University of La Salette

Santiago City

LEARNING MODULE
GEC 005- The Life and Works of Rizal
Prepared by: MONINA P. BADUA, MAED

Module 1: Introduction to the course: Republic Act No. 1425

Introduction

The need to understand the rationale in studying any subject area is imperative to learner
appreciation. This module is geared towards introducing students the need to study the life and works of
our national hero and some issues concerning the heroism of Rizal.
In this module, you will study RA 1425 otherwise known as the “Rizal Law”. Look into the
major issues and debates surrounding the bill and its passage into law, and reflect on the impact and
relevance of this legislation across history and the present time.

Learning Outcomes

At the end of the course, you will be able to:

1. explain the history of the Rizal Law and its important provisions;
2. critically assess the effectiveness the Rizal Course
3. critique the status of Dr. Jose Rizal as a national hero using the arguments of various historians

MOTIVATION: Start the Ignition

What I Know about Jose Rizal and RA 1425?

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 CONTENT:
Republic Act 1425, more popularly known as the Rizal Law, was passed in 1956, mandates the
teaching of the life and works of Rizal in all schools in the country.

The study of Dr. Jose Rizal‘s life, works and writings has been mandated by Republic Act No.
1425 known as the Rizal Law, approved on June 12, 1956, provides the integration of the study of the life
and works of Jose Rizal in the curriculum of the tertiary level and took effect on August 15,
1956.(Pangilinan&Pasague, 2018, p.2)

In July 1956, Jose P. Laurel, Claro M. Recto, Jose B. Laurel Jr., Jacobo Gonzales and other
lawmakers sponsored the RA 1425that would enforce the teaching of the life and works of Jose Rizal.
The law mandates that a course on the life of Jose Rizal should be included in the curricula in all schools,
colleges and universities especially in tertiary and graduate levels both in public and private schools. It
should consist of the study of Rizal’s life, works and virtues most notably the two great novels Noli Me
Tangereand El Filibusterismo.(Ibid. p.2)

The Father of Rizal Law

It is Senator Claro M. Recto who authored the Rizal Bill. While Senator Jose P. Laurel, Sr., who
was then the Chairman of the Committee on Education, sponsored the bill in the Senate. Both of them
were known for their great sense of nationalism. This nationalism served as the foundation to come up
with this republic act, to set our country free from the hands of others and stand up on our own—exactly
the ideals and values that Rizal strove to fight for. It was written for the Filipino people, specifically the
Filipino youth, who may have lost their sense of nationalism. (Ibid.p.2)

Moreover, Laurel believed that by reading and studying Rizal’s life, teaching and writings,
Filipino youth will be able to gain incorruptible confidence, direction, courage, and determination to
move forward in our people’s journey towards an abundant life (Garcia& Cruz, 2015, p.2)

From the policy statements of the Rizal Law enacted in 1956, it is evident that the teaching of the
life, works and writings of our national hero seeks to accomplish the following objectives:
 To rededicate the lives of the youth to the ideals of freedom and nationalism, for which
our heroes lived and died;
 To pay tribute to our national hero for devoting his life and works in shaping the Filipino
character;

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  To gain an inspiring source of patriotism thru the study of Rizal’s life, works and
writings.(Ibid. p.2)

The teaching of Rizal course in higher education institutions today is anchored on the patriotic
policy statements of Rizal Law and the patriotic goals set by the then board on National education
(Capino et al. 1997). These goals are as follows:
 To recognize the relevance of Rizal’s ideals, thoughts, teachings and life values to
present conditions in the community;
 To apply Rizal’s ideas in the solution of day to day situations and problems in
contemporary life;
 To develop an understanding and appreciation of the qualities, behavior and character of
Rizal; and
 To foster the development of moral character, personal discipline, citizenship and
vocational efficiency among the Filipino youth (Ibid.p.2).

RIZAL, A TRUE FILIPINO HERO

In many countries in the world, the leader is almost always chosen. We can mention Lenin of
Russia, Mao Tse-Tung of China, Ho Chi Minh of Vietnam and Washington of the United States. In the
Philippines our national hero, Jose Rizal was not a man of war but a man of peace. Why not Bonifacio,
considering that he lead the revolution of 1896 against Spain? Who chose Rizal to be our country’s
national hero? (Garcia& Cruz, 2015, p.2).

Among the country’s national heroes, Jose Rizal stands out. Too many Filipinos, he is the
national hero of the Philippines. Actually Rizal is the only one of the country’s national heroes who
includes Andres Bonifacio, Emilio Jacinto, Marcelo H. Del Pilar and others more. They helped guide in
the formation of the Filipino national spirit and the Philippine nation-state.all of these heroes are
exemplars for all Filipinos to follow (Ibid. p.2)

Contrary to the belief of many Filipinos, Rizal was not an American-sponsored hero. Historian
Renato Constantino (1969) claimed that it was the Americans who were responsible for endorsing him as
the Philippine national hero. He cited the efforts of the Taft Commission in 1901 which picked Rizal from
a group of heroes, which included Emilio Aguinaldo, Andres Bonifacio and Apolinario Mabini (Ibid. p.2)

Another imminent historian Teodoro Agoncillo (1986) writes that Rizal was acceptable as a
national hero to the Americans because he was the symbol of assimilation, which was their policy then in
the Philippines. Rizal never favoured revolution but the slow process of evolution through education
which suited American objectives. There were other factors, which contributed to Rizal’s acceptability as
the official hero of the Philippines. These factors according to Constantino (1969) were the following:
 Rizal was already dead at the time the Americans began their aggression in the Philippines
 No embarrassing anti- American quotations could ever be attributed to Rizal
Rizal’s dramatic martyrdom had already made him the symbol of Spanish oppression (Ibid. p.2).

In reality, it is the Filipinos themselves who chose Rizal as their national hero. This could be seen
in tributes to him during his lifetime and immediately after his death. The Katipuneros considered him the
honorary leader of the Katipunan. His guidance was sought by its emissaries when Dr. Pio Valenzuela

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 visited him in Dapitan in 1892. Rizal’s name was one of the passwords of the secret society which swore
to fight for the country’s freedom (Ibid. p.2).

In making Rizal as our Filipino national hero, a number of conclusions can be drawn (Guerrero,
1998).
1. Since the Filipinos love peace, they have chosen to magnify a man of peace above the men of
war.
2. Because Filipinos are lovers of freedom and justice, they have given their worship to a man
who gave up all comforts and pleasure of peace for their sake.
Filipinos prize virtue more than victory, and sacrifice above success (Ibid. p.3).

TASKS

TASK 1: Head. Heart and Hands

After reading the Rizal law, explain the important provisions by accomplishing the task below
through writing your ideas inside the KFD profile.
K-What I know about the Rizal Law
F-What I feel about the RA 1425
D-Did knowing about the Rizal Law made a difference

THINK

FEEL

DO

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 TASK 2
Hero or Not?
Many historians argue whether or not Jose Rizal can be considered as our National Hero. In an
argumentative essay, review the status of Rizal as a national hero by answering the following
questions:
 What characteristics of Rizal did historians consider for them to regard him as our national
hero? (cite evidences)
 Based on the claims of various historians, do you consider Rizal as your national hero?
Defend your answer.
Suggestion: to attain this learning outcome, you can give a certain task that will allow students to
scrutinize the status of Rizal as a national hero through the evidences / arguments from different
authors/historians. It can be through a critical essay or argumentative essay with a guide question and
a comprehensive instruction.

Provided herein is an Argumentative Essay Rubric to be used in evaluating your output in Task
number two (2). Review the rubric below for you to be guided in accomplishing the task.

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 (Rubric for the Assessment of the Argumentative Essay. (n.d). Retrieved July 31, 2020
fromhttps://pier.macmillan.yale.edu/sites/default/files/files/Argumentative%20essay%20rubric.pdf)

REFLECTION

Accomplish the reflection guide sheet below.

REFLECTION GUIDE SHEET

NAME
COURSE &
YEAR
INSTRUCTOR
A REVIEW OF THE REPUBLIC ACT 1425 (RIZAL LAW)
TOPIC/LESSON

1. What are the things I liked about?

2. What I like least about it?

3. What is the best part?

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4. What are the important messages/lessons you have learned?

5. How effective is the implementation of the Rizal Law?

Provided herein is a Student Reflection Rubric to be used in evaluating your output in Task
number three (3). Review the rubric below for you to be guided in accomplishing the tasks.

Above Expectations Meets Expectations Approaching Below Expectations

4 3
Reflective The reflection explains
Thinking the student’s own
thinking and learning
processes, as well as
implications for future
learning.
Analysis The reflection is an in-
depth analysis of the
learning experience, the
value of the derived
learning to self or others,
and the enhancement of
the student’s appreciation
for the discipline.
Making The reflection articulates
Connection multiple connections
between this learning
experience and content
from other courses, past
learning, life experiences
and/or future goals.
(Rubric for Student Reflections (2014). Retrieved from: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-
Rubric-for-Reflection.PRINT_.pdf
Expectations
2 1
The reflection explains The reflection attempts The reflection does
the student’s thinking to demonstrate not address the
about his/her own thinking about learning student’s thinking
learning processes. but is vague and/or and/or learning.
unclear about the
personal learning
process..
The reflection is an The reflection attempts The reflection does
analysis of the to analyze the learning not move beyond a
learning experience experience but the description of the
and the value of the value of the learning to learning experience.
derived learning to self the student or others is
or others. vague and/or unclear
The reflection The reflection attempts The reflection does
articulates to articulate not articulate any
connections between connections between connection to other
this learning this learning learning or
experience and experience and content experiences.
content from other from other courses,
courses, past learning past learning
experiences, and/or experiences, or
future goals. personal goals, but the
connection is vague
and/or unclear.

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 SYNTHESIS

In this Module, you have studied the Rizal Law. Make a graphic organizer summarizing what you
have learned including your realizations in studying this module.

REFERENCES:

 Garcia, C. D.,DeViana, A.V., Cruz, C.B. (2015). Rizal and the Development of Filipino Nationalism.
Books Atbp. Publishing Corp.
 Franciso, V., Francisco,P.M.,Dulay M.J., Batung, J.T.,Bumidang,J.G.(2018). Rizal A Modular Approach.
Mindshapers Co., Inc.
 Pangilinan, M.C.,Franco-Igloria,M.D., Pasague,E.A. (2018). Life and Works of Dr. Jose P. Rizal A
Modular Approach. Mindshapers Co., Inc.
 Wani-Obias, R.,Mallari A.A.,Regindin-Estela,J. (2018). The Life and Works of Jose Rizal. C & E
Publishing, Inc
 Republic Act No. 1425: GOVPH
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/
 Chua, Xiao(Xiao Time).(2020,June 4). Ang Republic Act 1425 o ang Rizal Law (Batas Rizal)
https://www.youtube.com/watch?v=03G1UmDVLKs

FURTHER READING

The Rizal 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 re-dedication 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,
SECTION 1. 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.

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UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
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 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
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

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

Congratulations! This is the end of Module 1. I hope you enjoy and learned a lot in
undergoing the different activities provided above.

I am so proud of you!

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION,
UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS
STRICTLY PROHIBITED.
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