GNED 09 MODULE 3 LESSON 1 BAGAY

MODULE 3
Rizal the Hero and Nationalist
LESSON 1
Rizal and Education

Expected outcomes:
At the end of the lesson, students are expected to:
1. Identify the different works of Rizal that showed his perception on the
importance of education in the country;
2. Determine and improve insights and ideals on one’s own learning;
3. Assess how one’s ideals of education can help improve and uplift
education in the country

Introduction:
Rizal as a polymath and an extraordinarily versatile person had given birth
to numerous outstanding works and ideas in the arts, science, as well as in
politics. In the core of all these works is his personal emphasis on education.
While historians are torn between Rizal’s stance on the revolution and
reform, scholars on Rizal agree unanimously that the education of the
Filipinos was his fundamental ideal to usher in change in the Philippines from
the moment he joined the Propaganda movement in Spain, before and
during his incarceration in Dapitan, until his last days in Fort Santiago. This
lesson aims to make students realize the profound philosophy of education
of Rizal mirrored by his distinct works with the end hope of transforming
learners into productive and critically-thinking citizens of the country.

1. Education in Rizal’s primary works

Educating the Filipinos is a common theme in most of Rizal’s political

writings. In the Noli Me Tangere, the main character Crisostomo Ibarra
wanted to build a school for his countrymen. As the story continued in the
second novel, El Filibusterismo, Crisostomo Ibarra, who was then seeking
revenge through his new identity on Simon, now had a more pro-active view
on education as he projects the need for more than simple education. In
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Chapter 7, Simon is
unmasked by Basilio and they
debated regarding the youth’s
role in easing the sufferings of
the country.They differ in
views with Basilio maintaining
that it is enough that one
remains within the boundaries
of his profession while Simon emphasizes the importance of going beyond
one’s profession and engage in areas that concern the country. Simon gives
as an example his profession as a physician where he believes that it is
important that practicing medicine need not be limited to attending physical
illnesses but also the social illnesses that beset the society. Rizal, through
Simon, wanted students and professionals who are active in their chosen
fields to be also involved in conversations regarding the status of the nation
and in trying to address these societal maladies. Rizal basically wanted an
educated, critically-minded, and active citizenry.

When he returned in 1892 from his sojourn in Europe and involvement in the
propaganda movement, Rizal established the La Liga Filipina, a socio-civic
organization that aimed to encourage instruction (teaching), agriculture, and
commerce. This was his own idea of reform as differentiated from the
Propaganda movement’s call for representation in the Spanish Cortes. Rizal
believed that no amount of Spanish government reform would do well if the
Filipinos themselves are to remain ignorant and backward with their ways of
living, thinking, and being religiously faithful.

Even with the marginalized status of women, Rizal viewed education as a

primary tool for their
empowerment in a male-
dominated colonial society.His
famous commendation Letter to
the Women of Malolos who
initiated a petition for a night
school for young women reflected

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Rizal’s lofty regard both to the importance of education and its equitable
accessibility to all.

When Rizal was exiled in Dapitan, he did not sulk into depression as a
prisoner rather, he dedicated his time to the community for the education of
the children by building a school in the area and acting as teacher. Rizal saw
the religious overindulgence of the community which for him must be
balanced with practical living grounded on learning and education.

In his letters to his sister, Rizal frequently reminded and emphasized the
value of educating oneself by reading and grabbing every opportunity to
learn. Rizal had the habit of almost always injecting reminders to his sisters
that pertain to reading, listening, and writing. Similarly, as an uncle to his
nephews and nieces, Rizal tried to inculcate these values by translating Hans
Christian Andersen’s tales “The Fir Tree,” “Thumbelina,” “The Ugly
Duckling,” “The Angel” and “The Little Match Girl” from German to English
then to Tagalog, all of which cultivated the formers’ interest in reading.

2. Education as Revolution

Rizal also viewed Education as a means to an end, a way towards an

objective. In the Memorias de un estudiante de Manila , he used the fire in
the tale of the moth to symbolize education. It was illuminating but the
path towards it was dangerous and may eventually lead to death. He was
referring to the dangers of being so awakened and learned of the social
realities in view of the threats of suppression by the Spanish government and
even the authorities of
the church. Analyzing
Rizal’s time, his idea of
education was
understandable since
during the 1860s and
1870s, most Filipinos
demanding for reforms
were the educated elites
as well as native secular priests such as Padre Jose Burgos, Gomez, and
Zamora. The repressive Spanish regime branded students as destabilizers

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and there was massive crackdown among intellectuals as well as families

especially after the Cavite Mutiny in 1872.

Tagging intellectuals as destabilizers continued through the 1880s and

1890s especially during the height of the propaganda movement in Europe.
With Rizal as a central figure of the Propaganda, he eventually became the
main target of the Spanish authorities who were offended by his potent
expositions of the maladies and malpractices never made clearer in the past.
Considered as the most destructive exposition in Rizal’s writings were the
realities of social control and religious dogmatism imposed by the Spaniards
which practically left the Filipinos languishing in ignorance and
underdevelopment. This has then led to his arrest in Manila, exile in Dapitan,
his eventual trial in Fort Santiago, and execution in Bagumbayan. Rizal in his
Memorias may have foretold and was convinced of the corresponding
hardships on the road to enlightenment. He considered such harsh route as
worthy for the high value of learning and illumination.

In the novel El Filibusterismo, Rizal continued this symbolism of education

as fire. Simon’s planned revolution was
supposed to be ignited by an explosion of a
custom-built lamp bomb. The inventor of the
bomb was a former teacher. It was Isagani, a
young man who prevented the explosion and
Simon eventually failed in the end. Padre
Florentino, in his last conversation with
Simon, stated that a revolution must be made
for a greater cause. Such symbolism has time
and again been interpreted as Rizal’s
swinging and switching preference to armed
revolution which clouds the role of the youth in the realization of education
as the better alternative to any drastic and violent means to usher in social
transformation in the Philippines. Many however, have failed to see that Rizal
viewed education as something revolutionary, not in a subversive and violent
sense, but progressive in its intent of freeing the mind from the 3 centuries
of darkness and bonds of ignorance.

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A free mind however must not just be one that is released from the bondage
of ignorance but one is inclined to be aware of the different issues of his or
her society. This points to the imperative that everyone must be actively
involved in the efforts to transform society for the better.

Summary:

Education is at the core of Rizal’s life and works. His two novels- Noli me
Tangere and El Filibusterismo- ably carry out to the readers his very own
views of education as a tool for social change specially for the Filipinos of his
time. The characters of Crisostomo Ibarra and Simon both of which are
portrayals of Rizal himself made it possible to present clearly the author’s
philosophy of education that are clearly influenced by his own European
experience in education. Such portrayals were likewise provided with
sufficient supporting characters that vividly picture the dire situation of
education and values of the Filipinos that need to be addressed.

Rizal’s involvement in the Propaganda similarly manifested his inclination

and preference to education as he had lost hope with the aim for political
emancipation from Spain. His establishment of the La Liga Filipina proved
clearly his optimism that it is through education that the Filipinos can elevate
their lowly state of ignorance and underdevelopment thus gaining the respect
and assimilation to Spain.

Even with the marginalized status of women, Rizal was able to articulate his
view that education is a primary tool for their empowerment in a male-
dominated colonial society.

His exile in Dapitan on one hand clearly showed how one can better
him/herself through continuous learning and that the many constraining life-
situations need not stop one from improving his/her life.

His ideas on social change was indeed revolutionary as it emphasized

learning as the most practical approach in obtaining the much-needed
reforms both in the lives of his fellow Filipinos as well as to its principles of
governance. All these however can only be realized with every citizen’s,
particularly the educated individuals, openness to new ideas, critical-
mindedness, and the drive to improve.

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Additional readings:

1. Philosophies in Life - http://www.joserizal.ph/ph01.html

2. Rizal as teacher of the young – Ambeth Ocampo -
https://opinion.inquirer.net/105667/rizal-teacher-young
3. Feminism of the Women of Malolos- Rodolfo Bagay,Jr.

Exercise:

1. Summative: How and where did Rizal’s ideas and conviction on

education manifest in his life and works?
2. Formative: From the 1860s to the 1890s, intellectuals including the
students played major roles in the awakening of nationalistic
consciousness among the Filipinos and they were tagged as
destabilizers by the colonial government. In your opinion, do
intellectuals including yourself as student today still play significant role
in addressing social and political concerns of our society? To what
extent have intellectuals and students played such roles and what
significant means may still be employed?

References:

Corpuz, OD (1989) The Roots of the Filipino Nation AKLAHI Foundation

Crudo E et al (2020)The Life, Works, and Writings of Jose Rizal, Rex Publishing

Guererro,LM(1963) The First Filipino: A Biography of Jose Rizal. Manila

Habana,L.(2016),On Rizal’s 155th Birthday, Lecture series, Ateneo de Manila University,

Department of History.

Ocampo, A. (2018). Rizal Without the Overcoat. Quezon City: Anvil Publishing Inc.

Purino A.(2008) Rizal the greatest Filipino Hero. Quezon City Rex Publishing.

Tiongson, N.( 2014) The Women of Malolos. ADMU Press.

Prepared by:

Rodolfo V Bagay, Jr.

Instructor

Reviewed by: Approved by:

LEAH C. NAVARRO, EdD MAT M NUESTRO

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TED Chairperson Director, Curriculum and Instruction