Filipino farmer’s son, computer chipset designer

Filipino Farmer's son Dado Banatao computer chips inventor

Diosdado “Dado” Banatao, Jr., son of a farmer in northern Philippines Cagayan Valley grew up in a barrio where there were no telephones and electricity. He learned math using bamboo sticks. He is now an engineer.  He studied in the United States and reportedly designed the first chipset used in every computer today. He also co-founded three companies: S3, Chips & Technologies and Mostron. 

Click on the image to hear him tell  you his story.

“My story could be your story,” he tells fellow Filipinos.

Cagayan Valley is under the pastoral care of the Archdiocese of Tuguegarao.

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Leave or else… – threat letter to nuns in India town

Kolkata (Calcutta), INDIA – A Catholic school in the eastern India state of West Bengal has sought police protection after it received four letters threatening to burn it down, reported mattersindia.com service for news, features and information on India.

Security has been stepped up at St Capitanio Girl’s Higher Secondary School, about 70 kilometers from Jalpaiguri, said Ravindra Nath, a senior police officer. 

Read full report from mattersindia.com

Ancient Bengal was the site of several major kingdomsFrom the 13th century onward, the region was controlled by the Bengal Sultanate, Hindu kings and Baro-Bhuyan landlords until the beginning of British rule in the 18th century. 

West Bengal is India’s fourth-most populous state, with over 91 million inhabitants, including roughly 515,150 Christians, based on the 2001 census report.

Mother Teresa worked in Kolkata (Calcutta).

end

Catholic schools launch nat’l congress on family set on papal visit

Congress on the Filipino Family SMX NJ Viehland

[l-r] Dennis Salvador SMX Convention Director of sales, Dexter Deyto VP/Gen. Manager signing with Miriam’s Rose Bautista, Jose Arellano, OIC Executive Director of CEAP, Maricel Salapantan, MC High School Family Councilpresident. / NJ Viehland Photos

Updated Nov. 19, 2014

Miriam College (formerly Maryknoll College), has teamed up with Catholic Educational Association of the Philippines (CEAP) member schools and ABS-CBN media network to convene the National Congress on the Filipino Family.

The national congress is slated on Jan. 16-17 coinciding with Pope Francis’ Jan. 15-19 visit to the Philippines, but is not included in the Pope’s itinerary.

The congress to launched today supports the Extraordinary General Assembly of the Synod of Bishops that closed in Rome Oct. 19 on the topic, “The Pastoral Challenges of the Family in the Context of Evangelization”. “It aims to highlight the voice of the laity in discussion of what actually takes place within the family,” organizers said in their press release. 

Miriam College High School principal Edizon Fermin, Adviser of the Executive Council National Congress on the Filipino Family said organizers hope to be as open and inclusive as possible. The congress will gather a broad range of participants, including same-sex couples who have raised families, “housebands” who have shifted from the traditional roles of household men, career-oriented couples juggling work with parenting, teenaged mothers abandoned by the fathers of their children, separated parents with custody of their children, children orphaned by soldier parents, children growing up in the digital world. These are also topics to be discussed in engaging talks and workshops.

Ed Fermin of Miriam College hands to Cardinal Luis Antonio Tagle the working document of the Congress on the Filipino Family convened by school family councils, PTA particularly from Catholic Schools - NJ Viehland Photos

Ed Fermin of Miriam College hands to Cardinal Luis Antonio Tagle the working document of the Congress on the Filipino Family convened by school family councils, PTA particularly from Catholic Schools – NJ Viehland Photos

Fermin presented last September the congress concept paper to Cardinal Tagle which Fermin said was drafted primarily by parents’ associations during the cardinal’s Theological Hour lecture on the 2014 synod at Loyola School of Theology.

Related post

CBCP President Archbishop Socrates Villegas: Random thoughts at the close of the synod 

Synod on the Family: Commentary by Hector Welgampola

 

 

CBCP President’s Tribute to teachers on World Teachers’ Day 2014

Student from Aeta tribe in Subic returned to St. Francis school in Subic to teach Aeta students - by NJ Viehland

Student from Aeta tribe in Subic returned to St. Francis school in Subic to teach Aeta students – by NJ Viehland

HOLY AND HEROIC TEACHERS
In the Year of the Laity

Tribute to Teachers during World Teachers’ Day
October 5, 2014

Dear People of God:

If you wish, you can be taught; if you are willing to listen, you will learn; if you give heed, you will be wise. Frequent the company of the elders; whoever is wise, stay close to him. Be eager to hear every godly discourse; let no wise saying escape you. If you see a man of prudence, seek him out; let your feet wear away his doorstep! Reflect on the precepts of the LORD, let his commandments be your constant meditation; then he will enlighten your mind, and the wisdom you desire he will grant. (Sirach 6:32-37)

Parents as first teachers

Parents are the primary teachers of faith and morals. “Parents have the first responsibility for the education of their children. They bear witness to this responsibility first by creating a home where tenderness, forgiveness, respect, fidelity, and disinterested service are the rule.” (Catechism of the Catholic Church, 2223)

And when they had accomplished all things that were according to the law of the Lord, they returned into Galilee, to their own city Nazareth. And the child grew, and waxed strong, filled with wisdom: and the grace of God was upon him. (Luke 2:39-40)

Education in the faith by the parents should begin in the child’s earliest years… Parents have the mission of teaching their children to pray and to discover their vocation as children of God (CCC, 2226). Jesus grew up in the city of Nazareth where there was no formal schooling, Nazareth became his first school with Mary and Joseph his first teachers. Even without formal schooling, just from the lives of witnessing by his parents, Jesus was filled with wisdom and the grace of God was upon him. After all, children learn from what they see.
We do know that the education of a child does not end in the home. It has always been said that it takes a village to raise a child. Thus, the parents must exercise their right to choose a school for their children that will best help them in their task as Christian educators (CCC, 2229).

Teachers as formators of character and competence

Children grow in faith and wisdom when nurtured by proper education. Proper education as a supplement for the formation in the home must be given well in the schools. This includes having the best possible teachers. “The nobility of the task to which teachers are called demands that, in imitation of Christ, they reveal the Christian message not only by word, but also by every gesture of their behaviour.” (The Catholic School, 43) These teachers educate not only the mind but also the heart. 

Teachers are shapers of competence and character. They never deliver mediocrity, only excellence. They come to class prepared and on time. In so doing, they model for the students what is expected from each of them. Thus, pushing their students to become responsible and helping them develop their full potentials.

Teachers draw out what is best in students. They are patient in dealing with those who are discipline-challenged and as well as the academically-challenged. They try to find the unique giftedness in each person, drawing out the Christ in them.

Moreover, as formators of competence and character they are witnesses of faith. They take learning beyond the four walls of the classroom. Teachers open the eyes of the students to the realities and problems of the world. They show how each we are connected with nature and with one another. “If one part is hurt, all the parts share its pain.  And if one part is honored, all the parts share its joy” (1 Corinthians 12:26). Teachers then encourage each student to contemplate on how she or he can contribute to the betterment of the world. When they teach, they “bring the experience of their own lives to this social development and social awareness, so that students can be prepared to take their place in society …” (LCIS, 19)

We owe much to teachers. They mold and inspire the young to work for social transformation. The current situation that we have in our country, however, presents a rather bleak condition for those engaged in the teaching profession.

Plight of teachers

Time and again we would hear stories of teachers going abroad for better pay as caregivers or domestic helpers. We have private school teachers migrating to public schools for higher pay because some private school salaries are so low cannot even afford raise a family. Yet even the public school system with a relatively higher salary scale has its share of challenges for teachers. There is the challenge of multi-grade teaching especially in schools located in the hinterlands. Teachers are faced with the difficulty of managing their time handling two classes inside the same classroom divided only by a blackboard to allow the teacher to monitor activities happening on the other side of the room. The tedious task of preparing lessons and the additional task of checking for two grade levels would be very taxing for these teachers. Sometimes, those hired to do multi-grade teaching are even new graduates without any teaching experience and yet, they persevere in with their work. There are also principals who even use part of their salaries just to improve the conditions of the schools under their care – true stewards in the service of the providing education for the nation. We have volunteer catechists who give religious instruction in the public schools without any pay at all.

There are also teachers, both in the public and private sector (those in small mission schools), who travel hours on end to scale mountains and cross rivers before they can reach the schools. Some schools do not have the proper amenities, with buildings that are ready to collapse in the next natural disaster. Some do not have electricity and therefore are not conducive to learning but the teachers continue to persevere anyway and make do with the available resources. There are those who have dedicated themselves for the education of the Indigenous People away from the cities. This would mean that they would be away from their families for days just so they could deliver education.

Teachers as heroes and saints

Teachers prepare for class, undergo ongoing training for their discipline, build community with other teachers, and continue to be formed by the church. Outside the school, they have families to raise on their own and sometimes their salaries are not enough to support their families. Even in the face of the seemingly dire situations that we find these educators in, they persist in their vocation because they believe in the cause of education, because they know that education gives hope and leads to social transformation. These educators are the true missionaries who “fully respond to all of its demands, secure in the knowledge that their response is vital for the construction and ongoing renewal of the earthly city, and for the evangelization of the world.” (LCIS, 37)

Teachers are challenged to be brave amidst the turbulent times. They are called to holiness and heroism. They look to the teacher par excellence, Jesus Christ. Jesus never rejected the title teacher. “You call me Teacher and Lord, and you are right, for so I am.” [John 13:13]. He spoke with authority. He was a great communicator of the vision of the Kingdom. Teachers then look to Christ as example. By their witness of the faith and through their example, they make saints and heroes out of their students. They use the discipline of love to lead them to holiness and heroism.

There is no retirement for teachers. Even as employment ends, teachers devote their time as volunteer catechists in public schools, they lead in forming the basic ecclesial communities in parishes. They take active part in their dioceses. They take part in the building of the Kingdom.

Gratitude to Teachers

For this reason, we would like to thank all those who have committed their lives in the teaching profession. We thank them for the service they deliver to our nation by their excellent teaching. They are our heroes. They are the true missionaries. They give without counting the cost. They “develop in themselves, and cultivate in their students, a keen social awareness and a profound sense of civic and political responsibility… committed to the task of forming men and women who will make the ” civilization of love ” a reality.” (LCIS, 19)
We also thank all those who help in one way or another in making the circumstances for our teachers a little better. We thank the Department of Education for trying to close the gap in teacher and student ratio and providing better salaries for the public school teachers. We thank all the school administrators for always looking after the interest of our teachers. We thank parish priests who encourage volunteer catechists to go to public schools and deliver religious instruction.

In as much as we feel the support of government, we ask you to go the extra mile. We call on our legislators and budget personnel to continue to support our education system.

We also call on our brother priests to strengthen catechetical instruction in the public schools within your parishes. Moreover, make your parishes youth friendly. As pastors of souls you are teachers of the faith. Visit the public schools and be present in the youth of the schools, encourage and inspire the young people to choose education as a vocation.

We admonish the young people to love and respect their teachers. They have sacrificed much of their lives to make you responsible members of society. It is our prayer that the best ones among you will find it in your hearts to be teachers.

We appeal to the administrators of the schools to ensure that schools are places of encounter with God; that your students and teachers experience God in your campus. Continue to give your teachers support they need so they can deliver quality education to the students.

Finally, we thank the teachers for your generosity of spirit. We pray that you persevere in the good work that you are doing. Continue to let the face of God shine on you. “May the Lord who began his good work in you will see it to completion in the day of Christ Jesus.” (Philippians 1:9).

May Mary mother of all teachers bring us closer to Jesus our only Teacher!

For the Catholic Bishops’ Conference of the Philippines, October 5, 2014, World Teachers’ Day
+SOCRATES B. VILLEGAS
Archbishop of Lingayen Dagupan

No surrender of “love of God” in educating Filipinos – DepEd Sec De La Salle Bro. Luistro

De La Salle Brother Armin Luistro, Secretary of Education - FaceBook Photo

De La Salle Brother Armin Luistro, Secretary of Education – FaceBook Photo

Education Secretary Brother Armin Luistro, a member of the Brothers of the Christian Schools (De La Salle) denied reports that the department he leads has surrendered its vision of learners formed to be “God-loving,” as claimed in various media reports on the department’s revised statement of vision, mission and values (VMV.)

Archbishop Socrates Villegas of Lingayen-Dagupan, President of the Catholic Bishops’ Conference of the Philippines (CBCP) the same day  issued a statement lamenting the silence about God in the reworded version of the  vision statement.

Brother Luistro explained the new statement of the department’s VMV in a post on the DepEd’s website Friday, Aug. 29. He stressed that the statement of vision, mission and values must be taken in its entirety. Doing so would show that the term “God-loving” remains as a value that the department seeks to promote as stated in the word “Maka-Diyos”, its synonym in Filipino language.

He said specifying the formation of students who are  God-loving, pro-people, pro-environment and patriotic allows values education teachers to develop modules that will form persons of integrity who live out their faith and convictions, while avoiding pietism or ritualism.

“We do not have any fundamental disagreement therefore with the position of various groups who wish to promote the love of God among our learners.”

He also affirmed the constitutional principle of “benevolent neutrality” towards religion and spirituality. He said the department will continue to promote the spirit of inclusivity and remain open to dialogue.

Brother Luistro’s complete statement reads:

On 4 September 2013, I released DepEd Order No. 36 s. 2013 in order to update the Agency’s directions and further strengthen our capacity to fulfill our constitutional mandate.  The review of our Vision and Mission was anchored on the Filipino Core Values of *Maka-Diyos, Maka-Tao, Makakalikasan and Makabansa as articulated in Section 40, Republic Act 8491. [*pro-God, pro-human being, pro-environment, patriotic]

Recent media reports have mistakenly attributed to me claiming, “the God-loving phrase was removed from the department’s vision to be fair to Filipinos who may subscribe to other beliefs and principles”. I had not issued any statement to that effect. This attribution is completely false.

Other articles refer to a Christian advocacy group whose spokesperson “aired the group’s dissatisfaction over what it believes is a rash decision on DepEd’s part that had been influenced by some members of the non-religious sector.”  Other local news articles referred to a group claiming to have pressured the Department based on an open letter that they posted on 5 February 2013 via their Twitter account.  I have not had the occasion to interact with any of these groups on this matter.

As early as 2010, discussions on the revision of the VMV were initiated within the department. A series of consultations was conducted with key persons in various levels of the organization, including the regions and school divisions.

It is important that the DepEd’s new VMV be regarded as one document to be appreciated in its entirety.

The term “God-loving” is synonymous with Maka-Diyos. The term Maka-Diyos is essentially connected with Maka-tao, Makakalikasan and Makabansa and allows our Values Education teachers to develop modules that will hopefully form persons of integrity.  It warns against pietism or ritualism and encourages persons of faith to live those convictions everyday, everywhere.

We maintain that the formation of God-loving learners is a vision that we have not surrendered. We do not have any fundamental disagreement therefore with the position of various groups who wish to promote the love of God among our learners. We affirm the long-established constitutional principle of “benevolent neutrality” towards religion and spirituality. We also affirm that the department will continue to promote the spirit of inclusivity and remain open to dialogue, as this is a part of learning to live together.

************

Archbishop Socrates Villegas of Lingayen-Dagupan, President of the Catholic Bishops' Conference of the Philippines addresses a press conference at the end of the 2012 CBCP plenary assembly at Pope Pius XII Catholic Center in Manila. NJ Viehland Photo

Archbishop Socrates Villegas of Lingayen-Dagupan, President of the Catholic Bishops’ Conference of the Philippines – NJ Viehland Photos

Following is the full text of Archbishop Villegas’ statement sent to Catholic in Asia 

CBCP President on the 2013 Version of the Vision Statement of the Department of Education

The Department of Education recently re-worded its Vision Statement.  In the past, the department tasked with the formation of our children once envisioned “functionally literate and God-fearing Filipinos”.  Unfortunately, in its 2013 version, there is no more mention of God, nor of the salutary fear of Him that, Scripture tells us, is the beginning of all wisdom.

A vision statement is not an empty platitude.  It guides the articulation of policy.  It orientates plans of action.  While maka-Diyos remains one of the Department’s core-values, we maintain that the formation of God-fearing pupils and students is a vision that cannot be surrendered.

“This Sacred Synod likewise declares that children and young people have a right to be motivated to appraise moral values with a right conscience, to embrace them with a personal adherence, together with a deeper knowledge and love of God.”  This is what Vatican II teaches in “Gravissimum Educationis“. 

Children ride a jeep with their mothers in Pasig City, east of Manila, to enroll for school in June. - NJ Viehland Photos

Children ride a jeep with their mothers in Pasig City, east of Manila, to enroll for school in June. – NJ Viehland Photos

The right of a child to recognize God, to love him and to hope in him cannot be harmful to anyone else, believer or not.  Our pluralistic society indeed accords respect for the option of some to believe and for others not to. This respect for pluralism does not compel civil society to expunge the name of God from public life, especially when the majority of Filipinos continue to acknowledge God’s sovereignty and to trust in Divine Providence. Furthermore, the attitude of our laws in the Philippines towards religion is characterized as’benevolent neutrality’: the accommodation of religion whenever such accommodation does not offend law or public policy.

We exhort our Catholic laity in public elementary and high schools to be zealous in the apostolate of forming pupils and students. Do not get tired of teaching that God is the beginning and the end of all things, that he is the Father who wishes all to have life, and to have it to the full! 

This, our dear public school teachers, is your particular mission in the life of the Church, the dignity of your calling as evangelizers within the world and its concerns.  It is a challenge of particular urgency in this, the Year of the Laity. Stand up for God. The fear of the Lord is the beginning of wisdom.

August 29, 2014, Martyrdom of Saint John the Baptist

+ SOCRATES VILLEGAS   

Archbishop of Lingayen-Dagupan  

President, CBCP

************

At least 20 million students enrolled in public pre-school to high school in school year 2011-2012 and 3 million reportedly enrolled in private schools for those levels.

 
 

 

UN officials hail role of cultural, religious dialogue in advancing peace, development

Muslim contestant delivers her speech during the elocution contest on peace on Jan. 30, 2014 as part of Zamboanga City's observance of 3rd World Interfaith harmony Week. - screen grab from video by Silsilah Dialogue Center on YouTube http://youtu.be/jIappGJ3V3k

Muslim contestant delivers her speech during the elocution contest on peace on Jan. 30, 2014 as part of Zamboanga City’s observance of 3rd World Interfaith Harmony Week. – screen grab from video by Silsilah Dialogue Center on YouTube

United Nations officials yesterday highlighted the important role played by the initiative known as the Alliance of Civilizations in building bridges to peace, especially amid the current instability in many parts of the world, as they kicked off a global forum in Bali, Indonesia.

The Forum hosted this past week for the first time in the Asia-Pacific region focused on the theme “Unity in Diversity: Celebrating Diversity for Common and Shared Values.” Discussions ran along the lines of  the UN’s post-2015 development agenda.

Launched in 2005 through the initiative of Spain and Turkey, under the auspices of the UN, the Alliance seeks to promote better cross-cultural relations worldwide.

“The Alliance is here for you to serve as a soft power tool for conflict prevention, reconciliation, and to advance sustainable development,” said the High Representative of the Alliance of Civilizations, Nassir Abdulaziz Al-Nasser.

“Globally, there is a persistent need for the work of the Alliance if we really want to pursue the future we want,” he told the gathering of government officials, business representatives, faith leaders, media professionals and young people from around the world.

Nasser noted that the Alliance retains a strong commitment to innovative approaches. For example, it is working with the UN Development Programme (UNDP) to promote digital games and apps as avenues for cross-cultural dialogue and conflict resolution.

It is also working with private sector organizations such as the BMW Group and others to promote dialogue and intercultural understanding, while making vital contributions to prosperity and peace.

UN Secretary-General Ban Ki-moon in his remarks noted that too many of the world’s worst crises are driven by those who exploit fear for power. “Too many societies are fracturing along cultural, religious or ethnic lines,” he stated, adding “We have much work ahead of us across a landscape of tension.”

In this context, the the alliance has supported grassroots initiatives, including encouraging Muslim-Christian volunteerism in Mindanao and helping Pakistani university students take the lead in healing sectarian divisions. 

Read the full report here

View video of Nasser’s speech here

Iglesia ni Cristo anniversary draws ‘thank you’ from Aquino, guidelines from Catholic bishops

preached at the March 11, 2014 thanksgiving Mass at Immaculate Conception Cathedral for his 75th birthday and his creation as cardinal by Pope Francis  last Feb. 22. - NJ Viehland Photos

Cardinal Orlando Quevedo of Cotabato preached at the March 11, 2014 thanksgiving Mass at Cotabato’s Immaculate Conception Cathedral for his 75th birthday and his creation as cardinal by Pope Francis last Feb. 22. – NJ Viehland Photos

President Benigno Aquino III  celebrated with a throng of members and friends in events related to the centennial of homegrown Iglesia ni Cristo (INC, Church of Christ) whose teachings contradict Catholic doctrine, a Catholic bishops’ primer on the INC says.

INC celebrated the centennial of its foundation on July 27 mainly in Philippine Arena, a 55,000-seater dome arena legally owned by its New Era University. 

Iglesia officials said more than 1 million people joined their celebration in the arena in Ciudad de Victoria (Victory City), a 75-hectare tourism complex it built in Bocaue town, Bulacan province just north of Manila.

Aquino in his address to  the July 22 gathering of members and friends for the arena’s inauguration thanked the group for the service the arena and the group provide Filipinos.

Officials of INC  endorsed the candidacy of Aquino and his vice president in the 2010 elections. Regarded among “influential” religious groups in the country, INC rules that its 5-8 million member voters  elect its leaders’ choices. 

Last week, House Representatives endorsed the third impeachment complaint filed against the president over use of discretionary funds that the Supreme Court has ruled as unconstitutional.

Iglesia Ni Cristo was registered in the Philippines on July 27, 1914 by Felix Y. Manalo, a Catholic who became a protestant preacher then established his own religion after claiming to be  the last Messenger of God. The group does not publicize the number of its members in the Philippines and abroad.

Cardinal Orlando Quevedo of Cotabato, who heads the Catholic Bishops Conference of the Philippines Commission on the Doctrine of the Faith had  issued in March a primer  explaining conflicting beliefs of the Catholic Church and Iglesia ni Kristo.

The document hoped to offer guidance particularly to catechists and Catholic educators and formators.

“The respect we give to the religious beliefs of others should motivate us to get to understand those beliefs deeply, as this is demanded by the requirements of sincere dialogue. Differences in what we believe in do not make us distant from those who hold those beliefs, because as J. Maritain put it, among ideas contradictions are inevitable, but not among persons,” Cardinal Quevedo wrote.

Notheless, he stresses, “We cannot close our eyes to the fact that there are serious and deep differences between the Christian Faith and the doctrines of the Iglesia ni Cristo.”

Read A Primer on the Beliefs of Iglesia ni Cristo with the full text of Cardinal Quevedo’s introduction