Saturday, December 16, 2006

From the Holy See

MESSAGE OF HIS HOLINESS
POPE BENEDICT XVI
FOR THE CELEBRATION OF THE
WORLD DAY OF PEACE

1 JANUARY 2007

THE HUMAN PERSON, THE HEART OF PEACE

1. At the beginning of the new year, I wish to extend prayerful good wishes for peace to Governments, leaders of nations and all men and women of good will. In a special way, I invoke peace upon all those experiencing pain and suffering, those living under the threat of violence and armed aggression, and those who await their human and social emancipation, having had their dignity trampled upon. I invoke peace upon children, who by their innocence enrich humanity with goodness and hope, and by their sufferings compel us all to work for justice and peace. Out of concern for children, especially those whose future is compromised by exploitation and the malice of unscrupulous adults, I wish on this World Day of Peace to encourage everyone to reflect on the theme: The Human Person, the Heart of Peace. I am convinced that respect for the person promotes peace and that, in building peace, the foundations are laid for an authentic integral humanism. In this way a serene future is prepared for coming generations.

The human person and peace: gift and task

2. Sacred Scripture affirms that “God created man in his own image, in the image of God he created them; male and female he created them” (Gen 1:27). As one created in the image of God, each individual human being has the dignity of a person; he or she is not just something, but someone, capable of self-knowledge, self-possession, free self-giving and entering into communion with others. At the same time, each person is called, by grace, to a covenant with the Creator, called to offer him a response of faith and love that no other creature can give in his place(1). From this supernatural perspective, one can understand the task entrusted to human beings to mature in the ability to love and to contribute to the progress of the world, renewing it in justice and in peace. In a striking synthesis, Saint Augustine teaches that “God created us without our aid; but he did not choose to save us without our aid(2).” Consequently all human beings have the duty to cultivate an awareness of this twofold aspect of gift and task.

3. Likewise, peace is both gift and task. If it is true that peace between individuals and peoples—the ability to live together and to build relationships of justice and solidarity—calls for unfailing commitment on our part, it is also true, and indeed more so, that peace is a gift from God. Peace is an aspect of God's activity, made manifest both in the creation of an orderly and harmonious universe and also in the redemption of humanity that needs to be rescued from the disorder of sin. Creation and Redemption thus provide a key that helps us begin to understand the meaning of our life on earth. My venerable predecessor Pope John Paul II, addressing the General Assembly of the United Nations on 5 October 1995, stated that “we do not live in an irrational or meaningless world... there is a moral logic which is built into human life and which makes possible dialogue between individuals and peoples(3) .” The transcendent “grammar”, that is to say the body of rules for individual action and the reciprocal relationships of persons in accordance with justice and solidarity, is inscribed on human consciences, in which the wise plan of God is reflected. As I recently had occasion to reaffirm: “we believe that at the beginning of everything is the Eternal Word, Reason and not Unreason(4).” Peace is thus also a task demanding of everyone a personal response consistent with God's plan. The criterion inspiring this response can only be respect for the “grammar” written on human hearts by the divine Creator.

From this standpoint, the norms of the natural law should not be viewed as externally imposed decrees, as restraints upon human freedom. Rather, they should be welcomed as a call to carry out faithfully the universal divine plan inscribed in the nature of human beings. Guided by these norms, all peoples —within their respective cultures—can draw near to the greatest mystery, which is the mystery of God. Today too, recognition and respect for natural law represents the foundation for a dialogue between the followers of the different religions and between believers and non-believers. As a great point of convergence, this is also a fundamental presupposition for authentic peace.

The right to life and to religious freedom

4. The duty to respect the dignity of each human being, in whose nature the image of the Creator is reflected, means in consequence that the person can not be disposed of at will. Those with greater political, technical, or economic power may not use that power to violate the rights of others who are less fortunate. Peace is based on respect for the rights of all. Conscious of this, the Church champions the fundamental rights of each person. In particular she promotes and defends respect for the life and the religious freedom of everyone. Respect for the right to life at every stage firmly establishes a principle of decisive importance: life is a gift which is not completely at the disposal of the subject. Similarly, the affirmation of the right to religious freedom places the human being in a relationship with a transcendent principle which withdraws him from human caprice. The right to life and to the free expression of personal faith in God is not subject to the power of man. Peace requires the establishment of a clear boundary between what is at man's disposal and what is not: in this way unacceptable intrusions into the patrimony of specifically human values will be avoided.

5. As far as the right to life is concerned, we must denounce its widespread violation in our society: alongside the victims of armed conflicts, terrorism and the different forms of violence, there are the silent deaths caused by hunger, abortion, experimentation on human embryos and euthanasia. How can we fail to see in all this an attack on peace? Abortion and embryonic experimentation constitute a direct denial of that attitude of acceptance of others which is indispensable for establishing lasting relationships of peace. As far as the free expression of personal faith is concerned, another disturbing symptom of lack of peace in the world is represented by the difficulties that both Christians and the followers of other religions frequently encounter in publicly and freely professing their religious convictions. Speaking of Christians in particular, I must point out with pain that not only are they at times prevented from doing so; in some States they are actually persecuted, and even recently tragic cases of ferocious violence have been recorded. There are regimes that impose a single religion upon everyone, while secular regimes often lead not so much to violent persecution as to systematic cultural denigration of religious beliefs. In both instances, a fundamental human right is not being respected, with serious repercussions for peaceful coexistence. This can only promote a mentality and culture that is not conducive to peace.

The natural equality of all persons

6. At the origin of many tensions that threaten peace are surely the many unjust inequalities still tragically present in our world. Particularly insidious among these are, on the one hand, inequality in access to essential goods like food, water, shelter, health; on the other hand, there are persistent inequalities between men and women in the exercise of basic human rights.

A fundamental element of building peace is the recognition of the essential equality of human persons springing from their common transcendental dignity. Equality on this level is a good belonging to all, inscribed in that natural “grammar” which is deducible from the divine plan of creation; it is a good that cannot be ignored or scorned without causing serious repercussions which put peace at risk. The extremely grave deprivation afflicting many peoples, especially in Africa, lies at the root of violent reactions and thus inflicts a terrible wound on peace.

7. Similarly, inadequate consideration for the condition of women helps to create instability in the fabric of society. I think of the exploitation of women who are treated as objects, and of the many ways that a lack of respect is shown for their dignity; I also think —in a different context—of the mindset persisting in some cultures, where women are still firmly subordinated to the arbitrary decisions of men, with grave consequences for their personal dignity and for the exercise of their fundamental freedoms. There can be no illusion of a secure peace until these forms of discrimination are also overcome, since they injure the personal dignity impressed by the Creator upon every human being(5).

The “ecology of peace”

8. In his Encyclical Letter Centesimus Annus, Pope John Paul II wrote: “Not only has God given the earth to man, who must use it with respect for the original good purpose for which it was given to him, but man too is God's gift to man. He must therefore respect the natural and moral structure with which he has been endowed(6).” By responding to this charge, entrusted to them by the Creator, men and women can join in bringing about a world of peace. Alongside the ecology of nature, there exists what can be called a “human” ecology, which in turn demands a “social” ecology. All this means that humanity, if it truly desires peace, must be increasingly conscious of the links between natural ecology, or respect for nature, and human ecology. Experience shows that disregard for the environment always harms human coexistence, and vice versa. It becomes more and more evident that there is an inseparable link between peace with creation and peace among men. Both of these presuppose peace with God. The poem-prayer of Saint Francis, known as “the Canticle of Brother Sun”, is a wonderful and ever timely example of this multifaceted ecology of peace.

9. The close connection between these two ecologies can be understood from the increasingly serious problem of energy supplies. In recent years, new nations have entered enthusiastically into industrial production, thereby increasing their energy needs. This has led to an unprecedented race for available resources. Meanwhile, some parts of the planet remain backward and development is effectively blocked, partly because of the rise in energy prices. What will happen to those peoples? What kind of development or non-development will be imposed on them by the scarcity of energy supplies? What injustices and conflicts will be provoked by the race for energy sources? And what will be the reaction of those who are excluded from this race? These are questions that show how respect for nature is closely linked to the need to establish, between individuals and between nations, relationships that are attentive to the dignity of the person and capable of satisfying his or her authentic needs. The destruction of the environment, its improper or selfish use, and the violent hoarding of the earth's resources cause grievances, conflicts and wars, precisely because they are the consequences of an inhumane concept of development. Indeed, if development were limited to the technical-economic aspect, obscuring the moral-religious dimension, it would not be an integral human development, but a one-sided distortion which would end up by unleashing man's destructive capacities.

Reductive visions of man

10. Thus there is an urgent need, even within the framework of current international difficulties and tensions, for a commitment to a human ecology that can favour the growth of the “tree of peace”. For this to happen, we must be guided by a vision of the person untainted by ideological and cultural prejudices or by political and economic interests which can instil hatred and violence. It is understandable that visions of man will vary from culture to culture. Yet what cannot be admitted is the cultivation of anthropological conceptions that contain the seeds of hostility and violence. Equally unacceptable are conceptions of God that would encourage intolerance and recourse to violence against others. This is a point which must be clearly reaffirmed: war in God's name is never acceptable! When a certain notion of God is at the origin of criminal acts, it is a sign that that notion has already become an ideology.

11. Today, however, peace is not only threatened by the conflict between reductive visions of man, in other words, between ideologies. It is also threatened by indifference as to what constitutes man's true nature. Many of our contemporaries actually deny the existence of a specific human nature and thus open the door to the most extravagant interpretations of what essentially constitutes a human being. Here too clarity is necessary: a “weak” vision of the person, which would leave room for every conception, even the most bizarre, only apparently favours peace. In reality, it hinders authentic dialogue and opens the way to authoritarian impositions, ultimately leaving the person defenceless and, as a result, easy prey to oppression and violence.

Human rights and international organizations

12. A true and stable peace presupposes respect for human rights. Yet if these rights are grounded on a weak conception of the person, how can they fail to be themselves weakened? Here we can see how profoundly insufficient is a relativistic conception of the person when it comes to justifying and defending his rights. The difficulty in this case is clear: rights are proposed as absolute, yet the foundation on which they are supposed to rest is merely relative. Can we wonder that, faced with the “inconvenient” demands posed by one right or another, someone will come along to question it or determine that it should be set aside? Only if they are grounded in the objective requirements of the nature bestowed on man by the Creator, can the rights attributed to him be affirmed without fear of contradiction. It goes without saying, moreover, that human rights imply corresponding duties. In this regard, Mahatma Gandhi said wisely: “The Ganges of rights flows from the Himalaya of duties.” Clarity over these basic presuppositions is needed if human rights, nowadays constantly under attack, are to be adequately defended. Without such clarity, the expression “human rights” will end up being predicated of quite different subjects: in some cases, the human person marked by permanent dignity and rights that are valid always, everywhere and for everyone, in other cases a person with changing dignity and constantly negotiable rights, with regard to content, time and place.

13. The protection of human rights is constantly referred to by international bodies and, in particular, the United Nations Organization, which set itself the fundamental task of promoting the human rights indicated in the 1948 Universal Declaration. That Declaration is regarded as a sort of moral commitment assumed by all mankind. There is a profound truth to this, especially if the rights described in the Declaration are held to be based not simply on the decisions of the assembly that approved them, but on man's very nature and his inalienable dignity as a person created by God. Consequently it is important for international agencies not to lose sight of the natural foundation of human rights. This would enable them to avoid the risk, unfortunately ever-present, of sliding towards a merely positivistic interpretation of those rights. Were that to happen, the international bodies would end up lacking the necessary authority to carry out their role as defenders of the fundamental rights of the person and of peoples, the chief justification for their very existence and activity.

International humanitarian law and the internal law of States

14. The recognition that there exist inalienable human rights connected to our common human nature has led to the establishment of a body of international humanitarian law which States are committed to respect, even in the case of war. Unfortunately, to say nothing of past cases, this has not been consistently implemented in certain recent situations of war. Such, for example, was the case in the conflict that occurred a few months ago in southern Lebanon, where the duty “to protect and help innocent victims” and to avoid involving the civilian population was largely ignored. The heart-rending situation in Lebanon and the new shape of conflicts, especially since the terrorist threat unleashed completely new forms of violence, demand that the international community reaffirm international humanitarian law, and apply it to all present-day situations of armed conflict, including those not currently provided for by international law. Moreover, the scourge of terrorism demands a profound reflection on the ethical limits restricting the use of modern methods of guaranteeing internal security. Increasingly, wars are not declared, especially when they are initiated by terrorist groups determined to attain their ends by any means available. In the face of the disturbing events of recent years, States cannot fail to recognize the need to establish clearer rules to counter effectively the dramatic decline that we are witnessing. War always represents a failure for the international community and a grave loss for humanity. When, despite every effort, war does break out, at least the essential principles of humanity and the basic values of all civil coexistence must be safeguarded; norms of conduct must be established that limit the damage as far as possible and help to alleviate the suffering of civilians and of all the victims of conflicts(7).

15. Another disturbing issue is the desire recently shown by some States to acquire nuclear weapons. This has heightened even more the widespread climate of uncertainty and fear of a possible atomic catastrophe. We are brought back in time to the profound anxieties of the “cold war” period. When it came to an end, there was hope that the atomic peril had been definitively overcome and that mankind could finally breathe a lasting sigh of relief. How timely, in this regard, is the warning of the Second Vatican Council that “every act of war directed to the indiscriminate destruction of whole cities or vast areas with their inhabitants is a crime against God and humanity, which merits firm and unequivocal condemnation(8).” Unfortunately, threatening clouds continue to gather on humanity's horizon. The way to ensure a future of peace for everyone is found not only in international accords for the non-proliferation of nuclear weapons, but also in the determined commitment to seek their reduction and definitive dismantling. May every attempt be made to arrive through negotiation at the attainment of these objectives! The fate of the whole human family is at stake!

The Church as safeguard of the transcendence of the human person

16. Finally, I wish to make an urgent appeal to the People of God: let every Christian be committed to tireless peace-making and strenuous defence of the dignity of the human person and his inalienable rights.

With gratitude to the Lord for having called him to belong to his Church, which is “the sign and safeguard of the transcendental dimension of the human person”(9) in the world, the Christian will tirelessly implore from God the fundamental good of peace, which is of such primary importance in the life of each person. Moreover, he will be proud to serve the cause of peace with generous devotion, offering help to his brothers and sisters, especially those who, in addition to suffering poverty and need, are also deprived of this precious good. Jesus has revealed to us that “God is love” (1 Jn 4:8) and that the highest vocation of every person is love. In Christ we can find the ultimate reason for becoming staunch champions of human dignity and courageous builders of peace.

17. Let every believer, then, unfailingly contribute to the advancement of a true integral humanism in accordance with the teachings of the Encyclical Letters Populorum Progressio and Sollicitudo Rei Socialis, whose respective fortieth and twentieth anniversaries we prepare to celebrate this year. To the Queen of Peace, the Mother of Jesus Christ “our peace” (Eph 2:14), I entrust my urgent prayer for all humanity at the beginning of the year 2007, to which we look with hearts full of hope, notwithstanding the dangers and difficulties that surround us. May Mary show us, in her Son, the Way of peace, and enlighten our vision, so that we can recognize Christ's face in the face of every human person, the heart of peace!

From the Vatican, 8 December 2006.

Wednesday, December 13, 2006

Ch. 1 of my Research Proposal

CHAPTER 1: INTRODUCTION

A. Background of the Study

"If a single word had to be chosen to describe the goals of science educators

during the 30-year period that began in the late 1950s, it would have to be

INQUIRY." (DeBoer, 1991, p. 206).

The Inquiry-based approach to teaching science seeks to engage the student in the investigative nature of science. Using this approach, more emphases are placed on the process of gathering information, converting data to scientific knowledge, and using scientific knowledge in the resolution of problems. In an article by Haury entitled, ‘Teaching Science Through Inquiry’ published in 1993, he observed that “some have emphasized the active nature of student involvement, associating inquiry with ‘hands-on’ learning and experiential or activity-based instruction. Others have linked inquiry with a discovery approach or with development of process skills associated with ‘the scientific method.’ Though these various concepts are interrelated, inquiry-oriented instruction is not synonymous with any of them.” In essence, what this approach does is to make the student an active participant in his or her education by learning science the way science is done.

The inquiry-based approach to teaching science takes on a new dimension though, when confined within the framework of a Transformative Science Curriculum like the curriculum adopted at Berea Arts and Sciences High School. In a dissertation proposal that Mr. Aurelio Ramos - the President of BASHS - wrote in 2005, he qualified the Berea Transformative Curriculum as one that “is centered on the learner and has three areas of concentration: Knowledge, character, and service. Transformation occurs as the individual learner moves from where he is – brought there by the level of knowledge acquired in grade school, the qualities and behavior developed in childhood, and the orientation to service (whether or not this exists) learned in his social environment – to where he has the potential to be. In all three areas, education is holistic. Thus, the curriculum content stimulates both analytic (left) and global (right) parts of the brain; values training is incorporated in all subjects; and service becomes a curricular as against wholly an extra curricular part of the academic program.”

The idea behind the integration of an inquiry-based approach to teaching science in the Berea transformative Curriculum is an attempt to provide the curriculum with a concrete platform on which the curriculum’s implementation can take effect. Traditionally, science is taught according to the Pragmatist approach propounded upon by Dewey. Students are made to work out a laboratory exercise that has been pre-designed with procedures that the students can just follow. After the exercise the students are asked what conclusions they can draw out from the activity. These are anticipated conclusions considering that the process of gathering interpretation is packaged by the pre-designed procedures to encapsulate a more or less predictable outcome. There is a gap here between the acquisition of scientific knowledge and the source from which such knowledge has emanated and was processed. To this end, adjustments can be reflected on, such that the students’ transformation is genuinely anchored on the actual practice of science. That is, they learn science through the scientific method.

As both the Inquiry-Based Approach to teaching science and the Berea

Model of Transformative Science Curriculum are recognizably multifaceted and

differently situated, it is considered that inquiry in this regard, which is taken as

an attempt to carry out the teaching of science in a manner with which it is

practiced through the scientific method, may take on a different dimension when

confined in the Transformative Science Curriculum. Thus considered, can the

Inquiry-Based Approach to teaching science - which saw widespread

implementation in the early ‘90s - be implemented and applied to the Berean

experience and still touch on the constructivist models of learning, complemented

to varying degrees by project-based teaching and problem-based instruction?

The key questions subsumed in this proposal are: (1) how can Inquiry-Based

Approach to science teaching be implemented in the framework of a

Transformative Curriculum in Science? (2) what are possible implications that

may arise from its implementation? and (3) how can Inquiry-Based Approach to

teaching science using the Transformative Curriculum translate more effectively

to scientific knowledge?

During the 1990s, a number of science education initiatives were undertaken to

reform high school science teaching to reflect strategies from the latest research and to enable more students to attain a higher level of scientific literacy. (Dean

Goodwin, 1996).

Science can be taught in a wide range of settings, from a regular classroom to a state-of-the-art facility dedicated to science instruction. All of these learning environments, though, should have several common features to facilitate quality science instruction. (Dan Butin, July 2000).

At PSHS, where Science is taught taking into consideration both depth and breadth, laboratory exercises play central role in the educative process and are complemented only by lectures or facilitations. At PSHS, Dewey’s Pragmatist approach defines, for the most part, the teaching of science. And there is no question as to its efficacy on the basis of student achievement. At Berea Arts and Science High School where I work now, much of the PSHS science curriculum is revised and incorporated in its Transformative Curriculum framework. At BASHS, Science is taught following a little of Dewey’s Pragmatist approach and a little of the Progressivist approach.

BASHS is only on its second year of operation. As it is a new school - and the

first of its kind in the country, we are still in the initial stages of conceptualizing

what features – in terms of special course offerings, are necessary to beef up our

curriculum with and with the end-in-view of improving student achievement within

the framework of a Transformative curriculum.

In this proposal, the idea of studying the implications of confining the teaching of science within a Transformative curriculum on student achievement is considered. The idea behind this proposal is that while right-brained students are achieving well in schools for the arts like the Philippine High School for the Arts and that the same level of achievement is noted with left-brained students who are enrolled in science schools like the PSHS, can holistic education for either left-brained or right-brained students, like that being offered at BASHS approximate the same or higher level of achievement?

B. Statement of the Problem

This study seeks to determine whether integrating an inquiry-based approach to teaching transformative science improve the performance of students. Also, this study aims to provide an insight into possible avenues of effectively implementing transformative science and enriching the curriculum. To which end, the following questions are considered: (1) how can Inquiry-Based Approach to science teaching be implemented in the framework of a Transformative Curriculum in Science? (2) what are possible implications that may arise from its implementation? and (3) how can Inquiry-Based Approach to teaching science using the Transformative Curriculum translate more effectively to scientific knowledge?

C. Significance of the Study

If the study is able to show that the integration of an inquiry-based approach to the teaching of science in a transformative curriculum framework results to a significantly higher student achievement and better performance, then new insights may be reintroduced to refine the transformative curriculum of Berea and make it more responsive to the needs of students who are endowed with both logical and global inclinations.

If proved that inquiry-based approach to teaching science is able to complement the Berean transformative curriculum, then students will be benefited hugely first, for the transformation that the curriculum seeks to equip them with in preparation for college life.

D. Scope and Delimitations of the Study

This proposed study touches only on the relationship between an inquiry-based approach to teaching science and the Berea transformative curriculum. The object of this study is to determine whether such relationship impacts significantly on the science performance of the students. As such, this proposal is limited only to the Berean experience with no reference at any attempt to compare the efficacy of an inuiry-based approach to teaching science used in different schools with different curricular offerings.

Monday, December 11, 2006

Atypical Berea

I went to Berea today and found it to be atypical. Of course, the students were not made to report yet. They were asked to make use of the day to rest. They have practically been on a range of activities for the past two weeks or so. Beginning from the concert to the retreat then up to this week's PressCon (for some students). I found Berea atypical not because there were no classes nor is it because I just missed the noise coming from the students' interactions. It is not also because I learned today that TJ broke his lips and lost a tooth. But that would be atypical as well. There's more to it that emanates from a weird feeling - that up to this writing, I just can't figure still. But next time that I do, I will write again about it.

Thursday, December 07, 2006

Theory of Nullity

Hi kids... Here is an article that you will find either amusing or amazing. But it gives you a little cerebral stimulation somehow. A certain Dr. James Anderson claims that he has solved a 1200-yr old problem in math that neither Newton nor Pythagoras has solved. He has tried to prove that any number divided by zero is equal to nullity... Nullity is a new term he coined... Read this article and give it a little reflection...

My Research Proposal

RESEARCH PROPOSAL (An Overview)

Michael Anthony B. Mantala

Educ 293 - December 5, 2005

"If a single word had to be chosen to describe the goals of science educators during the 30-year period that began in the late 1950s, it would have to be INQUIRY." (DeBoer, 1991, p. 206).

This research proposal centers on the area of Inquiry-Based Approach to teaching science. This is an approach that seeks to engage the student in the investigative nature of science. Emphasis using this approach is placed more on the process of gathering information, converting data to scientific knowledge, and using scientific knowledge in the resolution of problems. In essence, what this approach does is to make the student an active participant in his or her education by learning science the way science is done. It takes on a new wind though, when confined within the framework of a Transformative Science Curriculum like that adopted at Berea Arts and Sciences High School. In this curriculum, students are trained to be equally adept in both the sciences and the arts. Therefore, the sciences have to be taught in a manner that integrates certain artistic activities like visual arts, music, and creative movements.

As both the Inquiry-Based Approach to teaching science and the Berea Model of Transformative Science Curriculum are recognizably multifaceted and differently situated, it is considered that inquiry in this regard, which is taken as an attempt to carry out the teaching of science in a manner with which it is practiced through the scientific method, may take on a different dimension when confined in the Transformative Science Curriculum. Thus considered, can the Inquiry-Based Approach to teaching science - which saw widespread implementation in the early ‘90s - be implemented and applied to the Berean experience and still touch on the constructivist models of learning, complemented to varying degrees by project-based teaching and problem-based instruction?

The key questions subsumed in this proposal are: (1) how can Inquiry-Based Approach to science teaching be implemented in the framework of a Transformative Curriculum in Science? (2) what are possible implications that may arise from its implementation? and (3) how can Inquiry-Based Approach to teaching science using the Transformative Curriculum translate more effectively to scientific knowledge?

The House of Con-Ass's

I have always believed that hope springs eternal... until today when the con-ass's of the lowest house rammed through our collective throats the despicable and self-serving con-ass resolution to convene the house for cha-cha... these really are the bleak times when even hope is cursed. Albay has just recently been devastated by a super typhoon... And these brilliant con-ass's have this fix-it-all solution to the typhoon victims' misery... to have them dance the cha-cha... Is this not yet the abyss of desperation?