Purpose: Perfectionism is a relevant construct among university students. Thus, the result shows that there is a direct relationship between the level of awareness of youth, the continuous process of distortion of historical narratives, and the response of institutions in combating this phenomenon. and predetermined themes were established with the use of appropriate thematic analysis in terms of coding raw data. The review of related literature consists of the following themes: 1.) the application of Hegelian dialectic in history, 2.) the steps undertaken by educational institutions in teaching Martial Law era, 3.) on refabricating Marcos' legacy, and 4.) the level of awareness of the youth regarding Martial Law and the Marcos' regime. It sought to answer the following questions: 1.) How does the Hegelian dialectic be applied in Filipinos' current struggle against historical distortion on Marcos' regime and the Martial Law era? 2.) How does the public receive and absorb historical facts regarding the Martial Law era? 3.) What are the possible effects of the prominence of alternative historical facts regarding the Martial Law era? This study used deductive thematic analysis as a method of research. The purpose of this study was to analyze the integration of Hegelian dialectic as a philosophy of history and the historical revisionism in the Philippines related to the Marcoses and the Martial Law. One of the challenges that academics and teachers of Philippine history face is the gradual increase of acquiring alternative facts regarding Marcos' regime and Martial Law as a historical event. Greater investments should be made to improve access to quality education, while curriculum and pedagogy should developed with the aim of strengthening human capital.
A critical reflection needs to be undertaken by actors involved in educational governance in order to clarify the meaning of education to the Filipino people and how it should be used in the context of a post-industrial world. The EFA global education agenda as carried out in the K-12 reform in the Philippines is arguably another mechanism for oppression, but it also has the potential to be emancipatory. The imprints of colonialism endure in neoliberal policies structural injustices are hence difficult to overcome. Together, the legacy of Spanish and US colonialism in the Philippines is that of economic underdevelopment, dependency, and political defencelessness. The American colonisation which followed had similar undertones, but with robust bureaucratic control operating under the guise of democracy. Spanish colonialism in the Philippines was marked by violence, racism, and extractive policies.
The review of related literature consists of the following themes: 1.) the application of Hegelian dialectic in history, 2.) the steps undertaken by educational institutions in teaching Martial Law era, 3.) on refabricating Marcos' legacy, and 4.) the level of awareness of the youth regarding Martial Law and the Marcos' regime and predetermined themes were established with the use of appropriate thematic analysis in terms of coding raw data.
The purpose of this study was to analyze the integration of Hegelian dialectic as a philosophy of history and the historical revisionism in the Philippines related to the Marcoses and the Martial Law era.