Chapter Viii of capino book
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Rizal's educational philosophy emphasized developing virtue and moral character in students. He felt that education should cultivate intelligence, heart, and character to create good citizens. Rizal also stressed the important roles of mothers and teachers in educating children - mothers should raise children with virtues like honor, character, and respect for God and others, while teachers must be good role models with honorable personalities.
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Chapter VII
Rizal demonstrated several moral virtues that are worth emulating, including his love of God, purity and idealism, noble conduct, love of fellow men, love of parents, charity, love of country, courage, will-power, honesty, and devotion to truth. Some key examples included his faith in God even during hardship, insistence on purity of thoughts and clean behavior, showing religiousness through one's actions, love and concern for his parents and family, and thinking well of and helping his fellow men. These virtues and examples from Rizal's life provide guidance for living a morally upright life.
Chapter 2 rizal
Jose Rizal spent a happy childhood in Calamba, where he displayed early talents and achievements. He wrote his first poem at age 8 and first drama at age 8, both in Tagalog. He enjoyed magic performances and gave his own magic shows. His childhood was influenced by his family, priests, and Spanish abuses, which awakened his patriotism and desire to help his oppressed people.
Rizal
Jose Rizal was born on June 19, 1861 in Calamba, Laguna in the Philippines. He came from a wealthy and well-educated family, and was the seventh of 11 children. Rizal had a mix of ethnicities including Chinese, Japanese, Spanish and others. He grew up in a happy home and was a brilliant student who became proficient in many subjects and eventually a key leader in the Philippine revolution against Spanish rule.
Rizal and his times 2011
This document provides historical context for Jose Rizal and the Philippines in the late 19th century. It summarizes events in Europe like the emancipation of Russian serfs and establishment of the German Empire. It also outlines Spain's losses of colonies and the colonial administration and abuses in the Philippines under Spanish rule, including corrupt officials, lack of representation, racial discrimination, forced labor, and control by the Catholic friars.
To the young woman of malolos
This document discusses a group of 20 young women from Malolos who petitioned in 1888 to open a night school to study Spanish. The governor initially denied their request due to opposition from the local priest. However, the women continued advocating for the school. They were eventually allowed to open a morning school on the conditions that they pay expenses and have Señora Guadalupe Reyes as their teacher. The document also outlines a literary work by Jose Rizal addressed to the young women of Malolos discussing women's role in society and family. Key topics included women as symbols of freedom, the teachings of God versus priests, and the qualities of good mothers.
Rizal’s Moral Legacies for Our Daily Life
Rizal's moral legacies that are highlighted in the document include love of parents, charity, love of country, courage, purity and idealism, noble conduct, love of fellowmen, devotion to truth, self-sacrifice, fortitude, serenity, self-control, initiative, tolerance, prudence, obedience, courtesy, thrift, and gratitude. The document discusses how Rizal exemplified these virtues in his life and writings, and argues that his moral examples are still highly relevant today.
Rizal's Exile in Dapitan
Rizal was exiled to Dapitan from 1892-1896 where he lived a productive life as a physician, educator, inventor, farmer, and businessman. He established a school and hospital, helped develop infrastructure like water systems, and engaged in various commercial ventures. Rizal also continued his scientific, artistic, and linguistic pursuits. He had a romantic relationship with Josephine Bracken but was unable to marry due to opposition. Rizal offered his services as a doctor in Cuba but was arrested upon returning to Manila and eventually executed.
Educational legacies of rizal - selected partial
Rizal opened a school in Talisay, Dapitan from 1894 to 1896 where he taught 16-23 students subjects like reading, writing, languages, mathematics, and sciences. He did not charge tuition but instead had students help with community work. Rizal wrote the "Himno a Talisay" poem to inspire his students. As an educator, inventor, linguist, civic worker, and businessman, Rizal sought to improve the lives of Filipinos and help drive social progress through skills development and cooperative economics. His experiences in Dapitan demonstrated the importance of practical education and community development.
Recommended
Chapter VII
Rizal demonstrated several moral virtues that are worth emulating, including his love of God, purity and idealism, noble conduct, love of fellow men, love of parents, charity, love of country, courage, will-power, honesty, and devotion to truth. Some key examples included his faith in God even during hardship, insistence on purity of thoughts and clean behavior, showing religiousness through one's actions, love and concern for his parents and family, and thinking well of and helping his fellow men. These virtues and examples from Rizal's life provide guidance for living a morally upright life.
Chapter 2 rizal
Jose Rizal spent a happy childhood in Calamba, where he displayed early talents and achievements. He wrote his first poem at age 8 and first drama at age 8, both in Tagalog. He enjoyed magic performances and gave his own magic shows. His childhood was influenced by his family, priests, and Spanish abuses, which awakened his patriotism and desire to help his oppressed people.
Rizal
Jose Rizal was born on June 19, 1861 in Calamba, Laguna in the Philippines. He came from a wealthy and well-educated family, and was the seventh of 11 children. Rizal had a mix of ethnicities including Chinese, Japanese, Spanish and others. He grew up in a happy home and was a brilliant student who became proficient in many subjects and eventually a key leader in the Philippine revolution against Spanish rule.
Rizal and his times 2011
This document provides historical context for Jose Rizal and the Philippines in the late 19th century. It summarizes events in Europe like the emancipation of Russian serfs and establishment of the German Empire. It also outlines Spain's losses of colonies and the colonial administration and abuses in the Philippines under Spanish rule, including corrupt officials, lack of representation, racial discrimination, forced labor, and control by the Catholic friars.
To the young woman of malolos
This document discusses a group of 20 young women from Malolos who petitioned in 1888 to open a night school to study Spanish. The governor initially denied their request due to opposition from the local priest. However, the women continued advocating for the school. They were eventually allowed to open a morning school on the conditions that they pay expenses and have Señora Guadalupe Reyes as their teacher. The document also outlines a literary work by Jose Rizal addressed to the young women of Malolos discussing women's role in society and family. Key topics included women as symbols of freedom, the teachings of God versus priests, and the qualities of good mothers.
Rizal’s Moral Legacies for Our Daily Life
Rizal's moral legacies that are highlighted in the document include love of parents, charity, love of country, courage, purity and idealism, noble conduct, love of fellowmen, devotion to truth, self-sacrifice, fortitude, serenity, self-control, initiative, tolerance, prudence, obedience, courtesy, thrift, and gratitude. The document discusses how Rizal exemplified these virtues in his life and writings, and argues that his moral examples are still highly relevant today.
Rizal's Exile in Dapitan
Rizal was exiled to Dapitan from 1892-1896 where he lived a productive life as a physician, educator, inventor, farmer, and businessman. He established a school and hospital, helped develop infrastructure like water systems, and engaged in various commercial ventures. Rizal also continued his scientific, artistic, and linguistic pursuits. He had a romantic relationship with Josephine Bracken but was unable to marry due to opposition. Rizal offered his services as a doctor in Cuba but was arrested upon returning to Manila and eventually executed.
Educational legacies of rizal - selected partial
Rizal opened a school in Talisay, Dapitan from 1894 to 1896 where he taught 16-23 students subjects like reading, writing, languages, mathematics, and sciences. He did not charge tuition but instead had students help with community work. Rizal wrote the "Himno a Talisay" poem to inspire his students. As an educator, inventor, linguist, civic worker, and businessman, Rizal sought to improve the lives of Filipinos and help drive social progress through skills development and cooperative economics. His experiences in Dapitan demonstrated the importance of practical education and community development.
The Undesirables and Supporting Characters of Noli Me Tangere
The document summarizes supporting characters in Rizal's novels that portray social issues in the Philippines. It describes characters like Don San Liege de los Santo, a pretentious half-Chinese man who reveals social cancers. Other characters include Capitan Tiago, a wealthy landowner, Doña Victorina and Don Tiburcio Espadana who try to act Spanish. Further characters include impoverished individuals like Sisa, Basilio, Crispin and Cabesang Tales who are victims of poverty and ignorance. Religious figures like Padre Damaso, Father Bernardo Salvi and Father Camorra are also discussed.
Controversy over Rizal Law and Rizal Centennial (1861-1961)
The Rizal Law of 1956, also known as Republic Act No. 1425, mandates that all educational institutions in the Philippines offer courses about Jose Rizal, including his novels Noli Me Tangere and El Filibusterismo. The law was strongly opposed by the Roman Catholic Church due to the anti-clerical themes in Rizal's novels. Senator Claro M. Recto was the main proponent of the bill, which was signed into law by President Fidel V. Ramos in 1956 despite opposition from the Catholic Church and some members of the Senate. The controversy arose from claims by the Catholic Church that requiring students to read Rizal's novels would violate freedom of conscience and religion.
A letter to the women on Malolos
1) In 1888, a group of 20 young women in Malolos petitioned to open a night school to study Spanish under Teodoro Sandiko.
2) The letter encourages the women of Malolos to educate their children with the "true God" rather than the version created by friars, and to teach them morality, hardship in life, and love for their people.
3) Rizal calls on the women to open their children's eyes to guard their honor, love their country, and prepare their will for justice and honesty to free the Filipino people from suffering.
Departure for spain
Rizal secretly departed Manila for Spain in 1882 to study, avoiding detection by Spanish authorities. After stops in Singapore, Ceylon, and traveling through the Suez Canal, he arrived in Barcelona and later Madrid to study medicine. He also visited Paris, where he studied ophthalmology under Dr. Louis de Weckert. He then traveled to Germany, living and studying in Heidelberg, Leipzig, Dresden, and Berlin. While in Berlin, he published his first novel Noli Me Tangere with help from friend Maximo Viola, though he had issues with local police over his lack of passport.
Rizal’s intellectual legacy in selected poems 2
Rizal wrote several poems that expressed his nationalist ideals and love for the Philippines. Some of his most prominent poems discussed are "Sa Aking Mga Kababata" where he advocated for preserving the native language; "Education Gives Luster to the Motherland" and "To the Filipino Youth" where he encouraged education as a way to develop the country; and "My Retreat" where he beautifully described his life in exile in Dapitan. Overall, Rizal's poetry reflected his deep patriotism and hope for the Philippines' future progress.
Who made Jose Rizal our foremost National Hero, and Why?
Rizal is widely considered the Philippines' foremost national hero, though some believe he was chosen by Americans like William Howard Taft. Rizal promoted Philippine independence through his writings, which were both praised abroad but condemned in the Philippines as heretical and subversive. He was a leader of organizations fighting Spanish rule. No single person made Rizal a hero - he and his own efforts, along with how others recognized his leadership and martyrdom, contributed to his status as the greatest hero of the Philippine people. Laws have been passed to honor Rizal and promote studying his life and works.
Who made Jose Rizal our foremost National Hero, and Why?
José Rizal was proclaimed as the Philippine national hero despite never being officially designated as such by the government. He was admired for his writings inspiring the Philippine Revolution against Spanish rule and was executed in 1896. In 1898, Emilio Aguinaldo declared December 30 a day of mourning for Rizal. The U.S. favored promoting Rizal as a hero over more radical figures. Historians have debated whether Rizal or Bonifacio better represents Philippine nationalism and independence, though both are now honored.
Rizal's Exile dapitan
This document provides details about Jose Rizal's four year exile in Dapitan from 1892 to 1896. It describes how Rizal was initially not allowed to live at the parish convent due to refusing to retract his writings and profess faith in the Catholic church. He then lived with the friendly commandant Captain Carnicero. In Dapitan, Rizal was productive through practicing medicine, teaching, farming, and engaging in community projects. He corresponded extensively with family and scholars. The document also discusses Rizal's debates on religion with Father Pastells, his skills in languages, painting, and how he had a happy last Christmas in Dapitan with his wife Josephine.
Rizal Law PPT.pptx
The document discusses the Study of Dr. Jose Rizal Course and Republic Act No. 1425, also known as the Rizal Law. It mandates the inclusion of studying Rizal's life, works, and writings in the curriculum of all schools in the Philippines. The law aims to honor Rizal and other heroes by remembering their sacrifices and instilling patriotism in students. It also describes Claro Mayo Recto as the "Father of the Rizal Law," who helped author and pass the law through the Senate and House of Representatives. Rizal was chosen as the Philippines' national hero for awakening nationalism through his writings and dying as a martyr, using non-violence and
Exile in dapitan
Rizal lived in exile in Dapitan from 1892 to 1896. Though isolated, he remained productive, practicing medicine, teaching, writing, and promoting community development. He had a respectful relationship with his warden Captain Cancinero, and debated religion with Father Pastells. Rizal invested wisely after winning a lottery prize and built an exemplary life in Dapitan, becoming a renowned physician while continuing his scholarly pursuits until his deportation in 1896.
To The Young Women of Malolos
Rizal's letter to the young women of Malolos emphasizes the importance of education for both men and women. He urges mothers to teach their children love of God, country, and fellow man. Rizal also advises that women look beyond appearances when choosing a husband, and instead consider a man's character, honorable name, and spirit of freedom.
Life and work of Rizal
Jose Rizal was born in 1861 in Calamba, Laguna to a wealthy Filipino family. He demonstrated intelligence from a young age and received an education from private tutors before attending school in Biñan at age nine, where he excelled in Latin and Spanish. After a year and a half in Biñan, Rizal returned to Calamba, having shown great interest in reading, writing, painting, and drawing from an early age. His childhood was surrounded by a loving family and he developed an appreciation for nature.
EXILE AND EXECUTION OF JOSE RIZAL
Rizal was exiled to Dapitan by the Spanish authorities due to charges that his writings were anti-Catholic and promoted revolution. In Dapitan, Rizal made the best of his situation by practicing medicine, teaching local children, undertaking community development projects like improving the water system, and engaging in scientific studies. He lived a productive life during his exile, gaining respect from the locals. However, his exile ultimately came to an end with his arrest and execution in Manila in 1896.
Rizal's Sojourn in Europe
This mission was to observe keenly the life and culture, languages and customs, industries and commerce, and government and laws of the European nations in order to prepare himself in the great task of liberating his oppressed people from the Spanish tyranny. The course to Spain is the start of Rizal's travels.
Jose Rizal's First Trip Abroad
Presentation on Jose Rizal's First Trip Abroad made by jimae faith b. magnaye (BSA-CS (Horticulture Opt) 4)
Noli Me Tangere
The document provides an in-depth summary of key elements in Jose Rizal's novel Noli Me Tangere including the author and style, title, cover, preface, theme, characters, plot, point of conflict, and denouement. It analyzes these elements over multiple paragraphs with details on the historical and social context of the Philippines under Spanish colonial rule that shaped the novel. The major theme is the corruption of the Spanish religious and civil authorities and their oppression of the Filipino people. The complex characters represent both the virtues and flaws of Filipino society as well as the abuse of power by the Spanish colonizers.
Rizal's Exile in Dapitan and Correspondence with Fr. Pablo Pastells.
Rizal spent his exile in Dapitan from 1892 to 1896. During this time, he challenged Father Pastells on matters of religion through correspondence. He also established a school and practiced medicine, using his skills and knowledge in various fields to improve life for the people of Dapitan. While in exile, he had a relationship with Josephine Bracken, an Irish woman, but they were unable to marry due to the objections of Father Obach.
Rizal in dapitan
1) Rizal lived in exile in Dapitan from 1892 to 1896, where he practiced medicine, taught school, farmed, and engaged in various community development projects.
2) Upon arriving, the Jesuits wanted Rizal to publicly renounce his views, but he refused and lived under the friendly supervision of Captain Carnicero instead.
3) Rizal won a lottery prize and invested the money in land, revealing his lighter side as a lottery enthusiast, though he neither drank nor smoked.
4) Rizal debated religion with Father Pastells but was not convinced by his arguments and remained outside the Catholic fold, though he maintained friendly relations with Pastells and continued Catholic traditions.
rizal life and works chapter 1
1. Jose Rizal was born on June 19, 1861 in Calamba, Laguna to Francisco Mercado Rizal and Teodora Alonso Realonda.
2. He was one of 11 children, with his father being a tenant farmer and his mother having a background in education.
3. At his birth, the Philippines was under Spanish colonial rule and experiencing a period of relative peace and stability compared to unrest in other parts of the world.
Mi ultimo adios
This document is a presentation summarizing Jose Rizal's last poem "Mi Ultimo Adios". The presentation discusses that [1] Rizal did not title the poem himself, [2] it was written on the eve of his execution on December 30, 1896 in Fort Santiago, and [3] it was intended as a final statement to his fellow Filipino countrymen. The presentation analyzes the themes and messages in the poem, such as Rizal bidding farewell to his native land and saying that he willingly gives his life for his country's cause.
Rizal's Life, Works and Writings Chapter 7: Paris to berlin
This document provides details about Rizal's time spent in Paris and Berlin from 1886 to 1887. It mentions several people Rizal met including doctors he worked with as an assistant, residents he stayed with, and authors he translated works from. The document also discusses Rizal's purposes for staying in Germany which included continuing his studies of ophthalmology, science, and languages as well as observing the German nation and associating with scientists. Rizal is noted to have composed musical pieces and translated works by Schiller and Andersen while abroad.
Chapter 8 (complete)
The document summarizes Jose Rizal's novel Noli Me Tangere. It describes how Rizal was inspired to write the novel after reading Uncle Tom's Cabin. He began writing it in Madrid in 1884 and finished it in Berlin in 1887. Some of the main characters introduced are Crisostomo Ibarra, Maria Clara, Padre Damaso, and Elias. The summary outlines some of the key plot points in the novel including Ibarra learning about his father's death, the picnic incident, and Ibarra's attack on Padre Damaso which leads to his exile.
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The Undesirables and Supporting Characters of Noli Me Tangere
The document summarizes supporting characters in Rizal's novels that portray social issues in the Philippines. It describes characters like Don San Liege de los Santo, a pretentious half-Chinese man who reveals social cancers. Other characters include Capitan Tiago, a wealthy landowner, Doña Victorina and Don Tiburcio Espadana who try to act Spanish. Further characters include impoverished individuals like Sisa, Basilio, Crispin and Cabesang Tales who are victims of poverty and ignorance. Religious figures like Padre Damaso, Father Bernardo Salvi and Father Camorra are also discussed.
Controversy over Rizal Law and Rizal Centennial (1861-1961)
The Rizal Law of 1956, also known as Republic Act No. 1425, mandates that all educational institutions in the Philippines offer courses about Jose Rizal, including his novels Noli Me Tangere and El Filibusterismo. The law was strongly opposed by the Roman Catholic Church due to the anti-clerical themes in Rizal's novels. Senator Claro M. Recto was the main proponent of the bill, which was signed into law by President Fidel V. Ramos in 1956 despite opposition from the Catholic Church and some members of the Senate. The controversy arose from claims by the Catholic Church that requiring students to read Rizal's novels would violate freedom of conscience and religion.
A letter to the women on Malolos
1) In 1888, a group of 20 young women in Malolos petitioned to open a night school to study Spanish under Teodoro Sandiko.
2) The letter encourages the women of Malolos to educate their children with the "true God" rather than the version created by friars, and to teach them morality, hardship in life, and love for their people.
3) Rizal calls on the women to open their children's eyes to guard their honor, love their country, and prepare their will for justice and honesty to free the Filipino people from suffering.
Departure for spain
Rizal secretly departed Manila for Spain in 1882 to study, avoiding detection by Spanish authorities. After stops in Singapore, Ceylon, and traveling through the Suez Canal, he arrived in Barcelona and later Madrid to study medicine. He also visited Paris, where he studied ophthalmology under Dr. Louis de Weckert. He then traveled to Germany, living and studying in Heidelberg, Leipzig, Dresden, and Berlin. While in Berlin, he published his first novel Noli Me Tangere with help from friend Maximo Viola, though he had issues with local police over his lack of passport.
Rizal’s intellectual legacy in selected poems 2
Rizal wrote several poems that expressed his nationalist ideals and love for the Philippines. Some of his most prominent poems discussed are "Sa Aking Mga Kababata" where he advocated for preserving the native language; "Education Gives Luster to the Motherland" and "To the Filipino Youth" where he encouraged education as a way to develop the country; and "My Retreat" where he beautifully described his life in exile in Dapitan. Overall, Rizal's poetry reflected his deep patriotism and hope for the Philippines' future progress.
Who made Jose Rizal our foremost National Hero, and Why?
Rizal is widely considered the Philippines' foremost national hero, though some believe he was chosen by Americans like William Howard Taft. Rizal promoted Philippine independence through his writings, which were both praised abroad but condemned in the Philippines as heretical and subversive. He was a leader of organizations fighting Spanish rule. No single person made Rizal a hero - he and his own efforts, along with how others recognized his leadership and martyrdom, contributed to his status as the greatest hero of the Philippine people. Laws have been passed to honor Rizal and promote studying his life and works.
Who made Jose Rizal our foremost National Hero, and Why?
José Rizal was proclaimed as the Philippine national hero despite never being officially designated as such by the government. He was admired for his writings inspiring the Philippine Revolution against Spanish rule and was executed in 1896. In 1898, Emilio Aguinaldo declared December 30 a day of mourning for Rizal. The U.S. favored promoting Rizal as a hero over more radical figures. Historians have debated whether Rizal or Bonifacio better represents Philippine nationalism and independence, though both are now honored.
Rizal's Exile dapitan
This document provides details about Jose Rizal's four year exile in Dapitan from 1892 to 1896. It describes how Rizal was initially not allowed to live at the parish convent due to refusing to retract his writings and profess faith in the Catholic church. He then lived with the friendly commandant Captain Carnicero. In Dapitan, Rizal was productive through practicing medicine, teaching, farming, and engaging in community projects. He corresponded extensively with family and scholars. The document also discusses Rizal's debates on religion with Father Pastells, his skills in languages, painting, and how he had a happy last Christmas in Dapitan with his wife Josephine.
Rizal Law PPT.pptx
The document discusses the Study of Dr. Jose Rizal Course and Republic Act No. 1425, also known as the Rizal Law. It mandates the inclusion of studying Rizal's life, works, and writings in the curriculum of all schools in the Philippines. The law aims to honor Rizal and other heroes by remembering their sacrifices and instilling patriotism in students. It also describes Claro Mayo Recto as the "Father of the Rizal Law," who helped author and pass the law through the Senate and House of Representatives. Rizal was chosen as the Philippines' national hero for awakening nationalism through his writings and dying as a martyr, using non-violence and
Exile in dapitan
Rizal lived in exile in Dapitan from 1892 to 1896. Though isolated, he remained productive, practicing medicine, teaching, writing, and promoting community development. He had a respectful relationship with his warden Captain Cancinero, and debated religion with Father Pastells. Rizal invested wisely after winning a lottery prize and built an exemplary life in Dapitan, becoming a renowned physician while continuing his scholarly pursuits until his deportation in 1896.
To The Young Women of Malolos
Rizal's letter to the young women of Malolos emphasizes the importance of education for both men and women. He urges mothers to teach their children love of God, country, and fellow man. Rizal also advises that women look beyond appearances when choosing a husband, and instead consider a man's character, honorable name, and spirit of freedom.
Life and work of Rizal
Jose Rizal was born in 1861 in Calamba, Laguna to a wealthy Filipino family. He demonstrated intelligence from a young age and received an education from private tutors before attending school in Biñan at age nine, where he excelled in Latin and Spanish. After a year and a half in Biñan, Rizal returned to Calamba, having shown great interest in reading, writing, painting, and drawing from an early age. His childhood was surrounded by a loving family and he developed an appreciation for nature.
EXILE AND EXECUTION OF JOSE RIZAL
Rizal was exiled to Dapitan by the Spanish authorities due to charges that his writings were anti-Catholic and promoted revolution. In Dapitan, Rizal made the best of his situation by practicing medicine, teaching local children, undertaking community development projects like improving the water system, and engaging in scientific studies. He lived a productive life during his exile, gaining respect from the locals. However, his exile ultimately came to an end with his arrest and execution in Manila in 1896.
Rizal's Sojourn in Europe
This mission was to observe keenly the life and culture, languages and customs, industries and commerce, and government and laws of the European nations in order to prepare himself in the great task of liberating his oppressed people from the Spanish tyranny. The course to Spain is the start of Rizal's travels.
Jose Rizal's First Trip Abroad
Presentation on Jose Rizal's First Trip Abroad made by jimae faith b. magnaye (BSA-CS (Horticulture Opt) 4)
Noli Me Tangere
The document provides an in-depth summary of key elements in Jose Rizal's novel Noli Me Tangere including the author and style, title, cover, preface, theme, characters, plot, point of conflict, and denouement. It analyzes these elements over multiple paragraphs with details on the historical and social context of the Philippines under Spanish colonial rule that shaped the novel. The major theme is the corruption of the Spanish religious and civil authorities and their oppression of the Filipino people. The complex characters represent both the virtues and flaws of Filipino society as well as the abuse of power by the Spanish colonizers.
Rizal's Exile in Dapitan and Correspondence with Fr. Pablo Pastells.
Rizal spent his exile in Dapitan from 1892 to 1896. During this time, he challenged Father Pastells on matters of religion through correspondence. He also established a school and practiced medicine, using his skills and knowledge in various fields to improve life for the people of Dapitan. While in exile, he had a relationship with Josephine Bracken, an Irish woman, but they were unable to marry due to the objections of Father Obach.
Rizal in dapitan
1) Rizal lived in exile in Dapitan from 1892 to 1896, where he practiced medicine, taught school, farmed, and engaged in various community development projects.
2) Upon arriving, the Jesuits wanted Rizal to publicly renounce his views, but he refused and lived under the friendly supervision of Captain Carnicero instead.
3) Rizal won a lottery prize and invested the money in land, revealing his lighter side as a lottery enthusiast, though he neither drank nor smoked.
4) Rizal debated religion with Father Pastells but was not convinced by his arguments and remained outside the Catholic fold, though he maintained friendly relations with Pastells and continued Catholic traditions.
rizal life and works chapter 1
1. Jose Rizal was born on June 19, 1861 in Calamba, Laguna to Francisco Mercado Rizal and Teodora Alonso Realonda.
2. He was one of 11 children, with his father being a tenant farmer and his mother having a background in education.
3. At his birth, the Philippines was under Spanish colonial rule and experiencing a period of relative peace and stability compared to unrest in other parts of the world.
Mi ultimo adios
This document is a presentation summarizing Jose Rizal's last poem "Mi Ultimo Adios". The presentation discusses that [1] Rizal did not title the poem himself, [2] it was written on the eve of his execution on December 30, 1896 in Fort Santiago, and [3] it was intended as a final statement to his fellow Filipino countrymen. The presentation analyzes the themes and messages in the poem, such as Rizal bidding farewell to his native land and saying that he willingly gives his life for his country's cause.
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The Undesirables and Supporting Characters of Noli Me Tangere
The Undesirables and Supporting Characters of Noli Me Tangere
Controversy over Rizal Law and Rizal Centennial (1861-1961)
Controversy over Rizal Law and Rizal Centennial (1861-1961)
Who made Jose Rizal our foremost National Hero, and Why?
Who made Jose Rizal our foremost National Hero, and Why?
Who made Jose Rizal our foremost National Hero, and Why?
Who made Jose Rizal our foremost National Hero, and Why?
Rizal's Exile in Dapitan and Correspondence with Fr. Pablo Pastells.
Rizal's Exile in Dapitan and Correspondence with Fr. Pablo Pastells.
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Rizal's Life, Works and Writings Chapter 7: Paris to berlin
This document provides details about Rizal's time spent in Paris and Berlin from 1886 to 1887. It mentions several people Rizal met including doctors he worked with as an assistant, residents he stayed with, and authors he translated works from. The document also discusses Rizal's purposes for staying in Germany which included continuing his studies of ophthalmology, science, and languages as well as observing the German nation and associating with scientists. Rizal is noted to have composed musical pieces and translated works by Schiller and Andersen while abroad.
Chapter 8 (complete)
The document summarizes Jose Rizal's novel Noli Me Tangere. It describes how Rizal was inspired to write the novel after reading Uncle Tom's Cabin. He began writing it in Madrid in 1884 and finished it in Berlin in 1887. Some of the main characters introduced are Crisostomo Ibarra, Maria Clara, Padre Damaso, and Elias. The summary outlines some of the key plot points in the novel including Ibarra learning about his father's death, the picnic incident, and Ibarra's attack on Padre Damaso which leads to his exile.
Rizal in 19th Century - World Events
The document discusses the major challenges and responses during the 19th century when Jose Rizal lived. It identifies 6 important changes: 1) the struggle for nationalism, 2) the spread of democracy, 3) the Industrial Revolution and modernization, 4) advances in science, 5) the rise of imperialism, and 6) new currents in thought and growing confidence in progress. It provides historical context on these changes and discusses responses to the social problems created by the Industrial Revolution from liberals, socialists, communists, and the Catholic Church. The document emphasizes the growing confidence in scientific and democratic progress during this era.
Jose rizal as a great leader
Jose Rizal prepared himself to become a great leader through extensive study in various fields such as philosophy, science, and history. He was involved in religious organizations as a student. Rizal furthered his medical education in Spain and became fluent in many languages. Upon returning to the Philippines, he initiated reforms through civic organizations like La Liga Filipina and served as the editor of the newspaper La Solidaridad which advocated for reforms. Although these efforts faced opposition from the Spanish authorities, Rizal's friend Blumentritt believed his ideas would eventually triumph through his writings.
Rizal Role in Nation Building and Education
Rizal insisted on education as key to social progress and nation-building in the Philippines. He urged the Spanish government to improve education for Filipinos to address backwardness. His own studies abroad made him appreciate how education enables social advancement. Rizal also tirelessly promoted national unity among Filipinos as essential for surviving injustice and developing the nation. He encouraged collective action and sacrifice for the greater good of their country.
Rizal chapter 8
1) Rizal finished writing his first novel Noli Me Tangere in Berlin in 1886 during a time of great poverty and illness, but was saved from despondency when his friend Maximo Viola loaned him funds to publish it.
2) The idea for the novel came from Rizal's desire to depict the hardships of Filipinos, inspired by Uncle Tom's Cabin.
3) During printing, Rizal was suspected of being a French spy by Berlin police but was able to explain himself and was allowed to remain in Germany.
Rizal’s+education
Rizal received an early education in Calamba and Biñan, showing great intellectual abilities. He attended Ateneo Municipal de Manila and University of Santo Tomas in Manila, where he faced discrimination. Rizal then traveled alone to Europe for further studies, earning multiple degrees including medicine. He lived in Europe for 10 years, becoming multilingual and excelling in many fields while beginning to write his novels which criticized Spanish rule.
Poems of Rizal
POEMS OF RIZAL
Sa Aking Mga Kabata
“To my fellow children”
a poem about the love of one's native language written in Tagalog.
Jose Rizal wrote it in 1869 at the age of eight.
The poem was widely taught in Philippine schools to point out Rizal's precociousness and early development of his nationalistic ideals.
Mi Primera Inspiracion
“My first inspiration”
first poem written by Dr. Jose Rizal during his third academic year in Ateneo de Municipal.
He wrote the poem in 1874, before he turned 14.
He was delighted to see his mother, Doña Teodora Alonso, released from prison that same year so he dedicated the poem to her.
He also dedicated this poem to his mother’s birthday.
Por la Educacion Recibe Lustre la Patria
“Through Education Our Motherland Receives Light”
Rizal wrote this poem in the year 1876 at the age of fifteen.
It was written in Ateneo de Municipal in Manila.
The poem was written during the Spanish Government.
Alianza Íntima Entre La Religión Y La Buena Educación
“The Intimate Alliance Between Religion and Good Education”
Poem he wrote to show the important relationship between religion and education.
During the summer of April 1876, before entering his fifth year in Ateneo Municipal in June, Jose Rizal previous to turning fifteen wrote this poem along with Por La Educación Recibe Lustre La Patria.
Religious Poems
Al Nino Jesus
“To the Child Jesus”
written in Spanish by Jose Rizal in 1875 at the age of 14 during his stay Ateneo De Municipal.
After his mother’s imprisonment, he wrote many poems, mostly inspired by his friend and professor: Father Sanchez.
Among the poems he wrote, in 1875 were
the ff:
Felicitacion (Felicitation)
El Embarque Himno a la Flota de Magallanes (The Departure: Hymn to Magellan’s Fleet)
Y Es Español: Elcano, el Primero en dar la Vuelta al Mundo (And He Is Spanish Elcano, the First to Circumnavigate the World)
El Combate: Urbiztondo, Terror de Jolo (The Battle: Urbiztondo, Terror of Jolo)
In 1876, he wrote other poems on various topics. Among these are:
Un Recuerdo a Mi Pueblo
“In Memory of My Town”
Which was also another tender poem about the town where he was born.
Un Recuerdo A Mi Pueblo
“In Memory of My Town”
Rizal wrote it in 1876 when he was 15 years old while a student in the Ateneo de Manila.
This poem is about the Calamba, the place where he was born, which he loved very dearly.
The following year of 1877 also showed a lot of poetry that were written by him:
El Heroismo de Colon
“The Heroism of Columbus”
This poem praises Columbus for his adventurous spirit and his success as an explorer.
2 Reasons why famous poem of Rizal, “To The Filipino Youth” was described as “winning classic in Philippine Literature”
It was the first Spanish poem written by a Filipino, which gained recognition among known Spanish authors,
It contained for the first time, the nationalistic sentiment insinuating that the Filipinos, and no
Chapter 13
Rizal spent 45 days in Japan, where he stayed in Tokyo and befriended a young Japanese woman named O-Sei-San. They enjoyed attending kabuki plays together and O-Sei-San helped improve Rizal's Japanese. Rizal considered staying in Japan to work for the Spanish Legation, but was reminded of his duty to the Philippines by his brother Paciano. When Rizal departed, O-Sei-San later married a British man and had a daughter, while continuing to admire Rizal.
Chapter 6
Rizal left Manila secretly on May 3, 1882 to travel to Spain. He stopped in Singapore for two days before boarding a French steamer to Suez, Egypt. On June 11, he arrived in Naples, Italy and was fascinated by Mount Vesuvius and Castle of St. Elmo. He later reached Barcelona, the second largest city in Spain, where he wrote his nationalist essay "Amor Patrio" under a pseudonym. In Madrid, he enrolled in medical and philosophy studies at the Central University of Madrid. He also took art lessons and joined the Circulo Hispano-Filipino society. In 1883, he joined the Masonic lodge in Madrid to help fight abusive friars in
THE LIFE, WORKS AND WRITINGS OF RIZAL by Jonacel Gloria
This document summarizes Rizal's Law, a 1956 Philippine law that mandated the inclusion of Jose Rizal's life, works, and writings in the curriculum of all public and private schools and universities. It discusses the key figures behind the law like its sponsor Jose P. Laurel and main proponent Claro Mayo Recto. The law aimed to inspire patriotism in youth and pay tribute to Rizal, the Philippine's national hero. It required schools to provide copies of Rizal's novels Noli Me Tangere and El Filibusterismo and prohibited religious discussion by teachers.
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Rizal's Life, Works and Writings Chapter 7: Paris to berlin
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THE LIFE, WORKS AND WRITINGS OF RIZAL by Jonacel Gloria
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Similar to Chapter Viii of capino book
The Revolutionary Concept of Educational System
1. The document discusses the concept of education and contrasts it with literacy. While literacy involves reading and writing, education coordinates motor and sensory nerves through habits and behavior to shape character.
2. It argues that true education should be applied based on individuals' inclinations to serve others and fulfill their potential, not just impart knowledge but develop skills needed in life. Reverence is essential for gaining wisdom from education.
3. The conclusion states that while material progress is made, spiritual education is lacking, risking harm to human civilization. Real spiritual masters are needed to guide society according to the ideologies of religious figures like Jesus Christ and Buddha.
Filipino educators and their philosophies
The document discusses the educational philosophies of several prominent Filipino educators such as Jose Rizal, Camilo Osias, Rafael Palma, and Jorge Bocobo. It also examines the evolution of educational philosophy in the Philippines from the Spanish colonial period to post-World War II. Key philosophies discussed include the importance of education for national development, inculcating patriotism and moral values in students, and establishing a system of education accessible to all.
Aims of education
The document discusses the various aims of education, including individual development, moral and character formation, vocational aims, and education for citizenship. It provides definitions and perspectives on education from thinkers like George F. Kneller, Pestalozzi, Socrates, Aristotle, Plato, and Dewey. The key aims highlighted are the development of individuals physically, mentally, and spiritually, the formation of good character and morality, preparing students for their future careers, and educating them to be effective members and citizens of society.
Aims and objectives of education
Every educational institution must cater service to the young minds with the promises to carry forward with much vigor and fervor that every child is a best citizen in making. It also must keep in mind its aims and objectives to scale greater heights in providing and nurturing the whole child. With the right mixture of academics and personal care to give a sure footing for a great future.
Education contribution of dr. radhakrishnan assnt i
Dr. Sarvapalli Radhakrishnan was an influential Indian philosopher and educator who served as the first Vice President and second President of India. He made many contributions to Indian education through his writings and roles in education policy. He advocated for an education system that developed students intellectually, morally, and spiritually. Radhakrishnan saw teachers as playing a vital role in removing students' spiritual blindness and helping them realize truth. He emphasized teaching methods like questioning and discussion over mere lectures.
Education_Purpose of_2022_08.pdf
The document discusses the purpose of education from various perspectives over time. It begins by discussing ancient philosophers' views that education should develop good citizens trained in their duties. It then discusses modern views that education focuses on skills, employment, and money. However, education systems do not fully develop well-rounded individuals. The document concludes that while skills are important, the primary purpose of education should be developing students' character and ability to contribute to society.
Implication of Idealism and Naturalism to Philippine Education
The document discusses the educational implications of idealism and naturalism in Philippine schools. For idealism, the goals are truth, self-realization, and character development. The curriculum focuses on humanities and cultivating values through lectures and memorization. Teachers are seen as authority figures. For naturalism, the goals are to develop individuals according to natural laws through play and discovery. The curriculum is child-centered focusing on interests, abilities and experiences. Teachers take a background role to allow natural development.
Ict dian
1) Character education is important for building an independent human character and strong nation that is respected by other countries.
2) Character education aims to develop students' moral, human, and cultural character so they become independent and better people.
3) For character education to be successful, it requires participation from communities, families, and elders, not just teachers and school facilities. The goal is to produce new generations that can address current challenges and be young, independent, and responsible.
Presentation1.ppt
1) The document discusses several aims of education including knowledge, vocational skills, and character building.
2) It states that education should impart knowledge, skills, and information to make students self-reliant and productive members of society. Vocational training is seen as important to prevent unemployment.
3) Developing good character through qualities like honesty, courage, and morality is also discussed as a key aim of education by many philosophers and leaders like Gandhi. Education is meant to cultivate the best qualities in students.
Principle of Education & Teaching
This document discusses principles of education and teaching-learning processes. It defines education according to various philosophers such as Chanakya, Shankaracharya, and Gandhi. The aims of education include individual development, moral/spiritual growth, vocational training, intellectual growth, and developing good citizenship. Nursing education specifically aims for harmonious development and preparing students for a career in nursing. The functions of education are individual growth, national development, and improving social efficiency. The document also discusses different philosophies of education including naturalism, idealism, pragmatism, and realism.
Moral Education.Socialogy. docx (4)
This document discusses moral education in schools. It argues that both teachers and parents play important roles in imparting moral values to children. While teachers can teach moral lessons in school, parents also influence children's moral development at home. The document examines different perspectives on morality and moral education. It reviews literature that discusses how morality can be taught in schools, and the debates around whether and how it should be done. The goal of moral education is to help children develop good character and become responsible community members.
Uth carecter
This document discusses the importance of Islamic education for character building of youth in Pakistan. It notes that the aim of Islamic education is to develop students' character and personalities according to Islamic values and teachings. However, current education in Pakistan is lacking in this respect, focusing only on academics and not nurturing students spiritually. The document calls for reforms that bring Islamic education back to developing students' faith and attachment to Islam so they can become leaders that exemplify Islamic ideals.
Principles of education and teaching learning process
Education aims to develop students holistically through intellectual, moral, physical, social, and cultural means. It aims to prepare students for both individual development and contribution to society. There are many philosophies of education that have different views on the aims, content, methods, and role of the teacher in the education process. Pragmatism sees education as a social process where students learn through problem-solving and experiences, while progressivism promotes democratic and cooperative learning. Overall, education philosophies aim to determine the best ways to educate and develop students.
AN INTRODUCTION TO XTER EDU EBOOK VERSION - REVISED
This document introduces character development education for secondary schools in Africa. It discusses how character education can help students develop self-awareness, personal judgment, and leadership skills. It argues that Africa's education systems overly focus on skills and management with little emphasis on developing character. Integrating character education into curriculums can help address issues like corruption in society by teaching students about ethics, decision-making, and developing virtues over vices. The document provides 12 lessons on concepts like understanding character, developing knowledge and capacities, principles and paradigms, exercising judgment, and strengthening character. It aims to complement academic learning with developing students' character and minds.
Paper presentation --------value education
P.Selvi conducted a study on research in value education. Value education has deep historical and cultural roots in India and aims to cultivate citizens with education and good character. In Maharashtra, value education became compulsory in 1997. The study highlights the historical background of value education in India and concepts of value education. It also discusses objectives of value education curriculums, the role of teachers in imparting values, and conclusions that more research is needed on value education to promote tolerance and coexistence.
Creating A Culture Of Learning
Creating a Culture of Learning describes the key characteristics of a school with a culture of learning. Such a school possesses a widely shared strong vision, believes in effort-based education, and operates based on selective core values that grow out of the vision. It exercises effective leadership that derives power from trust, celebrates the teaching profession, and empowers teachers to be leaders. The school nourishes a spirit of teamwork among teachers and humanizes education by seeing the school as a people system focused on developing students. It generates motivation to learn and commits to a process of never-ending renewal.
Ambika ppt
1) The document discusses the concepts of human values and value education. It defines values as enduring beliefs that guide conduct and determine what is important.
2) Value education is important for developing individuals and society by cultivating citizens who are educated, enlightened, and have good character. It aims to develop people holistically through the intellectual, mental and functional domains.
3) The document outlines the evolution of value-oriented education in India from ancient times through the modern era. It also identifies key components of value education like moral education, environmental education, and education about Indian culture and history.
Science and moral balance
Education aims to develop students' spiritual strength, intelligence, noble character, and skills through a conscious, deliberate process. Character education implicitly means instilling positive moral qualities in students, not neutral or negative ones. Education greatly influences character formation and helps students gain independence and maturity, but educators must guide students' character development. True education balances intellect and character by imparting knowledge and honing moral values to benefit humanity. It occurs not just in schools but also through environmental influences, shaping students' characters and choices in society. The ultimate goal of education is intelligence plus character.
Science and moral balance
Education aims to develop students' spiritual strength, intelligence, noble character, and skills through a conscious, deliberate process. Character education implicitly means instilling positive moral qualities in students, not neutral or negative ones. Education greatly influences character formation and helps students gain independence and maturity, but educators must guide students' character development. True education balances intellect and character by imparting knowledge and honing moral values to benefit humanity. It occurs not just in schools but also through environmental influences, shaping students' characters and choices in society. The ultimate goal of education is intelligence plus character.
Science and moral balance
Education aims to develop students' spiritual strength, intelligence, noble character, and skills through a conscious, deliberate process. Character education implicitly means instilling positive moral qualities in students, not neutral or negative ones. Education greatly influences character formation and helps students gain independence and maturity, but educators must guide students' character development. True education balances intellect and character by imparting knowledge and honing moral values to benefit humanity. It occurs not just in schools but also through environmental influences, shaping students' characters and choices in their communities. The ultimate goal of education is intelligence plus character.
Similar to Chapter Viii of capino book (20)
Education contribution of dr. radhakrishnan assnt i
Education contribution of dr. radhakrishnan assnt i
Implication of Idealism and Naturalism to Philippine Education
Implication of Idealism and Naturalism to Philippine Education
Principles of education and teaching learning process
Principles of education and teaching learning process
AN INTRODUCTION TO XTER EDU EBOOK VERSION - REVISED
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Chapter Viii of capino book
- 1. CHAPTER VIII RIZAL’S EDUCATIONAL LEGACIES FOR TODAY’S SOCIETY
- 7. THANK YOU!!! BLACKOUT PRODUCTION 2009