GEN 002.docx

**GEN 002 : Understanding The Self** **MODULE 1** **SOCRATES** - Often considered the father of **Western philosophy**, famously declared that \"the unexamined life is not worth living.\" - He emphasized the importance of self-reflection and critical thinking in the **pursuit of trut...

**GEN 002 : Understanding The Self** **MODULE 1** **SOCRATES** - Often considered the father of **Western philosophy**, famously declared that \"the unexamined life is not worth living.\" - He emphasized the importance of self-reflection and critical thinking in the **pursuit of truth and wisdom.** - Socrates encouraged individuals to question their beliefs, values, and assumptions, challenging them to seek knowledge and self-understanding through dialogue and inquiry. - \"Know thyself\". **Knowing others is wisdom**. **Knowing the self is enlightenment.** - **\"Self-knowledge alone eradicates misery\".** - **Self-knowledge** alone is the means to the **highest bliss**. - \"Absolute perfection is the consummation of Self-knowledge.\" Knowledge of oneself can be achieved only through the **Socratic Method,** that is to say, the dialogue between the soul and itself, or between a student and his teacher. **PLATO** - He believed that the self is composed of two parts: the **rational soul** and the **irrational appetites.** - He likened the soul to a charioteer driving a chariot pulled by **two horses, representing reason and desire.** - According to Plato, true knowledge comes from the rational soul\'s pursuit of truth and virtue, while irrational appetites can lead to ignorance and moral corruption. - Plato adopts a **dualistic perspective**, positing the existence of both an immaterial mind (soul) and a material body, It is the soul that apprehends the forms, **existing both before birth and after death.** Plato asserts that the soul, rather than the body, is the **locus of true knowledge**, as it transcends the limitations of the senses. - Plato underscores the social dimension of human nature, emphasizing our interdependence and the benefits derived from **social interactions, talents, and friendships.** - He divides the **soul (mind)** into three distinct parts: reason, appetite (physical urges), and will (emotion, passion. spirit). - The **will** serves as the source of various emotions such as **love, anger, and ambition.** When these aspects are not in harmony, **mental conflict** ensues, with the will oscillating between reason and the appetites. Plato employs the metaphor of a **charioteer (reason)** attempting to control **horses symbolizing the will and appetites to elucidate this dynamic.** **ARISTOTLE** - He believed that **self is a harmonious integration of** **various faculties, reason, emotion, and perception.** - He advocated **for eudaimonia**, or flourishing, achieved through balanced **development of these faculties.** - **Self-awareness** is vital for moral and intellectual growth, enabling individuals to understand their strengths and weaknesses. - Aristotle defined the **soul** as the **core essence of a living being**, but argued against its **having a separate existence.** - For instance, if a knife had a soul, the act of cutting would be that 2 soul, because \'cutting\' is the essence of what it is to be a knife. The soul is an activity of the body, it cannot be immortal (when a knife is destroyed, the cutting stops). For Aristotle, \"humans have bodies for rational activity,\" and the potential for rational activity thus constituted the essence of a human soul. ST. AUGUSTINE Augustine integrated **Christian theology** with **philosophical inquiry to explore the nature of the self** - He viewed the **self** as **flawed due to original sin.** a **consequence of Adam and Eve\'s disobedience,** but capable of redemption through divine grace. - Augustine emphasized the importance of **faith, humility**. and **moral transformation** in understanding the self. - He emphasizes the importance of **faith, repentance, and adherence to divine commandments**. - Augustine acknowledged the **struggle** between **earthly desires and spiritual fulfillment** and emphasized the **ongoing battle between the flesh and the spirit**. His perspective underscores humanity\'s **inherent frailty and sinfulness, balanced by the hope of divine forgiveness and redemption.** **RENÉ DESCARTES** - Descartes proposed a **dualistic view** of the self, **distinguishing between mind and body.** - He famously asserted, **\"I think, therefore I am\",** highlighting the **primacy of consciousness in defining the self.** - **Descartes\' philosophy laid** the groundwork for modern discussions on the **nature of consciousness and personal identity.** - Descartes thought that the **self** is **a thinking thing distinct from the body.** His first famous principle is \"Cogito ergo sum\". which **means \"I think, therefore I am,\"** This means that **as long as you\'re thinking, you know you exist.** Although the mind and **body are physically together as a whole, the mind and body are mentally independent** and **serve their own function.** Man must use his own mind to **investigate, analyze, experiment, and develop** himself. **1. What was Socrates\' main goal in philosophy?** - Socrates believed that the main goal of philosophy was to \"Know thyself\" importance of self-knowledge as a path to enlightenment and happiness.He emphasized the importance of self kwonledge as a path to enlightment and happiness **2. According to Plato, what is the soul and how does it relate to the body?** - Plato viewed the soul as an immaterial essence distinct from the body. He believed that the soul apprehends true knowledge and exists both before birth and after death. **3. What did Aristotle believe about the soul?** - Aristotle defined the soul as the core essence of a living being but he argued against its separate existence. He viewed the soul as an activity of the body, essential for rational activity. **4. How did St. Augustine view human nature and redemption?** - St. Augustine believed that human nature was flawed due to original sin but emphasized the possibility of redemption through divine grace. He highlighted the struggle between earthly desires and spiritual fulfillment **5. How did Descartes describe the relationship between the mind and body?** - Descartes viewed the mind as distinct from the body, mentally independent, and responsible for thinking and self-development. He emphasized the importance of using one\'s mind to explore and understand the world **Socratic Method:** - A form of cooperative argumentative dialogue to stimulate critical thinking and illuminate ideas. **Critical thinking:** - The ability to analyze, evaluate, and synthesize information to form reasoned judgments or decisions. **Know thyself:** - The principle that self-awareness and understanding are fundamental to personal growth and fulfillment. **Harmonious integration:** - The balanced development and coordination of various faculties, such as reason, emotion, and perception. Rational activity: The exercise of reason and intellect, which constitutes the essence of the human soul according to Aristotle. **Self-awareness:** - Conscious knowledge of one\'s own character, feelings, motives, and desires. Original sin: The doctrine that all humans inherit a sinful nature as a result of Adam and Eve\'s disobedience in Christian theology. **Divine grace:** - The free and unmerited favor of God, believed to bring about spiritual renewal and salvation. Faith: Trust and belief in God\'s promises and teachings, often considered essential for salvation and moral guidance. **Repentance:** Sincere remorse or regret for past sins, often accompanied by a commitment to change one\'s behavior. **MODULE 2:** The **society we live in gives a huge impact on who we are today**. It provides social norms, cultural values, and behavioral expectations that influence our identity, beliefs, and behaviors. However, if we do S not grow in a society and experience extreme isolation, several significant consequences can occur. **Extreme isolation really exists S in real-life, and people who experienced it are called feral children** **Feral Children** - Think about all the things that make you who you are today **your language, your manners, your beliefs, and your ability to connect with others.** Now, imagine if you didn\'t have any of that. That\'s what happens to feral children. - **Feral children are kids who grow up isolated from society.** They might have been **abandoned, lost in the wilderness, or raised by animals**. Because they don\'t have contact with people, they missed out on learning all the things we usually pick up from our families, schools, and communities **Charles Cooley\'s The Looking Glass Self** - Charles Cooley\'s concept of the \"looking glass self\" explores how our self-concept is influenced by our perceptions of how others see us. - This concept revolves around three key components: Firstly, **we imagine how others perceive us,** envisioning their judgments and reactions to our appearance, behavior, and actions. Secondly**, we interpret the feedback we receive from others**, whether positive or negative, which can significantly impact our self-esteem and self-perceptions. Lastly, **based on these imagined perceptions and interpreted feedback, we develop a self-evaluation that shapes our sense of identity, values, and beliefs about ourselves.** **1. What are the consequences of extreme isolation on individuals\' development and well-being?** - The consequences of extreme isolation on individuals\' development and well-being can be profound. It can lead to challenges in language acquisition, social skills, emotional development, and understanding of social norms. Individuals who experience extreme isolation may struggle to communicate effectively, form meaningful relationships, navigate social situations, and develop a coherent sense of identity. **2. How do feral children differ in terms of language acquisition, social skills, and understanding of social norms compared to children raised in society?** - Feral children differ significantly from children raised in society in terms of language acquisition, social skills, and understanding of social norms. Due to their isolation, feral children often have limited or no language skills, struggle to understand social rules and norms, and may exhibit behaviors more commonly associated with animals. They face challenges in communicating, making connections with others, and comprehending complex social interactions. **3. How does Charles Cooley\'s concept of the \"looking glass self\" apply to modern-day social interactions, especially in the context of social media and peer influence?** Charles Cooley\'s concept of the \"looking glass self\" remains highly relevant in modern-day social interactions, especially with the influence of social media and peer pressure. Social media platforms often serve as mirrors through which individuals perceive how others see them, influencing their self-esteem and self-perception. Similarly, peer influence, cultural expectations, and interpersonal dynamics contribute to shaping individuals\' identities and beliefs about themselves, highlighting the ongoing interplay between individual identity and social influences. **Behavioral expectations:** - The anticipated ways individuals are expected to act in particular social contexts, often influenced by social norms and cultural values. Cultural expectations: The societal standards and norms that influence behavior and attitudes within a cultural context. **Feral children:** - Children who have lived isolated from human contact from a very young age, with littleor no experience of human care, behavior, or language. **Interpersonal relationships:** - The connections and interactions between two or more people. Isolation: The state of being separated from others, which can significantly impact social and psychological development. **Looking glass self:** - A social psychological concept by Charles Cooley, suggesting that a person\'s self-concept is influenced by their perceptions of how others view them. **Peer influence:** - The effect that people of similar age or status can have on each other\'s attitudes, values, and behaviors. Perceptions: The way in which something is regarded, understood, or interpreted. **Social feedback:** - Responses and reactions from others that provide information about their perceptions and judgments. **Social media:** Digital platforms that facilitate the sharing of information, ideas, and content, significantly impacting social perceptions and interactions. **MODULE 3** **Family** - is generally regarded as **a primary social institution**. The institution of family is a basic unit in the society, and the multifaceted functions performed by it make it a much-needed institution in a society. It is one of the oldest social institutions on the earth. Although families differ widely around the world, they also share certain common concerns in their everyday lives. - family significantly **impacts one\'s identity by serving as the primary socialization agent, teaching values, beliefs, and cultural practices.** - It provides emotional **support, a sense of belonging, and influences behaviors through role modeling and communication patterns.** - Family dynamics, such as parenting styles and traditions, **further shape one\'s identity by fostering self-esteem and confidence or contributing to identity conflicts and challenges.** **Education** - system **serves as a vital social institution tasked with educating a society\'s youth in essential academic knowledge, learning skills, and cultural norms.** While education systems exist in every country worldwide, they exhibit differences. The principal factors influencing these systems revolve around the resources and financial allocations dedicated to their sustenance across varying countries. - Education **shapes identity through knowledge, skills, and exposure to diverse perspectives, influencing beliefs, values, and behaviors.** - It fosters **personal development, critical thinking, and awareness of self and others,** impacting future opportunities and societal contributions. **Religion** - functions as a **social institution that offers explanations and interpretations for various aspects of life that may seem mysterious**. It provides understanding regarding the causes of events and offers insights into the concepts of birth and death. Monotheistic religions are characterized by belief in a single deity, whereas Polytheistic religions involve worship of multiple deities. - **Religion impacts identity by shaping beliefs, values, and cultural practices**. - It influences **social interactions and family dynamics providing a sense of belonging and moral guidance**. - Religion also plays a role in shaping behaviors, attitudes, and decision-making **Economy** - functions **as the institution overseeing the production and distribution of goods and services, crucial for meeting the needs of individuals across societies.** While some may be self-sufficient, others rely on external sources. In such cases, **an exchange medium, like currency in industrialized societies or alternative goods/services in non-industrialized ones, becomes essential**. - The economy **affects one\'s identity by shaping access to resources, opportunities, and social status.** Economic conditions influence education, employment, and lifestyle choices, impacting individuals\' sense of security and self-worth. **Enculturation** - is the process by which individuals internalize the cultural norms, values, beliefs, and behaviors of their own society or community. **This process starts early in life and continues through interactions** with family, peers, educational institutions, and other social institutions. - Enculturation is **fundamental to shaping individuals\' identities and socialization, as it provides the foundation for understanding societal expectations, norms, and roles within their cultural context.** **Acculturation** - involves the **exchange and integration of cultural elements between different cultural groups.** It occurs when individuals or groups from one culture come into contact with and adopt elements of another culture**, leading to cultural change and adaptation.** - Acculturation can occur **through processes such as migration, globalization, trade, colonization, or cultural exchange.** It often results in the blending of cultural practices, beliefs, languages, and identities, creating diverse and hybrid cultural expressions. Acculturation can be a dynamic and transformative process that influences individuals\' identities, social interactions, and cultural landscapes. - Refers to the process by which individual or group **adopts the culture norms , values, and practices of a dominant or host culture , often at the expense of their own cultural identity** - A typically occurs in contexts where there is pressure or expectation for individuals to conform to the dominant culture, leading to the loss or suppression of cultural heritage, language, and traditions. Assimilation can be a complex and contentious process, as it raises questions about cultural preservation, identity formation, and social integration. **1. How do social institutions collectively influence identity?** - Answer. Social institutions collectively impact identity by providing frameworks, norms, and experiences that shape individuals\' beliefs, values, behaviors, and social interactions. Each institution contributes unique influences, such as family\'s role in socialization, education\'s impact on knowledge and critical thinking, religion\'s influence on beliefs and values, government\'s role in governance and regulation, and the economy\'s impact on access to resources and opportunities. **2. How does the family influence one\'s identity?** Answer. The family significantly impacts one\'s identity by serving as the primary socialization agent, teaching values, beliefs, and cultural practices. It provides emotional support, a sense of belonging, and influences behaviors through role modeling and communication patterns. Family dynamics, such as parenting styles and traditions, further shape one\'s identity by fostering self-esteem and confidence or contributing to identity conflicts and challenges. **Academic knowledge:** - Information and skills learned through formal education, such as math, science, history, and language arts. **Education system:** - The formal structure within a society designed to educate its members, including schools, colleges, and universities. **Family dynamics:** - The patterns of interaction between family members, including relationships, communication styles, and power structures. **Learning skills**: - Abilities developed through education that facilitate acquiring and processing information, such as critical thinking, problem-solving, and study techniques. **Monotheistic religions:** - Religions that believe in the existence of a single deity (e.g., Christianity, Islam, Judaism). **Parenting styles:** - Approaches to raising children, including authoritative, authoritarian, permissive, and neglectful styles. **Social Institutions:** - Structures in society that govern the behavior and expectations of individuals within a community, including family, education, religion, government, and economy. Polytheistic religions: Religions that believe in the existence of multiple deities (e.g., Hinduism, Ancient Greek religion). **Rituals:** - Formalized actions, often with symbolic meaning, performed in religious or cultural contexts **George Herbert Mead** (1863-1931) - Formulated the **theory of social behaviorism** to explain the influence of social experiences on an individual\'s personality development. - The theory of Social Behaviorism offers valuable insights into how social interactions shape our sense of self and identity. - Mead introduced the idea of the \"I\" and the \"Me\" **to explain the dual nature of the self.** The **\"I\"** represents the **spontaneous and impulsive aspect of the self,** while the **\"Me\"** represents the **socialized aspect shaped by societal norms and expectations**. The interplay between the \"I\" and the \"Me\" influences how individuals perceive themselves and their social roles. - This refers to the ability to understand and adopt the perspectives of others. Through role-taking, individuals learn to anticipate how others will react to their actions and adjust their behavior accordingly. Role-taking allows individuals to develop perspective-taking skills, and a sense of social identity. empathy, - Recognizing the role of social interaction and symbolic communication in shaping the self, individuals can gain a deeper understanding of their own identity development and interpersonal relationships. By emphasizing the role of social interaction, symbolic communication, and role-taking in the development of the self, Mead\'s theory provides a framework for understanding how individuals construct their sense of self within social contexts. **Why We Study Rizal** First, because **it is mandated by law**. The mandate is the primary reason why you are enrolled in this subject and reading this **book It is for the sole purpose of uncovering the life, works, and writings of our national hero,** The objectives and mandates mentioned in the preceding section are among those that this subject would expect the students to explore at the end of this course. **The mandate simply invites the youth to take an active role in nation-building just as Rizal made use of his life for the Filipino people** Second, **because of the lessons contained in the course.** It is with great understanding that we acknowledge that the mandate to study the Rizal subject comes with its specific reasons behind the course The objectives of the law are among those we have to take into consideration. The mandale cames with it specific guidelines that are geared towards achieving its objectives The following are the course objectives that the students should be able to appreciate - **To recognize the importance of Rizal\'s life, works and writings in the present society.** - **To cultivate the application of Rizal\'s ideals in current social and personal problems and issues,** - **To enhance appreciation and deeper understanding of all that Rizal fought and died for, and** - **To encourage development of the Filipino youth\'s participation in all aspects of good governance and good citizenship** Ideally, the students are expected to learn and appreciate the life, works and writings of Rizal for these reflect the kind of past we had during our colonial years. Even Rizal was able to predict with amazing accuracy the kind of \"present\" we have nowadays. **By learning the past we are expected not to repeat the greatest mistakes in history and foster good ideas to predict a good future. The current social, political and economic conditions of our country today are also a reflection of our past**. When we truly appreciate the history lessons. we can also apply them to solve our current issues. After all, we owe our forefathers the kind of freedom we have today. The best way to show our appreciation of the past is for us to apply the leamings of the course to our political and social realities. As Rizal once said, **\"The youth is the hope of the fatherland**. By realizing the objectives of this course in our daily lives, we are also playing an active role in nation-building **(Ocampo, 1984)** The **Rizal Law** also known as **RA 1425 mandates the study of the life, works and writings of Dr. Jose Rizal**. **It requires the curricula of private and public schools, colleges and universities courses to include the life and writings of Rizal to educate the students about the concept of nationalism** (NHCP, 2012). - It is good to note that the bill was approved on **June 12 or Independence Day of the year 1956** when the pressing clamor for national identity and nationalism was in dire need. Although the passage was coupled with controversies and criticism, high regard must be given to the authors of the bill for ensuring that the ideals of freedom, love of country, and patriotism were rededicated in the lives of the youth by honoring the cause that Rizal lived and died for. Up until today, the Rizal Law is an important reminder to all Filipinos of the role that Dr. Jose Rizal played in the attainment of our nation\'s freedom. **The Historical Context:** The historical background and context of the 1950s relate to the intentions that the law seeks to address. By reminding the youth of the ideals of nationalism and patriotism, they are expected to help the government by applying the lessons of the course to solve the present-day problems. - **In the 1950s where massive youth recruitment to join the left was prevalent, the desire to bring back the ideals of patriotism and nationalism became the government\'s campaign to strengthen the democracy of the republic.** Thus, the passage of the bill was timely and relevant during that period in history. The bill, therefore, sets the following objectives: **1. To re-dedicate the ideals of freedom and nationalism for which the heroes lived and died;** **2. To honor particularly the national hero and patriot, Jose Rizal, who devoted his life and works that have shaped the national character, and** **3. To be a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused** With these objectives, the **government intends that the life, works, and writings of Rizal be our guide to combat not only the ill effects of communism but also for the youth not to forget Dr. Jose Rizal**. This course will be our constant reminder of how our forefathers envisioned an independent state that is free from any colonial master, free from oppression and enshrines the ideals of democracy and freedom. **The youth, therefore, is expected to help the government and partake in nation-building with the same passion and ideals that Rizal was able to share during his lifetime.** His life is an inspiration for the youth to look forward and make use of the events in history as our guiding principle to create a positive impact in the present**. (Porras, 2022)** To conclude, the Rizal law was created and designed to counter the appeal of communism and instill nationalism, Senator Claro M. Recto authored Senate Bill 438, also known as the Rizal Bill. This bill eventually became RA 1425, mandating the study of Rizal in schools. **The Importance of Rizal in a Nutshell:** - Understanding his fight for independence and reform. - Learning from his writings and ideals of nationalism and social justice. **Content of the Novels:** Opponents argued that focusing on the **\"anti-clerical\"** aspects of Rizal\'s novels would overshadow his other works and contributions. They felt students wouldn\'t gain a well-rounded understanding of Rizal and his ideals. **Freedom of Conscience:** - Some critics argued that mandating the reading of Rizal\'s works went against the principle of freedom of conscience. They believed students should have the right to choose what they read especially regarding potentially sensitive religious topics. **Alternative Approaches:** - Some proposed alternative solutions, such as studying Rizal\'s biography or focusing on his non-controversial works. They believed these approaches could achieve the goals of the law without causing religious tensions. **How the Issues Were Addressed:** **The Final Bill:** - The final version of the Rizal Law included a provision allowing exemptions for students with **\"conscientious, religious objections.\"** This aimed to address concerns about religious freedom. **Focus on Broader Themes**: - While the law mandated the study of Rizal\'s life and works, it didn\'t specify a particular focus. This allowed educators to emphasize Rizal\'s broader themes of nationalism, social justice, and reform, moving beyond the religious controversy. **Legacy of the Controversy:** - The debate surrounding the Rizal Law highlights the complex relationship between history, education, and religion in the Philippines. It demonstrates the challenges of balancing the need for a national identity with individual beliefs and sensitivities. **1.Communism:** - A socioeconomic system characterized by common ownership of the means of production and the absence of social classes, money, and private property. **(This term refers to an ideology the Rizal Law was partly designed to counter.)** **2. Course:** - A series of lessons or lectures on a particular subject for a set period of time. **(This term refers to the mandatory class students are enrolled in.)** **3. Curriculum:** - The set of courses offered by an educational institution. **(This term refers to the overall program of study that includes the Rizal course.)** **4. Historical Context:** - The circumstances that form the setting for an event, statement, or idea. **(This term refers to the situation in the 1950s that influenced the creation of the Rizal Law.)** **5. Law:** - A system of rules that are enforced through social institutions to govern behavior. **(This term refers to the legislation mandating the Rizal course, Republic Act 1425.)** **6. Nationalism:** A devotion to one\'s nation; a sense of national consciousness. **(This term is central to the passage as it describes a concept the Rizal Law aims to promote.)** **7. Rizal Law (RA 1425):** The official name of the law mandating the study of Rizal\'s life, works, and writings. **(This term refers to the specific legislation.)** **8. Rizal\'s Works and Writings:** The literary works and written pieces by Philippine national hero Jose Rizal. **(This term refers to the materials students are required to study under the Rizal Law.)** **MODULE 2** **The Philippines in the 19th century context** - Jose Rizal\'s life choices were shaped by the realities of 19th-century Philippines, marked by **colonial oppression, social injustice, and political turmoil**. Rizal, like many of his compatriots, fought against these injustices, aiming to catalyze **political, economic, and socio-cultural change.** His endeavors positioned him at the forefront of the nationalist movement, serving as a beacon of inspiration for the revolution that followed. Through examining Rizal\'s era, we gain insight into the motivations behind Filipino actions, understanding the drive to challenge corruption, injustice, and inequality in pursuit of a better future. **Political Context** - The **19th century was a time of great change for many countries**. While European nations like England. France and the Netherlands were flourishing through imperialism; Spain\'s colonial rule was stagnating. **In the Philippines, this meant a continuation of harsh treatment for the Filipino people.** - The Spanish colonial government was rife with problems. **Frequent changes in leadership and internal conflicts in Spain directly affected the Philippines**. This resulted in a poorly administered legal system where Filipinos were discriminated against. There was also a racial prejudice against Filipinos, **who were denied opportunities and subjected to forced labor**. The power of the friars, or frailocracy, further oppressed the Filipinos - Finally, the **lack of representation in the Spanish Cortes meant that the Filipino people had no voice in their own govemment (Zaide, 1999)** - These social injustices fueled resentment and would eventually lead to calls for Philippine independence. **Economic Context** - The **19th century saw a boom in European industry thanks to powerful steam engines.** This led to a need for new markets and trade routes. **The Suez Canal was built to connect Europe and Asia directly, shortening travel times significantly.** This newfound connection also impacted the Philippines, a Spanish colony. - The Suez Canal\'s opening brought Filipinos closer to Europe. **Travel time from Spain dropped from over two months to just 30 days.** This faster travel allowed **Filipino elites, or Ilustrados, to send their children to European universities**. Exposed to European freedoms and contrasting those with the harsh realities of Spanish rule in the Philippines, these Ilustrados became disillusioned. - Witnessing Spain\'s freedoms while their homeland suffered from injustices fueled a call for reform among the Ilustrados abroad. **They formed the Propaganda Movement to expose the Philippines\' plight and pressure Spain for change.** This growing discontent with Spanish rule would eventually lead to calls for independence. (Zaide, 1999) Socio-Cultural Context - The **19th century brought a wave of new ideas to the Philippines**. The rise of the Enlightenment in Europe, with its emphasis on reason, reached the Philippines through books and travelers thanks to the opening of the Suez Canal. Filipinos, especially the **Ilustrados, learned about revolutions in other countries and began to yeam for similar freedoms.** - **This period also saw the rise of a middle class, the Principalia.** Increased demand for crops like abaca in Europe spurred trade and created opportunities for Filipinos to cultivate land. Manila became a free port, and overall exports boomed. - The Spanish government encouraged this growth by **allowing Filipinos to rent land from friar estates.** This benefited some families, like Rizal\'s, who could afford to send their children abroad for education. - However, social tensions remained. **The friars who owned the land often exploited the tenants by raising rents and taxes**. This led to agrarian unrest and dissatisfaction among Filipinos, who felt oppressed by the friar- controlled estates. Rizal himself joined the fight for better conditions for Filipino farmers. (Zaide, 1999) **What were the controversies which surrounded Rizal\'s \"The Philippines in the 19th Century\"?** **Church Abuses:** - The immense power and influence of the Catholic Church, particularly the friar class, was a major point of contention.expand\_more Filipinos resented the control over education, land ownership, and daily life wielded by the friars.expand\_more Accusations of corruption, brutality, and stifling intellectual development were frequent.expand\_more **Inequality and Discrimination:** - Philippine society was deeply stratified, with Filipinos at the bottom, Spaniards at the top, and the Mestizos (mixed race) occupying an ambiguous middle ground. This rigid structure limited opportunities for Filipinos, fostering resentment and a desire for social change. **Limited Representation and Lack of Freedom:** - Filipinos had little say in their own governance. They were excluded from positions of power and decision-making. Issues like freedom of speech and assembly were severely restricted, fueling frustration and a yearning for self-determination. **The Galleon Trade and Economic Stagnation:** - While initially profitable, the Galleon Trade became outdated and restrictive. exclamation It limited economic opportunities for Filipinos and favored Spanish interests, exclamation The 19th century saw calls for modernization and opening up trade, sparking debate about economic policy. **The Reform Movement vs. Revolution:** - There were differing opinions on how to achieve change. Rizal and other Ilustrados (enlightened Filipinos) advocated for peaceful reforms through education and assimilation.expand\_more Others, increasingly frustrated, believed revolution was the only answer.exclamation This ideological divide was a significant controversy. **1.Abaca:** - A natural fiber extracted from a type of banana plant, used in the production of rope and textiles. (This term is used in the context of a crop that boosted Philippine exports.) **2. Cortez (Spanish Cortes):** - The national legislature of Spain. (This term refers to the governing body that Filipinos lacked representation in.) **3. Enlightenment:** - An intellectual and philosophical movement that arose in 18th-century Europe and emphasized reason, logic, and the scientific method. (This term describes a European movement that influenced Filipino ideas.) **4. Europeans/Europe (mentioned throughout):** - This refers to the countries and people of Europe, particularly those involved in colonialism and the Enlightenment. - - A system of government where the friars hold significant political power. (This term describes the power structure where friars oppressed Filipinos.) **6. Ilustrados:** - Filipino elites who received higher education, often in Europe. (This term refers to the educated Filipinos who advocated for reform.) **7. Nationalism:** - A devotion to one\'s nation; a sense of national consciousness. (While not explicitly defined, this concept is central to the passage as it describes the movement Rizal became a part of.) **8. Propaganda Movement**: - A movement by Filipino exiles in Europe who advocated for reform in the Philippines. (This term refers to the group working to pressure Spain for change.) **9. Suez Canal**: - A man-made waterway connecting the Mediterranean Sea to the Red Sea, shortening travel time between Europe and Asia. (This term is used to describe a development that increased interaction between the Philippines and Europe.) **MODULE 3** The Birth of a Hero - José P. Rizal was **born on June 19, 1861**, between **11:00 PM and midnight in Calamba, Laguna**. A first- class municipality **known for its wealthy families, Calamba benefited from the Philippines\' opening to global trade.** However, much of the **land was owned by the Dominican friars, and Rizal\'s father, Francisco, was an inquilino, leasing a large plot from them.** Rizal\'s family was among Calamba\'s most affluent. This wealth allowed them tosend all ten children, including **José, to prestigious schools and universities.** Notably, Rizal\'s large head during **childbirth nearly caused his mother Teodora Alonzo to lose her life**. This difficult birth experience led the family to consider him special, even nicknaming him **\"muy bonito\" (very beautiful).** The year of Rizal\'s birth held great significance in shaping his character and future heroism. It was a period when well-educated Filipinos were beginning to question Spanish colonial rule and demand reform. This shift in political views stemmed from a confluence of factors: **Enlightenment of the Educated Class:** Filipinos who received higher education were increasingly exposed to liberal ideals and critical thinking. **International Political Events:** The French Revolution, the clash between Conservative and Liberal governments in Europe, and revolutions in Latin American colonies all served as sources of inspiration for those seeking change in the Philippines. José Rizal\'s ancestry was a **rich tapestry woven from Chinese, Spanish, Japanese, and Filipino threads**. On his father\'s side, his lineage traces back to Domingo Lamco, a Chinese immigrant who married Ines de la Rosa, a Chinese-Filipino Christian. Their son, Francisco Mercado (Rizal\'s father), married Teodora Alonzo, whose ancestry included a Japanese ancestor, Eugenio Ursua. Despite facing a personal loss at a young age, Francisco Mercado pursued an education in Latin and Philosophy. He later met **Teodora, a descendant of the Lakandula family, and they were mamied in 1848.** **A comportable upbringing** - Settling in Calamba, the couple established a successful farming business and raised eleven children. including Jose**. Their middle-class status (also known as Principalía or Creole) afforded them a comfortable life** Their home, built with adobe and hardwood, was a symbol of their prosperity Ownership of a carriage and horses further demonstrated their social standing - **Rizal\'s privileged upbringing allowed him access to education. Despite having ten siblings, his parents even hired a private tutor to nurture his intellectual potential** This investment in his education, combined with his inherent intelligence, would later empower him to become a champion for reform and enlightenment in the Philippines A Happy Childhood - **José Rizal\'s childhood was filled with warmth and love from his family.** Due to his delicate health, his parents hired an aya (nursemaid) to ensure his comfort. This aya became a source of wonder, regaling him with enchanting tales of fairies, aswang (evil spirits), nuno (nature spirits), and tikbalang (mythical creatures). - Rizal\'s precocious nature manifested early on. His sharp mind allowed him to remember the various trees in his father\'s vast orchards (Guerrero, 2010). At the tender age of three, he received a special gift - a small nipa cottage built in the garden for him. This became his sanctuary, a place filled with the joyful chirps of birds and the fragrant scent of blooming flowers. - **However, childhood innocence also encountered its first pang of sorrow. When Rizal was four years old, his beloved younger sister Concha passed away.** This experience, his first encounter with loss, brought forth tears born from both love and grief. Another remarkable feat marked this period at the young age of three, Rizal learned to read and write under the patient guidance of his mother, his first teacher. The Tale of the Moth: A Metaphor for Rizal\'s Fate - One evening, while young José diligently practiced reading with his mother Teodora Alonzo, a fluttering - Another intriguing episode from Rizal\'s childhood involved a self-made monument. **When his sisters ridiculed his creation, a tearful José declared that one day a real monument would be built in his honor**. This seemingly far-fetched prediction proved remarkably accurate. Today, numerous monuments across the Philippines and even abroad stand as testaments to his legacy. **Early Education: From Home to Biñan** By the tender age of three, José Rizal\'s remarkable intellect was evident**. Under the loving quidance of his mother, Teodora Alonzo, he leamed to read and write, Recognizing his son\'s potential, Francisco Rizal, José\'s father, hired private tutors to nurture his talents. Maestro Celestino and Maestro Lucas Padua provided early instruction. Leon Monroy**, who resided with the family, further enriched José\'s education in Spanish and Latin. Sadly, Monroy **passed away after only five months.** Despite the strong foundation he received at home, further education was sought. In June 1869, at the age of eight, José, with a heavy heart, bid farewell to his family in Calamba. Accompanied by his brother Paciano he embarked on a one-and-a-half-hour carromata ride to Biñan, a fishing village, for his primary education, Though the scenic beauty of Biñan awaited him, homesickness initially overshadowed the young Jose\'s experience as he lodged in the house of his Aunt Isabel. **A New Beginning in Biñan** **Eight-year-old** José\'s journey to Biñan for his education brought him face-to-face with a new teacher, **Maestro Justiniano Cruz. Rizal described his teacher as tall, thin, with a long neck and sharp nose.** The maestro, known for his strict discipline, valued preparedness and used a system of rewards and punishments. **Facing Challenges** José\'s first day wasn\'t without its hurdles. When Maestro Cruz inquired about his knowledge of Spanish and Latin, a hesitant José replied with \"um poco\" (a little). This initial encounter with the strict teacher likely served as a wake-up call, emphasizing the importance of studying beforehand. While corporal punishment was commonplace at the time, **Rizal later reflected in his diary that he focused on the lessons learned rather than the number of beatings endured. He viewed this demanding approach as a form of motivation to excel.** **Beyond the Classroom** Life in Biñan wasn\'t just academics. **José, smaller in stature than some classmates, faced a bully named Pedro.** However, **José\'s knowledge of arm wrestling, learned from his uncle Tiyo Manuel, came in handy. He defeated Pedro, eaming respect from his peers.** This incident highlights how José developed various skills beyond academics, showcasing his strength and resilience. **A Simple Life** Rizal\'s daily routine in Biñan revolved around discipline and structure. He attended early morning mass, studied, enjoyed simple meals, and diligently attended classes. **One instance, where a cousin pushed him into the river due to his lack of swimming skills, emphasizes the importance of caution and safety.** **A Glimpse into His Memoirs** Below is a quote from Rizal\'s memoirs, offering a window into his daily life in Biñan. It details his schedule, from attending mass and studying to enjoying meals and playing with his cousins. The passage ends with a grateful reflection on his good health while away from his parents. \"Here was my life. I heard the four o\'clock mass, if there was any or I studied my lesson at that hour and I went to mass afterwards. I retumed home and I went to the orchard to look for a mabolo to eat. Then I took breakfast,which consisted generally of a dish of rice and two dried small fish, and I went to class from which I came out at ten o\'clock. I went home at once. If there was one special dish, Leandro and I took some of it to the house of his children and I returned without saying a word. I ate with them and afterwards I studied. I went to school at two and came out at five. I prayed a short while with some nice cousin and I returned home. I studied my lessons. I drew a little, and afterwards I took my supper consisting of one or two dishes of rice with an ayungin. We prayed and if there was a moon, my nieces invited me to play in the street together with others. Thank God that I never got sick away from my parents.\" **Success and Farewells in Biñan** **Maestro Justianiano Cruz\'s strict methods, though disapproved of by Rizal later in life, instilled discipline that would prove valuable in his future studies. Despite the corporal punishment, Rizal\'s intelligence and perseverance shone through**. He consistently aced his exams, particularly excelling in his grasp of Latin grammar. **His artistic talent also blossomed under the tutelage of old Juancho**. Rizal mastered many techniques and received praises for his prowess. **A Time for Reflection** **December 1870** brought news of his return to Calamba. A visit to the Chapel of the Virgin of Peace in Antipolo offered a moment of reflection. By the riverside, he gathered smooth stones as mementos, perhaps contemplating the memories he was leaving behind. He even crafted paper fish, a testament to his creativity. Saying goodbye to classmates and teachers was bittersweet, a mix of excitement for the reunion with his family and a pang of sadness for the life he was leaving behind. **Homeward Bound** On a Saturday afternoon, December 17, 1870, the steamer Talim brought him back to Calamba. As he reached home at one o\'clock, the long period of homesickness finally came to an end. He was embraced by the warmth and love of his family. How did Jose Rizal\'s family background position him as an ilustrado, and how might this have impacted his life choices? Jose Rizal\'s family background played a significant role in shaping him as an ilustrado, the enlightened class during Spanish colonial Philippines. Here\'s how his background influenced him and his life choices: **Social Status and Education:** **Lineage:** - Rizal belonged to a wealthy family with a mix of Chinese, Spanish, and Tagalog ancestry. This positioned him within the principalia class, granting him certain privileges and access to education. Education: Rizal\'s family prioritized education. He received private tutors at home and later attended prestigious schools. This emphasis on learning was a hallmark of ilustrado families. **Values and ideals** **Westernized Values:** - Ilustrados embraced European ideals like liberalism, progress, and reform. Rizal\'s exposure to these values within his family likely influenced his desire for social change in the Philippines. **Catholic Faith:** - While critical of some aspects of Spanish rule, ilustrados remained loyal Catholics. Rizal\'s upbringing likely instilled a strong faith, although his later writings challenged the abuses of the Church\'s power. Impact on Life Choices: **Activism:** - The ilustrado class saw themselves as agents of change. Rizal\'s family background may have encouraged his pursuit of reform through his writing and activism. **Higher Education**: - Access to education allowed Rizal to pursue his intellectual pursuits in medicine and the arts in Europe, further shaping his reformist ideas. **Exposure to Europe:** - Travel to Europe exposed Rizal to different cultures and political systems, solidifying his desire for a more just and progressive Philippines. Potential Conflicts: **Ilustrado Disconnect:** - While ilustrados advocated for reform, their privileged position sometimes put them at odds with the masses. Rizal, despite his ilustrado background, championed the cause of the common Filipino, potentially creating tension with his own social class. Jose Rizal\'s family background as an ilustrado provided him with educational opportunities, exposure to Westen ideals, and a sense of responsibility for social change. This, combined with his own intellect and experiences, significantly impacted his life choices, leading him towards the path of reform and ultimately, national heroism. **1.Aya (nursemaid**): **2. Carromata:** **4. Maestro**: **5. Nipa hut:** **6. Homesick:** **7. Precocious:** **8. Rizal\'s family (mentioned throughout):** **9. Steamer Talim:** **MODULE 4** **Love Letters in Disguise:** **A Devoted Cousin:** **A Turning Point: Brutality and Recognition** **Victim of Injustice:** During his first summer break from UST, Rizal faced an act of brutality. A Spanish officer, offended by a simple oversight, attacked him. Rizal sought justice but due to racial prejudice, his complaint was dismissed. This incident fueled his awareness of the unequal treatment Filipinos faced under Spanish rule. Literary Recognition: Despite the personal setback, Rizal found solace and recognition in his writing. He won a literary contest with his poem \"A La Juventud Filipina\" (To the Filipino Youth), a call to his countrymen to embrace their potential and break free from limitations. His allegorical **play \"El Consejo de los Dioses\" (The Council of the Gods)** also won him critical acclaim. These achievements marked him as a rising literary voice and a champion of Filipino identity. **A Tuming Point: Brutality and Recognition** **Leonor Rivera** **Victim of Injustice:** **Rizal\'s Education at the University of Santo Tomas (UST)** **Curriculum**: **Faculty:** **Racial Bias:** **Academic Performance**: **A Decision to Move On**: Continued Success and Graduation Rizal\'s Puppy Love with Segunda Katigbak **Rizal\'s Journey at the University of Santo Tomas** **Segunda Katigbak** **Rizal\'s Romantic Encounters at UST** While his academic pursuits at UST were significant, Jose Rizal\'s time there also involved explorations of love: **A Brief Encounter:** Shortly after his heartbreak with Segunda Katigbak, Rizal courted a young woman in Calamba simply referred to as \"Miss L\" in his memoirs. Details are scarce, but their connection fizzled out after a few visits. **Today\'s Mission:** Let\'s broaden our horizons! We\'ll embark on a joumey through \"Rizal\'s Education in Manila (1872-1882).\" This specific period of his higher education holds significant clues. **Why is this important?** **In this lesson, you are going to learn about \"Rizal\'s Higher Education and Life Abroad**: **Jose Rizal\'s Entrance and Early Years at the Ateneo** **Rizal\'s teachers were a diverse group.** **The Jesuit System and Academic Competition** **Discipline and Religion**: **Qualified Faculty:** **Jose Rizal\'s educational journey unfolded in two distinct chapters: Ateneo de Manila and the University of Santo Tomas (UST).** At the Ateneo, the young Rizal blossomed under the Jesuit system. Discipline, religion, and a well- rounded curriculum nurtured his intellect. He excelled academically, consistently topping his class and **earning the respect of professors like Father Sanchez, who recognized his literary talent. A unique \"empire\" system fostered healthy competition, further motivating Rizal.** Despite early heartbreak with **\"Miss L,\"** his time at Ateneo wasn\'t devoid of romantic encounters, including a **brief connection with Leonor Valenzuela.** UST presented a contrasting environment. The **Dominican-run institution favored rote learning and discouraged critical thinking. leading to clashes with professors**. While Rizal remained a **dedicated student, particularly excelling in medicine,** his academic recognition wasn\'t as prominent as at Ateneo. However, this period wasn\'t solely about academics. Rizal\'s nationalistic consciousness grew as he witnessed racial discrimination. He found solace in writing. producing works like **\"A La Juventud Filipina**\" that challenged the status quo. His most significant relationship blossomed with **Leonor Rivera**, but **his growing commitment to his nation\'s cause ultimately led to a painful separation.** By the end of his time at UST, **Rizal craved a more stimulating environment.** Dissatisfied with the **teaching methods and yearning** to **broaden his knowledge for his country\'s sake,** he made the life-changing decision to pursue his studies in Europe. **His experiences at both Ateneo and UST, with their academic triumphs**. **personal growth, and awakening of nationalistic ideals, shaped him into the man who would become a Philippine hero** **Full name** - JOSE PROTACIO RIZAL MERCADO Y ALONSO REALONDA **Born** - JUNE 19 1861 - CALAMBA LAGUNA - Between 11-12 oclock at night few days before full moon - Muntik mamatay ang kanya ina sa panganganak dahil sobrang laki ng kanyang ulo **Baptist** - After three days **Pari** - Father Rufino Collantes **JOSE** - From saint Joseph **Protacio** - From Siant Gervacio Protacio( fiest during june 19^th^) **Mercado** - Fron his chinese ancestor**( domingo lam-go)** In order to avoid anti- chinese sentiment from the Spanish authorities Lam- go changed his family's surname to Mercado(market) **Rizal** - Is the surname adapted by the Mercados during the 1840s because **Claveria decree** During the 1840s Governor -- general Narsciso Claveria mandated that filipino adopt surnames to facilitate census work and tax collection Lahat ng Filipino ay kaylangan pumili ng kanila apilyedo mula sa libro ng: **CATALOGO ALFEBETICO DE APELLIDOS OR ALPHABICAL CATALOGUE OF SURNAMES IN ENGLISH** The Mercados of calamba chose the unlisted name rizal The family original choice was Ricial which mean **"the green of young growth" or " the green field"** reflecting livelihood Y means "and" separates **Patriarch's** and **matriarch's** - **PATRIARCH'S --fathers' surname** - **MATRIARCH'S- Mothers' surname** **Pepe** - Because the letter P.P. were always used after the name of Saint Joseph - In latin stand for "**PATER PUTATIVUS** means "**putative father"** - **Pang pito sa magkakapatid** Lolo of rizal was 3 times Gobernadorcillo in Binan - 1808 - 1813 - 1823 Great grandfather of rizal also gobernadorcillo and onwed largest herd of carabao in all Binan **Father of RIZAL** - Francisco Mercado Nickname of francisco - DON FRANCISCO OR DON KIKO Get elected by the citizen of Calamba to be their Cabeza de barangay or hear **Mother of RIZAL** - Teodora Alonso RealondaY Quintos - Born in Nov 8 1826 in Manila - **Principalia (upper class family)** **Grandfather of teodora was Gobernadorcillo of Binan in** - **1790** - **1802** **Teodora education at the prestigious Colegio de Santa Rosa** **Early education of Rizal** **Uncle Jose** - natured rizal an **appreciation of nature's beauty** - **paint** - **sculture** - **sketching** **Uncle Gregorio** - a learned scholar to instilld in Rizal a love for Educating emphasizing its importance and value of hard work - **think critically observe his surrounding attentively** - **curiosity** - **knowledge** **Uncle Manuel** - Taught him athletics skills - **Swimming** - **Fencing** - **Wrestling** - **Other martial arts** **Tutors** **Leon Monroy** - Classmate of his father teach him to study - **Spanish** - **Latin** After 5 month he passed away RIZAL sent to Binan to continue his study about Spanish and Latin with his brother Paciano lived with their uncle in Binan Teacher of rizal **Maestro Juaniano Aquinp Cruz** - **Tall, Thin man , with a long neck and sharp nose.** **Pedro** - **Bully ni rizal** - **Anak ng guro** - **Worst kid in the class** Andres Salandanan - Challenge Rizal Fist to fist Rizal almost broke his head **January 20 1872 in Cavite** **Fort San felipe** - **Pagawaan ng mga armas (Filipino)** - **Dating hind pinagbabayad ng buwis dahil sa pagtatrabaho sa fort san Felipe ay binagbabayad na ng buwis** **January 20 1872** nagwelga and mga tao at sumugod sa fort San felipe at pinagkukuha nila ang mga armas at pinapapatay nila ang kanila mga boss **Feb 17 1872** - **Pagpatay sa 3 paring martyr** - **Mariano gomes** - **Jose burgus** - **Jacinto Zamora** Pinagbintangan na utak ng pagaaklas sa fort san felipe Jose burgus ay kaibigan ni Paciano Mercado **Ateneo Municipal** - Pinasukan ni rizal - Rizal ang ginamit ni ose rizal na apilyedo dahil na rin umiiwas sila na madawit ang kanilang Pangalan sa 3 paring martyr - Si rizal ay grumaduate bilang may mataas na parangal SEGUNDA KATIGBAK - FIRST LOVE NI RIZAL - 14 yrs old - Engaged na kay MANUEL LUZ MISS L - SIDE CHIKS NI RIZAL LEONOR RIVERA - Pinsan ni rizal - Naging magldr sila ni rizal noong umalis ito at pumunta ng EUROPE - Naghiwlay sila kahit ayaw nila -