Tag Archives: University of the Philippines

Qwertyman No. 77: Taylor Swift 101

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Qwertyman for Monday, January 22, 2024

THERE WAS a lot of snickering around the local Internet a couple of weeks ago when the University of the Philippines announced that it was going to offer a course on the American megastar Taylor Swift. “Why???” seemed to be the most common hair-trigger response, expressing consternation over the need or rationale for such a course. “This is where your taxes go,” lamented another netizen.

The clear suggestion was that spending a semester—that’s 16 weeks—on a pop phenomenon like Taylor Swift was a grandiose and frivolous waste of teaching time and people’s money, scarce resources better allocated to studying worthier topics like, say, Gomburza, the South China Sea, endemic species, and sovereign wealth funds. (Not incidentally, all these other topics are already covered in other UP courses, so no one need worry that they’re being sacrificed for in-depth analyses of “Cruel Summer” or “You Need to Calm Down.”)

Before we go any further, I have to declare that I’m no Swiftie, as her adoring fans call themselves, and I had to look up and listen to those two titles I just mentioned. At my age, my idea of a diva I’d pay good money to listen to is Barbra Streisand, Laura Fygi, Lisa Ono, and Dionne Warwick, none of them below 60. I have to admit that the only Swift song I was aware of before she exploded into global stardom was “You Belong with Me,” which my then-teener niece Eia used to bounce her head to (an effect that, I’ve since discovered, many Swift pieces tend to induce). 

Still, my instinctive reaction to the announcement of the UP Swift course wasn’t “Why?” but what I suppose is the academic’s default of “Why not?” When I looked into how the course was going to be taught by its instructor—Cherish Aileen Brillon, a mass communications specialist who had previously published a paper on, among others, “Darna and Intellectual Property Rights”—I could see that this wasn’t going to be just party time for 15 kids listening through Taylor Swift’s ten albums (yes, I counted) over a semester, but serious study connecting material from the singer’s songs and of course from her life as a 21st century celebrity to our reception of her and whatever she represents, as Filipinos. 

The course—an elective under the BA Broadcast and Media Studies program of the Colle of Mass Communication—will focus on “the conception, construction, and the performance of Taylor Swift as a celebrity and how she can be used to explain our and, of course, media’s relationship with class, politics, gender, race, and fantasies of success and mobility…. Gender should be part of the discussion because Taylor is a woman operating in a highly patriarchal and misogynist entertainment industry,” Brillon told the STAR in an earlier interview. “Transnationality is also a large part of the discussion,” she added, defining the term as a “media-driven flow of goods, products and services from various nations” in this globalized age. “Celebrities have always been transnational anyway. The class will look into the transnationality of Taylor and how Filipinos are appropriating their relationships with celebrities.” 

If you know anything about what’s being taken up in universities worldwide today as media and cultural studies, that mouthful I quoted above is heavy-duty academic work of the kind I myself may not be too keen to undertake, but the results of which I’d be deeply interested to find out. And that because there’s nothing more pervasive and influential in our world today than the media, which includes the Internet, TV, radio, and newspapers, plus all the advertising, the tweets, the Facebook feeds, the Spotify music, and the Amazons, Lazadas, Shopees, and eBays you find in them. How the media draws our attention and often subliminally persuades us into buying certain products and ideas can’t be worthier of academic research and investigation. 

And it’s not as if this hasn’t been done before. New York University, Stanford, Arizona State University, the Berklee College of Music, Rice University, UC Berkeley, the University of Florida, the University of Delaware, and Brigham Young University are among the American universities offering Taylor Swift courses from different approaches ranging from the music itself to social psychology, marketing, and literature.

So, okay, they’re Americans—why us Filipinos? Because the singer has a huge Pinoy fan base, despite the slight that local Swifties felt when she left the Philippines out of her 2024 Southeast Asian “Eras” tour, for which well-heeled Pinoys then rushed online to book expensive ticket packages for her shows in Singapore. (She’s been here twice before, in 2011 and 2014.)

But never mind Taylor Swift. Back in 1995, scholars attending the first International Conference on Elvis Presley at the University of Mississippi’s Center for the Study of Southern Culture got academia “all shook up,” according to reports, with papers bearing titles like “A Revolutionary Sexual Personae: Elvis Presley and the Acquiescence of Black Rhythms,” which discussed sensuality and spirituality in Elvis’s acts.

And then, of course, there are all the college courses on Frank Sinatra at Suffolk University, and on the Beatles at MIT and Oxford, among many other places. At Carnegie Mellon University, flautist and Prof. Stephen Schultz alternates teaching 18th-century Baroque music with a class on the Beatles; guess which class attracts 200 students a semester.

I’m sure that, despite these precedents and rationales, there will remain many skeptics who’ll still believe that all this academic mumbo-jumbo is just an excuse for both professor and student to kill an hour and a half doing nothing but nodding their heads to pop tunes and chatting about which song’s lyrics were cooler. (Don’t be too surprised, but that’s also basically what happens when we discuss poetry and fiction, sans the rhythmic nodding.)

But then you could be talking about Taylor Swift and her songs—or you could be talking about how Adolf Hitler and his deadly message were packaged and sold to the German people, not to mention Donald Trump and other despots closer to our time and place. This is what media and cultural studies are ultimately about—the power of media and other cultural forces to shape our minds, our purchases, our votes, and therefore our history. 

Perhaps our students can even learn more from a semester of Taylor Swift, BTS, and Justin Bieber than the Shakespeare they’ll merely turn to AI to write papers on. Like I told one naysayer, “We keep studying history, religion, law, etc., and yet we seem to learn nothing—just look at how a former human rights lawyer suddenly justifies EJKs.” So there may yet be more to Taylor Swift 101 than meets the eye. As another Swift—Jonathan—put it, “Vision is the art of seeing what is invisible to others.”

(Image from Sky News)

Qwertyman No. 60: UP’s Southern Pivot

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Qwertyman for Monday, September 25, 2023

AT HIS formal investiture as the University of the Philippines’ 22nd president last September 14 in Davao, Atty. Angelo “Jijil” A. Jimenez made clear what his and UP’s priorities were going to be for the next six years of his administration: a renewed emphasis on service and equity, and more collaboration with other state universities and colleges (SUCs) and private higher education institutions (HEIs).

These priorities, he said, sprang naturally out of what he called the “three moral paradoxes” facing UP, the country’s “national university” mandated by RA 9500 to lead in Philippine higher education.

The first one he mentioned in his speech was the fact that, despite more than a century of UP producing national leaders, the country remains beset by mass poverty and economic and social inequality. “Beyond nurturing the Filipino mind and spirit, should UP have been more explicitly charged with raising our people’s material welfare? Are we doing enough at present to promote economic progress and social justice among our people?”

The second was his observation that UP, conceived as a “university for the Filipino people,” primarily serves the children of well-off, urban-based families, with 60 percent of its freshman population coming from private schools, “and our admissions policy unfortunately does not do enough to correct that bias.” Jimenez wants UP to help more underprivileged youth from the countryside prepare for, take, and pass the UPCAT, aside from other measures that can be undertaken to democratize access to a UP education.

Third, UP accounts for a fifth of the national budget for higher education, with the balance to be shared by more than 110 other SUCs, but was UP doing enough to share its academic resources with other schools? “If not everyone can come to UP, then UP must go not only where it can help raise academic standards, but also where it can cooperate and collaborate as an equal partner, and learn from SUCs with advanced and specialized expertise in certain areas,” said Jimenez.

Following through on his commitment to place UP at the service of HEIs all over the country, Jimenez convened an “SUC Summit” on the day after his investiture, attended by about 80 SUC presidents and representatives, to map out areas of collaboration between them and UP. Earlier, UP had also inked an agreement with officials of the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) to assist the latter in promoting access to quality education, improving health outcomes, strengthening the capabilities of SUCs and LGUs, and rehabilitating conflict-affected communities.

UP’s southward pivot was no accident. A former student leader and labor lawyer by training—he served as labor attaché in wartorn Iraq—Jimenez was born in Butuan, of Manobo blood. “It was a long way from Butuan to Baghdad, but in many ways, it is even longer from Mindanao to Manila. We have been so accustomed to thinking of Manila as the capital and Mindanao as the periphery, forgetting that once upon a time, the reverse was true. That imbalance is now being redressed, with Mindanao shaping up as our gateway to ASEAN, as the political and economic force that it has always been…. That it took the national university 115 years to have a president from Mindanao tells us something about we Mindanawons—and especially those of us who come from lumad origins—have had to contend with.”

So it was more than symbolic that Jimenez chose to hold his investiture not in Diliman, UP’s seat of administrative and academic power, but in UP Mindanao, one of the UP System’s eight “constituent universities” (and interestingly, the only one created by congressional fiat, after a push by Mindanawon lawmakers in the 1990s to have a UP of their own). 

President Jimenez also emphasized that he was adding one important word to UP’s longstanding motto of “Honor and Excellence.” That word was “Service,” a reminder to every Isko and Iska, as UP’s students are called, that their education is a debt to be repaid to the Filipino people for the rest of their lives.

These are noble and praiseworthy ambitions—most significantly, Jimenez’s desire to open UP up to the children of the poor, to break the tightening lock of privileged students on admission to the country’s premier state university. Ironically, because of the politically expedient but economically questionable free tuition law, public funds are subsidizing the college education of many children whose parents could very well afford to pay full tuition, while leaving the truly needy even farther behind. 

This wouldn’t be the first time that the “excellence vs. equity” issue came up for re-evaluation. UP oldtimers will recall when high school valedictorians and salutatorians from all over the country merited automatic entry into UP, ensuring broader geographical coverage. During the time of President Edgardo Angara, a system allowing disadvantaged students to come in via “presidential discretion” was put in place, but this was reportedly abused and later junked. (When I served as Vice President, I—and other UP officials—would routinely get calls from politicians, friends, and frantic parents hoping that we could work some magic to get their children in. I said I would rather resign than even try to compromise UP’s admissions system—it just doesn’t work that way in UP, even if it might elsewhere.)

Any strategy for producing an intellectual elite based on talent alone will favor those who come from strong elementary and high school backgrounds, most likely our top private and science high schools. On the other hand, especially given the sorry state of our public schools (this, even before budgetary diversions to “confidential funds”), you can’t just bring in students from all over just to make sure of equal representation; many of these poorly prepared students will suffer, as would the university itself. 

It’s a complicated but vital question: what primary purpose should UP serve? With universities today encouraged to join the global rat race run by Quacquarelli Symonds, Times Higher Education, Shanghai Ranking Consultancy, and other ratings bodies (businesses, that’s what they are), are we forgetting more basic needs by chasing after these costly metrics?

Jijil Jimenez’s heart seems to be in the right place in calling for UP to return to its roots—as he returned to his in Mindanao—as a university of the people, but working out the details will be a challenge. If he can rally the faculty behind him and get government support, then he can yet be one of  UP’s most effective and even beloved presidents.

(Photo from sunstar.com.ph)

Qwertyman No. 38: Getting into UP

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Qwertyman for Monday, April 24, 2023

(For this week, let me offer a little family drama about my favorite school, this being exam season, and before I get the usual calls from anxious friends.)

“HEY, UPCAT is back, they’re holding UPCAT live again!” Marides waved the newspaper in her husband Bong’s face. Bong was watching a car show on TV where they found old cars in barns and turned a bucket of rust into a gleaming, raging roadster. Somehow it gave him hope that, down the road when he became a senior and ached all over, they could ply him full of oils and sealants and make him go like a teenager again.

“What UPCAT?” At least the question proved he was listening. Marides had that godawful habit of intruding on his most blissful moments with some real-world problem, and then getting on his case when he ignored her. Twenty-five years of marriage, four kids, and she still didn’t know when to leave him be. 

“UPCAT—the University of the Philippines College Admission Test, the same one I took and passed thirty years ago, which led to me representing UP and meeting and beating you in an inter-collegiate debate, remember? After which you got my number and asked me out and proposed to me three months later, remember?”

Bong hated it when Marides reminded him of that first encounter and its outcome, which became a given of sorts in their household—she was smarter than him, she had all the better arguments, and who knows what she could have become—a corporate genius, a Supreme Court justice—if he hadn’t saddled her with babies and insisted on working for the both of them. He was good with the money, she had to grant him that, because he was the agreeable type who made all the right connections and who could hustle his way out of a guilty verdict if he had to, as he more than once had to. 

“So what if UPCAT’s back?” he asked for the sake of asking. On the TV, two mechanics were staring at a big hole where a Corvette’s engine should have been.

“Dondon is in his senior year. He’s supposed to be taking it soon. We need to make sure his papers are in order. Where’s that boy? Dondon! Come out for a minute, will you?” 

A teenager with frizzy hair and a phone glued to his ear straggled out of his room and deposited himself in the nearest chair, across the room from his parents, still mumbling on his phone.

“You know UPCAT is happening, right? Have you filed your application yet?”

“Yes, Ma—mumble mumble….”

“Will you please put that phone down while your parents are talking to you? Bong, could you teach your son some manners—”

Bong: “Mumble mumble….”

“I’m serious! You two listen to me—our family’s reputation is on the line!”

“What reputation, Ma?” Dondon grudgingly put his phone aside, and Bong yawned and stretched his arms to acknowledge that he was in for a long spell.

“The one I started, by passing the UPCAT, getting into UP, and serving the people any way I could!”

“But, Ma, all you ever did was to bear us babies, and look what we became—Ate Glo is divorced in the States, all Kuya Jeff does is drive Papa around, and Kuya Milo thinks more tattoos will make him a better rocker. And all of them passed the UPCAT because you told them to!”

“Well—that was my service—to them, and to our people. I give you the opportunity, and what you make of it, well, that’s your business….” Marides started sobbing, and Dondon ran across the room to embrace her.

“Aw, Ma, that’s not what I meant. I just wanted you to see that getting into UP doesn’t guarantee anything.”

“That’s what I’ve been saying all these years!” Bong added. “We’ve been sending our kids to a school for communists, and they don’t even make good communists anymore!”

“No, they don’t,” Marides shot back, “because those communists took the top five places in the bar exams!” She sniffled and Dondon handed her a box of tissues.

“Don’t cry, Ma. It’s all right, it’s all okay. Applications are done online now and my school sent all my papers in last week. I just didn’t tell you both because—well, Papa wanted to explore other options—”

“Other options? Like what?”

“Like sending him abroad to a school of his choice. We have the money—”

“What, you’ll be sending my baby, our bunso, away for the next four years?”

“Or he can pick any other school here he wants to! UP’s not the only good school for engineering or science in this country—”

“I don’t want to be an engineer, Pa….”

“What? You’re a science high school scholar! You have to be an engineer—or a chemist, a physicist, do something with numbers, you don’t have a choice!”

“I never did, Pa, you and Ma chose my high school for me, I just took the exam. Maybe I should have just failed it.”

“So what the hell do you want to do with your life? Who’s going to take over the business when I’m gone?”

“Maybe you should trust Kuya Jeff more. Keep him in the backseat with you. Me, I want to draw, to paint, to design, do something creative. I know I’m good—you’ve seen my sketches, you just haven’t paid much attention to them.”

“We just want you to be happy, son,” said Marides. “We’ll support whatever you decide—won’t we, Bong?”

“Uhm—yes, okay, sure, if it makes you happy, but will you stop crying? I’ll make sure Dondon gets into UP, even if he fails the UPCAT—”

“Pa!”

“I’ll call an old friend of mine, you know me, I know all the right people. He used to be a VP in Quezon Hall, I’m sure he can pull a few strings and get you in—”

“Pa, that’s not how I want to get into UP, that’s not what UP’s about—”

“Oh, you mean that guy who now writes a column about funny things like fountain pens and his wife Weng for a newspaper? Forget it. Chuchay called him last year to ask for the same favor, but he said sorry, no, he won’t do anything of the sort, that it’s just not done in UP!”

“Why, that useless jerk! Doesn’t he know how things work in this country? I’m sure UP’s just as full of jokers and crooks as Customs, Congress, the Palace, you name it! Don’t half the people in those places come from UP?”

“Maybe, Pa—but that’s why I want to go there, because it still has people like your friend who won’t let me in unless I pass the UPCAT! Don’t worry, Ma—I’ll do my best, I promise.”

“Oooh, my son’s going to be the next Amorsolo!” Starts singing: “UP naming mahal, pamantasang hirang….”

“I have a friend who owns a gallery….” Bong began.

Qwertyman No. 26: UP’s New President

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Qwertyman for January 30, 2023

TWO FRIDAYS from now, a change of leadership will take place at the University of the Philippines, when outgoing President Danilo L. Concepcion turns his office over to Atty. Angelo “Jijil” A. Jimenez. Elected by the Board of Regents last November after what was known to be a tightly contested three rounds of voting, Jimenez will serve for the next six years as UP’s 22nd president. (By tradition, the BOR’s formal announcement of the vote declares it to have been “unanimous” although, to the best of my knowledge, it never has been, at least in modern times.)

Jimenez is no stranger to UP’s political and academic culture. A sociology and law graduate from UP with a master’s in management from the National University of Singapore, Jimenez served twice on the Board of Regents as Student Regent in 1992 and as Regent from 2016 to 2021. 

How he will win over the faculty is something else. It’s no secret that many professors emeriti and other faculty members—myself included—openly declared themselves in support of the candidacy of UP Diliman Chancellor Fidel Nemenzo, whom his supporters saw to have the best academic and administrative experience among all the six candidates for the position. That did not mean that no one else was qualified, and the BOR apparently saw something more in Jimenez that we did not, and so we will have to live with that decision.

The faculty’s chief concern may have been that Jimenez has never taught full-time in UP, raising fears that he might not appreciate or respect UP’s academic culture as strongly as a UP president should.

Academic culture is hard to explain to outsiders, but it is a way of life founded on intellectual meritocracy, on the idea that authority and respect are earned through hard-won knowledge, the currency of learning. And “intellectual” here doesn’t simply mean knowing something and being smart (and in some cases, insufferably arrogant), but actually doing something about it—through teaching, research, or some form of social action. Universities value people who contribute to our understanding of ourselves and to the improvement of human life. This is more than gaseous talk that nobody else can understand. It’s doing the deep thinking that nobody else will do, because they either have no interest or see no profit in it, or because they’re not trained to. A national university like UP, funded by our taxes, applies that thinking and learning to real-world problems and places its resources at the service of society. UP demonstrated this social commitment during the pandemic through the heroic sacrifices of its staff at the Philippine General Hospital and the research conducted by the Philippine Genome Center, among others.

Nonetheless, I can sense that despite their initial misgivings, many members of UP’s academic community are willing to give Jimenez a chance to prove himself as a protector and promoter of UP’s interests rather than someone imposed by the powers-that-be to bring the unruly natives to heel. 

“Jijil knows UP’s academic culture, and he listens. He studies things carefully before making a decision,” a highly respected colleague who knows (and once taught) Jimenez assured me. I have to say that in the few times that I met and observed him when I served as Concepcion’s VP for Public Affairs, I was impressed by Jimenez’s grasp of the issues and his willingness to learn. And this will not be the first time that someone perceived to be an outsider was chosen to sit in Quezon Hall; the most notable and perhaps the most effective of such predecessors was Edgardo J. Angara in the 1980s, who had no qualms about using his powers to modernize and streamline UP’s aging bureaucracy, against stiff resistance from within.

Jimenez has led a colorful life that included being posted as labor attaché in war-torn Iraq and him and his wife adopting a baby girl who was left at their doorstep. As a labor lawyer, he will understand the plight of the disempowered, and know how to speak to power and, just as importantly, to negotiate with it as well. 

Ultimately, it will be his character that will be on trial—how he will perform and decide under pressure from both left and right, what values lie at his moral core, and how he will steer the university and ensure its well-being under an indifferent if not hostile political regime. 

PAAJ, as he will be known in UP (Concepcion was PDLC), will have to contend with the rabid red-taggers at UP’s gates (and some of them well within its campuses), who will expect him to deliver UP, and specifically Diliman, on a platter to Malacañang. Curiously, just before the voting, Jimenez—a Duterte appointee to the Board of Regents—was denounced by another newspaper’s resident canine as a communist, alongside Fidel Nemenzo. UP has never had a shortage of detractors rooting for nothing less than its closure, but expect the troll armies to work overtime the minute PAAJ asserts its academic freedom.

Internally, Jimenez will have to deal with the conditions and demands of a constituency just emerging from the temporary and unnatural constraints imposed by the pandemic and eager to spring back into normal academic life but with even more incentives to work and to teach. Some colleagues will berate me for this, but “serve the people” no longer seems to be reason enough to study and to teach in UP. The sense of entitlement afflicting society at large has also crept into UP’s culture, with students complaining about their grades, freshly hired instructors complaining why they haven’t been promoted, and professors complaining why their work wasn’t given more points in their evaluation. Economic issues are easy to understand in a time of rampant food prices (and gross profligacy on the part of public officials), but this goes beyond a bigger paycheck. 

Given his two stints on the Board of Regents, Jimenez will be familiar with these issues down to their minutiae, as perhaps a lawyer can best comprehend. Appointing a capable executive staff will be key to his success, but again, they can only act on judgments emanating from the president’s fundamental sense of good and bad and right and wrong.

Arguably, the visible function of university presidents has changed in recent times, from being exemplars of scholarship and ideological firebrands to resource generators and managers. (Concepcion was particularly adept at the latter role.) How Angelo A. Jimenez will distinguish himself over the next six years will be a story entirely his to craft. I will be eager to read it, and wish him well.

Qwertyman No. 25: Courtesy Ca. 2023

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Qwertyman for Monday, January 23, 2023

THIS TOPIC wouldn’t have occurred to me to write about if I hadn’t come across—in my meanderings online as a collector of antiquarian books and papers—a copy of a slim pamphlet published by the University of the Philippines Press in 1936, titled “Courtesy Appeals by the President’s Committee on Courtesy.” But as soon as I saw that title, I knew I had to get that pamphlet and reflect on the observance (most likely in the breach) of its prescriptions today.

To be honest, I never even heard of a “committee on courtesy” in UP. Neither, as a former student and professor, did I ever instinctively attach the word “courtesy” to UP, although I will not agree to any collective condemnation of “Iskos” and “Iskas” as boorish and uncultured. Granted, UP lore is rich with tales of what we’ll call youthful insolence toward their elders, in ways that would make even millennials cringe. (Who was that young poet who, in a writers’ workshop, supposedly stole a famous lady poet’s underwear—don’t ask me how—and strung it up a flagpole or hung it on a line, prompting her friend—another professor known for her fiery temper—to curse the laughing fellows: “I wish your mothers had aborted you!”) 

Meekness may not be one of a UP student’s strongest suits, because we teach them to assert themselves. But we also teach them to criticize or comment with style and intelligence, as when a young wit responded to a customary recitation of then President Carlos P. Romulo’s kilometric list of honorary degrees by saying, “Why, Mr. President, you have more degrees than a thermometer!” (In fairness to CPR, that fellow went on to an illustrious career accompanied by much—and some say self-generated—pomp and circumstance.)

Courtesy, of course, is not about sticking out but about staying in—behaving oneself for social acceptability and harmony, living up to someone else’s expectations by observing a strict code of do’s and don’ts. At least that’s how it was appreciated in the 1930s, when President Jorge Bocobo created the committee that came out with the prescriptions in the pamphlet. Although he served as one of UP’s most hardworking and effective presidents—someone who pushed UP students to go out and serve the masses—Bocobo was also known to be a rather prudish disciplinarian. He had been on the committee that censured Jose Garcia Villa for publishing his “obscene” and “ultramodernistic” poem “Song of Ripeness,” leading to Villa’s suspension and hastening his departure for more liberal America. He also cut down on the popular student dances that Rafael Palma allowed, and enforced the rule for student uniforms. When Guillermo Tolentino presented his design for the Oblation statue, Bocobo had one important comment: protect its modesty with a fig leaf, which was done. Not surprisingly, although again a bit too simply, he was called “the gloomy dean” by the editorialists of the time.

In 1936, when the pamphlet came out, Jorge Bocobo was almost midway through his presidency (1934-39). I learned that 8,000 copies were printed to be handed out to all students, and teachers were required to discuss its contents—all 20 pages of them—in class.

Some of its prescriptions are entirely understandable for the period:

“A young lady of social position does not go to a ball without a chaperon.”

“When a gentleman is introduced to a lady, he does not extend his hand first. It is the lady’s place to show whether she wants to shake hands or not.”

“When a lady leaves a gentleman to whom she has been introduced, she never says she is ‘glad to have met him’ or that she ‘hopes to see him again.’’

Some would be perfectly applicable today:

“Annoying the ladies by staring at them or making remarks about them as they pass cannot be countenanced.”

“Avoid being a bore by talking too much. Be a sympathetic listener.”

Some would be difficult to enforce:

“It would be nicer if gentlemen should remove their hats on entering a building.”

“Do not wear a tuxedo at daytime.”

“(Do not) thrust the individual knife into a butter dish or the individual fork into a pickle dish.”

“Bananas are peeled into a plate and taken with the fork.”

I was amused, as many of you would be, but these social commandments (yes, they were far more than “appeals,” and students and faculty were disciplined for disobeying them) invited me to wonder how we look at courtesy today or even think about it, let alone practice it. Thanks to the anonymity provided by the Internet and to a toxic political environment, rudeness if not obnoxiousness seem to have become the norm. It’s almost customary to assume that the other fellow is uninformed, hostile, stupid, or just plain wrong, and I have to confess to thinking this of many people I encounter for the first time, especially online. 

I’ve been on the receiving end of these assumptions as well. An expat American—a Trumper—once tried to convince me that I knew nothing about America, as did an expat Brit who lectured me about the monarchy like I’d never read a book (I could’ve lectured him back on Elizabethan revenge tragedy, but he could have been just a regular fellow who didn’t know anything about me, and why should he, so I desisted and let it slide).

Courtesy today clearly involves more than etiquette or protocol, more than observing antiquated codes of behavior requiring you to use this fork or that spoon. It’s more a matter of attitude toward other people, of assuming them worthy of respect and an intelligent and civil response (until they prove otherwise, as many inevitably do, especially in politics). 

Unfortunately we also too easily conflate courtesy with external manners, with opening doors for ladies (which I still do, although my wife Beng sometimes has to remind me there’s a door in front of us). On a higher order of behavior, aren’t profligacy and ostentation extreme forms of discourtesy to a people struggling to make ends meet? Do arrogance and impunity invite respect, or resentment and disdain?

What could a “Courtesy Appeals” for 2023 read like? “Do not waste the people’s hard-earned money” seems like a good place to start.

(Some factoids mentioned here come from an unpublished, unofficial history of UP. You can check them out against an official history published recently by the UP Press.)

Penman No. 320: On Academic Freedom

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Penman for Monday, September 24, 2018

 

Let me dwell this week on the idea of academic freedom, which has been in focus again recently in the light of controversies involving conflicting ideologies on campus. It’s important because universities are the natural home of ideas, and therefore for clashes of ideas, which then take various forms of political and cultural expression.

Modern (and especially secular) universities stand on the bedrock of academic freedom, which at its simplest means one’s freedom to choose what to study and what to teach, and giving value to knowledge—not power, not money, not superstition—as our best guide to the way forward. That knowledge can be gained through research and reason, through experimentation, debate, and creative intuition. Hopefully that knowledge will yield better options for a thinking citizen.

That’s the basic concept, and while it sounds like something no one should quarrel with, the fact is that academic freedom has been under constant threat and attack over the past century, precisely because knowledge and its free expression can be dangerous to those in power. The challenges understandably often come from the Right, but even the Left—preternaturally imbued with a sense of moral righteousness—has not hesitated to throttle academic freedom when it feels justified, such as when neo-Nazis appear on campus in the US and Europe.

Two specific cases come to mind to illustrate both sides of this argument. The first (drawn from an unpublished history of UP) shows State power brazenly applied to stifle freedom of expression at the University of the Philippines.

In the early 1930s, law student and Collegian editor Arturo Tolentino got into a fight with Law Dean Jorge Bocobo over whether he could write about the Hare-Hawes-Cutting Law, which then-Senate President Manuel Quezon and Bocobo himself opposed. When the Collegian published a news item seeming to support the bill, Bocobo backed the Collegian adviser’s decision to stop printing the Collegian and to burn the 900 copies already printed, on the grounds that the Collegian was not supposed to publish political material. Tolentino appealed to President Palma, who upheld Tolentino on the basis of free speech. But Bocobo appealed to the Board of Regents, which was filled with Quezon allies, and they overturned Palma.

Dean Bocobo reprimanded Tolentino and threatened him with suspension and even expulsion if he kept violating the BOR ruling. But it was Quezon who was most infuriated by the whole affair, and his ire was unmistakably vented on Palma.

Only days after Palma upheld the Collegian’s right to discuss the HHC, the legislature came down hard on the university and imposed a new system of appropriation requiring an itemized budget. Quezon commended the Lower House for probing the finances of UP, stressing that the move was “a distinct service” to the university. Things got worse between Palma and Quezon, and when Palma finally resigned in fatigue after ten years of service, the BOR denied him a gratuity on some technicality, and denied him an honorarium as well. (When Palma died in 1939, however, Quezon stopped everything to be able to attend his funeral, at which he offered generous words of praise for his former adversary.)

The second case involves an aborted debate at Yale University in April 1974, which featured Dr. William Shockley, a Nobel prizewinner for Physics, who had openly proposed that blacks were racially inferior, and that intelligence could be measured by the percentage of one’s Caucasian blood. So repugnant was the notion to many Yale professors and students that they effectively stopped Shockley from speaking, in a fracas that resulted in some suspensions. (And here I have to thank Fareed Zakaria for bringing this to my attention in a recent CNN program.)

A committee was later set up to investigate and assess the incident, and the report of that committee is instructive in what it concluded: “The primary function of a university is to discover and disseminate knowledge by means of research and teaching. To fulfill this function a free interchange of ideas is necessary not only within its walls but with the world beyond as well. It follows that the university must do everything possible to ensure within it the fullest degree of intellectual freedom. The history of intellectual growth and discovery clearly demonstrates the need for unfettered freedom, the right to think the unthinkable, discuss the unmentionable, and challenge the unchallengeable. To curtail free expression strikes twice at intellectual freedom, for whoever deprives another of the right to state unpopular views necessarily also deprives others of the right to listen to those views.”

The committee quoted Justice Oliver Wendell Holmes, Jr., who wrote in U.S. v. Schwimmer,1928, that “If there is any principle of the Constitution that more imperatively calls for attachment than any other it is the principle of free thought—not free thought for those who agree with us but freedom for the thought that we hate.”

That’s a sobering reminder for anyone who professes to uphold academic freedom and human rights: knowledge moves forward not by silencing the other side, but by presenting superior arguments—not always the easiest thing to do, especially without screaming your head off.

Penman No. 221: Teaching the Millennials

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Penman for Monday, October 17, 2016

 

 

THERE WERE no marching bands, greeting cards, or fireworks to mark the event, but World Teachers’ Day was celebrated last October 5. As unofficial or secular holidays like Mothers’ or Grandparents’ Day go, it’s a relatively new one, proclaimed by UNESCO in 1994 to draw attention to the key role teachers play in molding the citizens of every country. My calendar shows that I did nothing remarkable that Wednesday, my day off from teaching, so I very likely spent it on a foot-massage-movie-and-dinner date with Beng. But surely teaching would have crossed my mind, as it does every day, because we keep preparing for our next class even in our idle hours, wondering how we can make our students’ encounters with us more interesting and memorable.

I’ve been thinking about teaching a lot more lately, first because of the recent deaths of some valued mentors and colleagues. Just over the past month, our department lost two of its stalwarts—Professors Sylvia Ventura and Magelende “May” Flores. I’ve written quite a bit in this corner about Sylvia, my Shakespeare teacher, who fired up my enthusiasm for Elizabethan drama and poetry. May was an English-language specialist and textbook author, a sweet, imperturbable lady with a caring smile for everyone. (Continuing the tradition, May’s son Emil also teaches with the department and has become one of our prime experts on science fiction and creative nonfiction.)

The second reason is my own impending retirement, less than three years hence. It’s hard to believe that it’s been more than three decades since I gave up my PR job at a government agency to devote the rest of my life—as I told myself then—to studying, writing, and teaching. I never did become much of a scholar—I guess I did become the writer I wanted to be—but even this close to the end of an active career, the teacher in me is still a work in progress.

That’s because every teaching day is a new performance, even if—like it would be for a theater actor—the script may essentially be the same for courses you’ve taught for years. Every new batch of students brings with it a new mix of challenges—even, over the decades, a generational drift to adjust to. For example, a teacher can’t simply blame millennials for their lack of a historical memory, which we helped create; I try to get them interested in the past not for the past’s sake, but to show them how an appreciation of the past can help their future.

Teachers, in other words, have to keep learning about their students and their interests, so lessons remain fresh and relevant, rather than boring incantations regurgitated from ages past. We need to relate the lesson to the student’s present realities, which may seem daunting if you’re talking about, say, a 19th-century short story about the French bourgeoisie, but which can be done with a little imagination (in this case, I’d begin by talking about the Filipino middle class and its aspirations—“Where do you see yourself ten years from now?”).

But as vital as it is to connect directly with millennials, it’s just as important to remind them that there are many things in this world that may seem to have little or nothing to do with them that will still affect their lives—in other words, that we’re still motes in the grand scheme of things, and that Nature can be profoundly indifferent to our noisome plaints and woes.

That’s a harder lesson to impart, even to older students—to any person who hasn’t encountered something much larger than himself or herself, like a World War, or martial law, or a terrorist attack. In a me-centered universe, no one wants to feel disempowered, so I then have to challenge them into getting out of themselves and enlarging the sphere of personal actions they can take to improve not only their own future, but also that of their fellowmen.

Back when we ourselves were freshmen and sophomores in the early 1970s, this message came down to us in the exhortatory slogan “Serve the people!” Exactly how seemed a lot simpler to figure out back then, when a predatory dictatorship was looming over everything and everyone (a dreadful specter I thought I’d escaped forever). Today a young person’s options are far richer and more complex, with all manner of personal advocacies, NGOs, weekend CSR programs, and Facebook groups competing for one’s political attention.

But whatever the chosen means may be, the overriding need for building empathy remains, for leading young urban, middle-class Filipinos to see, to appreciate, and to grow their stake in a future that they share with the millions of others who live unlike them, many without the opportunities that they enjoy. We can’t truly be a nation—much less a Christian one—if we continue to dismiss the bullet-riddled bodies of the poor as trash because we find nothing in common with them.

A teacher’s job is to help students draw the line between two points, including and especially the most seemingly disparate ones. That includes the line between teacher and student, between student and student, and between student and society. If that’s all I’ve done these past three decades, I can retire happy.

 

 

AND NOW for something liberative. According to the exhibit notes, “Ebarotika! (You are Erotic, Eve) follows the story of Eve who dared venture into the forbidden. Her defiant act opened knowledge’s connection with sexuality, the knowledge of one’s sexual and erotic desire. But it also resulted in shame and punishment. Thus, many of us cover and hide our sexual and erotic life. Those who are bold enough to come into the open are subjected to stigma, discrimination, and death. Sexuality and the erotic are a source of life, joy, and pleasure. They are not objects of fear, horror, and anxiety. They must be opened, shared, and celebrated instead of being censored, concealed, and criminalized.”

Curated by Lia Torralba, Ebarotika! features 19 Kasibulan artists: Yasmin Almonte, Lot Arboleda, Chie Cruz, Cecil de Leon Escobar, Imelda Cajipe Endaya, Anna Fer, Lorna Fernandez, Kristin Garanchon, Lorna Israel, Amihan Jumalon, Nina Libatique, Eden Ocampo, Jonabelle Operio, Fel Plata, Rebie Ramoso, Benay Reyes, Doris Rodriguez, Christine Sioco, and Lia Torralba.

It opened last Saturday, but will run until November 23 at the Sining Kamalig Art Gallery located on the Upper Ground Floor of Ali Mall in Cubao, Quezon City. See you there!