THE LIFE AND WORKS OF DR. JOSE RIZAL REVISED EDITION2.pdf - THE LIFE AND WORKS OF DR JOSE P RIZAL MANUEL F DELIGENTE MAED ESMERALDO G GUILLERMO MAED

THE LIFE AND WORKS OF DR. JOSE RIZAL REVISED EDITION2.pdf -...

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Unformatted text preview: THE LIFE AND WORKS OF DR. JOSE P. RIZAL MANUEL F. DELIGENTE, MAED ESMERALDO G. GUILLERMO, MAED i|THE LIFE AND WORKS OF DR. JOSE RIZAL COPYRIGHT PAGE Manuel F. Deligente, MAED Esmeraldo G. Guillermo, MAED Disclaimer: All written works that appear in this manual are copyrighted by the respective authors and/or publishers. The authors of this manual claim no credit for said works unless otherwise specified. Those who own the rights to any of the used works and may not wish them to appear in this manual, kindly notify or contact the authors and said works will be promptly removed in its succeeding edition. Any copy of this manual without the signatures of the authors on this page proceeds from an unauthorized source thus has no authority to hold or dispose the same. ii | T H E L I F E A N D W O R K S O F D R . J O S E R I Z A L PREFACE As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Dr. Jose Rizal. Among the topics covered are Rizal’s biography and writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays and various correspondences. At the end of the course, the students are expected to be able to: 1. Discuss Jose Rizal’s life within the context of 19th century Philippines; 2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere and El Filibusterismo 3. Organize Rizal’s ideas into various themes 4. Demonstrate a critical reading of primary sources 5. Interpret the values that can be derived from studying Rizal’s life and works 6. Display an appreciation for education and love of country 7. Watch closely a movie of the heroic martyrdom of Dr. Jose Rizal 8. Write a critical review of the movie about Dr. Jose Rizal. The workbook is a product of a collaborative endeavor of the authors in compliance with the mandate of the University/administration, in coordination with the University Book Committee, and under the supervision of the Department of Social Sciences of the College of Arts and Sciences. The authors are also indebted to the writers/authors of the books and articles used and therefore express their sincerest appreciation and gratitude. THE AUTHORS iii | T H E L I F E A N D W O R K S O F D R . J O S E R I Z A L TABLE OF CONTENTS TITLE PAGE TITLE PAGE COPYRIGHT PAGE PREFACE TABLE OF CONTENTS i ii iii iv Introduction 1 Course Syllabus 2 UNIT 1: Introduction to the Rizal Course 4 Republic Act 1425 (Rizal Law) 4 UNIT 2: The Philippines in the 19th Century as Rizal’s Context Conditions of the Country before the Birth of Jose Rizal 11 Events Leading To the Change of System of Government 12 UNIT 3: Rizal’s Family, Childhood and Early Education 22 UNIT 4: Injustice, Liberalism and Gomburza Martyrdom Studies in Ateneo and Studies in UST 27 31 UNIT 5: Madrid Studies 45 The Propaganda Movement 46 Medical Practice and Studies 50 Tour of Europe 53 UNIT 6: Rizal’s First Homecoming 58 2nd Travel Abroad 62 Japan Interlude 63 Side Trip to the USA 65 UNIT 7: Studies In London Paris Exposition iv | T H E L I F E A N D W O R K S O F D R . J O S E R I Z A L 69 70 Life in Brussels, Belgium UNIT 8: Sad Experiences in Europe 72 75 Rizal’s 2nd Homecoming 79 Hong Kong Medical Practice 80 Borneo Colonization Project 81 UNIT 9: Founding of the La Liga Filipina Dapitan Exile 83 85 UNIT 10: Annotations of “Sucesos De Las Islas Filipinas” 91 UNIT 11: Noli Me Tangere 107 El Filibusterismo 118 UNIT 12: The 1896 Revolution 126 End of Dapitan Exile 127 Arrest, Trial and Martyrdom 128 UNIT 13: Rizal’s Other Significant Writings: The Philippines a Century Hence 136 The Indolence of the Filipinos 139 Por La Educacion (Recibe Lustre La Patria) 141 UNIT 14: Bayani and Kabayanihan 148 UNIT 15: Jose Rizal and Philippine Nationalism: Bayani & Kabayanihan 152 GLOSSARY 156 REFERENCES 161 v|THE LIFE AND WORKS OF DR. JOSE RIZAL vi | T H E L I F E A N D W O R K S O F D R . J O S E R I Z A L INTRODUCTION THE LIFE AND WORKS OF DR. JOSE P. RIZAL We are living in a modern society where people live in a highly civilized and industrialized culture dominated by computers and technological advancements. People no longer farm or produce products at the subsistence level. Instead, they make products to sell locally or internationally. Modern societies show a cultural, liberal growth as well. These societies put an increasing emphasis on equality and education for everyone as seen in the ever increasing number of educational institutions, both from the public and private sectors. In the Philippines, the impact of successive colonizations and increasing political dynamisms apparently are key aspects of the country’s modernization or otherwise. What used to be tribal or traditionalist societies were transformed into sprawling and growing communities with varying standards of living. Some sectors live in affluence and comfort, others in utter deprivation and poverty, while the majority, the members of the middle class struggles to find their niche in this highly competitive world. We are affected by the prevailing socio-politico economic system that puts an emphasis on politics and distinct economic systems, i.e. capitalism. This course will provide the students the opportunity to take a closer look into the life and works of our national hero, Dr. Jose Rizal, imbibe the virtues he exemplified, and be inspired to emulate his sense of nationalism, patriotism and courage to face the challenges that he went through. In this course, students are guided with the Course Syllabus, as follows: 1|THE LIFE AND WORKS OF DR. JOSE RIZAL OUR LADY OF FATIMA UNIVERSITY CAS-146-18-00 COURSE SYLLABUS THE LIFE AND WORKS OF DR. JOSE RIZAL COLLEGE ARTS AND SCIENCES DEPARTMENT SOCIAL SCIENCES AND PHILOSOPHY COURSE CODE RIZL111/211 DESCRIPTIVE TITLE THE LIFE AND WORKS OF DR. JOSE RIZAL PREREQUISITE (S) NONE CREDIT UNIT (S) 3 units CONTACT HOURS PER SESSION LECTURE: 3 HRS WEEK 1 2 3 4 COURSE DESCRIPTION As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among the topics covered are Rizal’s biography and writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays and various correspondences COURSE OUTCOMES (CO) At the end of the course, the students are expected to be able to: 1. Dis c us s J os e R i z al’s l if e wit hi n th e c on t ext th of 1 9 c ent ur y Ph il i pp in es ; 2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere and El Filibusterismo 3. Organize Rizal’s ideas into various themes 4. Demonstrate a critical reading of primary sources 5. Interpret the values that can be derived from studying Rizal’s life and works 6. Display an appreciation for education and love of country 7. Watch a movie on the heroic martyrdom of Dr. Jose Rizal 8. Write a critical Movie Review on the movie of Dr. Jose Rizal COURSE COVERAGE – PRELIM UNIT OUTCOMES (UO) E xpl ai n t h e h is t or y of t h e Ri z al L aw an d i ts im p ort an t pr o vis i ons Critically assess the effectiveness of the Rizal Course Appraise the link between the individual and society Analyze the various social, political, economic, and th cultural changes that occurred in the 19 century Understand Jose Rizal in the context of his times Analyze Rizal’s family, childhood and early education Evaluate the people and events and their influence on Rizal’s early life Analyze the impressions of Rizal on his mother’s arrest, the liberal policies of Governor-General Carlos Ma. Dela Torre, and the martyrdom of the Gomburza Distinguish Rizal’s academic performances and social involvements during his studies in Ateneo Municipal with his studies at UST COURSE CONTENT Introduction to the course RIZL 111/211 Republic Act 1425 The Philippines in the 1900 as Rizal’s context a. Economic: End of Galleon Trade b. Social: Education c. Political: Liberalism Rizal’s Life: Family, Childhood and Early Education Biñan Education Injustice, Liberalism And Gomburza Martyrdom Studies In Ateneo: Success Stories Studies in UST: Performances and Conflicts 2|THE LIFE AND WORKS OF DR. JOSE RIZAL 5 6 7-8 9 10 11 12 13 14 15 16-17 18 Explain the principle of assimilation advocated by the Propaganda Movement Rizal’s Life: Madrid Studies & The Propaganda Movement Appraise Rizal’s relationship with other Propagandists Medical Practice and Studies Analyze Rizal’s growth as a Propagandist and Tour of Europe disavowal of assimilation PRELIMINARY EXAMINATION COURSE COVERAGE – MIDTERM st Evaluate the reasons of Rizal’s decision to come 1 Homecoming nd home and his abrupt departure of the country 2 Travel Abroad; Japan Interlude; Derive insights and inspiration from the encounters Side trip to the USA; Studies in London of Rizal with personalities that contributed to the Parisian Life development of the Filipino culture Trace Rizal’s itineraries and describe the significant observations he had in those places he went nd Analyze the moving forces that left with no option 2 Homecoming nd but to return to the country for the 2 time Hongkong Medical Practice Figure out what Rizal trued to do in order to help his Borneo Colonization Project family and townmates Analyze the rationale of the founding of the La Liga Filipina Founding of La Liga Filipina Scrutinize Rizal’s life in exile and his great Dapitan Exile contributions to the local populace Annotations of Morga’s Sucesos delas Islas Compare and contrast the characters, plot, and Filipinas theme of the Noli and the Fili Noli Me Tangere Appraise important characters in the novel and what El Filibusterismo they represent MIDTERM EXAMINATION COURSE COVERAGE – FINALS Trace the events that led to the founding of the KKK The 1896 Revolution & End of Dapitan Exile Analyze the effects of Rizal’s execution on Spanish Arrest, Trial and Martyrdom colonial rule and the Philippine Revolution Assess Rizal’s writings Appreciate the value of understanding the past Frame arguments based on evidences The Indolence of the Filipinos The Philippines a Century Hence Por la Educacion Recibe Lustre la Patria Interpret bayani and kabayanihan in the context of Philippine history and society Assess the concepts of bayani and kabayanihan in Bayani and Kabayanihan Dr. Jose Rizal in the Context of Philippine the context of Philippine society Nationalism Examine the values highlighted by the various representations of Rizal as a national symbol Advocate the values Rizal’s life encapsulates Watch a movie on the heroic martyrdom of Dr. Jose Rizal Movie: Dr. Jose Rizal Write a critical movie review of the movie of Dr. Movie Review Jose Rizal FINAL EXAMINATION GRADING SYSTEM The final grade of the student is interpreted as shown on the table below: Prelim (20%) Midterm (20%) Finals (20%) Performance Tasks (35%) Term Paper (5%) PREPARED BY: ENDORSED BY: APPROVED BY: DSSP FACULTY Members Manuel F. Deligente, MAEd Coordinator, DSSP Ernesto R. Leuterio, Jr., MAEd Dean, CAS 3|THE LIFE AND WORKS OF DR. JOSE RIZAL UNIT I INTRODUCTION TO THE RIZAL COURSE REPUBLIC ACT 1425 (RIZAL LAW) LEARNING OUTCOMES: The learners are expected to: Explain the history of the Rizal Law and its important provisions Critically assess the effectiveness of the Rizal Course LEARNING CONTENT: A. 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, 4|THE LIFE AND WORKS OF DR. JOSE RIZAL 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. 5|THE LIFE AND WORKS OF DR. JOSE RIZAL 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. Approved: June 12, 1956 Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956. B. THE STORY OF THE RIZAL LAW In 1956, Sen. Claro M. Recto filed a measure which became the original Rizal Bill. Under the bill it shall be obligatory for college and university students to study the life and works of Rizal. Senator Claro M. Recto was the main proponent of the Rizal Bill. He sought to sponsor the bill at Congress. However, this was met with stiff opposition from the Catholic Church. During the 1955 Senate election, the church charged Recto with being a communist and an anti-Catholic. After Recto's election, the Church continued to oppose the bill mandating the reading of Rizal's novels Noli Me Tángere and El Filibusterismo, claiming it would violate freedom of conscience and religion. On May 12, 1956, a compromise inserted by Committee on Education Chairman Laurel that accommodated the objections of the Catholic Church was approved unanimously. The bill specified that only college (university) students would have the option of reading unexpurgated versions of clerically-contested reading material, such as Noli Me Tángere and El Filibusterismo. 6|THE LIFE AND WORKS OF DR. JOSE RIZAL On June 12, 1956, the bill was approved by the Philippine Legislature as Republic Act 1425; otherwise known as Rizal Law. Incidentally, June 12 was declared as Flag Day. C. CRITICAL ANALYSIS OF THE RIZAL LAW EFFECTS OF THE RIZAL LAW a) Positive Effects: According to Hernan Abaya, 1984, the nationalist reawakening began on the UP campus, sparked by the teaching of Rizal’s life and his writings made compulsory by the Noli-Fili law, co-authored by Recto and Laurel. This is a statement from a person who was able to witness the condition of the country before and after the Rizal law was implemented. He saw the change and the positive effect of the law to our country back then. The youth was made aware of the contributions and the principled life of Jose Rizal who was an emblem of substantial nationalism and unconditional love for the country. He embodies brilliance coupled with humility and prestige that goes along with service. This Republic Act has pushed for Rizal to be a role model for the youth of this country. Through this republic act the essence of freedom and independence was emphasized to the youth. Also, it has been implied through this act that national identity is a very important legacy that our heroes have achieved through sacrificing their own lives. They have passed it on to us, and it is our role to nurture and protect it. b) Negative Effects: The R. A. 1425 just caused havoc within educational institutions. Take the case of UP a couple of years after this law’s implementation. The UP Student Catholic Action and numerous publications and students were pushed to go against their President, Dr. Singco because they feel that the University is starting to become godless. It has just caused a mass confusion between faith and nationalism. 7|THE LIFE AND WORKS OF DR. JOSE RIZAL The faith of the people is being compromised. This law is endangering the Christian growth of the students who are still in their formative years. This can drive the youth to question the credibility of the church and its teachings and traditions. According to a survey that we have conducted in our university, the Rizal course is not actually significant for the students. It has just been a laborious subject that adds unnecessary work load to students, and it sometimes drives the students to lose focus on their majors. D. THE RELEVANCE OF RIZAL COURSE by: Maribeth Q. Galindo, August 7, 2008 Most often, students feel that Rizal course is an additional burden to their studies because it is a minor subject. The person had been studied was already dead. Students further said that what’s the use of Rizal course where in fact they could not use the name Rizal as one of their references when they apply for a job nor Rizal could back up them if they need help… Well of course! A dead person cannot do anything about the life of the living but the thoughts, ideals, dreams, principles or convictions that he left might be very influential to people’s life as a basis of getting strength in their day to day existence. And that’s where the relevance of Rizal subject came in. Indeed, Republic Act 1425 otherwise known as Rizal law was approved in June of 1956 made it clear that Rizal subject is a compulsory to all students who are enrolled in different col...
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