Bills on mandatory study of Moro and Lumad history in all school levels re-filed

Introduced by Anak Mindanao party-list Rep. Mujiv Hataman, House Bill 1805 or “An Act providing for the mandatory study of Moro History, Culture and identity in the curricula of all levels of schools in the country”  and House Bill 1806 or “An Act providing for the mandatory study of Lumad History, Culture and identity in the curricula of all levels of schools in the country,” propose to mandate the Department of Education (DepEd) and the Commission on Higher Education (CHED), to require the study and understanding of Moro history and Lumad history, culture and identity in all levels of education and training in all schools in the country, starting in Mindanao.” Experts of Moro and Lumad history and resource persons on the Mindanao peace process and interfaith dialogue shall be consulted in the formulation and creation of courses or subjects on Moro history, culture and identity, “including the writing, printing and publication of textbooks and other reading materials relative thereto.” The bills provide for the emphasis of seven “key points and areas.” These are “understanding the ‘Mindanao problem’ and the ‘Moro problem’ as well as the roots of conflict there and its impact on the rest of the country, with appropriate attention to the history of the Moro on the Philippines;” that the specific character of Mindanao as an island shared by tri-peoples (Moro, Lumad, Settler) “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 identification of the common origins of the peoples 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 processes “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;” and fostering of the attitudes and values of peace and dialogue such as esteem, respect, honesty, sincerity, patience, generosity, graciousness, sensitivity, trust, prudence and love.”
Hataman told MindaNews he re-filed the bills under the present 14th Congress because in the 13th, they reached only the committee level.
 In his explanatory note, Hataman stressed the need for the study of  Moro and Lumad history as “past relations and understanding of the other greatly influence the relations today.” “The issue of the values and differences in various cultures call out for recognition and a  positive acceptance. History indicates that this has not always been the case. And as they say, those who do not learn from the lessons of history are condemned to repeat it,” he said.  (MindaNews)