belonging/co((unity entailed by each identity* student@uni#ersity0 son/daughter@
-a(ily0 hi,er@dlsu outdoors club0 Fili!ino@Phili!!ines0 etc= Students can do these
indi#idually on a !iece o- !a!er or the -acilitator can "ust 8rite studentsA ans8ers
on the board=
+hy are so(e identities i(!ortant in Faceboo, but not at all rele#ant in a
resu(e. 7s, the sa(e 'uestion -or other #ersions o- our constructed sel#es=
Focus on the identity citi4en@Fili!ino= +hen do 8e0 as indi#iduals0 -eel or
thin, that 8e are Fili!inos. +hat acti#ities or e#ents trigger this reali4ation in the
nor(al course o- our day. +hat -eelings do 8e associate 8ith our being
Fili!ino. Pride. +hen do 8e -eel !roud. Sha(e. 7(bi#alence. 7nger. :o8
do 8e get to these -eelings. +hy.
)eeting %
1= Processing acti#ity continued* Students should read selections -ro( Sections10
1 and 3 o- Part I* <ationhood in a#idAs -ation. Self and Citizenship -or this
(eeting" uring the class0 students 8ill !roduce 8or,sheets enu(erating the
%6
current a--inities they -eel and #alue= They can use a#idAs categories in the
sections I7--inities and Identities0J and IInstitutions in Flu5J or the class can dra8
u! categories through a discussion= They should !ro#ide anecdotes or accounts
o- their e5!eriences 8ith these a--inities=
7lso0 this !art o- the (eeting 8ill e5!lore the nation as our !ri(ary
a--inity0 through a class discussion= Guide 'uestions are* oes the Fili!ino
nation ha#e an origin. $et students identi-y this !oint o- origin in our history=
:o8 do 8e reconcile these di--erent !oints. 7re these origin !oints0 8hich are
constituents o- an e(ergence0 authentically Fili!ino. +hat are the sources o-
our nationhood 2based on this origin !ointsG e=g=0 the i(age o- the Phili!!ines as
an archi!elago consisting o- three (ain islands and thousands o- s(aller ones F
the cartogra!hic (a!0 Fili!ino as our language0 the Mati!unan and other
u!risings docu(ented in &eynaldo IletoAs Pasyon and 0evolution. the
re#olutionary go#ern(ent that -ought against S!ain and the /S0 the (any
Fili!ino indigenous co((unities0 etc=3. :o8 do 8e e5!ress our a--inity 8ith the
Fili!ino nation in our e#eryday li#es. +hen do 8e -eel 8e are Fili!inos. +hen
do 8e 8ish 8e are not.
1= The last 3D (inutes o- the (eeting 8ill be utili4ed to e5!lain the !ur!oses o-
the library 8or, and the -ield8or,0 and to introduced the (ethods o- inter#ie8ing
and !artici!ant obser#ation= See the -ollo8ing (eeting !rocedure -or in-oB
)eetings 3 and . Processing acti#ities continued* &esearch brea,s 2library 8or, and
-ield8or,3*
1= There are t8o tas,s -or the -irst brea,* -irst0 grou!s should (a! out a !lan -or
their citi4enshi! !ro"ectG second0 indi#idual students 8ill research theories o-
identity and record these in their research "ournal 2this can be online or
library research 8or, and 8ill be sub(itted later together 8ith their notes on
their -ield8or,3= For the second brea,===
1= $ibrary 8or,* Students are to research in-or(ation about Nuia!o and ho8
the s!aces around it 2Pla4a Miranda0 Nue4on 7#enue0 its streets and
es&initas3 are traditionally utili4ed by s(all #endors0 !assersby0 consu(ers0
businesses0 the church and organi4ed grou!s0 and ho8 these uses changed
o#er ti(e= The -ocus is on the econo(ic0 social and !olitical uses o- the
)D
s!aces o- Nuia!o=
3= Field8or,* Nuia!o 2e'ui#alent to one (eeting3
Students 8ill be di#ided into grou!s and loo, at Nuia!o as go#erned or
deter(ined s!aces by the authorities o- the local go#ern(ent0 the church0
and business grou!s in the area= The ai( o- the obser#ation is to describe
the acti#ities that occur es!ecially around the Nuia!o church during Nuia!o
day 2Friday3 by being !artici!ants in these acti#ities= Care-ul obser#ation is
to be conducted es!ecially on the beha#ior and actions o- !assersby0
churchgoers0 s(all #endors0 sho!!ers0 !ublic utility #ehicles that !ass
through0 and !assengers= Students should note their obser#ations in a
"ournal= Guide 'uestions at this !oint are* o the actions and beha#iors o-
!eo!le in Nuia!o e5hibit !atterns and generalities. 7re they de-ined by o#ert
or i(!licit rules. To 8hat authorities can 8e attribute these rules. o the
actions and beha#iors o- !eo!le in Nuia!o e5hibit -reedo( 2unregulated3 and
a!!ro!riation/o8nershi! o- Nuia!o s!aces.
Students 8ill then conduct inter#ie8s o- church authorities0 business
organi4ations and the Nuia!o !olice= Guide 'uestions -or inter#ie8 should
include* +hat !olicies and rules do you i(!le(ent in the (anage(ent and
control o- the (any !eo!le 8ho co(e to Nuia!o. :o8 did you arri#e at
these rules or !olicies. o you coordinate 8ith the other authorities in the
area. :o8. +hat are the reactions to your rules. Can you e5!lain these
reactions. The students 8ill record these inter#ie8s and su((ari4e the( in
their "ournals=
)eeting 0
1= Processing acti#ities continued* 7 resource !erson (aybe in#ited to s!ea,
to the class 21D@1% (inutes3= The s!ea,er0 in (y case0 is a -or(er student in
S&PO$C/ 8hose research -ocused on the !ractices o- !o8er by the
!ri(ary authorities in Nuia!o=
Students 8ill then be as,ed to !resent the results o- their -ield8or,= They
can co(!are their 8or, 8ith that o- the resource !erson=
1= Integrating $ecture* (he Sociological 8!agination and &e'uire(ents o-
)1
e(ocratic Citi4enshi!
This lecture 8ill ai( to integrate the lessons in the !re#ious acti#ities
through the lens o- C= +right MillsA conce!t o- the sociological i!agination
2the -acilitator can enrich this 8ith e5a(!les -ro( &andol- a#idAs boo,3= It
8ill also re#ie8 the entitle(ents and duties associated 8ith citi4enshi!= It 8ill
then e5!lore the re'uire(ents0 !ossibilities and li(its o- de(ocratic
citi4enshi!=
6utline*
a= #eing 4ilipino and being trapped= Connect the -eelings 8e nor(ally
associate 8ith being Fili!ino and the e#ents that !ro(!t the( 8ith MillsA
discussion on the sense o- being tra!!ed= 7re the -eelings 8e e5!erience
triggered by !ersonal 'uir,s0 our !eculiarities. o 8e ha#e control o#er the
e#ents that trigger these -eelings. 7 co((on ans8er to 8hen 8e usually -eel
that 8e are Fili!inos is 8hen Manny Pac'uiao -ights= +hat does this say about
our being Fili!ino. o 8e -eel the sa(e !ride 8hen 8e read our history0 -or
e5a(!le. +hy. +hat (a"or e#ents or !rocesses in our society deter(ine ho8
8e thin, o- the 5ilipino= o 8e !artici!ate !ersonally in these !rocesses. o
societal structures and institutions i(!ose on us an identity 8e ha#e no control
o#er. 7re 8e asha(ed o- being Fili!ino and -eel at the sa(e ti(e that 8e ha#e
no recourse in our sha(e.
b= #iography. history and the sociological imagination= 7(ong MillsA (any
de-initions0 the sociological i(agination is -ore(ost a tool that Ienables us to
gras! history and biogra!hy and the relations bet8een the t8o 8ithin society=J
Concretely0 it enables the reali4ation that Ithe indi#idual can understand her o8n
e5!erience and gauge her o8n -ate only by locating hersel- 8ithin her !eriod0
that she can ,no8 her o8n chances in li-e only by beco(ing a8are o- those o-
all indi#iduals in her circu(stances=J It is Ithe ca!acity to shi-t -ro( one
!ers!ecti#e to another @ -ro( the !olitical to the !sychologicalG -ro( e5a(ination
o- a single -a(ily to co(!arati#e assess(ent o- the national budgets o- the
8orldG -ro( the theological school to the (ilitary establish(entG -ro(
considerations o- an oil industry to studies o- conte(!orary !oetryB the
ca!acity to range -ro( the (ost i(!ersonal and re(ote trans-or(ations to the
(ost inti(ate -eatures o- the hu(an sel- @ and to see the relations bet8een the
)1
t8o=J
The sociological i(agination usually as,s three 'uestions*
I213 +hat is the structure o- this !articular society as a 8hole. +hat are its
essential co(!onents0 and ho8 are they related to one another. :o8 does it
di--er -ro( other #arieties o- social order. +ithin it0 8hat is the (eaning o- any
!articular -eature -or its continuance and -or its change.
213 +here does this society stand in hu(an history. +hat are the
(echanics by 8hich it is changing. +hat is its !lace 8ithin and its (eaning -or
the de#elo!(ent o- hu(anity as a 8hole. :o8 does any !articular -eature 8e
are e5a(ining a--ect0 and ho8 is it a--ected by0 the historical !eriod in 8hich it
(o#es. 7nd this !eriod F 8hat are its essential -eatures. :o8 does it di--er
-ro( other !eriods. +hat are its characteristic 8ays o- history@(a,ing.
233 +hat #arieties o- (en and 8o(en no8 !re#ail in this society and in this
!eriod. 7nd 8hat #arieties are co(ing to !re#ail. In 8hat 8ays are they
selected and -or(ed0 liberated and re!ressed0 (ade sensiti#e and blunted.
+hat ,inds o- Xhu(an nature? are re#ealed in the conduct and character 8e
obser#e in this society in this !eriod. 7nd 8hat is the (eaning -or ?hu(an
nature? o- each and e#ery -eature o- the society 8e are e5a(ining.J
c= -ersonal Trouble and -ublic &ssue= Mills says that the (ost !ractical
a!!lication o- the sociological i(agination is the distinction o- 8hat in our li-e is
!ersonal trouble and 8hat is a !ublic or societal issue= To reiterate0 !ersonal
trouble occurs I8ithin the character o- the indi#idual and 8ithin the range o- his
or her i((ediate relations 8ith othersB the resolution o- troubles !ro!erly lie
8ithin the indi#idual as a biogra!hical entity and 8ithin the sco!e o- one?s
i((ediate (ilieu=J Public issues0 (ean8hile0 Iha#e to do 8ith the organi4ation
o- (any e5tra@!ersonal (ilieu into the institutions o- an historical society as a
8hole0 8ith the 8ays in 8hich #arious (ilieu o#erla! and inter!enetrate to -or(
the larger structure o- social and historical li-e=J
:ere0 as !art o- the lecture0 the -acilitator can use the results o- the acti#ating
acti#ity 273 as e5e(!lars o- MillsA !oint= +hat accounts -or the con-usion
bet8een !ersonal trouble and !ublic issue. +hat are the i(!lications o-
)3
con-using the t8o. On !ersonal li-e. On !ublic or shared li-e. Is it reasonable to
thin, o- social res!onsibility as inter#ention at both !ersonal and societal le#el in
order to resol#e troubles and issues. Mno8ing the distinction hel!s 8ith the
e--ecti#eness and e--iciency o- inter#entions= It also sho8s 8here accountability
lies= In (ore !ractical ter(s0 ,no8ing the di--erence bet8een !ersonal trouble
and !ublic issue hel!s the -or(s and e5!ressions o- our social res!onsibility=
d= 'itizenship in democracy. 7 'uic, re#ie8 o- the entitle(ents and
duties o- a citi4en can be achie#ed here through so(e e5e(!lars o- rights and
duties !rescribed in the Phili!!ine constitution= The !oint0 ho8e#er0 is to sho8
that there is (ore to de(ocratic citi4enshi!= One 8ay to do this is to conduct a
si(!le interrogation o- 8hat de(ocracy is all about= Its t8o basic co(!onents
2a(ong others but these i((ediately co(e to (ind30 e'uality and -reedo(0
sho8 a tension that !roduces de(ocracyAs uni'ue dyna(ics= K'uality is all
about sa(eness0 at the #ery least in ter(s o- la8 and (a5i(ally in ter(s o-
o!!ortunity and econo(ic 8ell@being= Freedo(0 (ean8hile0 is about di--erence
and indi#iduality F the goals o- our yearning -or autono(y0 o- being able to do
8hat 8e 8ant 8ithout restraints= The tension creates s!ace -or the !ossibilities
o- de(ocracy F a--ording us rights0 ensuring (eaning-ul order0 o!ening
resistance0 en"oining !artici!ationB
7nother 8ay to do it is to contrast institutional/structural and indi#idual
re'uire(ents to de(ocratic go#ernance and citi4enshi!= These conce!ts can be
readily had -ro( introductory !olitical science te5tboo,s= 7t the structural le#el*
!olitical e--icacy0 social ca!ital and econo(ic 8ell@being enable citi4enshi!=
Political e--icacy is si(!ly the outco(e o- institutions and !rocesses that (a,e
citi4ens belie#e that their !artici!ation has rele#ance and !ractical e--ects= Social
ca!ital0 (ean8hile0 is the trust bet8een indi#iduals that enables reiterated
interaction and coo!eration in society= Kcono(ic 8ell@being is the -unda(ental
re'uire(ent that -rees indi#iduals -ro( the constant de(and o- (aterial sel-@
re!roduction0 (a,ing !ossible other concerns and !ursuits= 7t the indi#idual
le#el* !artici!ation0 sociological i(agination and econo(ic ca!acity=
Partici!ation is not only acti#ities that abet the !olitical !rocesses o- de(ocracy
but also actions that deter or derail it* It is !artici!ation in the achie#e(ent o-
barangay goals= It is also !rotesting in the streets= Sociological i(agination is
a(!ly discussed abo#e= Kcono(ic ca!acity is indi#idual ca!ability to (a,e a
)4
good and co(-ortable li-e=
3= :ere0 students are re'uired to !roduce 8or,sheets that integrate !re#ious
acti#ities !lus the lecture= The -acilitator should ha#e titles -or the !hotos in the
-irst acti#ity= These titles are the -irst colu(n in the studentsA 8or,sheets= The
second colu(n is the studentsA ans8ers as to 8hether the !hotos are !ersonal
trouble or !ublic issue= The third colu(n is the identities indicated in the !hotos=
The -ourth is the co((unity or belonging i(!licit in the !hotos= The last colu(n
is the concrete inter#ention that one can do to resol#e the !ersonal troubles or
!ublic issues= 2For Personal/Public0 students (ust clari-y their ans8ers=
Proble(s can be both !ersonal and !ublic= Students can also i(agine
bac,stories -or the !hotos to (a,e !ro!osed inter#entions (ore concrete=3
Photo Title Personal/Public Identity Co((unity Inter#ention
student 8ith
-ailing grade
!ersonal 2-ailures
is an isolated
case3
student school student counseling0
tutorials0 etc=
!ublic 2i- -ailures
are too co((on to
be isolated cases3
student school 'uality o-
!rogra(/school (ust be
e#aluated and i(!ro#ed
Indi#idual 8or,sheets
Class Faceboo, !ro-ile/account
I(!le(entation o- grou! !ro"ect
$ibrary and -ield8or, "ournals
)%
Mod(le E
2emocratic citizenship3 participation. sociality. economic wellbeing
The (eeting/s -or this (odule 8ill be entirely lecture/s that integrates the !oints (ade in
this !art o- the course=
The lecture/s 8ill also include the -eatures o- de(ocratic citi4enshi!0 s!eci-ically*
!artici!ation 2to ensure the !olitical e--icacy o- citi4enshi!30 sociality 2the ter( is
I((anuel MantAs0 8hat Mar5 designates as our s!ecies@being* the reali4ation that
indi#iduality is only !ossible a(ong others and that those others are our co((unity3
and econo(ic 8ellbeing 2a condition to our being citi4ens F at the least0 -reedo( -ro(
the constant de(ands o- subsistence li#ing3=
4igure %. Triangulating democratic citizenship
7t the end o- the integrating lecture0 as, the students to 8rite their third indi#idual essay
and ans8er the 'uestion that starts this third !art o- the course* :o8 8ill I (a,e a
di--erence. The students should re-lect on their identity as citi4en #is a #is their other
identities or roles that they !lay in society* son/daughter0 students0 -aith-ul0 etc= :o8 do
))
they (anage or resol#e the di--erent de(ands that these identities engender and the
conse'uent con-licts that result -ro( these di--ering de(ands. :o8 do they i(agine
the(sel#es as !art o- the social 8hole./:o8 do they see the(sel#es as !art o- the
larger Fili!ino society. +hat social ills a--ect the( !ersonally. +hat co((on
e5!eriences about these social ills do they share 8ith the rest o- society. +hat can
they do in order to coo!erati#ely and collecti#ely address these social ills.
One 1=%@hour (eeting
:val(ation
3
rd
Indi#idual Kssay or Cournal Kntry
*(!ric
&ndividual *ssays7/ournals
O@A:CTIV:S B5%B3C
;.?5%.?D<
E5%EEC
;6?5%6?D<
E3%31C
;/?5%/?D<
3B%.55C
;9?5<
SCO*:
re-lection=
7eeds
-ork
'air Good S(perior
thereo-=
7eeds
-ork
'air Good S(perior
);
country=
7eeds
-ork
'air Good S(perior
)9
Part IV
7e8(s: Citizen governance in practice
The grou! citi4enshi! !ro"ects 8ill be -inally !resented in class= The grou!s 8ill !resent
their !ro"ect0 describe and e5!lain it= Then they 8ill !resent their !lan and ho8 they
i(!le(ented their !lan= They should also discuss the !roble(s and di--iculties they
encountered 8hat (easures they too, in order to resol#e these issues= Finally0 they
should re-lect on the outco(e or e--ects o- their !ro"ect on their identi-ied bene-iciaries=
Kach grou! 8ill ha#e 1% to 3D (inutes to !resent= There 8ill be t8o !resentations !er
(eeting= The class 8ill use the rest o- the class hour to as, 'uestions0 co((ent0
discuss and e#aluate the citi4enshi! !ro"ects o- their class(ates=
7-ter the !resentations0 as, the students to 8rite their -inal indi#idual essay= They
should re-lect on the acti#ities and !rocesses that their grou! ha#e undergone in order
to i(!le(ent their !ro"ect= Then they should discuss their indi#idual contributions to
their citi4enshi! !ro"ect= +hat di--erence did they (a,e to the !ro"ect. +hat di--erence
did the !ro"ect (a,e to the(. :o8 did they (a,e a di--erence to their grou!0 to the
(e(bers o- their grou!0 the the bene-iciaries o- their !ro"ect. :o8 did they (a,e a
di--erence in the society as a 8hole. The essay 8ill be sub(itted together 8ith their
other three essays 2and other re-lections/essays that they (ay ha#e done3 in a
creati#ely !resented "ournal during the Final K5a(s 8ee,= The "ournal can substitute -or
the -inal e5a(=
Materials
Multi(edia !ro"ector0 la!to!0 internet connection
T8o to three 1=%@hour (eetings
)6
:val(ation
4
th
Ma"or Indi#idual Kssay or Cournal Kntry
Grou! Citi4enshi! Pro"ect Presentations
*(!rics
&ndividual *ssays7/ournals
O@A:CTIV:S B5%B3C
;.?5%.?D<
E5%EEC
;6?5%6?D<
E3%31C
;/?5%/?D<
3B%.55C
;9?5<
SCO*:
re-lection=
7eeds
-ork
'air Good S(perior
thereo-=
7eeds
-ork
'air Good S(perior
country=
7eeds
-ork
'air Good S(perior
;D
'itizenship -rojects
O@A:CTIV:S B5%B3C
;.?5%.?D<
E5%EEC
;6?5%6?D<
E3%31C
;/?5%/?D<
3B%.55C
;9?5<
SCO*:
The grou! selected a site -or the
!ro"ect 8ith a clearly de-ined
go#ernance and citi4enshi! issue=
There 8as a thought-ul "usti-ication
8hy the (e(bers selected the area0
8ith !articular elaboration on its
urgency0 signi-icance and the grou!As
!ro!osed ob"ecti#e in the site e=g=
ad#ocacy0 !olicy reco((endation0
co((unity e5tension ser#ices etc=
7eeds
-ork
'air Good S(perior
The grou! 8as able to -ollo8 through
their !lan o- e5ecuting the !ro"ect
consistently0 based on their
!re#iously sub(itted !ro!osals= 7ny
changes 8ere handled e--ecti#ely and
the 8hole !rocess 8ithin the !ro"ect
8as docu(ented in an organi4ed
(anner= This includes* #ideos0
!hotos and inter#ie8s=
7eeds
-ork
'air Good S(perior
The grou! 8as able to !ro#ide a clear
narration o- the (e(bersA
e5!eriences during the conduct o- the
!ro"ect= They 8ere able to !resent in
their out!ut the ,ey actors in#ol#ed in
their res!ecti#e sites and analy4e
each actor in ter(s o- their !ositi#e
and/or negati#e contributions to the
issue= Or elicit !oints o- #ie8s -ro(
di--erent actors in#ol#ed in the issue=
7eeds
-ork
'air Good S(perior
The grou! 8as able to (eet the
!ro!osed ob"ecti#e in the site on t8o
le#els* their !ersonal e#aluation
based on the degree o- e--ecti#eness
o- the !ro"ect in addressing the
concern and the reaction and
-eedbac, o- the actors in the area
selected=
7eeds
-ork
'air Good S(perior
;1
The grou! (eaning-ully and
elaborately e5!ressed re-lections
regarding 8hat they ha#e learned in
!ro"ect0 and relates it 8ith the
conce!t o- citi4enshi! and
go#ernance in !ractical ter(s=
7eeds
-ork
'air Good S(perior
The a#erage o- the scores in each ob"ecti#e 8ill be the grade o- the student -or the citi4enshi!
!ro"ect=
7 grade o- D=D 8ill be gi#en to students 8ho* 13 did not !artici!ate andG 13 did not (eet the any o-
the ob"ecti#e 8ithin the !assing score=
;1

CITIGOV Modules Revised 2nd, 2010-2011 As of 14 Dec. 2010 (Syllabus For Faculty 3rd, 2010-2011)

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CITIGOV Modules Revised 2nd, 2010-2011 As of 14 Dec. 2010 (Syllabus For Faculty 3rd, 2010-2011)

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