Ang papel na ito ay isang pilosopikong pagsusuri sa konsepto ng espasyo sa Pilipinong pananaw. Ang konsepto ng espasyo sa Pilipinong pananaw ay nagsisilbing dahilan para masabi nating tayo ay nagmamahal sa karunungang nagmula at pinagyaman ng kamalayang Pilipino. Ang konsepto ng espasyo rin ang nagpapatibay sa katwiran na naglalantad sa pangangailangan nang agarang pananaliksik ng karunungang nakaligtaan sa kanluran. Kung ang mga Hapon ay matagumpay na pinagmunihan ang 'espasyo' gamit ang mga konseptong basho, aidagara, at zettai mu tungo sa (...) pagbibigay diin sa pagkamakabayan, ang ‘espasyo’ ay magsisilbing gabay sa mga Pilipino na lumingon sa kanilang pinanggalingan upang bigyan ng linaw ang layunin sa bawat tangkang pagbuo ng masasabing makataong ‘pilosopiya natin’. Tungo sa makataong espasyo sa pag-iral ng tao, nais galugarin ng diskursong ito ang mga sumusunod na paksa: 1] Lugar ay Espasyo; 2] Sa Pagitan ng ‘Ako’ at ng ‘Ikaw’; 3] Espasyo Bilang Bukal ng Kaalaman at pagkatuto; 4] Pagbuo ng Makataong Espasyo at Pagbuwag sa mga Mapang-aping Espasyo; 5] Salaysay ng mga Karanasan Tungo sa paghulma ng Makataong Espasyo; 6] Espasyo ng/para sa mga Peminista?; 7] Sa Pagitan ng Namatay at ng Namatayan; 8] Saan Matatagpuan ang Kapayapaan? (shrink)

What is Comparative Philosophy? -/- Synkretic: Journal of Indo-pacific Philosophy.

The heart of Aristotelian Logic is the square of opposition. This study engaged on further [re]investigation and meta-logical analysis of the validity of the square of opposition. Further, in this paper, it has been modestly established, with greater clarity, the exposition of the strengths, more than the presentation of the defects, loopholes and weaknesses, of the Aristotelian Logic in a descriptive and speculative manner. The unconcealment of the breakdown of the square of opposition marked a rupture and the opening of (...) avenues of alternative reasoning. The critical and analytical exposition of the loopholes of the square of opposition led to a realization that things around us could have been and still be different; and there could have been better alternative reasoning than what we have called, adopted, and worshipped [Greek] logic. Results show that the downfall of the oppositional relationships in the square of opposition provided a proof of the logical illusion of Aristotle or the loophole of Traditional Logic. The laws of opposition, that have been considered the measures of logically deductive inferences, are practically almost totally logical deceptions. By implication, if the laws of subcontrariety, contrariety, and subalternation [and may be contradiction] have collapsed, the square of opposition has also collapsed; hence, Aristotle‟s square of opposition is a fallacy. This means that the square of opposition has errors and in itself an error. (shrink)

The meta-philosophical discussion on ‘what is Filipino philosophy?’ is an attempt to provide clarifications of apparent misconceptions about philosophy ‘as a discipline’, that whenever we talk about ‘non-western’ philosophy (more specifically Filipino philosophy), so to speak, we are basically applying a Western concept to non-western systems of thought. We are comparing different systems of thoughts and literatures by the Western standards. The investigation eventually arrived at the inevitable discussions on the distinctions between: [1] ‘philosophy as a discipline’ and ‘philosophy as (...) a system of thought,’ and [2] ‘Filipino philosophy’ and ‘Filipino philosopher’ Keywords: Filipino philosophy, Filipino philosopher, Logic, Nationality, Citizenship. (shrink)

In an attempt to critically examine the effects of the abrupt shift from the traditional classroom-based education to distance education in the Philippines, this paper articulates pedagogical concepts that are necessary for a transformative and humanizing academic modalities despite the departure from the old approaches due to the unexpected rise of the new normal in education. I discuss a deconstructive, revolutionary, and inclusive pedagogy that aims to renew certain approaches in order to prevent educational paralysis and give way to alternative (...) avenues that best fit the current and future situations notwithstanding the challenges that this pluralistic age poses to every academic site. (shrink)

Dialectics of Pedagogy: Implications of Paulo Freire's Philosophy of Transformative Education.

The dearth of resources inherent in the study of Logic effected and affected by lack of reading materials, the financial constraints characteristic of the plight of students, the utter difficulty in teaching the subject shorthanded by write-then-explain method, made possible this undertaking. This text is a compilation of scholarly works by noted logicians that have made their way through publication. This work pales in comparison to their works and no deliberate efforts were made to water-down portions of their book that (...) were not included herein. I beg one favor of my readers that this endeavor should not be interpreted as mimicry, instead as compilation with the purpose of putting together brilliant works for enlightenment of the young. Mere mention of the names of the authors that I have used in this project is not even Commensurate to the efforts they have laid. Notwithstanding this fact, it is out of deference and admiration that pages for bibliography are allotted. It is fervently prayed for that this work will ease the difficulty of comprehension on the part of students and likewise facilitate instruction because of its rudimentary and comprehensive substance. (shrink)

the proclivity of many people to classify human acts as good or bad calls into mind the import of ETHICS. The penchant for classification warrants the evaluation of the bases for saying that one is bad or good action. Normally, human act is ethical if it is in accordance with what one would relatively expect in view of the events or the circumstances and unethical if the action is not called for by the circumstances, or a person whose behavior is (...) disorderly and inconsistent. The same observations harbor on perception rather than on paradigms and frameworks which ethicists have somehow perfected to classify bad behavior into one division and good behavior into another. The study of ETHICS will therefore increase proficiency at least in moral decision making. Likewise, knowledge of the course will give students certain techniques for evaluating others’ action as moral or immoral, including their own. ETHICS is the science of action but the action herein alluded to is not the action that concerns those that are unconscious and spontaneous. Action here is that resulting from intellect and will herein referred to as human act. ETHICS is both a theoretical and a practical discipline. The language of ethics refers to rights, duties, and values. One of the goals of ethics is to explore the nature of moral experience, its universality, and its diversity. Another is to provide intellectual analysis of values, and value conflicts in order to define man’s duties. Also, it is oriented toward the determination of right decisions. In order to do that, it is necessary to go step by step, analyzing, first, the facts of the case, second, the values at stake, and third, the duties. In short, ETHICS has the very practical purpose of helping us to choose, decide, and act morally. It should enable us to discover defects in the action of others and to avoid defects in our own action. (shrink)