Rhochie Matienzo

In 1521, the Spanish conquistadores brought Christian faith to the Philippine islands. Through centuries, this faith is infused with the indigenous culture of the people paving a way to what is known today as “Filipino popular devotion.” One of the most famous among its rituals is the annual Traslación devotion in honor of the Black Nazarene in Quiapo, Manila. In recent decades, there has been a vast measure of literature on this religious phenomenon. However, most of them are either written by social scientists or religious experts and very seldom has it been explored in a philosophical manner. This paper aims to reflect on the religious experience of the Black Nazarene popular devotion in order to provide a philosophical appreciation of this unique Filipino faith, in particular, and to provide an avenue towards a deeper understanding indigenous culture and Christian faith, in general. In meeting this aim, the study invokes Søren Kierkegaard’s existentialism and its discussion on “faith” illustrated in two of his renowned works Fear and Trembling and Concluding Unscientific Postscript.

Filipino philosophy of education involves layers of meanings blurred by foreign assumptions. Any study that enlightens this theme is relevant and necessary. Hence, I intend to contribute to the aim of shedding light and exploring the richness of this discourse. Specifically, I focus on the historicity of Filipino philosophy, particularly under its colonial past. The literature suggests that education has been shaped by the colonizers, in particular, Christianity by the Spaniards and Pragmatism by the Americans. Albeit systematic, these philosophies of education did less to alleviate national consciousness that could have developed into genuine economic progress, ethical mindfulness, and quality living for its people. I argue that this dissonance between theory and practice is entrenched in adherence to distant educational philosophies. This study proposes to address the issue by returning to Filipino indigenous teachings. Jeremiah Reyes (2015) identifies two Filipino virtues: loób and kapwa, which I attempt to appropriate in the contemporary pedagogy amidst the worldwide capitalist environment. This return to indigeneity further hopes to shape a critical yet optimistic trajectory of Filipino philosophy of education in the future.