Republic of the Philippines
HOUSE OF REPRESENTATIVES,
Quezon City, Metro Manila

Sixteenth Congress
First Regular Session

House Bill No. ____. 1446

Introduced by REP. PANGALIAN M. BALINDONG

EXPLANATORY NOTE

It is said that peace begins in the hearts and minds of persons. One of the
most important institutions for this development is the school, or the
educational system.

For this purpose, this bill mandates the inclusion in the curricula of
education and training in all schools in the country, starting in Mindanao, of
the study and understanding of Moro history, culture and identity, which
recall and highlight the positive relations among the tri-peoples, especially
between Muslims and Christians, as well as their common origins and other
points of commonality. These need to be emphasized; while Filipino and
Muslim cultures may have differences, it is a fact that they are bound by a
common heritage, the land they call Philippines, and they have a lot in
common, on top of which, is the clamor for peace.

The mandatory study should include an understanding of what is called the
Moro problem, which is the historical and systematic marginalization and
minoritization of the Islamized ethno-linguistic groups, arguably
constituting a Moro nation (Bangsamoro), in their own homeland in the
Mindanao islands, first by colonial powers Spain, then the United States of
America, and more recently by successor Philippine governments, dominated
by an elite having a Christian-Western orientation. This is the background
of the recurrent Moro armed struggle which again manifested itself in
history in the late 1960s and early 1970s continuing up to this very day.


History also deals with the issues of ethnicity and respect that are brought
to the fore in those situations of minority and majority relationships.
Culture and identity of the self and the other have been part of tri-people,
especially Muslim-Christian relations in Mindanao. The past relations and
understandings of the other greatly influence the relations of today. The
values and differences in various cultures call out for recognition and a
positive acceptance, although History shows that this has not always been.
the case,

And, as often said, those who do not learn from the lessons of history are
condemned to repeat it.

‘The approval therefor of this bill is earnestly sought.

2™ District, Lanao del Sur


Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

Sixteenth Congres
First Regular Session

House Bill No. 1446 |

Introduced by REP. PANGALIAN M. BALINDONG

AN ACT
PROVIDING FOR THE MANDATORY STUDY OF MORO HISTORY, CULTURE
AND IDENTITY IN THE CURRICULA OF ALL LEVELS OF SCHOOLS IN THE
COUNTRY

Be it enacted by the Senate and House of the Representatives of the Philippines in
Congress assembled:

SECTION 1. Short Title. - This act shall be known as the “Moro History, Culture
and Identity Studies Act.”

SECTION 2. Inclusion of Curricula. - The Department of Education (DepEd) and
the Commission on Higher Education (CHED) shall include the study and
understanding of Moro history, culture and identity in the curricula of all levels of
education and training in all schools in the country, starting in Mindanao, adapting
the scope and treatment of the subjects or courses to the respective educational
levels. The DepEd and CHED shall likewise initiate and maintain regular programs
and special projects to provide venues for information and discussion of Moro
history, culture and identity, including the utilization of informal education and
other means to stress the importance of respect therefor.

SECTION 3. Key content. - In the formulation and creation of courses or
subjects on Moro history, culture and identity to be included in the school
curricula or other educational or training programs to implement and carry out the
directives herein, including the writing, printing and publication of textbooks and
other reading materials relative thereto, the agencies concerned shall consult
recognized experts on Moro history, culture and identity as well as recognized
resource persons on the Mindanao peace process and Muslim-Christian dialogue,
and shall at all times emphasize the following key points and areas:


a)

b)

°

¢)

f)

‘An understanding of the “Mindanao problem” and the "Moro problem” as
well as the roots of the conflict there and its impact on the rest of the
country, with appropriate attention to the history of the Muslims in the
Philippines.

The specific character of Mindanao as an island shared by these tri-
peoples and thus the ideal of their equality, co-existence and unity,
including the peculiarities of the different Moro and Lumad ethno-
linguistic groups.

The positive relations and remembrances in history among the tri~
peoples of Mindanao: the Christian settlers and their descendants, the
Moros or Muslims, and the Lumad or indigenous highlander tribes.

‘The identification of the common origins of the people of Mindanao and
of the Philippines as well as other points of commonalities, including the
positive presentation of these peoples before the arrival of Islam and
Christianity.

The appreciation of the various cultures and ethnic identities.

Support for the broader Mindanao peace process which address both the
structural roots of the Mindanao conflict and the deep social, cultural and
religious cleavages there, and which consists not only of — peace
negotiations with rebel groups but also people-to-people peace
processes such as promotion of Muslim-Christian dialogue and a culture
of peace.

Fostering of the attitudes and values of peace and dialogue such as
esteem, respect, honesty, sincerity, patience, generosity, graciousness,
sensitivity, trust, prudence, and love.

SECTION 4. Funds and Appropriations. - The amount as may be necessary for
the initial implementation of this Act shall be taken from the discretionary funds of
the Office of the President, the DepEd and the CHED and/or from the latter two

agencies’

appropriations for policy formulation, program planning, standards

development and instructional materials development. Thereafter, such amounts
such as may be necessary for its continued implementation shall be included in the
General Appropriations Act.

SECTION 5. Repealing Clause. Any provision of law or regulation inconsistent
herewith is hereby repealed, revoked or modified accordingly.

SECTION 6. Separability Clause. - If any provision of this Act is declared
unconstitutional or inoperative, the other provisions shall remain in force and

effect.