Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar

GE 9: THE LIFE AND WORKS OF RIZAL

FIRST SEMESTER, S.Y. 2020-2021

Images belong to their rightful owners. No copyright infringement intended.

Prepared and Compiled by:

RALFH LAUREN C. REYES

JERICK A. BESALO
PAULA MAE M. CAPARIC
ANGELICA JANELOU M. ANDALES
CRISTINE B. NIEGAS
ANALYN ORSAL
CAC, Part Time Lecturers
NAME OF STUDENT: _______________________________________________________
COURSE & YEAR: _________________________________________________________
PROFESSOR: ____________________________________________________________
 UNIT 4: THE CONTRIBUTIONS OF RIZAL

TABLE OF CONTENTS
UNIT IV: The Contributions of Rizal ……………………………………………………...... 3

Module 10: JOSE RIZAL AND THE PHILIPPINE NATIONALISM:

BAYANI AND KABAYANIHAN ……………………………...………..……... 4

Overview 4
……………………………………………………………………………..…….........

Learning Outcomes ……...…………………………………………………………………….. 4

BAYANI AT KABAYANIHAN ………………………………….………………................. 4

DR. JOSE P. RIZAL ………………………………........................................................ 5

Rizal passed the Criteria for National Heroes 6
………………………………………. 6
Additional Criteria for Heroes …………………………………………………………

PROGRESSIVE EDUCATION 6
………………………………………………................... 6
Talisay: The First Progressive School In Asia ………………………………………

SOCIAL ENTREPRENEURSHIP ……………………………………….……................. 7

COMMUNITY DEVELOPMENT ………………………………………………………….. 7

RIZAL AWAKENED THE MIND AND PERSPECTIVE OF

FILIPINOS TOWARDS NATIONALISM ………………………………………………… 8

Activity 10 ………………………………………………………………………………………. 8

Feedback …..…………………………………………………………………………………… 9

Summary………………………………………………………………………………………… 9
.
10
References …………………..………………………………………………………………….
10
Suggested Readings…………………………………………………………………………....

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UNIT IV:
THE CONTRIBUTIONS OF RIZAL

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Module 10: Jose Rizal and the Philippine Nationalism:

Bayani and Kabayanihan

OVERVIEW

In this module, you are going to learn about Jose Rizal and Philippine Nationalism-
Bayani and Kabayanihan. Are you ready? Let’s proceed to the expectations you must
overcome after learning this module.

LEARNING OUTCOMES

The following are the learning outcomes we are expected to achieve by the students at the
end of this module:
• Interpret views and opinions about bayani and kabayanihan in the context of
Philippine history and society.
• Assess the concepts of bayani and kabayanihan in the context of Philippine
society.
.

BAYANI AT KABAYANIHAN
The word “Bayani” or hero in Filipino is someone who saves somebody’s lives.
However, this word carries a deeper context wherein only those people who are willing to
suffer and sacrifice themselves for the good of the country are worthy enough to be called as
such. Being called a hero requires a greater act of bravery.

Dr. Jose P. Rizal was a man of intellectual power and artistic talent whom Filipinos
honor as their national hero. Rizal is not only admired for possessing ntellectual brilliance but
also for taking a stand and resisting the Spanish colonial government. While his death
sparked a revolution to overthrow the tyranny, Rizal will always be remembered for his
compassion towards the Filipino people and the country. Another remarkable hero that we
all know is Andres Bonifacio. The Kataas-taasang, Kagalang-galangang Katipunan ng mga
Anak ng Bayan or KKK played a huge role in the revolt of the Filipinos against the
Spaniards. In the center of that revolution was its founder, Supremo Andres Bonifacio.
Furthermore, according to Vallejo Jr., (2010), Filipinos also remember General Antonio Luna
as a brilliant, brave soldier and tactician of the second phase of the Revolution and the
proverbial hothead but never as the excellent scientist. He has no epitaph but perhaps his

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words before leaving exile in Europe for Manila are apt: “I will fight and offer my life, my
small knowledge and science for the liberation of the Motherland.”

What does it take to be a hero? The heroism in real life does not require someone to
sacrifice his or her life to be called a bayani. The people that we set up as heroes are people
that generally go above and beyond in terms of the call of duty, they do things that are
extraordinary. The act of heroism is debatable to some people however, for any hero, it's
enough just knowing they helped someone else. That's what makes them a true hero.

DR. JOSE P. RIZAL

José Protasio Rizal Mercado Y Alonso Realonda was born
on June 19, 1861 to Francisco Mercado and Teodora Alonzo in the
town of Calamba in the province of Laguna. He had nine sisters and
one brother. At the early age of three, the future political leader had
already learned the English alphabet. And, by the age of five, he
could already read and write.

Rizal had been very vocal against the Spanish government,

but in a peaceful and progressive manner. For him, “the pen was
mightier than the sword.” And through his writings, he exposed the
corruption and wrongdoings of government officials as well as the
Spanish friars. While in Barcelona, Rizal contributed essays, poems,
allegories, and editorials to the Spanish newspaper, La Solidaridad.
Most of his writings, both in his essays and editorials, centered on
individual rights and freedom, specifically for the Filipino people. As
part of his reforms, he even called for the inclusion of the Philippines to become a province
of Spain. But, among his best works, two novels stood out from the rest – Noli Me Tángere
(Touch Me Not) and El Filibusterismo (The Reign of the Greed). In both novels, Rizal harshly
criticized the Spanish colonial rule in the country and exposed the ills of Philippine society at
the time. And because he wrote about the injustices and brutalities of the Spaniards in the
country, the authorities banned Filipinos from reading the controversial books. Yet they were
not able to ban it completely.

Days before his execution, Rizal bid farewell to his motherland and countrymen
through one of his final letters, entitled Mi último adiós or My Last Farewell. Dr. José Rizal
was executed on the morning of December 30, 1896, in what was then called Bagumbayan
(now referred to as Luneta). Upon hearing the command to shoot him, he faced the squad
and uttered in his final breath: “Consummatum est” (It is finished). According to historical
accounts, only one bullet ended the life of the Filipino martyr and hero.

The Americans decided for him being a national hero at their time in the country. It is
said that the Americans, Civil Governor William Howard Taft, chose Jose Rizal to be the
national hero as a strategy. Rizal didn't want bloody revolution in his time. So they wanted
him to be a "good example" to the Filipinos so that the people will not revolt against the
Americans. Rizal became a National Hero because he passed the criteria by being a
National Hero during the American period.

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Adding that, Rizal passed the Criteria for National Heroes:

1. Heroes are those who have a concept of nation and thereafter aspire and struggle for
the nation’s freedom. In reality, however, a revolution has no end. Revolutions are
only the beginning. One cannot aspire to be free only to sink back into bondage.
2. Heroes are those who define and contribute to a system or life of freedom and order
for a nation. Freedom without order will only lead to anarchy. Therefore, heroes are
those who make the nation’s constitution and laws. To the latter, constitutions are
only the beginning, for it is the people living under the constitution that truly constitute
a nation.
3. Heroes are those who contribute to the quality of life and destiny of a nation.
(As defined by Dr. Onofre D. Corpuz)

Additional Criteria for Heroes:

1. A hero is part of the people’s expression. But the process of a people’s internalization
of a hero’s life and works takes time, with the youth forming a part of the
internalization.
2. A hero thinks of the future, especially the future generations.
3. The choice of a 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.

PROGRESSIVE EDUCATION
According to Kennedy, (2019), Progressive education is a reaction to the traditional
style of teaching. It's a pedagogical movement that values experience over learning facts at
the expense of understanding what is being taught. When you examine the teaching styles
and curriculum of the 19th century, you understand why certain educators decided that there
had to be a better way.

Talisay: The First Progressive School In Asia

Upon his arrival in Dapitan, Rizal lived in the house of the governor and military
commandant, Capt. Ricardo Carnicero, which was just across the town’s central plaza. He
later bought, with Carnicero and another Spaniard residing in Dipolog, a lottery ticket. This
was to prove fortuitous. Rizal’s lottery ticket won second prize—20,000 pesos—which was
awarded on September 21, 1892, and promptly divided among themselves by the three
men. From his share of 6,200 pesos, Rizal gave 2,000 pesos to his father and 200 pesos to
pay his debt to his friend Basa in Hong Kong.

With what remained of his lottery earnings, Rizal was able to move to Talisay, a
coastal barrio off the Dapitan poblacion named after the talisay, a large deciduous tree that
is usually found along Philippine seashores. Rizal bought a 16-hectare piece of land. But, as
he noted in his February 8, 1893 letter to his brother-in-law Manuel Hidalgo, there were no
talisay trees in Talisay, so Rizal thought of naming his place Balunò or Baunò, after the large
trees that actually grew there. The first thing he did was to clear the land “to sow rice and

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corn”. Then he built a house, a clinic and a school for local boyswho he described as mostly
“poor and intelligent.” On March 7, 1893, he wrote to Hidalgo saying:

“My house will be finished either tomorrow or after tomorrow. It is very pretty for its
price (40 pesos) and it turned out better than what I wanted. My lot cannot be better and I
am improving it every day... I’m sure that if you come, you will be pleased with my property. I
have plenty of land to accommodate at least five families with houses and orchards.”

SOCIAL ENTREPRENEURSHIP
In addition to being Dapitan’s unofficial or non-governmental public health provider,
Rizal engaged in what we now call “social entrepreneurship”, perhaps the first Filipino, if not
the first Asian, to do so. Social entrepreneurship is innovative business activity aimed
principally at benefiting and transforming the community in which it is undertaken (with most
of the profit reinvested back into the community).

Rizal formed Dapitan’s first farmers’ cooperative, the Sociedad de Agricultores

Dapitanos (SAD), where capital was to be provided by “socios industriales” (industrial
partners) and “socios accionistas” (shareholders). As stated in the Estatutos de la Sociedad
de Agricultores Dapitanos, 1 Enero 1895, the SAD aimed to “improve/promote agricultural
products, obtain better profits for them, provide capital for the purchase of these goods, and
help to the extent possible the harvesters and laborers by means of a store (co-op) where
articles of basic necessity are sold at moderate prices”. Rizal also engaged in a joint-venture
with a certain Carreon (a Spanish businessman) for the construction and operation of a lime-
burner (for making building mortar), whereby Rizal would provide capital and Carreon would
mobilize and supervise labor whose wages were to be paid by Rizal; these advances would
be deducted from the sale proceeds of lime, the profit thereof to be equally divided between
Rizal and Carreon.

COMMUNITY DEVELOPMENT
In his four years in Dapitan, Rizal played multiple roles: doctor, social worker, farmer,
social entrepreneur, public works engineer, town planner, school founder, teacher and
scientist. He worked with the people as a civic volunteer, for he was unwaged and without an
official title. Whatever earnings he made from his social entrepreneurship and from his
wealthy patients went to the upkeep of his household, school and hospital. He took to his
tasks with vigor and vitality—mindful that they were all part of his pledge to do everything he
could for Dapitan. Rizal’s four years there are unparalled in the history of the Philippines, if
not Southeast Asia.

The model community that Rizal built in Talisay has since been made into a stale
museum of replicas of his house, school and clinic, sitting like fossilized relics on manicured
lawns for the benefit of the uncomprehending tourist. This shrine, which is overseen by the
National Historical Commission (formerly the National Historical Institute) but managed by
the local government, comprises 10 hectares of Rizal’s original 16-hectare property in
Talisay. The other six hectares were gifted by Rizal to his pupil and valet Jose Acopiado in
1896, when he set off for Manila enroute to Cuba. The Acopiado heirs now occupy some

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three hectares; the rest have been taken over by squatters, among them a Rizalista cult. The
beach is littered with the plastic detritus of modern living.

Many of Rizal’s community projects must have been carried out through a system of
cooperative labor that we now call batarisan. We could likewise imagine that the many
recipients of Rizal’s services as a medical doctor, a secondary school teacher, a community
worker, and organizer/manager of his farm cooperative ‘paid’ or reciprocated by lending their
labor-time to his community projects. Thus, even with minimal financial resources, the
projects were realized by sheer community spirit.

RIZAL AWAKENED THE MIND AND PERSPECTIVE OF FILIPINOS

TOWARDS NATIONALISM
Rizal’s chief aim was to reform Philippine society, first by uncovering its ills and
second, by awakening the Filipino youth. His enemies were the oppressive colonial
government, but especially the corrupt elements among the friars, members of the religious
orders that exerted the greatest influence over the government and thereby held complete
sway over the lives of the Filipinos.

Rizal knew the best way to awaken the youth and lead them toward right action was
through education, but especially foreign education. For local education, being controlled by
the friars then kept the Filipinos in the dark, ignorant of their rights and heritage- and meek in
the face of oppression. This was partly why he left for Spain in 1882, to continue his studies
there. Of his vision for the Filipinos, Rizal wrote his comrade Mariano Ponce in 1888: “Let
this be our only motto: For the welfare of the Native Land. On the day when all Filipinos
should think like him [Del Pilar] and like us, on that day we shall have fulfilled our arduous
mission, which is the formation of the Filipino nation”. To Rizal that nation was a nation free
of injustice, oppression and corruption. May the Filipinos of today finally begin fulfilling this
timeless challenge of Rizal.

FEEDBACK
Hola mis queridos estudiantes! Se divierten leyende este modulo?
“Hello my dear Students! Are you having fun reading this module?”
If you finished reading all the important information in this module I hope you fully
appreciate why we need to study this subject as part of our curriculum in the tertiary level. It
is a need for us to tackle this in order to know its implication to our present time and how
could we shape our society by instilling values and patriotism to the minds of our youth.
This module is concerned with the general overview of the life of Dr. Jose Rizal. The
purpose is to let the students have a review of what they learned in their high school studies
on Rizal’s life. The students, being citizens of this country, are expected to have knowledge
of the man who was the foremost of the initiators of national consciousness more than a
hundred years ago.

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 UNIT 4: THE CONTRIBUTIONS OF RIZAL

This module enables the students to refresh their knowledge of Jose Rizal’s biography,
which they might have missed or forgotten. In behalf of the students, this module is designed
to provide an overview of some of the important aspects of the hero’s life in higher education
and his life abroad.
Do the required Learning Activities to test yourself on how much you have learned the
lesson. Answers key are provided at the last part of the module but make sure not to attempt
to peek at them unless you already finished all the learning activities in each lesson.
If you are able to answer all the learning tasks without any mistake, congrats you may
now proceed to the next module. If you get a score less than 75 percent of the total number
of items, I suggest reading again the lesson and try to answer the said activities. If you get
more than 76 percent of the total number of score try to review and focus to those items that
you fail to get the correct answer. Don’t worry, all is well, sooner or later you will be able to
get all the correct answer.
Congratulations! You did a great job! Rest and relax a while then move on to the next
Module. Good luck!

SUMMARY
 Bayani nd Kabayanihan of Dr. Jose Rizal.
 Our country's national hero.
 He fought and sacrifies himself for the freedoom of our nation.
 He was brave enough to write nd express his thoughts againts the abusive Spanish
Colonials that enlightened the minds of the Filipino people resulting in the Philippines
Revolution and late acquiring our independence.
 Rizal formed Dapitan's first farmers cooperative the Sociedad de Agricultores
Dapitanos (SAD)
 RIZAL played multiple rules: doctor,social worker, farmer, social entrepreneur, public
works, engineer, town planner, school founder, teacher and scientist.

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REFERENCES
 Zaide G., Zaide S. Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist
and National Hero. Quezon City. All-Nations Publishing Co., Inc.,
 BAYANI: Fighting Game. Retrieved from https://www.bayaniph.com/
 Why is Rizal our National Hero? Retrieved from
https://unveilingrizal.weebly.com/why-rizal.html
 A Brief Overview of Progressive Education. Retrieved from
http://www.uvm.edu/~dewey/articles/proged.html
 Kennedy, R. (2019). Progressive Education: How Children Learn. Retrieved from
https://www.thoughtco.com/progressive-education-how-children-learn-today-2774713
 Miller, D. (2011). Special Report: What makes a Hero? Retrieved from
https://www.walb.com/story/14157521/special-report-what-makes-a-hero/
 Quibuyen, F. (2011). Rizals’s Legacy for the 21st Century: Progressive Education,
Social Entrepreneurship and Community Development in Dapitan. Social Science
Diliman. Retrieved from
https://journals.upd.edu.ph/index.php/socialsciencediliman/article/view/3086/2903
 Reyno, M. (2018). Rizal’s timeless challenge – To Serve the Nation. Retrieved from
https://pia.gov.ph/news/articles/1016606
 Szczepanski, K. (2019). Biography of José Rizal, National Hero of the Philippines. A
Man of Many Talents and Abilities and an Inspiration to Filipinos. Retrieved from
https://www.thoughtco.com/jose-rizal-hero-of-the-philippines-195677
 Valdeavilla, R. (2018). The Life and Legacy of José Rizal: National Hero of The
Philippines. Retrieved from https://theculturetrip.com/asia/philippines/articles/the-life-
and-legacy-of-jose-rizal-the-philippines-national-hero/
 Vallejo Jr., B. (2010). General Antonio Luna: Scientist, soldier and revolutionary.
Retrieved from https://www.philstar.com/business/science-and-
environment/2010/08/12/601469/general-antonio-luna-scientist-soldier-and-
revolutionary

SUGGESTED READINGS
 Nelson, Gloria Luz. “Mga Pananaw hinggil sa ugnayan ng talambuhay at lipunan,”
in Diestro D, et al. Si Heneral Paciano Rizal sa Kasaysayang Pilipino. Los Banos:
UPLB Sentro ng Wikang Filipino, 2006.
 C. Wright Mills. “The Promise,” The Sociological Imagination. Oxford University
Press, 1959, http://legacy.lclarck.edu/`goldman/socimagination.html
 P. Sztompka. “Great Individuals as Agencies of Change” The Socioloy of Social
Change. Wiley. 1993.
 John Schumacher. “Rizal in the Context of the 19th Century Philippines” The Making
of a Nation: Essays on Ninteenth-Century Filipino Nationalism. Quezon City: ADU
Press. 1991.
 Zaide G., Zaide S. Jose Rizal: Life, Works and Writings of a Genius, Writer,
Scientist and National Hero. Quezon City. All-Nations Publishing Co., Inc.,
 Ocampo A. Rizal Without the Overcoat. Philippines. Anvil Publishing. 2018
 Ocampo A. Meaning & History: The Rizal Lectures. Philippines. Anvil Publishing.
2013

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