PROPOSAL FOR THE INSTITUTION OF PI 1/10

The Life, Works and Writings of Jose Rizal

I. IDENTIFYING AND DESCRIPTIVE INFORMATION

A. Course Catalogue Description

1. Course number: PI 1/10

2. Course Title: The Life, Works and Writings of Jose Rizal
3. Course Description: Critical understanding of the life, works and writings of Jose
Rizal, their socio-historical contexts, and their relevance to the Filipino people.
4. Prerequisite: None
5. Semester Offered: First and Second Semesters including Summer
6. Course Credit: 3.00
7. Number of Hours: 3 hours/week
8. Course Goal: For the students to develop critical thinking, strengthen their love of
country, and gain a humanistic approach to social issues and problems through the
study of Jose Rizal’s life, works, and writings.

B. Rationale

Dr. Jose P. Rizal is the foremost exemplar of patriotism, intellectual prowess and self-
cultivation in the collective experience of the Filipinos. His writings molded to a great
extent how we construct ourselves as a people, therefore, an appropriate legislation was
made to ensure that his legacy would be ingrained among the Filipinos through Republic
Act 1425 or the Rizal Law of 1956. His life is an imprint of the liberal education framework
which the University upholds. In 1958, when the GE curriculum was inaugurated, the Rizal
course was considered to be an integral part of the program. However, it has always been
categorized as a legislated course. The proposed course is consistent with the GE program
objectives. PI 1 is envisioned to be an important pillar in the formation of a responsible and
proactive citizenry.

The UP Oblation which stands as the University’s “symbolic gesture of sacrificial offering
of service to country and humanity” is an embodiment of the second stanza of Rizal’s poem
“Mi Ultimo Adios”. The Rizal course is an appropriate orientation to the ideals of the
University. In the end, Rizal as “Iskolar ng Bayan at Para sa Bayan” will be imparted to
the minds of the “fair hope” of the country--- the students of the University of the
Philippines.

C. Course Outline
1. Course Outcomes: Upon completion of the course, students must be able to:
 CO1. define heroism in the context of Filipino experience;
CO2. differentiate Rizal the person, Rizal the construct and Rizal the discourse;
CO3. analyze major works of Rizal using a multi-disciplinary approach;
CO4. evaluate the importance of Rizal’s contribution to nation building in
strengthening solidarity and sense of community; and
CO5. apply the Values and Ideals as embodied by Rizal in order to become
socially-aware and responsible citizens.

Course Outcomes and Relationship to GE objectives

Course Outcomes GE Objectives

Should follow Bloom’s taxonomy of cognitive skills; A B C D E
Should focus on higher order thinking skills
Define heroism in the context of Filipino experience I I I I I
Differentiate Rizal the person, Rizal the construct and Rizal D D D D R
the discourse
Analyze major works of Rizal using a Multi-disciplinary R D D D R
approach
Evaluate the importance of Rizal’s contribution to nation R D D R R
building in strengthening solidarity and sense of community
Apply the Values and Ideals as embodied by Rizal in order R R R R R
to become socially-aware and responsible citizens
* I (introduced), D (demonstrated) or R (reinforced)

2. Course Content/Coverage:

We Course TOPIC Teaching and Assessment No. of hours

ek Outco Learning Tools
me Activities
1 I. Introduction  Lecture, Reflection 3 hrs.
A. The importance of studying discussion paper
CO1 Biography and Society  Film
B. Heroism in the Philippine setting showing:
C. Republic Act 1425 0f June 12, Ang Buhay
1956: The Rizal Law ng Isang
CO2 D. The GE Philosophy and the Rizal Bayani etc.)
Course (optional, up to the CU)

2 CO2 II. Situating Rizal: Conditions and  Lecture Chronology 3 hrs.

Realities of the 19th Century discussion Drill
A. Expansion of State Powers
B. Liberalization of Colonial Trade Minute
Under Spain Paper
 C. Reforms in Education (1863  Reading of
Reforms, Return of the Jesuits, Primary
Ilustrados) Sources
D. Burgos and the Invention of the  Analyzing
Nation 19th century
E. Rizal’s Contemporaries and the photos
Propaganda Movement  Game:
Pinoy
Henyo
3 CO2 III. Formative Years (1861-1882):  Lecture Evaluation 3 hrs.
Genesis in Calamba, Ateneo and discussion of the
UST (3 hours)  Reading of presentation
A. Rizal’s Ancestry and Social Class Primary using a
B. Assimilation as consciousness Sources rubric
(subject of early works like poem,  Tableau
plays and sculpture revolved Presentation Reflection
around Christian and colonial  Submission Paper
themes) of
C. Self-Actualization and Nascent Autobiogra
Nationalism (El Consejo de los phy
Dioses, Junto al Pasig, A La
Juventud Filipina, A Filipinas, Por
la Educacion Recibe Lustre la
Patria and autobiography)

4-7 CO1 IV. Transformation of Consciousness  Lecture Graded 12 hrs.

CO2 (1882-1892): European Sojourn, discussion recitation
CO4 Professional degrees in Medicine,  Reading of
Philosophy and Letters, Propaganda Primary Quiz
Movement, Calamba Land Problem Sources
of 1888  Map Map quiz
A. Sentiment through the making:
Environment: Nationalism and Rizal’s Essay
Nostalgia (A Las Flores de travels
Heidelberg, A Mi Pueblo, Diaries,  Evolution
Letters to family, Brindis Speech of
honoring Luna and Hidalgo, El consciousne
Amor Patrio) ss: Rizal
B. Society as a Body: Reform and and Me
Revolution (The publication of  Film
Noli Me Tangere: Tagalog-based Presentation
regional novel, the publication of : Ang
El Filibusterismo: Filipino-based Kababaihan
national novel; medical ng Malolos
metaphors)
 C. Calamba Land Problem of 1888
and the North Borneo Project
D. Philippine Studies: history,
linguistics, geography, politics,
economics, cultural communities
(annotations of Sucesos de las
Islas Filipinas, Sobre la
Ortografia de la Lengua Tagala,
essays in La Solidaridad: The
Indolence of the Filipinos, Los
Agricultores Filipinos, The
Philippines a Century Hence,
Folklore: Specimens of Tagal
Folklore and two Eastern fables,
Maria Makiling, children’s
literature; correspondence with
Blumentritt and translation works)
E. Southeast Asian Identity (Sucesos
de las Islas Filipinas, The
Indolence of Filipinos, The
Philippines a Century Hence,
Letters to Blumentritt, Redencion
de los Malayos, The Monkey and
the Turtle)
F. Gender and Development (Letter
to Women of Malolos, Hymn to
Labor, Noli Me Tangere, Letters
to family members, An analysis of
Maria Clara, Sisa, and Doña
Victorina)

8 First Long Examination 1.5 hrs

8-9 CO4 V. The Pursuit of Nationhood (1892-  Lecture Position 3 hrs.
CO5 1896): Homecoming and the discussion Paper
establishment of La Liga Filipina as  Debate
the organization for national  Reading of
emancipation, Dapitan as place of Primary
practice for community development Sources
(3 hours)  Data
A. National Identity and Civil Society gathering:
(By-laws of La Liga Filipina) comparison
B. Morality, Ethics and Human of Dapitan
Rights (Letters to Fr. Pablo and
Pastells, Religiosity of the Calamba as
Filipinos, Ang Karampatan ng
Tao, Makamisa)
 C. Science and Technology (scientific mode of
research in Dapitan, agricultural struggle
engineering, medical notes, Relief
Map of Mindanao)
D. Community Development
(Farmer’s Cooperative, Social
Services, Rizal as a
Teacher/Educator)

10 CO2 VI. Trial, Execution and Martyrdom  Lecture Presentation: 3 hrs.

CO4 (1896) (3 hours) discussion Meaning of
CO5 A. Rizal and the Katipunan  Reading of sacrifice
B. Manifesto of 1896 Primary and
C. The meaning of sacrifice Secondary
D. Oblation: Offering (Mi Ultimo Sources
Adios, Pahimakas of Andres
Bonifacio

11- CO2 VII. Rizal the Symbol, Rizal as  Lecture Concept 15 hrs.
15 CO3 Discourse: Literary theory and discussion Mapping
CO4 Critique of works of and by Rizal  Reading of
CO5 (15 hours) Primary and Graded
A. Approaching Texts: Secondary recitation
1. Basics of Literary Criticism Sources
2. Deconstruction and New
Historicism
3. Cultural Criticism
4. Post colonial
5. Orientalism
6. Issues on translating Rizal
B. Views and Biographies: Formation  Group
of the hero, the myth and Output:
perceptions Annotated
Bibliograph
1. Ambeth Ocampo’s Rizal y
Without the Overcoat
2. Leon Ma. Guerrero’s Rizal
the First Filipino
3. Ante Radaic: A
Psychoanalytical Analysis on
Jose Rizal
4. Nick Joaquin: Is the Rizal
Hero a Creole: Anatomy of
the Anti-Hero
 5. Gregorio F. Zaide “Jose
Rizal”
6. Austin Coates’ Rizal –
 Group
Filipino Nationalist and
activity:
Patriot
Charade
7. Etc.
C. Rizal as a Construct
1. Rizal as a National Hero
2. Rizal as a Messiah
3. Rizal as a Landmark
4. Rizal as an American
creation

16 CO5 VIII. The Rewriting of Rizal’s “The 3 hrs.

Philippines a Century Hence”
(Students’ version of the essay on
the future of the country in the
next 100 years, the Philippines
towards the 22nd century)

Second Long Examination 1.5 hrs.

3. Course Requirements

2 Long Exams 40%

Papers/Essays 20%
Group Activities 15%
Quizzes 15%
Recitation/Participation 10%
Total 100%

4. References

Anderson, Benedict. Imagined Communities. London: Verso, 2006.

Austin Coates. Rizal: Filipino Nationalist and Patriot. Manila: Solidaridad Publishing
House, 1992.
Bonifacio, Andres. Pahimakas.
Canete, Reuben S. Sacrificial Bodies: The Oblation and Political Aesthetics of
Masculine Representations in Philippine Visual Cultures. Quezon City: UP Press,
2012.
Carlyle, Thomas. On Heroes, Hero-Worship, and the Heroic in History. New York:
John Wiley, 1861.
Coates, Austin. Rizal-Filipino Nationalst and Patriot. Manila: Solidaridad Publishing
House, 1995.
Constantino, Renato. The Philippines: A Past Revisited. Quezon City: Tala, 1975.
___________. Veneration Without Understanding. Quezon City: Tala, 1972.
De la Costa, Horacio (ed., trans. and anno). The Trial of Rizal: W.E. Retana’s
Transcription of the Official Spanish Documents. Quezon City: Ateneo Press,
1997.
De Morga, Antonio. Sucesos de las Islas Filipinas. England: Cambridge Press, 1971.
Del Pilar, Marcelo H. Soberania Monacal.
Eagleton, Terry. Literary Theory: An Introduction. USA: Blackwell Pub. Main Street,
2008.
Fast, J. and J. Richardson. Roots of Dependency. Quezon City: Foundation for
Nationalist Studies, 1979.
Foreman, John. The Philippine Islands. London: T. Usher, London. S. Low, Marston,
Searle & Rivington, ld., 1890.
Gandhi, Leela. Introduction to Postcolonial Theory. Australia: Allen and Unwin, 1998.
Guerrero, Leon Ma. Rizal the First Filipino. Manila: National Heroes Commission,
1963.
Hau, C. Necessary Fictions: Philippine Literature and the Nation, 1946-1980. Quezon
City: Ateneo de Manila University Press, 2000.
Joaquin, Nick. A Question of Heroes: Essays on Criticism on Ten Key Figures of
Philippine History. Quezon City: Ayala Museum, 1977.
Jose, F. Sionil. “Rizal as Novelist: An Appreciation.”
Majul, Cesar Adib. Apolinario Mabini, Revolutionary. Manila: National Heroes
Commission, 1964.
________________. The Political and Constitutional Ideas of the Philippine
Revolution. Quezon City: UP Press, 1967.
Mojares, Resil. Brains of the Nation. Quezon City: Ateneo Press, 2006.
Murfin, Ross and Ray Supryia. The Bedford Glossary of Literary Terms. St. Martins.
USA. 2009.
Ocampo, Ambeth. Rizal Without the Overcoat. Manila: Anvil, 2012.
Ocampo, Nilo S. Etikang Tagalog: Ang Ikatlong Nobela ni Rizal. Manila: Lathalaing,
1997.
______________. Kristong Pilipino: Pananampalataya Kay Jose Rizal. Philippines:
Bagong Kasaysayan, 2010.
Quibuyen, Floro. A Nation Aborted: Rizal, American Hegemony and Philippine
Nationalism. Manila: Ateneo De Manila Press, 2008.
Radaic, Ante. Jose Rizal: Romantico Realista. Quezon City: UP Press, 1999.
Republic Act 1425 of June 12, 1956: The Rizal Law
Reyes, Raquel. Love, Passion and Patriotism: Sexuality and the Philippine Propaganda
Movement, 1882-1892. Singapore: NUS Publications, 2008.
Rizal, Jose
________. Memorias de un Estudiante de Manila
________. Por la Educacion Recibe Lustre la Patria
________. Sobre la Nueva Ortografia de la Lengua Tagala
________. A La Juventud Filipina
________. A Las Flores de Heidelberg
________. A Mi Pueblo
________. El Amor Patrio
________. El Consejo de los Dioses
________. El Filibusterismo
________. Junto al Pasig
________. Letter to the Young Women of Malolos
________. Letters to family / Diaries / Blumentritt
________. Los Agricultores Filipinos
________. Mi Ultimo Adios
________. Noli me Tangere
________. The Indolence of the Filipinos
________. The Philippines a Century Hence
Said, Edward. Orientalism. India: Penguin Books, 2006.
Salazar, Zeus. “Larangang Semantiko ng Bayani” from Si Andres Bonifacio at ang
Kabayanihang Pilipino. BAKAS, 1997.
Zafra, Nicolas. Jose Rizal: Historical Studies. Quezon City: UP Press, 1977.
Zaide, Gregorio F. Jose Rizal. Manila: All Nations Publishing, 1994.
ADDENDUM
Consultation hours: I will give the schedule early in the semester. Expect the schedule to be between
Tuesday and Friday and much of the time may be in the afternoon.

Given the early schedule of our class, I will give a 15 minute allowance from 2 to 2:15 P.M. However, those
who will enter the room beyond the said allowance will be considered late.

Internal arrangement: You can PM me for questions, but I may not be able to answer all of them
immediately. And as much as possible, send those questions not later than 8 PM nor earlier than 4 AM.

Formats I expect the students to follow formats especially for written outputs. Standard format will be short
bond paper, Times New Roman or Arial for font, Font size 12, Margin is 1 inch all sides. All outputs shall be
given on the due date. If these are submitted beyond the said due date, expect some deductions.

Medium of communication. English and Filipino.