- The document summarizes Jose Rizal's 1889 essay "Philippines A Century Hence", where he forecasts the future of the Philippines within 100 years under Spanish colonial rule.
- Rizal predicted the deterioration and disappearance of Filipino indigenous culture due to Spain's implementation of oppressive military policies that depopulated the country and caused widespread poverty.
- He also expected the Filipino people to become passive and submissive to Spanish colonizers, but that national consciousness would eventually awaken and unite the people.
02 - 19th Century Philippines as Rizal's Context - Life and Works of RizalHumi
If Rizal was born in present-day, would he be a different person? In this slide, we will examine the 19th century Philippines and uncover the economic, social, political, and cultural context of Jose Rizal, the national hero of the Philippines. We will also analyze the historical forces that have shaped him and the society we know of today.
...
Rizal was born in the 19th century, a time of significant changes in the world, including the emergence of modernity, a transition from traditional ways of life to new ideas, attitudes, and institutions. During this era, the industrial revolution was taking place, resulting in new forms of work and leisure, urbanization, and the growth of cities. The 19th century was also characterized by various political upheavals, including the American and French Revolutions, influenced by the Enlightenment, a philosophical movement that valued reason, rationality, and individualism. This wave of political change challenged the power of the monarchy and paved the way for new forms of governance based on individual rights, nationalism, and freedom.
Rizal grew up amidst the Philippines' struggle for independence and the shifting social, economic, and political landscape of the time, which played a role in shaping his perspective on life. To better understand why Spain was experiencing a slow decline during this period, we need to examine its economic condition, particularly in the Philippines. Trading was already apparent among the ancestors before the Spaniards colonized the Philippines. Early Philippine merchants traded with various countries, including China, Japan, Siam, Cambodia, India, Borneo, and the Moluccas. However, the Spanish Crown saw an opportunity to profit from this trade and eventually closed the ports of Manila to all countries except Mexico. This created a monopoly because Spain had exclusive control over the trade route and the goods that were traded, hence the birth of the Manila-Acapulco Trade, also known as Galleon Trade.
The trade monopoly that emerged from the decision made Manila the center of commerce in the East. Mangoes from Manila, as well as tamarind, rice, carabao, Chinese tea, textiles, fireworks, perfume, precious stones, and tuba were sent to Mexico. On the return voyage, numerous and valuable flora and fauna were brought into the Philippines, including guava, avocado, papaya, pineapple, horses, and cattle. Spain became a mercantilist superpower. But not forever.
By the late 18th century, the Galleon system faced tough competition as other nations became self-sufficient and preferred direct trade. Spain's trading system and the demand for Asian goods eventually declined. Revolts, particularly in the War for Independence in Mexico, took place in the New World, thus shifting the focus and priority of consumers away from trade. With the old trade system no longer sustainable, the Galleon Trade was ended by decree during the first decade of the 19th century.
Education during the Spanish period in the Philippines. The Right to education, Education for Masses, The Admission Test, The Curriculum and, The Innovation and Challenges to the Present Higher Education in the Philippines
19th Century Context Philippines of RizalJhonageneBate
This concept shows Rizal's point of view during the 19th Century.
It indicates the struggles of Filipino people for nationalism and what they've experienced under the governance of Spain.
02 - 19th Century Philippines as Rizal's Context - Life and Works of RizalHumi
If Rizal was born in present-day, would he be a different person? In this slide, we will examine the 19th century Philippines and uncover the economic, social, political, and cultural context of Jose Rizal, the national hero of the Philippines. We will also analyze the historical forces that have shaped him and the society we know of today.
...
Rizal was born in the 19th century, a time of significant changes in the world, including the emergence of modernity, a transition from traditional ways of life to new ideas, attitudes, and institutions. During this era, the industrial revolution was taking place, resulting in new forms of work and leisure, urbanization, and the growth of cities. The 19th century was also characterized by various political upheavals, including the American and French Revolutions, influenced by the Enlightenment, a philosophical movement that valued reason, rationality, and individualism. This wave of political change challenged the power of the monarchy and paved the way for new forms of governance based on individual rights, nationalism, and freedom.
Rizal grew up amidst the Philippines' struggle for independence and the shifting social, economic, and political landscape of the time, which played a role in shaping his perspective on life. To better understand why Spain was experiencing a slow decline during this period, we need to examine its economic condition, particularly in the Philippines. Trading was already apparent among the ancestors before the Spaniards colonized the Philippines. Early Philippine merchants traded with various countries, including China, Japan, Siam, Cambodia, India, Borneo, and the Moluccas. However, the Spanish Crown saw an opportunity to profit from this trade and eventually closed the ports of Manila to all countries except Mexico. This created a monopoly because Spain had exclusive control over the trade route and the goods that were traded, hence the birth of the Manila-Acapulco Trade, also known as Galleon Trade.
The trade monopoly that emerged from the decision made Manila the center of commerce in the East. Mangoes from Manila, as well as tamarind, rice, carabao, Chinese tea, textiles, fireworks, perfume, precious stones, and tuba were sent to Mexico. On the return voyage, numerous and valuable flora and fauna were brought into the Philippines, including guava, avocado, papaya, pineapple, horses, and cattle. Spain became a mercantilist superpower. But not forever.
By the late 18th century, the Galleon system faced tough competition as other nations became self-sufficient and preferred direct trade. Spain's trading system and the demand for Asian goods eventually declined. Revolts, particularly in the War for Independence in Mexico, took place in the New World, thus shifting the focus and priority of consumers away from trade. With the old trade system no longer sustainable, the Galleon Trade was ended by decree during the first decade of the 19th century.
Education during the Spanish period in the Philippines. The Right to education, Education for Masses, The Admission Test, The Curriculum and, The Innovation and Challenges to the Present Higher Education in the Philippines
19th Century Context Philippines of RizalJhonageneBate
This concept shows Rizal's point of view during the 19th Century.
It indicates the struggles of Filipino people for nationalism and what they've experienced under the governance of Spain.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. SUMMARY
•Forecast the future of the country within a
hundred years
•Spain’s implementation of her military policies
•Deterioration and disappearance of Filipino
indigenous culture
•Passivity and submissiveness to the Spanish
colonizers
3. Filipinas Dentro De CienAños
(Philippines A Century Hence)
• this essay came out as a series of four (4)
articles in the La Solidaridad
September 30, 1889
February 1, 1890 (Romero al,1978)
“ it is necessary to open the book that tells
to our past, before its destiny can be predicted.”
- Rizal
4. Spain’s implementation of her
military policies
As a consequence of these
policies:
•The country was depopulated
•Poverty became widespread
•Families and farmlands
neglected
5. Deterioration and Disappearance of
Indigenous Culture of the Filipinos
it began the gradual destruction
of the native Philippine culture:
• Filipinos started losing confidence in their
past and their heritage
• Became doubtful of their present lifestyle
• Eventually lost hope in the future and the
preservation of their race
6. Passivity and submissiveness to
the Spanish colonizers
• they had resigned themselves to their
fates.
• the awakening of the national
consciousness among the people had
united them.
• the spread of enlightenment, the
ilustrado class arose.
7. Third Article of Rizal’s Essay
Rizal raises in this essay is whether or
not Spain can indeed prevent the
progress of the Philippines:
• Keeping the people uneducated and
ignorant had failed. National
consciousness had still awakened, and
great Filipino minds still emerged from
the rubble.
8. Third Article of Rizal’s Essay
• Keeping the people impoverished also
came to no avail. On the contrary, living
a life of eternal destitution had allowed
the Filipinos to act on the desire for a
change in their way of life. They began
to explore other horizons through which
they could move towards progress.
9. Third Article of Rizal’s Essay
• Exterminating the people as an
alternative to hindering progress did not
work either. The Filipino race was able
to survive amidst wars and famine, and
became even more numerous after such
catastrophes. To wipe out the nation
altogether would require the sacrifice of
thousands of Spanish soldiers, and this is
something Spain would not allow.
10. What Rizal had envisioned in his
essay came true
• In 1898, the Americans wrestled with
Spain to win the Philippines, and
eventually took over the country.
• Theirs was a reign of democracy and
liberty.
• Five decades after Rizal’s death, the
Philippines gained her long-awaited
independence.
11. This was in fulfillment of what
he had written in his essay:
“History does not record in its
annals any lasting domination by
one people over another, of different
races, of diverse usages and
customs, of opposite and divergent
ideas. One of the two had to yield
and succumb.”