To see blooming sunflowers more
At first, this page congratulates those who had finished their years of hard work, of studying theories and various topics, taking into practise, of gaining both high and low grades, of disagreeing with the learned, of enjoying campus life with the perks of discounted fares in buses and jeepneys. Its been days past to see them finally reaping the fruits of their hard work and slacking. Spending time studying complimented by drinking bashes, campus life, like all others, is all but a series of both confrontation and escapism, of trying to live a normal life tempered by its own free will.
However in actual, most, if not all rather chose to escape those times all for the illusion of good life than to confront the reality those whom are concerned sought, acknowledge, and oppose in favour of what they learned and what is just. Being PetitBourgeois would think that with "idealism" meant hard work in their respective professions to change themselves, if not the world and make it appropriate to their so-called "dreams and aspirations", no matter the position or fate least their work may be as long as that good life be realised for themselves like those featured in Instagram. The system, controlling anything in the society, has carefully crafted it, with appropriate sentence, shape, colour, texture, even taste, knowing that these newcomers wanted their dreams to realise "their full potential", not knowing for the latter that they are being unnoticingly exploited, bled dry with gusto.
Few may have noticed behind those beautiful façades, and even endure the pain both from being exploited and the sedative being given to; least they may continue moving, but the more they simply "move on" and at the same time endure being exploited comes a willingness to break down the cycle and with what they learned, be taken to practise to support the people and its aspirations while others chose to think the usual of attaining higher education as a requirement for a steady, high paying job with moccha frappes and state of the art gadgets awaiting for them.
Sorry to say those words, but since the society nowadays is driven by consumerism, it is inconveniently true to see it. The objective of education is to learn, to cultivate, but in actual it becomes more of to compete and compare. Yes, there are those who will say life is all but competition, but on the other hand through education people tends to develop a spirit of excellence rather than competitiveness, that excellence means that one is able to achieve one's best, of attaining the highest limits of their capabilities and carefully cultivating it, rather than comparing it to others (true to the statement that "education is the great equaliser"). The important is they taken it into practise the theories being learned from the classroom, with results good enough to realise both theirs and the peoples' aspirations.
Yet how come the system negate the idea in favor of their view that education means an intense competition? Good to see people having good grades, but why comparing it and foster insecurity and pride? Well, they are nurtured to become natural achievers, and should negate the insecurities in favour of cultivating further their good works. Albert Einstein, Mother Theresa, Nikola Tesla, Jose Rizal, Mahatma Gandhi, are non-competitive people, but they do have wonderous works left for the people to see, and even willing to break the cycle just to realise the aspirations just and meaningful. They are imbued with honour and excellence as any other aspiring PetitBourgeois wanted to attain, but they value the people more than themselves in seriously taking their craft.
But to disregard the people seems to negate the values imbued in the institution they learned. One may gain honour and excellence, but there is a disclaimer telling that honour and excellence should use with the purpose to serve the people faithfully, not merely to gain a job and moccha frappe for chrissakes. You may hate rallies, but in this era of both natural and intentional crisis no wonder why there are rallies against the system and its policies, be it the commercialisation of public assets to the skyrocketing of tuition and other fees; not even wonder why there are those willing to go beyond the parameters just to assert what is just and right for the people, and sometimes at the expense of good life, or even friendships as bashers trying to malign one's commitment to the struggle.
However, there are also those who remained true to their principles and finished their commitments inside the classroom. Like the late Leandro Alejandro, they don't want to have their studies interfere their education, they want to attain good grades but they do also affirm that there is life to commit than making good grades. Hate them if one wants to, but least they are creative in spending their time in having their learnings taken into practise, particularly to the alternative. Hate them just because they chose to go to a road less taken, that because in being with struggle they are deemed outcasts bereft of anything modern out of voicing dissent, and if attained some be called hypocrites for they both work and fight. If that's the case, of what is academic freedom, creative scholarship, and progressive instruction that also serves as basis for a well rounded being imbued with honour and excellence? Well, as what Gerardo Lanuza, the "Rector", said:
"What we need to dismantle in our classrooms is the motto of the neoliberal guru that that good life is all about making profits and that the essence of democracy is profit making. Academic excellence is the passport to the good life. What kind of students do we breed? In ‘Rectify the Party’s Style in Work’, Mao wrote: ‘They proceed from a primary school of that sort to a university of that sort, they take a diploma, and are regarded as stocked with knowledge. But all that they have is knowledge of books, and they have not yet taken part in any practical activities, nor have they applied, in any branch of social life, the knowledge they have acquired…their knowledge is not yet complete. What, then, is comparatively complete knowledge? All comparatively complete knowledge is acquired through two stages: first the stage of perceptual knowledge and second the stage of rational knowledge, the latter being the development of the former to a higher plane’. Furthermore, ‘the most important thing is [to] be well versed in applying such knowledge in life and in practice’."
Anyways, regardless of the slander, hope that these people who finished those years inside the campus really imbued with the qualities that made them known. People may misinterpret this writeup and chide that this era isn't the same era as Voltaire's, Marx's, or Rousseau's, but no matter what they say, the sunflowers bloom in their path being taken, blooming as a new day shines for them.
However in actual, most, if not all rather chose to escape those times all for the illusion of good life than to confront the reality those whom are concerned sought, acknowledge, and oppose in favour of what they learned and what is just. Being PetitBourgeois would think that with "idealism" meant hard work in their respective professions to change themselves, if not the world and make it appropriate to their so-called "dreams and aspirations", no matter the position or fate least their work may be as long as that good life be realised for themselves like those featured in Instagram. The system, controlling anything in the society, has carefully crafted it, with appropriate sentence, shape, colour, texture, even taste, knowing that these newcomers wanted their dreams to realise "their full potential", not knowing for the latter that they are being unnoticingly exploited, bled dry with gusto.
Few may have noticed behind those beautiful façades, and even endure the pain both from being exploited and the sedative being given to; least they may continue moving, but the more they simply "move on" and at the same time endure being exploited comes a willingness to break down the cycle and with what they learned, be taken to practise to support the people and its aspirations while others chose to think the usual of attaining higher education as a requirement for a steady, high paying job with moccha frappes and state of the art gadgets awaiting for them.
Sorry to say those words, but since the society nowadays is driven by consumerism, it is inconveniently true to see it. The objective of education is to learn, to cultivate, but in actual it becomes more of to compete and compare. Yes, there are those who will say life is all but competition, but on the other hand through education people tends to develop a spirit of excellence rather than competitiveness, that excellence means that one is able to achieve one's best, of attaining the highest limits of their capabilities and carefully cultivating it, rather than comparing it to others (true to the statement that "education is the great equaliser"). The important is they taken it into practise the theories being learned from the classroom, with results good enough to realise both theirs and the peoples' aspirations.
Yet how come the system negate the idea in favor of their view that education means an intense competition? Good to see people having good grades, but why comparing it and foster insecurity and pride? Well, they are nurtured to become natural achievers, and should negate the insecurities in favour of cultivating further their good works. Albert Einstein, Mother Theresa, Nikola Tesla, Jose Rizal, Mahatma Gandhi, are non-competitive people, but they do have wonderous works left for the people to see, and even willing to break the cycle just to realise the aspirations just and meaningful. They are imbued with honour and excellence as any other aspiring PetitBourgeois wanted to attain, but they value the people more than themselves in seriously taking their craft.
But to disregard the people seems to negate the values imbued in the institution they learned. One may gain honour and excellence, but there is a disclaimer telling that honour and excellence should use with the purpose to serve the people faithfully, not merely to gain a job and moccha frappe for chrissakes. You may hate rallies, but in this era of both natural and intentional crisis no wonder why there are rallies against the system and its policies, be it the commercialisation of public assets to the skyrocketing of tuition and other fees; not even wonder why there are those willing to go beyond the parameters just to assert what is just and right for the people, and sometimes at the expense of good life, or even friendships as bashers trying to malign one's commitment to the struggle.
However, there are also those who remained true to their principles and finished their commitments inside the classroom. Like the late Leandro Alejandro, they don't want to have their studies interfere their education, they want to attain good grades but they do also affirm that there is life to commit than making good grades. Hate them if one wants to, but least they are creative in spending their time in having their learnings taken into practise, particularly to the alternative. Hate them just because they chose to go to a road less taken, that because in being with struggle they are deemed outcasts bereft of anything modern out of voicing dissent, and if attained some be called hypocrites for they both work and fight. If that's the case, of what is academic freedom, creative scholarship, and progressive instruction that also serves as basis for a well rounded being imbued with honour and excellence? Well, as what Gerardo Lanuza, the "Rector", said:
"What we need to dismantle in our classrooms is the motto of the neoliberal guru that that good life is all about making profits and that the essence of democracy is profit making. Academic excellence is the passport to the good life. What kind of students do we breed? In ‘Rectify the Party’s Style in Work’, Mao wrote: ‘They proceed from a primary school of that sort to a university of that sort, they take a diploma, and are regarded as stocked with knowledge. But all that they have is knowledge of books, and they have not yet taken part in any practical activities, nor have they applied, in any branch of social life, the knowledge they have acquired…their knowledge is not yet complete. What, then, is comparatively complete knowledge? All comparatively complete knowledge is acquired through two stages: first the stage of perceptual knowledge and second the stage of rational knowledge, the latter being the development of the former to a higher plane’. Furthermore, ‘the most important thing is [to] be well versed in applying such knowledge in life and in practice’."
Anyways, regardless of the slander, hope that these people who finished those years inside the campus really imbued with the qualities that made them known. People may misinterpret this writeup and chide that this era isn't the same era as Voltaire's, Marx's, or Rousseau's, but no matter what they say, the sunflowers bloom in their path being taken, blooming as a new day shines for them.