Here are some importance of R.A.

1425 (Rizal Bill) in the Philippine Education System according to

Nelizadc:
-Put in the minds of every Filipino especially the younger generation the true essence of nationalism.
-Set the life of Rizal as an inspiration or a role model to every Filipino.
-Put into action or reality the words spoken by Rizal, "Ang kabataan ang pag-asa ng bayan."
-Give attribute to the bravery of our heroes as they sacrifice their own life for the freedom of our country
and countrymen.
-Insights and learnings from the stories, poems, and novels of Rizal that may be used as basis in current
issues as said that "past is the reflection of the future".
-Set into the minds of every Filipino that in fighting for freedom isn't only just by means of war. Establish
the value of being helpful to others especially to our countrymen.
-Establish the essence of patriotism - love for the country and buy our own products that are made by
Filipinos.
-Mold or sharpen the national characteristic of being a Filipino by culture, beliefs, behavior, and love.
-Gives us background and knowledge about our pasts that build or mold us up as what we are.
Importance of R.A. 1425 to the Philippine Educational System - Term paper. (n.d.).

https://www.termpaperwarehouse.com/essay-on/Importance-of-RA-1425-to-the-

Philippine-Educational-System/511415

Aguilar, Benitez & Macapagal /

Relational Nation 63
Kritika Kultura 39 (2022): 63–096
© Ateneo de Manila University
<https://ajol.ateneo.edu/kk>
Abstract
In implementing the Rizal Law, the
Department of Education’s K-
Curriculum Guide
emphasizes the study of characters in
Rizal’s novels as a means to cultivate
patriotism among
the youth. In this light, this paper
presents ethnographically how
students from two public
high schools in Rizal Province relate
with characters in Noli me tángere. In
the classroom, these
characters have developed a status
akin to “real” historical beings.
Concomitantly, students use
tropes that connect these characters to
their own lives, relationships, and
understandings of
the social world. e students’
relationships elicit moral standards for
imagining the nation and
embodying their own patriotism.
Aguilar, Benitez & Macapagal /
Relational Nation 63
Kritika Kultura 39 (2022): 63–096
© Ateneo de Manila University
<https://ajol.ateneo.edu/kk>
Abstract
In implementing the Rizal Law, the
Department of Education’s K-
Curriculum Guide
emphasizes the study of characters in
Rizal’s novels as a means to cultivate
patriotism among
the youth. In this light, this paper
presents ethnographically how
students from two public
high schools in Rizal Province relate
with characters in Noli me tángere. In
the classroom, these
characters have developed a status
akin to “real” historical beings.
Concomitantly, students use
tropes that connect these characters to
their own lives, relationships, and
understandings of
the social world. e students’
relationships elicit moral standards for
imagining the nation and
embodying their own patriotism.
Aguilar, Benitez & Macapagal /
Relational Nation 63
Kritika Kultura 39 (2022): 63–096
© Ateneo de Manila University
<https://ajol.ateneo.edu/kk>
Abstract
In implementing the Rizal Law, the
Department of Education’s K-
Curriculum Guide
emphasizes the study of characters in
Rizal’s novels as a means to cultivate
patriotism among
the youth. In this light, this paper
presents ethnographically how
students from two public
high schools in Rizal Province relate
with characters in Noli me tángere. In
the classroom, these
characters have developed a status
akin to “real” historical beings.
Concomitantly, students use
tropes that connect these characters to
their own lives, relationships, and
understandings of
the social world. e students’
relationships elicit moral standards for
imagining the nation and
embodying their own patriotism.
Aguilar, Benitez & Macapagal /
Relational Nation 63
Kritika Kultura 39 (2022): 63–096
© Ateneo de Manila University
<https://ajol.ateneo.edu/kk>
Abstract
In implementing the Rizal Law, the
Department of Education’s K-
Curriculum Guide
emphasizes the study of characters in
Rizal’s novels as a means to cultivate
patriotism among
the youth. In this light, this paper
presents ethnographically how
students from two public
high schools in Rizal Province relate
with characters in Noli me tángere. In
the classroom, these
characters have developed a status
akin to “real” historical beings.
Concomitantly, students use
tropes that connect these characters to
their own lives, relationships, and
understandings of
the social world. e students’
relationships elicit moral standards for
imagining the nation and
embodying their own patriotism.
In the study of Aguilar, Benitez & Macapagal, the Department of Education's K–12 Curriculum Guide
places a strong emphasis on character analysis in order to foster patriotism in young people as part of
the implementation of the Rizal Law. In this context, this study presents an anthropological analysis of
the relationships between Noli me tángere characters and students from two public high schools in Rizal
Province. In the classroom, these characters have developed a status identical to "real" historical beings.
Students parallel this by applying tropes that relate these characters to their own lives, interpersonal
connections, and social worldviews. Relationships among the pupils evoke moral principles for how they
should envision the country and exhibit their own patriotism.

Aguilar, F. V., Na, C. J. B., & Macapagal, M. E. (2022). Relational Nation: The Appreciation of

Characters in Rizal’s Noli me tángere in Two Philippine Public High Schools. Kritika

Kultura, 0(39), 63–96. https://doi.org/10.13185/kk2022.003903