The university and cultural pride
>> Monday, January 8, 2024
CULTURAL NOTES
Richard Kinnud
LA TRINIDAD, Benguet -- For a paper towards brand management of a state university, an item I asked from student-respondents of Benguet State University, the setting of the study, was their level of expectations and experiences about the university taking the lead in offering subjects or courses that promote culture and national pride. The result on this particular item is noteworthy as it shows students having a “very high” expectation on that aspect.
The study’s objective did not include exploring the reason for such level of expectation but I suppose it must be coming from some degree of awareness that the university to certain extent is a haven and promoter of culture. This awareness can be from information that has been transmitted from the several generations that trod the university since its beginnings more than hundred years ago. Or from research works published on the matter especially that there are those freely available online.
A study of Dr. Stanley F. Anongos, for instance, on accommodation of indigenous dances in Northern Luzon had it government higher education institution in the Cordillera, which includes Benguet State University, had it that these schools are “sanctuaries for Cordillera cultural dances.”
The paper cites that as early as the 1920s, students from Trinidad Agricultural School, the institution that has soon became Benguet State University, were active in highland dance performances either to entertain tourists and guests or as contestants in “Igorot tribal dance” competitions.
With the school established primarily for the natives near its location, and as a regional institution to serve the peoples of the so-called old Mountain Province which has now become essentially the Cordillera Region with the addition only of one adjacent province, the cultural inclination is of the Cordilleran, a term that is sometimes if not often used interchangeably with the appellation Igorot or highlander.
It is written in official accounts that Benguet State University is promoting cultural development. One of the markers at the BSU Centennial Park (where students, those from surrounding communities, and guests flock at Christmas time for the lights) had these texts: “The school had been a venue for cultural development awakening ethnic consciousness and allowing the growth of cultural dance troupes.
This was institutionalized by the creation of Special Cultural Office in 1986 that grew into the present Center for Culture and the Arts formally established in 2009.”
Of course as the university grows and manifests itself to a wider limelight, students, employees and other stakeholders come in from different cultural affiliation and thus creating diversity. The better-known cultural groups under this Center for Culture and the Arts umbrella are the Sinagtala, Rondalla, and Kontad where only the latter is for highland cultural performances.
But it remained that the population of the school, students especially, are coming from the Cordillera region and it follows that the place’s ethos is prominent during cultural performances.
Going to the experience part of the study first mentioned, the result also showed that students highly regard that the university is taking the lead in offering subjects/courses that promote culture and national pride.
Again, the study’s general objective was not able to cover the why but it can be assumed that they must have experienced something inside their classrooms or from their professors as basis for the responses.
Just very recently, professors from the university have joined forces with professors from other universities and colleges in the region together with other higher education stakeholders to push for what is called Cordillera Heritage 101, a general subject intended to be taken by undergraduate students of whatever course in universities in the region. The focus is on history and heritage of the Cordillerans.
Benguet State University is among the current implementers.
Of course, even before this, many of the faculty, particularly in the education, social sciences, languages, and the art and humanities fields had integrated indigenous knowledge systems (IKS) in their subject areas.
Aside from these developments in the instruction milieu, cultural promotion is active in other areas. As mentioned, cultural groups continue to exist. In the research departments, researchers from the university are into culture-related researches.
Also very recently, the university hymn which had been traditionally in English is now sung in the Kankanaey, one of the major languages in the locality. The current president, Dr. Felipe Salaing Comila is credited for this. An Ibaloi version is now also being refined.
At the university library, there is what is called a CARiana section which is devoted for books and materials about the Cordilleras and also by Cordillerans. Lately, they have introduced book holders that are essentially Cordilleran images.
These actions are certainly to the cause of promoting culture. When we say culture here, it would not just be the material things or the performances that we behold. It includes the morals, ideals, and philosophies that they embody, encourage and employ. The question is where should these all lead?
For Dr. Anongos, the dean of the university’s College of Social Sciences, culture can be what would make unique the university’s graduate. To paraphrase him, every school may produce the skilled, competent, highly knowledgeable, excellent graduate but the socio-cultural orientation will surely make a difference.
On January 12, the university will be celebrating its 38th Charter Anniversary. From Mountain State Agricultural College, it has become Benguet State University on January 12, 1986. This year’s theme is “BSU Addressing the Educational and Entrepreneurial Needs of the Communities.”
It is very apt as one of the news lately was the signing into law of a measure that allows the university to open a College of Medicine. The management is now keen on opening it up on the first semester of the next school year. When it finally opens and produces the doctors, it can address community needs.
On the other hand, one may argue that other universities too are addressing such educational and entrepreneurial clamor in communities. This thus boil down to the issue earlier raised on what makes the graduate different. This corner iterates it could be the cultural esteem.
Happy Charter Anniversary to all i-BSU to include the students, alumni, faculty, staff, workers, benefactors, the community around it, and all the other stakeholders.
LA TRINIDAD, Benguet -- For a paper towards brand management of a state university, an item I asked from student-respondents of Benguet State University, the setting of the study, was their level of expectations and experiences about the university taking the lead in offering subjects or courses that promote culture and national pride. The result on this particular item is noteworthy as it shows students having a “very high” expectation on that aspect.
The study’s objective did not include exploring the reason for such level of expectation but I suppose it must be coming from some degree of awareness that the university to certain extent is a haven and promoter of culture. This awareness can be from information that has been transmitted from the several generations that trod the university since its beginnings more than hundred years ago. Or from research works published on the matter especially that there are those freely available online.
A study of Dr. Stanley F. Anongos, for instance, on accommodation of indigenous dances in Northern Luzon had it government higher education institution in the Cordillera, which includes Benguet State University, had it that these schools are “sanctuaries for Cordillera cultural dances.”
The paper cites that as early as the 1920s, students from Trinidad Agricultural School, the institution that has soon became Benguet State University, were active in highland dance performances either to entertain tourists and guests or as contestants in “Igorot tribal dance” competitions.
With the school established primarily for the natives near its location, and as a regional institution to serve the peoples of the so-called old Mountain Province which has now become essentially the Cordillera Region with the addition only of one adjacent province, the cultural inclination is of the Cordilleran, a term that is sometimes if not often used interchangeably with the appellation Igorot or highlander.
It is written in official accounts that Benguet State University is promoting cultural development. One of the markers at the BSU Centennial Park (where students, those from surrounding communities, and guests flock at Christmas time for the lights) had these texts: “The school had been a venue for cultural development awakening ethnic consciousness and allowing the growth of cultural dance troupes.
This was institutionalized by the creation of Special Cultural Office in 1986 that grew into the present Center for Culture and the Arts formally established in 2009.”
Of course as the university grows and manifests itself to a wider limelight, students, employees and other stakeholders come in from different cultural affiliation and thus creating diversity. The better-known cultural groups under this Center for Culture and the Arts umbrella are the Sinagtala, Rondalla, and Kontad where only the latter is for highland cultural performances.
But it remained that the population of the school, students especially, are coming from the Cordillera region and it follows that the place’s ethos is prominent during cultural performances.
Going to the experience part of the study first mentioned, the result also showed that students highly regard that the university is taking the lead in offering subjects/courses that promote culture and national pride.
Again, the study’s general objective was not able to cover the why but it can be assumed that they must have experienced something inside their classrooms or from their professors as basis for the responses.
Just very recently, professors from the university have joined forces with professors from other universities and colleges in the region together with other higher education stakeholders to push for what is called Cordillera Heritage 101, a general subject intended to be taken by undergraduate students of whatever course in universities in the region. The focus is on history and heritage of the Cordillerans.
Benguet State University is among the current implementers.
Of course, even before this, many of the faculty, particularly in the education, social sciences, languages, and the art and humanities fields had integrated indigenous knowledge systems (IKS) in their subject areas.
Aside from these developments in the instruction milieu, cultural promotion is active in other areas. As mentioned, cultural groups continue to exist. In the research departments, researchers from the university are into culture-related researches.
Also very recently, the university hymn which had been traditionally in English is now sung in the Kankanaey, one of the major languages in the locality. The current president, Dr. Felipe Salaing Comila is credited for this. An Ibaloi version is now also being refined.
At the university library, there is what is called a CARiana section which is devoted for books and materials about the Cordilleras and also by Cordillerans. Lately, they have introduced book holders that are essentially Cordilleran images.
These actions are certainly to the cause of promoting culture. When we say culture here, it would not just be the material things or the performances that we behold. It includes the morals, ideals, and philosophies that they embody, encourage and employ. The question is where should these all lead?
For Dr. Anongos, the dean of the university’s College of Social Sciences, culture can be what would make unique the university’s graduate. To paraphrase him, every school may produce the skilled, competent, highly knowledgeable, excellent graduate but the socio-cultural orientation will surely make a difference.
On January 12, the university will be celebrating its 38th Charter Anniversary. From Mountain State Agricultural College, it has become Benguet State University on January 12, 1986. This year’s theme is “BSU Addressing the Educational and Entrepreneurial Needs of the Communities.”
It is very apt as one of the news lately was the signing into law of a measure that allows the university to open a College of Medicine. The management is now keen on opening it up on the first semester of the next school year. When it finally opens and produces the doctors, it can address community needs.
On the other hand, one may argue that other universities too are addressing such educational and entrepreneurial clamor in communities. This thus boil down to the issue earlier raised on what makes the graduate different. This corner iterates it could be the cultural esteem.
Happy Charter Anniversary to all i-BSU to include the students, alumni, faculty, staff, workers, benefactors, the community around it, and all the other stakeholders.
CULTURAL NOTES
Richard Kinnud
Beyond celebrating a birthday
LA TRINIDAD, Benguet -- I was late going home one night because of a Christmas program I went to attend in one unit of my workplace. The following day, I was late again for the same reason, a Christmas program in another unit of my workplace.
My seven-year-old son sat on my lap and said, “I have a question for you daddy.”
“What’s it?”
“Is a man born only once?”
I was somehow perplexed by the query as I do not know where he is coming from and so I have to clarify, "Why do you ask?"
He answered back, "Because last week we had our Christmas program. They said we were celebrating the birthday of Jesus. So the birthday is already finished. But you came home two times from Christmas program. So Jesus have three birthdays!"
I almost chuckled at his reasoning of multiple birthdays then posed to him, "Isn't it that a birthday can be celebrated many times?" I continued to tell him that Christmas is more than just celebrating a birthday.
So what else then is Christmas, he asked. He was distracted by other things to listen to me and got down from my lap, but his questioning put me into the mode of reflecting.
That moment brought me back to a recent Christmas convocation at my workplace. The presiding reverend started his prayer with the reading of the popular Bible verse John 3:16, "For God so loved the world that He gave us his only son that whoever believes in him will not perish but have everlasting life." He would further say that the point here is how exactly do we people respond to that love.
In the run-up to Christmas, there is this so-called Simbang Gabi or Aguinaldo Masses that is practiced in some Christian denominations. Those who were attending must have noticed that the Gospel Readings are stories related to birth of Christ that illustrated how certain characters responded. One is the introduction of a forerunner of of Jesus Christ which is John the Baptist. People of those times responded with acceptance. Another is the story of the conception of John the Baptist.
Elizabeth and Zechariah, John's parents, at first responded with doubt as for them they were too old to bear a child. But the angel assured them that there is nothing impossible to God. Also, there is the story about Joseph, the one who was to become the earthly father to Jesus, when informed by the angel of his role responded with the plan to discretely quit his relationship with Mary who has begotten Jesus in her womb.
The angel though told him not to be afraid and then he replied with obedience. There was also the story of the announcement by an angel to Mary that she is to become the mother of Jesus. Mary responded at first with skepticism, but later with obedience and giving of oneself. These are all illustrations on how one may respond to that love.
My seven-year-old who noticed that I was saying something went to me again and said, "What did you say, daddy?"
I told him that Christmas is reminding us that Jesus is also being born in our hearts and also that we are waiting for his second coming.
My wife nudged me, "How would a child understand that?"
"Born in our hearts! Then he will come again?" my son repeated some of what I said, sign that his mother was correct that he did not pick up what I was saying, then went on again to play.
It dawned to me that even to my mind, it is often hard to grasp what Christmas really is all about. It would be noted that as a religious season, Christmas, which officially starts on the eve of December 25, is filled with feasts and solemnities.
To the church, feasts and solemnities highlights "important mysteries of our faith". It is thus a call not just for celebration but also to more special reflection on how are we in our journey to "salvation".
The feasts and solemnities of the season can make us reflect on our own families, on our own version of "Let it be done to me according to your word" as said by Mother Mary when an angel told her that she will become the mother of Jesus, on the epiphany or manifestation of the Lord in our own life, on our own baptism, and on how is the child and Child in us.
On the other hand, our reflection can go wild and declare that the story of Christmas is not really inspiring. How can we for example accept poverty just like how Jesus was born in an animal's abode. Isn't it that comfort is what our God should will for us?
We had accepted the faith and hence God has manifested to us but how can we gift back "gold" "myrrh" and "incense" if God himself does not grant that we have them? We may even question our own baptism as simply a human activity.
Or to stay as a humble "child" is not really a good thing for in today's time, we have to prove our knowhow, skills, capabilities and productiveness. Indeed, it becomes tempting to simply treat Christmas as a mere birthday celebration to enjoy with food and dancing, or a holiday that makes way for an enjoyable vacation before we go back to our routine in the succeeding year.
A popular song says, "May the Spirit of Christmas, be always in our heart." The song is implying a Christmas without beginning and without an end. Christmas is a way of living which means that if the virtues and values in the Christmas stories written in the Bible, they can be our response or they show us how to deal with things that come out life.
From the Cultural Notes corner, I greet readers of the Northern Philippine Times a Merry Christmas and a Happy New Year!
My seven-year-old son sat on my lap and said, “I have a question for you daddy.”
“What’s it?”
“Is a man born only once?”
I was somehow perplexed by the query as I do not know where he is coming from and so I have to clarify, "Why do you ask?"
He answered back, "Because last week we had our Christmas program. They said we were celebrating the birthday of Jesus. So the birthday is already finished. But you came home two times from Christmas program. So Jesus have three birthdays!"
I almost chuckled at his reasoning of multiple birthdays then posed to him, "Isn't it that a birthday can be celebrated many times?" I continued to tell him that Christmas is more than just celebrating a birthday.
So what else then is Christmas, he asked. He was distracted by other things to listen to me and got down from my lap, but his questioning put me into the mode of reflecting.
That moment brought me back to a recent Christmas convocation at my workplace. The presiding reverend started his prayer with the reading of the popular Bible verse John 3:16, "For God so loved the world that He gave us his only son that whoever believes in him will not perish but have everlasting life." He would further say that the point here is how exactly do we people respond to that love.
In the run-up to Christmas, there is this so-called Simbang Gabi or Aguinaldo Masses that is practiced in some Christian denominations. Those who were attending must have noticed that the Gospel Readings are stories related to birth of Christ that illustrated how certain characters responded. One is the introduction of a forerunner of of Jesus Christ which is John the Baptist. People of those times responded with acceptance. Another is the story of the conception of John the Baptist.
Elizabeth and Zechariah, John's parents, at first responded with doubt as for them they were too old to bear a child. But the angel assured them that there is nothing impossible to God. Also, there is the story about Joseph, the one who was to become the earthly father to Jesus, when informed by the angel of his role responded with the plan to discretely quit his relationship with Mary who has begotten Jesus in her womb.
The angel though told him not to be afraid and then he replied with obedience. There was also the story of the announcement by an angel to Mary that she is to become the mother of Jesus. Mary responded at first with skepticism, but later with obedience and giving of oneself. These are all illustrations on how one may respond to that love.
My seven-year-old who noticed that I was saying something went to me again and said, "What did you say, daddy?"
I told him that Christmas is reminding us that Jesus is also being born in our hearts and also that we are waiting for his second coming.
My wife nudged me, "How would a child understand that?"
"Born in our hearts! Then he will come again?" my son repeated some of what I said, sign that his mother was correct that he did not pick up what I was saying, then went on again to play.
It dawned to me that even to my mind, it is often hard to grasp what Christmas really is all about. It would be noted that as a religious season, Christmas, which officially starts on the eve of December 25, is filled with feasts and solemnities.
To the church, feasts and solemnities highlights "important mysteries of our faith". It is thus a call not just for celebration but also to more special reflection on how are we in our journey to "salvation".
The feasts and solemnities of the season can make us reflect on our own families, on our own version of "Let it be done to me according to your word" as said by Mother Mary when an angel told her that she will become the mother of Jesus, on the epiphany or manifestation of the Lord in our own life, on our own baptism, and on how is the child and Child in us.
On the other hand, our reflection can go wild and declare that the story of Christmas is not really inspiring. How can we for example accept poverty just like how Jesus was born in an animal's abode. Isn't it that comfort is what our God should will for us?
We had accepted the faith and hence God has manifested to us but how can we gift back "gold" "myrrh" and "incense" if God himself does not grant that we have them? We may even question our own baptism as simply a human activity.
Or to stay as a humble "child" is not really a good thing for in today's time, we have to prove our knowhow, skills, capabilities and productiveness. Indeed, it becomes tempting to simply treat Christmas as a mere birthday celebration to enjoy with food and dancing, or a holiday that makes way for an enjoyable vacation before we go back to our routine in the succeeding year.
A popular song says, "May the Spirit of Christmas, be always in our heart." The song is implying a Christmas without beginning and without an end. Christmas is a way of living which means that if the virtues and values in the Christmas stories written in the Bible, they can be our response or they show us how to deal with things that come out life.
From the Cultural Notes corner, I greet readers of the Northern Philippine Times a Merry Christmas and a Happy New Year!
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