the integration of the op-siena core values in … template.pdf · ii 1” 1” 1” 1 1/2” the...

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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

SAMPLE LAYOUT FOR THESIS

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The THESIS entitled:




submitted by Fedelyn N. Bueno, OP has been examined and is recommended for Oral

Defense.

_________________________________ ___________________________

MICHAEL DEMETRIUS H. ASIS, Ph.D. RAYMOND B. AGUAS, Ph.D.

Chair Adviser

__________________________________

JONATHAN O. CHUA, Ph.D.

Dean

School of Humanities

Comprehensive Examination Passed: May 19, 22 and 23, 2007

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The Faculty of the Department of Theology, School of Humanities, Ateneo de Manila

University ACCEPTS THE THESIS entitled:




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. RUBEN C. MENDOZA, Ph.D.

Member Member

___________________________________ _____________________________

RACHEL JOYCE MARIE O. SANCHEZ RAYMOND B. AGUAS, Ph.D.

Member Adviser

____________________________________


Dean


Grade : Average

Date : June 8, 2013

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The Faculty of the Department of Theology, School of Humanities, Ateneo de Manila

University ACCEPTS THE THESIS entitled:




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

___________________________________ _______________________________

MICHAEL DEMETRIUS H. ASIS, Ph.D. RAYMOND B. AGUAS, Ph.D.

Adviser Adviser

____________________________________


Dean


Grade : Average

Date : June 8, 2013

Sample layout: Approval Page

for the acceptance of thesis

with two advisers.

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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.”

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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;

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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.

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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

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

IV THE INTEGRATION OF THE OP-SIENA CORE VALUES ON

CONTEMPLATION AND COMMUNION IN THE AUTHENTIC

PRACTICE OF CHRISTIAN FREEDOM ................................................... 72

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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

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

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LIST OF FIGURES

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

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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

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LISTS OF ABBREVIATIONS

BEC Basic Ecclesial Community

CBCP Catholic Bishop Conference of the Philippines

CCC Catechism of the Catholic Church

DV Dei Verbum

FIRE Formation Institute of Religious Educators

GS Gaudium et Spes

LG Lumen Gentium

NCDP National Catechetical Directory for the Philippines

OP Order of Preachers

PCP II Second Plenary Council of the Philippines

RT Responsible Team

VS Veritatis Splendor

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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)

http://artthreat.net/2011/08/mideo-cru-philippines-jesus/

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Police reported 58 cases of what is suspected to be election-related incidents, 112

days since the election period started3. 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, 20125. 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 encyclical7. 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.

http://www.vatican.va/holy_father/joh_paul_ii/encyclicals/documents/hf_jp_ii_enc_25031995_evangelium-vitae_en.html

http://www.vatican.va/holy_father/joh_paul_ii/encyclicals/documents/hf_jp_ii_enc_25031995_evangelium-vitae_en.html

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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.

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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.

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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?

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