This document provides biographical information about Sohayle M. Hadji Abdul Racman. It outlines his educational background, including obtaining a Bachelor's degree in International Relations, a Master's degree in Islamic Studies, and taking some PhD courses. It also lists his work experience teaching various subjects at the college level in the Philippines. The document provides his contact information and outlines his research interests in areas like international relations, political Islam, and Southeast Asian studies.
Sohayle M. Hadji Abdul Racman's curriculum vitae provides details of his education, work experience, publications, and areas of research focus. He holds a Ph.D. from Universiti Brunei Darussalam and has taught at various universities while researching the political legitimacy and structures of the 17th century Lanao Sultanate in the Philippines. Racman has also established a museum showcasing Maranao culture and published several books, book chapters, and journal articles on related topics.
Contemporary Issues of Teaching Arabic in Southeast Asian Countries(Brunei, M...QUESTJOURNAL
ABSTRACT: Teaching Arabic to Non-Native Speakers in the Non-Arab Islamic Countries, especially in the countries of Southeast Asia is different tothe teaching of Arabic to native speakers in Arab countries, as well as Arabian environment differstoa non-Arab environment, because Arabic is taught in Arab countries as a national language at first, then it is taught as a religious language, while Arabic is not only taught in Islamic countries as one of the foreign languages, it is taught at first as the language of Quran,Sunnahand Islamic Sciences then as a second language of all Muslims in the world.We study the issues of teaching Arabic in South-East Asian countries, especially Brunei, Malaysia and Indonesiafor the example.We observe a difference between the teaching Arabic in its original Arabian environment and Malay environment and the appropriateness of teaching methods in the Arabian environment and the nature of learners in the environment of Malay Archipelago.Issues of Arabic language teaching and its challenges and difficulties that hinder the education process in thisregion arenearly similar, but the evolution is the way of life, therefore,the methods of teaching Arabic mustbe benefitedby the sciences of modern linguistics and their theories advanced in the teaching of foreign languages, through the extent of their suitability to the Arabic language, so that Arabic can recover the prestigious position among the languages of the worldto spread its message in the region and all over the word for the humanity.
List of sites about the Federated States of Micronesia, Republic of the Marshall Islands, and Republic of Palau
Headings: Purpose, Demographics, Curriculum, Reference Sites - Government, Encyclopedias, Museums & Cultural Centers, Languages, Tourism Services, Oceans, News Services, Reports, Other
Order 933491 cultural similarities between iran and indiaKimberly Williams
This paper discuses the cultural similarities between iran and india. Most of the times, communities in different countries share a lot in terms of their culture and practices. Such a situation is witnessed Between India, and Iran states that have so many cultural similarities. The Iran’s who were formally known as the indo Iran’s are found in the Middle East part of the content, that is widely considered to be a world of the Arabs and bordered by countries such Pakistan and Afghanistan. The Indians who also formally known as the Indo-Europeans, do exist in South Asia part of the continent and bordered by nations such as Pakistan and Afghanistan even though there exist wide distance between these two countries. Both Iran and India, have shown a wide range of similarities regarding their culture that is the manner in which most of the communities within the countries handle them self, their way of living and their religious practices.
Be proud of_indonesian_cultural_heritage_richness_herrymangiri
This document discusses the richness of Indonesian cultural heritage and issues regarding its preservation in the global world. It notes that Indonesia has a vast array of tangible and intangible cultural heritage across its many ethnic groups, including artifacts, traditions, performing arts, and more. However, issues like loss of recognition of culture by younger generations, imitation by other countries, and impacts of globalization threaten the sustainability of Indonesia's cultural heritage. The document emphasizes the importance of preserving cultural heritage and identity, as culture helps shape a nation's identity, history and values. It calls for more awareness of cultural diversity and heritage among Indonesians.
The document outlines a music learning module that focuses on selected vocal music from Mindanao. It includes an overview, objectives, content on different vocal music genres, activities like guided listening and group performances, assessment rubrics, and resources. The module aims to teach students to analyze Mindanao vocal music and understand its sociocultural influences through activities like musical mapping and applying appropriate singing style.
Four research projects were conducted on local knowledge in 2012:
1) A study in Tan-awan Village to discover, document, and preserve indigenous arts and practices and share them through local theatre and publications.
2) A study in an Ayta community in Pampanga to document local healing modalities and share the knowledge with young people.
3) A study in Cavite on the religiosity, arts, and history around the Virgins of Cavite to document and strengthen devotion to the Virgin Mary.
4) A study to gather and compare indigenous laws in the Philippines to national laws to identify gaps and inform legislative bills.
The document provides details on the proposed Faculty of Arts and Sciences in Arusha, Tanzania. It outlines the vision to inspire young people through a liberal arts education, instill leadership skills, and impart understanding of pluralism to change East Africa. It describes the curriculum which will emphasize themes relevant to Africa like pluralism, civil society, and economic development. It introduces three students - Prudence, Elizabeth, and Sereiyani - who exemplify the types of students that will be educated at the university to become leaders and agents of change in East Africa.
Sohayle M. Hadji Abdul Racman's curriculum vitae provides details of his education, work experience, publications, and areas of research focus. He holds a Ph.D. from Universiti Brunei Darussalam and has taught at various universities while researching the political legitimacy and structures of the 17th century Lanao Sultanate in the Philippines. Racman has also established a museum showcasing Maranao culture and published several books, book chapters, and journal articles on related topics.
Contemporary Issues of Teaching Arabic in Southeast Asian Countries(Brunei, M...QUESTJOURNAL
ABSTRACT: Teaching Arabic to Non-Native Speakers in the Non-Arab Islamic Countries, especially in the countries of Southeast Asia is different tothe teaching of Arabic to native speakers in Arab countries, as well as Arabian environment differstoa non-Arab environment, because Arabic is taught in Arab countries as a national language at first, then it is taught as a religious language, while Arabic is not only taught in Islamic countries as one of the foreign languages, it is taught at first as the language of Quran,Sunnahand Islamic Sciences then as a second language of all Muslims in the world.We study the issues of teaching Arabic in South-East Asian countries, especially Brunei, Malaysia and Indonesiafor the example.We observe a difference between the teaching Arabic in its original Arabian environment and Malay environment and the appropriateness of teaching methods in the Arabian environment and the nature of learners in the environment of Malay Archipelago.Issues of Arabic language teaching and its challenges and difficulties that hinder the education process in thisregion arenearly similar, but the evolution is the way of life, therefore,the methods of teaching Arabic mustbe benefitedby the sciences of modern linguistics and their theories advanced in the teaching of foreign languages, through the extent of their suitability to the Arabic language, so that Arabic can recover the prestigious position among the languages of the worldto spread its message in the region and all over the word for the humanity.
List of sites about the Federated States of Micronesia, Republic of the Marshall Islands, and Republic of Palau
Headings: Purpose, Demographics, Curriculum, Reference Sites - Government, Encyclopedias, Museums & Cultural Centers, Languages, Tourism Services, Oceans, News Services, Reports, Other
Order 933491 cultural similarities between iran and indiaKimberly Williams
This paper discuses the cultural similarities between iran and india. Most of the times, communities in different countries share a lot in terms of their culture and practices. Such a situation is witnessed Between India, and Iran states that have so many cultural similarities. The Iran’s who were formally known as the indo Iran’s are found in the Middle East part of the content, that is widely considered to be a world of the Arabs and bordered by countries such Pakistan and Afghanistan. The Indians who also formally known as the Indo-Europeans, do exist in South Asia part of the continent and bordered by nations such as Pakistan and Afghanistan even though there exist wide distance between these two countries. Both Iran and India, have shown a wide range of similarities regarding their culture that is the manner in which most of the communities within the countries handle them self, their way of living and their religious practices.
Be proud of_indonesian_cultural_heritage_richness_herrymangiri
This document discusses the richness of Indonesian cultural heritage and issues regarding its preservation in the global world. It notes that Indonesia has a vast array of tangible and intangible cultural heritage across its many ethnic groups, including artifacts, traditions, performing arts, and more. However, issues like loss of recognition of culture by younger generations, imitation by other countries, and impacts of globalization threaten the sustainability of Indonesia's cultural heritage. The document emphasizes the importance of preserving cultural heritage and identity, as culture helps shape a nation's identity, history and values. It calls for more awareness of cultural diversity and heritage among Indonesians.
The document outlines a music learning module that focuses on selected vocal music from Mindanao. It includes an overview, objectives, content on different vocal music genres, activities like guided listening and group performances, assessment rubrics, and resources. The module aims to teach students to analyze Mindanao vocal music and understand its sociocultural influences through activities like musical mapping and applying appropriate singing style.
Four research projects were conducted on local knowledge in 2012:
1) A study in Tan-awan Village to discover, document, and preserve indigenous arts and practices and share them through local theatre and publications.
2) A study in an Ayta community in Pampanga to document local healing modalities and share the knowledge with young people.
3) A study in Cavite on the religiosity, arts, and history around the Virgins of Cavite to document and strengthen devotion to the Virgin Mary.
4) A study to gather and compare indigenous laws in the Philippines to national laws to identify gaps and inform legislative bills.
The document provides details on the proposed Faculty of Arts and Sciences in Arusha, Tanzania. It outlines the vision to inspire young people through a liberal arts education, instill leadership skills, and impart understanding of pluralism to change East Africa. It describes the curriculum which will emphasize themes relevant to Africa like pluralism, civil society, and economic development. It introduces three students - Prudence, Elizabeth, and Sereiyani - who exemplify the types of students that will be educated at the university to become leaders and agents of change in East Africa.
This document is an undergraduate thesis presented to the faculty of the College of Teacher Education at Surigao del Sur State University in Tandag City, Philippines. The thesis examines the narratology of oral literatures of the Manuvos tribe in San Miguel, Surigao del Sur. It aims to identify prevalent genres of oral traditions among the Manuvos, translate these oral works into English, and explore how the Manuvos preserve their oral culture. The theoretical framework draws from Rene Girard's mimetic theory to analyze how the oral traditions are imitated and relate to the Manuvos' desires and culture.
This undergraduate thesis examines the oral literatures of the Manuvo tribe in San Miguel, Surigao del Sur. The study aims to identify prevalent genres of oral traditions among the Manuvo people, including themes, symbols, and plot structures. The researchers will translate sample oral literatures into English and analyze how the stories reflect Manuvo language and culture. They also seek to understand how the Manuvo preserve and transmit their oral traditions intergenerationally. The study is grounded in mimetic theory to explore how Manuvo oral traditions may have developed through imitation and the communication of desires.
1. Title VI National Resource Centers (NRCs) are designated by the U.S. Department of Education to provide education on international and area studies at institutions of higher education.
2. NRCs offer a variety of outreach services for K-12 educators, including professional development workshops, educational materials development, and online resources.
3. Teachers can find information on NRCs through the U.S. Department of Education website and other sites that maintain directories of Title VI programs and their areas of focus.
The document discusses indigenous education systems in the Philippines. It notes that the Philippines has over 100 indigenous communities totaling around 15-20 million people. While the communities vary in culture and heritage, they share experiences of discrimination. It also discusses the Indigenous Peoples Rights Act of 1997 which recognizes indigenous rights. The document then examines historical interventions in indigenous education and their impacts, as well as culturally sensitive approaches like incorporating local languages and knowledge. It describes key aspects of indigenous education systems, including curriculum, teaching methods, and evaluating learning. The conclusion emphasizes the importance of culture and affirming indigenous identity and knowledge systems in education.
This document is the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the key stage standards, grade level standards, and learning competencies for music education from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based, with the goal of nurturing students' artistic expression, cultural literacy, and pride in Philippine cultural identity. Learning occurs through active experiences like singing, playing instruments, movement, and creating music.
This document is the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the key stage standards, grade level standards, and learning competencies for music education from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based, with the goal of nurturing students' artistic expression, cultural literacy, and pride in Philippine cultural identity. Learning occurs through active participation in musical processes like performing, creating, listening, and responding.
This document outlines the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in May 2016. It presents the conceptual framework, philosophy, and rationale for music education in the Philippines. The curriculum is designed to be student-centered and performance-based, using a spiral progression of concepts and skills. It aims to empower students' cultural identity and appreciation of music through active learning, performance, and developing listening, analyzing, composing and creative skills.
This document is the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the key stage standards, grade level standards, and learning competencies for music education from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based, with the goal of nurturing students' artistic expression, cultural literacy, and pride in Philippine cultural identity. Learning occurs through active experiences like singing, playing instruments, movement, and creating music.
This document discusses improving teaching and learning for First Nation students in Ontario. It examines assumptions and biases regarding First Nations populations and how they impact education. It explores the current demographic of First Nations in Ontario, including population size, communities, and educational attainment. It discusses shifting teaching approaches to include First Nations perspectives, utilizing Aboriginal expertise, and meeting the needs of First Nations students. The goal is to foster engagement and success of First Nations learners through culturally relevant education.
The document summarizes a presentation given at the California Association of Museums Conference about strategies for including Native perspectives in educational programming. It discusses how the Barona Cultural Center & Museum collaborated with the Barona Indian Charter School to develop curriculum satisfying state standards that provided accurate representations of Native Californian history. Through ongoing consultation with the Kumeyaay/Diegueño tribe and hands-on projects like an ethnobotany exhibition, students learned about local Native culture and history in an empowering way. The presentation encouraged other museums to acknowledge past disparities facing Native communities and provide spaces for Native voices.
Kunti Bentley seeks to earn a Master's degree in Communication with a Nonprofit Emphasis to work in Nonprofit Organization Management and raise cultural competence levels through educational programs. She has studied abroad extensively in countries such as Jordan, Chile, Spain, and India, and her goals are to create a more culturally educated community and encourage cultural exploration. Her resume outlines her educational background and goals, international experience, professional experience, and references.
The document provides the curriculum vitae of Roderick Ramos. It outlines his academic and professional background, awards and honors, publications, professional activities, and workshops/seminars conducted. He has over 25 years of experience working in libraries and has held various leadership roles in library organizations.
This document provides biographical and professional information about Theodore S. Ransaw Ph.D. It includes his contact information, education history, dissertation and thesis topics, current position as a research specialist at Michigan State University, previous positions held, university teaching experience, and research interests in areas related to gender, culture and racial implications in education.
The document provides information about the Philippine Association of Academic/Research Librarians (PAARL), including its newsletter, award recipients, and newly elected executive board for 2013. Some of the key details summarized:
- PAARL held its 40th Annual General Assembly where it recognized individuals and institutions for their contributions to libraries through various awards.
- Award recipients included Teresita C. Moran (Lifetime Achievement Award), Roderick B. Ramos (Professional Service Award), and several librarians for Outstanding Academic/Research Librarian.
- Far Eastern University Library received the Outstanding Academic/Research Library award.
- Sonny Boy T. Manalo was inducted as the new
Indigenous Instructional Strategies and the Curriculum of Secondary General E...YogeshIJTSRD
This document summarizes a study that examined the influence of indigenous instructional strategies on the secondary education curriculum in Cameroon. It finds that indigenous strategies, like storytelling, games, proverbs and hands-on activities, had a significant impact. The strategies aligned with principles of African indigenous education, which aim to prepare students for community roles, make learning practical and functional, and impart cultural heritage. The study recommends systematizing indigenous strategies and modifying the curriculum to include livelihood skills and meet community economic needs.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
This document discusses implementing a service-learning project to address challenges in educating urban African American students. It provides background on service-learning and cites research showing its benefits, such as increased academic achievement and interest. The purpose is to compile evidence that service-learning can help address many issues in urban African American schools.
This document is an undergraduate thesis presented to the faculty of the College of Teacher Education at Surigao del Sur State University in Tandag City, Philippines. The thesis examines the narratology of oral literatures of the Manuvos tribe in San Miguel, Surigao del Sur. It aims to identify prevalent genres of oral traditions among the Manuvos, translate these oral works into English, and explore how the Manuvos preserve their oral culture. The theoretical framework draws from Rene Girard's mimetic theory to analyze how the oral traditions are imitated and relate to the Manuvos' desires and culture.
This undergraduate thesis examines the oral literatures of the Manuvo tribe in San Miguel, Surigao del Sur. The study aims to identify prevalent genres of oral traditions among the Manuvo people, including themes, symbols, and plot structures. The researchers will translate sample oral literatures into English and analyze how the stories reflect Manuvo language and culture. They also seek to understand how the Manuvo preserve and transmit their oral traditions intergenerationally. The study is grounded in mimetic theory to explore how Manuvo oral traditions may have developed through imitation and the communication of desires.
1. Title VI National Resource Centers (NRCs) are designated by the U.S. Department of Education to provide education on international and area studies at institutions of higher education.
2. NRCs offer a variety of outreach services for K-12 educators, including professional development workshops, educational materials development, and online resources.
3. Teachers can find information on NRCs through the U.S. Department of Education website and other sites that maintain directories of Title VI programs and their areas of focus.
The document discusses indigenous education systems in the Philippines. It notes that the Philippines has over 100 indigenous communities totaling around 15-20 million people. While the communities vary in culture and heritage, they share experiences of discrimination. It also discusses the Indigenous Peoples Rights Act of 1997 which recognizes indigenous rights. The document then examines historical interventions in indigenous education and their impacts, as well as culturally sensitive approaches like incorporating local languages and knowledge. It describes key aspects of indigenous education systems, including curriculum, teaching methods, and evaluating learning. The conclusion emphasizes the importance of culture and affirming indigenous identity and knowledge systems in education.
This document is the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the key stage standards, grade level standards, and learning competencies for music education from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based, with the goal of nurturing students' artistic expression, cultural literacy, and pride in Philippine cultural identity. Learning occurs through active experiences like singing, playing instruments, movement, and creating music.
This document is the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the key stage standards, grade level standards, and learning competencies for music education from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based, with the goal of nurturing students' artistic expression, cultural literacy, and pride in Philippine cultural identity. Learning occurs through active participation in musical processes like performing, creating, listening, and responding.
This document outlines the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in May 2016. It presents the conceptual framework, philosophy, and rationale for music education in the Philippines. The curriculum is designed to be student-centered and performance-based, using a spiral progression of concepts and skills. It aims to empower students' cultural identity and appreciation of music through active learning, performance, and developing listening, analyzing, composing and creative skills.
This document is the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the key stage standards, grade level standards, and learning competencies for music education from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based, with the goal of nurturing students' artistic expression, cultural literacy, and pride in Philippine cultural identity. Learning occurs through active experiences like singing, playing instruments, movement, and creating music.
This document discusses improving teaching and learning for First Nation students in Ontario. It examines assumptions and biases regarding First Nations populations and how they impact education. It explores the current demographic of First Nations in Ontario, including population size, communities, and educational attainment. It discusses shifting teaching approaches to include First Nations perspectives, utilizing Aboriginal expertise, and meeting the needs of First Nations students. The goal is to foster engagement and success of First Nations learners through culturally relevant education.
The document summarizes a presentation given at the California Association of Museums Conference about strategies for including Native perspectives in educational programming. It discusses how the Barona Cultural Center & Museum collaborated with the Barona Indian Charter School to develop curriculum satisfying state standards that provided accurate representations of Native Californian history. Through ongoing consultation with the Kumeyaay/Diegueño tribe and hands-on projects like an ethnobotany exhibition, students learned about local Native culture and history in an empowering way. The presentation encouraged other museums to acknowledge past disparities facing Native communities and provide spaces for Native voices.
Kunti Bentley seeks to earn a Master's degree in Communication with a Nonprofit Emphasis to work in Nonprofit Organization Management and raise cultural competence levels through educational programs. She has studied abroad extensively in countries such as Jordan, Chile, Spain, and India, and her goals are to create a more culturally educated community and encourage cultural exploration. Her resume outlines her educational background and goals, international experience, professional experience, and references.
The document provides the curriculum vitae of Roderick Ramos. It outlines his academic and professional background, awards and honors, publications, professional activities, and workshops/seminars conducted. He has over 25 years of experience working in libraries and has held various leadership roles in library organizations.
This document provides biographical and professional information about Theodore S. Ransaw Ph.D. It includes his contact information, education history, dissertation and thesis topics, current position as a research specialist at Michigan State University, previous positions held, university teaching experience, and research interests in areas related to gender, culture and racial implications in education.
The document provides information about the Philippine Association of Academic/Research Librarians (PAARL), including its newsletter, award recipients, and newly elected executive board for 2013. Some of the key details summarized:
- PAARL held its 40th Annual General Assembly where it recognized individuals and institutions for their contributions to libraries through various awards.
- Award recipients included Teresita C. Moran (Lifetime Achievement Award), Roderick B. Ramos (Professional Service Award), and several librarians for Outstanding Academic/Research Librarian.
- Far Eastern University Library received the Outstanding Academic/Research Library award.
- Sonny Boy T. Manalo was inducted as the new
Indigenous Instructional Strategies and the Curriculum of Secondary General E...YogeshIJTSRD
This document summarizes a study that examined the influence of indigenous instructional strategies on the secondary education curriculum in Cameroon. It finds that indigenous strategies, like storytelling, games, proverbs and hands-on activities, had a significant impact. The strategies aligned with principles of African indigenous education, which aim to prepare students for community roles, make learning practical and functional, and impart cultural heritage. The study recommends systematizing indigenous strategies and modifying the curriculum to include livelihood skills and meet community economic needs.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
The document discusses implementing a service-learning project in order to address challenges in educating urban African American students. It provides background on service-learning and how it has been shown to increase academic achievement and interest for these students. The purpose of the proposed project is to compile evidence that service-learning can help address many problems in urban African American schools and to share these results with educators.
This document discusses implementing a service-learning project to address challenges in educating urban African American students. It provides background on service-learning and cites research showing its benefits, such as increased academic achievement and interest. The purpose is to compile evidence that service-learning can help address many issues in urban African American schools.
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Tracing the coming of Islam to the Philippines-Chinese Centrist concept
1. 1
Abstract
The 2015 International Conference of ISEAS/BUFS
Discussant: Prof. Sohayle M. Hadji Abdul Racman
Archaic refers to tangible and intangible entities belonging or relating to a much earlier
period. Artifact refers to any object made by humans, e.g. a tool or ornament, especially one that
has archaeological or cultural value. Archaic artifacts refer to a wide range of objects or tangible
materials that a certain culture used for a specific purpose or for a wider range of utilitarianisms
in the early times.
This paper will be conducted to identify some of the Maranao archaic artifacts and those
material cultures they used most. This study will shed light on the socio-cultural relevance, their
implication in the society, their utilitarianisms, and craftsmanship of those identified Maranao
archaic artifacts and material cultures. This study shall link the past, the present, and the future of
the Maranao people and their culture; this study shall explore, understand and explain the
complexities of Maranao culture, their material culture, arts, traditions, religion, practices, and
aspirations.
The Maranao
The Maranaos are popularly known for their finest and colorful woven textiles made of
cotton, silk and rayon thread; exquisite brass wares and bronze works; stylistic wood carving like
the sarimanok (legendary rooster), panolong and awang (dugout boat); and their well-engineered
houses known as torogan commissioned for the well-to-do sultans and bae-alabi. The term
"Maranao" translates to mean "People of the Lake". Literature’s advance manifest like salsila
(genealogy) puts that the term “Maranao” refers to “the native people living around the Lake
Lanao”. Maranaos speak the Maranao language. The rest speak local dialects, others are fluent in
Arabic, English, and other foreign languages. Maranao literatures are express in oral and written
tradition. Islam influences their Islamic festivities and celebrations, including religious and ritual
practices. Maranao literatures include folklore literature such as legends, myths, epics, folktales,
and the symbolic speech of courtship, proverbs, riddles, poems, songs, and ballads. Maranao
musicality and rhythmic dancing play a vital role in expressing joy and bravery as depicted in
sagayan (war dance). Their music is the language of grandeur nobility, courtship, and other
endeavors. The Maranao epic song, known as the Darangen was proclaimed by UNESCO in
2005 as one of the Masterpieces of the Oral and Intangible Heritage of Humanity.
Maranaos are industrious, traders and business minded people, outside observers
passionately compared the Maranao traders to the Filipino-Chinese traders in the country. These
traits resulted to the massive diaspora of the Maranaos within the country, they spanned out to
the different places in the Philippines in search of a better life, for trading ventures as well as in
engaging retail businesses. Lack of lucrative livelihood in the Lanao regions have contributed to
this so called diaspora.
Culturally, the Maranao rich cultural heritage is developed through a series of contacts
with their South East Asian neighbors. Maranao women produce expensive hand woven textile
pieces called landap (a tubular textile used as a dress). Maranao men manufacture silver, brass,
gold ornaments; they also make beautiful bed made of stainless and wood.
2. 2
1Sohayle M. Hadji Abdul Racman2 Place of Birth: Mulondo Lanao del Sur, Philippines
Address: Plang Village,Kabacan, Cotabato Religion: Islam
Facebook account: Sohayle M. Ha Racman Marital Status: Single
Date of birth: 03 February 1982
3shadjiabdulracman@yahoo.com
Skills: Able to work as ethnography-field researcher, writer, as well as in teaching for higher education.
Ability to gather data; and information using interview, and survey questionnaire, ability to conduct
academic and non-academic research as well as feasibility study. Good in computer application skills
including proven ability to effectively use of various software packages such as excel, word, power-point
and video clip. Knowledge in modern office operations, procedures and practices. Ability to organize and
facilitate high level of meetings, workshops and consultations. Knowledge in formal protocol and ethical
practices. Ability to work in team and show good interpersonal skills. Ability to organize own work and
work under pressure. Knowledge in visual arts, photography, painting, and in hosting.
Research and teaching interests include the following: 1) theories of International Relations (IR) and their
major debates and contemporary discourses; 2) conceptualizations of debates about ‘Nation-State’ and
‘State-building’ and ‘Globalization’ phenomena in contemporary IR and Islamic studies; 3) relations
between religion and politics concentrating on ‘P olitical Islam’; 4) IR and domestic and international
politics of the ASEAN regions; 5) and with particular interest on the regional and international
organizations such as OPEC, EU, AU, UN, ASEAN, WTO, OIC, and NATO.4 IR and Non-IR subjects
taught includes: 6) Logic and Philosophy; 7) Sociology; 8) Contemporary Social Problems; 9) National
Service Training Program i.e. a) Community Work and Training Service; and b) Literacy Training
Service; 10) Philippine History; 11) Humanities; 12) Interdisciplinary research on Physical Anthropology;
13) History of the Muslim Filipinos and the Indigenous People of the Philippines; 14) Peace Education;
15) Basic Economics; 16) Diplomacy of Europe and America; 17) Asian Studies; 18) Diplomacy East
Asia and South East Asia; and 19) Diplomacy of Middle East and Africa.
Eligibility & Academic Qualifications
Certificate of Eligibility with number 220116140235, issued on July 23, 2014.
2010-2014 Professional Education, St. Peter’s College, Sabayle St. Iligan city, Philippines.
2006-08 Earned twelve (12) units of the core courses of the Ph.D. program in Philippine Studies (non-degree),
and graduate units in Historical Foundations of Physical Anthropology and World Archeology (3
units each), University of the Philippines (UP)Diliman, Quezon City, Philippines.
2004-06 Master of Arts in Islamic Studies, Institute of Islamic Studies, University of the Philippines
(UP)Diliman, Quezon City, Philippines, (from June 2004 to April 23, 2006). This is a thesis program.
1999-2002Bachelor of Science in International Relations, College of King Faisal Center for Islamic
Arabic and Asian Studies, Mindanao State University (MSU), Main Campus, Marawi City, Philippines
(from June 1999 to November 27, 2002). This undergraduate degree requires apprenticeship or On-the-
Job Training at the Department of Foreign Affairs, Roxas Blvd., Pasay, Metro Manila, Philippines.
1 My Mast er’s t hesis is available at the National Library , and at the Institute of Islamic Studies library, and at the main library of the University of
the Philippines in Diliman, Quezon City.
2 My cit izenship is Filipino based on the principle of Jus Sanguinis (right of blood) which is stated under Art icle IV of the Philippine.
Const itut ion. The progeny of my ancest ry were mixed bred of Filipino, Maranao-Malay.
3 The highlighted blue words indicate my e-mail address.
4 Subject s t aught at St . P eter’s College (SPC), at Sabayle St ., Iligan City, from Academic Year June 2011 to 2014.
3. 3
1995-1999 Secondary Education diploma, Dansalan College Foundation, Inc., founded by the United
States of America, Marawi City, Philippines (from June 1995 to March 26, 1999).
1990-1995 Primary Education diploma, public school, Mulondo Central Elementary School, Mulondo,
Lanao del Sur, Philippines (from June 1990 to March 26, 1995).
Awards and Distinctions
(2012) Certificate of Merit and Appreciation for sharing valuable time for inspiring, and serving the
international exchange students from the USA, Austria, India, Pakistan, Malaysia, South Korea, Japan,
Vietnam, Laos, Thailand, among others exchange-students at the University of the Philippines during the
International Week Celebration, 2012, awarded by the UP International Center Management and UP
International Center Association Committee, at UP-Diliman, Quezon City, on February 10, 2012.
(2012) Certificate of Merit and Appreciation, for active participation and wholehearted service as
Member of the Philippine International Center Association (UPICA) and for spearheading of
International Week and Filipino Cultural Night during 2008 to 2010, awarded by the International Center
Office of Student Housing, Office of the Vice-Chancellor for Student Affairs, at UP-Diliman, Quezon
City, on December 29, 2011.
(2006) Certificate of Merit for Academic Excellence as University Scholar, for the 2nd Semester 2004-
2005, Signed by Dr. Carmen A. Abubakar, Dean, Institute of Islamic Studies, and Julkipli M. Wadi,
College Secretary, Institute of Islamic Studies, UP-Diliman, awarded on November 2006.
(1999-2002) Consistent University Student Scholar, Mindanao State University (MSU), Main Campus,
Marawi City, Philippines (from June 1999 to November 27, 2002).
(2001) ROTCU Graduate Certificate of Merit, for successfully fulfilled the requirements of the
instruction in the Basic ROTC Course, as CDT 3CL, MSU-Marawi City, Philippines, March 15, 2001.
Scholarships and Study Grants
(1999-2002) College Bound Program Scholarship, provided by the scholarship committee of MSU-Marawi
City, Philippines. The value was composed of full free school fees, monthly stipend of Php 700,
book allowance of Php 700 per semester, and free dormitory accommodation, and transportation
allowance once a year. This scholarship grant started from June 1999 to 2002 while taking undergraduate
degree in Bachelor of Science in International Relations, at the College of King Faisal Center for Islamic
Arabic and Asian Studies, MSU-Marawi City, Philippines.
(2004-2006) Erap Muslim Youth Foundation Scholarship (EMYF) provided by the Board of Trustees of
the EMYF Scholarship Inc., founded by the former President of the Republic of the Philippines,
ErapEjercito Estrada. The value was Php 10,000 every semester. The total value was Php 40, 000 for two
years. This scholarship grant started from June 2004 to 2006 while taking in Master of Arts in Islamic
Studies, at the Institute of Islamic Studies, UP-Diliman, Quezon City, Philippines.
List of Publications, Peer Reviewed Working Papers
4. 4
(2014) a1. The Socio-Cultural, Political and Economic Experiences of the Muslim Minorities in Europe
under the lens of the European Union Domestic and Foreign Policy. Proposal for Ph.D. in International
Relations studies in Central European University, Budapest, Hungary, 2014.
a2. The Utilitarianism Analysis of the Maranao Archaic Artifacts: Their Socio-Economic and
Cultural Implications in the Maranao Society. Paper presented to International Relations students,
University of Southern Mindanao, Kabacan, Cotabato, 2014.
b. Assessment on the Traditional Writers and Authors’ Analysis and Findings on the Coming of
Islam in the Philippines. Paper presented in the University of Southern Mindanao, Cotabato, 2014.
c. Understanding the Material Culture of the pre-history natives of the Philippines: An
Interdisciplinary Approach. Module for Philippine History and Asian Studies, St. Peter’s College, Iligan
City, and University of Southern Mindanao, Kabacan, Cotabato.
d. The Maranao Hand Woven Textiles, and the Okir Motif in Wood Carving. Ongoing research.
e. Tracing the Beginning of the Maranao Brass-wares Industry: Its Link to their Southeast Asian
Neighbor. Ongoing research.
(2013) a. The Importance of Preserving the Maranao Archaic Artifacts and Material Culture. Discussant
on Maranao Culture, Mulondo National High School, Mulondo Lanao del Sur, 2010.
b. The Challenges in the Exhibition of Maranao Artifacts. Discussant on Maranao Culture,
Mulondo National High School, Mulondo Lanao del Sur, 2010.
c. Islamic Teachings in the Context of Teaching Peace Education in the Philippines. Module for
Peace Education, St. Peter’s College, Iligan City.
d. Islam and the Divine Purpose of Creation. Peer reviewed by: Dr. Gaudencio Alaya-ay; Dr.
Chuci A. Garganera; Dr. Tito M. Mariquit; and Prof. Ezra C. Macaraeg, this research is incorporated to
“Physical Anthropology: The Creation of Human Species in Islam, Races and Racism with Islamic
Addition”.
(2012) a. Published book entitled: “Physical Anthropology: The Creation of Human Species in Islam,
Races and Racism with Islamic Addition” Published by me and the Ivory Printing & Publishing House,
186 Quezon Avenue Ext., Pala-o, Iligan City, it was partially funded by SPC Faculty Development
Program, SPC have contributed Php 12, 000 for printing cost.
b. The Motivating Factors to Study: the Case of the Students in St. Peter’s College in Iligan City,
2013.
c. Feasibility study on the Offering of Bachelor of Science in International Relations, Bachelor of
Library and Information Science and Bachelor of Science in Community Development in St. Peter’s
College, 2013.
d. Feasibility study on the Motivating Factors to study among the students in the College of
Engineering, College of Business Administration, and College of Education in St. Peter’s College, Iligan
City, 2013.
5. 5
e. Why has Race Become Such a Sensitive Issue? Peer reviewed by Dr. Gaudencio Alaya-ay; Dr.
Chuci A. G arganera; Dr. Tito Mariquit; and Prof. Ezra C. Macaraeg, this research is incorporated to
“Physical Anthropology: The Creation of Human Species in Islam, Races and Rac ism with Islamic
Addition”. 2012.
(2011) Peer reviewed by Dr. Gaudencio Alaya-ay; Dr. Chuci A. G arganera; Dr. Tito Mariquit; and Prof.
Ezra C. Macaraeg, this research is incorporated to “Physical Anthropology: The Creation of Human
Species in Islam, Races and Racism with Islamic Addition”. 2012.
a. What Does Qur’an says on the Creation of Prophet Adam (as) and His Descendants?
b. What Does Hadith says on the Creation of Prophet Adam (as) the father of Mankind?
c. The Physical Variations of Human species and DNA.
d. The Physical Variations of Human Species: A Question of their skin pigment variation .
e. The Changing Faces of the Muslim Filipino Asians, A Biological Anthropology Case Study
Applied
f. Tracing the Origin of the Human Species under molecular Biology
g. The Evolution of the Physical Traits of the Human Species, A Fact of Science
h. The Three Major Racial Stock s’ Physical Differences, an Analysis
(2009) Independent Research work. Presented in my International Relations, History, Sociology,
and Pe ace Education Subje cts , St. Pe te r’s Colle ge , SY 2012-2013.
a. Race and Racism as Important Academic Discourse
b. Is Race Has Become a Sensitive Issue in the Ancient Time in the Case of ancient Egypt
c. Recent Racism, the Case of Adolf Hitler’s Aryan race “The Master Race”
(2008) Independent Research work. Presented in my International Relations, Sociology, and Peace
Education Subje cts , St. Pe te r’s Colle ge , SY 2012.
a. Prejudices and Racial Discrimination in Context
b. Promoting a Culture of Peaceful Coexistence, Camaraderie, and Friendship among Culturally
Diverse People
(2007) Independent Research work. Presented in my International Relations, Sociology, and Peace
Education Subje cts , St. Pe te r’s Colle ge , SY 2012-13.
a. Racism and its Detrimental Effects to Mankind
b. Racism an Analysis
c. Who were the Neanderthals?
(2006) a. Thesis for the degree of Master of Arts in Islamic Studies entitled: “The Motivating Factors to
Study: The Case of the Muslim Students in the UP-Diliman,” Quezon City, Philippines.
6. 6
b. Reconstructing the Study of Race under Physical Anthropology and Islam
c. How Do We Get Our Physical and Biological Traits and Characteristics?
Professional and Research Experience
(2014) Faculty-Instructor, Institute of Middle East and Asian Studies, International Relations
Department, University of southern Mindanao, Kabacan, North Cotabato. First Semester, SY 2014-1015.
(2013) Conducted ethnography research in Kuala Lumpur Malaysia, Singapore and Brunei Darussalam
focusing on archaic material culture, racial and religious diversity, secularism and religious tolerance of
those countries.
(2013) Participant of the Kuala Lumpur Trade & Copyright Centre 2013, Level 5, PWTC, Kuala
Lumpur, from April 24 to 26.
(2011-Present) President/founder of MaxxieMaranao Museum Internationale and Arts Galleria, a world
class small size museum, committed to community development through livelihood projects, and in
contributing to socio-economic progress of poor-marginalized sectors of the community, bio-ethics
research, and to preservation of Maranao culture and archaic artifacts.
(2010-2013) Local Government Unit Official designated as Barangay Council,Brgy. Cormatan, Mulondo,
Lanao del Sur, Philippines.
(2010-2013) Faculty-Instructor, St. Peter’s College, Sabayle St. Iligan City.
-With Student Evaluation for Classroom Instruction, First Semester, 2011-2012, Overall Average: 4.67/
Rating: Above Average.
-With Student Evaluation for Classroom Evaluation, Second Semester, 2011-2012, Overall Average:
4.34/ Rating: Above Average.
-Report of Faculty Performance Rating (FPR) S.Y. 2011-2012
Student’s Evaluation Peer Evaluation Dean’s Evaluation Total Rating
45% 10% 45%
2.027 0.417 1.8 4.244
Descriptive Rating: Above Average
Ranking Points: 17.5 points
RatingDescription Ranking Points
4.5-5.0 Excellent 20 points
3.5-4.49 Above Average 17.5 points
2.5-3.49 Average 15 points
1.5-2.49 Fair 12.5 points
1.0-1.49 Poor 10 points
Faculty performance refers to the ability of a faculty member to carry out his task and obligation
effectively in relation to his students, peers and dean.
7. 7
(2009) Ethnography Researcher Assistant of Ms. Hiroko Aihara, of Japan, she was a recipient of Asian
Fellow in the Nippon Foundation for Asian Public Intellectuals, and staff/writer of the Fukushima Minyu
Shimbun, Newspaper, Japan, Nakada, Yamaguchi, Fukushima prefecture, I assisted her in her research on
the government health programs’ in combating kidney trafficking in the Philippines. Salary received is
Php 2000. The survey was conducted during Sundays of February in 2009.
(2006-07) English Language Instructor exclusive for Koreans studentsat JJ Language Center Inc.,
Quezon City, June 2006-2007 (Part-time-job).
(2003-2004) Faculty,Mapandi Memorial Medical Educational Center Inc., Marawi City, Philippines,
from June 2003-04.
(Summer 2002) Apprentice or Intern (On-the-Job Training), 6th floor, Social Division, Protocol and
Social Conferences and Arrangement, Department of Foreign Affairs, 2330 Roxas Boulevard, Pasay City,
Metro Manila, Philippines, Telephone Number: +632-832-4000 (from April to May). Assisting
ambassadors with a post assignment in the Philippines who are attending the socials and conferences
affairs which are hosted by the DFA, apprenticeship is with direct supervision of DFA officials. Have
assisted the following excellencies: AnatoliKhmelnitski of Russian Federation, Milena Sta. Ramirez of
Venezuela, Saleh Moh’d al-Ghamdi of Saudi Arabia, Hasan Sarmad of Pakistan, Peter Rosting of
Denmark, GholamrezaYousefi of Iran, Foo Kong Seng Jacky of Singapore, Ulf Hakansoon of Sweden,
Carmen Lynam of Chile, Joao Caetano da Silva of Portugal, Umberto Colesante of Italy, Navrekha
Sharma of India, BusbaBunnag of Thailand, and Murat Dikmen of TurkishEmbassy. During farewell
luncheon in honor of her Excellency: Ambassador VekaInal of Turkey, hosted by the honorable
undersecretary of Foreign Affairs, Franklin M. Ebdalin, on Wednesday, 24 April 2002/1230 H, held at
Restaurant Le Bellevue, Manila Diamond Hotel. Attended among other social and conference events
hosted by the DFA. Assisting DFA officials in doing some clerical works and helping technical
procedures in the office for the social and conference events.
Conferences, Seminars, Trainings, Workshops, Judge, Art Exhibit
(2014) Speaker: “Globalizing Bangsamoro Homeland: Connecting History, Visualizing Bangsamoro
Government, Preparation for the Future” USM Convention Hall, October 10, 2014.
(2013) Participant: Discussion on E-book and book selling industry in Southeast Asia, Level 5, PWTC,
Kuala Lumpur, from April 24 to 26.
(2013) Observer: “Glimpses of Mindanao: Peace in the Land of Promise, an Exhibit on Mindanao Arts,”
hosted by the Embassy of the Philippines in Kuala Lumpur, held at Kuala Lumpur Convention Center,
Level 1 Centre Core Area, Park View Deck Café, May 7-10, 2013.
(2012) Chairman of the Documentation Committee on: “SPC 62nd Recognition Day,” held at St. Peter’s
College (SPC) Quadrangle, Iligan City, Philippines, March 28, 2012.
(2012) Participant Lecture Series on: “Leadership and Governance in the Academe,” in celebration of
SPC 60th Foundation Anniversary, held at SPC Audio Visual Room, February 20, 2012.
8. 8
(2012) Participant Lecture Series on: “Outcomes-Based Education,” in celebration of SPC 60th
Foundation Anniversary, held at SPC Audio Visual Room, February 20, 2012.
(2012) Judge: “Sci-InforMathics Month Celebration,” SPC, Iligan City, Philippines, Sept. 26, 2012.
(2012) Judge: “Nutrition Month Celebration,” SPC, Iligan City, Philippines, July 31, 2012.
(2012) Participant on: “Mindanao State University (MSU) 1st Congress on Good Citizenship Values,”
held at MSU-Marawi, IPDM Convergence Hall, Marawi City, February 14-15, 2012.
(2008) Participant on: “First National Summit of Ulama in the Philippines,” hosted by Philippine Council
for Islam and Democracy, sponsored by The Netherlands Embassy and The British Embassy in Manila,
held at Bayview Park Hotel, Manila, Philippines, January 28-30, 2008.
(2007) Participant on: “Year-End (1428 AH/2007) Consultation/Forum & Strategic Planning Workshop
for Muslim Student,” in cooperation with the Center for Moderate Muslims; U.P. Institute for Small Scale
Industries; Muslim World League-Philippines; U.P. University Council; and U.P.-IIS Assabiyyah, held at
Salam Hall, UP, Diliman, Quezon City, December 18, 2007.
(2006) Participant Symposium on: Social Responsibility for Peace and Understanding the Philippines’
Rich Biodiversity,” hosted by NRCP Research Foundation, Inc., held at Lakandula Room, The Sulo
Hotel, Diliman, Quezon City, March 10, 2006.
(2005) Participant Lecture on: “Agricultural Development: Road to Agricultural Growth, Poverty
Alleviation & Environmental Sustainability in the ARMM,” in coordination with USAID; Office of the
President; and Congressional Internship program for Young Muslim Leaders, held at Mitra Hall, House
of Representatives, Batasan Hills, Quezon City, July 7, 2005.
(2002) Participant Discussion on: “the legal and technical implications of the Green Book on
contemporary issues and problems,” sponsored by Libyan People’s Bureau and the Foundation for Social
Justice, held at Makati City, May 22, 2002.
(2000) Participant Seminar on: “Taxation, Agrarian Reform & Cooperatives, Department of Economics,”
held at MSU Academic Complex, September 13, 2000.
Matrix of Languages
Scale: Languages Listening + Reading + Writing + Speaking = Comprehension
1 (basic) Filipino 4 + 4 + 4 + 4 = 16
2 (intermediate) English 4 + 4 + 4 + 4 = 16
3 (advanced) Maranao 4 + 4 + 4 + 4 = 16
4(native)
Nihongo/Japan 2 + 1 + 0 + 1 = 04
Korean 1 + 0 + 0 + 2 = 03
Arabic 2 + 4 + 4 + 2 = 12
Bahasa 2 + 4 + 4 + 2 = 12
Cebuano 4 + 4 + 4 + 4 = 16
*sum (comprehension)
9. 9
*Assessment: Highest is 16 points; Lowest is 2 points
Affiliations and organization Memberships
(2002-lifetime membership) Mindanao State University Alumni Association.
(2006-lifetime membership) University of the Philippines Alumni Association.
(2004-Present member) UP-Diliman Muslim Student Alumni Association (UPMSAA).
(2004-2006) Vice-President, ASSABIYYAH, a student organization at the Institute of Islamic Studies,
UP-Diliman, Quezon City, Philippines.
(2007-Present) UPICA, University of the Philippines International Center Association (UPICA), active
member, committed to developing young leaders among Filipino students and international exchange
students at the UP-Diliman, Quezon City, Philippines.
References
Macrina A. Morados
Professor of graduate school of Institute of Islamic Studies,
University of the Philippines, Diliman, Quezon City,
Telephone: +632-929-8286 or
+632-981-8500 local 3585
mhmorados@gmail.com
Julkipli M. Wadi
Dean and Professor of the graduate school of Institute of Islamic Studies,
University of the Philippines, Diliman, Quezon City,
Telephone: +632-929-8286 or
+632-981-8500 local 3585
julwadi@yahoo.com or iis@up.edu.ph
Dialica L. Caup, Ph.D.
Chairperson, International Relations Dep’t.
Institute of Middle east and Asian Studies,
University of Southern Mindanao, Kabacan Cotabato
Tel. No. (064) 248-2448
Tito M. Mariquit, Ph.D.
Head of Institutional Planning and Development,
St. Peter’s College,
#042 Sabayle St.,Iligan City,
Tel.: (063) 5860 or 6247
Jamel R. Cayamoden, Ph.D.
Faculty of the graduate school of Institute of Islamic Studies,
University of the Philippines, Diliman, Quezon City,
Telephone: +632-929-8286 or
+632-981-8500 local 3585
cjamel_11@yahoo.com
I declare that the data and information(s) given above are true and correct. IN THIS CONNECTION I
HEREBY AUTHORIZE THE AGENCY HEAD OR HIS AUTHORIZE REPRESENTATIVE TO
VERIFY/VALIDATE THE CONTENTS STATED THEREIN.