Ra 1425 rzal law-early childhood


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Ra 1425 rzal law-early childhood

  1. 1. Course Syllabus COURSE CODE : RIZAL COURSE TITLE : LIFE AND WORKS OF RIZAL COURSE CREDIT : 3 UNITS COURSE DESCRIPTION: A study of the life, works and writings of Dr. Jose P. Rizal, the national hero and martyr, as they relate to the socio-political situation of the Philippines during his time and its implication to our present time. It traces the hero’s life, ideals, concept of education, good government, and nationalism as embodied in his writings, particularly the Noli Me Tangere and El Filibusterismo. COURSE OBJECTIVES: At the end of the semester, the students will be able to: 1. Learn and understand the life of Dr. Jose P. Rizal from his birth to his martyrdom. 2. Analyze the impact of Rizal’s life in relation to his contribution on the socio-political situation of the Philippines then and the present time. 3. Critically understand Rizal’s heroism and realize the significance of his ideas in the present time 4. Interpret the selected poem, essays and novels and its impact to socio-political situation during the past and present time. José Rizal Novelist José Protacio Rizal Mercado y Alonso Realonda was a Filipino nationalist, novelist, poet, ophthalmologist, journalist, and revolutionary. He is widely considered as one of the greatest heroes of the Philippines. Wikipedia Born: June 19, 1861, Calamba, Laguna Died: December 30, 1896, Rizal Park, Manila Education: Ruprecht Karl University of Heidelberg, more Artwork: The Triumph of Science over Death, more Siblings: Paciano Rizal, Saturnina Hidalgo, Josefa Mercado, more Movies: El Filibusterismo, Touch Me Not,Sisa PAGES O noli-fili/rizal bill: one of the most controversial bills in phil history O about O effects of the rizal law O evaluation of the rizal law O rizal law
  2. 2. O what is the rizal law? WHAT IS THE RIZAL LAW? The Rizal Law, also known as RA 1425, mandates the study of Rizal’s life and works, as shown in section 1. This Republic Act calls for an increased sense of nationalism from the Filipinos during a time of a dwindling Filipino identity. According to the judicial system, a republic act is a law that has already been passed and implemented. In contrast to this, a bill is merely a proposed law, in other words it may or may not be passed by the Congress. The Republic Act was signed by the President on June 12, 1956. From the notes preceding the body of the document, one may infer that the bill was originally proposed in the Legislative arm of the Philippine Republic, in the Senate and House of Representatives. According to the Official Gazette, the law was made effective thirty days after its implementation. The mere fact that the Act was passed on the date of our independence seeks to stir up a greater sense of fervor in the Filipino, to believe in their own country and national identity—who we are as a nation. It was this time when the Philippines was heavily dependent on the American government for support and guidance. Also, based on the fact that Jose Rizal is honored by the Philippines as the Philippine national hero, it is but appropriate that the document written to commemorate his accomplishments is written here, in the land of his birth. It is Senator Claro M. Recto who authored the Rizal Bill. While Senator Jose P. Laurel, Sr., who was then the Chairman of the Committee on Education, sponsored the bill in the Senate. Both of them were known for their great sense of nationalism. This nationalism served as the foundation to come up with this republic act, to set our country free from the hands of others and stand up on our own—exactly the ideals and values that Rizal strove to fight for. It was written for the Filipino people, specifically the Filipino youth, who may have lost their sense of nationalism. The writers endeavored to rekindle a lost spark in each Filipino’s belief in their country. A republic act as drastic as the Rizal Law, which requires the study of Rizal’s life and works—something that does not need to be required in the first place—can only be born out of the fact that Rizal and his works were not given a high priority in the educational system of the country prior to the release of this act. It is clear that the government had to make drastic changes to resolve the issue. This is evident in section 3 of the act, legalizing all forms of translations for Rizal’s works, as well as section 2, obligating all schools, colleges and universities to keep an adequate number of copies of Rizal’s works. This makes them more accessible to a greater audience. It is hard to make out any form of emotion from any legal document; however, the choice of words is still able to convey a fiery passion. To highlight this, they also use words or concepts that can easily relate to the common Filipino man. Such passion is vital, as the audience is presumably of dwindling nationalism. In this regard, the writer attempts to show the audience the identity they have slowly been losing, and show them how they can undo this. There are important points that the author cited in this republic act that is worth noticing. First, ―Whereas, today, more than 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.‖ This document was written in the year 1956 during Magsasyay’s regime when the country was still recovering
  3. 3. from the Japanese occupation and still very dependent on US governance. Ideals of freedom and nationalism were very essential during those times since the Philippines was still struggling for independence, and the country was still gradually developing its national identity and integrity. During those times havoc also existed within the Filipinos since there were numerous uprisings against the Philippine government. Moreover, even though this document was written decades ago, it is still striking because this clause is very timely for this present generation when our culture is being overpowered by foreign influence and Filipino diaspora is widespread. Another important point from RA 1425 is ―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.‖ It is very important to use our educational institutions to instill these values to the children who are at their prime years of growing and learning. During one’s educational years especially the college level is when individuals formulate their priorities and career tracks in life, and it is essential that institutions make students realize that the country should be a part of their priorities and serving one’s country is an innate and inborn duty for all. Also, embedding a profound and authentic moral character and a strong sense of personal discipline in the youth would yield proficient, genuine, and selfless Filipinos of the future who would turn the Philippines from an impoverished country to a globally competitive nation. Lastly, ―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 the Barrio Councils throughout the country.‖ To provide a specific way to carry out this act is very helpful. It makes the goal very SMART – specific, measurable, attainable, realistic and time-bound. It is also important that the effects of this act would be experienced by all students even those who are financially troubled. It is commendable that in the context of this act, the poor is well represented and that it is attainable regardless of ethnicity, social stature, and language barriers. This document was obviously written during a time when patriotism and nationalism was lost and needed, and a time when people were inspired by the initiative of the authors of this act. It was during this time when the Philippines and its’ citizens relied on the United States for guidance, support and welfare. It was written in order to seek aide from the same brilliant mind that drove the Filipinos of the past to fight for freedom from colonists entails another need for another meaningful revolution in spite of the absence of invaders; the country may have needed a slow-paced revolution driven by patriotism against dormancy, apathy and futility.
  4. 4. Activity #2 Essay The Rizal Law and Its Significance Today Today, nationalism seems to be an alienated word to Filipinos. It is not often heard nor spoken by people and many w part of the world that they live in. In reality, nationalism is a huge part of being a Filipino. It compels people to their would become of any nation and unity will never be accomplished. Since most Filipinos are unaware about nationalism the youth to indulge themselves with Rizal’s famous novels, Noli Me Tangere and El Filibusterismo, which clearly readers. This bill was soon revised and made into a law which is known today as, Republic Act 1425. Republic Act 1425 is an act, written by Senator Jose P. Laurel, that was comprised version of House Bill no. 5561 approved on June 12, 1965 and was meant for the general public for them to gain knowledge about the newly passed b follows. First is to include all of Rizal’s works and writings especially his novels, “Noli Me Tangere” and “El Filibust public and private schools, colleges, and university courses. Second, all schools, colleges and universities are obliga copies of Rizal’s two novels and his other literacy pieces. Lastly, the National Board of Education is assigned to transl Tagalog and other principal Philippine dialects. A fine of three hundred pesos is issued if the act was violated. The bill that was used as basis in order to create this act was written by Claro M. Recto and was called the Noli-Fi bill required only Rizal’s novels, “Noli Me Tangere” and “El Filibusterismo”, to be made compulsory for private, coll must be original and unexpurgated and the Department of Education will be responsible for the implementation of this the study of other Filipino heroes. Violators are still going to be punished but instead of a fine like in RA 1425, the hea be dismissed or disqualified. The proponents were then given several readings related to the RA 1425 and the Noli-Fili Bill to be examined and a levels of historical criticism in order to identify of the documents were primary or secondary sources. They looked into each source. Second, they started extracting data from each source and they were able to conduct a document analysis w of an audience. Lastly, the proponents created a historical essay using the documents that were given to them. As the proponents analysed the documents, they were able to uncover how the bill came to be. The Republic Act No. 14 No. 438 that was filed on April 3, 1956 by the Committee on Education. An identical copy called the House Bill No. 5 1956 in the House of Representatives. The RA No. 1425 went through several trials, from being assailed as an attempt to a substitute bill so that the act can pass with its sole objective having Rizal’s written works be read by Filipinos in unexp After the bill was issued, the Church wrote a pastoral letter saying that if the bill was passed, unity can never be form became a huge controversy for both sides argued regarding the passage of the bill. People who were in favour of this b Laurel while those people against it were Mariano Cuenco, Francisco Rodrigo and Decoroso Rosales. Claro M. Recto claimed that without Rizal’s works, there would not be a Filipino bishop today. His novels showed freedom and social order. Rizal’s aim was to encourage Filipino nationalism and his means of doing it was writing the a Also, Senator Laurel stated that Rizal’s novels contain strengths and weakness, virtues and vices of Filipinos and by can learn more about these traits and prepare themselves for what is about to happen. On the opposition, Rodrigo, Cueno and Rosales claimed that unity will never be established and it would only result bill was filed not because of Rizal’s sake but for the sake of political expediency and that it would lead to a huge comm Church. The opposition described it as “an instrument of vengeance” against the Catholic community. According to R
  5. 5. Philippines’ national hero because of his works. He became a hero because of the suffering he endured and thus, he imp his novels. Apart from what was mentioned above, the opposition also commented that people who will read the novel were sai novel implies the cruelty of the church and it contained errors of the church doctrine. The novel reveals a false idea of the reader.The arguments of the two sides are both understandable but Claro Recto’s claims were more believable. created to attack religion or the church for that matter. Its soul purpose was to open the eyes of the Filipino about their to have no relation to the present. After knowing that Rizal’s works and writings showed nationalism among Filipinos, the proponents ponder about ot be used to encourage today’s youth. One is the Philippine national anthem. The youth should be taught not just to understand and appreciate the beauty of the Philippines. Another is to have the museums and exhibitions of Filipino nationalism. They would be able to understand the history of Filipino culture and how the country turned out to be wh Filipino history books, Filipino myths and legends and fables can also be considered a possible way of showing natio give the opportunity to visualize the past and create an image of Filipino pride. Indeed Rizal’s work showed Filipino nationalism and the proponents believed that it is still considered significan especially his novels showed a part of history that people can reflect back into. It has once changed society in the past a could still have a similar impact now because Filipino traits and culture were evidently seen in those works. It is a symb serve as guidance for the Filipino youth. The primary purpose of Jose Rizal’s works, namely the Noli Me Tangere and the El Filibusterismo, was to arouse Filipinos will not forget who they are and that they have their own identity as a nation. When Claro M. Recto wrote th mostly came from the Church became obstacles to the passing of the bill. Their main argument was that the works o arousing nationalism, but rather it was an attack to the Church and to the Catholic faith. It will only weaken unity amon lost. Although both sides have made their own points, Recto’s argument prevailed as it was said to be more belie Philippines passes through their school life without ever having a glimpse of Rizal’s famous works. Whether we admit i his life has somehow become a catalyst of Filipino nationalism within our hearts. KASPIL1-MP by Midori Spark � 2011 Course Syllabus COURSE CODE : RIZAL COURSE TITLE : LIFE AND WORKS OF RIZAL COURSE CREDIT : 3 UNITS COURSE DESCRIPTION: A study of the life, works and writings of Dr. Jose P. Rizal, the national hero and martyr, as they relate to the socio-political situation of the Philippines during his time and its implication to our present time. It traces the hero’s life, ideals, concept of education, good government, and nationalism as embodied in his writings, particularly the Noli Me Tangere and El Filibusterismo. COURSE OBJECTIVES: At the end of the semester, the students will be able to: 5. Learn and understand the life of Dr. Jose P. Rizal from his birth to his martyrdom.
  6. 6. 6. Analyze the impact of Rizal’s life in relation to his contribution on the socio-political situation of the Philippines then and the present time. 7. Critically understand Rizal’s heroism and realize the significance of his ideas in the present time 8. Interpret the selected poem, essays and novels and its impact to socio-political situation during the past and present time. COURSE OUTLINE: 1. R.A. 1425: The Rizal Law 2. Background on the socio-political situation of the Philippines during Rizal’s times. 3. Rizal – a biographical sketch 4. Childhood memories in Calamba. 5. Educational background of Rizal. 6. Rizal’s travels. 7. A hero exiled in Dapitan. 8. Struggles, trial and execution of Rizal. 9. Novels “Noli Me Tangere” and “El Filibusterismo”. 10. The Ideals and Philosophies of Rizal 11. Comments/Issues on the Heroism of Rizal. 12. Criteria in the making of Rizal as a national hero COURSE METHODOLOGY: Descriptive and analytical approaches thru: 1. Quizzes 2. Discussion and lectures 3. Reporting (Individual) 4. Film showing with reviews and reactions COURSE REQUIREMENTS: 1. Quizzes (5%)  There will be a short quiz at the beginning of each class based on the agreed readings or after the discussion. 2. Class Participation (10%)  Students are expected to participate during class discussions or submit assigned tasks as the case may require it. 3. Report (15%)  Specific topic will be given to each student for their individual report. Prepare your report. No one is allowed to read his/her report in the class directly from the book. 4. Reflection papers (30%)  Two reflection papers (3 pages) will be required based on:
  7. 7.  Paper # 1 – “Jose Rizal: A national hero.” (What can I learn and imitate?) (due on Mid-Term)  Paper # 2 – “What can I contribute for the transformation of the Philippines?” (due on Finals)  Beware of plagiarism. Make a reflection paper using your own words. Don’t copy and paste from anyone. 5 points deduction per day of late. 5. Exams (40%)  Two major exams (Mid-Term and Finals) will be given to assess what the students have learned. 6. Attendance  4 absences (automatic failure according to CHED rules), 15 minutes late (1 tardy), 3 tardies equals one absence and 45 minutes late is considered absent. Grading System: Quizzes 5% Class Participation 10% Report 15% Reflection Papers 30% Exams 40% ——————– Total 100% ============== REFERENCES: Zulueta, Francisco M. (2004). Rizal: Life, works and ideals. National Bookstore. Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and Controversies). C & E Publishing, Inc. Zaide, Gregorio F. and Sonia M. Zaide (1997). Jose Rizal: Life, Works, and Writings of a Genius, Writer, Scientist and National Hero.All Nations Publishing Co. Inc.
  8. 8. Course Outline / Syllabus Course Title: RIZAL Date Revised: April 15, 2008 Prepared by: Eden Joy Paran COURSE OUTLINE 1. Course Code : SocScie2 2. Course Title : : RIZAL (Rizal’s Works and the Writings of other Filipino Heroes) 3. Pre-requisite : none 5. Credit/ Class Schedule : 3 units/54 hours 6. Course Description 1. A critical analysis of Jose Rizal’s life and ideas as reflected in his biography, his novels Noli Me Tangere and El Filibusterismo and in his other writings composed of essays and poems to provide the students a value based reference for reacting to certain ideas and behavior. PROGRAM OBJECTIVES 1. To instill in the students human values and cultural refinement through the humanities and social sciences. 2. To inculcate high ethical standards in the students through its integration in the learning activities. 3. To have critical studies and discussions why Rizal is made the national hero of the Philippines. TOPICS: 1. A Hero is Born 2. Childhood Days in Calamba 3. School Days in Binan 4. Triumphs in the Ateneo 5. At the UST 6. In Spain 7. Paris to Berlin 8. Noli Me Tangere 9. Elias and Salome 10. Rizal’s Tour of Europe with with Viola 11. Back to Calamba 12. HK, Macao and Japan 13. Rizal in Japan 14. Rizal in America 15. Life and Works in London 16. In Gay Paris 17. Rizal in Brussles 18. In Madrid 19. El Filibusterismo 20. In Hong Kong 21. Exile in Dapitan 22. The Trial of Rizal 23. Martyrdom at Bagumbayan
  9. 9. Textbook and References: 1. Rizal’s Life, Works and Writings (The Centennial Edition) by: Gregorio F. Zaide and Sonia M. Zaide Quezon City, 1988. All Nations Publishing Co. 2. Coates, Austin. Rizal: First Filipino Nationalist and Martyr, Quezon City, UP Press 1999. 3. Constantino, Renato. Veneration Without Understanding. Quezon City, UP Press Inc., 2001. 4. Dela Cruz, W. & Zulueta, M. Rizal: Buhay at Kaisipan. Manila, NBS Publications 2002. 5. Ocampo, Ambeth. Rizal Without the Overcoat (New Edition). Pasig City, anvil Publishing House 2002. 6. Odullo-de Guzman, Maria. Noli Me Tangere and El Filibusterismo. Manila, NBS Publications 1998. 7. Palma, Rafael. Rizal: The Pride of the Malay Race. Manila, Saint Anthony Company 2000. 8.Romero, M.C. & Sta Roman, J. Rizal & the Development of Filipino Consciousness (Third Edition). Manila, JMC Press Inc., 2001. Course Evaluation: 1. Quizzes : 30 % 2. Exams : 40 % 3. Class Standing : 20 % - recitation - attendance - behavior 4. Final Grade - 40 % previous grade - 60 % current grade Jose Rizal Jose Rizal Biography, Life, and Works Skip to content HOME TALAMBUHAY NI DR. JOSE RIZAL QUESTIONS
  10. 10. BIOGRAPHY WORKS CONTACT US Labels: Course Outline, Syllabus Older PostHome Agoo Computer College - 13hq.com Inside BS Computer Science Inside BS Secretarial Administration