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Anotasyon Ng Mga Tesis at Disertasyon Sa Filipino (Tinipon Ng Sentro Ng Wikang Filipino-UP Diliman)

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Anotasyon Ng Mga Tesis at Disertasyon Sa Filipino (Tinipon Ng Sentro Ng Wikang Filipino-UP Diliman) Anotasyon ng mga Tesis at Disertasyon sa Filipino (Tinipon ng Sentro ng Wikang Filipino-UP Diliman) Sentro ng Wikang Filipino Unibersidad ng Pilipinas-Diliman 2018 Anotasyon ng mga Tesis at Disertasyon sa Filipino ©2018 Sentro ng Wikang Filipino-UP Diliman Hindi maaaring kopyahin ang anumang bahagi ng aklat na ito sa alinmang paraan—grapiko, elektroniko, o mekanikal—nang walang nakasulat na pahintulot mula sa may hawak ng karapatang-sipi. Rommel B. Rodriguez Tagapamuno ng Proyekto The National Library of the Philippines CIP Data Recommended entry: Cezar, Angelie Mae T.. Anotasyon ng tesis at disertasyon sa Filipino / Angelie Mae T. Cezar [and three others], mga mananaliksik, Romel B. Rodriguez, tagapamuno ng proyekto, Maria Olivia O. Nueva Espana, tagapaugnay ng proyekto, mananaliksik ; Elyrah Salanga-Torralba, copy editor. – Quezon City : Sentro ng Wikang Filipino-UP Diliman,[2018], c2018. pages ; cm ISBN 978-621-8196-31-5 1. University of the Philippines – Dissertations. 2. Dissertations, Academic – Research – Philippines. I. Title. II. Dalmacion, Gemma C. III.Narvaez, Antoinette G. IV. VeraCruz, Elfrey D. V. Nueva Espana, Maria Olivia O. VI. Torralba, Elyrah Salanga-. 011.7509599 Z5050.P5U55 2018 P820180026 Maria Olivia O. Nueva España Tagapag-ugnay ng Proyekto/Mananaliksik Angelie Mae T. Cezar, Gemma C. Dalmacion, Eilene Antoinette G. Narvaez, at Elfrey D. Vera Cruz - Mga Mananaliksik Elyrah Salanga-Torralba Copy Editor Odilon B. Badong, Jr, Ma. Evangeline O. Guevarra, Gloria M. Nerviza, at Rondale Raquipiso - Mga Katuwang sa Proyekto Nora A. Garde Tagadisenyo ng Aklat Jennifer Padilla Tagadisenyo ng Pabalat Kinikilala ng Tagapamuno ng Proyekto at ng Sentro ng Wikang Filipino-Diliman ang Opisina ng Tsanselor ng Unibersidad ng Pilipinas sa pamamagitan ng Opisina ng Bise-Tsanselor para sa Saliksik at Pagpapaunlad para sa pagpopondo ng proyektong ito sa ilalim ng Source of Solutions Grants. Inilathala ng: Sentro ng Wikang Filipino Unibersidad ng Pilipinas-Diliman 3/P, Gusaling SURP, Emilio Jacinto St. UP Diliman, Lungsod Quezon Telepono blg. 924-4747 Trunkline: 981-8500 lok. 4583-85 Nilalaman Kolehiyo ng Arte at Literatura ........................................................13 Aralin sa Sining Filipino at Panitikan ng Pilipinas Komunikasyong Pasalita at Sining Panteatro Kolehiyo ng Sining Biswal ...........................................................177 Kolehiyo ng Ekonomiyang Pantahanan .......................................181 Agham sa Pagkain at Nutrisyon Pagpapaunlad ng Pamilya at Bata Kolehiyo ng Kinetikang Pantao ...................................................187 Kolehiyo ng Komunikasyong Pangmadla ...................................191 Brodkasting Peryodismo Kolehiyo ng Arkitektura ..............................................................199 Kolehiyo ng Edukasyon ............................................................... 203 Edukasyong Pansining Edukasyong Pantagapatnubay Aralin ukol sa Kurikulum Administrasyong Pang-edukasyon Edukasyong Pangkalusugan Edukasyong Pangwika Edukasyon sa Pagbasa Edukasyong Pang-agham Edukasyong Pang-araling Panlipunan Kolehiyo ng Agham Panlipunan at Pilosopiya ............................285 Antropolohiya Arkeoloji1 Kasaysayan Linggwistiks Pilosopiya Sikolohiya Sosyolohiya Kolehiyo ng Gawaing Panlipunan at Pagpapaunlad ng Pamayanan .............................................................................401 Gawaing Panlipunan Kababaihan at Kaunlaran Pagpapaunlad ng Pamayanan Kolehiyo ng Musika ....................................................................415 Paaralan ng Aralin sa Aklatan at Impormasyon ..........................417 Tatlong Kolehiyo (Tri-College) ....................................................419 Araling Asya Philippine Studies 1 Para lamang sa aklat na ito isinama ang Arkeoloji sa Kolehiyo ng Agham Panlipunan at Pilosopiya, ngunit isa itong hiwalay na disiplina mula nang aprobahan ng BOR noong 24 Agosto 1995 (Programa sa Araling Arkeoloji) Introduksiyon Dr. Rommel B. Rodriguez Direktor, Sentro ng Wikang Filipino, UP Diliman Mga Hamon at Tunguhin ng Pananaliksik sa Filipino Bilang isang bansa na dumaan sa mahaba at sunod-sunod na yugto ng kolonisasyon, mas lalo nating nararamdaman ang epekto nito sa kasalukuyang kalagayan ng ating lipunan. Hindi maipagkakaila na namamayani hanggang sa ngayon ang kulturang kanluranin na mistulang may malalim na pagkakaugat sa ating ideolohiya, kamalayan, kilos, at pananaw. Makikita natin ang manipestasyon na ito sa halos lahat ng aspekto ng ating pagkatao. Halimbawa, ano-ano ang kinahuhumalingan nating mga pelikula, awitin, panlasa sa pananamit, kagamitan, mga librong binabasa? Sino-sino ang kilala nating mga manunulat? Saang wika nakasulat ang karamihan sa ating mga sanggunian sa silid-aklatan? Ano ang midyum o wikang ginagamit natin sa pagtuturo ng siyensiya at teknolohiya? Sa sistema ng edukasyon, ano ang mga kursong “mabenta” sa kabataan? Bakit may mga unibersidad na may “English speaking zone only” o ilan na ba sa atin ang nakaranas na magbayad sa klase kapag nahuli sa pagsasalita sa Filipino sa mga asignaturang ginawang patakaran na dapat sa Ingles lamang nagsasalita? Marahil, para sa karamihan, maging sa mga guro, estudyante, administrador, at mga magulang, karaniwan na itong kalagayan, kaya nagmimistulang normal, karapat-dapat, at tinatanggap na walang bigat kaya hindi tinutunggali. Subalit kung tutuusin, ang lahat ng ito’y resulta ngayon ng post-kolonyal na kalagayan at katangian ng ating bansa. Kapag sinasabing post- kolonyal, hanggang sa kasalukuyan ay nakikita natin ang mahigpit na kapit ng mga makapangyarihang bansa sa kalagayang pampolitika, ekonomiya, panlipunan at kultural na mga aspektong humuhubog sa atin bilang isang lahi, bilang mga Pilipino. Hindi nakatakas sa ganitong patibong ng nakaraan ang kasalukuyang kalagayan ng sistema ng ating edukasyon. Sa halip na magturo ito ng mga pagpapahalaga sa ating kasaysayan, kultura, panitikan, at wika, mas binibigyang- halaga pa nito kung ano ang pamantayan sa labas. Kung may naisulat man tungkol sa ating kasaysayan, lagi itong nasa punto de bista ng mga mananakop. INTRODUKSIYON 5 Bunga ng ating kolonyal na karanasan, ang mga unang tala na naisulat tungkol sa ating kasaysayan at kalagayan bilang bansa ay likha ng mga dayuhang iskolar, mananaliksik at manunulat. Ang mga tala, sanggunian at mga pananaliksik na naisulat tungkol sa Pilipinas ay nakaayon sa perspektiba ng mga mananakop at dayuhang mga iskolar. Kaya hindi nakapagtataka na ang karaniwang resulta ng kanilang mga pananaliksik ay nagpapahiwatig ng mas urong na kultura ng mga katutubo, hindi sibilisado, masama, at labag sa batas ng Diyos. Sa kabila nito natuklasan din nila ang tagong yaman ng ating bayan. Maraming mineral at ginto ang nakadeposito sa ating mga lupain. Mayaman sa troso ang mga bundok at hitik sa yaman ang dagat. Sa ngayon, mistulang priyoridad na kunin ng mga mag-aaral ang mga kursong dapat tapusin upang madaling makakuha ng trabaho sa labas ng bansa. Hindi natin sila masisisi. Laging may iniaalok na ginhawang pang-ekonomiya ang pangarap na mangibang-bayan. Madaling sabihin na upang sagkain ito, kailangang magkaroon ng pagbabago sa estruktura at sistema ng ating edukasyon upang hindi na nakaayon sa kanluraning pamantayan. Masalimuot itong simulain, subalit ang maganda matagal na rin naman itong naipunla at unti-unti na rin namang nagsisimulang mamunga. Sa mga disiplina halimbawa sa agham panlipunan, sinimulan na ang pagpapatatag ng mga disiplinang nakatuon sa ating sariling danas at kasaysayan. Sa larangan naman ng sining at humanidades nagsilbing gabay ang nasyonalismo upang suungin ng mga mananaliksik at iskolar ang iba’t ibang lugar at komunidad sa Pilipinas, maitala lamang ang kanilang natatanging mga kaugalian at tradisyon. Malaki ang responsabilidad na nakaatang sa mga mananaliksik, partikular sa mga nakabase sa akademya upang maghango ng mga kaalamang nakaugat sa ating pagka-Pilipino. Kapag sinabihan kang “Walang pinag-aralan,” ano ang magiging pakiramdam mo? Bukod sa tuwiran itong nanlalait ng iyong pagkatao, naroon ang lantarang pagmamaliit sa iyo na mangmang, walang alam, mas nakabababa ang uri. Walang pinag-aralan ang isang Pilipino kung hindi ito marunong magsalita ng Ingles. Kung hindi nakauunawa ng wikang banyaga. Kung walang kaalaman sa kultura ng mga Amerikano. Kaya upang masabing “may pinag- aralan,” sisimulan ng mga Amerikano ang pagtatayo ng mga pampublikong paaralan upang ituro ang kultura at pamantayan ng pagiging isang tunay na kolonyang nakapailalim sa kapangyarihan ng kolonisador. Pinilipit ang lokal na dila upang matutunan at magtunog Amerikano ang ating pananalita. Nagtayo ng mga unibersidad sa Pilipinas upang makalikha ng mga propesyonal ang kolonya na tutugon sa pangangailangan ng mananakop. 6 INTRODUKSIYON Nagsimulang lumikha ng mga batas at patakarang kolonyal na sasakop sa lahat ng aspektong pampolitika at pang-ekonomiya na nakaayon sa interes ng Amerika. Ganap na magiging matagumpay ang pananakop kung ang mismong kamalayan ang mababago sapagkat ito ang ipapasa ng kolonya sa mga susunod na henerasyon ng kanilang salinlahi. Totoong nagkakaroon ng pagbabagong- hubog ang Pilipinas noon bilang isang bansa. Subalit lagi’t lagi itong nakaayon sa dikta ng bansang Amerika. Na kahit pa ipinagdiriwang na ang kalayaan ng Pilipinas, nananatili ang katanungan na “Malaya nga ba tayo?” Subalit tandaan, sa anumang uri ng pananakop, lagi ring may nalilikhang pakikipagtunggali. Kaya ang pagsulat sa sariling wika ay isang anyo ng pakikipagtunggali. Kaalaman
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