Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

VICTORINO SALCEDO CAMPUS
Sara, Iloilo
Reg. No. 97Q19783

Course Code : GE 12
Descriptive Title : Life and Works of Rizal
Term and Academic Year : 1st Semester, AY 2024-2025
Department and Year Level : BSCRIM III
Professor : ANA MIE SOBREVEGA

Module 1, Lesson 1
Introduction to the Course
I. Introduction
In this lesson you shall be familiarized why the inclusion of Rizal’s lie is relevant to students at tertiary
education. As prescribed in R.A. 1425, all institutions of learning must integrate his life in humanistic studies. The Rizal
course (RC), a three-unit subject at the collegiate level, emphasizes the life, works, and writings of Rizal. Moreover, it is
important to make students realize the significance of the values they will learn, and later apply in their personal and
professional lives.

In order to gain a thorough understanding of this lesson, you have to read the discussion. Each student will be
given a particular topic to be reported in the class thr4ough group chat. At the end of the lesson, you are also tasked to
answer the assessment found in the “assessment “ section.

Time Frame: 4 hours Date of Submission:

II. Learning Outcomes: At the end of the lesson, you must have:
1. promoted understanding on the basis and importance of studying Rizal’s life and works;
2. developed an understanding of the Rizal’s Law;
3. interpreted the values that can be derived from studying Rizal’s life and works.

III. Learning Contents

Relevance of the Rizal Course

The life of the national hero is always a relevant topic to include in the curriculum of students at all levels. For
students, a hero’s life is an awe-inspiring story. It can potentially yield lasting impressions on students and teach them
lessons that can guide them in the future. For most Filipino, Dr. Jose Rizal is a fountain of inspiration. Parents impart to
children the values of Rizal while in schools, teachers do their best to relate to students the importance of his ideas.

During the reign of colonial regimes in the Indies and in the New World, many countries produced heroes.
However, only few countries instituted a national hero because their history never demanded one heroic figure in the
first place. The Philippines, on the other hand, is one of those countries confronted by political upheaval wrought by the
complexities of colonialism. After gaining independence, Filipinos immediately found themselves bowing to new
colonial masters – The Americans Promising to Institute liberal reforms and integrate Filipinos to “civil society,” the
Americans needed to validate the Philippine Revolution directed against Spain. In doing so, the naming of a national
hero is requisite. The selection committee choose Rizal among numerous illustrious candidates. And from there, the
rest as they say, is history.

Years later, having seen Rizal’s relevance to the Filipinos, the Government included Rizal’s life and works in the
school curriculum as mandated by law. In the subject, the efficacy of his idealistic journey to martyrdom is intertwined
with leadership values for the benefit of today’s youth. The Rizal course is both a narrative biography of a Filipino
national hero, a genius, a philosopher and a martyr, and a study of the history of the Filipino people.

Rizal was a model par excellence of a good citizen (Zafra, 1977). It is for this reason that our government
promulgated a law that requires the study of Rizal’s life and works, The government took that step believing that with a
citizenry imbued with the spirit and idealism of Rizal, the country would be on its way to national progress.

Module 1 Lesson 1 Introduction to the Course Page | 1

 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
Sara, Iloilo
Reg. No. 97Q19783

Likewise, Ocampo (1994) bemoans the fact “that Filipinos rarely read Rizal outside the classroom and the little
they do read in the classroom are mostly books about him and not books written by him. The Rizal Course, though, does
not discourage the readings of works about Rizal, but greater emphasis must be devoted to reading and studying his
works and writings. This aim can only be accomplished through the continuous study of his works. If more time were
devoted to reading a festschrift on Rizal, the course might be distracted from the main provision of the Rizal Law. Rizal’s
biography would likewise remain a staple in the Rizal course since it is ultimate source of nationalist ideas. Rizal’s
philosophy of education is tackled in the Rizal Course as well. It focuses on fostering proper motivation to bolster the
great social forces that make education a successful process (Del Carmen, 1982). Corollary to this, the course aims to
cultivate among the young people an innate desire to improve their intelligence.

Rizal as a Subject
As prescribed by the Commission on Higher Education (CHED), the medium of instruction for the Rizal Course is
Filipino. In some instances, however, a shift in the medium is inevitable. Filipino as a medium of instruction affords
students the chance to use and promote our national language. However, some schools continue to use English as a
medium of instruction because there are foreign and Filipino students in class who use English as a lingua franca. Using
English as a medium of instruction does not affect the fostering of nationalism in students. In the same way, using
Filipino as a medium of instruction does not guarantee that students will become more nationalistic. In this regard, it
should be noted that even Rizal used Spanish in writing his masterpieces. The reason is that his novels were intended
for the Spanish audience, particularly the Spanish government officials. Moreover only few Filipinos could speak
Spanish while a limited number of Tagalog speakers were able to read and write during the Spanish period. In the final
analysis, the language of instruction is not the main issue, but how knowledge is imparted to students. In this module,
English is used to encourage students to engage in a meaningful exchange of ideas.

Being one f the more prominent representatives of the Filipino people, Rizal, whose philosophy serves to be
recognized and studied (Del Carmen, 1982), is a fit subject. As a subject, Rizal is discussed in historical, political, and
philosophical contexts.

As a Historical Figure
In narrating the life of a national hero, dealing with the historical events of the nation is inevitable. As a
symbol of Filipino nationalism, the life of Rizal has great historical impact. His works bear witness to the tyrannical rule
of Spaniards in the Philippines, the struggle of Filipinos for their freedom and sovereignty, the birth of nationalism, and
the awakening and rebuilding of the Filipino’s identity. In the Rizal Course, the system of government, the birth of
nationalistic movements here and abroad, the rise of ilustrados, the self-serving educational system, and the outbreak
of revolution during Rizal’s brief life and tackled. Specifically, the course shows the complex relationship of Rizal with
the Spanish Catholic Church on the one hand, and the Spanish colonial government on the other. The course also
summarizes the significant events that have shaped the country and the Filipino people during the Spanish period.

As a Political Figure
Aside from discussing the biography of our national hero, the Rizal Course also gives a brief description of the
prevailing political system in the Philippines during the Spanish rule. Aside from the Spanish colonial regime, the other
prevailing “government” in the country that time was frailocracy, though not considered an official governing body, is
the used to describe the excessive influence of the friars on the Spanish colonial government’s policies. For most part
of the Spanish period, friars were more powerful than government officials. They used their ties with the King of Spain
to advance their interests. The friars, in turn, were pampered by the King since the archipelago was conquered by Spain
mainly because of the efforts of the early missionaries in converting the natives to Christianity. Friars that belonged to
dominant religious congregations were the Franciscans, Dominicans, Augustinians, and Jesuits. They were used as
frontliners by the Spanish government to further their imperial interest in the country. The laws and decrees coming
from the King of Spain via Mexico were implemented by civil officials, but the bulk of serious decision-making was
overseen by the friars. Rizal was a victim of both the friars and the Spanish colonial government. Since he was a
student at the University of Santo Tomas, he experienced abuse in the hands of these individuals and institutions.

As a Philosopher
Like his father, Rizal was also a philosopher. His philosophical knowledge helped him understand the plight of
the Filipinos during the Spanish colonial period. He sowed the seeds of revolution through his “Philosophy of Philippine
Revolution”. Moreover, he was the first to recognize the need for an organized and well-planned revolution to ensure
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 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
Sara, Iloilo
Reg. No. 97Q19783

victory over the powerful Spanish troops. The revolutionary ideas he contributed to the reform movement earned him
the title “Philosopher of Philippine Revolution.” Subsequently, independence, agriculture, community development,
social welfare, health, family values and religion freedom. Rizal’s philosophical ideas are important because the serve
as guiding principles in upholding our identity, fostering the spirit of unity, and preserving the value of freedom and
democracy.

The Rizal Law

The author of the Rizal Law was Jose P. Laure. He requested then Senator Claro M. Recto to sponsor his bill in
the Senate. Former President Laurel was inspired to author the law because he saw Rizal’s valuable role in the project
of nation-building. The Rizal bill was signed into law by President Ramon Magsaysay upon the approval of the Senate
and the House of Representatives of the Third Congress of the Philippines on June 12, 1956. It was implemented by the
Department of Education and Culture on the same year.

The compulsory offering of the Rizal Course in the collegiate curriculum yielded negative reactions, especially
from technical, business, and medical students. They question the relevance of the Rizal Course in their future careers.
Surprisingly, all their contentions are accounted for by the Rizal Law or R.A. 1425. The law requires students from all
levels to study Rizal’s life and writings. Moreover, the law states that all degree and non-degree courses should take at
least three (3) units of Philippines history courses. This provision is stated in the introduction of the Rizal Law. As a
reference for discussion, the text of R.A. 1425 (Laurel, 1960) is presented below:

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 NOVEL NOLI ME TANGER AND EL
FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRUBITION THEREOF AND FOR OTHER PURPOSES.

WHEREAS, today more than any other period of history, is a need to re-dedication of the ideas 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, that we
remember with special fondness and devotion their lives and work that have shaped the national character;

WHEREAS, the life, works and writings 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 novels 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, in the original or unexpurgated editions of Noli Me Tangere and El Filibusterismo or their
English translations 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 Noli Me Tangere and El filibusterismo, as well as of Rizal’s
Module 1 Lesson 1 Introduction to the Course Page | 3
 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
Sara, Iloilo
Reg. No. 97Q19783

other works and biography. The said unexpurgated editions of Noli Me Tangere and El Filibusterismo or their
translations in English as well as other writings of Rizal shall be included to the list of approved books for required
readings in all public and private schools, colleges and universities.

SECTION 3. The Board of National Education shall cause the translation of 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
persons 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.

IV. Learning Assessment

Questions must be answered in a piece of bond paper
Questions No. 2 & 3 must be recorded through your cellphone then upload it in our GC.
1) Explain the significance of studying Rizal’s life and works on the present situation.
2) Interview your 5 classmates then compare and contrast the views of those in favor and against RA 1425.
3) Interview 3 higher year students the values they earned from studying Rizal’s life and works.

Scoring Guide:
Each answer shall be evaluated using these criteria:
Content 5 pts.
Organization 3pts.
Subject Knowledge 2 pts.
Originality/Effort 5 pts.
Total Score: 15 pts

V. Enrichment Activities/Outputs
Presentation of topic report. Instruction: Select any topic from the lesson and make a 5 minute video presentation and
upload it in our group chat.

Rubrics for Reporting:

Speaking Skills 20 pts.

Clarity/Order of Presentation 15 pts.
Content 15 pts.
Creativity of Presentation 10 pts.

Total Score 60pts.

VI. References

Text of the R.A. 1425http://www.gov.ph/1956/06/12republic -act-no-1425

Jose B. Laurel Jr. “The Trials of the Rizal bill”. Historical bulletin vol 4, no. 2 (1960): 130-139
Ruben D. Marana, Ph.D. (2015). Jose Rizal First Global Filipino Hero. C & E Publishing, Inc.

----End of Module 1, Lesson 1----

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