Education is a Realization of Potential

I am not going to narrow down personal information or background through conventional

use of presentation in front of the large audience, virtually or not, that starts with the input of
name, then proceed to the implication of dreams in my life as finality to the process. I will not
focus on listing, classifying, ordering, and describing facts or information, for it does not speak
of the personality in general. Thus, perceptual reports and experiences, given in our mind when
we conceive ourselves in a whole picture, represents our perception of ourselves.
I am a rational person who believes in myself, focuses on developing my intellectual
virtue, studies hard to complete the journey, and openly engages in different social issues. I
might be small in height with an eyeglass and critical countenance, but no person should
underestimate my capabilities or capacities in epistemic tendency and passionate attitude. I might
live in a small community with a relatively small family, but it does not necessarily mean that I
will not work hard to achieve my dreams. For years, I have been collecting numerous books in
different areas, e.g., philosophy, physical science, anthropology, sociology, literature, and
mathematics. I openly love to read and write.
Life, without reading and writing, is nothing but a meaningless domain. I have been
invigorated by ideas from philosophers to scientists; amidst the pandemic season, it is the
philosophy that gives me comfort and solitude. I believe that teaching is not like any other
profession. It involves sacrifices, patience, dedication, time, and passion. Teaching learners is
equivalent to shaping their consciousness and identity into more coherent, progressive, and
critical citizens of the universe. Educators have, indeed, a significant responsibility in the world.
The passion for molding the consciousness of people in minorities has been the focal point of my
life.
I believe that the biggest problem of the world is not something abstract or
transcendental, as theologians suggest, but rather ignorance, which poisons the mentality of
individuals, becoming unconscious of the things that happen in the society and blind followers of
the rotten system of the government. As a student, I want to cure the sickness of people through
education. I am planning to be a writer or lecturer; I love to contribute to the development of
society. Education does not always entail schools or universities.
It happens in every field of domain: house, seminars, bible study, and room discussion,
insofar as there are rational individuals that listen and apply. Coronavirus disease poses a threat
to the educational system. All students are in their comfort home. Even in my home, I have
always been writing different essays and stories. I am doing these matters to be ready for the
future. I know that there are things that I have to undergo within the educational process, but I
will make sure to do my best in every activity. We cannot foretell our future. But one thing is
clear, the inevitability of nature directs us to our path. Take every opportunity and be consistent.
Activity 3: Skill-building activities
A. Give at least three examples of learning resources and explain the appropriate classroom
situations that it can be applied.

Learning Resources Classroom Situations

Textbooks The pedagogical information and concepts
dictated by educators in the classroom setting
are not complete and somewhat confusing.
Thus, learners must have additional
information other than that of educators'.
Textbook is designed as one of the sources of
information. Learners might encounter
difficulties comprehending concepts and ideas
directly, but manual sources or information
serve as the go-to place. This learning
resource is equipped to help educators
outlining all the topics and details in the
lesson. It prepares educators for approaching
the concepts within the lesson and facilitates
in giving homework for learners.
Films Students do not share abilities in terms of
cognitive function and competence. While
some learners acquire immediate concepts
through linguistic fashion, we should take
into account others’ cognitive skills and
capacities in learning. Educators must be
creative in providing instructional designs that
stimulate learners' interest in the lesson. One
example of this signification is film. "Films,"
as Tutor Bright writes, "allow students insight
into the lives of different characters, how their
perspective differs and how they handle
certain situations. Films can show students
how different people, in different parts of the
world, live their lives." This instructional
design is collectively good when the lesson is
about historical narratives and insights. This
can be particularly useful in subjects like
geography and social studies. Additionally,
learners love to see what is beyond their
senses, past, and glory. It promotes social
awareness and contemplation of social
perspectives by seeing the actions live in
films.
 Multimedia Science and technology have transformed the
human condition for years. We have been
dominated by the cross-cultural expansion of
ideas, i.e., cultures, economy, technology, and
militarization. Our world has been different
since technology took shape as a form of
human convenience. It has affected epistemic
institutions, especially educational reforms.
The highest point of survival in our world is
not biological necessities per se but having
multimedia literacy. Educators have
implemented the utilization of multimedia as
part of methodological designs that address
the challenges in education. It aims at
extending their cognitive potentiality and
making information accessible to everyone.
Multimedia can be used to provide additional
information to the learners. Educators can use
this when material sources are not enough. It
can be a short video about the lesson, pictures
of a public figure, and places. This can also
help learners acquiring information with their
cognitive understanding of the topic and use it
to other problems.

B. Identify a specific lesson and design your own appropriate learning resources (Cite some
examples to support your answer)

Lesson: The English Renaissance and Shakespearean Era

Learning Resources: Multimedia platform (PowerPoint), Plays, Videos, and Lectures

Education, being nothing but a dynamic institution that fosters meaningful collective
experiences into the cultivation of consciousness and shapes the identity of human beings into
more intelligent and active agents, has played a substantial role in our world. The stimulation of
consciousness that deepens understanding and epistemic commitment is one of the major
concerns of education. It has, however, been undergoing progressive alterations for some years,
from primitive development to technological phase, practically establishing the radical system
that outlines the general image of education as evolving and transforming organism, essentially
attempting to work on the educational designs that fit with the cognitive competence of learners.
Here we are now; our times have changed. Educators have started to utilize expedient
ways to their advantage and accessibility. If were the educator who is expected to deliver
educational designs and methodological instructions for a lesson, I will be focusing on the
technological viewpoint. Let us suppose that I will be teaching English Renaissance and
Shakespearean Era; I will use technological devices and material resources. Firstly, I will make
sources with information about Shakespeare's influence and life. I will open the lesson by
showing photos of the United Kingdom, such as flags, famous public intellectuals, inventions,
and the British royal family. I am quite sure that they would recognize it because learners are
aware of these things. I can actualize this hypothetical situation using a PowerPoint presentation.
I will introduce William Shakespeare as the most prominent intellectual during English
Renaissance. I will show them a short video that explains the influence of Shakespeare in the
field of literature. His life, literary styles, works, and romance are unique and peculiar. Thus, I
will show these, too.
English Renaissance Literature had not generally recognized for romance and nature. It
had been critically about transforming life to the fullest, communicating with other people, and
collectively attempting to expose the sickness of people that threatens knowledge and
consciousness. Almost all its themes are semblance to the reality they lived during those periods.
I do not want learners to visualize the life of people during Renaissance Period but openly
imagine the socio-cultural arrangements that affect the mentality of Shakespeare in writing
poems and novels. After the video, I will assign them to write a reflection about Shakespeare's
theme, motivation, literary styles, and life. And the works of his that captivate them and why.
COM002: Campus Journalism
Module 4: Student Activity Sheets

Activity 3: Skill-building Activities

A. Choose a partner from your class. Think of two principles that were discussed above and
how you can apply each in a campus paper set-up. Write your answer in an essay form.

The dynamic social activity of empiricist-liberal policies and the collective methodological
framework of abstruse sciences lies in the proposition that all factual-based empirical
approximation of truths must be proportioned to scientific analysis or data programming,
epistemological orientation, formal linguistic language, objective criterion, and critical
comparison from one theoretical model to another, free from all anthropocentric viewpoint, i.e.,
human biases, prejudices, and judgments, centralizing the naturalistic attitude towards the
objective-oriented goals over the typical subjectivist principle.
The illustration of facts or information through critical perspectives or lens of objectively
empirical collective narrative has been utilized by journalism and other public institutions,
negating truth as being subjected to authors' viewpoints without conjectures or critical
comparison, transforming sources into collective information or concepts, and integrating
conscious public opinions. Had I have a chance to present the chief role of objectivity and
truthfulness in the instructional design and methodology of journalism, it would be expedient, to
begin with, integrating multiple sources to form a cohesive ideological point-of-view.
Our world has been dominated by technological strides and public decisions, and
intelligence for centuries; the critical evaluation of factual information in the journalistic
spectrum, whether it be accurate or inaccurate, should be intrinsically assessed by legitimate
sources, proper citation, and background check.
A journalist must ensure that the information within the narrative is well-supported by
credible facts and other researches from experts or intellectuals. Failing to do so will make the
narrative shallow, inconsequential, and false. As the metal and concrete of the establishment
stand to the journalistic institution to scrutinize information and build a foundation that
strengthens the narrative, journalistic reports stand with truth and empirical-verifiable data.
EDU052: Field Study 3

Activity 5: Check for Understanding

Subject: Anthropology

Topic: The Emergence of Homo Erectus and Homo Sapiens and their Cultures

Learning Objectives:
 At the end of the lesson, students can determine the differences between Homo Erectus
and Homo Sapiens biologically.
 At the end of the lesson, students can recognize the implicit repercussions of natural
environment to the life of the transitional hominids (Erectus-Sapiens).
 At the end of the lesson, students can conceive the socio-cultural traditions and life-
styles, achieved by Homo Erectus and Homo Sapiens.

Discussion:
Anthropological theories, historical frameworks, and cultural practices of the dominant
civilizations that existed in our world can be unfathomable and incomprehensible for the learners
who do not have any sociological and historical background to the evolutionary researches. Since
the beginning of time, our physical world has been dominated by civilization, emerged from the
pattern of human development, specific geographical references, cultural exchange, and
biological efforts, maintained to raise the survival frequency and subjected to the inevitability of
the natural world.
The educational institution may find these obsolete evolutionary features as
fundamentally challenging and academically recondite but will enhance learners' appreciation of
our cultural heritage, knowledge about evolution, critical analysis over societies, and imaginative
conception of the culture that existed during the early hominid epoch. As an educator, I have a
maximal responsibility for deepening the epistemic structures and enriching the learners'
knowledge about our forgotten past. I know I have to prepare for the lecture, so I must begin
reading different sources of information from anthropological researches or data about the
transitional evolutionary stages of human culture from Homo Erectus to Homo Sapiens.
I will have the handouts prepared for the lectures and will pass them to the students.
Handouts are well-prepared to ensure that the learners have the background to the upcoming
discussion within the classroom setting. After distributing it, I will start the lecture with a leading
question: "Could you imagine our biological structure, i.e., physical traits, during early ape
periods?" This question is allotted for 10 minutes of quick reflection. I will accept the answers,
whatever they may be, whether we look like a primate ape, hominid, or unstable human-like
features. I will show the students photos, videos, and clips through PowerPoint presentations that
depict the stages of cultural evolution and biological development, which happened during the
Homo Erectus and Homo Sapiens epoch.
I will explain the chief differences between Homo Erectus and Homo Sapiens
physiological, cognitive, cultural, and sociological orientation. Additionally, I will elaborate on
hominids' evolutionary skills and biological competence for surviving the hostile environment,
e.g., controlling fire, big-game eating, tool traditions, getting food, and cave paintings. Such
skills are integrated with the cultural objectives that constitute the general movement of
historical phases of civilization.

Activity:
The difference between Homo Erectus and Homo Sapiens is one of the most bewildering
rational inquiries for most contemporary anthropologists and human geneticists. It has raised
some concerns about the biological structure and cognitive dimension of early human beings for
centuries. Some scientists have offered multiple but competing studies, while some prevent the
issue by addressing the fossil records on the family structures. As an educator, I want to see that
the learners have understood the lesson. Thus, I will assign an activity that focuses on oral
presentation and rhetorical contention, commonly known as a classroom debate. I will count
them one up to two and will facilitate the groups once the countdown is finished. The topic of the
contention is: "Which of the two hominids is intelligent, skillful, practical, and creative? Is it
Homo Erectus or Homo Sapiens? I will grade the students based on their reflections, depth
analysis, proof, and rhetorical delivery over the topic.

Integrated Technologies:
Both of the technologies are highly effective in the class discussion.
1. Present Software: PowerPoint presentation
2. Course Management Tools: readings, documents, video, and resources.

Activity 3: Skill-building Activities

I. Write at least three negative and positive impacts of technology on teaching.

Positive Negative
Technology has made learners’ life easy and Technology creates distraction.
convenient.
Technology stimulates learners’ interest and Too much use of technology can cause less
enhances self-esteem. interaction and addiction.
Technology has removed space and time Technology kills learners’ creativity
limitations.

II. Read each given situation carefully and identify its impact on teaching
Situation Impact on teaching
ABC school is shifted into online class to Technological advancements have
help students be more globally competitive, transformed human livelihood conditions.
but not all teachers on the said school are The systematic system of online classes is
capable of using technology. one of the most significant features of our
pedagogical institution today, utilizing
numerous technologies and multi-media
settings and providing tools for learners to
get engaged with the new learning
instructions. This educational process poses
advantages and disadvantages for both
educators and learners. In the number one
situation, we recognize that online class is
not fit for all educators and learners. Some
educators are not well-acquainted with the
technical application of technology. They
cannot execute their educational techniques
and plans in the classroom setting due to
this problem. Educators may experience
difficulties accessing technological devices,
performing tasks, engaging with learners,
and dealing with the lessons and conceptual
notes. Thus, it creates confusion and
disorganization among educators, affecting
the general course of learning system and
compatibility.
Science teachers are having a hard time The utilization of technology is proven to be
explaining the process of photosynthesis, so effective and expedient within the spectrum
they have decided to use projector instead. of learning processing systems. It
transforms learners' cognitive capabilities
and extends their rational capacity to
conceptualize, understand, and reflect on
the concepts and information from the
sources. Although the meaningful benefits
of technology outweigh its negative
repercussions, teaching responsibility must
start at the heart of educators. As
 exemplified in the number two situation,
science teachers have leaned towards
technology in instructing learners about the
scientific process of photosynthesis. The
usage of the projector may arouse learners'
interest, seeing different images and
pertinent examples. Educators, however,
must not always be dependent upon it.
Learners' cognitive structures are built
differently from one another. Some learners
are visual, while some are linguistic. You
cannot just put scientific information and
concepts on the projector without
explaining the process to them one at a
time. Educators must relate the concept of
photosynthesis to learners' cognitive
understanding. A projector is not enough.
Teacher Melly is prepared for her The electricity shutdown can disrupt
discussion in English. She included educational learning within the classroom
different examples, videos, and illustrations setting. Teacher Melly deals with the
in her presentation. The electricity challenge of executing all her plans because
shutdown when she is about to begin the of the electricity shutdown. She is
discussion. unmistakably going to report it to the
administrator, which is both time-
consuming and frustrating among learners.

Activity 5: Check for Understanding

Lesson: Egyptian Civilization: The Gift of Nile

Technology: Run a Virtual Field Trip

Activity:
The cultural complexity of Egyptian civilization is one of the most striking parts of the
historical timeline. This civilization shows us the significance of nature to the production of
foods and crops, the historical formation of religious beliefs, and the development of Egyptian
society in toto. Nile river was crucial to the development of Egyptian civilization. Not only does
it covered the historical roots of human dependency on the natural environment, but it also
centered numerous cultural contributions and extravagant lifestyles that we know today,
following from the habiliments to inventing technological equipment and political standards.

As an aspiring teacher who is fascinated by the cultural complexity of Egyptians, I want my

students to experience what it is like to live during the golden era of Egyptian civilization,
attempting to cover the most vital part of its history and recognizing its societal, cultural, and
medical contributions to the world.

Reflecting on this endeavor, I would use this educational technology, commonly known as
Run a Virtual Field Trip. Our world is different today. Our educational institution has been
disrupted by the pandemic season; no intimate interaction and physical communication with the
teachers and classmates. Our institution chose flexible learning to cope up with the situations we
are dealing with right now. So, this particular technology is highly expedient to our condition
today. I want to be creative for my students.

First, I would start preparing for the materials needed for the virtual field trip. I would try to
get some pictures on the internet that represents the presentation, and I would collect bewildering
facts about Egyptian life to stimulate students' overall interest. I would explain the significance
of the illustrations through narrative and written format so that students could grasp them. After
it, I am ready to present it to the students virtually. All slides are divided based on the categorical
implication.

The first slide is directed to the Nile River [how Egyptians viewed it, glorified it, and
embraced it], Egyptian Gods, Pharaohs, and religious order. The second slide is the introduction
to the development and structure of Pyramids [significance and role in Egyptian civilization],
battles in different areas, the process of mummification, and literature. The third slide provides
additional information about the personalities, such as Cleopatra, Hatshepsut, King Tut, and
Ramses II. After presenting it, I would assign the students to form three groups with a maximum
of five members. I would use making inferences, drawing conclusions, and Comparing and
Contrasting activities. Here are the directions: 

1. Making Inferences: Graphic Organizer about the most important Egyptian

achievements. 
2. Drawing Conclusions: Which of the three natural features that served as boundaries in
ancient Egypt was most important to Egypt's history? Explain. 
3. Comparing and Contrasting: In what ways are modern burial practices similar to those
of the ancient Egyptians? How are they different? 

These three activities must be fulfilled through reporting. 

Activity 3: Skill-building Activities

Run a Virtual Field Trip I would use this educational technology,
commonly known as Run a Virtual Field Trip.
Our world is different today. Our educational
institution has been disrupted by the
pandemic season; no intimate interaction and
physical communication with the teachers and
classmates. Our institution chose flexible
learning to cope up with the situations we are
dealing with right now. So, this particular
technology is highly expedient to our
condition today. I want to be creative for my
students.

First, I would start preparing for the materials

needed for the virtual field trip. I would try to
get some pictures on the internet that
represents the presentation, and I would
collect bewildering facts about Egyptian life
to stimulate students' overall interest. I would
explain the significance of the illustrations
through narrative and written format so that
students could grasp them. After it, I am
ready to present it to the students virtually.
All slides are divided based on the categorical
implication.

The first slide is directed to the Nile River

[how Egyptians viewed it, glorified it, and
embraced it], Egyptian Gods, Pharaohs, and
religious order. The second slide is the
introduction to the development and structure
of Pyramids [significance and role in
Egyptian civilization], battles in different
areas, the process of mummification, and
literature. The third slide provides additional
information about the personalities, such as
Cleopatra, Hatshepsut, King Tut, and Ramses
II. After presenting it, I would assign the
students to form three groups with a
maximum of five members. I would use
making inferences, drawing conclusions, and
Comparing and Contrasting activities. Here
are the directions: 

4. Making Inferences: Graphic

Organizer about the most important
Egyptian achievements. 
5. Drawing Conclusions: Which of the
three natural features that served as
boundaries in ancient Egypt was most
important to Egypt's history? Explain. 
6. Comparing and Contrasting: In
what ways are modern burial practices
similar to those of the ancient
Egyptians? How are they different? 
 These three activities must be fulfilled
through reporting. 

Preview Field Trips Virtually The cultural complexity of early Filipino

settlements is one of the most striking parts of
our historical period. It acquaints us with our
cultural foundation, passed on from
generation to generation, meaningfully
significant to the development of our society.
Not only does it shows us the flamboyant
cultural heritage of early Filipino, but it
inspires us to strengthen our culture and gives
us knowledge about our intrinsic potentiality
and capability.

As an aspiring teacher, I want to introduce

this cultural signification to the learners. I
want them to imagine what was it like to live
before Spanish colonization? What were their
lives during those periods? Were they
civilized? Were they worshipped one or
multiple Gods? How were they communicate?
Was it through symbolic forms or spoken
messages? These questions could stimulate
their interest. Reflecting on these concepts, I
would use the Preview Field Trips Virtually
as the technology in teaching. By definition, it
is a popular field trip destination filled with
visual media to complement the preview.

As a preparation, I would incorporate

pertinent details in the topic, i.e., 1. The early
history of the Philippines: writing documents,
maps, and geographical advantages, 2. Trade
relations: relations with the Orang Dampuans,
relations with Banjarmasin, and relations with
China, 3. Early Customs and Practices:
ornaments, social classes, the position of
women, and marriage customs, government,
and the laws, 5. Religious beliefs: burial,
divination, and magic charms.

This can be done from one exhibit to another,

passing from primitive stages to ascending
order. Learners can visualize the pre-colonial
culture of ancient Filipinos through preview
field trips virtually. They could see how rich
 and diverse their cultures were before Spanish
colonization. After this, I would assign them
to write a reflection about cultural
background of early Filipino settlements.
Use Videos for Mini-Lessons Let us suppose that I would be teaching the
contribution of Edgar Allan Poe in the world
of literature. As a learning technology, I
would use videos for Mini-lessons. Firstly, I
would have to make a detailed and systematic
outline that shows the contribution of Edgar
Allan Poe. I would start with his life,
romance, and vices.

To make it more appealing to the students, I

would make a video animation about it. I
would include in the video his biography,
literary styles, poetical styles, meter,
arrangements, and famous works.

Of course, I am sure that his monumental

work, commonly known as The Raven, would
be the chief priority. The significance and
interpretation of his works, e.g., The Masque
of the Red Death [and its symbolic
interrelation to bible's seven deadly sins, and
its characterization of life and death], The
Raven [poetical arrangements, distinctive
styles, and meters and rhythmn], and The
Man of The Crowd [intense storytelling,
pessimism, and attention to details]. After
showing these contents in the video, I would
assign them to write a poem about nature.

Aralin 8: Pag-aaral ng Panitikang Panlipunan sa Panahon ng Kastila

Aktibiti 3: Pagbubuo ng Kasanayang Aktibiti

1. Ang “Alibata”na ipinagmamalaki kauna-unahang abakadang Filipino na nahalinhan

ng alpabetong Romano. [A]
2. Ang pagkakaturo ng Doctrina Cristiana na kinasasaligan ng mga gawang
makarelihiyon. [A]
3. Ang wikang Kastila na naging wika ng Pantikan nang panahong yaon. Marami sa
mga salitang ito ang naging bahagi ng wikang Filipino. [A]
 4. Ang pagkakadala ng mga alamat ng Europa at tradisyong Europeo rito na naging
bahagi ng Panitikang Filipino tulad ng awit, kurido, moro- moro at iba pa. [A]
5. Ang pagkakasinop at pagkakasalin ng makalumang panitikan sa Tagalog at sa ibang
wikain. [A]
6. Ang pagkakalathala ng iba’t ibang aklat na pambalarila sa wikaing Filipino tulad sa
Tagalog, Ilokano at Bisaya. [A]

B. Hanapin ang kasingkahulugan ng mga sumusunod na salita.

Salita Kahulugan Pangungusap
1. Dalisay Malinis Ang tubig na dumadaloy sa
ilog na ito ay sikat sa
pagiging dalisay .
2. Talastas Batid Talastas ng inyong Ama na
inyong kinakailangan ang
mga bagay na ito
3. Nukal Bumibol Ang puno ng Balete ay na-
nukal ng sobrang laki
makalipas ang ilang taon.
4. Siphayo Dismaya Siphayo ang aking naranasan
ng hindi ako pinili bilang
tagapagsalita sa debate
namin.
5. Gaso Kagaspangan Ang bata ni Aling Nena ay
magaso

C. Bilang mamamayang Pilipino, paano mo maipapakita ang iyong pagkamakabayan?

Sagutin mo ito sa pamamagitan ng pagsulat ng isang saknong ng tula sa loob ng balloon.

Para maging makabayan, hindi ka lamang puro salita

Upang maisakatuparan ito, kailangan tumangkilik ng atin
Ang pagbili ng produkto ay isang prosesong gawa
Mahalin kung ano ang atin, yan ang susi ng kaunlaran

Aktibiti 5: Pagwawasto ng Pang-unawa

Pagsusuring Realismo:
Isa sa mga tanyag na akda ni Andres Bonifacio ang Pag-ibig sa Tinubuang Lupa.
Masasabi ko na hindi ganung kabihasa si Bonifacio pagdating sa pagsusulat ng mga tula ngunit
ipinakita nya ang kanyang abilidad sa akdang ito. Si Bonifacio ay isang magaling at matapang na
mandirigma kaysa sa manunulat o orator. Sa titulo pa lang ng tula ay makikita na agad ang tema
at mensahe na nais niyang iparating. Alam naman natin na si Bonifacio ay biktima ng mga
pangaabuso mula sa mga Espanyol at makikita natin ito sa kanyang mga akda. Sa tulang ito,
iminumulat niya ang mga Pilipino na maging makabayan at yakapin ang konsepto ng
nasyonalismo. Sa aking opinyon, isang malaking kaguluhan at inhustisya ang nasaksihan ni
Bonifacio. Para sa kanya ay mahirap manalo laban sa mga Espanyol kung watak watak ang
paniniwala ng mga Pilipino. Ang pagmamahal sa bayan ay hindi nalalayo sa pagmamahal sa
ating mga sarili. Sa tulang ito, naipapakita niya ang kanyang karanasan sa panahon ng mga
kastila. Gumamit siya ng mga salitang gaya ng pagkabusabos at kasuklam suklam upang
ilarawan ang mga kastila. Nakikita natin ang katotohanan sa akdang ito dahil umakma sa
kasaysayan at dokumento noon. Ito ay isang halimbawa ng Realismong Sosyolohikal.

Pagsusuring Simbolismo:
Habang binabasa ko ang tulang Pag-ibig sa Tinubuang Lupa ay kaagad kong naisip ang
pagmamahal at kaginhawaan. Masasabi ko na isa sa ito sa mga magagandang akda na aking
nabasa sa ating panitikan. Gumamit si Bonifacio ng ibat-ibang salita upang mailarawan ang mga
gusto niyang ipabatid. Sa tulang ito, gumamit siyang purong tagalog; isang lumang approach sa
larangan ng panitikan. Sa titulo pa lamang ay makikita na agad ang simbolismo na nais nitong
ipabatid. Ang pag-ibig sa tinubuang lupa ay isang bagay na gagawin mo upang patunayan ang
pag-ibig mo sa iyong bansa at sa mga taong nandirito. Makikita sa buong konteksto ng Pag-ibig sa
Tinubuang Bayan na ito ay tumutukoy sa masidhing pagmamahal sa Inang Bayan na kung saan handa ibigay ang
sariling buhay para sa bayan. “Ang konteksto ng pagmamahal sa tula ay nasa mataas na antas na hindi lahat ay
nakakaabot. Ipinapakita na ang tunay na pag-ibig ay may kasamang paghihirap at pagdudurusa, kapaitan,
kaliwanagan at kadiliman na dapat harapin ng sinumang umiibig.” (Reyes, 1992).  Bukod pa rito, maiuugnay ang
ginhawa sa kaisapang Austronesiyano na “dalawang kaluluwa .”
Ayon sa kaisipang ito, ang tao ay nagtataglay ng dalawang espirituwal na bahagi:
1. Kaluluwa/Kalag : nagtataglay ng intelektwal at moral na kapangyarihan at sa oras ng kamatayan nagiging
isang anito o kaluluwa at;
 2. Ginhawa  : ang kasiglahan ng tao. (Salazar, 1985)

Masasabi ring isang makabayang pagmamahal ang Pag-Ibig sa Tinubuang Bayan na kung saan ay
inahahambing ni Bonifacio sa pag-ibig na ipinapakita sa tao ni Jesucristo. Isinasaad niya na ang ganitong klaseng
pag-ibig ni Bonifacio ay mas higit pa sa pag-ibig na ipinamalas ni Jesucristo. (Reyes, 1999)