Nueva Vizcaya State University

Bambang, Nueva Vizcaya

INSTRUCTIONAL MODULE (IM)

COLLEGE CAS DEGREE PROGRAM BSPA SPECIALIZATION Public

Administration

SUBJECT Special Course in ICC and IKSP IM NO. 1 WEEK NO. 1-3
TOPIC/S I.OVERVIEW ON ICC and IKSPs 6 hrs.
1. Definition of ICC, Traditional Knowledge and IKSPs TIME FRAME
2. Characteristics of Traditional knowledge
3. Importance of Traditional Knowledge

Topic Overview: Indigenous peoples, also known as First peoples, Aboriginal peoples or Native
peoples, are ethnic groups who are the original settlers of a given region, in contrast to groups that have
settled, occupied or colonized the area more recently

Indigenous Knowledge Systems and Practices (IKSPs) are local knowledge developed over centuries of
experimentation by our ancestors and are passed orally from generation to generation.

Learning Outcome:

1. define ICC, traditional knowledge and IKSP

2. enumerate the characteristics of Traditional knowledge
3. explain the importance of traditional knowledge

Topic Outcome:
 Be able to give the meaning of ICC and IKSP
 Can explain the characteristics of traditional knowledge
 Give the significance of traditional knowledge

Introduction

Indigenous peoples, also known as First peoples, Aboriginal peoples or Native peoples,
are ethnic groups who are the original settlers of a given region, in contrast to groups that have settled,
occupied or colonized the area more recently. Groups are usually described as indigenous when they
maintain traditions or other aspects of an early culture that is associated with a given region. Not all
indigenous peoples share this characteristic, as many have adopted substantial elements of a colonizing
culture, such as dress, religion or language. Indigenous peoples may be settled in a given region
(sedentary) or exhibit a nomadic lifestyle across a large territory, but they are generally historically
associated with a specific territory on which they depend. Indigenous societies are found in every
inhabited climate zone and continent of the world.

The Philippines is a culturally diverse country with an estimated 14- 17 million

Indigenous Peoples (IPs) belonging to 110 ethno-linguistic groups. They are mainly concentrated
in Northern Luzon (Cordillera Administrative Region, 33%) and Mindanao (61%), with some
groups in the Visayas area. The Philippine Constitution, in recognition of this diversity and
under the framework of national unity and development, mandates state recognition, protection,
promotion, and fulfillment of the rights of Indigenous Peoples. Further, Republic Act 8371, also
known as the “Indigenous Peoples Rights Act” (1997, IPRA), recognized the right of IPs to
manage their ancestral domains; it has become the cornerstone of current national policy on IPs.

Indigenous Knowledge Systems and Practices (IKSPs) are local knowledge developed over
centuries of experimentation by our ancestors and are passed orally from generation to generation. It was
proven to be a perfect scaffold to sustainable development connecting the past, the present and the future.

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However, these knowledge, systems and practices are at escalating rate of deterioration due to consistent
assimilation that resulted from the continuing loss of interest of these practices from young people. Thus,
empirical evidence to showcase importance to environmental protection and cultural preservation are
encouraged. Likewise, studies connecting these indigenous knowledge and practices to academic
curriculum are highly regarded to be influential in their preservation. According to Baguilat (2009),
IKSPs cover a broader scope that included all traditional skills, laws, philosophy, rituals, livelihood,
sciences and technologies of the community.

A. Definition

Indigenous Peoples

 Indigenous Peoples refer to Filipinos who have continuously lived as organized communities in
defined territories (ancestral domains) since time immemorial, and they have retained some or
all of their own social, economic, cultural and political institutions

IPs include those who may have been displaced from their domains or may have resettled

WHO ARE THE FILIPINO IPS?

 refer to a group of people or homogenous societies identified by self-ascription and ascription by

others,

 who have continuously lived as organized community on communally bounded and defined
territory,

 and who have, under claims of ownership since time immemorial occupied, possessed and
utilized such territories, sharing common bonds of language, customs, traditions and other
distinctive cultural traits,

 or, who have, through resistance to political, social and cultural inroads of colonization, non-
indigenous religions and cultures, became historically differentiated from the majority of
Filipinos.

 ICCs/IPs shall likewise include peoples who are regarded as indigenous on account of their
descent from the populations which inhabited the country, at the time of conquest or
colonization, or at the time of inroads of non-indigenous religions and cultures, or the
establishment of present state boundaries,

 who retain some or all of their own social, economic, cultural and political institutions,

 but who may have been displaced from their traditional domains or who may have resettled
outside their ancestral domains.

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 CORDILLERA & REGION I

 Bontoc;Balangao, Isneg, Tinggian, Kankanaey, Kalanguya, Karao, lbaloi, Ayangan, lfugao,

Tuwali, Kalinga, Bago, Applai

REGION II

 Agta, Kalanguya, Bugkalot, Isinai, Gaddang , Aggay Dumagat, lbanag, Itawis, lvatan , Yogad

REGION III and REST OF LUZON

 Aeta, Negrito. Baluga, Pugot, Abelling, Agta, Dumagat, Remontado, Bugkalot, Cimaron,
Kabihug, Tabangnon, Abiyan, (Aeta), Isarog, ltom

ISLAND GROUPS AND REST OF VISAYAS

 Agutaynon, Tagbanua, Cagayanen, Tao't Bato, Batak, Palawanon

 Molbog, Iraya Mangyan, Hanunuo Mangyan, Alangan Mangyan, Buhid Mangyan, Tadyawan
Mangyan, Batangan Mangyan, Gubatnon Mangyan, Ratagnon Mangyan, Ati, Cuyunon, Ati,
Mangyan-Tagabukid

 Sulod/Bukidnon, Magahat

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 Korolanos, Ata, Bukidnon, Escaya, Badjao, Kongking

SOUTHERN & EASTERN MINDANAO

 Manobo, Mandaya, Mansaka, Dibabawon, Banwaon. Bagobo, Ubo Manobo, Tagakaolo,

Talaingod, Langilan, Mamanwa, Higaonon, Blaan, T'boli, Kalagan, Tagabawa, Mangguangan,
Tigwahanon, Sangil, Agusan Manobo

NORTHERN & WESTERN MINDANAO

 Manobo, Subanen, Arumanen Manobo, Arakan Manobo, Teduray, Dibabawon, Banwaon,

Bagobo, Ubo Manobo, Tagakaolo, Talaingod,, Langilan, Mamanwa, Higaonon, Blaan, T'boli,
Kalagan, Tagabawa, Manobo Blit, Matigsalog, Tigwahanon, Tagabawa, Sangil

CENTRAL MINDANAO

 Aromanon, Tiruray, Bagobo, UboManobo, Higaonon, Subanen, Maguindanao,

Iranon, Karintik Blaan Lambangian

 110 ETHNOLINGUISTIC GROUPS

 7 .7 M HAS. (25.84%)

 14,184,645 IP POPULATION (16%)

Luzon: 4,822,779 (34%)
Visayas :425,540 (3%)
Mindanao: 8,936,326 (63%)

 Indigenous knowledge is also known as traditional knowledge or traditional ecological

knowledge or traditional environmental knowledge.
 Traditional knowledge is knowledge that derives from, or is rooted in the traditional way of life
of aboriginal people. It is the accumulated knowledge and understanding of the human place in
relation to the universe.
 Traditional ecological knowledge is environmental knowledge that has been gathered by
aboriginal peoples who have lived in and observed a particular area for generations. It is a system
of experiential knowledge gained by continual observation and transmitted among members of a
community.
 Traditional environmental knowledge is a body of knowledge and beliefs transmitted through oral
traditions and first hand observation. The quantity and quality of TEK varies among community
members, depending upon gender, age, social status, intellectual capability and profession.
 Indigenous knowledge includes facts, concepts, theories about the characteristics which describe
the objects events, behaviors and interconnections that comprise both the animate an inanimate
environments of indigenous peoples. Even though indigenous knowledge is not quantitative in
nature. It does mean that it is not precise.
B. Characteristics of Traditional knowledge
 Is generated within communities
 Is location and culture specific
 Is the basis for decision making and survival strategies
 Is not systematically documented
 Concerns critical issues of human and animal life; primarily production, natural resource
management
 Is dynamic and based on innovation , adaptation , and experimentation.
 Is oral and rural in nature
C. Impact of Colonization on Traditional Knowledge
 To exploit the natural resources found in the territories of Indigenous peoples; and
 To execute some notion of “empire” or “manifest destiny” to solidify economic, social,
and political power.

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 D. Adverse effect of colonization in the transmission, preservation, and protection of traditional
knowledge
 TK has not been systematically documented until recently
 It is large orally transmitted
 IP have become isolated (remote/inaccessible) from one another
 Enforced shifts away from traditional subsistence practices
 Health and social problem and
 The dominance of western scientific traditions
E. Importance of traditional knowledge
 Contributes to the cultural and political goals of self – determination and self – reliance
 Ability to support traditional lifestyles (strong appreciation of community history and its
roots)
 Traditional knowledge has wide range of commercial and scientific uses (increasingly
valuable to non – indigenous outsiders) example: use of traditional medicines as a basis
for pharmaceutical products and herbal medicines.

Conclusion

Because our knowledge is part of us, and we are living beings, then our knowledge is in a sense
“living” too and must be nurtured like all life. The primary lesson for Indigenous peoples with in their
own communities, then, is to learn and practice traditional knowledge. Seek out traditional elders and
teachers. Listen to their stories and question, practice the technique and discuss it all with your peer.
Honor sacred.

Reference:

https.//www.slideshare.net/ErnestoEmpig/traditionalknowledge

http://www.ph.undp.org/content/philippines/en/home/library/democratic_governance/FastFacts-IPs.html

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Group Activity:
The students will be divided into four groups. Discuss the topic thru panel discussion.
1. Characteristics of Traditional Knowledge
2. Importance of Traditional knowledge
3. Impact and adverse effect of colonization in traditional knowledge
Assignment:

1. What are abuses of traditional knowledge?

2. Research on the different indigenous peoples in the Philippines. Cite references.
3. Interview parents about traditional knowledge practice at home. Include picture for
documentation.
4. Define the following: affirming, reaffirming, recognizing, welcoming, emphasizing, considering,
acknowledging, bearing, encouraging and believing.