Words under fire
“Where one burns books, one will soon burn people” — Heinrich Heine
On October 21, through the Regional Memorandum 113, series of 2021 released by the Commission on Higher Education — Cordillera Administrative Region (CAR), Director Demetrio Anduyan Jr. called on higher education institutions to remove “subversive” material, especially those that involve the National Democratic Front Philippines (NDFP), from their libraries and online information services.
The books pulled out from the Kalinga State University (KSU), Isabela State University (ISU), and Aklan State University (ASU) included the ‘Comprehensive Agreement on Respect for Human Rights and International Humanitarian Law (CARHIHL),’ ‘NDFP Declaration and Program of Action for the Rights, Protection, and Welfare of Children,’ and the ‘Government of the Philippines-NDFP Peace Negotiations Major Arguments.’
The removal of these books is supposed to “protect” the youth and students from insurgent ideology; however, restricting the youth from accessing these books is suppressing their freedom to knowledge — knowledge that has the power of influencing society by letting a generation see the bigger picture of things.
This censorship campaign only clamps down on the public’s right to access information, suppresses the freedom of academic inquiry and thought, and most importantly, goes against the guarantee to academic freedom mandated by the Republic Act №7722. Perhaps, in the words of UP Rise, a student organization at the University of the Philippines Baguio, it is a “Nazi-like attempt to strip off … academic freedom.”
It is critical to understand that books are removed not because of their ideologies or content but because of the ideologies of those who removed them — hidden under the guise of shielding the youth from having ideologies that go against theirs in order to protect their agenda and ideals. Without these books, the youth are faced with erasure and isolation.
With this, what exactly makes a publication ‘subversive’? The broad definition of this notion not only impacts books but the students, authors, and teachers who use them. In this case, is ‘subversive’ simply anything that goes against the state’s ideals?
The decision of these schools to ban the said books is “part of the commitment to protect the university and students from possible threat and harm that the communist can impose,” ISU president Ricmar Aquino said.
Several agencies argue that this indicates that the said education institutions are against the CPP-NPA-NDF ideologies and simply want to safeguard themselves from communist infiltration.
With this notion, students are treated as if they are sycophants who should not be trusted. This further proves that the said books were removed not for their dogma but because they serve as a gateway for the youth and students to have a broader view of the bigger picture.
Instead of banning subversive books, whatever ‘subversive’ may be, education institutions should foster an environment conducive to the free exchange of ideas. Instead of raising apoliticos out of students, there is a need to open up discussions about the issues that plague the country economically, socially, and politically. To note, communism is in its simplest form, a political ideology — one of the many tens or even hundreds in fact — and is legitimate and legal unless acted upon. Thus, it is essential to rationalize these so-called subversive materials, armed struggle, and basic political theory, among other things, to encourage students to think critically and engage in politics, the community, and its issues.
After all, the education system is built not to make a myriad of robots and blind followers, lacking empathy and thought. It is built for inclusivity and critical thinking — where an individual has the freedom to determine what is true, what is right, and what is wrong. With this, is critical thinking only valid when it benefits and doesn’t go against the ideals of those who are in power? When we feed the youth information that’s only favorable to one side of the coin, is this even an education system?
Freedom of thought is a cornerstone of democracy. Access to information, whether the information suits the state’s narrative or not, is vital. For when words are under fire, progress burns with it.
This article is co-written by Zelan Eroz Espanto and Princess Sofia Cabardo. They are both in 11th grade and are staff of the publication’s editorial section.
Sofia has been writing for the publication since she was in the ninth grade and has her own column in the pub’s tabloid, called Youngblood.
Zelan has written for the publication since the tenth grade. She has won multiple campus journalism competitions both locally and nationally.
