UNIVERSilY .__.]OURNAL - DOST ScINet-Phil

A SOUVENIR VOLUME

UNIVERSilY .__.]OURNAL OFFICIAL PUBLICATION OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF SAN CARLOS

CEBU CITY, PHILIPPINES

DECDABlR 7-13.1987

/ ------ . VOLUME V NUMBER 1 SEPTEMBER ~~, - 1988 ' . .

THE UNIVERSITY JOURNAL, Vol. V, No.1 September. 1988

Editorial Board

Editor

Lay-out

Consultants

PRISCILLA F. LITORJA

NOLI V. MASAMAYOR

LEONARDO R. ESTIOKO, SVD MONTANA C. SANIEL CLARA T. LUCERO

The UNIVERSITY JOURNAL is a semi-annual publication of the Graduate SchooL University of San Carlos, Cebu City. Please address all communications to the Editor.

VoL V No.1

Editor's Notes Priscilla F. Litorja

UNIVERSITY JOURNAL Graduate School

University of San Carlos Cebu City

CONTENTS

September, 1988

Page

1

Introduction to the Symposia Proceedings . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . 2 Montana C. Saniel, Ph.D.

Welcome Address . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . • . . . . . . . . . . . . . . • • • . . . . . . . . . . . . . 6 Fr. Roderick C. Salazar, Jr., SVD

Symposium l Issues and Concerns of the Philippine Educational System . . . . . . . . . . . . . . . . • . . • . 8

Hon. Lourdes R. Quisumbing, Ph. D. Reactions

Fr. Leonardo R. Estioko, SVD, Ph. D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . 20 Lelani E. Verdan, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . 21 Vincent L. Tan ..................................................... :. . . • . 23

Open Forum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Symposium 2

The Graduate School's Response to Issues and Concerns of Philippine Education 33 Alicia J. Tan, Ph.D.

Reactions Fe S. Necesario, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lourdes H. Torrefranca, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Teresita T. Tumapon, Ph.D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . 51

Open Forum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Symposium3

The Graduate School and • The Natural Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59. • International Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Talk I. Science Literacy, a Challenge to the University of San Carlos Graduate School . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Clara Y. Lim-Sylianco, Ph.D. Talk 2: International Management in the Graduate Curriculum . . . . . . . . . . . . . . . . 62

Elias T. Ramos, Ph.D. Symposium4

The Graduate School and • Philippine Society • The Humanities

Talk I: The Graduate School and Philippine Society . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Consuelo L. Gutierrez, Ph.D.

Talk 2. The Graduate School and the Humanities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Fr. DionisioM. Miranda, SVD, Ph.D. . .................................... 83

Special Features: Towards Relevant Research for Cebu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Bro. Andrew Gonzalez, FSC, Ph.D. The Shape of Things to Come in Philippine Education . . . . . . . . . . . . . . . . . . . . . . . . . I 01

Bro. Andrew Gonzalez. FSC. Ph.D. List of Master's Theses and Doctoral Dissertations of the USC Graduate School

(From School Year 1947-1948 to March, 1988) ............................. 110

EDITOR ,S NOTES

The speeches featured in this special volume provide a rich source of views, researches, valuable insights and lofty thoughts and ideas which articulate the need for graduate students and educators to continually assess their function in various academic fields of endeavor. Our Graduate School dean, Dr. Afontana C. Saniel, gives a summary description of the featured articles in the Introduction to the Symposia Proceedings. It was Fr. Leonardo R. Estioko 's original idea to come up with this Graduate Schoof's Ruby Anniversary output and we are aware that in so doing, we are also glorifying the Filipino educator,s mind.

Another consideration was the significance of giving our researchers the complete, updated list of defended Master,s theses and Doctoral dissertations in the USC Graduate School for a span of forty years. It is enlightening to discover what the graduate srudents of the late nineteen forties and the early fifties were curious to research on and how these researches have emblazoned their marks in the shaping of our educational history. IV/o,ever, we get insights on how the more recent researches have contributed to our que.sljor our national identity in our concerted efforts to update the curricular programs with the present

!thrust on values education. This alumni directory is made possible · with the help of our office staff: Susan Caitete, Winkle Alao, Cherry Gallardo, and Fe Caritan who deserve conRratulatory pats on the back for their tolerance in sorting out the lists and reviewing the actual bound copies leading to the completion of the updated fist from school year 1947-1948 until March, 1988.

Our Graduate School presently awaits the Preliminary Survey Team for its accreditation, USC being one of the twelve institutions chosen to vilot the instrument.for PAASCU (Philippine Accrediting Association of Schools, Colleges and Universities) accreditation of graduate schools; 10 the time is ripe to strengthen its structure to enable it to meet new and more difficult challenges. The great Filipino speakers in this collection of speeches is spearheaded by the Honorable Secretary of Education, Dr. Lourdes R. Quisumbing, and this sets the stage for more intensivE discussion in various fields. This output could hopefully build us some momentum that will carry us positively forward from year to year. It is hoped that the readers will share the spirit in which this special volume is offered.

PFL

1

Introduction to the Symposia Proceedings

Dr. Montana C. Saniel Dean, USC Graduate School

The USC Graduate School takes pride in presenting this souvenir volume of the University Journal which contains the text of the talks delivered and the papers read during the series of symposia organized for the week-long celebration of its Ruby Anniversary on December 7-13, 1987.

The thoughts and insights expressed by the speakers and panelists who are USC alumni are reflective of their own learning experiences during their stay in this University. The Honorable Secretary of Education, Culture and Sports, Dr. Lourdes R. Quisumbing (M.A. Educ. '56), whom we honored as our Most Outstanding Alumna, said that the ideas that now guide the entire educational system under her leadership were born at the University of San Carlos. Even in the 1970's, while still connected with the University as Chairman of the Graduate Education Department, she was already concerned with making our educational system Filipino as she wrote:

Philippine education is committed to the development of the Filipino, his personhood and nationhood. It is committed to the search for a Filipino identity, rooted in his own culture, proud of his unique identity, aware of his assets and potentials, his beliefs, values and traditions, cognizant of his defects and limitations, willing to change and to improve his ways in order to be more and to do more. The focus of Philippine education is the building of a new individual, who combines the characteristics of the modern man with h:ls own cultural traits: self-reliant, responsible, mature, and capable of independent judgement yet remaining thoughtful, kind, and considerate; honest, sincere and open yet at the same time tactful and sensitive; critical, progressive, scientific and logical but also intuitive, artistic, grateful, and deeply religious; the modern Filipino who can think clearly, logically, and honestly; who can communicate and express his unique ideas and sensitive feelings in a more direct, effective, truthful and tactful language as well as in his unique creations of art, music, song and dance, folklore and literature; who can work and produce from the bounty of the soil and the sea; who can use his mind and hand to create; who can relate to others sincerely and warmly; who can decide and accept the .:onsequences of his decisions; who has faith in himself, in God, and in his fellowmen. (Semper Fidelis, 1977)

In Symposium I, Secretary Quisumbing dwelt on the present issues and concerns of the Philippine educational system as she explained its thrusts of equity, quality, and relevance. Dr. Alicia J. Tan (Ph.D. Educ. '73), our former Dean of the Graduate School who is now the Assistant Director of the Bureau of Higher Education, brought to focus in Symposium 2 the response of the Graduate School to the issues and

2

Dr. Montana C. Saniel

concerns in Philippine education in terms of its essential functions of instruction, research, and community service.

The challenges confronting the Graduate School today were posed by the other symposia speakers. In Symposium 3, Dr. Clara Y. Lim-Sylianco spoke about science literacy as a challenge to the University of San Carlos while Dr. Elias T. Ramos underscored "the need for more knowledge, new knowledge, and contribution to knowledge through research which is the essence of graduate education in any field including management."

Dr. Consuela L. Gutierrez, in Symposium 4, talking about the Graduate School and the Philippine Society, recommended "a meaningful transformation of the current education processes characterized by a gradual movement from an education based on answers to problem-posing; a mere transfer of knowledge to cross­fertilization of values and cultures; teacher-centered to student-focused; and students as passive recipients to active participants of learning." On the other hand, ~ r. Dionisio M. Miranda, SVD suggested a few specifics on how the Graduate School and the Philippine society can interact in the field of humanities.

With this special issue to remind us of our forty years of service to the community and nation, may we be inspired to continue to strive for excellence as we approach our golden year.

3

The S VD Fathers at the Concelebrated Mass during the Opening Day

The Academic Exhibits

4

At the Opening of Academic Exhibits-Cutting the Ceremonial Ribbon were HON. ARCADIO C. ALEGRADO. Chairman. USC Board of Trustees (right) with DEAN MONTANA C. SANIEL (left), USC President FR. RODERICK C. SALAZAR. JR., SVD, and DR. GERTRUDESR. ANG

Photo Exhibits of USC Graduate School Deans from school year 1947-1948 ro the present

5

Welcome Address

Fr. Roderick C. Salazar, Jr., SVD USC President

Good morning, ladies and gentlemen. I'm glad you're here. I vvelcome you all, especially our distinguished

guests, Honorable Secretary of Education, Lourdes R. Quisumbing; DECS Regional Director, Dr. Francisco B. Concillo; Assistant Director of the Rureau of Higher Education, and our former Graduate School Dean, Dr. Alice Tan; members of the Panel of Reactors, and each of you dear friends, participants and co-celebrants 'or the anniversary we are celebrating this week.

If vve had to go by anniversaries alone, vve would be very rich. Just two years ago, the University of San Carlos celebrated the golden jubilee of its being administered by the Society of the Divine Word. Next year, our Teachers College also turns gold. This year, as we know, our College of Lavv achieves golden 'ratus even as our Graduate School puts on a ruby-red glow. Yes, we would be rich indeed. vVould be? Change that to "We ARE."

\Ve ARE rich; not in terms of tangible precious stones, but in the jewels that our people are; the people who are here today, as well as those"' ho arc not or can no longer be, but who have all passed through our Graduate School. I am proud of you, I, not just as myself, but as a corporate personality articulating the feelings and voices of all the men and women -- priests, brothers, sisters, lay people-- who have helped to shape our Graduate School these past forty years, I am, we are proud of you.

But even as I say this, I must also say we cannot really be smug. We cannot rest on our laurels. V./ e cannot, must not declaim, "Let's eat and drink and be merry for tomorrow we die." I hope we do not want our Graduate School to die. If we must eat and drink and be merry because it is our anniversary today, let our actions also come from the rca1ization that we have work to do tomorrow.

And what work is that? Let the life of a precious stone be our guide. The ruby we celebrate

this week is seen in its splendour. It is, as it were, set -- in a crown, in a ring. It is a finished product. But it was not always like that. Before it sparkled, it was first polished and cut; and before that, it had first to be mined. Anniversaries are for the sparkle. The in-between years are for

6

Fr. Roderick C. Salazar, Jr., SVD

the polishing and the cutting and the mining. It is also for the scouting around where we can set the je\vels we produce.

This is how I view our symposia. They are our reminder that even as we rejoice at our reaching our fortieth year, we need to look around at what we still can do. We must not just accumulate years, for, as I mentioned in another context, age alone is no guarantee of quality except when we talk about wine. No, we cannot just rest on age; we continue to mine for the jewels. We look for the gems that we can set into the islands that lace our country. We polish and cut. We explore, we a:,k questions, V.T do research, we create, we re-create, we dare, we 'eenture, we educate, we strive for excellence. And we do all these, not as though we are in an ivory tower, but rooted in the needs of our nation and the concerns of this world.

I welcome you all, then, to the talks that seek to expand our vision, to cut ourselves fron1 our moorings, [0 open our eyes to tomorrow.

7

A poet once said: "Tomorrow began from the time we think of her,

from the moment we dream of her. For tomorrow 'INi!l be what we make her to be,

how we want her to be why we want her to be beginning now."

Welcome, lhen, to the tomorrow that begins on this ruby-red day.

Fr. Roderick C. Salazar, Jr., SVD USC President

Symposium 3

The Graduate School and * The Natural Sciences

* International Management

Talk I: Science Literacy, a Challenge to the University of San Carlos Graduate School

Clara Y. Lim-Sylianco, Ph.D. Professor, Institute of Chemistry.

University of the Philippines, Diliman

In a contemporary world, a broad understanding of science, science literacy, seems essential to everyone. Concern over the lack of science literacy is widely held and spans a broad spectrum of perspectives.

It is appalling to realize that many of our elementary and secondary schools are producing a nation of science illiterates. The familiar dilemma that the students of science are neither trained nor educated creeps into the science classrooms of our colleges and universities.

Many schools are not adequately training students in science and not adequately inspiring the best students to pursue careers in science. Children are normally inquisitive which can oe a basic virtue of a scientist. Somehow along the way in their education, this is lost. Children opt out of science before they understand what science is and potential scientists are lost irretrievably.

Science illiteracy has painted a public image of science tainted with fear. This is especially true in the area of Chemistry. This negative image has to be reversed. There is a need to spread the understanding of science as widely as possible among the people ro avoid catastrophe c;aused by ignorance.

We can trace the roots of our lack of science literacy to our teachers. There are many teachers who are woefully ignorant of science or whose training is exceedingly narrow. In this part of the nation, the University of San Carlos Graduate School has enormous unrealized potential in promoting science literacy to the teachers. Through its graduate offerings, it can reach out not only to college teachers but also to elementary and secondary teachers. These programs can be made very attractive by a careful choice of professors who will interact with the teachers. The continuing education program of the graduate school can be widened by including basic science training courses for young science reporters. Another outreach program can be fashioned to help

59

Clara Y. Lim-Sylianco, Ph.D.

scientists to become acquainted with the type of journalistic writing understandable for the man- on the street. We have very few spokesmen who can communicate with the public in their level of understanding and at the same time understand the scientific process and the scientists.

A mechanism was used by the University of San Carlos Department of Chemistry last summer wherein reaching out to chemistry teachers in the Visayas and Mindanao was made possible. It offered a two-week graduate course before the summer session. Most of them claimed that it was a very rewarding experience. A two-week course during the semestral break can accomplish a similar purpose. W eek-eod courses can serve science teachers in nearby schools and colleges.

We are acutely aware that a number of science organizations sponsor seminars for a few days. These seminars are usually on new developments in science. But the gains to the teachers are not as much as when the teachers are enroled in a course for credit towards a graduate degree.

There are many teachers in the Visayas and Mindanao regions who have great potentials to reduce science illiteracy, if given a chance to update and upgrade. The University of San Carlos Graduate School has so much to offer in the retraining of these teachers even without sophisticated instrumentation in the classrooms.

Concern for the integral character of science has been a fitting hallmark to produce ''mission and problem-oriented'' elementary school science teachers. Science for elementary school teachers has become acutely interdisciplinary. New imperatives on an interdis­ciplinary certificate program for these teachers are needed to train them to remove blind faith and blind fear of science among children in the early years of their education. This is something to be fostered and encouraged whenever possible.

Secondary and college science teachers have to be retrained to be effective in reducing science illiteracy. There are master's programs :n different disciplines in the University of San Carlos Graduate School for the secondary school teachers. There is a need for a doctoral program in different disciplines for the college teachers. Locally produced Ph.D.'s can be more committed in serving the region than those who get their degrees in the United States of America, Canada, or Europe.

Course offerings for·the doctoral program can be so timed to avail of the expertise of some professors in other Universities. These professors can make arrangements for the research part of the doctoral program t~ be done in their respective laboratories or scholarships can be obtained to do the research part of the program in the laboratories abroad.

In Chemistry, increased literacy is needed to strengthen the

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SCIENCE LITERACY, A CHALLENGE TO THE UNIVERSITY OF SAN CARLOS

industry-university intt>rface and also to strengthen our research programs, for greater utilization of sugar products, coconut products and others. Literacy is needed to portray chemistry in a way that will help it shift in the public's eye from an "unsafe" perception to a "safe" one to impress on people that in so far as they need the chemical products for the improvement of their daily lives, it becomes a voluntary matter and consequently the perception of unacceptable risk will deteriorate. This may remove the fear of chemical accidents and will alleviate the animosity against imposed risks associated with chemistry ..

Literacy in Biology. Physics, Chemistry and other natural science areas is needed to pursue researches in biotechnology using the resources in the region.

LET THERE BE NEW VISIONS AND NEW DIRECTIONS FOR THE UNIVERSITY OF SAN CARLOS GRADUATE SCHOOL TO PROMOTE SCIENCE LITERACY NOT ONLY FOR THE REGION BUT ALSO FOR THE NATION AND THE WORLD.

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