My

Responsibility
General Objectives
At the end of this module, the student should be able to:

a) Define what community is;

b) Identify social issues and concerns related to gender,
environment, peace, human rights health and
sanitation, education, national security and
governance;
c) Apply social analysis tools in analyzing situations
affecting the marginalized sectors such as the
women, children, youth and urban poor;
d) Make choices on issues related to gender,
environment, peace, human rights health and
sanitation, education, national security and
governance;
Specific Objectives
a) Identify the Filipino community values;

b) Share significant experiences/learning/insights

during the social exposure;

c) Share relevant observations on the economic,

political, cultural and environmental situations
of the communities;

a) Organize a team adopting Filipino community

values;

b) Become an active member of a team

ACTIVITY
BUILDING A HOUSE

Divide the students into 5 groups

Provide each group with one Manila Paper and

each student with a piece of crayon

Ask each student to choose a part of the house

that s/he would like to be. S/he must not reveal to
his/her group mates his/her choice.

Invite each one to draw the part of the house s/he

has chosen on the Manila Paper, all together
building a house.
Sharing/Reporting

What particular part

of the house did you
choose? Why?

How did you feel

while building the
house together?

How is building a
house related to
your having or being
in a community?
WHAT IS A COMMUNITY?

A community is an
aggregation of families
and individuals settled in
fairly compact and
contiguous geographical
area with significant
elements of common
life, as shown by
manners, customs,
tradition, and mode of
speech (Ross, 1987).
It also refers to people and the pattern of social
relationships among them, which may be characterized
by:

A common system of values Interdependence

Normatively defined relations Locality
Recognition of belonging System of stratification
MAJOR SOCIAL
FUNCTIONS:

Economic (production,
distribution, consumption).
“The study of how people and
society end up choosing, with
or without the use of money, to
employ scarce productive
resources that could have
alternative uses – to produce
various commodities and
distribute them for
consumption, now or in the
future, among various persons
and groups in society”
(Samuelson, 1980).
Socialization. The processes whereby we learn
to behave according to the norms of our culture.
Social Control. The set of rules and understanding
that control the behavior of individuals and groups
in a culture (Kornblum, 1997).There are certain
basic norms that contribute to social control. “All
social groups have such ‘commandments’ as
‘Honor thy father and mother,’ ‘Thou shalt not kill,‘
‘Thou shalt not steal’ (Park & Burgess, 1921).
Social Participation. Participation involves exchange,
which creates mutual obligation among individuals.
Participation can engender or strengthen a sense of
responsibility towards others, the community, or a
particular institution. Leaders of communities and
institutions can therefore expect members to participate in
and contribute to group projects.
Social participation can also sensitize group
members to the fact that they are subject to the
same economic, political, cultural or social
conditions. Participation can therefore promote
and strengthen identification with the group or
institution since it is viewed as being
advantageous.
Moral Support. A way of giving support to a
person or cause, or to one side in a conflict,
without making any contribution beyond the
emotional or psychological value of the
encouragement.
LONGING FOR A COMMUNITY

Deep in our hearts we long to be with others to live

in love with others, to share, to cooperate. No
man is an island, we need one another, and we
have been made for one another. One can only
become her/his real self is supported and taught
and loved and corrected by others.
BARRIERS TO A GOOD COMMUNITY

Difficult relationships at home,

with relatives, with neighbors

Selfishness and individualism

Jealousy, gossip, slander

Lack of involvement

Lack of concern, cooperation

Grudges and hatred

Pride, lack of respect

Miscommunication,
communication gaps
CHARACTERISTICS OF THE FILIPINO
COMMUNITY

The Filipino community is predominantly

• rural
• transitional
• multilingual
• particularistic
• segmented
• pluralistic
• developing
Aims, Goals, and Aspirations
• value of social acceptance
(pakikisama, amor propio, hiya)

• value of economic security and

social mobility.
Beliefs and convictions
• personalistic and supernaturalistic
(bahala na, suerte, gaba-
panalanging)
Preodminant Value Orientations
• personalism, non-rationalism,
particularism.
Norm and principles
• structural (in-group centeredness, family
and kin, age-grading and generation
system, status and power, local language
and religion,)
• ranking (in-group vs. out group,
super-ordinate-subordinate,
relationship authority)
• operational (equivalence and
solidarity), reciprocity (utang
na loob), compassion (awa),
patience, endurance and
resignation).
COMMUNITY VALUES
a. Pakikitungo - diminishing oneself in
deference to other people, gain the
other person’s trust at the first
encounter
b. Pakikisalamuha - relating with others
in a more confident and intuitive way
while gradually acclimatizing oneself
to the emerging ways of their group
c. Pakikibagay - adopting to a
particular lifestyle, being sensitive
to the ways of others and to
move with much consideration for
them
d. Pakikilahok - contributing as much
as they can into the group’s
efforts, becoming more conscious
of what they share in the
community
e. Pakikisama becoming conscious
of being a part of a community
f. Pakikipagplayang-loob - deep
understanding and acceptance of
each other despite personality
differences
g. Pakikisangkot - understanding and
appreciating what they each bring to
the community especially the
importance of each member’s
deeper involvement in the group
h. Pakikiisang-loob - bonding between
the members of the group,
affirming and enhancing it with the
expression of a shared future.
TYPES OF COMMUNITY WORK

Parallel – i.e. done by extra –

curricular, socially – oriented student
groups at the students’ own time.

Intervening or done during long school

breaks (e.g. summer work camps in
rural villages)
Interwoven or integrated into
curriculum or a specific course (such
as Theology or Development
Economics)

Subsequent, or done after

graduation from college (e.g.
voluntary apprenticeship to a social
development agency).
Activity 2
TEAM FORMATION
Commonalities Activity
• Commonalities is a conversational activity.
• The goal is to identify unique and unusual
events, activities and life experiences they have
in common with their classmates.
• Encourage participants to dig deep for these
items.
• discover that they both enjoy reading, but by
digging a bit deeper, they may discover that they
have read the same book in the past 6 months or
perhaps enjoy the same author.
Mechanics:
1. Each student will look for a partner (must be of the
opposite sex). The two partners need to identify
three unique items that they have in common. After
identifying three attributes that they have in
common, these two partners raise their hands, and
find another group of two ready to form a group of
four.

2. In the new group (i.e. group of four), challenge the

members to identify 2 items that they have in
common. Again, look deep, use any of the attributes
already identified. Finally, after this group of four
finds out what they have in common, they raise their
hands and join another group of four, for a total of
eight.
3. In the group of eight, the goal is to find ONE
unusual event, interest or activity that they have
in common. Have each of these groups of eight
tell the other groups what they have in common.
Again, the more unique and unusual, the better
or at least the more interesting!

4. In the event that there is a group with less than

eight members, distribute the students
composing this group to the other groups to form
a group of nine or ten.
Tasks of the team.

1. TEAM LEADER – is the overall in-charge of

the team, s/he sees to it that every member
does her/his function, holds the XU-NSTP team
kit, and reports to the Formator

2. ASSISTANT TEAM LEADER – assists the

team leader in performing her/his tasks, verifies
the entries in the Team Monitoring Report Form
[TMRF] and leads the team if the team leader is
absent
3. BEADLE - checks the attendance of each
member and reports the absences to the Team
Leader and or Assistant Team Leader.

4. DOCUMENTER - keeps a record of the activities

of the team every Saturday/weekday for the Mid-
Year Report, collects the requirements of the
members and submits them to the FPO
5. AREA WORK IN–CHARGE
• ensures that there is a regular work every
Saturday or weekday
• monitors the participation of each team
member in the area work and makes a report
of the weekly activities and submit these to the
documenter for recording purposes.
• If the area work is school / community–based
tutorial s/he checks the attendance of the
tutees, sees to it that each tutor is giving
tutorial to a tutee every Saturday, follows up
the tutees of the team and initiates creative
activities to encourage the tutees to be present
every Saturday
6. VIOLATIONS IN-CHARGE - checks the
violations of each team member and reports
these to the Team Leader and or Assistant
Team Leader.
7. CONTACT PERSON COORDINATOR –
coordinates with the Area Contact Person
every Saturday/ weekday, gathers feedback
from him/her and relays this to the Formator,
sees to it that the Contact Person signs the
Team Kit.
8. PEACE AND ORDER IN-CHARGE – ensures
that there is peaceful and harmonious
relationship among the members and with the
other groups, takes care of the safety/security
of the team in the area.
I. REFLECTION
1. What makes a community? What are the qualities of
a good community?
2. What is your role/function in your community?
3. What value/s do you need to uphold as a team
member? Why?

II. ACTION
1. How can you reach out to your community?
2. How can you use your skills/talents/abilities to
strengthen your team?
3. What is your commitment or pledge to your team?