RZL 251 Module 1: The Life and Works of Dr. Jose Rizal

 **MODULE 1:** If you were to ask or say something to Dr. Jose Rizal, what would it be? Write at least two (2) questions on the silhouettes beside our national hero below. Then, answer the questions that follow. 1\. What do you know about Dr. Jose Rizal? 2\. What is your rea...

 **MODULE 1:** If you were to ask or say something to Dr. Jose Rizal, what would it be? Write at least two (2) questions on the silhouettes beside our national hero below. Then, answer the questions that follow. 1\. What do you know about Dr. Jose Rizal? 2\. What is your reason for asking or saying those things to Rizal? 3\. Why do you think you need to study the life and works of Rizal? **C. DISCUSSION:** **Introduction** In the nineteenth century, Filipino propagandists in Spain bemoaned the state of education in the Philippines. They cited as a barrier to educational progress "the old methods which they use to give strength to intellectual development, the rudimentary system which seems glued to the abominable *magister dixit,* the shallowness of the courses offered which are completely parallel to the knowledge of the professor... (which) are not franky the best means of making the Filippis outstanding in their respective careers. So problematic were these points that it became difficult and inconvenient for Filipino students to catch up and adjust when they pursued their studies in Spain. Hence, the propagandists would also call for reforms in Philippine education. More than a century later, we are again faced with similar sentiments. In a globalized world where technology has given us modern-day conveniences and communication has broken down age-old barriers, we confront the task of transforming how and what one should learn in the twenty-first century. Where lecture-based classes formed the foundation of learning in past centuries, the corpus of recent literature has argued for a more student-centered pedagogy. Underlying these arguments is the assumption that different times entail different demands from our learners; hence, the skills that were once useful in the past may not necessarily be applicable today. It is in relation to these changes that the Commission of Higher Education (CHED) released a memorandum in 2013 emphasizing a "paradigm shift to learning competency-based standards in the Philippine higher education"Eight core courses were institutionalized along with the already- mandated course of Rizal and works. ***The Rizal Bill was as controversial as Jose Rizal himself.*** The mandatory Rizal subject in the Philippines was the upshot of this bill, which later became a law in 1956. The bill involves mandating educational institutions in the country to offer a course on the hero\'s life, works, and writings, especially the Noli Me Tangere and El Filibusterismo. The transition from being a bill to becoming a republic act was, however, not easy as the proposal was met with intense opposition, particularly from the Catholic Church. Largely because of the issue, the then senator Claro M. Recto-the main proponent of the Rizal Bill-was even dubbed as a communist and an anti-Catholic.Catholic schools threatened to stop operation if the bill was passed though Rectocalmly countered the threat, stating that if that happened, the schools would be nationalized. Afterward threatened to be punished in future elections,Rectoremained undeterred. Concerning the suggestion to use instead the expurgated(edited) version of Rizal\'s novels as mandatory readings,Recto explained his firm support for the unexpurgated version, exclaiming: "The people who would eliminate the books of Rizal from the schools would blot out from our minds the memory of the national hero. This is nota fight against Recto but a fight against Rizal\'\' (Ocampo,2012,p.23). Claro M.Recto:Dubbed as communist and anti-Catholic by critics for proposing the Rizal Bill. The bill was eventually passed, but with a clause that would allow exemptions to students who think that reading the Noli and Fili would ruin their faith. In other words, one can apply to the Department of Education for exemption from reading Rizal\'s novels-though not from taking the Rizal subject. The bill was enacted on June 12,1956. **Understanding The Rizal Law** The mandatory teaching of Jose Rizal\'s life with the emphasis on his landmark novels is inscribed in legislation. Republic Act No. 1425, more popularly known as the Rizal Law, was passed in 1956 leaving a colorful narrative of debate and contestation. As an introduction to the life and works of Jose Rizal, this textbook will begin with the reading of the Rizal Law. In this module, you will study R 1425 within its context, look into the major issues and debates surrounding the bill and its passage into law, and reflect on the impact and relevance of this legislation across history and the present time. In the course of the discussion, the process of how a bill becomes a law in the Philippines will be tackled so you will have an idea regarding the country's legislative process. The life of one of the major champions of the Rizal Law, Senator Claro M. Recto, will also be discussed. **The Context of the Rizal Bill** The postwar saw a Philippines rife with challenges and problems. With a country torn and tire from the stresses of World War II, getting up on their feet was a paramount concern of the people and the government ***How a Bill Become a Law; The Legislative Process*** The Senate and the House of Representative follow the same legislative procedure. Legislative proposals emanate from a number of sources. They may be authored by the members of the Senate or House as part of their advocacies and genda; produced through the lobbying from various sectors; or initiated by the executive branch of the government with the President's legislative agenda. Once a legislative proposal, like a bill, is ready it will go through the steps illustrated. -- -- -- --  As the Philippines grappled with various challenges, particularly the call for nation-building, prominent individuals who championed nationalism came to action. They pursued government measures to instill patriotism and love for the country in the hearts and minds of the Filipinos. These people drew inspiration from the Philippi experience of the revolution for independence against Spain and from the heroes of that important period in the country's history. One measure sought was the passage of the Republic Act No. 1425 or the Rizal Law, which was primarily set to address a need for a rededication to the ideals of freedom and nationalism for which our heroes lived and died. "The passage of the law was met with fierce opposition in both the Senate and the House of Representatives". ***From the Rizal Bill to the Rizal Law*** On April 3, 1956, Senate Bill No. 438 was filed by the Senate Committee on Education. On April 17, 1956, then Senate Committee on Education Chair Jose P. Laurel sponsored the bill and began delivering speeches for the proposed legislation. Soon after, the bill became controversial as the powerful Catholic Church began to express opposition against its passage. As the influence of the Church was felt with members of the Senate voicing their opposition to the bill, its main author, Claro M. Recto, and his allies in the Senate entered into a fierce battle arguing for the passage of SB238. Debates started on April 23, 1956. The debates on the Rizal Bill also ensued in the House of Representative. House Bill No. 5561, an identical version of SB 438, was filed by representative Jacobo Z. Gonzales on April 19, 1956. The House Committee on Education approved the bill without amendments on May 1, 1956 and the debates commenced on May 9, 1956/ A major point of the debates was whether the compulsory reading of the texts. *Noli Me Tangere* and *El Filibusterismo* appropriated the bill as constitutional. The call to read the unexpurgated versions was also challenged. As the country was soon engaged in the debate, it seemed that an impasse was reached. To move the procedure to the next step, Senator Jose P. Laurel proposed amendments to the bill on May 9, 1959. In particular, he removed the compulsory reading of Rizal's novels and added that Rizal's other works must also be included in the subject. He, however, remained adamant in his stand that the unexpected versions of the novels be read. On May 14, 1956, similar amendments were adopted to the House version. The amended version of the bills was also subjected to scrutiny but seemed more palatable to the members of Congress. The passage, however, was almost hijacked by technicality since the House of Representatives was about to adjourn in a few days and President Ramon Magsaysay did not certify the bills as priority. The Allies in the House skillfully avoided the insertion of any other amendment to prevent the need to reprint new copies (which would take time). They also asked the Bureau of Printing to use the same template for the senate version in printing the House version. Thus, on May 17, 1956, the Senate and House versions were approved. The approved version was then transmitted to Malacañang and on June 12, 1956, President Magsaysay signed the bill into law which became Republic Act No. 1425. **The Importance of Studying Rizal** The academic subject on the life, works, and writings of Jose Rizal was not mandated by law for nothing. Far from being impractical, the course interestingly offers many benefits that some contemporary academicians declare that the subject, especially when taught properly, is more beneficial than many other subjects in various curricula. **The following are just some of the significance of the academic subject:** *1. The subject provides insights into how to deal with current problems.* There is a dictum, \"He who controls the past controls the future\"Ourview of history forms the manner we perceive the present, and therefore influences the kind of solutions we provide for existing problems. The JoseRizal course, as a history subject, is full of historical information from which one could base his decisions in life. In various ways, the subject, for instance.teaches that being educated is a vital ingredient for a person or country to be really free and successful. *2. It helps us understand ourselves better as Filipinos.* The past helps us understand who we are. We comprehensively define ourselves not.only in terms of where we are going, but also where we come from. Our heredity, past behaviors, and old habits as a nation are all significant clues and determinants to our present situation. Interestingly, the life of a very important national historical figure like Jose Rizal contributed much to shedding light on our collective experience and identity as Filipino.The good grasp of the past offered by this subject would help us in dealing wisely with the present. *3. It teaches nationalism and patriotism.* Nationalism involves the desire to attain freedom and political independence, especially by a country under foreign power, while patriotism denotes proud devotion and loyalty to one\'s nation. Jose Rizal\'slife, works, and writings-especially his novels-essentially, if not perfectly.radiate these traits. For one thing, the subject helps us to understand our country better. *4. It provides various essential life lessons.* We can learn much from the way Rizal faced various challenges in life. As a controversial figure in his time, he encountered serious dilemmas and predicaments but responded decently and high-mindedly. Through The crucial decisions he made in his life, we can sense his priorities and convictions, which manifest how noble, selfless, and great our national hero was. For example, his many resolutions exemplified the aphorism that in this life there are things more important than personal feeling and happiness. *5. It helps in developing logical and critical thinking.* Critical Thinking refers to discerning, evaluative, and analytical thinking. A philosophy major. Jose Rizal unsurprisingly demonstrated his critical thinking skills in his argumentative essays, satires, novels, speeches,and written debates. In deciding what to believe or do, Rizal also proved his being a reasonably reflective thinker, never succumbing to the irrational whims and baseless opinions of anyone. In fact, he indiscriminately evaluated and criticized even the doctrines of the dominant religion of histime. A course on Rizal\'s life, works, and writings, therefore, is also a lesson in critical thinking. *6. Rizal can serve as a worthwhile model and inspiration to every Filipino.* If one is looking for someone to imitate, then Rizal is a very viable choice. The hero\'s philosophies, life principles, convictions, thoughts, ideals,aspirations, and dreams are a good influence to anyone. Throughout his life, he valued nationalism and patriotism, respect for parents, love for siblings, and loyalty to friends, and maintained a sense of chivalry. As aman of education, he highly regarded academic excellence, logical and critical thinking, philosophical and scientific inquiry, linguistic study, and cultural research. As a person, he manifested versatility and flexibility while sustaining a strong sense of moral uprightness. *7. The subject is a rich source of entertaining narratives.* People love fiction and are even willing to spend for books or movie tickets just to be entertained by made-up tales. But only a few perhaps know that Rizal\'s life is full of fascinating non-fictional accounts. For instance, it is rarely known that (a)Rizal was involved in a love triangle with Antonio Luna as also part of the romantic equation; (b) Rizal was a model in some ofJuan Luna\'s paintings; (c) Rizal\'s common-law wife Josephine Bracken was \"remarried\" to a man from Cebu and had tutored former President Sergio Osmeña; (d) Leonor Rivera(\"Maria Clara\"), Rizal\'s \"true love\" had a son who married the sister of the former President of the United Nations General Assembly Carlos P. Romulo; (e) the Filipina beauty queen Gemma Cruz Araneta is a Segunda Katigbak. **Summary** The Rizal Law could be considered a landmark legislation in the postwar Philippine. During this period, the Philippines was trying to get up on its feet from devastating war and aiming towards nation-building. As the government sought ways to unit the people, legislators like Claro M. Recto drew inspiration from the lives of the heroes of the revolution against Spain. In this frame, the teaching of the life and works of Jose Rizl, particularly the reading of his novels *Noli Me Tangere* and *El Filibusterismo,* was proposed to be mandated to all private and public educational institutions. The proposed legislation, however, met opposition particularly from the Catholic Church. After much debate, the proposed bill was eventually signed into law and became Republic Act No. 1425 **D. ASSESSMENT:** **Activity 2: Graphic Organizer/ table mapping.** The changes in the nineteenth-century philippines. ***Categorizing social, political, economic, cultural changes.*** (30 points)