How Learning Philippine Mythology and Folklore Can Shape Our Future

Getting your Trinity Audio player ready...

By Rob Pastera

Renowned folklorists and anthropologists, Profs. Maximo Ramos and Felipe Landa Jocano emphasized the significance of Philippine Mythology in understanding the culture, values, and traditions of the Filipino people. They argued that this plethora of knowledge plays an important role in the daily lives of Filipinos, both during their time and for future generations. Albeit complex, the stories of the old, the beliefs in higher and lower mythology, as well as the traditional knowledge systems, are intertwined in the study of the history and culture of the country.

The strong emphasis on the role of Philippine Mythology in Filipino Culture isn’t enough to answer the lack of research on the integration of Philippine Mythology into the formal education system of the Philippines. One of the few research projects that tackles the importance of teaching Philippine Mythology, is by Sugue and Reyes in 2022. Sugue and Reyes (2022) emphasized the connection between the culture and history of the Filipino people as literary art forms and suggests that the recognition and preservation of Philippine mythology can be integrated into the curriculum through various means.

In addition to the above perspective, there are several reasons why the study of mythology is beneficial to students. This includes its benefits to the promotion of reading literacy of Filipinos, the reflection of the innate moral values of the society, the promotion of critical thinking for decision making, and the preservation and acknowledgment of different cultures of the people.

The literacy of Filipinos

A study by the Organization for Economic Cooperation and Development (OECD) in 2018 revealed that Filipinos scored lowest in reading comprehension. This means that Filipinos may have difficulties comprehending readings and navigating through formal instructions. In addition, this low reading comprehension level may hinder the student’s ability to participate in academic engagements and interpret complex texts and ideas.

Ambayon (2020) claimed that mythology and folklore play an important role in promoting literacy across societies. Various cultures across the globe emphasize the importance of storytelling to the cognitive and emotional development of children, with mothers and fathers reading short stories before bed, this prompts their children to be active readers and explore the world of fantasy.

In the context of the Philippines, using resources that incorporate Philippine Mythology can increase the interest of readers and students due to their familiarity with the elements of the story. Through a heightened interest in the text, the readers will be more motivated to read by themselves and with autonomy (Pinoliad, 2021). Furthermore, exposure to these reading materials can allow the readers to improve their vocabulary skills, which is an essential component of reading comprehension.

The Moral Values of Filipinos

Mythologies, in general, play an important role in society through their reflection and distinction of what is right and wrong. Mythology and folklore are not just stories to scare or entertain, rather, these are vehicles for social, historical, and moral values of a certain society for the members of each generation to learn (Adhikari and Saha, 2021; Prihapsari et al. 2021; Sugue & Reyes, 2022). Highlighting the importance of having the right principles and moral obligations is part of the unwritten purpose of mythology and folklore, specifically, to be viewed as a vehicle for didacticism.

A significant number of folk literature and mythological stories are centered around the idea of having role models. A few examples are Bantugan from the Maranao epic “Darangën”, who is known for his strength and courage, Lam-Ang from the Ilocano epic “Biag ni Lam-Ang” who is known for his courage and intelligence, Maria Makiling a Diwata from Laguna who is known for her kindness and compassion, and lastly, Nagmalitong Yawa Sinagmaling Diwata from the Hinilawod who is known for her (his, as he transformed into Datu Sunmasakay) courage. These characters from folk literature inspired generations of Filipinos to be functional and morally upright by sustaining the social order and cohesion of their communities.

In addition to the prevalence of role models, is the idea of how Filipinos value their nature and environment. Filipinos exercise moral obligations in the protection of the environment. A study by Aruta and Paceño (2022), mentioned that social responsibility facilitates the transmission of healthy attitudes and perspectives to the environment. Furthermore, the beliefs of nature inhabitants like the Kapre, Tikbalang, Tamawo, etc., are helping the Filipinos across the country to be known and unknown stewards of their environment.

Can beliefs in the unknown help Critical Thinking and Creativity?

Critical thinking is one of the valued skills these days as it provides students with the opportunity to think outside the box and see ideas through a different lens. Folklore and mythological stories are filled with various themes, symbols, and social issues that require careful analysis and metacognition for better understanding and comprehension. Through a heightened interest in local beliefs and stories, students will be more engaged in thinking for more viable and practical solutions in solving problems that they encounter daily.

Various examples of heroes that emulated critical thinking skills are Bantugan, Handyong, Lam-Ang, and Humadapnon. These heroes displayed their critical thinking skills by strategizing and thinking of various ways to win their battles and continue their adventures. This can inspire the students to think of ways on how they can deal with possible challenges while keeping a morally upright attitude.

Aside from the aforementioned stories, beliefs in supernatural beings also help in the development of the critical thinking skills of students. The aswang, for example, are known as ferocious monsters who feed on humans. However, the belief in the aswang when contextualized with history, gender, or social issues, will result in different interpretations of its role in the community; prompting the students to think and reassess the importance of thorough research to construct their understanding of different concepts. Thereby promoting an open mind and critical mindset.

To achieve such level of critical thinking, it is also important to acknowledge creativity that is achieved through hard work. Various mythological beings value hard work and perseverance and reward people with blessings and gifts. The presence of these stories and mythological beings and stories not only inspires the students to create art forms but also gives them the reality check that they can achieve such skills through dedication.

 

Many Cultures yet united

Philippine mythology is a part of the country’s Intangible Cultural Heritage that is passed on to future generations. As a multiethnic society, a comprehensive study of the Philippines will require years of research and tons of readings for the students to engage in. With this, the availability of folk literature and mythology will provide a general idea of how knowledge systems from various cultural communities were built and sustained through the years.

The study of Philippine mythology can help students understand multiculturalism and the importance of heritage preservation (Lobo, 2023; Mendonça et al., 2020; Sugue & Reyes, 2022; Tamayo, 2023). There is no one-culture description-fits-all in the context of the Philippines. Each has its unique interpretation and traditional knowledge systems. Depending on the needs of the community members, various community leaders, or even elders, tend to provide their understanding of different phenomena. With this comes varied mythological beings, epic heroes, mythological events, and places.

Despite the individual interpretations of one’s reality, mythological beliefs, when carefully analyzed, cross boundaries. The beliefs in Mebuyan of the Bagobo showcase the importance of mothers in every Filipino society. The beliefs in the duwende, taong lipod, tamawo, Diwata, and engkantos are available in almost all Filipino communities; with a common distinction as creatures of the forests, it warns people to be careful while journeying alone or at night.

Multiculturalism should be viewed as an important quality of the Philippines as it levels the significance of each ethnolinguistic group and provinces to the eyes of the students. This also prompts the students to fight for the preservation and promotion of various intangible cultural heritage of the Philippines by engraining these values in their own.

To sum it up, integrating Philippine Mythology into the current curriculum of the Philippines will contribute to the holistic development of Filipino students by allowing them to be literate, think critically, and be morally upright citizens. This will further lead to a brighter future for them as they will be grounded to the innate values and traditions of their countrymen. To integrate and teach Philippine Mythology and Folklore to the students comprehensively, is to live up to the visions of Professors Maximo Ramos and Felipe Landa-Jocano.

 

References:

Adhikari, A., & Saha, B. (2021). Shakuntala: As Authored by Kalidas and Painted by Raja Ravi Varma. Galore International Journal of Applied Sciences and Humanities, 5(4), 45–53. https://doi.org/10.52403/gijash.20211008

Ambayon, C. M. (2020). Modular-Based Approach and Students’ Achievement in Literature. International Journal of Education and Literacy Studies. https://doi.org/10.7575/aiac.ijels.v.8n.3p.32

Aruta, J. J. B. R., & Paceño, J. L. (2021). Social Responsibility Facilitates the Intergenerational Transmission of Attitudes Toward Green Purchasing in a Non-Western Country: Evidence from the Philippines. Ecopsychology, 14(1), 37–46. https://doi.org/10.1089/eco.2021.0016

Lobo, J. (2023). Protecting Philippine Dance Traditions via Education of Tomorrow’s Pedagogues: The Role of Individual Interest and School Engagement. Journal of Ethnic and Cultural Studies, 10(1), 98–124. https://doi.org/10.29333/ejecs/1527

Mendonça, S. A., Macena, B. C. L., De Araújo, C. G. B., Bezerra, N. P. A., & Hazin, F. H. V. (2020). Dancing with the Devil: courtship behaviour, mating evidences and population structure of the Mobula tarapacana (Myliobatiformes: Mobulidae) in a remote archipelago in the Equatorial Mid-Atlantic Ocean. Neotropical Ichthyology, 18(3). https://doi.org/10.1590/1982-0224-2020-0008

Mioten, E. (2022). Addressing the Philippines’ learning crisis. BusinessWorld Online. https://www.bworldonline.com/special-features/2022/09/05/474223/addressing-the-philippines-learning-crisis/#:~:text=The%20Philippines%20scored%20the%20lowest,489%20points%20in%20both%20subjects.

Pinoliad, E. (2021). Contextualization in Teaching Short Stories: Students’ Interest and Comprehension. Middle Eastern Journal of Research in Education and Social Sciences, 2(1), 31–55. https://doi.org/10.47631/mejress.v2i1.167

Prihapsari, I., Andayani, & Suwandi, S. (2021). The Study of the Didactic Values in the Folklore of the Origin of Boyolali Regency Name. International Journal of Research and Scientific Innovation, 08(02), 221–223. https://doi.org/10.51244/ijrsi.2021.8204

Sugue, A. S., & Reyes, M. (2022). Rediscovering the Value of Philippine Mythology for Philippine Schools: Literature Review. International Journal of Language and Literary Studies, 4(3), 329–341. https://doi.org/10.36892/ijlls.v4i3.1057

Tamayo, J. a. L. L. (2023). SAYAW NG BATI: A PERSPECTIVE ON TRANSCULTURATION OF THE SPANISH COLONIAL HERITAGE IN THE SOUTHERN TAGALOG REGION OF THE PHILIPPINES. Különleges Bánásmód, 9(1), 173–188. https://doi.org/10.18458/kb.2023.1.173