Rizal - Life, Works, and Writings (Prelim) 2024-2025 PDF

BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL (Instructor: Bb....

BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL (Instructor: Bb. Jessa Mae O. Asuncion) DR. JOSE PROTACIO RIZAL MERCADO Y ALONZO REALONDA REPUBLIC ACT No. 1425 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. Republic Act No. 1425, popularly known as the Rizal Law, directs all public and private schools, colleges, and universities to include in their curricula courses or subjects on the life, works, and writings of Dr. Jose Rizal, particularly the novels Noli Me Tangere and El Filibusterismo. The Board of National Education is given the mandate to carry out and enforce the Rizal Law. It was approved on 12 June 1956. SENATOR CLARO MAYO RECTO (February 8, 1890-October 2, 1960) The main sponsor and defender of the Rizal Bill was Claro Mayo Recto. He was born in Tiaong, Tayabas (Quezon) on February 8, 1890 to Claro Recto, Sr. and Micaela Mayo. He completed his primary education in his hometown and his secondary education in Batangas. For his college education, he moved to Manila and completed his AB degree in Ateneo, and was awarded maxima cum laude in 1909. In 1914, he finished his law degree at the University of Santo Tomas. He was admitted to the bar that same year. His political career started in the House of Representatives in 1919 when he was elected as representative of the third district of Batangas. He later became House Minority Floor Leader. From the House of Representatives, he moved to the Senate in 1931 when he was elected as a senator. Known as an ardent nationalist, Recto was also a man of letters. He penned beautiful poetry and prose. On October 2, 1960, he died of a heart attack in Italy. He was survived by his wife, Aurora Reyes, and their five children. From the Rizal Bill to the Rizal Law Senate Bill 438 known as Rizal Bill which was first authored by Senator Claro M. Recto - requiring the inclusion in the curricula of all private and public schools, colleges and universities the life, works and writings of Jose Rizal particularly his novels Noli Me Tangere and El Filibusterismo - is considered as one of the most controversial bills in the Philippines. Normally, before the bill was approved and implemented in all schools and was signed into a law known as Republic Act 1425, it had been brought to the Upper and Lower House of the Congress for deliberations. But what made it controversial is that the bill was not just fiercely opposed by people from Legislative Arm (responsible for making laws within a country) but also by the Catholic Church due to the inclusion of compulsory reading of Rizal's novels in which according to them, catholic dogmas are humiliated. 1|R I Z AL – L I F E, W O R K S, A N D W R I T I N G S O F R I Z AL ( Pr e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 On April 3, 1956, Senate Bill No. 438 was filed by the Senate Committee on Education. Then, on April 17, 1956, 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 SB 438. Debates started on April 23, 1956. The bill was headedly opposed by three senators namely Senator Francisco Rodrigo who was a former Catholic Action President, Senator Mariano Cuenco and Senator Decoroso Rosales who was the brother of Julio Rosales, an archbishop. Other oppositors were from Lower House namely Congressmen Ramon Darano, Marciano Lim, Jose Nuguid, Manuel Soza, Godofredo Ramos, Miguel Cuenco, Lucas Paredes, Congressmen Carmen Consing and Tecia San Andres Ziga. The Catholic Church was indirectly included in the debates and played a major role for the intervention of signing of the bill into a law. Allied with the church in battle against Rizal Bill were the Holy Name Society of the Philippines, Catholic Action of the Philippines, Legion of Mary, Knights of Columbus and Daughters of Isabela. Oppositions argued that the bill would go against freedom of conscience and religion, The Catholic Bishops Conference of the Philippines (CBCP) submitted a pastoral letter to which according, Rizal violated Canon Law 1399 which forbids or bans books that attack the catholic doctrine and practices. Oppositors argued that among the 333 pages of Noli Me Tangere, only 25 passages are nationalistic while 120 passages are anti-catholic. While upon scrutiny of thetwo novels by some members of catholic hierarchial,170 passages in Noli Me Tangere and 50 in El Filibusterismo are against catholic faith. Furthermore, oppositors pointed out that Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the catholic faith itself. They suggested a reading material for students as to what they called Rizalian Anthology, a collection of Rizal's literary works that contain the patriotic philosophy excluding the two novels. Of course, Recto and Laurel defended the bill and argued that the only objective of the bill is to keep the memory of the national hero alive in every Filipino's mind, to emanate Rizal as he peacefully fought for freedom, and not to go against religion. Senators Lorenso Tanada, Quintin Paredes and Domecae Alonte of Mindanao also defended Rizal Bill which was also favored by Representatives from the House namely Congressmen Jacobo Gonzales, Emilio Cortez, Mario Bengson, Joaquin Roxas, Lancap Lagumbay and Pedro Lopez. Other supporters of the bill were Mayor Arsenio Lacson call anti-Rizal bill "bigoted and intolerant" and walked out of a mass when the priest read a pastoral letter from the Archbishop denouncing the Rizal Bill and General Emilio Aguinaldo with groups like the Knights of Rizal, Women Writers of the Vernacular, Philippine Veterans Legion, Colleger Editors' Guild and Philippine School Teachers' Association. Excitement and intense scenes were eventually arisen in settling the Rizal Bill. One of which was the debate of Cebu Representative Ramon Durano and Pampanga Representative Emilio Cortes that ended with a fistfight in Congress. Bacolod City Bishop Manuel Yap threatened to campaign against pro-Rizal bill legislators and to punish them in future elections. Catholic Schools Representatives threatened to close down their schools if the Rizal Bill was passed. Recto told them that if they did, the State could nationalize the catholic schools. When there was a proposal to use the expurgated novels as textbooks and put the original copies under lock and key in the school libraries, Recto rejected this amendment and expressed: "The people who would eliminate the books of Rizal from the schools...would bot out from our minds the memory of the national hero... this is not a fight against Recto but a fight against Rizal...now that Rizal is dead and they can no longer attempt at his life, they are attempting to blot out his memory." 2|R I Z AL – L I F E, W O R K S, A N D W R I T I N G S O F R I Z AL ( Pr e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 Due to apparently never-ending debate on the Rizal Bill, approved amendments were formulated through ideas of three senators. Senator Laurel' created an amendment to the original bill in which, other that Noli Me Tangere and El Filibusterismo, works written by Rizal and works written by others about Rizal would be included and reading of the unexpurgated revision of the two novels would no longer be compulsory to elementary and secondary levels but would be strictly observed to college level. Senator Lim suggested the exemption to those students who feel that reading Rizal's novels would negatively affect his or her faith. Senator Primicias created an additional amendment that promulgates the rules and regulations in getting an exemption only from reading the two novels through written statement or affidavit and not from taking the Rizal Course. According to historian Ambeth Ocampo, no student has ever availed of this exemption. After the revised amendments, the bill was finally passed on May 17, 1956 and was signed into law as Republic Act 1425 by President Ramon Magsaysay on June 12, 1956. The Debates about the Rizal Bill FOR: "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." -Senator Jose P. Laurel "Rizal did not pretend to teach religion when he wrote those 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." -Senator Claro M. Recto AGAINST: "A vast majority of our people are, at the same time, Catholic and Filipino citizens. As such, they have two great loves: their country and their faith. These two loves are not conflicting loves. They are harmonious affections, like the love for his father and for his mother. This is the basis of my stand. Let us not create a conflict between nationalism and religion, between the government and the church." -Senator Francisco "Soc" Rodrigo A major point of the debates was whether the compulsory reading of the texts Noli Me Tangere and El Filibusterismo appropriated in the bill was constitutional. 3|R I Z AL – L I F E, W O R K S, A N D W R I T I N G S O F R I Z AL ( Pr e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 REPUBLIC ACT NO. 1425 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; Now, therefore, SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided, That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translation shall be used as basic texts. The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks. The Board shall, within sixty (60) days from the effectivity of this Act, promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this section; but not from taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette. SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities. The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university. SECTION 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations and Barrio Councils throughout the country. SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school. SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of this Act. SECTION 6. This Act shall take effect upon its approval. 4|R I Z AL – L I F E, W O R K S, A N D W R I T I N G S O F R I Z AL ( Pr e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 NATIONALISM Nationalism has become one of the most significant political and social forces in history. Nationalism is the desire of a nation to self-determination. It is usually associated with patriotism (a positive and supportive attitudes to a "fatherland"), but it can also lead to chauvinism (aggressive patriotism, or blind or biased devotion to any group, attitude or cause), imperialism, racism and xenophobia, militarism, or ultimately to Fascism. Nationalism is the strong feeling of pride and loyalty that people have for their country. It means, believing that your country and its interests are important, and wanting to protect and promote its culture, values, and independence. Nationalism often brings people together to support their nation and work for its success. Nationalism is an ideology based on the concept that a person's loyalty and devotion to the nation or the state takes precedence over any individual or group interest. For nationalists, the nation goes first. Nationalism had become a popular movement, with the proliferation of flags, national anthems, patriotic literature, and public ceremonies. Nationalism became the language of mass politics. Nation A nation is a group of people who share a common identity, usually based on common ancestry, culture, language, history, religion, historic traditions, shared territory, or ethnicity. They often feel a strong sense of unity and belonging together. The members of such a group can identify themselves and the others as belonging to the group, and who have the will or desire to remain as a group, united through some form of organization, most often political, political regimes, economies, and social structures. State A state is a political entity with a defined territory, government, and sovereignty. A state has the power to make and enforce laws, and it is recognized by other states. *In simple terms, a nation is about the people and their shared identity, while a state is about the governing structure and authority over a specific area. A nation can exist without a state, and a state can include multiple nations. Nation-state A nation-state is a nation of people who govern themselves on their own sovereign territory. The nation- state is a result of self-determination. Nation-states connect national identity with that of statehood. *Self-determination – right of a nation to choose its own government. 5|R I Z AL – L I F E, W O R K S, A N D W R I T I N G S O F R I Z AL ( Pr e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 "Dual Characters of Nationalism" The term nationalism has been amply defined and analyzed by political scientist. It has a dual character the passive and active. PASSIVE NATIONALISM When people quietly express their love, national pride and loyalty for their country by preserving its culture, traditions, values, language, and identity of a nation. It's more about feeling proud of one's nation and maintaining its identity without taking direct action. It’s about showing love for one's country through everyday actions, like celebrating national holidays, teaching the language and history to younger generations, and supporting national symbols like the flag. In the context of a nation under foreign control or influence, passive nationalism might involve subtle forms of resistance, such as refusing to adopt the colonizer's culture or quietly promoting the nation's own traditions and values. In short, passive nationalism is about sustaining a nation’s identity and values without direct or confrontational actions. It's more about preserving the essence of the nation over time, even in the face of external pressures or changes. ACTIVE NATIONALISM When people take strong, organized actions in response to a threat against their nation or defend their country. In the case of a country under foreign control or oppression, this kind of nationalism drives efforts to gain independence. These maybe through constitutional measures, passive resistance, armed a conflict, or a combination of all these methods. 1. Constitutional Measures: Seeking change through legal and political means, like petitions or reforms. 2. Passive Resistance: Non-violent actions such as protests, boycotts, or civil disobedience. 3. Armed Conflict: Taking up arms to fight for freedom or defend the nation. Active nationalism of a sovereign nation - under threat from an outside power is expressed in mobilization of defense which may end in a war, and aroused reaction to a danger, or supposed danger to a nation's minorities in other territories. In summary, active nationalism is a forceful response to protect or assert a nation's rights and sovereignty, whether through peaceful means, military action, or a combination of both, depending on the nature of the threat. *In simple terms, passive nationalism is about quietly cherishing your nation, while active nationalism is about taking action to protect or advance it. 6|R I Z AL – L I F E, W O R K S, A N D W R I T I N G S O F R I Z AL ( Pr e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 Types of Nationalism 1. CIVIC NATIONALISM Civic nationalism defines the nation as en association of people with equal and shared political rights, and allegiance to similer political procedures. According to the principles of civic nationalism the nation is not based on common ethnic ancestry, but is a political entity, whose core is not ethnicity. Civic nationalism (or civil nationalism) is the form of nationalism in which the state derives political legitimacy from the active participation of its citizenry, from the degree to which it represents the "will of the people". It is often seen as originating with Jean-Jacques Rousseau and especially the social contract theories which take their name from his 1762 book The Social Contract. Civic nationalism lies within the traditions of rationalism and liberalism, but as a form of nationalism it is contrasted with ethnic nationalism. Membership of the civic nation is considered voluntary. Civic-national ideals influenced the development of representative democracy in countries such as the United States and France. 2. LEFT-WING NATIONALISM Left-wing nationalism (occasionally known as socialist nationalism) refers to any political movement that combines left-wing politics with nationalism. Many nationalist movements are dedicated to national liberation, in the view that their nations are being persecuted by other nations and thus need to exercise self- determination by liberating themselves from the accused per nationalism can be used in an intemationalist context, fighting for national liberation without racial or religious divisions sectors. Left-Wing Nationalism combines national pride with left-leaning, progressive political goals, such as social equality and workers' rights. It supports a nation’s self-determination while promoting social reforms. 3. EXPANSIONIST NATIONALISM Expansionist nationalism promotes expansion into new territories, usually with the claim that the existing territory is too small or is not able to physically or economically sustain the nation's population. Expansionist Nationalism is a type of nationalism that promotes the idea of a nation expanding its territory and influence beyond its current borders. It often involves the belief that a nation has the right, or even the duty, to expand its power, sometimes justifying aggressive actions or conflicts to acquire more land or resources. Expansionist nationalism is a regressive ideology. Expansionist nationalism is chauvinistic in nature and fails to respect the sovereignty of other nations. Chauvinism is aggressive patriotism. Expansionist Nationalism is the belief that a nation should grow its territory and power, often by taking over neighboring lands or other countries. This type of nationalism justifies expansion as a way to make the nation stronger and more secure, even if it means using aggressive or forceful methods. 4. IMPERIALISM The policy of extending a nation's authority by territorial acquisition or by the establishment of economic and political hegemony over other nations is imperialism. Imperialism was basically taking over another country and taking natural resources and goods from the land, typically through colonization, military force, or economic dominance. It led to destructive nationalism because many countries wanted the same land and soon war erupted. 7|R I Z AL – L I F E, W O R K S, A N D W R I T I N G S O F R I Z AL ( Pr e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 Imperialism is the policy or practice by which a country extends its power and influence over other countries or territories, often through military force, colonization, or economic control. The goal of imperialism is to build an empire, gaining wealth and resources from the controlled regions. Imperialism is when a powerful country takes control of other countries or territories to expand its influence and gain resources. This control can be through military force, colonization, or economic dominance. The goal is to build an empire and increase the power and wealth of the controlling country. 5. ETHNO NATIONALISM The term ethno nationalism refers to a particular strain of nationalism that is marked by the desire of an ethnic community to have absolute authority over its own political, economic, and social affairs. Therefore, it denotes the pursuit of statehood on the part of an ethnic nation. Ethnonationalist movements signify the perception among members of a particular ethnic group that the group's interests are not being served under the present political arrangements. Whereas nationalism does not necessarily imply a belief in the superiority of one ethnicity over others, some nationalists support ethnocentric protectionism or ethnocentric supremacy. Ethno-nationalism is a form of nationalism where the identity of a nation is defined by a shared ethnicity, culture, or language. Ethno-nationalists believe that a nation should be composed of people who share the same ethnic background and cultural heritage. This can lead to the exclusion or discrimination against people who do not fit that ethnic or cultural identity. 6. GLOBALISM Globalism is the attitude or policy of placing the interests of the entire world above those of individual nations. It seeks some form of world state, with a world government. Very few people openly and explicitly support the establishment of a global state. Globalism promotes the idea of a unified global community where nations cooperate and integrate, minimizing the importance of national borders and sovereignty. It aims to establish borderless world where differences of people is minimized while similarities of people are maximized. Globalization describes a process by which regional economies, societies, and cultures have become integrated through a global network of communication, transportation, and trade. The term is sometimes used to refer specifically to economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology.. However, globalization is usually recognized as being driven by a combination of economic, technological, sociocultural, political, and biological factors. The term can also refer to the transnational circulation of ideas, languages. NATIONALISM IN THE PHILIPPINES Filipino Nationalism is essentially a product of colonialism. It is both a transmission from and a reaction to western imperialism as well. Nationalism, a word which means ideology that emphasizes loyalty, devotion or allegiance to a nation and holds that such obligations outweigh other individual or group interests (Britannica.com). 8|R I Z AL – L I F E, W O R K S, A N D W R I T I N G S O F R I Z AL ( Pr e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 DR. JOSE RIZAL, FATHER OF FILIPINO NATIONALISM Jose Rizal is considered as one of the most important figures in the history of the Philippines. He played a vital role in the country's struggle for independence against the Spanish colonizers. One of the major concepts that Rizal introduced to the Philippines is nationalism, which he defined as love of one's country and the promotion of its welfare. According to Rizal, nationalism is not simply the love of one's country but also the ability to recognize the cultural and historical diversity that exists within a nation. He believed that every Filipino should be proud of their heritage and culture and work towards their country's advancement and progress. Rizal was convinced that the nation's strength lies in unity, and to achieve this, he firmly adhered to the principle of mutual respect and cooperation among the different ethnic groups. To promote nationalism, Rizal wrote extensively about the importance of education and the need for Filipinos to become well-educated and enlightened individuals. He believed that education was the key to national progress and a catalyst for social change. In his book "The Philippines A Century Hence," Rizal advocated for the establishment of a national university that would serve as a center of education and a repository of the nation's intellectual heritage. Rizal also emphasized the importance of social reform to achieve national progress. He believed that the Philippines could only achieve true independence if its society was free from corruption, oppression, and injustice. In his novels, "Noli Me Tangere" and "El Filibusterismo," Rizal portrayed the harsh realities of colonial life and criticized the corrupt officials who exploited the people and perpetuated their suffering. Furthermore, Rizal used his position as a writer and a public figure to promote nationalism. He actively participated in civic activities, formed organizations, and established cooperatives that advanced the interests of the people. He also wrote articles for newspapers, addressing critical issues affecting the welfare of the country. In conclusion, Rizal's concept of nationalism remains significant in his ideals because it inspired the Filipinos to unite and fight for their country's independence. He convincingly argued that love of the country and its history would lead to the promotion of its welfare. He defined nationalism as a celebration of cultural diversity, social reform, education, and mutual respect and cooperation among the different ethnic groups. His writings and actions were guided by his vision for the Philippines- a nation free from oppression and a society that embraces progress, justice, and equality. All of which make Jose Rizal a true nationalist and an exemplary figure in the quest for freedom and independence. 10 modern ways of Nationalism: 1. Respect the Philippine Flag and value the Filipino identity 2. Be a productive citizen 3. Be aware of the issues in our country 4. Stand proud for every Filipinos achievement 5. Patronize and support our own products 6. Preserve the Filipino culture 7. Respect everyone and value our traditions 8. Speak out our own language 9. Remember and commemorate our heroes’ sacrifices for our country 10. Love our family, our neighbors, and our compatriots 9|R I Z AL – L I F E, W O R K S, A N D W R I T I N G S O F R I Z AL ( Pr e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 CONCEPT OF HERO IN FILIPINO CULTURE One may notice the limited approach in the definition of the word "hero" in traditional western dictionaries. Hero is normally defined here as an illustrious man, often of divine descent, or with distinguished valor or enterprise in danger, and fortitude in suffering, who is supposed to be exalted after death. Being an extraordinary person and individualistic is apparent. This may be seen in the synonym of hero in Microsoft word – "Superman." The Filipino concept of hero, on the other hand, is a much broader concept, albeit stripped of grandeur. Known as Bayani, Bagani, Magani, or Wani in various Filipino ethno-linguistic groups, a hero in early Philippine societies was just a normal warrior of the community. His simple tasks were based on daily needs of the village. Filipino heroes were also venerated during this period. Jose Rizal, who was executed by the Spaniards, became the leading national hero. Mabini, Luna, and Del Pilar also became household names. The problem to the new approach was that it coincides with the thrust of the Americans to instill to the minds of Filipinos the American culture. A modern-day concept of the indigenous Bayani still exists today. The Overseas Filipino Workers (OFW) are considered Bagong Bayani (new heroes). Their work abroad is said to be a continuation of the culture of pangangayaw. The word namayani, meaning to prevail or triumph, has become well-known. The concept of the Filipino Bayani is indeed embedded in the blueprint of Filipino well-being. Criteria for Recognizing Heroes A hero is a social construct. Since that is the nature of the process, recognizing heroes is always subjective. To bridge the gap, the National Historical Commission of the Philippines (NHCP) released some of the criteria for recognizing heroes, through their Project Saysay. The criteria are listed below: 1. The extent of a person's sacrifice for the welfare of the country (Teodoro A. Agoncillo 1965); 2. The motive and methods employed in the attainment of the ideal (welfare of the country) (Teodoro A. Agoncillo 1965); 3. The moral character of the person concerned (Teodoro A. Agoncillo 1965); 4. The influence of the person concerned on his/her age and or the succeeding age (Teodoro Agoncillo 1965); 5. Those who have a concept of nation and thereafter aspire and struggle for the nation's freedom (Onofre D. Corpuz 1993); 6. Those who define and contribute to a system of life of freedom and order for a nation (Onofre D. Corpuz 1993); 7. Those who contribute to the quality of life and destiny of a nation (Onofre D. Corpuz 1993); 8. A part of the people's expression (Alfredo Lagmay 1995); 9. Person who thinks of the future, especially the future generations (Alfredo Lagmay 1995); and 10. The choice of a hero involves not only the recounting of an episode or events in history, but of the entire process that made this particular person a hero (Alfredo Lagmay 1995). 10 | R I Z A L – L I F E , W O R K S , A N D W R I T I N G S O F R I Z A L ( P r e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 Rizal as a Filipino Hero Jose Rizal as a Filipino hero is state-sponsored through the Republic Act 1425 (Rizal Law). His heroism, however, is not a post-World War II phenomenon. Two years after Rizal's death, the first commemoration was held on December 30, 1898 when the then President of the First Philippine Republic, Emilio Aguinaldo, declared in Malolos, Bulacan, a day of National Mourning. Various provinces like Tayabas and Batangas were reported to observe the solemn commemoration in front of Rizal's portrait. But this was not the start of the long years of veneration. It is documented that during the meetings of the Katipunan, a portrait of Rizal was hanging in the room where members were made to believe that Rizal was an honorary member of the secret society. The Americans, realizing the possibilities of a Rizal cult in their colonial agenda, seized the opportunity and made Rizal the "national" hero of the Philippines. Among the choices they had, three criteria were used in the selection: 1) a hero who is not violent and militant, and if possible, preferred peaceful means like education; 2) a hero who had no qualms on American imperialism; and 3) a hero who is already dead. It is obvious here that Del Pilar, Mabini, Bonifacio, and Aguinaldo were not qualified as heroes. It is a no-brainer that the Americans would pick Rizal ahead of others. In 1901, William H. Taft, President of the Second Philippine Commission, had appointed Rizal to embody the brand of nationalism propagated by the American colonial government. However, there was no actual law during the American Regime that explicitly declared Rizal the official hero of the country. Three steps, instead, were made by the American colonial government to promote his heroism, namely: 1) the creation of Rizal Province; 2) the erection of Rizal Monument; and 3) the declaration of Rizal Day on December 30 as a public holiday. Since then, Rizal's image as a hero of the Philippines has become a viable enterprise for stamp, chart, post-card makers, and other printed materials. This was heightened when in 1956, the Rizal Law was conceived, since books, textbooks, and modules were necessary for educational purposes. In 1995, amidst the preparation of the nation for the upcoming centennial celebration of Philippine Revolution and Philippine Independence Day, the National Heroes Committee created by President Fidel V. Ramos released a list of recommended national heroes. These were as follows: 1. Jose Rizal 4. Apolinario Mabini 7. Juan Luna 2. Andres Bonifacio 5. Marcelo H. Del Pilar 8. Melchora Aquino 3. Emilio Aguinaldo 6. Sultan Dipatuan Kudarat 9. Gabriela Silang The aforementioned list is not yet approved. The website of the National Commission on the Culture and Arts states that "this might trigger a flood of requests for proclamations" and might "trigger bitter debates involving historical controversies about the heroes." Various laws honoring/commemorating Filipino historical figures were instead passed into law. Jose Rizal was never declared a national hero, but he became a hero by acclamation. The Filipino people accepted the way that he changed the nation during that time and, of course, it needs a very wide dissemination to be accepted by the people (Jose Victor Torres, 2022). Today, there are four major national celebrations with Rizal as an important subject: June 12 (Independence Day), June 19 (Birth Anniversary), last week of August (National Heroes Week), and December 30 (Rizal Day). 11 | R I Z A L – L I F E , W O R K S , A N D W R I T I N G S O F R I Z A L ( P r e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 Why Rizal was considered as our national hero? Jose Rizal was considered as the Philippines' National Hero. Rizal became our National Hero since 1901 as appointed by Governor William Howard Taft. He topped the list to be our National Hero from among others including Andres Bonifacio, Apolinario Mabini, and Emilio Aguinaldo. He has been recognized by having a big role in the history of our country. Bringing such legacy to our country in terms of of social and political heritage is an honor and also what makes us Filipinos proud of. Being part of the history, it mkes the lives of the Filipinos relevant through the social problems that our hero fought for and still existing in our homeland today. Rizal became the voice of the people against the Spanish rule. As an educated man and was also known for making poet, essayist, diarist, novelist, and a correspondent, propagandist and a good conversationalist, doctor and many more, Rizal was exposed and have witnessed the abuses of government officials and the Spaniards and friars since Rizal was existing during the Spanish period. By this, Rizal pushed to gain reform in our country. Having the courage and being brave of Rizal, he used his novels, Noli me Tangere and El Filibusterismo to express the Philippine society in terms of national identity, Catholic faith, and government's issues of corruption, abuse and discrimination. All of these were experienced and expressed by Jose Rizal. Rizal opted for a nonviolence reform in the government. He dedicated his life for the love of himself for the country without any hesitation. There are issues and arguments, why Rizal considered as our national hero, instead of Bonifacio. Many chose Rizal instead of Bonifacio because Rizal was lesser evil than Bonifacio and others. Rizal just fought the Spaniards by simply not by his sword but by his writings and novels. He used what he have, the intelligence in order to free the Filipinos. Rizal was imprisoned, December 30, 1896 due to the depiction by the novels expressing the oppression of the Filipino people and the tyranny and injustices of the Friars. Rizal was executed for supposedly being the mastermind of the revolt. However he was not a part of it and only wanted to achieve revolution by peaceful means. REMEMBERING RIZAL Rizal's execution on December 30, 1896, became an important turning point in the history of the Philippine revolution. His death activated the full-scale revolution that resulted in the declaration of Philippine independence in 1898. Under the American colonial government, Rizal was considered one of the most important Filipino heroes of the revolution and was even declared the National Hero by the Taft Commission, also called the Philippine Commission of 1901. A Rizal monument was built in every town, and December 30 was declared a national holiday to commemorate his death and heroism. In some provinces, men-most of whom were professionals-organized and became members of Caballeros de Rizal, now known as the Knights of Rizal. Influenced by both the Roman Catholic Church and the prehispanic spiritual culture, some Filipino masses likewise founded organizations that recognize Rizal not just as an important hero but also as their savior from all the social ills that plague the country. These groups, which can be linked to the long history of millenarian movements in the country, are widely known as the Rizalistas. These organizations believe that Rizal has the Latin name of Jove Rex Al, which means "God, King of All." 12 | R I Z A L – L I F E , W O R K S , A N D W R I T I N G S O F R I Z A L ( P r e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 Rizal as the Tagalog Christ In late 1898 and early 1899, Filipino newspapers reported that people across the country were commemorating José Rizal's death with deep emotion. In Batangas, they were seen crying in front of his portrait, comparing his struggles to Christ. In Laguna, Rizal was viewed as a divine figure associated with Mount Makiling. As the 1900s began, various religious groups emerged, venerating Rizal as the "Filipino Jesus Christ." In 1907, Spanish writer and philosopher Miguel de Unamuno gave Rizal the title "Tagalog Christ" as religious organizations venerating him had been formed in different parts of the Philippines (lya, 2012). It is, however, important to mention that Rizal was not the first to be called such. In Philippine history, some revolutionary leaders were seen as religious figures by their followers. Apolinario de la Cruz (1815-1841), founder of the Cofradia de San Jose, was called the "Tagalog Christ," and Felipe Salvador (1870-1912), also known as Apo Ipe, who created the Santa Iglesia, was referred to as the "Filipino Christ" and the "King of the Philippines." These leaders' movements combined religious beliefs with their fight against colonial powers. Such movements, known as millenarian groups, often used religious symbols and figures to represent their goal of societal transformation. The same can also be said with the Rizalista groups, which, as mentioned, have risen in some parts of the country after Rizal's death in 1896. Each group has its own teachings, practices, and celebrations, but one common belief among them is the veneration of José Rizal as the reincarnation of Jesus Christ. These groups likened the travails of José Rizal to that of Jesus Christ as narrated in the Pasyon, an epic poem that became popular among the Tagalogs during the Spanish period (Ileto, 1998). Rizalistas believe that Rizal, just like Jesus Christ, would eventually return to life and will save mankind. Reincarnation in the context of Rizalistas means that both Rizal and Jesus led parallel lives. "Both were Asians, had brilliant minds and extraordinary talents. Both believed in the Golden Rule, cured the sick, were rabid reformers, believed in the universal brotherhood of men, and were closely associated with a small group of followers. Both died young (Christ at 33 and Rizal at 35) at the hands of their enemies. Their lives changed the course of history" (Mercado, 1982, p. 38). Sambahang Rizal Literally the "Rizal Church," the Sambahang Rizal was founded by the late Basilio Aromin, a lawyer in Cuyapo, Nueva Ecija, in 1918. Aromin was able to attract followers with his claim that Sambahang Rizal was established to honor Rizal who was sent by Bathala to redeem the Filipino race, like Jesus Christ who offered His life to save mankind (Foronda, 2001). Bathala is the term used by early Filipinos to refer to "God" or "Creator." Aromin's group believes that Rizal is the "Son of Bathala" in the same way that Jesus Christ is the "Son of God." Noli Me Tángere and El Filibusterismo serve as their "bible" that shows the doctrines and teachings of Rizal. Their churches have altars displaying the Philippine flag and a statue of Rizal. Similar to the Catholic Church, the Sambahang Rizal conducts sacraments like baptism, confirmation, marriage, and ceremonies for the dead. It assigns preachers, called lalawigan guru, who are expected to preach Rizal's teachings in different provinces. Aromin, the founder, held the title Pangulu guru (chief preacher). At the height of its popularity, the organization had about 7,000 followers in Nueva Ecija and Pangasinan (Foronda, 2001). 13 | R I Z A L – L I F E , W O R K S , A N D W R I T I N G S O F R I Z A L ( P r e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 Importance of studying Rizal 1. The subject provides insights on how to deal with current problems 2. It helps us understand better ourselves as Filipinos 3. It teaches nationalism and patriotism 4. It provides various essential life lessons 5. It helps in developing logical and critical thinking 6. Rizal can serve as a worthwhile model and inspiration to every Filipino 7. The subject is a rich source of entertaining narratives. References: Crudo, Eugene Raymond P., Guiwa, Herald Ian C., Pawilen, Reidan M. (2019). A Course Module for The Life, Works and Writings of Jose Rizal. Rex Book Store. The Philippine Diary Project. (2019). About Leon Ma. Guerrero. Retrieved November 4, 2021 from https://philippinediaryproject.com/about-the-philippine-diary-project/about-the-diaries/about-leon-ma-guerrero/ Obias, Rhodalyn, Mallari, Aaron Abel, Estella, Janet. (2018). The Life and Works of Jose Rizal. C & E Publishing, Inc. Cabrera, F et al, (2018).Jose Rizal: Social Reformer and Patriot. Rex Book Store. Dumol, P. A. & Camposano C. C. (2018). The Nation as a Project. Viral Group Inc. Solmero, E et al, (2017). Reading Rizal, Manila, Fastbooks Educational Supply Incorporated Ocampo, N. (2011). Kristong Pilipino: Pananampalataya kay Jose Rizal. Quezon City: Bagong Kasaysayan. The Life and Works of Rizal. (n.d.). Rizal’s Views on Catholicism. Retrieved November 9, 2021, from http://thelifeandworksofrizal.blogspot.com/2011/08/rizals-views-on-catholicism.html. 14 | R I Z A L – L I F E , W O R K S , A N D W R I T I N G S O F R I Z A L ( P r e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 GROUP ACTIVITY: Present on September 18, 2024. RIZAL – Wednesday 8:00-10:30 PM Group INSTRUCTIONS: NAMES: No. Bring your own materials Survey Presentation: (8-10 minutes): Create 8-10 questions about the Rizal course/subject (Rizal as a national hero, passage of Rizal Law, etc.). Use these questions to ALVAREZ, JENNY ROSE R. conduct a survey to those students who have not BERONES, SOFIA C. taken the Rizal course/subject. Present and share HIDALGO, LIZLIE F. 1 MAGUID, DZULKHABEER M. to the class the results using your prepared slides, highlighting key points and insights. NUEVA EXCIJA. ANGELA MAE P. VILLANUEVA, CLAUDINE U. Audio-Visual Presentation (5-10 minutes): Look for a relevant videos that clearly illustrate the concept and differences between passive and active nationalism. ANTIG, XENA FRANZINE M. Role-Play Presentations (5-10 minutes): CAMBOJA, ALEYAH Present scenarios that exemplify the positive and MANAOPANAO, PAMELA 2 XRISCHEL P. negative aspects of Civic Nationalism, Left-Wing Nationalism, and Globalism. Better to connect it NUÑEZA, JAIRUS to your chosen profession. TABIRAO, NORIE MAE S. BARILLO, KARYLL ANGELOU L. Role-Play Presentations (5-10 minutes): CAÑETE, RAVEN S. Present scenarios that exemplify the positive and 3 PALACIOS, CHARMAINE Y. negative aspects of Imperialism, Ethno SALI, NAJERA P. Nationalism and Expansionist Nationalism. TAN, LESLY DANE D. Better to connect it to your chosen profession. Audio-Visual Presentation (5-8 minutes): Present the reasons why José Rizal was chosen as the Philippine National Hero by showcasing ALEGADO, CHAST MARIE M. photos and/or videos of his significant BANTACULO, DANIELA A. deeds/contributions. Present it to the class. DIONDAB, MARJULEN B. 4 MIER, JESSICA T. REMAN, NICOLE A. Audio-Visual Presentation (3-5 minutes): TRAYA, MATEO JR. P. Present an overview of the Rizalista group by showcasing photos of their churches, altars, and celebrations/activities. Present it to the class. 15 | R I Z A L – L I F E , W O R K S , A N D W R I T I N G S O F R I Z A L ( P r e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 RUBRIC NOT EXCELLENT SATISFACTORY DEVELOPING SATISFACTORY (5) (4) (3) (2) Enough points Many good points Points presented Points presented presented; information presented, just was somewhat not clear; CONTENT given was more than enough information clear; too little information does what was expected presented information not support ideas Information was Information showed Information was Information was well organized, with little organization; very disorganized; ORGANIZATION organized, clear occasional confusion audience take same Difficult to discussion of ideas between ideas effort to follow understand A number of actions Extremely clear actions Most actions and Little effort was and voice were DELIVERY and voice and voice were clear and exerted; no unclear; little believable; very heartfelt believable; heartfelt emotions at all emotions Appeared very well Appeared well Satisfactory flow Appeared PREPAREDNESS practiced; flow and practiced; good flow and timing; more unpracticed timing and timing practice required Highly effective in Somewhat Limited Generally effective in achieving objectives; effective; meets effectiveness; EFFECTIVENESS achieving objectives; impactful and objectives with partial achievement noticeable impact. memorable. moderate impact. of objectives. Accepts most ideas Group does not Accepts ideas of others; without negative Unwilling to work together; one COOPERATION able to compromise; all comments; able to compromise; few person does the members contribute compromise; some members contribute work members contributed Presented Held audience Presented Involved audience in the information with AUDIENCE attention most of the information without discussion; held minimal audience INTERACTION / time; Responds to audience contact; Q&A audience attention contact; able to most questions unable to answer although out answer one clearly questions question correctly Unsure of Shows confidence; Shows some responsibility: Portrayal stalls; informative; entertaining; confidence: presents somewhat lacks information; OVERALL engages audience; some information; informative; audience bored; PRESENTATION speaks loudly and engages audience; engages audience mumbles; body clearly; appropriate use can be heard, some intermittently; hard language is lacking: of body language use of body language to hear, some inappropriate movement OVERALL SCORE : 40 POINTS 16 | R I Z A L – L I F E , W O R K S , A N D W R I T I N G S O F R I Z A L ( P r e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.  BROKENSHIRE COLLEGE SOCSKSARGEN, INC. (RIZAL – LIFE, WORKS, AND WRITINGS OF RIZAL) 1st Semester SY 2024-2025 GOOD LUCK AND GOD BLESS!!! 17 | R I Z A L – L I F E , W O R K S , A N D W R I T I N G S O F R I Z A L ( P r e l i m ) Prepared by: Bb.Jessa Mae Ombajin Asuncion, L.P.T.