tag:blogger.com,1999:blog-45440767329776648702024-02-08T11:50:49.658-08:00Sophia LegisAnonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.comBlogger11125tag:blogger.com,1999:blog-4544076732977664870.post-68476265931479953432013-08-30T19:44:00.005-07:002013-08-30T20:12:35.723-07:00Complex Questions and Cross- examination<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
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<b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: major-latin;">One of my dilemmas in law school
is finding the connection between my pre-law course and the study of law
itself. I tried to embrace the study of law in a philosophical perspective but
this attempt ceased when I cannot find a connection between Philosophy and Law
[the former is verbose and the latter brief and precise]. <span style="mso-spacerun: yes;"> </span>Perhaps, it is the novelty of law subjects and
the traditional way of teaching and studying law, i.e. memorizing provisions <i style="mso-bidi-font-style: normal;">in verbatim</i> and cramming to read several
cases that made me feel this way [Of course! You have no time to ask
philosophical questions such as </span></b><b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: major-latin;">“is it a good law?” </span></b><b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: major-latin;">or </span></b><b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: major-latin;">“why
such a law?”</span></b><b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: major-latin;"> if the only thing demanded from
you is to recite legal provisions in verbatim or have to read and recite at
least 5 cases per subjects a day, even without delving into the reasons why the
plaintiff or defendant lost the case- perhaps it is better to ask the propriety
of the remedy accorded by the counsel of the losing party and not just ask the
student to narrate the development of the case up to the Supreme Court]. However,
as my legal education continues I am slowly seeing a connection between
Philosophy and law. <span style="mso-spacerun: yes;"> </span></span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: major-latin;"></span></b></div>
<a name='more'></a><br />
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: major-latin;">One way of doing philosophy is
through the use of logic. Logic is philosophical method [not a branch of
philosophy!] which primarily deals with the validity of reasoning and inference.
With this, it is my humble attempt as a student of both disciplines to portray some
significance of logical principles in the domain of law, particularly on
cross-examination. The attempt will deal on complex question and
cross-examination.</span></b></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: major-latin;">Complex
Question</span></b><b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; font-weight: normal; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: major-latin;"> is a</span></b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> question
that has a presupposition built in, which implies something but protects the
one asking the question from accusations of false claims. It is a form of
misleading discourse, and it is a fallacy when the audience does not detect the
assumed information implicit in the question, and accepts it as a fact.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Cambria","serif"; font-size: 16.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;">These are interrogative forms of question-begging.
Perhaps the most familiar example is:</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;">Have you ceased beating your wife? Or “have you
stopped selling marijuana?”</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;">The
person asked this question cannot reply by a plain <span style="mso-bidi-font-style: italic;">Yes</span> or <span style="mso-bidi-font-style: italic;">No</span></span></b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;">, because to answer it in such manner would be disastrous.</span><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;">
If the witness answers “NO” then he admits that he is still beating his wife or
is still selling drugs. If the witness answers “Yes” then he admits that he had
been beating his wife [which can be a ground for legal separation or for a criminal
case] or has been selling marijuana [an implied admission that he sold prohibited
drugs].</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;">The questions, of course, can be answered by
dealing with the assumption first, <i>i.e<b style="mso-bidi-font-weight: normal;">.</b></i><b style="mso-bidi-font-weight: normal;">, "I have never been in the habit of
beating my wife, and therefore the question whether I have ceased to do so does
not arise."</b> Or <b style="mso-bidi-font-weight: normal;">“I have never
been selling marijuana, therefore the question whether I stop selling the same is
improper.”</b></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;">But
this takes time and deliberation. A nervous witness during cross-examination
could be made to make very damaging admissions by unscrupulous use of this type
of question on the part of counsel. It is incumbent then, upon the proponent to
object to such questions.</span></b><span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;"> </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;">It is a principle in Evidence that questions on
cross examination must have a basis; otherwise the question would be
objectionable on that ground. <span style="mso-spacerun: yes;"> </span>Thus, the question
“have you ceased beating your wife?” or “have you stopped selling marijuana?”
is objectionable if it was not established that the witness had been beating
his wife or selling marijuana.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Cambria","serif"; font-size: 16.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH; mso-hansi-theme-font: major-latin;">However, <span style="mso-spacerun: yes;"> </span>a
nervous witness would naturally answer the questions<i style="mso-bidi-font-style: normal;"> supra</i> in the negative and if the proponent does not raised a
timely objection to the question, then the opposing counsel can point out such
matter to his advantage in his memorandum. The same would constitute a judicial
admission which cannot be contradicted by the one who made the admissions
except for grounds provided by law, such as when the admission was made through
a palpable mistake or no such admission was made.</span></div>
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Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0tag:blogger.com,1999:blog-4544076732977664870.post-20200744052841123262013-05-07T22:52:00.001-07:002013-05-07T22:52:12.222-07:00What does "jurisdiction is determined by the allegations in the complaint or information" mean? As a rule,<b> jurisdiction</b> is <span style="color: red;">conferred by law</span>. <br />
<br />
Thus, "jurisdicition is determined by the allegations in the complaint or infornmation" does not mean that allegations confer jurisdiction. It is the law that confers jurisdiction, thus without the law there is no jurisdiction.<br />
<br />
Rather the phrase means that<span style="color: red;"> jurisdictional facts must be alleged in the complaint or information</span>. Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0tag:blogger.com,1999:blog-4544076732977664870.post-76084369331986601722013-05-03T19:20:00.000-07:002013-05-03T20:01:02.808-07:00Evidence: Can previous acts be used as evidence to prove present or future acts?<b>Rule 130, Sec. 34 </b><b> . <i>Similar acts as evidence</i>.</b>
— Evidence that one did or did not do a certain thing at one time is
not admissible to prove that he did or did not do the same or similar
thing at another time; but it may be received to prove a specific intent
or knowledge; identity, plan, system, scheme, habit, custom or usage,
and the like. (48a) <br />
<br />
<b>General Rule:</b> Previous conduct cannot be admitted as evidence. It cannot be used to prove presents act or future acts.<br />
<br />
<b>Exceptions:</b> Previous conduct may be used to prove the following:<br />
<ol>
<li>to prove specific intent or knowledge;</li>
<li>to prove identity;</li>
<li>to prove a plan, system, design, <i>modus operandi</i>; and</li>
<li>to prove habit, custom, usage or practice.</li>
</ol>
<a name='more'></a><br />
<b>Collolarily, in the philosophical circle</b>, Heidegger teaches that <i>Dasein</i> [man] though a being-in-the-word [having facticity and historicity] has a potentiality for being. This implies <i>Dasein's </i>fallenness [to the "they"-crowd] will not be perpetual, since he can flight from his plight and grip his potentiality-for-being and experience resoluteness. <i>Dasein</i> then is a thrown thrower. In other words, Heidegger, believes that life is full of surprises, and one of that surprises is <i>Dasein's</i> desires for authenticity and resoluteness.<br />
<br />
Thus, it would be irrational to use<i> Dasein's</i> fallenness as a measure of his present of future acts.<br />
<br />
Moreover, freshman logic is instructive specifically the fallacy of Non-sequitor.<br />
<br />
<b>Non sequitur-</b> (Latin for "it does not follow"), in formal logic, is an argument in which its conclusion does not follow from its premises. In a <i>non sequitur</i>,
the conclusion can be either true or false, but the argument is
fallacious because there is a disconnection between the premise and the
conclusion. All formal fallacies are special cases of <i>non sequitur</i>. The term has special applicability in law, having a formal legal definition. <br />
<br />
Two examples include:<br />
<ul>
<li>"If you do not buy this type of pet food, you are neglecting your
dog." (Premise and conclusion are once again unrelated.)</li>
<li>"I hear the rain falling outside my window; therefore, the sun is not shining." (The conclusion is a non-sequitur because the sun can shine while it is raining.)</li>
</ul>
<br />
<b>Scenario: there was a robbery. Santi was caught in the perimeter where it took place.</b><br />
<br />
<i>Asserting the claim: </i><br />
He is the robber because he robbed banks in the past, is non sequitor. <br />
<br />
There is no logical relation and connection between the premise and the conclusion. Being a robber in the past has nothing to do with the act of robbery that had just been committed, in the absence of any evidence of Santi's participation. Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0tag:blogger.com,1999:blog-4544076732977664870.post-86892785344200982152013-05-02T00:55:00.001-07:002013-05-03T18:03:46.447-07:00How to destroy the competency of a child witness.The <b>Rule on the examination of a Child Witness</b> provides:<br />
<br />
<b>Section 6- </b>every child is<span style="color: red;"> presumed qualified</span> to be a witness. However, the court shall conduct a competency examination of a child, <i>motu proprio </i>or on motion of a party, when if finds that substantial doubt exists regarding the ability of the child to perceive, remember, communicate, distinguish truth from falsehood, or appreciate the duty to tell the truth in court.<br />
<br />
(a) <i><b>Proof of necessity-</b></i> a party seeking a competency examination must present proof of necessity of competency examination. <span style="color: red;">The age of the child by itself is not a sufficient basis for a competency examination</span>.<br />
<br />
xxx <br />
<a name='more'></a> A child witness is presumed to be competent. Kahit anong gawin mo inosente pa rin ang tingin ng korte sa batang testigo. <br />
<br />
Kaya ang tanong ngayon, paano sirain ang testemonya ng isang batang testigo lalo na 'pag ito ang makakasira sa kaso mo?<br />
<br />
<i><b>In a case for <span style="color: red;">adultery</span>, the child will testify na 'yong nanay hindi sila nagsasama ng kabit nya.</b></i><br />
<br />
<b>Sa cross examination [per Dean Riano]:</b><br />
<br />
Atty. X: Nene, ang ganda naman ng laruan mo? sino nagbigay sayo nyan?<br />
Nene: Si Tito Santi po.<br />
<br />
Atty. X: Sinong Tito Santi mo, yun bang kasama nyo ng nanay mong pumunta dito?<br />
Nene: Opo.<br />
<br />
Atty. X: Bakit mo kilala si Santi?<br />
Nene: pinakilala ng nanay ko po, sinabi nyang Tito ko raw sya.<br />
<br />
Atty. X: Ano naman ang binigay ng mama mo sa'yo?<br />
Nene: itong pants ko po.<br />
<br />
Atty. X: maganda nga ang pants mo...eh Nene, alam mo bang naghiwalay ang mga magulang mo?<br />
Nene: opo.<br />
<br />
Atty. X: Sinong kasama nyong nakatira sa bahay nyo?<br />
Nene: Dalawa po kami ni nanay.<br />
<br />
Atty. X: Mahal mo ba ang nanay mo?<br />
Nene: Opo.<br />
<br />
Atty. X: laat ba ng bilin sayo tutuparing mo, kasi mahal mo sya?<br />
Nene: Opo.<br />
<br />
Atty. X: That's all for the witness your honor. <br />
<br />
<b>Now, the competency of the as a witness is destroyed, kasi tinuruan ng nanay. </b><br />
<br />
<br />
<b>Are leading questions allowed in examination of a child witness?</b><br />
<ul>
<li><b>Section 20-</b> The court may <span style="color: red;">allow leading questions in all stages of examination </span>of a child if the same will further the interests of justice.</li>
</ul>
Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0tag:blogger.com,1999:blog-4544076732977664870.post-81915468224298768872013-05-01T22:19:00.001-07:002013-05-05T17:42:07.502-07:00How to avoid crossing swords with high profile lawyers/ lawfirms.<b> Rule 130, Section 24 of the Rules of Court</b><br />
The following persons cannot testify as to matters learned in confidence in the following cases:<br />
xxx<br />
b) an attorney cannot, without the consent of his client, be examined as to any communication made by the client to him, or his advice given thereon in the course of, or with a view to, professional employment, nor can an attorney's secretary, stenographer, or clerk be examined, without the consent of the client and his employer, concerning any fact the knowledge of which has been acquired in such capacity.<br />
<br />
xxx <br />
<a name='more'></a><b>This may be against <span style="color: red;">Legal Ethics</span>, but it will not make you fold your office. </b><br />
<br />
<b>Kapag may kliyenteng lumapit sayo at humingi ng payong legal, ganito ang gawin:</b><br />
<br />
<b> 1. Alamin kung sino ang kanyang katunggali.</b><br />
<b> Advantage: </b>baka kasi mayaman ang kalaban. Syempre dito <span style="color: red;">sa Pilipinas kapag mayaman ang kalaban, sigurado hahanap yan ng mahusay at magaling na abogado</span>.<br />
<br />
<b> 2. Ask your client to the ask for legal consultation in influential lawfirm [where a big probability exist that it will be retained by the opposing party]. </b><br />
<br />
<b> 3. Instruct the client to disclose all the matters concerning his legal problem and ask for legal advise. </b><br />
<br />
<b> 4. At pinakaimportante sa lahat huwag kalimutang magpakuha ng resibo ng consultation fee.</b><br />
<b> Question:</b> Baka di na bumaalik sayo ang kliyente, baka dun na sya sa high profile na lawfirm? Malaki ang posibilidad na babalik sayo, kasi dito sa Pilipinas <b><span style="color: red;">good lawyer = high pay</span></b>.<br />
<br />
<b> 5. How did this help me? refer to Rule 130, Section 24 supra. </b>Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0tag:blogger.com,1999:blog-4544076732977664870.post-8694023652206649442013-05-01T19:31:00.001-07:002013-06-19T01:13:24.430-07:00The Witnessing Empiricist<!--[if gte mso 9]><xml>
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epistemology. Thus, Santiago asserts that he saw Pedro killed Juan; he opens
himself to plethora of questions. Of course, reason dictates that any
responsible person who makes a claim guarantees that he is prepared to advance
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<span style="font-size: large;"><b><span style="font-family: "Tahoma","sans-serif";">Empiricism</span></b><span style="font-family: "Tahoma","sans-serif";"> is a school of thought which teaches that
knowledge came from the senses [as oppose to rationalism, which asserts that
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<span style="font-family: "Tahoma","sans-serif"; font-size: large;">This school of thought was championed by John
Locke, George Berkeley, and David Hume. But for this endeavour, Hume will be
given great consideration.</span></div>
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<a name='more'></a><span style="font-size: large;"><br /></span></div>
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<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Hume’s philosophical endeavour was focused on the
analysis that lively and forceful perceptions are superior to static and less
lively ideas. Thus, in his essay <b><i>Enquiry Concerning Human Understanding</i></b>,
he stressed: </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; margin-left: 0.75in; margin-right: 49.5pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">"everyone
will readily allow that there is a considerable difference between the
perceptions of the mind, when a man feels the pain of excessive heat, or the
pleasure of moderate warmth, and when afterwards he recalls to his memory this
sensation or anticipate it by his imagination…<br />
<br />
...the most lively thought is still inferior to the dullest sensation…<br />
<br />
...here therefore we may divide all the perceptions of the mind into two
classes or species, which are distinguished by their different degrees of force
and vivacity. The less forcible and lively are commonly denominated thoughts or
ideas. The other species want a name in our language. ... Let us, therefore use
a little freedom and call them impressions employing that word in a sense
somewhat different from the usual. [The "usual sense" is an "impressed
copy" as when one presses a key into a soft block of wax. but in Hume’s
"somewhat different" sense of impression, emotions like anger or
fear, which are not really "copies/impressions", are also considered
to be lively impressions]. By the term impression, then, I mean all our more
lively perceptions, when we hear, or see, or feel, or love, or hate, or desire,
or will. And impressions are distinguished from ideas, which are the less
lively perceptions, of which we are conscious, when we reflect on any of these
sensations or movements ["more lively/vivid impressions"] above
mentioned.” </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; margin-left: 0.75in; margin-right: 49.5pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">For Hume, those that will be usually retained in
the mind are impressions of one’s experiences. And it follows [as it should
be!] that when a person relates these impressions, he would relate it the
manner he had perceived or experienced it.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-size: large;"><b><i><span style="font-family: "Tahoma","sans-serif";">Relative to the rule on witnesses</span></i></b><i><span style="font-family: "Tahoma","sans-serif";"> </span></i></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">The Rules of Court provides that: </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; margin-left: 45pt; margin-right: 49.5pt; text-align: justify;">
<span style="font-size: large;"><b><span style="font-family: "Tahoma","sans-serif";">Rule 130,
Section 20-</span></b><span style="font-family: "Tahoma","sans-serif";">
Witnesses; their qualifications. Except as provided in the next succeeding
section, all persons who can perceive, and perceiving, can make known their
perception to others, may be witnesses.</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; margin-left: 45pt; margin-right: 49.5pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">When a witness testifies in court, he narrates the
impressions of his perception. Thus, giving great consideration to Hume’s
position, it is expected that a witness will testify on lively and forceful
impressions. The embellishment of these impressions destroys the very essence
of testifying since the witness will not be communicating his perceptions <i>per
se</i>; rather he is communicating something which is supplemented [or
sometimes adulterated] by his playful imagination. Thus,</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Atty. Z:
Mr. witness you testified that you saw the accused stabbed the victim Mr. B?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Mr. X:
Yes sir. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Atty. Z:
Now, Mr. X, do you remember the apparel of the man who stabbed B?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Mr. X:
Yes sir, he is wearing jeans, a robber shoes and a red long sleeve shirt.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Atty.Z:
What is the color of his jeans?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Mr. X:
Black sir.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Atty. Z:
Did you notice any mark on the apparel of the suspect?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Mr. X: Yes
sir, his shirt is mark adidas, the brand of his shoe is puma, and he is wearing
a Levi’s jeans.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Atty. Z:
How far are you from where the incident happened?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Mr. X: I
was more or less 10 meters away sir.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Kahit hindi mo harapang sabiin sa korte na
nagsisinungaling and witness, the court already knows it. Why?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Pursuant to Hume’s theory, the witness is
embellishing his testimony. Human experience would tell that a person who had
just witness a terrifying incident will remember only the dominant details,
since they are forceful and lively impressions...kaya hindi pwedeng sabihin ng
isang tao na nakakita ng katakot-takot na pangyayari na....oi nanakasak ang
nakasuot ng adidas...oi nanaksak ang nakasout ng levi's... oi nanaksak ang
nakasout ng nike. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large;">Common sense would tell that, a person who is 10
meters away from the commission of the crime vividly saw the brand of the
apparel of the suspect. These things are not dominant and are not forceful and
lively so as to create an indelible impression on the witness' mind. </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 0in; margin-right: .75in; margin-top: 0in; text-align: justify;">
<span style="font-family: "Tahoma","sans-serif"; font-size: large; line-height: 115%;"></span></div>
Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0tag:blogger.com,1999:blog-4544076732977664870.post-26597326578203469412013-04-29T17:09:00.003-07:002013-04-29T17:12:18.706-07:00Anxiety as the Disclosement of Care<!--[if gte mso 9]><xml>
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</xml><![endif]--><span lang="EN-US" style="font-family: "Tahoma","sans-serif";"> The experience of
moods or attunements speaks of <i>Dasein’s </i>being-in-the-world. Although
Heidegger had examined various moods such as fear, he focused on the analysis of
anxiety. This is to pave the ground for his analysis of <i>Dasein’s </i>being, which
he baptizes with the name <i>Sorge</i> [Care]. Heidegger believes that anxiety
is the key mood for the total disclosure of human existence. More specifically,
anxiety reveals that man’s very being is primarily characterized by what
Heidegger calls Care.</span><br />
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<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .5in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">In Heideggerian
analysis of anxiety, fear was lucidly distinguished from anxiety. Fear has an
object, thus fear is always a fear of something. “Fear is directed toward
something definite, it focuses on detail” (Safranski, p.152). In other words,
fear is marked by specifity, wherein one is afraid of being harmed in some
specific respect by something that approaches in some specific way, from some
specific sector of its environment. Hence one can readily point to the thing
that provokes fear, identify why it fears it, and locate its point of origin. </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .5in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";"></span></div>
<a name='more'></a><br />
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .5in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">In
contradistinction to fear, Heidegger analyzed anxiety, as “the shadowy queen of
all moods, is vague and as boundless as the world. The ‘of what’ of anxiety is
‘the world as such’” (Safranski, p. 152). Anxiety is not being anxious of
something rather it is being anxious to the totality of the world. Anxiety is
not provoked by anything specific and it does not threaten <i>Dasein </i>in a
specific way. “It [anxiety] is the basic mood overtaking a man when he first
comes to realize the contingency of that-which-is [world] as such and in its
totality, as well as its complete otherness from being” (James Collins, <i>The
Existentialists: A Critical Study</i>, p.198). Anxiety is the fear of the
nothing. It is the fear of ‘I-know-not-what’. Thus, Heidegger emphasizes that
the experience of anxiety is rare. </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .5in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";"> </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .5in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">As
being-in-the-world <i>Dasein </i>finds its home in the world to the point that
it finds comfort in its <i>Dasein-</i>with [others]. In its everydayness, <i>Dasein
</i>is absorbed in the world. It falls to the snare of the ‘they’ [<i>Das-man</i>],
thus forgetting its ownmost possibility, its potentiality-for-Being. Due to the
absorption of <i>Dasein </i>in the ‘they’, Heidegger maintains the position
that the turning away from falling prey is only possible through the encounter
of anxiety. </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">In the face of
anxiety no worldly entity is of importance. That is to say, one can neither
point to any worldly being as the source of its anxiety, nor to any such entity
as a potential source of comfort. By extension, the world itself ceases to be
relevant. This is not to suggest that the world suddenly disappears. Rather it
is to suggest that in anxiety the world reveals itself as an indifferent place
for <i>Dasein</i>. Thus, <i>Dasein </i>becomes uncanny. Heidegger explains:</span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: .5in; margin-top: 0in; mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<span style="color: red;"><span lang="EN-US" style="font-family: "Tahoma","sans-serif";">In that in the
face of anxiety of which one has anxiety, the ‘it is nothing and nowhere’
becomes manifest. The obstinacy of the ‘nothing and nowhere within-the-world’
means as a phenomenon that the world as such is that in the face of which one
has anxiety. The utter insignificance which makes itself known in the ‘nothing
and nowhere’, does not signify that the world is absent, but tells us that
entities within-the-world are of so little importance in themselves that on the
basis of this insignificance of what is within-the-world, the world in its
worldhood is all that still obtrudes itself” (Heidegger, <i>B&T</i>,
p.231). </span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">In the face of
anxiety, the world becomes irrelevant. It points to the conclusion that
Heidegger is giving the hint: “anxiety reveals the nothing” (Martin Heidegger,
“What is Metaphysics?” Trans by Krell in <i>Basic Writings,</i> p.101). The
revelation of the nothing, points to the fact that anxiety must be the vessel
where one can encounter the nothing. In anxiety <i>Dasein </i>experiences the
slipping away of the world as such.</span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";"> </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .5in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">If indeed anxiety
reveals the nothing, then how is it with the nothing? How is <i>Dasein </i>in
the face of the nothing? It is through the experience of the nothing that <i>Dasein
</i>begins to wander. <i>Dasein</i> wanders in the sense of gripping its
ownmost possibilities as a being-in-the-world. Faced with bare
nothingness of the world, <i>Dasein </i>is shocked, thus it now becomes aware
that its existence was hijacked by the dictatorship of the ‘they’. At this
point, Heidegger departs from his analysis of existence as ‘fallenness’ and
offers the thought that in anxiety <i>Dasein</i> comes face to face with
itself, such that it cannot anymore hide from the ‘they’. In anxiety<i> Dasein</i>
becomes uncanny which for Heidegger means not-being-at-home in the world.
Because the world slips away <i>Dasein </i>feels not at home in the world.
Thus,<i> </i>the experience of anxiety makes <i>Dasein </i>to hover in
nothingness. He argues: </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 27.0pt; margin-top: 0in; mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<span style="color: red;"><span lang="EN-US" style="font-family: "Tahoma","sans-serif";">We hover in
anxiety. Moreover, precisely, anxiety leaves us hanging because it induces the
slipping away of beings as a whole. This implies that we ourselves- we humans
who are being- in the midst of beings slip away from ourselves. At bottom
therefore it is not as though ‘you’ or ‘I’ feel at ease; rather, it is this
hovering where there is nothing to hold on to, pure <i>Dasein</i> [existence]<i>
</i>is all that is still there. (Heidegger, <i>What is Metaphysics</i>, p.101).
</span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: .5in; margin-top: 0in; mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">The revelation of
the nothing ushers the disclosure of <i>Dasein’s</i> being as Care.<span style="color: red;"> It is when
something goes wrong that <i>Dasein </i>begins to care. It is when it losses
something that <i>Dasein </i>recognizes its value. It is when there is no one
where it can hold on to that <i>Dasein </i>begins to care. It is when one’s
dearest girlfriend withdraws that he will come to know her importance. It
is when faced with the nothing that <i>Dasein </i>recognizes its contingency
thus begins to grip its potentiality-for-Being</span>. In the face of anxiety <i>Dasein
</i>realizes its thrownness and facticity, and thus has a foretaste of its
being-towards-death. Experiencing such, <i>Dasein </i>thrusts itself to be
authentic. <i>Dasein </i>begins to care for its future by claiming its own self
that was absorbed in the ‘they’. </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<br /></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">However, Heidegger
explained that this nothing, revealed in anxiety is not pure nothingness.
Rather it is in the encounter of the nothing that one can claim its true self
and grip its ownmost possibility. He puts it: </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 27.0pt; margin-top: 0in; mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<span style="color: red;"><span lang="EN-US" style="font-family: "Tahoma","sans-serif";">Instead of seeing
that being held into the nothing is not some present at hand property of <i>Dasein
</i>as compared with something else equally present at hand, but is rather a
fundamental way in which <i>Dasein </i>as such brings forth its ability to be.
The nothing is not an empty nothingness that allows nothing to be present at
hand, but is that power which constantly thrusts us back, which alone thrusts
us into being and lets us assume power over our <i>Dasein </i>[existence]
(Heidegger, <i>TFCM</i>, p.299). </span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 27.0pt; margin-top: 0in; mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">It is only in the
nothing that beings as whole in accord with their most proper possibility come
to themselves. </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .4in;">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";"> Heideggerian
analysis of anxiety points to two things. In anxiety one can either flight from
itself and be re-absorbed and hide to the ‘they’ or be open to its ownmost
possibility, which Heidegger calls as resoluteness or authenticity. </span><span lang="EN-US" style="font-family: "Tahoma","sans-serif";"></span></div>
Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0tag:blogger.com,1999:blog-4544076732977664870.post-12135696438957271192013-04-28T23:02:00.001-07:002013-04-29T00:04:57.111-07:00Relevance of Care to Philosophical Counseling<span lang="EN-US" style="color: black; font-family: "Tahoma","sans-serif"; mso-fareast-language: EN-US; mso-font-kerning: 0pt;"> Being-in-the-world becomes meaningful because of care. Care ushers <i>Dasein </i>to
the realization of its potentiality-for-Being, which implies that Heideggerian
concept of care departs from its normal everyday meaning. Care as Heidegger
defines: “being-ahead-of-oneself-in-being-already-in-as-being-alongside”. In
care, <i>Dasein </i>is already ahead-of-itself, in the sense of anticipating
its possibilities. </span><br />
<br />
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<span lang="EN-US" style="color: black; font-family: "Tahoma","sans-serif"; mso-fareast-language: EN-US; mso-font-kerning: 0pt;"> Most importantly, it is noteworthy that care does not only refer to the kind of
action which<i> Dasein </i>initiates. But as Heidegger puts, “care is the term
for the being of <i>Dasein </i>pure and simple. It has the formal structure, an
entity for which intimately involved in its being-in-the-world; this very being
is at issue” (Heidegger, <i>HCT</i>, p.294). Taking from it, it is at this point
where care finds its relevance to philosophical counseling. </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<span lang="EN-US" style="color: black; font-family: "Tahoma","sans-serif"; mso-fareast-language: EN-US; mso-font-kerning: 0pt;"></span></div>
<a name='more'></a> <br />
The aim of philosophical counseling is to help the counselee solve his
own problems. However, such process is done in a manner where understanding and
communication is present. Although it is the counselor’s tasks to help the
counselee, he should bear in mind that the counselee is a creature of care. The
counselee is itself care. It means that the counselee is
already-ahead-of-itself. Yet, <i>Dasein </i>as care, which is characterized by
projection, [it] can be crowded with problems. Thus, sometimes it slips away
from its very being. However, because of self-projection <i>Dasein </i>has in
some way had a vague idea about its problem. To some extent it may also have
some vague knowledge about the solution of this problem. But, it is because of
this vagueness itself that the counselee’s self-projection is disturbed.<br />
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<span lang="EN-US" style="color: black; font-family: "Tahoma","sans-serif"; mso-fareast-language: EN-US; mso-font-kerning: 0pt;">
Thus, it is the task of the counselor [also a creature of care] to assist the
counselee in bringing back his self-projection. The concern of care [counselor]
is to bring the counselee back to being humane. Heidegger argues, “where else
does care tend but in the direction of bringing the human being back to his
essence? What else does that in turn betoken but that man (<i>homo</i>) becomes
human (<i>humanus</i>)?” (Heidegger, <i>Letter on Humanism</i>, p.244). Thus
care is no longer primarily <i>Dasein’s </i>concern for its own being, but
rather has become care for being (counselee) and of itself. </span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<span lang="EN-US" style="color: black; font-family: "Tahoma","sans-serif"; mso-fareast-language: EN-US; mso-font-kerning: 0pt;"> Recognizing that the counselee is a creature of care- that is he can be ahead
of himself, understanding and discourse can happen spontaneously. The counselor
does not need to use any designed and preconceptualized method for the
counselee to open up. Rather what the counselor has to do is to ask necessary
questions. Asking questions builds the way to the advent of Being. This is the
essence of philosophical counseling as an experimental philosophy. The
counselor and the counselee meet at a certain point. However, it is always the
context of the counselee that takes priority. Thus, “during the counseling, the
individual (counselee) is aided in making choices that will lead to
self-direction and enhance his total growth and development” (Gaudencio V.
Aquino and Alviar, Cornelia C, <i>Principles of Guidance and Counseling</i>,
p.391). It aims to a fusion of horizons, namely the horizons of the counselee
and the counselor, but attention is more given on the counselee’s horizon.</span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .3in;">
<span lang="EN-US" style="color: black; font-family: "Tahoma","sans-serif"; mso-fareast-language: EN-US; mso-font-kerning: 0pt;"> This is what care
means, to help bring what <i>Dasein </i>wishes to speak about its life-world<i>.
</i>Heidegger notes:</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 27.0pt; margin-top: 0in; mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify;">
<span style="color: red;"><span lang="EN-US" style="font-family: "Tahoma","sans-serif";">"This is what we
[counselor as care] are to understand, namely to help bring to word that which <i>Dasein
</i>wishes to speak about this fundamental attunement- bring it to that word
which is not simply a matter of gossip, but the word that adrresses us and
summons us to action and to being (Heidegger, <i>TFCM</i>, p.167)."</span></span></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="mso-hyphenate: auto; mso-pagination: widow-orphan; text-align: justify; text-indent: .3in;">
<span lang="EN-US" style="color: black; font-family: "Tahoma","sans-serif"; mso-fareast-language: EN-US; mso-font-kerning: 0pt;"> The task of care
[counselor] then is to assists <i>Dasein </i>in articulating his life-world and
finding the word which can summon both the counselor and counselee to action.
Most importantly, it is the task of care to provide an open space where the
counselee can freely make choices.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "Tahoma","sans-serif";">______________________________________________________</span></div>
<div class="MsoNormal">
<i><span lang="EN-US" style="font-family: "Tahoma","sans-serif";">An
excerpt from my thesis “Care in Heidegger’s Philosophy and Some Relevance to
Philosophical Counselling.</span></i></div>
<div class="MsoNormal">
<i><span lang="EN-US" style="font-family: "Tahoma","sans-serif";">_____________________________________________________</span></i></div>
<div class="MsoNormal">
<i><span lang="EN-US" style="font-family: "Tahoma","sans-serif";"> </span></i></div>
Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com1tag:blogger.com,1999:blog-4544076732977664870.post-55863304222195466922013-04-28T22:27:00.003-07:002013-04-28T23:56:02.265-07:00"On Reading"<!--[if gte mso 9]><xml>
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<br />
<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: large;"> Perhaps one of the most
avoided things in school is reading. I really got trouble on this, especially
now that I’m making my thesis. Contemporary literatures make reading interesting,
but the thing is, I have to read an obscured text written by thinkers of past
centuries. It’s really a ‘pain on the ass’ as said by one of my professors.
Imagine, I have to wrestle with a book that was published in 1927. Not only
that, I have to understand what the author wants to convey. It is a lot easier
if the author wrote according to what an average reader can grasp. Needless to
say, he has recondite reflections which most of the time takes hours to grasp.
No doubt they call it ‘PHILOSOPHY’- a <i>gigantomachia</i> (battle of giants).
I really got my neck hanged when I started reading it. However, despite the
difficulties, eyebags and pimples that I got as a result of sleeping late at
night, the feeling of accomplishment thrives. </span><br />
<a name='more'></a><span style="font-size: large;"><br /></span>
<br />
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: large;">Last September 26, 2008,
an annual philosophical symposium was held at our school with the theme,
‘Philosophy and the Ethics of Reading’. Like the audience in that symposium, I
also wonder how reading and ethics are related. Is there such thing as good or
bad reading? </span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: large;">In the process, the
speaker pointed some salient points, which I want to share in this piece.</span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="font-size: large;"><br /></span></div>
<h2 class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="font-weight: normal;"><span style="color: black; font-family: "Tahoma","sans-serif"; font-size: large;">Reading, though a<span style="color: red;">
solitary act provides a privilege journey with the author, provided that one
has a basic understanding of the subject matter and reads the texts seriously</span>.
Thus, reading demands of us a philosophical attitude so that we may cause
injustice to the author by interpreting the text inappropriately. Reading
requires the philosophical attitude of openness to the truth claims of the
texts and at the same time a fundamental criticism. In other words, reading is
not purely subjective and purely objective. </span></span></h2>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: large;">More importantly, in
reading a third action happens- that is the understanding of oneself. When one
tries to read, he or she cannot do otherwise than to think of what he or she
reads. Thinking in its ontological sense is being involved to the truth of
something. Such that from this being involved, a stand is demanded from the
reader, whether she or he agrees to what was written. As the reader makes a
stand, he or she will realize that he or she is of this sort and not that. In
other words, every assertion about the text is a manifestation of
self-identity, which is in itself making a stand. Every making of a stand is
making an ethical position. Hence, it all points to the conclusion that reading
is being involved in the truth in the sense of gripping what is true and
rejecting what is not. </span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: large;">As a general rule in
hermeneutics (one way of doing philosophy), reading does not only contain
itself to printed texts but covers everything- God, man, nature and events. These
texts present themselves to us, and it is incumbent upon us to entertain or
rejects them. And in the case that we entertain them it is incumbent upon us to
make a stand.</span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: large;">Jokingly, in the lecture
the speaker quoted Jacques Derrida saying <span style="color: red;">‘politicians must read’</span> [which of
course gave the audience a good laugh]. But I think the claim holds water. </span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: large;">The text presents itself
to us: rapid increase in the prices of commodities, migration of Filipinos due
to unemployment and all other societal problems. Needless to say, it is always
unread. </span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 0.5in;">
<span style="color: black; font-family: "Tahoma","sans-serif"; font-size: large;">Though, I will never
lost hope, for hoping is waiting for the promise to come true eventhough it
seems to be lost.</span></div>
Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0tag:blogger.com,1999:blog-4544076732977664870.post-3910237487572987552013-04-28T21:52:00.001-07:002013-04-28T23:56:16.337-07:00"On Education"<!--[if !mso]>
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<br />
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
Jean Jacques Rousseau once said, "Let them learn what they ought to do as
men, and not what they ought to forget."<a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftnref1"></a><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftn1" title=""><span style="color: blue;">[1]</span></a> In other words, education
provides the room for individuals to learn their own duty as men. It provides
options, though it is the individual's duty to be on guard for some of these
options can be detrimental to himself. It requires then an arduous, scrupulous,
meticulous, and critical outlook, if one aims at attaining good life through
education. As transformative by nature education plays a crucial role in the
development of one's life, family, and society.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"> </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
Education by its very ground aims at the cultivation of one's interiority. It
desires a person's integration. Hence, humanistic psychology’s claim that education
must be a confluent education holds water. In brief, confluent education refers
to the flowing of intellect, and the body into a single educational experience <a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftnref2"></a><span style="color: black;"><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftn2"><span style="color: blue;">[2]</span></a></span>. The coalesce of mind and body in a
single educational experience results in dialectical creativity, wherein it
breeds creativity and gives birth to novelty. Every novelty is a manifestation
of cultivated interiority which in turn builds identity and character. It is
one's identity and character that builds immortality in the sense of being
remembered as influencing and affecting other people’s existential
dispositions. Most importantly, real learning affects the way people live their
lives. This learning is always self-discovered, self-appropriated learning,
learning which makes difference to who I am [<span style="color: black;"><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftn3"><span style="color: blue;">3]</span></a>. </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"></span></div>
<a name='more'></a><span style="font-size: large;"><br /></span>
<br />
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
However, taking cognizance of the fact that a person is a social being, it
implies that education has a communal dimension. Thus, the question asserts
itself: what is the role of education in the development of the family?</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
Education is the nexus that upholds the ideals and moral values of a family. In
other words, education's role in the development of the family is more of an
avenue where preservation of values and morals are communicated. Since parents,
as Pope John Paul II resoundingly said, are the primary educators of their
children, "education in the family and at school can only provide you
(person) with certain number of elements for the work of self-education."<a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftnref4"></a><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftn4" title=""><span style="color: blue;">[4]</span></a> It is palpable that through
education in the family, self-cognition is attained. As such, it presupposes
that a family who have self-educated members are towards education’s
realization. However, it is also the task of education in the family to
introduce each family member to the world or society.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
Education is one of the fundamental benefits of human civilization. It is
especially important to the young. Upon it also depends to a great extent the
future of the whole society.<a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftnref5"></a><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftn5" title=""><span style="color: blue;">[5]</span></a> Thus, the role of education in
society's development is safeguarding and furthering ethical norms and moral
values. Though education does not reject progress for it is through education
that society attains development, it is also its task to further the ethical
formation of man; otherwise education becomes a threat to man itself. Pope John
Paul II observed, "If technical progress is not matched by corresponding
progress in man's ethical formation, in man's inner growth, then it is not
progress at all, but a threat for man and for the <a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftnref6"></a><a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870"><span style="mso-bookmark: _ftnref6;"><span style="color: blue;">world </span></span></a><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftn6" title=""><span style="color: blue;">[6]</span></a>.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
As far as Philippine educational system has its strong points, it must also be
admitted that it has deficiencies. Some of them are as follows: </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
1) It is too Westernize</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
2) It is emphasize as a ‘means to an end’</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><br />
Education becomes meaningful and
useful if it deals with the immediate resources that are ready-to-hand that can
be experienced by students. This is to say that education must find its ground
in one’s cultural background or geographical setting. Philippine education
veered away from this. Most textbooks use foreign things as examples such as apple,
tiger, zebra, and etc. It is really a problem, for a child from the barrios or
even in the urban places who did not see these things, unless they have
television sets where they have a glimpse.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><br />
Perhaps, government should focus more on the “philippinization” of our
educational system. This is not to deprive ourselves from foreign facts, but
often than not, a Filipino students know more of what is worldwide than
mastering the art of their country. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><br />
Moreover, in the Philippines, education is viewed as a means to an end, such
that if one did not finished schooling, he or she is considered lower in
stature than the one who have a degree. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">It is my
belief that education is an end in itself. Education by its very ground is
aimed at self-cultivation and self-integration. Therefore considering education
as a means of attaining a certain status is defeating its purpose.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><br />
It is my
persistent claim that teachers and government agencies should instil in each
student’s heart and mind that education is never a mean to an end. Education is
life in itself; hence it must not be seen as a means of achieving
hierarchy. </span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><br />
At the end of the
day, one question remains: Are we ready then to change our position? Answering such
question will change the face of Philippine education and even our personal
lives. If we are ready then to accept the challenge that confronts us, here are
some things to be considered.</span></div>
<ol start="1" type="1">
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"> The mediums of
instruction should be culturally or geographically based. </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">Teachers must be given more
responsibility in managing the classroom rather than following the
commands that comes from his or her superiors, who are not directly in
touch with the students and school’s situation. </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">Students must be given more
chances to enjoy academic freedom that is engaging into research and
sharing the fruits of their research. </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">Cognitive education must be
balance with practical education. </span></li>
<li class="MsoNormal" style="line-height: normal; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">Cultivation of emotional
intelligence must go hand in hand with the development of intellectual
learning. </span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
</span><br />
<hr align="left" size="1" width="33%" />
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">
</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftn1"></a><span style="font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftnref1" title=""><span lang="EN-GB" style="color: blue; mso-ansi-language: EN-GB;">[1]</span></a>
Rousseau. <i>First and Second Discourse</i>. New York : St. Martin ’s Press,
1964, p.57.</span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftn2"></a><span style="font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftnref2" title=""><span lang="EN-GB" style="color: blue; mso-ansi-language: EN-GB;">[2]</span></a>
Rowan, John. <i>Ordinary Ecstasy</i>. New York : Brunner-Routledge, 2001,
p.132.</span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftn3"></a><span style="font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftnref3" title=""><span lang="EN-GB" style="color: blue; mso-ansi-language: EN-GB;">[3]</span></a>
Ibid</span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftn4"></a><span style="font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftnref4" title=""><span lang="EN-GB" style="color: blue; mso-ansi-language: EN-GB;">[4]</span></a>
John Paul II. <i>To the Youth of the World: Apostolic Letter of Pope John Paul
II on the Occasion of International Youth year</i>, p.46.</span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftn5"></a><span style="font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftnref5" title=""><span lang="EN-GB" style="color: blue; mso-ansi-language: EN-GB;">[5]</span></a>
Ibid </span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><a href="http://www.blogger.com/blogger.g?blogID=4544076732977664870" name="_ftn6"></a><span style="font-family: "Tahoma","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"><a href="http://aa.mc576.mail.yahoo.com/mc/welcome?.gx=0&.tm=1257911559&.rand=6sapl2pcdbo2t#_ftnref6" title=""><span lang="EN-GB" style="color: blue; mso-ansi-language: EN-GB;">[6]</span></a>
Pope Benedict XVI, <i>Spe Salve</i>, p.36.</span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;"> ______________________________________________</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Tahoma","sans-serif"; font-size: medium; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-PH;">@ San
Pablo Seminary on the Subject Philosophy of Education. </span></div>
<div class="MsoNormal">
<span style="font-size: large;"><br /></span></div>
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<![endif]-->Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0tag:blogger.com,1999:blog-4544076732977664870.post-8470750928294696362013-04-28T17:22:00.002-07:002013-04-28T22:03:17.914-07:00"Finishing the Race"The word <b>promenade</b> was derived from the Latin prefix "pro" which means forward and "minere" which means "to drive."<br />
<br />
Therefore if we combine these two words, it would mean that promenade means driving forward. However, due to linguistic evolution, it came to the point where it simply means "to take a walk."<br />
<br />
Whatever the meaning is, it gives us two perspectives to ponder on.<br />
<br />
If we take a walk- two things that happen. First, we leave our starting point and second, it is inevitable that we lead to a certain direction.<br />
<a name='more'></a>For the juniors, you are now leaving your precious year of being juniors and certainly next year, you will be the next leaders of this institution. Being the higher class takes a lot of responsibility. But I hope that you will not fail the expectations of your teachers, schoolmates and especially your parents.<br />
<br />
For the seniors, as you leave your Alma mater, however great the challenges that awaits you, I am confident that you can pursue your tertiary education.<br />
<br />
Nonetheless, what binds us both for the school year 2009-2010 is that we made a progress and that we are heading towards something. <br />
<br />
Studying is never easy, and will never be. But with the kind of education that you had with yourt mentors, there is no reason for you not to succeed.<br />
<br />
Success is never a piece of cake. It must be worked out. As such, each of you must have his/her own strategic plan in finishing your course or studies, if you will.<br />
<br />
Look at Manny Pacquiao. He did not became a greatest boxer without his perseverance and rigid training. Likewise, do not expect that the world will make an engineer or doctor, or lawyer, or teacher, out of you with no sweat.<br />
<br />
As such let me give you some points for you to ponder upon.<br />
<br />
First, "know what you want"- knowing what you want is the opening for success. Because you cannot star if you do not know where to begin. Knowing what you want makes you start easily thus, saving you time, efforts, and resources. In the same way, you cannot finish something unless you know what you want to finish. It is not possible to start from nothing and finished something, "with flying colors." The point is, and as the always say if you know what you want, seventy five percent of your success is guaranteed."<br />
<br />
Second, "never lost your goal"- putting our goal in mind would aid us easily to success. Our goal will serve as our north star that will guide us in our journey. If we lost our goal we will be going nowhere. Therefore, make some simple strategies to reach that goal. The point is, if we know what we want, our goal will serve as our map. And if we lost our map, then it follows that we are lost. I hope that your dreams or goals will never die.<br />
<br />
Third, "never forget to pray"- when storms of life comes knocking at our door, the only one that can be our lighthouse for us not to be lost is God. Therefore, if you experience difficulties never forget to pray.<br />
<br />
At the end, be like a tree; be open to the possibilities of the boundless ether and at the same time be rooted in the darkness of the earth. By doing so, you will be grounded on this place where free spirits rise and fall.<br />
<br />
May God bless us all!<br />
<br />
___________________________________________________<br />
<br />
<i>Delivered at Atok national High School during the Juniors- Seniors Prom 2009-2010.</i><br />
<i>__________________________________________________ </i><br />
<br />Anonymoushttp://www.blogger.com/profile/04468140277175110893noreply@blogger.com0