The document summarizes the key aspects of the Rizal Law, which mandates the teaching of Jose Rizal's life and works in Philippine schools. It was passed in 1956 to instill patriotism and honor Rizal's contributions to Philippine nationalism. The law faced opposition from the Catholic Church but was eventually signed into law. It aims to rededicate Filipinos to the ideals of freedom and nationalism that Rizal fought for. No students have applied for exemption from studying Rizal's novels as mandated by this important law.
The document discusses the passage of the Rizal Law in the postwar Philippines. It began as the Rizal Bill, sponsored by Senator Claro Recto to mandate teaching the life and works of Jose Rizal in schools. Debate ensued as the Catholic Church opposed the bill. Amendments were made to gain approval, removing mandatory reading of Rizal's novels but keeping their unedited versions. Both legislative chambers ultimately approved the amended bill, which was signed into law as the Rizal Law.
The document discusses the history and rationale behind the enactment of the Rizal Law or RA 1425 in the Philippines. It explains that there was a growing concern among nationalist lawmakers that Filipino identity and nationalism was declining. This led Senator Claro Recto to propose a bill in 1956 mandating the study of Jose Rizal's life and works in schools. However, this initial "Noli-Fili bill" faced strong opposition from the Catholic Church as Rizal had criticized the church. After negotiations, the bill was amended and eventually signed into law as the Rizal Law in June 1956, requiring the teaching of Rizal but making the reading of his novels optional. The goals of the law
Life, works, and writings of Dr. jose rizalRaulCalungsod
The document discusses the passage of Republic Act 1425, also known as the Rizal Law, which mandated the study of Jose Rizal's life, works, and writings in schools across the Philippines. The law was passed through a democratic legislative process that involved debate between proponents who argued it would promote nationalism and opponents who raised concerns about religion. Ultimately, a version was approved in 1956 that required teaching Rizal's works but removed compulsory reading and exemptions to address religious objections. The goals of the Rizal Law were to promote civic knowledge, national dignity, and patriotism among Filipino students.
1.1 - Selection and Proclamation of National Heroes.pptxJeff Harold Uy
This document provides information about the Rizal Law in the Philippines. It discusses how the law came to be passed in 1956 requiring the study of Jose Rizal's life and works in schools. There was initial opposition from the Catholic Church who saw Rizal's writings as anti-Church. A compromise was reached to allow exemptions for religious reasons. The key points of the Rizal Law are that it mandates the inclusion of courses on Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, in all school curriculums. It also requires schools to keep copies of Rizal's unexpurgated works and to distribute cheap editions to the public.
This document provides information about Republic Act 1425, also known as the Rizal Law, which mandates the study of Jose Rizal's life and works in Philippine schools. The act calls for increased nationalism among Filipinos during a time when the country was still developing its national identity and recovering from Japanese occupation. It requires all educational institutions to teach Rizal's ideals of freedom and nationalism, and to distribute affordable copies of his novels to help instill moral character and civic duty in students. The law aims to address declining nationalism and rekindle patriotism among Filipinos through educating youth about their national hero.
Republic Act No. 1425, known as the Rizal Law, mandates the study of Jose Rizal's life and works in all educational institutions in the Philippines. The law was strongly opposed by the Roman Catholic Church due to anti-clerical themes in Rizal's novels Noli Me Tangere and El Filibusterismo. Senator Claro M. Recto was the main proponent of the bill, but faced stiff opposition from the Church. After much debate, the bill was passed into law in 1956, requiring the inclusion of Rizal's writings in the curriculum to promote nationalism.
01 - Rizal Law (RA 1425) - Life and Works of RizalHumi
In this slide, we will explore the Rizal Law, a Philippine law that mandates the teaching of the life and works of national hero Jose Rizal. We will also examine the reasoning behind the law and the perspectives of those who disagree with it. Lastly, we will consider whether the law is still relevant in today's society. (Spoiler: The editor is not sure)
---
What Exactly is Rizal Law?
Rizal Law or RA 1425 is a Philippine law that requires all schools in the Philippines, both public and private, to offer courses on the life, works, and writings of the Philippine national hero, Dr. Jose Rizal.
Why study him?
Why Study Rizal: From The Perspective of Lawmakers
Many Filipinos observed that the sense of Filipino identity was waning. Hmmmm. In response, nationalist policy-makers took action to redirect the nation back to its roots by emphasizing the importance of history as a foundation for national hope and pride.
On April 3, 1956, Senator Claro M. Recto proposed Senate Bill No. 438 and submitted it to the Senate Committee on Education.
“NOLI-FILI BILL”
Senate Bill No. 438, titled "An Act to Make Noli Me Tangere and El Filibusterismo Compulsory Reading Matter in All Public and Private Colleges and Universities and For other Purposes,”
On April 17, 1956, Senator Jose P. Laurel, Sr., who was then the Chairman of the Committee on Education, sponsored the Noli-Fili Bill in the senate and presented it to the Upper House.
“Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as a mirror, our defects as well as our strength, our virtues as well as our vices. Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect and freedom.”
The Noli-Fili bill sounds good, right?
NO.
The Catholic Church's Opposition to the Noli-Fili Bill
According to them, the bill was an attempt to discredit the Catholic religion. Since Jose Rizal criticized the Catholic Church, the Noli-Fili bill was met with stiff opposition from the latter’s head and supporters.
According to them, the bill was an attempt to discredit the Catholic religion. Father Jesus Cavanna argued that Jose Rizal’ novels from the past should not be taught in schools because they do not accurately depict current conditions and may give a false impression of the country.
Here are some additional criticisms of the Catholic Church regarding the Noli-Fili Bill:
Among the 333 pages of Noli Me Tangere, only 25 passages are nationalistic while 120 passages are anti-Catholic. 170 lines from Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Catholic doctrine. The bill might divide the nation. Compulsion to read something against one’s faith impairs freedom of speech and religious freedom. Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the Catholic faith itsel
The document discusses the Rizal Law or RA 1425, which mandates the study of Jose Rizal's life, works, and writings in Philippine schools. It began as the Noli-Fili Bill proposed in 1956 to make Rizal's novels required reading. However, the Catholic Church opposed this due to Rizal's criticism of the church. After negotiations, the law was passed in 1956 requiring the study of Rizal but making reading his novels optional. The goals of the Rizal Law are to rededicate youth to ideals of freedom and nationalism, pay tribute to Rizal for shaping the Filipino character, and inspire patriotism through studying his life and works.
The document discusses the passage of the Rizal Law in the postwar Philippines. It began as the Rizal Bill, sponsored by Senator Claro Recto to mandate teaching the life and works of Jose Rizal in schools. Debate ensued as the Catholic Church opposed the bill. Amendments were made to gain approval, removing mandatory reading of Rizal's novels but keeping their unedited versions. Both legislative chambers ultimately approved the amended bill, which was signed into law as the Rizal Law.
The document discusses the history and rationale behind the enactment of the Rizal Law or RA 1425 in the Philippines. It explains that there was a growing concern among nationalist lawmakers that Filipino identity and nationalism was declining. This led Senator Claro Recto to propose a bill in 1956 mandating the study of Jose Rizal's life and works in schools. However, this initial "Noli-Fili bill" faced strong opposition from the Catholic Church as Rizal had criticized the church. After negotiations, the bill was amended and eventually signed into law as the Rizal Law in June 1956, requiring the teaching of Rizal but making the reading of his novels optional. The goals of the law
Life, works, and writings of Dr. jose rizalRaulCalungsod
The document discusses the passage of Republic Act 1425, also known as the Rizal Law, which mandated the study of Jose Rizal's life, works, and writings in schools across the Philippines. The law was passed through a democratic legislative process that involved debate between proponents who argued it would promote nationalism and opponents who raised concerns about religion. Ultimately, a version was approved in 1956 that required teaching Rizal's works but removed compulsory reading and exemptions to address religious objections. The goals of the Rizal Law were to promote civic knowledge, national dignity, and patriotism among Filipino students.
1.1 - Selection and Proclamation of National Heroes.pptxJeff Harold Uy
This document provides information about the Rizal Law in the Philippines. It discusses how the law came to be passed in 1956 requiring the study of Jose Rizal's life and works in schools. There was initial opposition from the Catholic Church who saw Rizal's writings as anti-Church. A compromise was reached to allow exemptions for religious reasons. The key points of the Rizal Law are that it mandates the inclusion of courses on Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, in all school curriculums. It also requires schools to keep copies of Rizal's unexpurgated works and to distribute cheap editions to the public.
This document provides information about Republic Act 1425, also known as the Rizal Law, which mandates the study of Jose Rizal's life and works in Philippine schools. The act calls for increased nationalism among Filipinos during a time when the country was still developing its national identity and recovering from Japanese occupation. It requires all educational institutions to teach Rizal's ideals of freedom and nationalism, and to distribute affordable copies of his novels to help instill moral character and civic duty in students. The law aims to address declining nationalism and rekindle patriotism among Filipinos through educating youth about their national hero.
Republic Act No. 1425, known as the Rizal Law, mandates the study of Jose Rizal's life and works in all educational institutions in the Philippines. The law was strongly opposed by the Roman Catholic Church due to anti-clerical themes in Rizal's novels Noli Me Tangere and El Filibusterismo. Senator Claro M. Recto was the main proponent of the bill, but faced stiff opposition from the Church. After much debate, the bill was passed into law in 1956, requiring the inclusion of Rizal's writings in the curriculum to promote nationalism.
01 - Rizal Law (RA 1425) - Life and Works of RizalHumi
In this slide, we will explore the Rizal Law, a Philippine law that mandates the teaching of the life and works of national hero Jose Rizal. We will also examine the reasoning behind the law and the perspectives of those who disagree with it. Lastly, we will consider whether the law is still relevant in today's society. (Spoiler: The editor is not sure)
---
What Exactly is Rizal Law?
Rizal Law or RA 1425 is a Philippine law that requires all schools in the Philippines, both public and private, to offer courses on the life, works, and writings of the Philippine national hero, Dr. Jose Rizal.
Why study him?
Why Study Rizal: From The Perspective of Lawmakers
Many Filipinos observed that the sense of Filipino identity was waning. Hmmmm. In response, nationalist policy-makers took action to redirect the nation back to its roots by emphasizing the importance of history as a foundation for national hope and pride.
On April 3, 1956, Senator Claro M. Recto proposed Senate Bill No. 438 and submitted it to the Senate Committee on Education.
“NOLI-FILI BILL”
Senate Bill No. 438, titled "An Act to Make Noli Me Tangere and El Filibusterismo Compulsory Reading Matter in All Public and Private Colleges and Universities and For other Purposes,”
On April 17, 1956, Senator Jose P. Laurel, Sr., who was then the Chairman of the Committee on Education, sponsored the Noli-Fili Bill in the senate and presented it to the Upper House.
“Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as a mirror, our defects as well as our strength, our virtues as well as our vices. Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect and freedom.”
The Noli-Fili bill sounds good, right?
NO.
The Catholic Church's Opposition to the Noli-Fili Bill
According to them, the bill was an attempt to discredit the Catholic religion. Since Jose Rizal criticized the Catholic Church, the Noli-Fili bill was met with stiff opposition from the latter’s head and supporters.
According to them, the bill was an attempt to discredit the Catholic religion. Father Jesus Cavanna argued that Jose Rizal’ novels from the past should not be taught in schools because they do not accurately depict current conditions and may give a false impression of the country.
Here are some additional criticisms of the Catholic Church regarding the Noli-Fili Bill:
Among the 333 pages of Noli Me Tangere, only 25 passages are nationalistic while 120 passages are anti-Catholic. 170 lines from Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Catholic doctrine. The bill might divide the nation. Compulsion to read something against one’s faith impairs freedom of speech and religious freedom. Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the Catholic faith itsel
The document discusses the Rizal Law or RA 1425, which mandates the study of Jose Rizal's life, works, and writings in Philippine schools. It began as the Noli-Fili Bill proposed in 1956 to make Rizal's novels required reading. However, the Catholic Church opposed this due to Rizal's criticism of the church. After negotiations, the law was passed in 1956 requiring the study of Rizal but making reading his novels optional. The goals of the Rizal Law are to rededicate youth to ideals of freedom and nationalism, pay tribute to Rizal for shaping the Filipino character, and inspire patriotism through studying his life and works.
This document outlines a chapter from a course on Jose Rizal's life, works, and writings. The chapter introduces the conceptual framework for studying Rizal and is divided into four lessons. The first lesson discusses the Rizal Law of 1956 which mandated the inclusion of studying Rizal in schools. It describes the democratic process of passing the law over opposition from some Catholic senators. The goal of the law is to instill patriotism in youth and commemorate Rizal's ideals of freedom and nationalism. The second lesson explores the traditional Filipino concept of "hero" and how it applies to assessing Rizal's heroism based on established criteria.
The document discusses the Rizal Law, a Philippine law mandating the study of national hero Jose Rizal in schools. It began as the Noli-Fili Bill in 1956 to address concerns about waning Filipino identity. However, the Catholic Church opposed the bill as Rizal criticized the Church. The law was eventually passed as the Rizal Law in 1956 after amendments. It requires schools to teach Rizal's life, works and writings to instill patriotism and dedication to freedom in youth. The goals are to honor Rizal and inspire nationalism through understanding his contributions in shaping Filipino character.
01 - Rizal Law (RA 1425) | Life and Works of Rizal (Slides)Humi
The document summarizes the history and key aspects of the Rizal Law in the Philippines, which mandates the teaching of Jose Rizal's life, works, and writings in all schools. It describes how the original "Noli-Fili Bill" proposed in 1956 met stiff opposition from the Catholic Church, but was later passed after revisions that expanded the required readings and made them optional. The final Rizal Law aimed to promote Filipino national identity and patriotism through the mandatory inclusion of Rizal-focused courses and access to his writings in schools.
The document discusses the Rizal Law (RA 1425) which mandates the study of Jose Rizal's life and works in Philippine schools and universities. It explains that the law was passed in 1956 and sponsored by prominent politicians like Claro Recto. Recto is described as the "Father of Rizal Law" who pushed for its passage to honor Rizal and promote nationalism by educating students about his sacrifices through his novels.
RA 1425 RIZAL LAW ,ITS PROPONENTS AND WHY IS IT CONSIDERED AS CONTROVERSIAL B...MaryMgly
The document discusses Jose Rizal and Rizal Law, which mandates the study of Rizal's life and works in Philippine schools. It provides background on Rizal as a nationalist hero and the objectives of Rizal Law. Rizal Law was authored by Senator Claro Recto and signed into law in 1956 over opposition from the Catholic Church, as Rizal's writings were critical of the church. The law aimed to promote nationalism, patriotism, and freedom among Philippine youth through the study of Rizal's legacy.
The document summarizes the process by which the Rizal Bill became law as the Rizal Law in 1956. It went through several steps: introduction in the Senate and House, committee hearings, debates and amendments, approval by both chambers, and signing by the president. The law made the study of Jose Rizal's life and works, especially his novels Noli Me Tangere and El Filibusterismo, mandatory in schools. It aimed to promote nationalism and patriotism among students. Senator Claro M. Recto was a main sponsor and defender of the bill.
The document provides an overview of key concepts from Week 1-3 of the course material, including:
1. A review of terms related to the Rizal Law such as bill, law, executive order, and national hero.
2. An activity analyzing arguments for and against the Rizal Bill, and consideration of which works of Rizal should be studied to inspire nationalism.
3. A review question checking understanding of the Spanish colonial political and education systems, and the challenges of the 19th century that contributed to Philippine nationalism.
4. An activity to create political diagrams comparing the Spanish colonial system to an ideal contemporary system, addressing issues like fair representation of regions.
Republic Act No. 1425, also known as the Rizal Law, mandates the study of Jose Rizal's life, works, and writings in all public and private schools, colleges, and universities in the Philippines. The law aims to honor Rizal as the national hero and instill in students a sense of patriotism and nationalism by exposing them to Rizal's ideals in his novels Noli Me Tangere and El Filibusterismo. It directs the inclusion of Rizal courses in the curriculum and requires institutions to keep copies of Rizal's works, especially the original versions of his novels. The law also allocates funds for the translation and distribution of Rizal's
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
This document provides an overview of Republic Act 1425, also known as the Rizal Law, which mandates the study of Jose Rizal's life, works and writings in all Philippine schools and universities. It discusses the law's historical background and context, including the controversy surrounding its passage due to opposition from the Catholic Church to Rizal's anti-clerical themes. The key points of the law and its provisions are also outlined.
This document provides an introduction to a course on Jose Rizal, the Philippine national hero. It discusses Republic Act 1425, also known as the Rizal Law, which mandates the inclusion of Jose Rizal's life, works, and writings in all school curricula. The Rizal Law aims to instill in youth a dedication to freedom and nationalism, honor Rizal's role in shaping Filipino identity, and foster patriotism through studying Rizal. The document outlines learning objectives and outcomes for the course and proposes activities for students to analyze Rizal's continued relevance and apply his teachings to modern situations.
The document summarizes the history and passage of Republic Act No. 1425, also known as the Rizal Law, which mandates the teaching of Jose Rizal's life, works, and writings in all Philippine schools. It describes how the bill was initially opposed by the Catholic Church but was eventually passed into law in 1956. The key aspects of the Rizal Law are outlined, including requiring courses on Rizal and keeping copies of his works in school libraries. The significance of the law in teaching nationalism and life lessons through Rizal's writings is also discussed.
This document discusses Jose Rizal and the Rizal Law. It provides background on Rizal's life and importance as the first Filipino nationalist. It then summarizes the key aspects of the Rizal Law passed in 1956 which mandates the study of Rizal's life, works and writings in schools. The law aimed to provide Filipino youth with a role model and inspire nationalism by studying Rizal and other heroes. The document also discusses the origins and impacts of major historical events in the 18th-19th centuries like the French Revolution, and how these influenced Rizal and Filipino nationalism.
This document summarizes the Rizal Law (Republic Act No. 1425), which mandated teaching Jose Rizal's life, works and writings in Philippine schools. It describes the bill's passage despite opposition from the Catholic Church. The law aimed to promote nationalism and patriotism by educating youth about Rizal's ideals of freedom. It required all schools to teach Rizal using unexpurgated versions of his novels and ensure adequate copies in libraries. The law allocated funds for translating and distributing Rizal's works nationwide.
Rizal Law of the Philippines or Republic Act 1425.pdfNoxinPavilion
This document summarizes the Rizal Law (Republic Act No. 1425), which mandated teaching Jose Rizal's life, works and writings in Philippine schools. It describes the bill's passage despite opposition from the Catholic Church. The law aimed to promote nationalism and patriotism by educating youth about Rizal's ideals of freedom. It required all schools to teach Rizal using unexpurgated versions of his novels and ensure adequate copies in libraries. The law allocated funds for translating and distributing Rizal's works nationwide.
The document summarizes the key details around Republic Act 1425, also known as the Rizal Law, which mandates the teaching of Jose Rizal's life, works and writings in Philippine schools. There was opposition to the bill from Catholic figures who felt Rizal's works contradicted Catholic beliefs. However, nationalists like Senator Laurel fought for its approval, believing it would develop patriotism and civic values in students. The bill was passed in 1956 and requires all schools to include Rizal courses and keep copies of his works. Presidential and CHED orders strengthened its implementation in the 1990s.
The document summarizes the key details around Republic Act 1425, also known as the Rizal Law, which mandates the teaching of Jose Rizal's life, works and writings in Philippine schools, colleges and universities. There was initial opposition to passing the law from Catholic figures who felt Rizal's works contradicted Catholic beliefs. However, nationalist figures like Senator Jose P. Laurel and Claro M. Recto pushed for its approval, seeing Rizal as a source of patriotism. The law was eventually signed in 1956 and requires inclusion of Rizal in curriculums, availability of his works in libraries, and translation of his writings.
This document discusses the Rizal Bill which mandated the study of Jose Rizal's novels Noli Me Tangere and El Filibusterismo in Philippine schools. Senator Claro M. Recto was the main proponent of the bill which was passed into law in 1956 as Republic Act 1425, also known as the Rizal Law. The Rizal Law aims to promote nationalism, patriotism, and inspiration among Filipino youth by studying the life and works of Jose Rizal. The document also outlines the objectives and importance of studying Rizal, as well as announcements for assignments related to his family.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This document outlines a chapter from a course on Jose Rizal's life, works, and writings. The chapter introduces the conceptual framework for studying Rizal and is divided into four lessons. The first lesson discusses the Rizal Law of 1956 which mandated the inclusion of studying Rizal in schools. It describes the democratic process of passing the law over opposition from some Catholic senators. The goal of the law is to instill patriotism in youth and commemorate Rizal's ideals of freedom and nationalism. The second lesson explores the traditional Filipino concept of "hero" and how it applies to assessing Rizal's heroism based on established criteria.
The document discusses the Rizal Law, a Philippine law mandating the study of national hero Jose Rizal in schools. It began as the Noli-Fili Bill in 1956 to address concerns about waning Filipino identity. However, the Catholic Church opposed the bill as Rizal criticized the Church. The law was eventually passed as the Rizal Law in 1956 after amendments. It requires schools to teach Rizal's life, works and writings to instill patriotism and dedication to freedom in youth. The goals are to honor Rizal and inspire nationalism through understanding his contributions in shaping Filipino character.
01 - Rizal Law (RA 1425) | Life and Works of Rizal (Slides)Humi
The document summarizes the history and key aspects of the Rizal Law in the Philippines, which mandates the teaching of Jose Rizal's life, works, and writings in all schools. It describes how the original "Noli-Fili Bill" proposed in 1956 met stiff opposition from the Catholic Church, but was later passed after revisions that expanded the required readings and made them optional. The final Rizal Law aimed to promote Filipino national identity and patriotism through the mandatory inclusion of Rizal-focused courses and access to his writings in schools.
The document discusses the Rizal Law (RA 1425) which mandates the study of Jose Rizal's life and works in Philippine schools and universities. It explains that the law was passed in 1956 and sponsored by prominent politicians like Claro Recto. Recto is described as the "Father of Rizal Law" who pushed for its passage to honor Rizal and promote nationalism by educating students about his sacrifices through his novels.
RA 1425 RIZAL LAW ,ITS PROPONENTS AND WHY IS IT CONSIDERED AS CONTROVERSIAL B...MaryMgly
The document discusses Jose Rizal and Rizal Law, which mandates the study of Rizal's life and works in Philippine schools. It provides background on Rizal as a nationalist hero and the objectives of Rizal Law. Rizal Law was authored by Senator Claro Recto and signed into law in 1956 over opposition from the Catholic Church, as Rizal's writings were critical of the church. The law aimed to promote nationalism, patriotism, and freedom among Philippine youth through the study of Rizal's legacy.
The document summarizes the process by which the Rizal Bill became law as the Rizal Law in 1956. It went through several steps: introduction in the Senate and House, committee hearings, debates and amendments, approval by both chambers, and signing by the president. The law made the study of Jose Rizal's life and works, especially his novels Noli Me Tangere and El Filibusterismo, mandatory in schools. It aimed to promote nationalism and patriotism among students. Senator Claro M. Recto was a main sponsor and defender of the bill.
The document provides an overview of key concepts from Week 1-3 of the course material, including:
1. A review of terms related to the Rizal Law such as bill, law, executive order, and national hero.
2. An activity analyzing arguments for and against the Rizal Bill, and consideration of which works of Rizal should be studied to inspire nationalism.
3. A review question checking understanding of the Spanish colonial political and education systems, and the challenges of the 19th century that contributed to Philippine nationalism.
4. An activity to create political diagrams comparing the Spanish colonial system to an ideal contemporary system, addressing issues like fair representation of regions.
Republic Act No. 1425, also known as the Rizal Law, mandates the study of Jose Rizal's life, works, and writings in all public and private schools, colleges, and universities in the Philippines. The law aims to honor Rizal as the national hero and instill in students a sense of patriotism and nationalism by exposing them to Rizal's ideals in his novels Noli Me Tangere and El Filibusterismo. It directs the inclusion of Rizal courses in the curriculum and requires institutions to keep copies of Rizal's works, especially the original versions of his novels. The law also allocates funds for the translation and distribution of Rizal's
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
This document provides an overview of Republic Act 1425, also known as the Rizal Law, which mandates the study of Jose Rizal's life, works and writings in all Philippine schools and universities. It discusses the law's historical background and context, including the controversy surrounding its passage due to opposition from the Catholic Church to Rizal's anti-clerical themes. The key points of the law and its provisions are also outlined.
This document provides an introduction to a course on Jose Rizal, the Philippine national hero. It discusses Republic Act 1425, also known as the Rizal Law, which mandates the inclusion of Jose Rizal's life, works, and writings in all school curricula. The Rizal Law aims to instill in youth a dedication to freedom and nationalism, honor Rizal's role in shaping Filipino identity, and foster patriotism through studying Rizal. The document outlines learning objectives and outcomes for the course and proposes activities for students to analyze Rizal's continued relevance and apply his teachings to modern situations.
The document summarizes the history and passage of Republic Act No. 1425, also known as the Rizal Law, which mandates the teaching of Jose Rizal's life, works, and writings in all Philippine schools. It describes how the bill was initially opposed by the Catholic Church but was eventually passed into law in 1956. The key aspects of the Rizal Law are outlined, including requiring courses on Rizal and keeping copies of his works in school libraries. The significance of the law in teaching nationalism and life lessons through Rizal's writings is also discussed.
This document discusses Jose Rizal and the Rizal Law. It provides background on Rizal's life and importance as the first Filipino nationalist. It then summarizes the key aspects of the Rizal Law passed in 1956 which mandates the study of Rizal's life, works and writings in schools. The law aimed to provide Filipino youth with a role model and inspire nationalism by studying Rizal and other heroes. The document also discusses the origins and impacts of major historical events in the 18th-19th centuries like the French Revolution, and how these influenced Rizal and Filipino nationalism.
This document summarizes the Rizal Law (Republic Act No. 1425), which mandated teaching Jose Rizal's life, works and writings in Philippine schools. It describes the bill's passage despite opposition from the Catholic Church. The law aimed to promote nationalism and patriotism by educating youth about Rizal's ideals of freedom. It required all schools to teach Rizal using unexpurgated versions of his novels and ensure adequate copies in libraries. The law allocated funds for translating and distributing Rizal's works nationwide.
Rizal Law of the Philippines or Republic Act 1425.pdfNoxinPavilion
This document summarizes the Rizal Law (Republic Act No. 1425), which mandated teaching Jose Rizal's life, works and writings in Philippine schools. It describes the bill's passage despite opposition from the Catholic Church. The law aimed to promote nationalism and patriotism by educating youth about Rizal's ideals of freedom. It required all schools to teach Rizal using unexpurgated versions of his novels and ensure adequate copies in libraries. The law allocated funds for translating and distributing Rizal's works nationwide.
The document summarizes the key details around Republic Act 1425, also known as the Rizal Law, which mandates the teaching of Jose Rizal's life, works and writings in Philippine schools. There was opposition to the bill from Catholic figures who felt Rizal's works contradicted Catholic beliefs. However, nationalists like Senator Laurel fought for its approval, believing it would develop patriotism and civic values in students. The bill was passed in 1956 and requires all schools to include Rizal courses and keep copies of his works. Presidential and CHED orders strengthened its implementation in the 1990s.
The document summarizes the key details around Republic Act 1425, also known as the Rizal Law, which mandates the teaching of Jose Rizal's life, works and writings in Philippine schools, colleges and universities. There was initial opposition to passing the law from Catholic figures who felt Rizal's works contradicted Catholic beliefs. However, nationalist figures like Senator Jose P. Laurel and Claro M. Recto pushed for its approval, seeing Rizal as a source of patriotism. The law was eventually signed in 1956 and requires inclusion of Rizal in curriculums, availability of his works in libraries, and translation of his writings.
This document discusses the Rizal Bill which mandated the study of Jose Rizal's novels Noli Me Tangere and El Filibusterismo in Philippine schools. Senator Claro M. Recto was the main proponent of the bill which was passed into law in 1956 as Republic Act 1425, also known as the Rizal Law. The Rizal Law aims to promote nationalism, patriotism, and inspiration among Filipino youth by studying the life and works of Jose Rizal. The document also outlines the objectives and importance of studying Rizal, as well as announcements for assignments related to his family.
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I.-intro-to-Rizal.pdf
1. IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
Chapter 1:
What is a Hero?
Rizal Law (R.A. 1425)
Learning Objectives:
At the end of this chapter, the students should be able to:
Explain the history of the Rizal Law and its important provisions
Relate the issues to the present-day Philippines
Examine the policy on the selection and proclamation of national heroes;
Critically assess the effectiveness of the Rizal Course
As the Philippines grappled with various challenges, particularly the call for nation-
building, prominent individuals who championed nationalism came to action. They
pursued government measures to instill patriotism and love for country in the hearts
and minds of the Filipinos. These people drew inspiration from the Philippine
experience of the revolution for independence against Spain and from the heroes of
that important period in the country’s history.
One measure sought was the passage of the Republic Act No. 1425 or the Rizal
Law, which was primarily set to address “a need for a re-dedication to the ideals of
freedom and nationalism for which our heroes lived and died.”
UNDERSTANDING THE RIZAL LAW
The mandatory teaching of José Rizal's life with the emphasis on his landmark novels is
inscribed in legislation. Republic Act No. 1425, more popularly known as the Rizal Law, was
passed in 1956 leaving a colorful narrative of debate and contestation.
As an introduction to the life and works of José Rizal, this chapter will begin with the
reading of the Rizal Law. In this chapter, you will study RA 1425 within its context, look into the
2. IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
major issues and debates surrounding the bill and its passage into law, and reflect on the impact
and relevance of this legislation across history and the present time.
The Context of the Rizal Bill
The postwar period saw a Philippines rife with challenges and problems. With a country
torn and tired from the stresses of World War II, getting up on their feet was a paramount
concern of the people and the government.
As the Philippines grappled with various challenges, particularly the call for nation-
building, prominent individuals who championed nationalism came to action. they pursued
government measures to instill patriotism and love for country in the hearts and minds of the
Filipinos. These people drew inspiration from the Philippine experience of the revolution for
independence against Spain and from the heroes of that important period in the country's
history.
One measure sought was the passageofthe Republic Act No. 1425 or the RizalLaw, which
was primarily set to address a need for a re-dedication to the ideals of freedom and nationalism
for which our heroes lived and died." The passage of the law was met with fierce opposition in
both the Senate and the House of Representatives.
From the Rizal Bill to the Rizal Law
On April 3, 1956, Senate Bill No. 438 was filed by the Senate Committee on Education. On
April 17, 1956, then Senate Committee on Education Chair Jose P. Laurel sponsored the bill and
began delivering speeches for the proposed legislation. Soon after, the bill became controversial
as the powerful CatholicChurch began to express opposition againstits passage.As the influence
of the Church was felt with members of the Senate voicing their opposition to the bill, its main
author, Claro M. Recto, and his allies in the Senate entered into a fierce battle arguing for the
passage of SB 438. Debates started on April 23, 1956.
The debates on the Rizal Bill also ensued in the House of Representatives. House Bill No.
5561, an identical version of SB 438, was filed by Representative Jacobo Z. Gonzales on April 19,
1956. The House Committee on Education approved the bill without amendments on May 2,
1956 and the debates commenced on May 9, 1956. A major point of the debates was whether
the compulsory reading of the texts Noli Me Tángere and El Filibusterismo appropriated in bill
was constitutional. The call to read the unexpurgated versions was also challenged.
VOCABULARY
bill - a measure which,if passed through the legislativeprocess,becomes a law
unexpurgated - basically untouched.In the caseof the caseof the novels of Rizal unexpurgated versions were
those that were not changed or censored to remove parts that might offend people.
bicameral- involvingthe two chambers of Congress: the Senate and the House of Representatives
3. IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
As the country was soon engaged in the debate, it seemed that an impasse was reached.
To move the procedure to the next step, Senator Jose P. Laurel proposed amendments to the bill
on May 9, 1956. In particular, he removed the compulsory readings of Rizal's novels and added
that Rizal's other works must also be included in the subject. He, however, remained adamant in
his stand that the unexpurgated versions of the novels be read. On May 14, 1956, similar
amendments were adopted to the House version.
The amended version of the bills was also subjected to scrutiny but seemed more
palatable to the members of Congress.
The passage, however, was almost hijacked by technicality since the House of
Representatives was about to adjourn in a few days and President Ramon Magsaysay did not
certify the bills as priority. The allies in the House skillfully avoided the insertion of any other
amendment to prevent the need to reprint new copies (which would take time). They also asked
the Bureau of Printing to use the same templates for the Senate version in printing the House
version. Thus, on May 17, 1956, the Senate and House versions were approved.
The approved versions were then transmitted to Malacañang and on June 12, 1956,
President Magsaysay signed the bill into law which became Republic Act No. 1425.
Mandate and Goals of the Rizal Law
The first section of the law concerns mandating the students to read Rizal’s novels. The
last two sections involve making Rizal’s writings accessible to the general public--- they require
the schools to have sufficient number of copies in their libraries and mandate the publication of
the works in major Philippine languages.(For the full text of RA 1425, read appendix A: The
Republic Act no. 1425).
Jose P. Laurel, then senator who co-wrote the law, explained that since Jose Rizal was
the founder of the country’s nationalism and had significantly contributed to the current
condition of the nation, it is only right that Filipinos, especially the youth, know about and learn
to imbibe the great ideals for which the hero died. Accordingly, the Rizal Law aims to
accomplish the following goals:
1. To rededicate the lives of the youth to the ideals of freedom and nationalism, for
which our heroes lived and died.
2. To pay tribute to our national herofor devoting his life and works in shaping the
Filipino character; and
3. To gain and inspiring source of patriotism through the study of Rizal’s lifer, works,
and writings
So far, no student has yet applied for exemption from reading Rizal’s novels.
Correspondingly, former President Fidel V. Ramos in 1994, through Memorandum Order No.
247, directed the Secretary of Education, Culture and Sports and the Chairman of the
4. IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
Commission on Higher Education to fully implement the RA 1425 as there had been reports that
the law had still not been totally carried out in 1995. CHED Memorandum No. 3 was issued
enforcing strict compliance to Memorandum Order No. 247.
Not known to many, there is another republic act that concerns the national hero.
Republic Act No. 229 is an act prohibiting cockfighting, horse racing, and jai alai on the thirtieth
day of December of each year and to create a committee to take charge of the proper
celebration of Rizal day in every municipality and chartered city, and for other purposes.
CLARO M. RECTO
(February 8, 1890-October 2, 1960)
The main sponsor and defender of the Rizal Bill was Claro Mayo Recto. He was born
in Tiaong, Tayabas (Quezon) on February 8, 1890 to Claro Recto, Sr. and Micaela Mayo. He
Completed his primary education in his hometown and his secondary education in
Batangas. For his college education, he moved to Manila and completed his AB degree at
the Ateneo and was awarded maxima cum laude in 1909. In 1914, he finished his law
degree fromthe University of Santo Tomas. He was admitted to the bar that same year.
His political career started in the House of Representativesin 1919 when he was
elected as representative of the third district of Batangas. He later became House Minority
Floor Leader. Fromthe House of Representatives, he moved to the Senate in 1931 when he
was elected as a senator. In the Senate, he held key positions such as Minority Floor Leader,
Majority Floor Leader, and Senate President Pro-Tempore. Recto's career in the Philippine
government was not confined to the legislature. In 1935, he became Associate Justice of
the Supreme Court.
Recto was also instrumental in the drafting of the constitution of the Philippines in
1934-1935 as he was selected president of the assembly. After the Philippines transitioned to
the Commonwealth Period and survived the Pacific War, Recto again served as senator for
several terms. He also served as diplomat and was an important figure in international
relations.
Known as an ardent nationalist, Recto was also a man of letters. He penned beautiful
poetry and prose. On October 2, 1960, he died of a heart attack in Italy. He was survived by
his wife, Aurora Reyes and their fivechildren.
5. IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
Rizal Law
REPUBLIC ACT NO. 1425
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE
SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS
AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME
TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES
WHEREAS, today, more than any other period of our history, there is a need for a re-
dedication to the ideals of freedom and nationalism for which our heroes lived and died;
WHEREAS, it is meet that in honoring them, particularly the national hero and patriot,
Jose Rizal, we remember with special fondness and devotion their lives and works that
have shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with
which the minds of the youth, especially during their formative and decisive years in
school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character, personal
discipline, civic conscience and to teach the duties of citizenship; Now, therefore,
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel
Noli Me Tangere and El Filibusterismo, shall be included in the curricula of
all schools, colleges and universities, public or private: Provided, That in the
collegiate courses, the original or unexpurgated editions of the Noli Me
Tangere and El Filibusterismo or their English translation shall be used as
basic texts.
The Board of National Education is hereby authorized and directed to adopt
forthwith measures to implement and carry out the provisions of this
Section, including the writing and printing of appropriate primers, readers
and textbooks. The Board shall, within sixty (60) days from the effectivity of
this Act, promulgate rules and regulations, including those of a disciplinary
nature, to carry out and enforce the provisions of this Act. The Board shall
promulgate rules and regulations providing for the exemption of students
for reasons of religious belief stated in a sworn written statement, from the
requirement of the provision contained in the second part of the first
paragraph of this section; but not from taking the course provided for in the
first part of said paragraph. Said rules and regulations shall take effect thirty
(30) days after their publication in the Official Gazette.
6. IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their
libraries an adequate number of copies of the original and unexpurgated
editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s
other works and biography. The said unexpurgated editions of the Noli Me
Tangere and El Filibusterismo or their translations in English as well as
other writings of Rizal shall be included in the list of approved books for
required reading in all public or private schools, colleges and universities.
The Board of National Education shall determine the adequacy of the
number of books, depending upon the enrollment of the school, college or
university.
SECTION 3. The Board of National Education shall cause the translation of the Noli Me
Tangere and El Filibusterismo, as well as other writings of Jose Rizal into
English, Tagalog and the principal Philippine dialects; cause them to be
printed in cheap, popular editions; and cause them to be distributed, free
of charge, to persons desiring to read them, through the Purok
organizations and Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing section
nine hundred twenty-seven of the Administrative Code, prohibiting the
discussion of religious doctrines by public school teachers and other person
engaged in any public school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be
appropriated out of any fund not otherwise appropriated in the National
Treasury to carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
7. IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
What is a Hero?
According to Merriam-Webster dictionary, a hero is defined as
Person admired for achievements and noble qualities
One who shows great courage
An illustrious warrior
According to Dr. Esteban de Ocampo, a known Filipino historian, as stated in his book about
Rizal that:
“ a hero means a prominent or central personage taking an admirable part in any
remarkable action or event; a person of distinguished valor or enterprise in danger, or fortitude in
suffering; and a man honored after death by public worship because of exceptional service to
mankind.”
Who will set the criteria for the recognition of the national hero?
No law, executive order or proclamation has been enacted or issued officially proclaiming any
Filipino historical figure as a national hero. However, because of their significant roles in the
process of nation building and contributions to history, there were laws enacted and proclamations
issued honoring these heroes. But according to historians, heroes, should not be legislated. Their
appreciation should be better left to academics. Acclamation for heroes, they felt, would be
recognition enough.
Executive Order No.75 “National Heroes Committee”
Issued by President Fidel V. Ramon on March 28, 1993 creating the National Heroes
Committee under the Office of the President.
The principal duty of the Committeeis to study, evaluate and recommendFilipino national
personages/heroes in due recognition of their sterling character and remarkable
achievements for the country.
The Technical Committee of the National Heroes Committee had a meeting on June 3, 1993 in
Manila and adopted the following criteria:
1. Heroes are those who have a concept of nation and thereafter aspire and struggle for
the nation’s freedom.
2. Heroes are those who define and contribute to a system or life of freedom and order for
a nation.
3. Heroes are those who contribute to the quality of life and destiny of a nation.
In another round-table discussion held on November 15, 1995, the NHC Technical Committee
further adopted the criteria submitted by Dr. Alfredo Lagmay, as follows:
1. A hero is part of the people's expression, but that process of a people's internalization of a
hero's life and works takes time, with the youth forming part of that internalization.
8. IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
2. A hero thinks of the future, especially the future generations.
3. The choice of hero involves not only the recounting of an episode or events in history, but of
the entire process that made this particular person a hero
On November 15, 1995 , the Technical Committee after deliberation and careful study based on
Dr. Onofre D. Corpuz’ and Dr. Alfredo Lagmay’s criteria selected the following nine Filipino
historical figures to be recommended as National Heroes:
a. Jose Rizal e. Melchora Aquino i. Marcelo H. del Pilar
b. Andres Bonifacio f. Sultan Dipatuan Kudarat
c. Emilio Aguinaldo g. Juan Luna
d. Apolinario Mabini h. Gabriela Silang
What makes a person a hero then?
A person to be considered a hero must have his works relevant to our time and place. To be able
to appreciate that person a hero, we mustlearn more about him – not merely his acts,his reasons,
the situations he found himself in, and his motivations.
To study Rizal, do not treat him like god, as he becomes unattainable and his accomplishments
inhuman, but study Rizal deeper. You see him as he truly was- compassionate, nationalistic,
intelligent, courageous, short-tempered, womanizer, gambler, violent and sometimes rash. When
we realize that he is like us, that his deeds are not impossible to imitate, we will realize his
humanity and that we will be truly inspired by his heroism.
Laws Honoring/ Commemorating Filipino Historical Figures- for Dr.Rizal
A. Decree of December 20, 1898 , issued by General Emilio Aguinaldo, declared
December 30 of every year a day of national mourning in honor of Dr. Jose Rizal
and other victims of the Philippine Revolution.
B. Act No. 137, whichorganized the politico-military districtof Morong into the Province
of Rizal, was the first official step taken by the Taft Commission to honor our
greatest hero and martyr.
9. IFUGAO STATE UNIVERSITY
COLLEGE OF CRIMINAL JUSTICE EDUICATION THE LIFE AND WORKS OF RIZAL
Rizal, as an example of SACRIFICE
• He preferred to work through peaceful means of reforms to seek equality for his people
under Spanish laws (He could have enjoyed the fruits of his family’s abundance and
rubbed elbows with the Spanish officials and the “illustrados”.
• He spent his life abroad in hunger and poverty
• He missed the company of his parents, brothers and sisters who have been persecuted
by the Spanish government
• When he returned home, he no longer held his life in his hands
Rizal, His Ideas: A Reply to the Challenges of the Millennium
His social and civic virtues - embodied in his noblest aspirations for his country and his
people.
By consciously and clear-headedly accepting the ultimate sacrifice of DEATH.
His field of action that lays in the strife of politics and power, but were not in his inclinations
He shouldered his political burden solely in the cause of duty
A circumstance rendering him one of the figures rare in human affairs
A revolutionary without hatred
A leader without worldly ambition
He exemplified the virtues of honesty, personal integrity, civic responsibility, social values
of peace, justice, family, solidarity civic responsibility, patriotism and national dignity for
his people, survive and endure in this new millennium
In this millennium. The very values and virtues (human honor and dignity, freedom and
independence, desire for mutual respect, and material wellbeing) embodied in the spirit
of RIZALISM will form the core of humanity’s aspirations despite adjustments that must
be accommodated by the new reality of evolved technology and scientific advances far
superior than the knowledge of the previous millennium
Rizal, a Modern-DayHero as compared to a Victorian hero
Victorian hero – one who is usually a dashing oriental knight in shining armor, prudent,
dashing, cool under pressure
A Modern-dayHero…
-Rizal conquered his inferiorities. He responded to the challenge of conquering himself
He was able to accept great responsibility- he gave his own life for his country from a weak and
frail child, Jose Rizal rose to become one of the tallest men in history.
Conclusion
The hero is an expression of people’s acceptance of his/her contribution to the
development of the nation. It is not just a popular belief but the consistent recognition and
acknowledgment not only of his contemporaries but also the next generation. Dr. Rizal is truly a
hero exceptional in his ideas, works and decisions.