Below is the Valedictory Address of CSSP Batch 2025 valedictorian Sophia Beatriz G. Cruz (Pia) as delivered at the UP Theater during the CSSP Araw ng Pagkilala on July 5, 2025. On top of serving as the CSSP Representative to the USC Student Council and Project Head/Student Convenor of the UP Diliman Department of Philosophy’s inaugural Emmanuel Q. Fernando Philosophy Undergraduate Conference, Pia actively served in a wide variety of other functions and organizations during her stint as an undergraduate. Pia is an incoming student at the UP College of Law.

Video highlights of Pia’s speech may be viewed here.

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Bilang panimula, nais kong ipaabot ang isang taimtim na pasasalamat at pagkilala sa ating faculty at staff sa kanilang walang humpay na patnubay at pagtaguyod sa buong panahon na ating ginugol sa ating mahal na kolehiyo!

Higit sa lahat, isang taos pusong pasasalamat sa ating mga mahal na magulang, pamilya at sa lahat ng sa atin ay tumaguyod, sa kanilang walang sawang pagtangkilik sa ating paglalakbay patungo sa katuparan ng ating mga pangarap!

At syempre pa, isang mainit at nag aalab na pagbati sa mga kapwa nating Konsenya ng Bayan,  sa ating pagtatapos ngayong araw na ito! 

Today, we share in the joy of reaching an important milestone in our lives.  After years of hard work, sleepless nights and balancing acts, we are finally here to share in our collective triumph. Wearing our Sablays with great pride, we are all eager to graduate and face the next chapter as we continue to write the story of our lives. Without a doubt, today is the fulfilment of one of our many dreams, that is, to be called: a graduate of the University of the Philippines.

Lahat ay handang harapin nang taas noo at buong tapang ang bawat hamon ng kinabukasan.

Subalit  hindi nyo ba napapansin,  na lagi na lang, sa bawat pagtatapos ng mga Iskolar ng Bayan, inihaharap sa atin ang hamon ng mga problema ng ating lipunan: ang mga isyu patungkol sa pamamalakad ng ating pamahalaan, ang matamlay na ekonomiya, ang lumalaganap na kahirapan at kriminalidad at marami pang iba.

Lagi na lang, patuloy na nagiging hamon sa lahat ang korapsyon na nanunuot di lamang, sa may kapangyarihan sa negosyo at pamahalaan, kundi bumabalot na para nang isang kultura sa ating lipunan.   

Lagi na lang, hinahamon ang mga Iskolar ng Bayan na maging lunas / sa mga problema ng ating Bayan, na maging handang maglingkod sa Bayan.

Lagi na lang, ay paulit ulit na pinapaalala na ang nagtaguyod sa ating pagaaral dito sa UP ay ang buwis ng mga mamamayan, kaya’t nararapat lang na tayo ay maglingkod sa Bayan.

Ngunit, sa nagdaang panahon, ilang graduate na ba ng UP ang namuno sa ating lipunan?

A recent article written by a proud UP alumnus noted that: 6 out the 17 Presidents of the Republic, 16 out of 28 Chief Justices of the Supreme Court, 14 out 24 Senate Presidents, and 14 out of 27 Speakers of the House of Representatives, all graduated from the University of the Philippines. This list does not even include the captains of industry and business leaders who are also proud Iskolars ng Bayan. This begs the question, if UP Graduates have taken positions of great responsibility and service to the country through the years, why are we still saddled with the same problems that we face today as a people?

These leaders of our nation once stood in the same place we do today, excited with their graduation, eager to serve the people.  They likely heard speeches with the same theme, a call to arms to provide solutions to what ails our nation and ending with an exhortation to serve.  But what has come of them since?

We have seen leaders of our nation use what they learned from the hallowed halls of our University to shield the powerful from being held to account. We have seen former Iskolars ng Bayan use their gift of gab to sow disinformation and intrigue to divide us to serve their selfish ends. We see UP Graduates make it to the Forbes list of Filipino billionaires at the expense of the exploited multitude. We see scores of proud alumni of our beloved University become well-educated and well-heeled sycophants ready to do the bidding of people possessed with great power and wealth. We see UP Graduates hold the keys to sweeping societal reforms only to turn their backs on their promise to serve the people and end up serving themselves. Sadly, we have seen countless UP Graduates, frustrated with our nation’s fate, succumb to sheer apathy.  

This leads us to ask ourselves this question: WHAT MAKES US ANY DIFFERENT?

Alam nating lahat na ang Kolehiyo ng Agham Panlipunan at Pilosopiya ay ang pangunahing institusyon ng pagaaral at pagsisiyasat na sumasaklaw sa mga isyu ng lipunan. Dahil dito, ang mga nakapagtapos sa ating kolehiyo ay tinagurian mga Konsensya ng Bayan. Kung kaya’t, hindi lamang taos pusong paglilingkod ang hamon sa bawat isa sa atin. Hindi lamang serbisyong makabayan kundi serbisyong makatao ang kinakailagan. Yun bang, may tunay na malasakit sa kapwa tao.

 Iyan, sa wari ko, ang siyang pamantayan ng isang tunay na Konsenya ng Bayan. Isang taong handang ialay ang lalim ng kaalaman at lawak ng pananaw upang magbigay ng karampatang tugon sa mga suliranin ng bayan patungo sa isang kultura na maghahatid sa ating lipunan sa isang malaya at masaganang kinabukasan.  

Ngunit maraming nagsasabi, bagama’t pabulong: 

Lagi na lamang bang bayan muna?

Lagi na lamang bang bayan bago sarili?

Sa palagay ko, ang malasakit sa bayan at pagkalinga sa kapwa ay di dapat mangaluhugan na ating dapat isan tabi ang ating mga pangarap para sa sarili at sa ating pamilya.

As my father taught me, doing well for yourself and doing good unto others are not mutually exclusive.

I tried to apply this lesson well in my years in CSSP. I still remember being a wide-eyed freshman entering UP with a simple goal: charting a respectable academic record that could lead to greater opportunities in the future. Embracing the ethos of a true Konsensya ng Bayan, it did not take long for me to realize that succeeding academically was not enough. I felt the need to be involved. After all, CSSP is not just a college, it is a community that needs tending.

Thus, I heeded the call and served in the CSSP Student Council and later joined the University Student Council as the college’s representative. In both instances, I ran as an independent candidate, without carrying the colors of any party. Some of my most enduring memories in college will be those spent with the maninindas, security guards, and college staff who I had the pleasure of working with. They were real people with real needs. I would not have had these experiences if I did not choose to be involved.

On the other hand, I also witnessed what divisive politics could do: When I was elected as CSSP Representative, UP did not have a University Student Council for the first time since Martial Law. To me, it was not due to the apathy of the student body. It manifested a yearning for true leadership that champions the concerns of the community — above all else. These experiences made real to me the oft-repeated claim that UP is a microcosm of our society. It provided a glimpse of how we can navigate the future and fulfill a desire to serve and make impactful changes in our nation.    

On a personal level, it also made me realize that it was possible to achieve my own goals while being of service to others. I was able to do well for myself, while doing good unto others.

Napatunayan ko sa aking sarili na hindi kailangang isakripisyo ang sariling pangarap sa ngalan ng taos pusong paglilingkod.

Mahalagang alalahanin na sa bawat nagtapos sa UP na tumalikod sa ating mga adhikain bilang mga Iskolar ng Bayan, mayroong laksa-laksang nagtapos sa ating Kolehiyo na taos puso, buong galing at tahimik na naglilingkod sa bayan. Sila ay nagsisikap sa iba’t ibang larangan at paraan, maging dito  sa ating bayan o sa iba’t ibang sulok ng mundo. Patuloy silang nagbibigay dangal sa ating pagka-Pilipino.

Handa ba tayong lumahok sa kanilang hanay?

Sa harap ng tukso ng kapangyarihan at kinang ng yaman,  handa ba tayong itaguyod ang malasakit sa kapwa at  bayan?

Bilang mga Konsenya ng Bayan, alam nating lahat ang nararapat na tugon sa mga tanong na ito at sa hamon ng ating panahon.

Nawa’y magbunga ang lahat ng ating dalisay at wagas na mga pangarap para sa isa’t isa at para sa ating bayan.

Maraming Salamat po sa inyong pakikinig.

Ang UP Diliman Departamento ng Pilosopiya ay nagpapahayag ng maprinsipyong pagsalungat sa panukalang inilatag ng Departamento ng Edukasyon (DepEd) sa  naganap na pagdinig sa House Committee on Basic and Education and Culture noong ika-28 ng Mayo 2025, na nagmumungkahing tanggalin ang Etika sa kurikulum ng Higher Education Institutions (HEIs) sa bansa.  Bagama’t mauunawaan ang layon na matugunan ang suliranin sa pag-uulit ng mga kurso at mapaikli ang kolehiyo upang mabawasan ang pinansiyal na pasanin ng mga mag-aaral, ang pagtanggal sa Etika sa kurikulum ay magsasakripisyo ng napakahalagang pang-edukasyon at sibikong kabutihan. Kinikilala namin ang bigat ng gastusin sa mga mag-aaral. Gayunpaman, ang 3 units na kurso sa Etika ay kumakatawan sa wala pang 3 bahagdan (3%) ng tipikal na degree program  sa kolehiyo – isang maliit na pamumuhunan para sa panghabambuhay na kasanayan sa kritikal na pag-iisip. Sa ilalim ng naunang pagpapasya na ibaba ang kursong Introduction to the Philosophy of the Human Person mula sa ubod ng kurikulum ng pinalakas na Senior High School (SHS) Program, ang panukala ng DepEd na tanggalin ang Etika sa kurikulum ng kolehiyo ay higit pang naging mahalaga.

Ang hamong kinakaharap ng edukasyon sa Pilipinas ay higit sa bumababang kakayahan ng mga mag-aaral sa literasiya, pagbibilang, at pag-unawa sa binabasa. Kasama dito ang kahinaan sa kritikal na pag-iisip, mababaw na pakikipag-ugnayang sibiko, at limitadong moral na pag-unawa. Ang mga kakulangang ito ay tuwirang tinutugunan ng Etika na siyang naglalaan ng institusyunal na espasyo para sa patuloy na paghahasa sa pangangatuwirang moral. Itinuturo ng Etika sa mga mag-aaral na suriin ang mga pagpapalagay, hanapin ang landas sa mapanghamong moral na sitwasyon, tasahin ang mga nag-uumpugang pagpapahalaga, at ilapat ang mga normatibong prinsipyo sa mga kumplikadong suliraning tunay nating kinakaharap sa mundo. Kung kaya ang pagtanggal sa Etika mula sa kurikulum ay maglilimita sa edukasyon bilang pagsasanay lamang sa trabaho, na nag-aabandona sa ating tungkuling makahubog ng mga mapagmuning mamamayan.

 Ang pagtumbas sa Etika sa Good Manners and Right Conduct (GMRC) o Values Education ay isang malaking kategorikal na pagkakamali. Ang GMRC ay nagtuturo sa mga bata na sumunod sa batas; ang Etika ay nagtuturo sa mga nasa hustong gulang na suriin kung anong batas ang nararapat sundin at bakit. Ang Etika na itinuturo sa kolehiyo ay disiplinang sekular at pilosopikal na naglilinang ng analitikal at mapagmuning pag-iisip sa mga usaping moral. Binibigyan nito ang mga mag-aaral ng hindi lamang mga nakaugaliang gawi kundi ng mga kasangkapang intelektwal na kanilang kakailanganin upang makabuo ng makatuwirang moral na pagpapasya – isang napakahalagang kakayahan sa gitna ng isang pluralistiko at demokratikong lipunan. 

Ang Etika bilang isang akademikong dispilina ay may pundamental na kaibahan sa turo ng relihiyon. Habang ang itinuturo ng teolohiya ay mga partikular na doktrina, ang Etika ay nagtuturo sa mga mag-aaral na mangatuwiran sa pamamangitan ng mga moral na katanungan gamit ang lohika at ebidensiya. Ang mga pampublikong pamantasan ay nararapat na maghain ng sekular na alternatibo, partikular sa mga mag-aaral na buhat sa iba’t-ibang pananampalataya. 

Ang kahusayan sa Etika ay mahalaga rin sa propesyunal na buhay. Mataas ang pagpapahalaga sa mga indibidwal na nakapagsasagawa ng moral na pagmumuni, may taglay na integridad, at mahusay na etikal na pagpapasya.  Samakatuwid, sa halip na maging balakid, higit pa nitong pinalalakas ang pagkakataong makakuha ng magandang hanapbuhay. 

Bilang panghuli, ang Etika ay hindi lamang isang kurikular na kahingian; ito ay panulukang-bato sa pagbubuo ng bayan. Sa isang bansang humaharap sa isyu ng korapsyon, hindi pagkakapantay-pantay, pagkahati ng lipunan, at kawalang-katarungan, kailangan natin ng mga magtatapos na makapag-iisip nang malalim at may moral na integridad. Kung tamang tatanawin ang Etika, tunay na mapalalakas nito ang demokratikong pagkamamamayan, mapayayaman ang pampublikong diskurso, at makahuhubog ng moral na responsableng mamamayan.

Ang ating mga mag-aaral, bilang mga mamamayan at mamumuno sa hinaharap, ay hindi lamang nangangailangan ng higit na holistic na edukasyon kundi ng isang matatag na paghahanda para sa mga hamon ng kanilang gagampanang tungkulin sa lokal, pambansa, at global na komunidad. Kaugnay ng mga nabanggit, mariing ipinapanawagan ng Departamento ng Pilosopiya sa UP Diliman ang pagpapanatili sa Etika sa kurikulum ng GE sa kolehiyo – para sa ating mag-aaral, sa ating mga institusyon, at para sa ating malayang kinabukasan.

Statement of the UP Diliman Philosophy Department on the Proposed Removal of Ethics from the General Education Curriculum

The UP Diliman Department of Philosophy expresses its principled disagreement with the proposal presented by the Department of Education (DepEd) during the 28 May 2025 hearing of the House Committee on Basic Education and Culture, which recommends removing Ethics from the general education (GE) curriculum of higher education institutions (HEIs) in the country. While the goal of addressing redundancy and shortening college to ease the financial burden on students is understandable, removing Ethics from the curriculum would sacrifice a vital educational and civic good. We recognize the financial pressures on students. However, a three-unit Ethics course represents less than 3% of a typical degree program—a modest investment for lifelong critical thinking skills. In light of the previous decision to demote the course Introduction to the Philosophy of the Human Person from the core curriculum of the strengthened SHS Program, the DepEd proposal to remove Ethics from the college curriculum is even more significant. 

The challenges facing Philippine education go well beyond our students’ declining literacy, numeracy, and reading comprehension skills. They include weak critical thinking, shallow civic engagement, and limited moral discernment. Ethics addresses these deficits directly. As one of the few institutional spaces devoted to sustained moral reasoning, Ethics teaches students to question assumptions, navigate ethical dilemmas, evaluate competing values, and apply normative principles to complex real-world problems. Thus, removing Ethics from the curriculum would limit education to mere job training, abandoning our responsibility to develop thoughtful citizens.

To equate Ethics with Good Manners and Right Conduct (GMRC) or Values Education is a categorical mistake. GMRC teaches children to follow rules; Ethics teaches adults to evaluate which rules deserve following and why. Ethics, as taught in college, is a secular and philosophical discipline that cultivates analytical and reflective thinking in moral matters. It equips students not merely with behavioral norms but with the intellectual tools that they need in order to make a principled judgment–an ability that is essential in a pluralistic, democratic society.

Ethics as an academic discipline differs fundamentally from religious instruction. Where theology teaches specific doctrines, Ethics teaches students how to reason through moral questions using logic and evidence. Public universities must offer this secular alternative, especially for students from diverse faith backgrounds.

Ethical competence is also essential in professional life. Universities and employers value individuals capable of moral reflection, integrity, and sound ethical judgment. Thus, far from hindering employability, Ethics enhances it. 

Finally, Ethics is not a mere curricular requirement; it is a cornerstone of nation-building. In a country confronting corruption, inequality, social division, and injustice, we need graduates who can think deeply and with moral integrity. Viewed in its proper light, Ethics strengthens democratic citizenship, enriches public discourse, and forms morally responsible citizens. 

Our students, as our future citizens and leaders, need, not just a more holistic education but a robust preparation for the challenges of such roles within their local, national and global community. We therefore urge our policymakers to retain Ethics in the college GE curriculum–for the sake of our students, our institutions, and our democratic future.

Figure 1: Training workshop at Leyte Normal University.

Philosophy for Children is an educational movement which started in the late 1960s when Matthew Lipman was still in Columbia. It focuses on the idea of the classroom as a community of inquiry (COI). In the 70s, Lipman met Ann Margaret Sharp in Montclair State University and together they developed university-level programs in P4C.

Back in 1990, while Prof. Zosimo Lee was finishing his PhD in the State University of New York at Buffalo (Suny Buffalo), he chanced upon a leaflet on Philosophy for Children (P4C), which came from the Institute for the Advancement of Philosophy for Children (IAPC) at Montclair State University, New Jersey.

“On hindsight, it seems that my work in Philo for Children was really in consonance with what I already started in my doctoral dissertation involving rational conflict resolution and somehow the work with Philosophy for Children became in sync,” Lee narrates.

Dr. Lee is referring to how his research centered on themes involving the notions of “rational conflict resolution, peace building, being able to deal with different perspectives, and the role of philosophy in providing that kind of understanding which Rawls calls public reason.” He even wrote an article on the creation of public reason wherein he compared Rawls’ perspective with Habermas’ perspective and linked it with the role of the community of inquiry by Matthew Lipman.

Having met both Matthew Lipman and Ann Margaret Sharp who were the pioneers of P4C and Community of Inquiry (COI) in a conference in 1996 helped Dr. Lee appreciate even more the importance of a dialogical community. After the conference, Lipman published Dr. Lee’s article on communicative inquiry in the journal, Thinking.

After said conference, Dr. Lee incorporated what he learned in his own classes, and it led to projects wherein he taught P4C as a pedagogical tool to public elementary school teachers. Philosophy colleagues, Asst. Prof. Renato Manaloto, Dr. Napoleon Mabaquiao, Atty. Darlene Berberabe-Lim, Atty. Eric Vera, Asst. Prof. Isidro Manuel Valero, as well as the late Dr. Silvino Epistola and Dr. Leonardo De Castro joined him.

Dr. Lee used the method of communicative inquiry to grade school students and the learning agenda came from students. He diligently made the rounds in different districts in the public schools of Manila between the years of 1997-1999. These weekly sessions truly helped public school teachers who now had a new pedagogical tool to use. Because of this experience, Dr. Lee was able to see how to implement a training program using the methodology of the COI. Most importantly, how to use this innovative tool within the Department of Education curriculum.

Figure 2: Session in Leyte with grade school students

Building a Community of Inquiry

Dr. Lee fondly remembers one instance.

“In P. Gomez (school), I facilitated a Grade 6 class. The discussion came to the question, ‘What is the difference between the mind and the brain?’ The students were so good at furnishing ideas and giving examples. They were so articulate that I felt that the students were already getting ahead of the teacher and the teacher was the one who was trying to catch up. But that just shows that when the students feel talk about their own ideas and share their own thoughts, they really become free… They own their own learning.”

In 2000, Dr. Lee returned to the IAPC in Mendham, New Jersey. He says, “It further deepened what I learned from the first seminar and reinforced some of the hypothesis in the training programs that I was conducting.” He then became a long-standing member of the screening committee for the writing awards of the International Council of Philosophical Inquiry with Children. He also presented a paper in a council meeting of practitioners of P4C from all over the world in Winchester, England. He was at the UNESCO meeting in Paris when UNESCO adopted P4C as an educational practice.

He continued to teach P4C in his undergraduate and graduate courses even as he juggled it with his leadership role as Dean of the College of Social Sciences and Philosophy in UP Diliman. In 2012, he continued his work in training public school teachers and principals in and around Manila, especially in Tondo, who were introduced to the community of inquiry. The Center for Excellence in Public Education (CENTEX) in Tondo, Manila, and Bauan Batangas adopted the COI in their teaching and these trained teachers were also the ones that provided the facilitation during the training programs in Negros and Cagayan de Oro with the help of Ayala Foundation. This worthwhile endeavor was further expanded to provinces outside Manila.

Dr. Lee clarifies, “What does the COI do? Because you shift the generation of the learning agenda from the teacher to the students, the students take more initiative in their own learning process. And it starts with asking questions. Kasi isa sa mga nawawala sa mga bata eventually, if it is not encouraged, is the asking of questions. Children when they were very young ask a lot of questions. And the questions of children at 2-3 years are the most profound philosophical questions you could ever find.”

Figure 3: Giving a talk to parents In Urdaneta, Pangasinan about P4C

He further adds that one of the most important things to do during these workshops is to rekindle the teachers’ curiosity as well to arouse their questioning ability and their own sense of wonder. With his experience and knowledge, Dr. Lee has developed his own format and has even incorporated the Filipino perspective in his method, making the tool even more effective in the context of Philippine education. He emphasizes that

“… the whole point of the community of inquiry is really to focus on the thinking process. Because it is through and in the thinking process, the learning occurs. The students learn to think for themselves, to value their own thinking. They get to generate their own criteria to when they can say to themselves that they are thinking better. And this is done together with others so that the learning process is collective, and it is shared. There is also self-correction.” Both students and teachers share this experience of “building criteria for better reasoning”.

Dr. Lee considers the culmination of his lifelong work in a 2016 project done with UNESCO at Ateneo de Manila University, wherein participants from other countries such as South Korea and Myanmar joined. Grade 6 students, Filipino children who benefitted from previous workshops, impressively demonstrated the community of inquiry to the participants by conducting their own philosophical discussions. One professor from Myanmar even said that they want their children to be able to do what they witnessed.

P4C in the Philippines Now

Figure 4: Second Semester AY 2024-2025 Philo 298 (Philosophy for/with Children) graduate students under Dr. Ma. Theresa Payongayong pose with undergraduate students after a P4C session on 19 May 2025.

Dr. Lee’s P4C legacy endures even after his retirement from academic life. Not only has it reverberated in the public school system who directly learned from him, his colleagues from the Department of Philosophy in UP Diliman continues to train teachers and students to further propagate P4C and the community of inquiry. Dr. Ma. Theresa Payongayong attributes to Dr. Lee her introduction to P4C. She shares,

“While I have been involved in various P4C trainings, seminars, workshops and other P4C-related activities over the past 25 years, I hold Dr. Zosimo E. Lee in high regard as the pioneer in P4C. I appreciate his invitation for me to participate in P4C mainstreaming efforts among public and private basic education teachers. My interest in P4C was sparked by the realization that it has the potential to catalyze meaningful change and improve the education system.”

Dr. Payongayong considers her initiative to offer P4C classes at both the undergraduate and graduate levels a pioneering effort. As part of this, she provided students with the opportunity to engage in actual P4C sessions with grade school and high school students from both public and private schools. Some of her students participated in sessions in Bulacan, Batangas, Marikina, Manila, and even at our own UPIS. In 2005, she also learned directly from Matthew Lipman and Ann Margaret Sharp through the IAPC Training Workshop. She was the only Filipino participant at that time.

A group of faculty members from the department led by Dr. Jeanette Yasol-Naval conducted a teachers’ training for the subject, Introduction to the Philosophy of the Human Person and P4C sessions were held as a culminating activity. In partnership with DepEd Division of Nueva Ecija from 25-27 July 2018 and 19-21 June 2019, over a hundred teachers were introduced to the pedagogy. The group consisted of Dr. Payongayong, Dr. KC Abalos-Orendain, Asst. Profs. Symel de Guzman, Arlyn Macapinlac, and Romulo Bañares.

Figure 5: Above are UP instructor Gavin Chuacuco and OB Montessori coordinator Ms. Sarah Adap and another OB Montessori teacher.

Dr. Lumberto Mendoza also continues Dr. Lee’s legacy. He conducted a face-to-face training workshop on the use of Community of Inquiry for teaching in OB Montessori School, San Juan. He has given similar workshops online as well. This was in 2020 with Minadanao State University in General Santos City. He worked with junior faculty members such as Mr. Gavin Nigel Chuacuco, Ms. Aleli M Caraan, and Asst. Professor Marielle Antoinette Hermoso Zosa, ensuring that these techniques will be passed on to the next generation of facilitators.

Figure 6: CSSP Extramural Training “Reclaiming the Self: The Role of Philosophy in Navigating Challenges in Research”

Most recently, COI was used by Inst. Gavin Chuacuco, Inst. Patrick Joshua Villegas, Asst. Prof. Symel Noelin de Guzman-Daulat, Asst. Prof. Macapinlac, Dr. Lily Beth Centeno-Lumagbas, and Dr. Ma. Theresa Payongayong in the CSSP Extramural Training Seminar for Social Science Teachers with the theme, “Ethics, Artificial Intelligence, and Knowledge Production.” The department led the workshop entitled “Reclaiming the Self: The Role of Philosophy in Navigating Challenges in Research” was a mix of lectures and a community of inquiry.

Indeed, the Department of Philosophy in UP Diliman continues to propagate and develop P4C, especially in light of the inclusion of the course, Introduction to the Philosophy of the Human Person in the Kto12 Program of the Department of Education. Because of this commitment, six of the senior faculty members of the leading analytic philosophy school in the country will participate in the 2025 Summer Program of the Institute for the Advancement of Philosophy for Children (IAPC) in Montclair State University in New Jersey. Dr. Payongayong, who is currently the Assistant Vice President for Academic Affairs (Curriculum and Instruction) for the UP System will attend the IAPC course once again and she will be joined by Department Chair, Dr. Liza Ocampo as well as Dr. KC Abalos-Orendain, Dr. Lily Beth Centeno-Lumagbas, Asst. Prof. Arlyn Macapinlac, and Dr. Jeanette Yasol-Naval. Through these efforts, the department endeavors to establish a P4C Center soon.

Written by Dr. Karen Connie Abalos-Orendain

Photos and Captions by Dr. Zosimo Lee, Dr. Ma. Theresa Payongayong, Dr. Lumberto Mendoza, and Asst. Prof. Arlyn Macapinlac

Check out more photos of P4C activities facilitated by faculty and students of the UPD Department of Philosophy.

By Sofia Kisse C. Luna, Overall Paglulunsad Project Head

The BA Philosophy Batch of 2025 celebrated their Senior Send-off with a bang! 

The send-off, which was the first of its kind, was a department-sanctioned overnight stay at the Bonifacio Residence in Lemery, Batangas that was graciously hosted by Mrs. Winnie Bonifacio (BA Philo 1976, MA Philo 1978) from April 8-9, 2025. Asst. Prof. Enrique Benjamin R. Fernando III, MA and Asst. Prof. Symel Noelin S. de Guzman-Daulat, MA were the faculties-in-charge that served as supervisors and facilitators of the event. BA Philosophy senior Sofia Luna spearheaded the event as Overall Project Head while senior Daecia Bautista served as Activity Committee Head, working together to prepare an engaging program to encourage philosophical discourse and foster stronger friendships within the batch. 

On the afternoon of April 8, 2025 (Tuesday), the seniors travelled by bus from UP Diliman Campus to Lemery. Upon arrival at the Bonifacio Residence, Tita Winnie (along with her cute dog, Link — named after the character in Zelda) affectionately welcomed us to her wonderful home and guided us through a short tour of the area which featured the main house, three casitas (where grouped seniors were to sleep in),  and a recreational area that had gym equipment, board games, and a pool table. After her warm welcome and short tour, Tita Winnie gave a wonderful introduction to her late husband, former department chairperson Prof. Armando Bonifacio, PhD (also known as Sir Boni), who rests in the middle of the family garden. Serving as Chair from 1968-1986, Sir Boni was a prominent figure that was key to the enduring analytical philosophical tradition upheld under the Department of Philosophy. After her wisdom-filled talk about Sir Boni and her life with him, we were alloted free time to settle in and play before dinner and the bonfire.

After a bountiful dinner, a few moments were given to prepare for the BoniFire, a little wordplay in honor of Tita Winnie and Tito Boni on the program planned during the bonfire. To commence the program, Sofia Luna, the event’s project head gave her opening remarks and Tita Winnie delivered an animated motivational speech on life and its challenges — to look for our “northern star” and go through life’s pivots with serene acceptance and perseverance. The floor was then handed over to the activities’ hosts, Daecia Bautista and Nelson Bernal. 

The first main activity was “First Impressions,” during which all seniors formed a large circle facing outwards. Each senior was given a pen and paper folded lengthwise containing space for others seniors to write their first impressions of them on the left column, and an account of “when I met you” on the right. With the faculties-in-charge as facilitators, the seniors had the chance to write down what they thought about each other. Although there was a bit of a mishap in the middle due to bottlenecks in passing the papers, all was well, and each paper was able to make its return to its rightful owners in the end. From my perspective, fellow seniors were delighted and amused with the remarks they received. A short, fun, but competitive game of charades quickly followed.

Then came the long-awaited “Batch 2025 Awards.” The seniors had previously been given a chance to nominate and vote for their fellow batchmates to win awards from the most regal to the wackiest. There were some who won a lot of the awards (I am looking at you Justin “Dads” Daduya), and some who had almost every nomination at his hand. Some results were unexpected but absolutely celebrated. It was a chance to recognize each member of the batch on their brilliance, hard work, and quirkiness (and to poke fun at them too!). 

After the awards show, a surprise video was played for the seniors. It was a video of faculty members of the UPD Department of Philosophy who wished the seniors all the best after college life as undergraduates. Their messages were heartfelt and comforting for the upcoming graduates about to take on the next chapter of their lives. 

It did not end there though! To wrap it all up, hosts Dae and Nelson opened the “Gratitude Circle” for the BoniFire where each Senior was given the chance to express their gratitude to their friends, professors, and the experiences they had in UP. 

After the program, we had an After Dinner Weenie Roast. Tita Winnie prepared hotdogs, marshmallows, corn, and sticks so that the seniors could roast food over the BoniFire. It was a chance to settle down from the highs of the activities and spend the night freely. Some of us had heart-to-heart conversations while others did karaoke. In true college fashion, some drank (responsibly of course) to let loose. 

At the brink of dawn did most of the seniors decide to clean up and reside in their assigned casitas for some well-deserved rest for the activities in the later morning. 

After the sun had risen, Tita Winnie once again prepared a nutritious and varied breakfast for the seniors. While eating, Tita Winnie imparted wonderful life experiences and lessons that were inspiring. It was so memorable that most of us were quoting her by the end of the day. The one quote I particularly like and vividly remember is when she said that “There are no problems, only challenges and opportunities” as one of the key lessons that she also learned from her beloved husband. 

Soon after, we changed into athletic clothing and carried our gear to go play sports in the Clubhouse. Some seniors swam, did karaoke (again), while others played tennis, badminton, table tennis, and basketball. Some card games with juicy truths and dares were also played. After cooling down, batch photos were taken to commemorate the fun! 

After returning to the residence for a quick late lunch, Tita Winnie shared more of her lovely stories and as quickly as we had arrived, the seniors had to go and pack their bags. Farewells and personal  thanks were said to Tita Winnie (and Link). To commemorate the send-off, batch photos were taken and a Gratitude Board with personalized messages from the seniors was given to Tita Winnie as token of appreciation to her and Tito Boni, which now currently hangs on their bedroom wall. After departing her warm and cozy home, the batch made a quick stop at Leslie’s in Tagaytay to buy their pasalubong to bring to their families and get batch photos with a great view of the Taal Volcano. 

It has truly been a one-of-a-kind experience that I am sure the seniors will remember with fondness and bliss. Many memories were made and so much wisdom imparted. It has truly allowed us to bask in the moment and realize the culmination of our lives in university and how it has shaped us to be who we are today. It’s safe to say that we are finally ready to take the leap off to the next chapter of our lives! 

LOOK: Instr. Ingrid Mae H. De Jesus of the UP Diliman Department of Philosophy, as a reactor and commentator, in conversation with Christine Abigail Tan, PhD (NUS College and Yale-NUS College, Singapore) about Prof. Tan’s recently published book, “Freedom’s Frailty: Self-Realization in the Neo-Daoist Philosophy of Guo Xiang’s Zhuangzi” for Beyond the Ghetto webinar no. 23 held last 27 June 2024 5:00-7:00 PM, Manila time.

Watch the replay here: https://tinyurl.com/BTGwebinar23

#UPDPhilosophy💚📚

UPD Department of Philosophy’s Faculty Strategic Planning on 18-20 July, 2024 in DAPCC Tagaytay

#UPDPhilosophy💚📚