Rizal - M1L1L2L3 PDF
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This document is a lecture or lesson plan about the life and works of Rizal, focusing on the historical and legal context, and theories of nationalism and imagined communities. It details the objectives of the module, and explores the rise of nationalism across different periods, including tribes, empires and city-states, and the impact of the Rizal Law.
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MODULE 1 – LESSON 1 The Life and Works of Rizal The Historical and Legal Context of the Study of Rizal LESSON OBJECTIVES 1. To understand the purpose of learning the life and works of Dr. Jose Rizal 2. To learn the issues and debates surrounding...
MODULE 1 – LESSON 1 The Life and Works of Rizal The Historical and Legal Context of the Study of Rizal LESSON OBJECTIVES 1. To understand the purpose of learning the life and works of Dr. Jose Rizal 2. To learn the issues and debates surrounding the passage of the Rizal Law 3. To appreciate the relevance and application of the study of Rizal in today’s society WHY STUDY THE LIFE AND WORKS OF RIZAL? 1. TO COMPLY WITH 2. TO LEARN 3. TO BE ENRICHED THE LAW Develop and analytical Gain and develop sense Republic Act No. 1425 or and critical lens in of patriotism, the Rizal Law appreciating or reading nationalism, and related literature volunteerism THE RIZAL LAW Enacted on June 12, 1956, Republic Act No. 1425, otherwise known as the Rizal Law, mandated the inclusion of a course specifically on the life and works of Rizal in the curricula of all schools, colleges, and universities, public or private The bill was authored by former Senator Claro M. Recto and principally sponsored by former Senator Jose P. Laurel Sr. THE RIZAL LAW - CONTENTIONS OPPOSITION SUPPORTER The Catholic Church, Senator Claro M. Recto Catholic Senators Senator Jose P. Laurel The Catholic church issued a Pastoral Letter Senator Laurel, as then Committee on accusing Rizal’s works as “Heretic and impious” Education, sponsored Senate Bill No. 483 for the ill portrayal of the Catholic Church authored by Sen. Recto which if enacted as a law would require reading of the original text of The Catholic Action of Manila Noli Me tangere and El Filibusterismo - Organized a campaign against the bill - Urged Filipino Catholics to write to their Senator Laurel proposed an amendement to lawmakers to oppose the bill the bill, requiring instead the inclusion of the study of Rizal in all curricula Catholic lawmakers compared the compulsory reading of lawmakers to a requirement to salute Malacanang took some time to sign the bill, but the flag which was held by US SC as impairment alas was signed into law by President of Freedom if Religion and Freedom of Speech Magsaysay on June 12, 1956. REFERENCES Laurel Jr., The Trials of the Rizal Bill Constantino, R. 1969. The Rizal Law and the Catholic Hierarchy Module 1 Lessons 2 and 3 The Life and Works of Rizal Theories of Nationalism and Imagined Communities LESSONS OBJECTIVES 1. To understand the genesis of nationalism, how it developed and spread across history 2. To discover how Rizal’s works relate to Filipino nationalism 3. To know how nationalism can manifest and be exercised in the present-day society RISE OF NATIONALISM Tribes establishing distinctive social and cultural norms and inculcating tribal consciousness and loyalty to the tribe among youth Diffusion of agricultural and industrial techniques Before modernization and The conquest and consolidation of tribes by military empires industrialization The spread of inter-tribal religions such as Buddhism, Christianity or Islam The development of literary languages, such as Sanskrit, Greek, Latin and Chinese The Fourth Crusade by the Latin Christian to conquer the Muslim- controlled part of Jerusalem Tribalism was supplanted by either cosmopolitanism or localism Late Middle Ages Cosmopolitanism emerged from the unification of peoples towards a common empire, a common religion or a common culture RISE OF NATIONALISM The Jews symbolized their tribal unity and their sense of national mission in the concept of Jehovah, the god of His people Empires, Dynasties and The Chinese once regarded China as the Middle Kingdom, the Citystates Centre of the World, implying superiority over the rest of the world. In Europe, there was a growing consciousness and recognition of nations as the basic social and cultural units of society Economic developments transformed domestic economy into a 14th to 18th century national economy The French Revolution of 1789 asserted the principle of national self-determination. RISE OF NATIONALISM The French Revolution of 1789 was above all the revolt against the ancien regime, against the old order of men and societies. It rebelled against kings and estates in the name of the people. Since kings were to cease governing and ‘people’ were to take their place, people had to be moulded into some SELF DETERMINATION sort of unity, defined and limited in some sort of way. The concept of ‘nation’ thus came to the fore as a fundamental political category. = SELF – ELEVATED THE EVOLVED THE CONCEPT DETERMINATION CONCEPT OF “CITIZEN” OF “NATION” NATIONALISM DEFINED Nationalism is a set of political, social, and economic beliefs characterized by the promotion of the interests of one nation. The aim is to achieve and maintain self- governance. It holds that a particular nation should govern itself and should be free from external interference. USA Today FTW A NATION IS IMAGINED… AS LIMITED It has finite, if elastic, boundaries beyond which lie other nations. AS SOVEREIGN Nations dream of being free. The sovereign state is the emblem of this freedom, ‘sovereignty’. AS A COMMUNITY A nation is conceived as deep, horizontal comradeship regardless of inequities and Exploitation. NATION DEFINED Nation is a fabrication of bond between people who did not actually exist prior to its recognition. It is a socially-constructed community imagined by the people who perceive themselves as part of the group. REALIST NOTION VS CONSTRUCTIVIST VIEW OF NATIONALISM OF NATIONALISM Harvard International Review NOLI ME TANGERE BY RIZAL According to Anderson, the novel Noli Me Tangere conjured an imagined community among the readers and characters. Noli Me Tangere and El Filibusterismo uncovered the atrocities and societal maladies during the Spanish colonial era by telling a narrative set against the political, economic, and cultural context of the time. Two dimensions of Filipino mindsets were also portrayed: 1. Openness for assimilation and acceptance of the colonial rule 2. Absolute resistance of colonial rule and assertion of self-determination for Filipinos