SAMPLE LAYOUT FOR THESIS ATENEO DE MANILA UNIVERSITY THE INTEGRATION OF THE OP-SIENA CORE VALUES IN TEACHING CHRISTIAN FREEDOM TO THE SECOND YEAR FILIPINO HIGH SCHOOL STUDENTS OF ALL OP-SIENA SCHOOLS A THESIS SUBMITTED TO THE GRADUATE FACULTY OF THE SCHOOL OF HUMANITIES IN CANDIDACY FOR THE DEGREE OF MASTER OF ARTS, MAJOR IN THEOLOGICAL STUDIES DEPARTMENT OF THEOLOGY BY FEDELYN N. BUENO, OP QUEZON CITY, PHILIPPINES DECEMBER 2017
ii The THESIS entitled: THE INTEGRATION OF THE OP-SIENA CORE VALUES IN TEACHING CHRISTIAN FREEDOM TO THE SECOND YEAR FILIPINO HIGH SCHOOL STUDENTS OF ALL OP-SIENA SCHOOLS submitted by Fedelyn N. Bueno, OP has been examined and is recommended for Oral Defense. MICHAEL DEMETRIUS H. ASIS, Ph.D. Chair RAYMOND B. AGUAS, Ph.D. Adviser JONATHAN O. CHUA, Ph.D. Dean School of Humanities Comprehensive Examination Passed: May 19, 22 and 23, 2007
iii The Faculty of the Department of Theology, School of Humanities, Ateneo de Manila University ACCEPTS THE THESIS entitled: THE INTEGRATION OF THE OP-SIENA CORE VALUES IN TEACHING CHRISTIAN FREEDOM TO THE SECOND YEAR FILIPINO HIGH SCHOOL STUDENTS OF ALL OP-SIENA SCHOOLS submitted by Fedelyn N. Bueno, OP, in partial fulfillment of the requirements for the degree of Master of Arts, major in Theological Studies. MICHAEL DEMETRIUS H. ASIS, Ph.D. Member RUBEN C. MENDOZA, Ph.D. Member RACHEL JOYCE MARIE O. SANCHEZ Member RAYMOND B. AGUAS, Ph.D. Adviser JONATHAN O. CHUA, Ph.D. Dean School of Humanities Grade : Average Date : June 8, 2013
Sample layout: Approval Page for the acceptance of thesis with two advisers. iv The Faculty of the Department of Theology, School of Humanities, Ateneo de Manila University ACCEPTS THE THESIS entitled: THE INTEGRATION OF THE OP-SIENA CORE VALUES IN TEACHING CHRISTIAN FREEDOM TO THE SECOND YEAR FILIPINO HIGH SCHOOL STUDENTS OF ALL OP-SIENA SCHOOLS submitted by Fedelyn N. Buena, OP, in partial fulfillment of the requirements for the degree of Master of Arts, major in Theological Studies. MICHAEL DEMETRIUS H. ASIS, Ph.D. RUBEN C. MENDOZA, Ph.D. Member Member RACHEL JOYCE MARIE O. SANCHEZ Member 1 MICHAEL DEMETRIUS H. ASIS, Ph.D. Adviser RAYMOND B. AGUAS, Ph.D. Adviser JONATHAN O. CHUA, Ph.D. Dean School of Humanities Grade : Average Date : June 8, 2013
v ABSTRACT In a prevailing culture and age where freedom is taken as a right to do whatever one pleases, this study proposes a supplementary students text for teachers, that presents the authentic meaning of freedom based on the Christian faith. It integrates OP-Siena 4 C s the core values of contemplation, communion, compassion and integrity of creation in a practical, realistic and inculturated approach for the CLVE teacher, by bridging the exercise of Christian freedom to the context of the daily life and activities of the second year Filipino high school student. Common negative notions on freedom are presented and the true meaning of freedom is discussed. These are lessons on freedom, moral life in OP-Siena Schools and integrating freedom with the 4 C s, including several discussions on the lives of Dominican saints in relation to freedom and in the light of the Dominican motto: Passion for Truth and Compassion for Humanity.
vi ACKNOWLEDGMENTS With great joy and the deepest of gratitude, I wish to express my indebtedness to the many generous people who, in one way or another, have given their valuable contributions and assistance in the composition and production of this thesis, nad have inspired me to accomplish this work: to our Almighty, Triune God, for his unconditional love; to our spiritual Mother, Our Lady of the Holy Rosary, for her maternal love and prayers; to our Holy Father, St. Dominic de Guzman, our patroness, St. Catherine of Siena, and our foundress, Ven. Mother Francisca del Espiritu Santo de Fuentes, for their guidance and loving intercession; to my former mentor, Fr. Joseph L. Roche, S.J., and my current mentor, Dr. Raymond B. Aguas, for their patience, wisdom and words of encouragement as they accompanied me in this work; to Ms. Maria Elisa A. Borja, M.A., my style reader, for patiently putting her heart and soul in correcting my thesis; to the FIRE faculty, for sharing with their students the passion and expertise in educating in the Faith; to Mother Ma. Jesusa G. Enginco, OP, our Prioress General, Sr. Ma. Aurelia Navarro, OP, our Congregational Research and Development Office (CORDO) In- Charge, and Sr. Sofia Taguinod, OP, Our Council on education Chair and Superintendent of OP-Siena Schools, for their encouragement and support in giving me the space I need to finish this thesis;
vii to the sister communities of Motherhouse and Formation House, where the writer has been assigned throughout her studies in FIRE, for the much needed love and support they provided me with, as well as to the communities of Siena College Tigaon, Motherhouse and Generalate where I stayed while writing the bulk of this thesis, for your sisterly love, support, understanding and prayer; to my batchmates in the congregation and to other friends, for your friendship, moral support and encouragement to continue my thesis; to my family, especially to my parents, Papang (+) and Mamang, for being my first educators in the Catholic Faith; to my brother, Fr. Bernard Bueno, my sisters, Ate Zeny B. Porras and Ate Bang B. Gabiazon, as well as my other brothers and sisters, for your love, support, understanding and encouragement; and to my students and those entrusted to my care, for inspiring me with you childlike simplicity and filial trust in God. May this work be an expression of my gratitude to all of you, and may the God who sees everything reward each one with the gift of Himself.
viii TABLE OF CONTENTS ABSTRACT... v ACKNOWLEDGMENTS... vi LIST OF FIGURES... xi LIST OF TABLES... xii LIST OF ABBREVIATIONS... xiii CHAPTER I INTRODUCTION... 1 Statement of the Problem... 6 Scope and Limitation... 9 Significance of the Study... 10 Methodology... 11 Organization... 12 Definitions of Terms... 15 Review of Related Literature... 17 II WHAT IS FREEDOM... 18 Lesson: Common Notions of Freedom... 19 The Four Realities of Freedom... 27 The Authentic Freedom (Freedom From and Freedom For)... 30 The Liberating Presence of the Holy Spirit Leading to Leading to Freedom of the Children of God... 37 III FREEDOM AND MORAL LIFE IN THE OP-SIENA SCHOOLS... 45 IV Lesson 1: A Faithful Observant of the Christian Law of Life-Giving Love... 46 Freedom and Law in Scripture and Church Teachings and their Relation to Moral Obligation... 48 Lesson 2: The Op-Sienan is Called to Make Responsible Moral Choices... 59 The Human Person and His Moral Choices... 62 The Dominican Saints: Models of Free Choice and Free Self... 64 THE INTEGRATION OF THE OP-SIENA CORE VALUES ON CONTEMPLATION AND COMMUNION IN THE AUTHENTIC PRACTICE OF CHRISTIAN FREEDOM... 72
Lesson 1: Passion for Truth: Freedom for Contemplation and Prayer... 73 The OP-Siena Vision-mission Statement and the Four C s... 76 Freedom for Contemplation and Prayer... 78 The OP-Siena Spirituality on Varied Forms of Prayer and Contemplation... 89 The Contemplative Quality of Dominican Life... 84 Lesson 2: Passion for Truth: Freedom for Communion... 92 The Homeroom Basic Ecclesial Community... 102 ix V THE INTEGRATION OF THE OP-SIENA CORE VALUES ON COMPASSION AND INTEGRITYOF CREATION IN THE AUTHENTIC PRACTICE OF CHRISTIAN FREEDOM... 108 Lesson 1: Compassion for Humanity: Freedom for Compassion... 109 Justice... 120 Peace... 123 The Interrelations of Charity, Justice and Peace... 125 The Four-Step Social Analysis Process that Leads to Solidarity and Social Response... 128 Lesson 2: Compassion for Humanity: Freedom for the Integrity of Creation... 133 Integrity of Creation... 135 An Overview of the True Meaning of Creation... 136 St. Dominic and St. Catherine s Spirituality of Creation... 141 Stewardship of God s Creation... 142 VI SUMMARY, CONCLUSION, RECOMMENDATIONS... 147 Conclusion... 153 Recommendations... 155 BIBLIOGRAPHY... 159 A Questionnaires on How the Second Year High School Students Can Better Understand the Meaning of Human Freedom SY 2010-2011... 157 B Answers Gathered from the Questionnaire from Appendix A... 158
2 x Figures LIST OF FIGURES Page Diagram Illustrating the Components of the Datasets... 25 Experimental Flow of Feature Selection and Classification... 34 UML Diagram of the Proposed MIR System... 37 UI of Music Similarity Software... 38 UI of Proposed MIR System with Query and Output... 39 Example of Baseline Method... 41 Plot of Consistency Experiment with Renamed Songs Using 4 Songs... 83 Plot of Consistency Experiment with Renamed Songs Using 80 Songs... 85 UI with Retrieved Songs of Lower Ranks... 87 Plot of Consistency Experiment with Lower Ranking Songs... 87 Confusion Matrix Using Genre Method... 88 List of Songs that Belong to Two or More Categories (Scottish, English, and American... 89 Confusion Matrix between the First Three Categories... 90 List of Songs that Belong to Two or More Categories (French)... 91 Confusion Matrix of Misclassified French Songs and Scottish, English, and American Songs Mislabeled as French... 91 New Songs Method: Accuracy for Scottish... 94 New Songs Method: Accuracy for English... 95 New Songs Method: Accuracy for American... 96
2 xi LIST OF TABLES Tables Page List of 54 jsymbolic Melodic Feature Set... 28 List of Towsey Feature Set Mapped by [18]... 29 Result of Classification... 29 List of New Songs and its Categories... 46 List of New Songs and its Categories... 47 MFCC Features for Classification and Retrieval... 51 Beat Features for Classification and Retrieval... 52 Feature Set for UK and Non-UK Classification... 56 Feature Set Reduced by CFS with Greedy Stepwise for UK and Non-UK Classification... 58
2 xii LISTS OF ABBREVIATIONS BEC CBCP CCC DV FIRE GS LG Basic Ecclesial Community Catholic Bishop Conference of the Philippines Catechism of the Catholic Church Dei Verbum Formation Institute of Religious Educators Gaudium et Spes Lumen Gentium NCDP National Catechetical Directory for the Philippines OP PCP II RT VS Order of Preachers Second Plenary Council of the Philippines Responsible Team Veritatis Splendor
2 CHAPTER I INTRODUCTION These days, many baptized Filipino Christians have not yet made the Christian Faith their own, in a conscious, mature way. Most Filipinos call themselves Christians, and yet they do not seem to understand what the grace they have received in baptism empowers them to be and do. They still do not know what they really want to achieve in life, or even why they want it. The current prevailing culture and age is one that considers human freedom as the right to do whatever one pleases, when authentic freedom, according to the Christian Faith, is to do the good. 1 This false understanding can be seen in the abuse of the exercise of freedom. One example is the Politiesmo installation by Mideo Cruz, part of the Kulo Exhibit at the Cultural Center of the Philippines (CCP). 2 Unfortunately, Cruz s art did not uplift the human spirit, as art ought to do, but was more of a debasement of the spirit. Cruz cried foul at the vandalism of his work by some individuals, invoking the freedom of expression. However, Cruz himself had blatantly vandalized legitimate expression of the Catholic faith. Another example of a false understanding of freedom is the countless recurring abusive incidents of election-related violence and fraud in the country during election time. In the most recent election, this 2013, The Philippine National 1 Catholic Bishops Conference of the Philippines, Catechisms for Filipino Catholics 694 (Makati City: ECCCE, 1997). Hereafter referred to as CFC with paragraph number. 2 Rob Maguire, Christian Outrage Shutters Contemporary Art Exhibit in Manila, Art Threat, August 9, 2011, http://artthreat.net/2011/08/mideo-cru-philippines-jesus/ (accessed June 25, 2013)
2 Police reported 58 cases of what is suspected to be election-related incidents, 112 days since the election period started 3. Of the 58 cases, 35 had died. 4 A third example is the controversial and long-debated Reproductive Health (RH) Bill, which, after 13 years in Congress, was signed into law, as Republic Act 10354, last December 21, 2012 5. Entitled Responsible Parenthood and Reproductive Health Act of 2012, the law aims to provide Filipinos with free access to contraceptives, fertility and sexual education, as well as maternal care. The Catholic Church persistently rejects contraceptives measures to regulate birth because these go against Christian ethical and religious beliefs which uphold the sacredness of life. Such measures are part of what Pope John Paul II calls a culture of death, characterized by a culture that denies solidarity with persons, especially those weakened by illness, handicap or poverty. 6 David Hollenbach, S.J. further expounds on what Pope John Paul II says of the culture of death, in Evangelium Vitae, which was used twelve times in the encyclical 7. He describes it as the value system that tolerates violation of the human life and dignity of the weak whenever their protection 3 Cecille Suerte Felipe, Election violence: 35 killed so far, Philippine Star, May 7, 2013, http://www.philstar.com/headline/2013/05/07/939222/election-violence -35-killed-so-far (accessed June 25, 2013). 4 Ibid. 5 Karen Boncocan, RH Bill finally signed into law, Philippine Daily Inquirer, December 28, 2012, http://newsinfo.inquirer.net/311395/gonzales-aquino-signed-rh-bill-into-law (accessed June 25, 2013). 6 John Paul II, Evangelium Vitae 12, March 25, 1995, http://www.vatican.va/holy_father/joh_paul_ii/encyclicals/documents/hf_jp_ii_enc_25031995_evangel ium-vitae_en.html (accessed June 25, 2013) 7 David Hollenbach, The Gospel of Life and the Culture of Death: A Response to John Conley, in Choosing Life: A Dialogue on Evangelium Vitae (Washingotn D.C.: Georgetown University Press, 1997, 37.
2 3 BIBLIOGRAPHY Church Documents Benedict XVI, Caritas in Veritatae. Makati: Word and Life Publications, 2009 Deus Caritas Est. Rome: Libreria Editrice Vaticana, 2006. Verbum Domini. Pasay: Paulines Publishing House, 2011. Flannery, Austin, ed. Vatican Council II: The Conciliar and Post Conciliar Documents. New York: Costello Publishing Company, 1975. Catechism of the Catholic Church. Manila: Word and Life Publications, 1994. Catholic Bishops Conference of the Philippines. Acts and Decrees of the Second Plenary Council of the Philippines. Pasay: Paulines Publishing House, 1992. Catechism for the Filipino Catholics. Makati: Word and Life Publications, 1997. New National Catechetical Directory for the Philippines. Manila: Episcopal Commission for Catechesis and Catholic Education, 2007. Congregation for Catholic Education. The Religious Dimension of Education in a Catholic School. Rome: Congregation for Catholic Education, 1988. Congregation for the Doctrine of the Faith. Letter to the Bishops of the Catholic Church on some Aspects of the Church Understood as Communion, Rome: Congregation for the Doctrine of the Faith, 1992. John Paul II. Catechesis Tradendane. Rome: Librerial Editrice Vaticana, 1979. Ecclesia in Asia. Pasay: Paulines Publishing House, 1999. NOTE: Please follow the department s required manual style.
2 4 APPENDIX A RESEARCH ETHICS CLEARANCE Please insert the scanned copy of the Research Ethics Clearance from the University Research Ethics Committee if your thesis requires one.
2 5 APPENDIX B Questionnaire on How the Second Year High School Students Can Better Understand the Meaning of Human Freedom SY 2010-2011 This questionnaire is made to seek answer from our second year high school students, concerning their understanding of human freedom. The results will be utilized in making recommendations in order that the students will understand gradually the authentic practice of Christian freedom. DEMOGRAPHIC PROFILE PART I Name: Gender: Age: Year: Name of School: A. Urban B. Rural PART II Please answer the following questions honestly. A. Doctrine belief or set of beliefs held and taught by the Church. What do you know about freedom? B. Moral corcerned with the principle of right conduct of the distinction between right and wrong. Why do you need to be free? C. Worship- practice of showing respect for God, by praying or singing. How do I use my freedom?