Rizal's Life, Works & Writings PDF

RIZAL’S LIFE, WORKS & WRITINGS THE THEORY OF NATIONALISM DRILL  INSTRUCTIONS: 1. There must be one (1) representative per group to answer each question. 2. Each representative is given 10 seconds to write their answer on the blackboard.  INSTRUCTIONS: 3. To answ...

RIZAL’S LIFE, WORKS & WRITINGS THE THEORY OF NATIONALISM DRILL  INSTRUCTIONS: 1. There must be one (1) representative per group to answer each question. 2. Each representative is given 10 seconds to write their answer on the blackboard.  INSTRUCTIONS: 3. To answer, wait for the teacher to say the signal “GO”. 4. Your answer will be the final answer for your group. 5. Strictly NO COACHING while the representative is answering. Are you ready? LET’S GO!  CHOOSE YOUR REPRESENTATIVE  DIRECTION: IDENTIFY WHAT IS ASKED IN THE STATEMENT 1. WHAT IS THE REPUBLIC ACT NO. OF RIZAL LAW? R.A. ___________ REPUBLIC ACT NO. 1425  CHOOSE YOUR REPRESENTATIVE 2. WHO AUTHORED THE RIZAL LAW? GIVE THE COMPLETE NAME  SENATOR CLARO M. RECTO  CHOOSE YOUR REPRESENTATIVE  The Catholic Bishops Conference of the Philippines (CBCP) submitted a pastoral letter to which according, Rizal violated __________________which forbids or bans books that attack or ridicule the Catholic doctrine and practices. 3. WHAT DID RIZAL VIOLATE ACCORDING TO CBCP IN THEIR PASTORAL LETTER? CANON LAW 1399  CHOOSE YOUR REPRESENTATIVE 4. WHAT DO YOU CALL THE COLLECTION OF RIZAL’S LITERARY WORKS THAT CONTAIN THE PATRIOTIC PHILOSOPHY EXCLUDING THE TWO NOVELS?  RIZALIAN ANTHOLOGY  CHOOSE YOUR REPRESENTATIVE  By integrating Rizal in the curriculum, this would benefit the Filipino Youth as well as the whole nation to acquire the following traits: WHAT ARE THOSE TRAITS? GIVE ONE TRAIT ACCORDING TO SEN. CLARO M. RECTO By integrating Rizal in the curriculum, this would benefit the Filipino Youth as well as the whole nation to acquire the following traits: Incorruptible Confidence Direction Courage Determination Nationalism Patriotism CONGRATULATIONS! RIZAL AND THE THEORY OF NATIONALISM At the end of the discussion, the students must be able to: a. Identify Rizal’s theory of nationalism and his greatest contribution in the idea of nation; b. Value the vital role of nationalism by tracing its origin and meaning in the context of Rizal’s ideals; and c. Create an essay defining nationalism and explaining the elements you think people identify nationalism with. WHAT IS BAYAN? There is no concept of bayan, only mga bayan (Dumos, 2018). Benedict Anderson stated that nation is an imagined community because it created delineations and artificial boundaries (De Viana, 2018). EMERGENCE OF BARANGAY, PUEBLO & NACION Zialcita argues that the barangay into larger units encouraged a broader sense of community. Pueblos enabled to organized into provinces through reduccion but it is isolated from the others. Nation is a product of colonial experience which is a community of people.  NATION, STATE & NATION- STATES NATION STATES NATION - STATES A group of people that A state governing a shares a common nation with that A state governing a culture, history, consist of four nation. language, and other important practices like religion, elements. and affinity to a place. ETHNIC CONCEPT POLITICAL CONCEPT POLITICAL UNIT RIZAL, THE FIRST FILIPINO  Rizal dreamt of a nation that is for the Filipinos in his novels through setting the geographical location limited in the Philippines (Jemera, 2021). Ayon kay Zeus Salazar, ang tunguhin ni Rizal ay hindi nacion-state kundi naciones sa loob ng Espanya (Chua, 2018).  BONIFACIO, THE MAKER OF RIZAL’S DREAM OF NATION  Bonifacio was inspired by Rizal’s essay, Pag-ibig sa Tinubuang Bayan that led to his poem, Pag-ibig sa Tinubuang Lupa and his essay, Ang Dapat Mabatid ng mga Pilipino.  Excerpt from, Ang Dapat Mabatid ng mga Pilipino Itong Kataglugan, na pinamamahalaan nang unang panahon ng ating tunay na mga kababayan… ay nabubuhay sa lubos na kasaganaan at kaginhawaaan… Dumating ang mga Kastila at dumulog na nakipagkaibigan… sila’y ipinailalim sa talagang kaugaliang pinagkayarian sa pamamagitan ng isang panunumpa na kumuha ng kaunting dugo sa kanilang mga ugat, at yao’y inihalot ininom nila kapwa tanda ng tunay at lubos na pagtatapat na di magtataksil sa pinagkayarian…  Excerpt from, Ang Dapat Mabatid ng mga Pilipino Ngayon lahat ng ito’y… Ano ano ang nakikita nating pagtupad sa kanilang kapangakuan? … Wala kundi pawang kataksilan… Ano ang nararapat nating gawin? … Tayo’y umasa sa atin at huwag antayin sa iba ang kabuhayan. Itinuturo na katuwiran ang tayo’y magkaisaing-loob, magkaisang isip at akala at nang tayo’y magkaisa na maihanap ng lunas ang naghaharing kasamaan sa ating Bayan.  THE ORIGIN AND NOTION OF NATIONALISM It is not a feeling or sentiment. It is a doctrine. A transmission or reaction transmitted to the rest of the World. BACKGROUND OF NATIONALISM by Fr. Horacio De la Costa It originally took place in the West of It is varied widely from one nation to a particular stage in political another development and at the different times. It is a power for development (Lichauco, 1988).  ELEMENTS OF BUILDING NATIONALISM IN A NATION  ELEMENTS OF NATIONALISM By Dr. Augusto De Viana A common geographical space occupied by group of people. A common but unique culture that is developed by a prolonged period. A common experience that created bond within the people. A common cause or aspiration that transcends personal and individual goals. NATIONALISM IN PHILIPPINE CONTEXT  Bayanihan or nationalism is not only a feeling of pride or attachment to one nation but it must have a purpose. That is to achieve KAGINHAWAAN (De Viana, 2018) But is KALAYAAN necessary to have KAGINHAWAAN?  But is KALAYAAN necessary to have KAGINHAWAAN? Representation in the Cortes Abolition of Frailocracy Right to Humane Treatment Right to Speech and Education RIZAL’S THEORY OF NATIONALISM  RIZAL’S THEORY OF NATIONALISM Rizal used the power of history Richness of Philippine culture through and scientific research to research and education abroad counter the colonial propaganda. Rizal enabled to use the power of writing to state that it was The indolence of the Filipinos the colonial practices and false beliefs that made Filipino indolent. Rizal pointed out the defects of the Filipinos like fanatical Fanaticism and Colonial Mentality followers of the colonizers and adoption of western culture.  THE NATION AS A PROJECT Rizal imagined and planned for a nation of the Filipinos in his writings. Bonifacio intensified the fire of nationalism and help to build the nation. Aguinaldo made this nation as a reality. ACTIVITY - ESSAY (20 pts.) Create an essay defining nationalism and explaining the elements you think people identify nationalism with. Content – 10 Creativity – 5 Grammar - 5 NATIONAL HEROES COMMISSION: 1.Motives and methods employed in the attainment of the ideal (i.e. welfare of the country) In attaining the ideal, did the person sacrifice purely and exclusively for the country’s welfare or were there ulterior/selfish motives in pursuing those sacrifices? Were the methods in attaining his/her ideals morally valid? 2. The moral character of the person Did he do any immoral thing that tainted his/her personal character? If there was, did it affect his work, society or ideals? 3. The influence of the person to his age or epoch and the succeeding eras In 1993, President Fidel V. Ramos issued Executive Order 75 which created the National Heroes Committee which aimed to “study, evaluate, and explicitly recommend Filipino national personages as national heroes in due recognition to their sterling character and remarkable achievements for the country.” In 1993, President Fidel V. Ramos issued Executive Order 75 which created the National Heroes Committee which aimed to “study, evaluate, and explicitly recommend Filipino national personages as national heroes in due recognition to their sterling character and remarkable achievements for the country.” GREGORIO ZAIDE - undeniable given the fact that he died because of the two known published books (Noli Me Tangere and El Filibusterismo) that portrayed the real experiences of the Filipinos during the Spanish colonization Zeus Salazar - Jose Rizal and other ilustrados who were distinguished for their talents and contribution to the people can be classified as heroes because of their separation from most of the bayan and their Western education. Moreover, Andres Bonifacio and other ordinary Katipunan members who fought with other kababayans remained culturally part of the bayan are classified as bayani.  JOSE RIZAL AND PHILIPPINE NATIONALISM- NATIONAL SYMBOL EXECUTIVE ORDER no. 75, s. 1993 CREATING THE NATIONAL HEROES COMMITTEE UNDER THE OFFICE OF THE PRESIDENT WHEREAS, the State is mandated to foster patriotism and nationalism among the citizens, especially the youth, pursuant to Article II, Sections 13 and 17, of the Constitutions; WHEREAS, the State, through its educational system, is also mandated to inculcate patriotism and nationalism, and the appreciation of the role of national heroes in the historical development of the country pursuant to Article XIV, Section 3 (2), of the Constitution; WHEREAS, Almighty God has gifted the sovereign Filipino people with National Heroes, the men and women of sterling character and remarkable achievements that directed, and continue to direct, the historic destiny of the country; WHEREAS, it is timely and appropriate to proclaim these National Heroes, the renowned achievers of their generations and the shinning exemplars of these times; NOW, THEREFORE, I, FIDEL V. RAMOS, President of the Philippines, by virtue of the powers vested in me by law, do hereby order: SEC. 1. A National Heroes Committee is hereby created, composed of the Secretary of Education, Culture and Sports as Chairman, and the Secretary of Foreign Affairs and the Secretary of National Defense as Members, to study and recommend the proclamation of National Heroes. SEC. 2. All departments, bureaus, offices, agencies and instrumentalities of the Government, including government-owned or controlled corporations, are hereby directed to extend the fullest support to the National Heroes Committee in the performance of its functions. SEC. 3. The private sector is hereby urged to assist the National Heroes Committee in the performance of its functions. SEC. 4. The National Historical Commission shall act as Secretariat of the National Heroes Committee. SEC. 5. This Executive Order shall take effect immediately. Done in the City of Manila, this 29th day of March in the year of Our Lord, nineteen hundred and ninety-three. (Sgd.) FIDEL V. RAMOS President of the Philippines By the President: (Sgd.) ANTONIO T. CARPIO Chief Presidential Legal Counsel CRITERIA FOR NATIONAL HEREOS The National Heroes Committee, as established by Executive Order no. 75 s. 1993, held a series of meetings to come up with various definitions and criteria for a hero: - Heroes are those who have a concept of nation and thereafter aspire and struggle for the nation’s freedom. - Heroes are those who define and contribute to a system or life of freedom and order for a nation. - Heroes are who contribute to the quality of life and destiny of a nation. - In 1995 the following criteria were added: - A hero is part of the people’s expression - A hero thinks of the future - Choosing a hero must not only be based on recounts, but on the process that made the person a hero RECOMMEND HEROES Based on the criteria the committee came up with the following historical figures to be named national hero: Jose Rizal, Andres Bonifacio, Emilio Aguinaldo, Apolinario Mabini, Marcelo H. del Pilar, Sultan Dipatuan, Juan Luna, Melchora Aquino, and Gabriela Silang. RIZAL AS A NATIONAL HERO - It is popular knowledge that Americans promoted Rizal’s heroism during their occupation of the islands, as his emphasis on education aligned well with their campaign for inclusive education, although such education was aimed to expedite subjugation of the Filipinos. One remarkable aspect of Rizal’s writings is that he imagined for the discrete peoples within the archipelago a singular community possible of having an identity on its own. LUNETA PARK - KILOMETER ZERO RIZAL SHRINE (CALAMBA, LAGUNA) FORT SANTIAGO  Learning Objectives Explain the background context of R.A. 1425 Critically Assess the effectiveness of the Rizal Course  PART 1 Historical background and context of r.a. 1425 WHY STUDY RIZAL? WHY ARE YOU ENROLLED IN THIS COURSE?  Historical Background In 1956, East Asian countries felt aggravated and prolonged period of political uncertainty and internal unrest between East and West that is between Soviet and US power and influence (Sicat, 2015) Thes tension brought the issues of communism as on of the factors contributing to the political instability of the countries in the world and Asia  Historical Background In the case of the Philippines, former President Ramon Magsaysay on his term as Defense Secretary in 1949 became the foremost architect and executor of the government’s anti communism insurgency program. He rose to power 1953 where he was faced with a growing number of communist-led peasant uprising in Central Luzon also called “Huk Rebellion” (Hukbo ng Bayan Para sa Hapon)  Historical Background Due to the numerous political and social unrest, Magsaysay thought of creating a wide scale propaganda program to organize and educate the youth and student population from elementary to college on the evils of communism. In response to the wide-scale propaganda program of the government, Senate bill 438 known as the Rizal Bill was first-authored by Senator Claro M. Recto and was passed to respond to the need of crafting a Nationalistic policy that would rekindle nationalism  SENATE BILL NO. 438 “AN ACT TO MAKE NOLI ME TANGERE AND EL FILIBUSTERISMO COMPULSARY READING MATERIAL IN ALL PUBLIC AND PRIVATE COLLEGES AND UNIVERSITIES AND FOR OTHER PURPOSES” JOSE P LAUREL SPONSORED THE BILL  Jose P. Laurel argued that the object of the measure was to disseminate the ideas and ideals of the great Filipino patriot through the reading of his works, particularly Noli Me Tangere and El Filibusterismo. “Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as in a mirror; our defects as well as our strength, our virtues as well as our vices. Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect, and freedom.” -Jose P. Laurel  Opposition of the Catholic ChurcH The hierarchy of the Philippine Church claimed that the two novels contained errors which were against the teachings of the Catholicism. The ‘compulsory’ nature of the bill was also challenged as a breach of religious freedom.  Opposition of the Catholic ChurcH In general, the Philippine Church strongly opposed due to the following reasons: (1) show open criticism to the Catholic Church; (2) in the ‘compulsory’ teaching of the unexpurgated versions of Rizal’s Noli Me Tangere and El Filibusterismo, a teacher would have the tendency to discuss or worse, to criticize certain Church doctrines; and (3) the inevitable criticism of the Church doctrines might lead to the jeopardy of the faith of people.  THE PROS AND ANTIS Debates on Senate Bill. 438 started on April 23, 1956 PROS – Jose P. Laurel and Claro M. Recto ANTIS – Mariano J. Cuenco, Francisco Rodrigo and Decoroso Rosales  THE PROS AND ANTIS Claro M. Recto argued that under the police power and the Article 14 Section 5 of the 1935 Constitution, the Senate could require the reading of Noli Me Tangere and El Filibusterismo. The proposed bill was envisioned to foster understanding and the appreciation of Rizal’s times as well as his role in exposing Spanish tyranny in the Philippines. “Rizal did not pretend to teach religion or theology when he wrote these books. He aimed at inculcating civic consciousness in the Filipinos, national dignity, personal pride, and patriotism, and if references were made by him in the course of his narration to certain religious practices in the Philippines in those days and to the conduct and behavior of erring ministers of the church, it was because he portrayed faithfully the general situation in the Philippines as it then existed.” “… but while he criticized and ridiculed the unworthy behavior of certain ministers of the church, he made exceptions in favor of certain ministers of the church, he made exceptions in favor of the worthy ones, like the Dominican friar, Padre Fernandez, and virtuous native priests, Padre Florentino, and the Jesuits in general.” -Claro M. Recto  On May 9, 1956, a sudden turn of events happened. It became apparent that Jose P. Laurel was willing to enter into a compromise with those who oppose the bill. AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES WHEREAS, today, more than any other period of our history, there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and died; WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character; WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are 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; WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship. Objectives of the Rizal Law 1. To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and died. 2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino character. 3. To gain an inspiring source of patriotism through the study of Rizal’s life, works, and writings.  Senator Laurel explained that he eliminated the ‘compulsion idea’ after consulting his religious conscience as a member of the church. “If Jose Rizal was a hero, and on that there could be no debate, if he is a national hero, these books that he has written, whenever read, must be read in the unexpurgated, original form.” Senator Primicias proposed the inclusion of this to the amendment: “The Board shall promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement…” The proposal of Senator Primicias was included in Section one (1) paragraph two of the bill. Senator Laurel’s substitute bill was approved unanimously on second reading on May 12, 1956.  On June 12, 1956, President Ramon Magsaysay signed the bill and henceforth became Republic Act 1425 also known as RIZAL LAW. Why study Rizal: Because of the lessons contained within the course Aside from those mentioned earlier, there are other reasons for teaching the Rizal course in Philippine schools: 1. To recognize the importance of Rizal’s ideals and teachings in relation to present conditions and situations in the society. 2. To encourage the application of such ideals in current social and personal problems and issues. 3. To develop an appreciation and deeper understanding of all that Rizal fought and died for. 4. To foster the development of the Filipino youth in all aspects. POLITICAL CONTEXT SOCIO CULTURAL CONTEXT ECONOMIC CONTEXT Write TRUE if the statement is correct: if the statement is incorrect, write FALSE. You have 20 seconds to answer per item. 1.The 19 th century was marked for its tremendous social change. Europe prospered like never before and England led the way as the growing imperialist power. TIME 2. In polo y servicios, the workers were called polo while the mandatory labor was termed pollista. TIME  3. The members of principalia were exempted from forced labor by paying the falla. TIME 4. Frailocracy also means “government ruled by the Filipino people.” TIME 5. Bandala System is a form of direct taxes that the Spaniards implemented in which the natives were coerced to sell their products to the government at very low prices. TIME  TEST II IDENTIFY WHAT IS BEING DESCIBED IN THE FOLLOWING YOU HAVE 30 SECONDS PER ITEM 1. The middle-class Filipinos educated in Spain who were exposed to nationalistic ideas. TIME  2. The payment given by wealthy Filipinos for them to be exempted from forced labor. TIME 3. A government ruled by friars TIME  4. The mandatory labor rendered by the Filipinos during the Spanish colonial era. TIME 5. The last class under the new social stratification of the Spaniards. TIME ANSWERS I. II. 1. TRUE 1. ILLUSTRADO 2. FALSE 2. FALLA 3. TRUE 3. FRAILOCRACY 4. FALSE 4. POLO Y SERVICIOS 5. TRUE 5. INDIO