Rizal's History Lessons PDF

LEARNING b OBJECTIVES ❖Differentiate the concepts of bipartite and tripartite view of history. ❖Analyze Rizal’s perspective on Philippine History. ❖Use History to address current issues. BIPARTITE b VS. TRIPARTITE VIEW OF HISTORY Rizal’s experience of unequal treatmen...

LEARNING b OBJECTIVES ❖Differentiate the concepts of bipartite and tripartite view of history. ❖Analyze Rizal’s perspective on Philippine History. ❖Use History to address current issues. BIPARTITE b VS. TRIPARTITE VIEW OF HISTORY Rizal’s experience of unequal treatment conferred to fellow folks in Calamba, regarding land dispute in 1887 served as his last straw of faith to the colonial regime. His transformation of consciousness had come to full circle at the onset of his second sojourn in Europe (1888-1892). BIPARTITE VS. TRIPARTITE VIEW OF HISTORY Jose Burgos, the leading icon of the secularization movement and whose works greatly influenced Rizal, championed this, though inaccurate in most of his historical accounts. BIPARTITE VS. TRIPARTITE VIEW OF HISTORY Isabelo de los Reyes, a notable Filipino journalist, had written volumes of newspaper articles on Philippine history. BIPARTITE VS. TRIPARTITE VIEW OF HISTORY The infamous Pedro Paterno, the architect of the Truce of Biak-na-Bato in 1898, also devoted his life while in Madrid, Spain, venting on historical writings. BIPARTITE VS. TRIPARTITE VIEW OF HISTORY Such Filipino approach alarmed the Spaniards and propelled them to revive the old colonial myth of lazy native, a belief on the indolence of Filipinos as the root cause of societal stagnation in the Philippines. BIPARTITE VS. TRIPARTITE VIEW OF HISTORY This was backed up by another colonial ideology of “ingrate” Filipinos who entertained the prospect of expelling the friars and the possibility of a separate Filipino nation in the 19th century. The fundamental thesis was to blame the natives for their barbarism and stupidity, which in turn resulted to general backwardness. BIPARTITE VIEW OF HISTORY It refers to the biased vision of colonialist to their colony to justify the perpetuation of colonial status quo. It can be easily understood by twofold framework: DARKNESS-LIGHT (DILIM-LIWANAG). BIPARTITE VIEW OF HISTORY In the context of Spanish colonialism, it advances the idea that the Philippines had no civilization (Kadiliman) before the advent of Spanish colonialism. But when the Spaniards conquered the archipelago, civilization (Liwanag) came afterwards. TRIPARTITE VIEW OF HISTORY The opposing concept of the view explained earlier is the Tripartite View of History. It refers to the idea of the colonial subjects against their colonizers to deny the nobility of colonialism. The threefold framework is LIGHT- DARKNESS-LIGHT (LIWANAG- DILIM-MULING LIWANAG). TRIPARTITE VIEW OF HISTORY The approach centers on how 300 years of Spanish rule in the Philippines ruined the advanced civilization of early Filipinos and the possibility of returning their glorious years when colonialism is eliminated. This view preoccupied the minds of many Filipino Ilustrados in the 19th century. TRIPARTITE VIEW OF HISTORY Rizal’s massive research and accurate historical method laid the foundation of Philippine historiography. He did this through mastering the technique he learned from Europe and applied in his 1890 edition of Antonio de Morga’s Sucesos de las Islas Filipinas. ANTONIO DE MORGA A Seville-born statesman who joined the Spanish government in 1580. In 1583, he was appointed Liutenant-Governor of Spain’s colony in the Philippines. ANTONIO DE MORGA In 1598, he assumed the position of Oidor, or judge in the Audiencia. His defeat against the Dutch invaders led by Oliver van Noort paved the way for his transfer to Mexico where he published Sucesos in 1609. SUCESOS DE LAS ISLAS FILIPINAS Rizal devoted his time in intensive research at the British Museum in London for four months (September to December of 1889), where he found the original manuscript of Sucesos. Rizal patiently hand copied the entire book. SUCESOS DE LAS ISLAS FILIPINAS Morga saw the transition of periods from early Philippine societies to colonial Philippines, hence, he was an eyewitness, so his accounts are more reliable compared to others. Morga was not a member of religious congregations so his accounts were secular in nature. CONTRIBUTIONS OF RIZAL’S ANNOTATION TO SUCESOS Rizal’s scholarship was based on German historiography that utilizes modern historical method. Rizal’s research into the past was intended as a basis for critiquing colonialism as well as defining Filipino national identity. CONTRIBUTIONS OF RIZAL’S ANNOTATION TO SUCESOS Rizal made a stronger claim for viewing national identity within Asian-Pacific perspective. Rizal’s work had impact on nationalist movement, particularly to Bonifacio’s Katipunan. LEARNING b OBJECTIVES ❖ Identify Rizal’s works that showed his perception on the importance of education in the country. ❖ Create their own career future plans. ❖ Discuss how their chosen careers may help in the improvement of life in the Philippines. EDUCATION IN RIZAL’S WORKS Educating the Filipinos is a common theme in most of Rizal’s political writings.  In Noli Me Tangere, the main character Crisostomo Ibarra wanted to build a school for his countrymen.  In El Filibusterismo, Crisostomo Ibarra, who was seeking for revenge through his new identity Simoun with more proactive view on education stating that simple education was not enough.  In Chapter 7, Simoun was unmasked by Basilio and they had a debate regarding the youth’s role in easing the sufferings of the country.  For Basilio, being a physician who cured physical illnesses were already enough. EDUCATION IN RIZAL’S WORKS In 1982, Rizal established La Liga Filipina and one of the objectives of the organization was to encourage instruction (teaching), agriculture, and commerce. Rizal viewed education as a primary tool for their empowerment in a male- dominated colonial society. EDUCATION IN RIZAL’S WORKS Rizal also continuously emphasized to his sisters the value of education oneself by reading and grabbing every opportunity to learn. As an uncle, he also tried to inculcate these values to his nephews and nieces by translating Hans Christian Andersen’s tales from German to cultivate interest in reading. EDUCATION AS REVOLUTION Rizal viewed education as a means to an end. In Memorias de un Estudiante de Manila, he used the fire to symbolize education. It was illuminating but the path towards it was dangerous and may eventually result to death. EDUCATION AS REVOLUTION Most Filipinos demanding for reforms were educated elites as well as native secular priests such as Padre Jose Burgos. The colonial regime tagged students as destabilizers and there was a massive crackdown among intellectuals as well as their families especially after 1872. EDUCATION AS REVOLUTION Rizal emphasized that through the road of enlightenment was harsh, every step of the way was worth everything. EDUCATION AS REVOLUTION In El Filibusterismo, Rizal use the symbolism of education as fire. Simoun’s planned revolution was supposed to be ignited by an explosion of a custom-built lamp bomb but it was Isagani who prevented the explosion. EDUCATION AS REVOLUTION The inventor of the bomb was a former teacher. Isagani, a youth, who prevented the explosion and Simoun eventually failed in the end. Padre Florentino, in his last conversation with Simoun, stated that a revolution must be made for a greater cause. RIZAL AND EDUCATION Rizal viewed education as something revolutionary, not in a subversive and violent sense, but in freeing the mind from the darkness and bonds of ignorance. A free mind must be aware of the issues of the society. He or she must be actively engaged in trying to change society for the better. INDIVIDUAL TASKS Answer Student Journal 73 and 78 and Memory Test 77.