ST. MARY’S COLLEGE OF BANSALAN, INC.

(Formerly: Holy Cross of Bansalan College, Inc.)

Dahlia St., Poblacion Uno, Bansalan, Davao del Sur
Telefax No.: (082) 553– 9246

BACHELOR IN SECONDARY EDUCATION MAJOR IN GENERAL SCIENCE - I

GE 108/RIZAL- RIZAL’S LIFE, WORKS AND WRITINGS

MODULE NO. 1-2
Lesson 1 Republic Act 1425 (Rizal Law)
Lesson 2 Concept of Hero

___________________________ __
Name of Student

____MISS MARY JOY A. SEDON, LPT & MRS. RIO EDEN A. CUMALING, LPT___
Instructor
 CONTACT INFORMATION:

Contact No.: Email Address:

Home Address:
City Address:

Contact Persons:
Spouse (if Married): Contact No.:
Father’s Name: Contact No.:
Mother’s Name Contact No.:
Guardian: Relationship: Contact No.:

NETIQUETTE:
It is important to recognize that the online classroom is in fact a classroom, and certainbehaviors are
expected when you communicate with both your peers and your instructors. Remember that your
password is the only thing protecting you from pranks or more serious harm.
 Don't share your password with anyone. Change it if you think someone else might know it.
 Always log out when you are finished using the system.(If using other computers/laptops).

WHEN COMMUNICATING ONLINE, you should always:

 Treat your Instructor and classmates with respect in email or any other communication means.
 Always use your Instructors’ proper title: Doctor or Prof/Ma’am/Sir. If in doubt use Mr. or Miss.
 Use clear and concise language.
 Remember that all college level communication should have correct spelling and grammar (this
includes discussion boards).
 Avoid slang terms such as “hey, wassup?” and texting abbreviations such as “u” instead of
“you.”
 Avoid using the caps lock feature AS IT CAN BE INTERPRETTED AS YELLING.
 Limit and possibly avoid the use of emoticons.
 Be cautious when using humor or sarcasm as tone is sometimes lost in an email or discussion
post and your message might be taken seriously or sound offensive.
 Be careful with personal information (both yours and other’s).
 Do not send confidential information via e-mail.
 Use emoticons and expressions to communicate what cannot be communicated non-verbally.

WHEN YOU SEND AN EMAIL to your Instructor or classmates, you should:

 Use a GMAIL account.Use a descriptive subject line.
 Be brief.Avoid attachments unless you are sure your recipients can open them.
 Sign your message with your name and return e-mail address.
 Think before you send the e-mail to more than one person. Does everyone really need to see?
 Be sure you REALLY want everyone to receive your response when you click, “reply all.”
 Be sure that the message author intended for the information to be passed/distribute/forward
along before you click the “forward” button.

WHEN POSTING on the Discussion Board in your Google Classroom, you should:
 Make posts that are on topic and within the scope of the course material.
 Take your posts seriously and review and edit your posts before sending.
 Be as brief as possible. Always give proper credit when referencing or quoting another source.
 Be sure to read all messages in a thread before replying.
 Don’t repeat someone else’s post without adding something of your own to it.
 Avoid short, generic replies such as, “I agree.” You should include why you agree.
 Always be respectful of others’ opinions even when they differ from your own.
 When you disagree with someone, you should express your differing opinion in a respectfulway.
 Do not make personal or insulting remarks.
 Be open-minded. Speak up if you have questions or concerns.

WHEN YOU SEND A MESSAGEin a GROUP CHAT, you should:

 Use your full name as it is your Official Facebook account.
 Don’t abuse the Chat Box. Avoid attachments unless you are told you to submit it on
messenger.

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  Avoid sending unnecessary messages such as Chain Messages.
 Think before you send messages.Do not hit the Emoticon Sign if unnecessary.

HOW TO USE THIS LEARNING MODULE

Dear Students,

WELCOME TO SMCBI and to ACADEMIC YEAR 2021-2022!

I would like to welcome you to the Rizal module, a guide to learning

about the life and works of the country's premier national hero. With the
advent of social media and the fast-paced dissemination of information
online, we know that by now, you have already met Rizal as the symbol
that is always being shared on the Internet especially in commemorative
days such as the celebration of Philippine Independence every 12th of
June, the birth of Rizal every 19th of June, and Rizal's martyrdom every
30th of December. Even offline, Rizal's image can be seen in
monuments, t-shirts, money, and various everyday items.

Despite the vast use of Rizal's image in the country however, the
question still remains: Who is Rizal? This central question further merits
different auxiliary questions mainly: 1) Who is Rizal as a hero? and 2)
Who is Rizal as a person? For students, a more personal question would
be: Why do we still need to study a person who lived more than 150
years ago? Are the ideas and works of Rizal still relevant today?

This book aims to answer these questions not only by looking at the life
and works of Rizal but also on understanding why Rizal still matters in
today's age. The book also hopes to regain students' interest in the
works of Rizal by looking at how the state promotes Rizal, how the
online world represents and reproduces the image and the story of Rizal,
Rizal's context, and finally, Rizal's ideas that are still relevant in today's
society.

Activities are designed to capitalize on today's technology, especially the

Internet, to provide a timely learning experience to the readers. We
believe that this will enhance not only the learning process but also the
appreciation of young leaders of one of the foundations of the Filipino
nation.

As Rizal stated in his letter to his sister, Trinidad on March 11, 1886, you
are still young, therefore "you should strive to read, read, and learn."
We are very much hoping that you will have a wonderful time using this
module.

To God be the glory!

The Authors

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 OPENING PRAYER

Please have your proper prayer posture. Feel God’s eminent presence.

In the Name of the Father,and of the Son,

and of the Holy Spirit.
Amen.

Prayer for the Beatification of Venerable

Ignacia del Espiritu Santo
Father in heaven, your name is glorified over all the earth. In your saints, men and
women, distinguished by the whole hearted service and love for you. Through
them, you have established religious congregations in your church.

In your goodness and mercy, you have looked with favor on your people in the
Philippines and have chosen from among them, your lowly handmaid, Ignacia del
Espiritu Santo, to be the foundress of a religious family under the special
protection of the Blessed Virgin Mary.

We humbly ask you then, to glorify your name in her, by performing the miracles
needed for her beatification, through your son, our Lord and Savior Jesus Christ.

That with God’s mercy and compassion, our efforts and prayers for the cause of
the beatification of Venerable Ignacia del Espiritu Santo, may be blessed with
cases for healing. That God grant wholeness to those who call in the name of the
Lord through the intercession of Mother Ignacia.

May her prayers and intercession, obtain for us the favors we ask for, particularly,
that of remaining ever faithful to your love and service.
Amen.

Most Sacred Heart of Jesus, Have Mercy on Us.

Immaculate Heart of Mary, Pray for Us.
Venerable Ignacia Del Espiritu Santo, Pray for Us.

In the Name of the Father, and of the Son,

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 and of the Holy Spirit.
Amen.

Course Code : GE 108/RIZAL

Course Title : Rizal’s Life, Works and Writings
Course Units :
Class/Lab Schedule :

Course Description : As mandated by Republic Act 1425, this course covers the life and works of
the country’s national hero, Jose Rizal. Among the topics covered are Rizal’s
biography and his writings, particularly the novels Noli Me Tangere and El
Filibusterismo, some of his essays, and various correspondences.

Course Outcomes:
1. Discuss Jose Rizal’s life within the context of 19th century Philippines
2. Analyze Rizal’s various works, particularly the Novels Noli Me Tangere and El Filibusterismo
3. Organize Rizal’s ideas into various themes
4. Demonstrate a critical reading of primary sources
5. Interpret the values that can be derived from studying Rizal’s life and works
6. Display an appreciation for education and love for country

Course Outline:
Page No.
Lesson 1- Republic Act 1425 (Rizal Law) 6-10
Lesson 2- Concept of Hero 11-16

Course Evaluation:
The grading system shall follow the format:
 50% – Quizzes, Recitations, TLAs and Assessment
 30% – Projects, Portfolios, Research Papers, Term Papers
 20% –Exam

SMCBI INSTITUTIONAL
PROFILE
St. Mary’s College of Bansalan, Inc. (SMCBI), formerly Holy Cross of Bansalan College, Inc., a school
managed and administered by the Religious of the Virgin Mary (RVM), offers Catholic Education in
the Southern Part of Davao, in Mindanao. Serving the youth in the Municipality of Bansalan and the
nearby places for many decades now, the RVM Congregation continues to make education a priority
among its varied apostolates.

A. Vision Statement
We, the Christ-centered community of St. Mary’s College of Bansalan Inc., faithful to Ignacian Marian
Education, continue to create a dynamic learning community towards holistic transformation for the
common good.

B. Mission Statement
St. Mary’s College of Bansalan Inc. commits to:
1. Grow in prayer and discernment to be witnesses of faith, hope and love in today’s world.
2. Continuously form Ignacian Marian Christian leaders who witness to faith, excellence and
service in varied socio-cultural settings.

3. Constantly pursue quality management systems and educational innovations to develop

globally-competitive citizens.
4. Build up resources to contribute to the enhancement of the quality of life.
5. Expand educational programs for the disadvantaged.

C. Quality Policy Statement

We, at St. Mary’s College of Bansalan Inc., true to our Ignacian Marian identity, nurture our learners
toward ethical and social responsibility through educational innovations, faith and character
formation. We commit to provide quality education and services that meet applicable statutory and

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 regulatory requirements to achieve high customer satisfaction and continual improvement of the
Management System.

To ensure its fruition, Quality Objectives were targeted through the SMCBI Quality Objective
Performance Evaluation that includes the following:
a. Offer quality education through educational innovations.
b. Provide programs on faith and character formation toward ethical & social responsibility.
c. Sustain efficient and effective management system that meets high customer satisfaction.
d. Provide resources through efficient financial management.
REPUBLIC ACT 1425 (RIZAL LAW)
I. LEARNING OUTCOMES:
At the end of the lesson, challenge yourself to attain the following learning outcomes:
a. Discuss the democratic process that led to the promulgation of the Rizal Law.
b. Examine the goals of the Rizal Law.
c. Interpret the role of the youth in the Rizal Law.
II. SUBJECT MATTER:
Learning Content:
Topics: Materials Needed:
A. Republic Act 1425 (Rizal Law)  Handouts
 PPT Presentations
Time Allotment/Duration:6Hours
III. PRELIMINARIES:
Drill/Review:
What are the famous writings of Dr. Jose P. Rizal to our nation? Write your answer on the space
provided below.
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Activating Prior Knowledge:

As a law-abiding citizen, what can you do to uphold the rule of law? What are the implications when
the rule of law is eradicated? Use the thinking box below for your answer.
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Motivation:
Decode the quotation, supply the correct letter in each box. The same number corresponds to the
same letter. Write the whole quotation on the line below.

1 2 3 4 5 6 1 2 7 8

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6 5 9 10 11 11 10 12
               

______________________________________________________________________
Process Questions:Write your answers on the space provided below.
1. Have you discovered the quotation? Were these terms familiar to you? Why or why not?
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_________________________________________________________________________
Do you find it easy to answer the question above? Well, if you have a hard time in
answering them, worry no more. This module is prepared for you to uncover some
important points about the topic. Now proceed on the next part.

IV. LESSON DEVELOPMENT:

Introduction:
Cemented in history as potent symbol of the nation, Rizal's heroism was sponsored by the nation
through Republic Act 1425 (Rizal Law) of June 12, 1956, with the younger generations, the
"Millennials," receiving much importance. This lesson analyzes the Riyal Law to stress the significance
of Dr. Jose Rizal, a national hero and foremost exemplar of Filipino heroism, in fostering n sense of
nationalism, especially to the fair hopes of the nation—the youth.
Now, I want you to read the discussions very carefully and complete all the activities that
follow. This will help you uncover some important points about the birth of Rizal law.
Break a leg!

Activity:
One must go (if you can’t visit one, just have your observation) to a chosen town/ your own town and
observe its condition. You should be aware of the current needs of that town through interviews and
integration with townspeople OBSERVING PROPER HEALTH PROTOCOL. Photographs must be taken to
prove the validity of a visit. Suggest one (1) practical and feasible program/ ordinance that can
alleviate the problems of the town. Provide three (3) pros and three (3) cons for the proposed program
/ ordinance in order to improve it. Use the space provided below for your output.

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 Analysis:
What are the arguments of the opposition of the bill?Write your answeron the space provided below.
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Abstraction:
A. Introduction
In studying history, it is necessary to find the MEANING (significance) and FUNCTION
(application) behind an OBJECT details, descriptive information like names, places, dates, etc.). The
Rival Law is the Object while all provisions explain its Meaning. What then is the function of the law?
That is where the youth, the fair hopes of the nation, enter the picture. Rizal envisioned the generation
of Filipinos yet to come to be enlightened and educated. Policy-makers made sure that the words of
Rizal will be materialized through state-sponsored education of his life, works and writings. All the
powers, hopes, and dreams of the State were given to you through the Rizal Law. The youth, in turn,
have the responsibility not just to a trivial information on Jose Rival's legacies but more importantly to
suffuse them down to their very core. Indeed, the "Millennials" are active participants in the process of
nation-building. It is expected that they would generate ideas that will affect the society in the future.
B. The Birth of Rizal Law
Amidst the destruction of building infrastructures, roads, and bridges brought by World War II, the
people saw the need to rebuild the Filipino identity which was equally affected by the war. Nationalist
policy-makers did not waste any time and painstakingly redirected the nation to the essence of History
as a foundation of national hope and pride. Education became the primary weapon of reorientation
while prioritizing the youth as the bearers of country's future.
Much attention was apportioned to the ideals of freedom and nationalism of Filipino heroes. Jose
Rizal was an obvious platform from a start since his name dominates the pantheon of heroes. On April
3, 1956, Senate Bill No. 438 (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) was submitted to the Senate Committee on Education. Senator Jose P. Laurel,
the Chairman of the Committee, sponsored and presented the bill to the members of the Upper House
on April 17, 1956. The main purpose of the bill according to Senator Laurel was to disseminate the
ideas and ideals of Jose Rizal through the reading of his works, notably his novels Noli Me Tangere and
El Filibusterismo. He stated that:
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 in 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 (Laurel,Jr., 1931).
Debates for the bill in aid of legislation ensued next, albeit not smooth sailing. Opponents, mostly
rabid Catholic senators, contended that the proposed bill was controversial. Their arguments were as
follows:
1. The bill was an attempt to discredit the Catholic religion.
2. Inimical to the tenets of the faith to which 170 lines in Noli Me Tangere and 50 lines in El
Filibusterismo were offensive to the Church doctrine.
3. The bill might divide the nation.
4. Compulsion to read something against one's faith impaired freedom of speech and religious
freedom.
Heated exchange continued as part of the democratic process. Opposition to the bill Senator Francisco

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 "Soc" Rodrigo stood up and delivered his speech:
A vast majority of our people are at the same time Catholics and Filipino citizens. As such, they
have two great loves: their country and their faith. These two loves are no conflicting loved. They are
harmonious affections, like the love of a child for his father and for his mother. This is the basis of my
stand. Let us not create a conflict between nationalism and religion; the government and the church
(Laurel, Jr., 132).
Vehemently refuting the arguments of opposition, Senator Claro M. Recto exclaimed that the novels
have no intentions of discrediting the Church. More so, he said that the bill only aims to contextualize
Rizal's heroism in the face of Spanish tyranny. He then uttered these words:
Rizal did not pretend to teach religion or theology when he wrote those books. He aimed at
inculcating civic consciousness in the Filipinos, national dignity, personal pride, and patriotism...but
while he criticized and ridiculed the unworthy behavior of certain ministers of the church, he made
exceptions in favor of the worthy ones, like the Dominican friar, Padre Fernandez, and the virtuous
native priest, Padre Florentino, and the Jesuits in general (Laurel, Jr., 132-133).
a similar bill (House Bill No. 5561 ) was filed by Congressman Jacobo Z. Gonzales in the House of
Representatives. As expected, the bill was welcomed by dissenting opinions. Different face but same
stance, the bill was attacked based on its constitutionality and religiosity. With this setback both in the
Upper House and the Lower House, it seemed hopeless for the bill to pass into law in the latter part of
April 1956.
It was in this context that Senator Laurel proposed a substitute bill. The inclusion of all works and
writings of Jose Rizal, not just the two novels, was the main feature of this bill. He then stressed
removal of the term "compulsion” to appease the opposition. However, Senator Laurel asserted the
importance of reading the original and unexpurgated edition of Rizal's novels because the true purpose
of studying these Will be defeated if not followed. To add a more conciliating clause, the last
amendment was proposed—the provisions regarding the "exemption" of students from reading the two
novels on certain conditions. With this, on May 12, 1956, Senate Bill No. 438 was unanimously
approved on second reading. The Lower House imitated the Senate and on May 14, 1956, the bill was
approved unanimously in the House of Representatives.
The trial of the Rizal Law in Congress (Senate and House of Representatives) is clearly a triumph
of democracy. On one hand, the role of the opponents should not be overlooked because their
dissenting opinions broadened the scope of democratic processes. On the other hand, the proponents
had perfected their bill because of the criticism they received. On June 12, 1956, President Ramon
Magsaysay signed the bill to make it a law, thus giving birth to Republic Act 1425 also known as the
Rizal Law. Below is a copy of the 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 rededication 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,
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
Section I. 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

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 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.
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.
Approved: June 12, 1956

V. FOUR-PRONGED INTEGRATION

Core/Related Values: Using the value wheel found on the left

side, what value is shown when one follows what the law
dictates? Write your answer on the space provided below.
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Subject Integration: How important is it for us to know

history? Write your answer on the space provided below.
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Social Orientation: Why do you think is the importance of law? Write your answeron the space
provided below.
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Biblical Passage:John 1:17 “For the law was given by Moses, but grace and truth came by Jesus
Christ.” What is the message conveyed in this verse?Write your answeron the space provided below.
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 VI. EVALUATION:
Application:
Teaching Learning Activity:
TLA 1: Quick Response
Expected Output: Short Essay
Instruction: Answer all questions in 2 to 3sentences only. You may give an example to justify your
answer. Write your answers on the space provided below.

1. What is the importance of having dissenting opinions in democratic legislation processes?

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2. What are the amendments made in the original Rizal bill in order to perfect it?
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CONCEPT OF HERO
I. LEARNING OUTCOMES:
At the end of the lesson, challenge yourself to attain the following learning outcomes:
a. Trace the Filipino concept of hero / bayani through times;
b. Analyze the criteria set by the nation in recognizing heroes; and
c. Assess the heroism of Rizal using the definitions and criteria of heroes.
II. SUBJECT MATTER:
Learning Content:
Topics: Materials Needed:
A. Concept of Hero in Filipino Culture and History  Handouts
B. Rizal as a Filipino Hero  PPT Presentations
 Video Clips
Time Allotment/Duration:2 Hours
III. PRELIMINARIES:
Drill/Review:
What makes someone a hero? Write your answer on the space provided below.
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Activating Prior Knowledge:

How can a student like you become a bayani in your own way? Use the thinking box below for your
answer.

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Motivation:
Use the bubble map below to describe the characteristics of a hero.
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 How were the activities? Well, if you have a hard time in answering them,
worry no more. This module is prepared for you to uncover some important points
about the topic. Now proceed on the next part.

IV. LESSON DEVELOPMENT:

Introduction:
People tend to misconstrue the title "hero" as an award given to dead people. Doing great things is
likewise misinterpreted as something only heroes, like Rizal, can achieve. Worse, as the popular
Filipino adage "Mahirapmagpakabayani. Angbayani ay binabarilsaLuneta" implies, people become
individualistic, devoid of care for others. Such views, unfortunately, hinder their sights on the various
possibilities they can do for the country. This lesson traces the concept of hero in the Filipino culture
and history to assess whether its traditional sense is confined only to the likes of Rizal, on one hand,
or may be applied to normal people, like the "millennials," on the other hand.
Now, I want you to read the discussions very carefully and complete all the activities
that follow. This will help you uncover some important points about bar organization and
responsibility. Have fun!
Activity:
Find old or current newspapers. Based on the information provided by the newspapers, choose one
individual mentioned in the news whose reputation may lead to a spot in the pantheon of national
heroes. A checklist has been prepared below. Using this checklist, which among the criteria (the
criteria are enumerated in the discussion) is applicable to your chosen individual? When the majority
of the criteria have been met, you have to create a law that will promote the heroism of the chosen
individual. Take note that all applicable criteria must mention the provisions of the law. Use the
space below for your output.

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 Analysis:
What are the steps done by the colonial and post-colonial Philippines in promoting the heroism of
Rizal?? Write your answer on the space provided below.
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Abstraction:
A. Exploration: Youth Empowerment
Through the mandate of State vested upon the Rizal Law, the youth became empowered to
generate new ideas that can change and improve the society. With this in mind, the youth can actually
select their new sets of heroes. These heroes may not necessarily be dead. Ordinary or common
people may be chosen.
B. Concept of Hero in Filipino Culture and History
One may notice the limited approach in the definition of the word "hero" in traditional western
dictionaries. Hero is normally defined here as an illustrious man, often of divine descent, or with
distinguished valor or enterprise in danger, and fortitude in suffering, who is supposed to be
exalted after death. Being an extraordinary person and individualistic is apparent. This may be
seen in the synonym of hero in Microsoft word—"Superman."
The Filipino concept of hero, on the other hand, is a much broader concept, albeit stripped of
grandeur. Known as Bayani, Bagani, Magani, or Wani in various Filipino ethno-linguistic groups,
a hero in early Philippine societies was just a normal warrior of the community. His simple tasks
were based on daily needs of the village.
Pangangayaw or raiding into unallied territory is an example of this. According to William Henry
Scott, pangangayaw was done because of four reasons, namely: l) to secure resources, ranging
from the occasional use goods or bounty to human slaves; 2) to avenge a personal affront or
family honor; 3) to fulfil mourning requirements to which the life of enemies must be sacrificed;
and lastly 4) for personal prominence or a mercenary reward. It is important to point out that a
Bayani does not work alone; he or she always exerts efforts together with his/her comrades in
the community. Hence, the root word of Bayani is bayan (community/ town/ nation). When
pangangayaw is done, the group of Bayani returns home; thus, fulfilling what Zeus Salazar said
about the bayani as a person who leaves his/her town and then returns. The tattoo, used as
the protection of kaluluwa (soul) of a Bayani, his kris/kampilan (weapon), his putong (head
gear), and other garments colored red are his iconic physical features.
It is noteworthy to mention, however, that early Filipino heroes were neither savages nor blood-
thirsty killing machines. A Bayani is more often than not a true kawani or lingkod-bayan
(community servant) who renders his or her help to those in need in the community without
counting the cost. His/ Her ultimate goal is to maintain peace and order. The concept of
bayanihan (cooperation) and the word ipabayani (free labor offered to/ by someone) proves the
semantic essence of Bavani.
The characteristics of early Filipino heroes are worth emulating. The Boxer Codex (1590), an
ancient document about the early Philippine societies, defines a Bayani as a person with a high
status and dignity. Pedro Serrano Laktaw, in his dictionary, elaborates the personality of a
Bayani: a person who fears no one (walangtakot), courageous (matapang), firm (matibay), bold
(mapangahas), but quiet (tahimik) and calm (mahinahon). Qualities of the main characters of
Philippine epics, like Lam Ang, LabawDonggon, Tuwaang, etc., on the other hand, represent the
actual Bayani. All these qualities are clearly present in a living human. The concept of a Filipino
Hero in early Philippine societies, therefore, is not a posthumous award given to dead people,
but rather an honorific role and title in the society.
Nevertheless, changes occurred when the Spaniards conquered the Philippines. Instead of living
role models, the Spaniards had introduced the image of obedience of saints and disciples whom
the Filipinos had to imitate in order to become good colonials. Vida Sancti, or the lives of [deadl
saints became the foundation of good qualities of life. Doctrina Christiana or prayer and
doctrine books became a textbook of faith.
The Americans, on the other hand, propagated a secular view on heroes. Hero-worshipping of
American soldiers who died during the Philippine-American War (then dubbed as Philippine
Insurrection) like Gen. Henry W. Lawton, Col. John M. Stotsenburg, and Col. Harry Egbert, was
promoted through monuments and annual commemoration rituals to justify the need for

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 American tutelage in the Philippines.
Filipino heroes were also venerated during this period. Jose Rizal, who was executed by the
Spaniards, became the leading national hero. Mabini, Luna, and Del Pilar also became
household names. The problem to the new approach was that it coincides with the thrust of the
Americans as to instill to the minds of Filipinos the American culture. This was done through the
study of American heroes and past presidents like George Washington, Abraham Lincoln, and
Benjamin Franklin.
A modern-day concept of the indigenous Bayani still exists today. The Overseas Filipino Workers
(OFW) are considered BagongBayani (new heroes). Their work abroad is said to be a
continuation of the culture of pangangayaw. The word namayani, meaning to prevail or
triumph, has become well-known. The concept of the Filipino Bayani is indeed embedded in the
blueprint of Filipino well-being.
C. Rizal as a Filipino Hero
Jose Rizal as a Filipino hero is state-sponsored through the Republic Act 1425 (Rizal Law). His
heroism, however, is not a post-World War II phenomenon. Two years after Rizal's death, the
first commemoration was held on December 30, 1898 when the then President of the First
Philippine Republic, Emilio Aguinaldo, declared in Malolos, Bulacan, a day of National Mourning.
Various provinces like Tayabas and Batangas were reported to observe the solemn
commemoration in front of Rizal’s portrait. But this was not the start of the long years of
veneration. It is documented that during the meetings of the Katipunan, a portrait of Rizal was
hanging in the room where members were made to believe that Rizal was an honorary member
of the secret society.
The Americans, realizing the possibilities of a Rizal cult in their colonial agenda, seized the
opportunity and made Rizal the "national" hero of the Philippines. Among the choices they had,
three criteria were used in the selection: 1) a hero who is not violent and militant, and if
possible, preferred peaceful means like education; 2) a hero who had no qualms on American
imperialism; and 3) a hero who is already dead. It is obvious here that Del Pilar, Mabini,
Bonifacio, and Aguinaldo were not qualified as heroes. It is a no-brainer that the Americans
would pick Rizal ahead of others. In 1901, William H. Taft, President of the Second Philippine
Commission, had appointed Rizal to embody the brand of nationalism propagated by the
American colonial government.
However, there was no actual law during the American Regime that explicitly declared Rizal the
official hero of the country. Three steps, instead, were made by the American colonial
government to promote his heroism, namely: 1) the creation of Rizal Province; 2) the erection
of Rizal Monument; and 3) the declaration of Rizal Day on December 30 as a public holiday.
Since then, Rizal's image as a hero of the Philippines has become a viable enterprise for stamp,
chart, post-card makers, and other printed materials. This was heightened when in 1956, the
Rizal Law was conceived, since books, textbooks, and modules were necessary for educational
purposes.
In 1995, amidst the preparation of the nation for the upcoming centennial celebration of
Philippine Revolution and Philippine Independence Day, the National Heroes Committee created
by President Fidel V. Ramos released a list of recommended national heroes. These were as
follows:

1. Jose Rizal 6. Sultan DipatuanKudarat

2. Andres Bonifacio 7. Juan Luna
3. Emilio Aguinaldo 8. Melchora Aquino
4. ApolinarioMabini 9. Gabriela Silang
5. Marcelo H. del Pilar
The aforementioned list is not yet approved. The website of the National Commission on
the Culture and Arts states that "this might trigger a flood of requests for proclamations" and
might "trigger bitter debates involving historical controversies about the heroes." Various laws
honoring/ commemorating Filipino historical figures were instead passed into law.
Today, there are four major national celebrations with Rizal as an important subject: June
12 (Independence Day), June 19 (Birth Anniversary), last week of August (National Heroes
Week), and December 30 (Rizal Day).

V. FOUR-PRONGED INTEGRATION

Core/Related Values: Using the value wheel found on the left

side, what value is shown when one sacrifices and give up his

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 everything just to give you life and freedom?Write your answer
on the space provided below.
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Subject Integration: How important is it to have criteria in

recognizing heroes? Write your answeron the space provided
below.
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Social Orientation: What does it mean to have the steps in promoting the heroism of Rizal? Write
your answeron the space provided below.
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________

Biblical Passage: John 15:13 “Greater love has no one than this, that someone lay down his life for
his friends.”What is the message conveyed in this verse? Write your answeron the space provided
below.
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VI. EVALUATION:
Application:
Teaching Learning Activity:
TLA 2: Quick Response
Expected Output: Restricted Essay
Instruction: Answer all questions in 2 to 3 sentences only. You may give an example to justify your
answer. Write your answers on the space provided below.
What are the differences of the Western concept of Hero and Filipino concept of Bayani?
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VII. REFERENCES:
A Course Module for The Life, Works and Writings of Jose Rizal pp.1-15

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 CLOSING PRAYER

Please have your proper prayer posture. Feel God’s eminent presence.

In the Name of the Father,and of the Son,

and of the Holy Spirit.
Amen.

A Student’s Prayer

Loving Father, I stand before You in the midst of confusion and complexities of
life. My future sometimes seems distant and unknown. Give me, O Lord, the
vision to see the path You set before me. Grant me the courage to follow Your
way, that through the gifts and talents You have given me, I may bring Your life
and Your love to others.

Help me remember my vocation as a student.

By doing my best in all my studies, I can grow in holiness.
Give me obedience, studiousness and diligence in my assignments.Help me love
learning because knowledge of truth leads me closer to you.

Amen.
Most Sacred Heart of Jesus, Have Mercy on Us.
Immaculate Heart of Mary, Pray for Us.
Venerable Ignacia Del Espiritu Santo, Pray for Us.

In the Name of the Father, and of the Son,

and of the Holy Spirit.
Amen.

CONGRATULATIONS! JOB WELL DONE!

You can now proceed to the next Learning Module.

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