SOCSCI

143
WEEK 1
Donna J.
CLASSROOM
ORIENTATION
LEARNING
OBJECTIVES
AT THE END OF THE LESSON, THE
STUDENTS SHOULD BE ABLE TO:

• Explain the background and context

of RA 1425 and;
• Critically assess the effectiveness of
the Rizal course.
 RIZAL LAW (RA
• Also known as RA 1425 mandates the study of the life
1425)
works and writings of Dr. Jose Rizal.
• It requires the curricula of private and public schools,
colleges and universities courses to include the life and
writings of Rizal to educate the students about the
concept of nationalism (NHCP, 2012
• Approved on June 12 or Independence Day of the year
1956
THE CONTEXT OF RIZAL
• However, the proposal faced vehement
opposition
BILL
from various sectors. The
Catholic Church, in particular, opposed the
law on the grounds of the alleged anti-
Catholic sentiments in Rizal's writings.
THE CONTEXT OF RIZAL
• Some critics argued that the government was
overstepping
BILL
its boundaries by dictating
educational content, infringing upon
academic freedom.
• The debates surrounding the Rizal Law were
not merely ideological but also reflected
broader societal tensions.
THE CONTEXT OF RIZAL
• Nationalists and intellectuals, advocating for the
BILL
inclusion of Rizal's works, viewed it as a means to
promote Filipino consciousness and cultural pride.
• On the other hand, conservative forces, including the
Church, perceived it as a threat to their influence
and the established order.
THE CONTEXT OF RIZAL
• The legislative journey of RA 1425 was arduous,
BILL
with lawmakers grappling over the necessity and
implications of such a mandate.
• Eventually, the proponents of the law prevailed,
emphasizing the importance of fostering a
nationalistic spirit and a deeper understanding of
Philippine history.
 RIZAL BILL FULL
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC
TEXT
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;
 RIZAL BILL FULL
• WHEREAS, it is meet that in honoring them, particularly
TEXT
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;
 RIZAL BILL FULL
• WHEREAS, all educational institutions are under the
TEXT
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:
 RIZAL BILL FULL
Provided, That in the collegiate courses, the original or
TEXT
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.
 RIZAL BILL FULL
The Board shall, within sixty (60) days from the effectivity
TEXT
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;
 RIZAL BILL FULL
but not from taking the course provided for in the first part
TEXT
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.
 RIZAL BILL FULL
The said unexpurgated editions of the Noli Me Tangere
TEXT
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.
 RIZAL BILL FULL
SECTION 3. The Board of National Education shall cause
TEXT
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.
 RIZAL BILL FULL
TEXT
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.
 RIZAL BILL FULL
TEXT
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.

WHY STUDY
RIZAL?
 WHY STUDY
RIZAL?
• In the 21st century, the challenge for students is to
understand the purpose of studying Rizal.
• Scholars and academicians are one in saying that a
mandated course on Rizal is as helpful as any other
course that teaches values that a student may carry
for the rest of his or her life.
 WHY STUDY
RIZAL?
• Studying Rizal in the 21st century helps students
make sense of the present by looking back at the past.
• For instance, Rizal’s illustration of the 19th century
Philippines in his works may aid today’s generation
in recognizing the ills of present day Philippines.
 WHY STUDY
• With students exposed to many foreign influence,
RIZAL?
studying Rizal may remind and urge them to
understand the real essence of being a Filipino.
• The mandated course on Rizal aids in developing the
critical thinking skills of students.
• The different challenges and dilemmas that Rizal
faced in his life teaches them to be aware and not
apathetic to the issues happening around them .
E XE R C I S E 1
In groups of 5 members each, brain storm the
following questions:

• How does the Rizal Law reflect the

philosophical tension between the
promotion of national identity and the
preservation of academic freedom?
E XE R C I S E 1
2. Explore the historical context in which the
Rizal Law was enacted. How did the political
and social climate of the time influence the
decision to mandate the study of Rizal's life
and writings?
THEORY
OF
NATIONAL
 NATION
• According to a prominent historian and political
scientist Benedict Anderson, who explored the
origins of nationalism, defined the nation as a
fabrication.
• A bond between people who did not actually
exist prior to its own recognition.
 NATION
• For Anderson, the nation, “is an imagined
community and imagined as both inherently
limited and sovereign” (2006).
• It is imagined as a community because
regardless of the actual inequalities that prevail,
the nation is always as a deep, horizontal
comradeship.
 NATION
• It is imagined because it exists in the figment of
the people’s collective imagination.
• According to Anderson, nation-ness is a cultural
artifact that is felt by having existed since time
immemorial but it objectively modern as it first
emerged toward in the
end of the late 18th century.
 NATION
• The Philippine nation is an imagined
community because one who identifies himself
or herself as a Filipino will never meet all the
other Filipinos around the world. yet he or she
is convinced that they exists and he or she is
related to them
 NATIONALISM
• Is a set of systems, political, social, and economic
characterized by the promotion of the interests of one
nation anchored on the aim to achieve and maintain
self-governance or total sovereignty.
• It holds that a particular nation should govern itself
and should be free from external interference.
 NATIONALISM
• It is oriented towards developing and maintaining a
national identity based on shared characteristics such
as culture, language, race and religion. It seeks to
preserve and reshape a nation’s culture.
• The concept of nationalism is essentially modern.
 NATIONALISM
• It was recognized in the late 18th century. The
conceptualization in a distinctinctively modern sense was
tied to the political awakening of the lower classes.
• Nationalist movements have been invariably populist in
outlook and sought to induct lower classes into political life.
• The five elements of nationalism is culture, language,
history, religion and territory.
 EXAMPLES OF
NATIONALISM
AND
NATIONALISM IN
 FRENCH NATIONALISM DURING THE
FRENCH REVOLUTION (1789-1799):
• The French Revolution witnessed the rise of civic
nationalism, emphasizing the idea of a united nation
based on shared political ideals such as liberty, equality,
and fraternity.
• The tricolor flag, symbolizing the revolution's values,
became an iconic representation of French nationalism.
 PEOPLE POWER REVOLUTION:
• The peaceful People Power Revolution in 1986,
which ousted President Ferdinand Marcos, showcased
the power of collective action and the desire for
genuine democracy. The event reflected the resilience
of Filipino nationalism against authoritarian rule.
KATIPUNAN AND THE PHILIPPINE
REVOLUTION:
• The Katipunan, led by Andres Bonifacio, emerged as
a revolutionary secret society that sought the
overthrow of Spanish rule.
• The Philippine Revolution (1896-1898) aimed at
establishing an independent Philippine republic,
reflecting the growing nationalist sentiment among
Filipinos.
 RIZAL’S NATIONALISM
• The national hero, Jose Rizal, epitomized the spirit of
Filipino nationalism during the late 19th century.
• His writings, such as "Noli Me Tangere" and "El
Filibusterismo," served as a catalyst for the movement
against Spanish colonial rule. Rizal advocated for
peaceful reforms, education, and national unity.
 RIZAL’S
W O R KS
A ND
NATIONALI
• Anderson points out that Rizal’s Noli Me
Tangere conjured an imagined community as if
the readers and
• the author were familiar and intimate with
each other, the characters and readers being
situated in the same context of time and space
• The novel provided the means of representing
the nation as an imagined community that
operated on empty time enabling the reader to
be omniscient to see a delimited society and
the actuations of key people in it.
• Noli Me Tangere and El Filibusterismo
emerged as the founding texts of Philippine
nationalism
• In both of his novels, Rizal was able to portray
the Filipino in different dimensions from those
who had a colonial mentality, to those who
willingly fought for the country at all costs
• Rizal emphasized the values of nationalism
and loving one’s country. The scathing
national narrative Rizal presented became the
inspiration for strengthening the anti-colonial
movement
AS S I G N M E N
Write a 100-200 essay defining nationalism

T1
and explaining the elements you think
people identify nationalism with.
• Small bond paper,
• Times New Romans,
• 12 justified
 ANY
QUESTI
ON?
T HAN K
YOU !