The Picture of Dorian Gray: A Psychoanalysis

“If I could stay young and make the picture grow old! For that, I would give everything! I would give my soul for that!”

Wishes are part of the unconscious, along with dreams, slips of the tongue, and the like. These are desires that are not consciously known to a person, yet they can become powerful forces that, if left unattended, control one’s behavior to some extent. This is what the novel The Picture of Dorian Gray is all about, along with the many truths it reveals about beauty, age, wealth, and the illusions surrounding human pleasures and hedonistic ideas.

The Picture of Dorian Gray was first published in 1890 in Lippincott’s Monthly Magazine and was later published as a novel in 1891. The novel depicts the reality that human beings must face the inevitable decay of the body. In simpler terms, beauty is not eternal.

The novel has three main characters: Basil Hallward, the artist who painted the portrait of Dorian Gray; Dorian Gray, a wealthy and handsome young man; and Lord Henry Wotton, a hedonistic aristocrat. The characters ultimately face tragic consequences.

Dorian Gray, having lived his life according to hedonistic ideas, allowed his rational mind to become increasingly distorted. He came to believe that life should be enjoyed and that the human body, mind, and soul should experience every worldly pleasure possible. When he discovered that his wish had come true, that he would remain youthful forever while his portrait would bear the consequences of his actions, he abused his precious innocence and became increasingly reckless.

Haunted by his sins, he committed murder and eventually attempted to destroy the portrait that bore his true identity. In that attempt, his servants heard a crash and entered the room, only to find the beautiful portrait of Dorian Gray and an ugly old man lying dead on the floor with a knife in his chest.

Through a psychoanalytic lens, one can recognize the inevitable task of balancing the three divisions of the psyche: the id, the ego, and the superego. One can also see the consequences of allowing the unconscious to override rationality.

First, the id is represented, to some extent, by the character of Lord Henry Wotton. The id is one of the three divisions of the psyche in psychoanalytic theory. It is completely unconscious and serves as the source of psychic energy derived from instinctual needs, desires, and pleasures.

“To influence a person is to give him one’s own soul. He does not think his natural thoughts, or burn with his natural passions. His virtues are not real to him. His sins, if there are such things as sins, are borrowed. He becomes an echo of someone else’s music, an actor in a part that has not been written for him.”

This passage reflects Lord Henry’s belief in the power of influence. Ironically, although he criticizes the act of influencing others, he becomes the very person who exerts a powerful influence over Dorian. Through his ideas, he awakens desires within Dorian that eventually consume him.

“The aim of life is self-development. To realize one’s nature perfectly, that is what each of us is here for.”

From these lines, Lord Henry emerges as a powerful and dangerous influence on Dorian. He believes in self-development, but his idea of self-development is detached from conventional morality. For him, the purpose of life is to pursue and realize one’s own nature completely. Pleasure, experience, and personal fulfillment become more important than moral restraint.

Another example can be found in his attitude toward Dorian’s relationship with Sibyl Vane:

“I think the novelty of the emotion must have given you a thrill of real pleasure.”

The lines reveal the hedonistic beliefs that Lord Henry lives by and attempts to impart to the innocent young Dorian Gray. His philosophy encourages Dorian to see life as an endless pursuit of pleasure and experience, regardless of the consequences. Through this influence, Dorian gradually allows desire to overpower morality.

In psychoanalytic terms, Lord Henry can therefore be seen as an external force that encourages the impulses associated with the id. He represents instinct, desire, pleasure, and the rejection of restraint. However, he does not merely represent the id. Rather, he awakens and strengthens the part of Dorian that seeks immediate pleasure without considering its consequences.

This makes The Picture of Dorian Gray more than a story about a beautiful young man who remains eternally youthful. It is also a story about desire, influence, morality, and the dangerous consequences of allowing one’s deepest wishes to control one’s life.

Dorian’s tragedy began with a wish. But perhaps the more frightening question is this: What happens when the wishes we do not fully understand are finally given the power to come true?

uRKt8nYdy7EO4uqeKVVpZRmqrxF

Picture from: https://www.themoviedb.org/movie/23488-dorian-gray

People, money, objects, art, and anything else are merely tools of pleasure to him. If something ceases to entertain him, he immediately abandons it and loses interest in it altogether. The only exception to this pattern of abandonment is Dorian Gray himself, whom Lord Henry continues to teach that the most important goal in life is the pursuit of pleasure and happiness, regardless of the cost.

Second, the superego is portrayed by the character of Basil Hallward, the artist who painted the portrait of the young and handsome Dorian Gray. In psychoanalytic theory, the superego is partly conscious and represents parental conscience and the rules of society. It functions through a system of moral attitudes, conscience, guilt, and the internalized distinction between right and wrong.

Toward the end of the novel, Basil Hallward discovers the truth about the portrait and realizes how deeply Dorian’s soul has been corrupted by his sinful actions and his life of hedonism. He then tells Dorian:

“Pray, Dorian, pray. What is it that one was taught to say in one’s boyhood? Lead us not into temptation. Forgive us our sins. Wash away our iniquities. Let us say that together. The prayer of your pride has been answered. The prayer of your repentance will be answered also. I worshipped you too much. I am punished for it. You worshipped yourself too much. We are both punished.”

From these lines, Basil clearly wants Dorian to repent for his sins and cleanse his soul. Thus, he reveals his moral attitude and his belief that wrongdoing can be forgiven through penitence and self-realization. Another line that demonstrates Basil’s sense of guilt and conscience is:

“It is never too late, Dorian. Let us kneel down and try if we can remember a prayer. Isn’t there a verse somewhere, though your sins be as scarlet, yet I will make them as white as snow?”

Basil Hallward, who is strongly associated with the moral impulses of the superego, believes that human beings possess an innate capacity for goodness. Ultimately, because of his optimism and his high-minded character, which upholds the values of beauty, truth, and love, he pays the highest price: his life.

Dorian Gray becomes enraged by Basil Hallward’s attempts to persuade him to turn away from his sinful life and worldly pleasures. Unable to confront the truth about himself, Dorian kills Basil by stabbing him.

Third, the ego is initially depicted in the character of Dorian Gray. In psychoanalytic theory, the ego serves as the organized and conscious mediator between the individual and reality, functioning in both perception and adaptation to the demands of the real world.

Dorian is initially portrayed as having a simple and beautiful nature. Basil Hallward tells Lord Henry:

“Your aunt was quite right in what she said of him. Don’t spoil him for me. Don’t try to influence him. Your influence would be bad. The world is wide, and has many marvelous people in it. Don’t take away from me the one person that makes life absolutely lovely to me, and that gives to my art whatever wonder or charm it possesses. Mind, Harry, I trust you.”

The lines uttered by Basil Hallward suggest that Dorian is decent and upright and that his innocence should not be corrupted by Lord Henry’s influence.

Another description of Dorian is given by Lord Henry Wotton:

“Yes, he was certainly wonderfully handsome, with his finely curved scarlet lips, his frank blue eyes, his crisp gold hair. There was something in his face that made one trust him at once. All the candor of youth was there, as well as all youth’s passionate purity. One felt that he had kept himself unspotted from the world.”

This description highlights Dorian’s youth, beauty, innocence, and purity. Before his corruption, he appears untouched by the moral and psychological ugliness of the world around him.

On the other hand, Dorian Gray also portrays an inability to balance his psyche and his state of mind. He allows the id to override his moral restraint, and consequently, his unconscious desires gradually consume his rational, innocent, and youthful self.

“His eye fell on the yellow book that Lord Henry had sent him. It was the strangest book he had ever read. It seemed to him that in exquisite raiment, and to the delicate sound of flutes, the sins of the world were passing in dumb show before him. Things that he had dimly dreamed of were suddenly made real to him. Things of which he had never dreamed were gradually revealed.”

These lines demonstrate how Dorian’s perspective on life begins to change. The book exposes him to ideas and desires that eventually weaken his moral foundation. He allows his unconscious desires to gain control over his actions, despite the innocence and purity that initially characterize him.

Therefore, through the lens of psychoanalytic theory, Oscar Wilde’s The Picture of Dorian Gray demonstrates the importance of balancing the three divisions of the psyche: the id, the ego, and the superego. The novel can be interpreted as a reminder that human beings must learn to manage their desires, morality, and relationship with reality. When one division becomes dominant over the others, the consequences can be destructive.

The novel also reminds readers that the human body inevitably undergoes decay. Beauty and youth do not last forever, and the pursuit of eternal youth can become dangerous when it becomes an obsession. How one cares for the body is an investment, but physical beauty should never become the sole measure of a person’s worth.

Human beings have only one life and one body. Therefore, one must learn to appreciate how wonderfully one has been created without becoming enslaved by vanity, vice, or temptation. The desire for pleasure is not necessarily destructive, but an uncontrolled desire for pleasure can harm both oneself and the people around them.

When moral depravity takes hold, a person may sink into a life of moral, physiological, mental, social, and spiritual destruction. One should always consider the importance of good deeds and the truth that nothing lasts forever, especially human beauty.

Do not waste your life insatiably pursuing sexual pleasure, knowledge, wealth, or attention. An excessive and uncontrolled desire for any of these things can destroy you or the people around you. Eventually, you may realize, too late, that the choices you have made and the life you have been living were wrong.

Remember, time wasted is lost forever.

Still I Rise (Babangon Parin Ako)

by Maya Angelou

Source TextLine # Translated TextTranslation Method 
You may write me down in history1Maaari mo akong isulat sa kasaysayanLiteral Translation
With your bitter, twisted lies,2Kasama ang iyong mapait, baluktot na kasinungalingan,Literal Translation
You may trod me in the very dirt3Maaari mo akong yurakan sa napaka dumiLiteral Translation
But still, like dust, I’ll rise.4Ngunit, gaya ng alikabok, ako’y babangonLiteral Translation
Does my sassiness upset you?5Naiinis ka ba sa aking kabastusan?Literal Translation
Why are you beset with gloom?6Bakit ka nababalot ng dilim?Literal Translation
’Cause I walk like I’ve got oil wells7’Dahil sa paglalakad ko na parang mayroon akong mga balon ng langisLiteral Translation
Pumping in my living room.8Nagpupuso sa aking silid.Literal Translation
Just like moons and like suns,9Kagaya ng mga buwan at mga araw,Literal Translation
With the certainty of tides,10Kasama ang kasiguroan ng pagtaas ng alon,Literal Translation
Just like hopes springing high,11Kagaya ng pag-asa na tumatalbog ng mataas,Literal Translation
Still I’ll rise.12Babangon parin akoLiteral Translation
Did you want to see me broken?13Ginusto mo ba akong masira?Literal Translation
Bowed head and lowered eyes?14Nakayuko at nakababa ang mata?Literal Translation
Shoulders falling down like teardrops,15Ang balikat ay nakababa parang luha,Literal Translation
Weakened by my soulful cries?16Nanghihina sa aking malulungkot na iyak?Literal Translation
Does my haughtiness offend you?17Ang akin bang pagmamayabang ay  nakakasakit?Literal Translation
Don’t you take it awful hard18 Huwag mo itong gawing nakakakilabot at mahirapLiteral Translation
’Cause I laugh like I’ve got gold mines19‘Dahil akoy tumatawa na parang meron akong mkina ng gintoLiteral Translation
Diggin’ in my own backyard.20Naghuhukay’ sa aking likod-bahay.Literal Translation
You may shoot me with your words,21Maaari mo akong barilin ng iyong mga salita,Literal Translation
You may cut me with your eyes,22Maaari mo akong putolin ng iyong mga mata,Literal Translation
You may kill me with your hatefulness,23Maaari mo akong patayin ng iyong pagkamuhi,Literal Translation
But still, like air, I’ll rise.24Ngunit parin, parang hamgin, ako\’y babangon.Literal Translation
Does my sexiness upset you?25Ang akin bang kaseksihan ay nakakasama ng loob?Literal Translation
Does it come as a surprise26Ito ba ay dumarating bilang sorpresa?Literal Translation
That I dance like I’ve got diamonds27Na ako ay sumasayaw na parang diyamanteLiteral Translation
At the meeting of my thighs?28Sa pagitan ng aking mga hita?Literal Translation
Out of the huts of history’s shame29Sa labas ng kubo ng kahihiyan ng kasaysayanLiteral Translation
I rise30Bumangon akoLiteral Translation
Up from a past that’s rooted in pain31Mula sa nakaraan na nakaugat sa sakitLiteral Translation
I rise32Bumangon akoLiteral Translation
I’m a black ocean, leaping and wide,33Ako’y itim na karagatan, lulukso at malawak,Literal Translation
Welling and swelling I bear in the tide.34Natatapon at namamaga na dinadala ko sa pagtaas ng tubig.Literal Translation
Leaving behind nights of terror and fear35Umalis sa likod ng mga kilabot at takotLiteral Translation
I rise36Bumangon akoLiteral Translation
Into a daybreak that’s wondrously clear37Tungo sa bukang liwayway  na kamangha-manghang malinawLiteral Translation
I rise38Bumangon akoLiteral Translation
Bringing the gifts that my ancestors gave,39Dala ang kaloob na igay ng mga ninuno,Literal Translation
I am the dream and the hope of the slave.40Ako ang pangarap at pag-asa ng mga alipin.Literal Translation
I rise41Bumangon akoLiteral Translation
I rise42Bumangon akoLiteral Translation
I rise43Bumangon akoLiteral Translation

Used Justification for the translated text:

“Since the colonization of the Americans, Filipinos have been using English as their second language and have been accustomed to using the language alongside local languages (Esquivel, 2019, p. 59).” In connection, Lannga & Alico (2020) highlights that in the Philippines, people especially students are expected to  possess proficiency in Filipino (the national language) and English, both official languages of the country. Thus, there is a vivid similarity among both languages,

Therefore, the translated text uses literal translation all throughout, also called a metaphrase or a word-for-word translation. The translation process use literal translation since the poem ‘Still I Rise’ by Maya Angelou use lexicon that have equivalent in the Filipino, thus, ‘Babangon Parin Ako.’

References:

Angelou, A. (2021). Still I rise https://www.poetryfoundation.org/poems/ 46446/still-i-rise

Esquivel, O. J. D. (2019). Exploring the Filipinization of the English Language in a Digital Age: An Identity Apart from Other World Englishes. Journal of English as an International Language, 14(1), 58-72.

Langga, P. M. M., & Alico, J. C. (2020). Students’ Proficiency and Challenges in Filipino-to-English Translation: The Case of Filipino Senior High School Students in a Private Institution. International Journal of Linguistics, Literature and Translation, 3(4), 51-62.

Gendered Language: Gender placement issues across discourses

Language use is an important and inevitable aspect of human civilization. Human beings have always used language and will continue to use it. Language is used as a means of communication, including the sharing of messages, the giving of feedback, the exchange of thoughts and ideas, and the development of understanding. Language is also used to interact, participate, and build relationships within a speech community. It is likewise a tool used to create new words that acquire different meanings depending on their usage and construction. When it comes to how language is used and who uses it, these factors do matter. Therefore, language use, in relation to the speaker, may be affected and influenced by one’s gender.

Gender is a significant concept that organizes our environment and social lives. It is a way of life that affects everyone. After all, no one is exempt from gender classification, whether as a woman or a man. As Cameron (1990, p. 291) states, “Gender is one major construct that organizes our world and our social life. It involves all human beings; every individual, after all, cannot escape being categorized as either female or male.” In this sense, language may also be affected by gender.

Furthermore, terms such as sex, man, and woman are important concepts that should not be confused with or used interchangeably with gender. From a sociological perspective, gender is often defined in relation to the physical and social condition of being male or female (Cambridge Dictionary, 2021). Tolland and Evans (2019) explain that sex refers to an individual’s biological characteristics, which are determined by anatomy, genes, hormones, and their interactions. Sex is commonly categorized as male or female and is generally assigned at birth.

Gender, on the other hand, is a social construct that involves labels of masculinity and femininity, as well as socially constructed behaviors and attributes. Gender identity refers to an individual’s personal and internal perception of the self. The gender category with which a person identifies may differ from the sex assigned at birth. It may involve identifying as a man, a woman, no gender, or a nonbinary gender. In this sense, gender identity may be understood as existing somewhere along a continuum rather than being limited to a strict binary.

Moreover, the World Health Organization’s Regional Office for Europe defines sex in relation to biologically determined characteristics, whereas gender is based on socially constructed characteristics. The organization recognizes that people’s experiences of gender differ depending on their self-perception, speech, behavior, and social experiences.

Being a woman or a man, as well as the concepts of sex and gender, are important considerations that may influence the character of one’s writing and language use. Tolland and Evans (2019) highlight that nearly all people are born with physical characteristics that are labeled male or female. In addition, the term gender identity was coined by Robert Stoller in 1964 and refers to an individual’s personal perception of gender and how they feel internally. It is a closely held, self-identified sense of self that may deeply affect how an individual uses language and how they perceive the world in relation to their gender identity.

When it comes to the social placement of gender, which gender is perceived as inferior across different discourses, and which is considered superior? As Mills (1998) puts it, “man is not a gender but the general gender or gender itself.” Feminists and linguists alike, including Cameron (1990), Gal (1991), and Holmes (2013), have argued that, historically, men’s language and writing were regarded as superior and more privileged than women’s writing.

Women were often constructed as inferior and underprivileged in discourse, scholarship, politics, science, and other areas, but these perceptions existed primarily within socially constructed worldviews. In terms of discourse, however, women are equally capable of being efficient, skillful, diverse, powerful, and proficient communicators. Decades ago, and even today, stereotypes surrounding language use and the placement of gender within discourse continue to exist. Regarding these stereotypes, however, there is no absolute rule governing how gender should be represented in language. Society itself has created and perpetuated issues based on fossilized errors and worldviews, often causing confusion and conflict in communication.

As Uchida, cited in Cameron (1990, p. 211), explains:

“Gender is one major construct that organizes our world and our social life. It involves all human beings; every individual, after all, cannot escape being categorized as either female or male. But it must also be remembered that gender is so salient because it is a social construct, something that we do in interaction and not something that is based on nature or biology. It does not exist independently of other social factors such as region, ethnicity, age, class, sexual orientation, and religion; these elements are constantly in interaction. The issue at hand is not whether we should take the dominant power-based approach or the difference/cultural approach, or both approaches, to analyze sex differences in discourse. Rather, it is how we can come up with a framework that allows us to see gender as a holistic and dynamic concept regarding language use, a framework that allows us to see how we, in the social context, are doing gender through the use of language.”

In a social and linguistic context, the idea that women writers must become “sexless” in order to achieve a superior level of writing raises an important question. Should Woolf’s concept of an androgynous form of writing be acknowledged? Mills (1998) highlights Woolf’s idea:

“She will write in a rage where she should write calmly. She will write foolishly where she should write wisely. She will write of herself where she should write of her characters. She is at war with her lot.”
(Woolf, as cited in Mills, 1998, p. 67)

Mills (1998) clarifies this issue by arguing that the supposedly neutral gender Woolf referred to may actually be the male sentence, which is implicitly described as calm, wise, objective, and impersonal.

Furthermore, when Woolf (1998) describes the female sentence, her discussion seems to focus more on content and subject matter than on style or language. This adds another layer of ambiguity, as she also states that men can, in fact, use this type of sentence. At some point in her writing, she suggests that the best form of writing is androgynous or, in a sense, bisexual.

This suggests that it is acceptable for writing to reveal the gender of the writer and their identity. It may even be valuable for readers and audiences to recognize the gender of the person participating in a discourse and understand why gender matters in that particular context. In this way, gender bias in language use may be reduced, as audiences and readers may learn not to stereotype discourse according to gender but instead to focus on the content and importance of the subject matter at hand.

This may also happen because audiences and readers can gradually become accustomed to disregarding gender stereotypes. One way to challenge and eventually reduce such stereotypes is through consistent practice and the continuous application of more inclusive approaches to language.

In connection with the androgynous form of writing and other forms of expression, is it possible to determine whether one form of writing is feminine and another is masculine? Gender may be examined in two ways: socially constructed gender and grammatical gender. Socially constructed gender may be analyzed through the lenses of language and culture, while grammatical gender may be identified through linguistic features such as pronouns, honorifics, and nouns.

However, it is difficult, and sometimes impossible, to determine the gender of a writer from scientific journals and other forms of writing that do not use such features. Understanding the factors that construct our writing and speaking styles may provide a possible means of understanding the sentiments of a speaker or writer and, in some cases, their gender.

The question, “What constructs one’s writing and speaking style?” is difficult to answer because every individual possesses a style that differs from that of another person. Style is therefore subjective. A person’s writing and speaking style is shaped by a unique combination of factors, including emotion as a driving force, tone, subjectivity, personal experiences, biases, objectivity, and professional approaches.

Furthermore, the complexity of one’s style may also be influenced by the differences between the spoken and written voice of a writer or speaker. This adds another consideration to questions concerning the identification of gendered sentences and gendered forms of discourse.

Regarding the topic, “Gendered Language: Gender Placement Issues Across Discourses,” I would not simply agree with Mills’s (1998) claim that the male sentence presents meaning as a simple matter, in which language functions as a transparent medium that does not draw attention to itself and merely carries thought. However, I do agree that “feminine writing” may function as a naturalizing metaphor for the brutal political reality of the domination of women and, as such, may enlarge the apparatus through which “femininity” presents itself.

Sentences and discourses should therefore be regarded more carefully, with efforts made to alleviate biases concerning gender and language. The myth that “women” are merely a superstition or an abstract construction should also be challenged because womanhood and women’s experiences are real, inviolable, and inevitable aspects of human social life. Language should not reproduce rigid hierarchies that privilege one gender over another. Instead, it should provide a space in which different identities, experiences, and voices can participate without being reduced to stereotypes.

References/ Works Cited 

Cameron, D. (1990). The feminist critique of language: A reader. Routledge.

Gender. (2021). In Cambridge Dictionary. Cambridge University Press. https://dic tionary.cambridge.org/dictionary/english/gender 

Holmes, J. (2013). An introduction to sociolinguistics. Routledge.

Mills, S. (1998). The gendered sentence. The feminist critique of language: A reader (2), pp. 65-77. Routledge.

Tolland, Laura & Evans, Joanne. (2019).What is the difference between sex and gender?  https://www.ons.gov.uk/economy/environmentalaccounts/articles/whatis thedifferencebetweensexandgender/2019-02-21

Global Disaster Resiliency through Effective Communication and Participation

EDITORIAL

Can we return to who we once were after being shattered, pressed, bent, and broken by circumstances beyond our control?

Can we rise again when we have fallen beneath the weight of tragedies that seem too heavy to carry?

And when adversity separates us from the world we once knew, from the laughter in our classrooms, the conversations along university hallways, the familiar faces we passed every day, and the simple happiness of being young and free, how do we find our way back?

For us in Central Mindanao University, these questions are no longer merely philosophical.

They have become part of our lives.

To be a student in 2020 is to learn that life can change without warning.

One day, we were inside classrooms, worrying about quizzes, deadlines, recitations, requirements, and whether we would make it to class on time. We complained about early classes, long walks around the campus, and teachers who gave requirements we thought were impossible to finish.

Then suddenly, those became the things we missed.

We missed the noise.

We missed the classrooms.

We missed our friends.

We missed complaining about things that now seem so small.

The halls became quiet. Classrooms were left empty. Students went back to their homes, bringing with them unfinished plans, uncertain futures, and a fear that none of us were prepared to carry.

And then, we were told to continue.

But continuing was not the same for everyone.

For some students, continuing meant opening a laptop and attending an online class.

For others, it meant climbing a hill just to find enough signal to send a requirement.

For some, it meant sitting outside their homes with their phones raised, hoping that even one bar of signal would be enough to connect them to their teachers and classmates.

For others, continuing meant waiting for a printed module while wondering how they would keep up with students who had better access to technology.

Some had their own rooms where they could study.

Others studied in crowded homes.

Some had stable internet connections.

Others had none.

Some had parents who could immediately provide them with laptops, mobile phones, or data.

Others watched their parents stare at bills, groceries, and empty wallets while trying to figure out where they would find money for another school requirement.

And yet, we were still students.

We were still expected to learn.

But behind every student who managed to submit a requirement on time was often a story that nobody saw.

There was a father working overtime just to buy a mobile phone his child could use for online classes.

There was a mother budgeting the family’s remaining money between food, electricity, internet data, and tuition.

There were parents who did not understand how online learning worked but still tried their best to help.

Parents who had never used Zoom.

Parents who did not know what Google Classroom was.

Parents who could barely understand why their children needed to stay in front of a screen all day.

Yet they still found ways.

Because education was still their hope.

Perhaps this was one of the quietest sacrifices of the pandemic.

Parents who were already struggling to survive suddenly had another responsibility: finding a way to keep their children in school.

For some families, buying a load worth a few pesos was no longer simply buying internet access. It was buying another chance to attend class.

For some students, a new phone was not a luxury. It was their classroom.

A laptop was not simply a gadget. It was their library, notebook, classroom, and connection to the outside world.

And behind these things were parents who sacrificed.

Some borrowed money.

Some postponed buying what they needed for themselves.

Some worked longer hours.

Some sold what they could.

Some simply told their children, “Padayon lang. Mahuman ra lagi ni.”

Continue. You will get through this.

Yet the struggle did not belong to students and parents alone.

Our teachers were struggling, too.

For years, many of them taught inside classrooms where they could see us.

They could tell when we were confused.

They could notice when we were tired.

They could approach us after class.

They could hear our excuses, our complaints, and our laughter.

Then, almost overnight, many of them had to learn how to teach through screens.

Some teachers had to learn unfamiliar technologies while redesigning lessons and preparing materials for students with different levels of access.

They, too, worried.

They worried about students who disappeared from classes because of poor internet connections.

They worried about students who could no longer submit requirements.

They worried about how much was too much.

They worried about how to continue teaching when they themselves were also trying to survive the same crisis.

Behind every online class was a teacher who was also adjusting.

Behind every module was someone who prepared, checked, and worried.

Behind every deadline was a teacher trying to balance academic standards with compassion.

And while we were learning how to become students in a new normal, our teachers were learning how to become teachers in one.

Our university staff were also carrying their own burdens.

The offices that we once entered without much thought were now operating under restrictions and uncertainty. Administrative personnel continued processing documents and supporting students. Security personnel continued protecting the campus. Utility workers continued maintaining spaces that many of us were no longer there to occupy.

The university may have seemed quieter, but it did not stop existing.

There were still people behind the scenes trying to keep it alive.

People whose names we may not know.

People whose work we may have taken for granted.

People who also had families waiting for them at home.

People who were also afraid.

People who also had bills to pay.

People who also wondered when life would return to normal.

And perhaps that is what we sometimes forget.

We were all struggling.

In different ways.

At different levels.

With different resources.

But we were all struggling.

Before the pandemic, Mindanao had already known what it meant to live with uncertainty.

In 2017, the siege in Marawi City shook not only Lanao del Sur but the entire island. Families lost their homes. Communities were displaced. Lives were interrupted. Students were separated from their schools. Parents worried about their children. Families who once lived ordinary lives were forced to leave everything behind.

Marawi reminded us that disaster does not always come in the form of a typhoon or an earthquake.

Sometimes, disaster comes through conflict.

Sometimes, it comes through violence.

Sometimes, it leaves people alive but takes away the life they once knew.

The declaration of Martial Law across Mindanao added another layer of uncertainty to the lives of many Mindanawans. Security, peace, fear, rights, and daily life became conversations that entered our homes and communities.

For some, it may have felt distant.

For others, it was deeply personal.

And then came the pandemic.

A different kind of crisis.

An invisible one.

It did not destroy our buildings, but it closed them.

It did not bomb our schools, but it emptied them.

It did not force everyone to flee their homes, but it forced us to stay inside them.

It did not discriminate between students, teachers, parents, workers, or administrators.

It simply changed everything.

And once again, Mindanao was reminded of the importance of resilience.

The American Psychological Association defines resilience as the process of adapting well in the face of adversity, trauma, tragedy, threats, or significant sources of stress.

But resilience should never mean pretending that we are not tired.

It should never mean forcing ourselves to smile when we are already exhausted.

It should never mean romanticising poverty, suffering, or hardship.

Being resilient does not mean that we should be thankful for every painful situation.

Sometimes, being resilient means admitting that we are not okay.

Sometimes, it means asking for help.

Sometimes, it means crying before opening another module.

Sometimes, it means telling a teacher that the deadline is too difficult to meet.

Sometimes, it means telling a parent, “Kapoy na ko.”

And sometimes, it means hearing someone say, “Sige lang. Naa ra ko diri.”

I am here.

For a student during this time, resilience may simply mean logging in again tomorrow.

For a teacher, it may mean opening another online class despite being exhausted.

For a parent, it may mean waking up again and going to work despite not knowing whether there will be enough money for the next school expense.

For a university staff member, it may mean continuing to report for work despite personal fears and uncertainties.

For someone displaced by conflict, resilience may mean rebuilding a home and waiting for the day they can finally return.

For a Mindanawan who has lived through conflict, natural disasters, and a pandemic, resilience may simply mean refusing to give up.

But resilience alone is not enough.

We also need communication.

During disasters, conflict, and emergencies, information can save lives.

But misinformation can destroy trust, spread fear, deepen prejudice, and place people in danger.

The responsibility to communicate properly has never been more important.

As students, we must learn to verify before we share.

As teachers, we must communicate with clarity and compassion.

As institutions, we must provide information that is accurate and accessible.

As a community, we must learn to listen before we judge.

Communication should not add to fear.

It should provide understanding.

It should not create distance.

It should build connection.

It should not make people feel more alone.

It should remind them that help exists.

Participation is equally important.

We cannot expect to recover as a community if we continue to think only of ourselves.

A student can help another student.

A teacher can understand a struggling learner.

A parent can continue encouraging a child who is losing motivation.

A school can create spaces where students can ask for help without shame.

A community can support families who have less.

Participation does not always require money.

Sometimes, participation means sharing verified information.

Sometimes, it means helping a classmate.

Sometimes, it means checking on a friend who has suddenly disappeared from the group chat.

Sometimes, it means listening.

Sometimes, it means understanding that behind someone’s late submission is a story we may never fully know.

Perhaps the greatest lesson these years have given us is that no one survives alone.

The student is connected to the parent.

The parent is connected to the teacher.

The teacher is connected to the school.

The school is connected to the community.

The community is connected to the larger society.

And when one part begins to struggle, everyone feels the consequences.

This is why resilience must be collective.

We cannot tell students to simply be strong while ignoring the reasons why they are struggling.

We cannot demand productivity from teachers without recognising their own hardships.

We cannot expect parents to provide everything when the economy itself is uncertain.

We cannot expect school personnel to continue working without appreciating the risks and sacrifices behind their service.

We must learn to pull people up instead of dragging them down.

To understand before judging.

To verify before sharing.

To listen before speaking.

To help before turning away.

Because someday, the world may return to something that looks like normal.

We may once again walk through the halls of Central Mindanao University.

We may complain about early morning classes again.

We may run to our next subject because we are late.

We may eat with our friends.

We may laugh in places that have remained silent for too long.

And perhaps we will realise that the things we once took for granted were, in fact, things we were fortunate to have.

But when that day comes, we will not return as the same people.

We will return carrying stories.

Stories of students who studied despite having no stable internet.

Stories of parents who sacrificed so their children could continue their education.

Stories of teachers who learned to teach in ways they never imagined.

Stories of university staff who continued working behind the scenes.

Stories of Mindanawans who survived conflict, displacement, natural disasters, and a pandemic.

Stories of people who were exhausted but continued.

People who were afraid but tried.

People who were uncertain but hoped.

Can we return to our original state after everything we have experienced?

Perhaps not.

Perhaps we were never meant to return to exactly who we were.

Perhaps resilience is not about going back.

Perhaps it is about moving forward.

Broken, but still breathing.

Exhausted, but still trying.

Afraid, but still hoping.

Separated, but still connected.

And maybe, just maybe, that is what these difficult years have taught us.

That even after disasters have shattered our lives, even after conflict has divided our communities, even after a pandemic has separated us from the people and places we love, we can still rise.

Not because we were never broken.

But because we learned that being broken does not mean we can no longer be whole.

And when we finally find our way back to one another, may we remember everyone who carried us when we could no longer carry ourselves.

The parents who sacrificed.

The teachers who adjusted.

The staff who continued.

The friends who stayed.

The communities that helped.

And the people who, in one way or another, reminded us that we were not alone.

Because resilience is not simply the strength to survive.

Sometimes, resilience is the courage to keep going when someone else believes you can.

And perhaps, in the middle of every disaster, that is the most powerful form of communication and participation we can offer one another:

To stay. To listen. To help. And to remind every person who feels left behind that they are still worth waiting for.

You’re mine. A thread;



You’re mine, because if i try to find a replacement, I’ll end up to be sadly disappointed, you can’t be replaced. You’re the only man in all the world who possesses the right combination of qualities for me.

You can turn your stare upon me all you like, because everytime you do that? you always petrify me. You can knock me about to your heart’s content without worrying about doing any damage.

You can perpetrate any sort of outrage your wicked mind conceives and be sure I’ll join in, with a will.

You’re a Tartarus I’d gladly succumed to, a labyrinth I’d be happy living in. If you’ll set limitations for me, ANYTHING, any limitation, sorry but I’ll definitely see them as arbitrary.

You’re mine and even if it sounds very possesive, idc as long as we’re in a relationship, nobody touches you, cause you’re for me only, mine and mine alone.

Even if. A thread;



Even if the world is in ruins, even if every kingdom is lying and killing, the world for us will never be torn.

Even if the darkest of clouds covers everything we’ve built and tries to succumb us in darkness, We’ll be there reminding each other that darkness isn’t the problem but the conviction that it inflicts a negative omen and impact.

We’ll be there pushing each other, both towards kingdoms to conquer.

Rains, winds, and/ or typhoons may be there slowing our pace, but we’ll be as hard as stones and as flexible as bamboos, together- stronger and passionate.

A recommending decree



Petrified by the bliss of your endearing messages,
I was there, alone in that room, looking on the mobile screen continously extending my lips sideways- smiling.
I was of no use in the world far long,
But right now, I felt I have a purpose to live for- devotion.


Another minute, I closed my eyes
mixed with doubt, fear, but above all- delight.
Few seconds, I was lost in my thoughts
Then unprecedentedly, a kiss.
Warm, doused, feral.


Smirked, can’t help but to submit
I opted to say ,
In a blink, “ssssshhh.”
There, I got a dictator on top.
Ruling the state in an absolute control.


A superstitious event just happened,
Miracle? It could be.
A wish upon a shooting star just got realized,
A wish on an 11:11 momentum.
A melody to my Beloved.


A turning point nobody imagined that could occur.
Second thoughts were gone,
Doubts? Extinguished.
Fear turned to pleasure, and
the decree extended.

A recommending decree:

they don’t love us, they’re just bored…

What went Wrong that went Far

My stomach feasts,
So much uneasiness of a daily sensation.
It was a quotidian desire-
Craving, hankering, thirstiness.
Mom? Dad?
I was answered by a deafening stillness.
Made footsteps around the mute household,
Until I got out of the main door-
There’s a commotion, somebody’s trying to cover me from seeing-
Something, NO, someone was there lying motionless.
Mom? Dad?