Introduction
This reflective essay critically examines the historical significance of the 1986 EDSA Revolution in the Philippines, a pivotal moment of non-violent resistance that overthrew the authoritarian regime of Ferdinand Marcos. Imagining myself as a Filipino citizen present during February 22–25, 1986, I explore the social and political conditions of the time, my motivations for participating, the risks and moral responsibilities involved, and the relevance of the democratic ideals of EDSA to contemporary civic responsibility. As a student of education, I also consider how these historical values can inform present-day actions. This essay argues that the spirit of collective action and democratic ideals demonstrated during EDSA remains a powerful framework for fostering civic engagement today.
Historical Context and Witnessed Conditions
During the early 1980s, the Philippines under Ferdinand Marcos’ regime was marked by widespread corruption, economic decline, and political repression. Martial law, declared in 1972, curtailed civil liberties, silenced dissent, and led to numerous human rights abuses (Kessler, 1989). By 1986, the assassination of opposition leader Benigno Aquino Jr. in 1983 had intensified public outrage, galvanising support for his widow, Corazon Aquino, who emerged as a symbol of democratic hope. As a citizen on the streets of EDSA in February 1986, I would have witnessed a nation on edge—families, students, and clergy uniting in protest, driven by decades of frustration. The atmosphere would have been tense yet hopeful, with barricades, military tanks, and the constant threat of violence juxtaposed against chants, prayers, and acts of solidarity.
Motivation to Join the Movement
My decision to join the EDSA Revolution would likely stem from a deep-seated desire for justice and freedom. The pervasive inequality—evident in poverty and lack of opportunities—and the personal stories of friends or family affected by Marcos’ regime would serve as powerful motivators. Furthermore, as someone studying education, I would recognize the importance of a democratic society for fostering critical thinking and equitable access to learning. However, hesitation might arise from fear of retribution or uncertainty about the outcome. Ultimately, the collective spirit and the moral imperative to stand against oppression would outweigh such doubts, compelling me to join the throngs on EDSA.
Risks and Moral Responsibilities
Participating in the revolution would not be without significant risks. The threat of violence from military forces loyal to Marcos was real, as was the possibility of arrest or harm to loved ones. Morally, I would grapple with the responsibility of ensuring my actions contributed to genuine change rather than chaos. Reflecting on this, I would feel compelled to act non-violently, aligning with the movement’s ethos of peaceful resistance, and to encourage dialogue among fellow citizens. This moral duty to uphold justice, even at personal cost, would underscore my participation.
Relevance of EDSA Values Today
The democratic ideals of EDSA—unity, courage, and a commitment to justice—remain profoundly relevant. Today’s generation faces different challenges, such as digital disinformation, political apathy, and global crises like climate change. Yet, the spirit of People Power teaches us the importance of collective action and accountability. For instance, just as citizens rallied against Marcos, we must now mobilize to address systemic issues through informed voting and advocacy (De Guzman, 2016). The EDSA Revolution reminds us that democracy is not a given but a responsibility to uphold.
Personal Commitment to Democratic Principles
As a student of education, I can personally contribute to democratic ideals by promoting awareness and critical thinking. Engaging in community initiatives, such as educating others about civic rights, or using social media responsibly to counter misinformation, are practical steps I can take. Additionally, participating in local governance or supporting policies that ensure equitable education reflects the same commitment to justice seen in 1986. Indeed, small, consistent actions can mirror the collective strength of EDSA.
Conclusion
Reflecting on the EDSA Revolution as an imagined participant reveals its enduring significance as a testament to the power of ordinary citizens in shaping history. The social and political struggles of 1986, the personal motivations and risks involved, and the moral imperatives of that time all highlight the transformative potential of collective action. Importantly, the democratic values of EDSA continue to inspire present-day civic responsibility, urging us to act with courage and unity. As a student, I recognize my role in sustaining these principles through education and engagement, ensuring that the spirit of People Power remains a guiding light for future generations.
References
- De Guzman, R. (2016) Revisiting the EDSA Revolution: Lessons for Civic Education. Asia Pacific Journal of Education.
- Kessler, R. J. (1989) Rebellion and Repression in the Philippines. Yale University Press.
