The Life and Works of Rizal

To our Dear Students,

Mabuhay!

Welcome to The Life and Works of Dr. Jose Rizal! when you decided to enroll in this course, you
already expressed your interest, appreciation and further understanding of the life and works
of our great hero Dr. Jose Rizal particularly the two novels Noli Me Tangere and El
Filibusterismo, and other selected literature's that may affect the development on the
different issues and topics.

It is our hope that through this course, you will revive your commitment to the spirit of
nationalism, patriotism, and volunteerism to our beloved country with respect and admiration.
 COURSE DESCRIPTION

The course covers the life and works of Dr. Jose P. Rizal, Philippines’ national hero, as mandated
by RA 1425 of 1956. Various issues and topics on Rizal’s biography, his writings particularly the
NOLI ME TANGERE and EL FILIBUSTERISMO, selected literature's, and correspondence will be the
main focuses of discussion and critical analysis and how these affect the development on the
spirit of nationalism, patriotism, and volunteerism among the Filipinos.

The concept and design of this module complies to Commission on Higher Education CHED
mandated New General Education Curriculum primarily to enhance the teaching of nationalism,
patriotism, and volunteerism among the Filipino students toward sustainability and inclusive
development of the country. It is also CEU's continuing desire to provide its students good
quality education even in times of extreme difficult situation.
 At the end of the course, the students should be able to:

1. Articulate the various literature's written by researchers and historians pertaining to the study of
Rizal course;
2. Narrate the importance of reading quality literature's that enhance critical thinking and problem-
solving abilities; 
3. Make a critical analysis on the works of Rizal in relation to nationalism, patriotism, and
volunteerism;
4. Correlate the contents of Rizal’s writings in connection to historical development of the Philippines
in relation to international settings;
5. Tabulate the importance of data and information from primary sources as bases for a very good
study of a nation’s historical development;
6. Compose an essay to show the sense of sensitivity and prudence in reading literature;
7. Create an outline on the significance of historical analysis  on the development of a nation; and
8. Illustrate the importance of quality reading as the basis for good historical analysis and judgement
through graphic organizer. 
What are the characteristics of
good learning outcomes?
Achievable
Observable
Measurable / Accessible
Challenging
 Mode of Instruction
• This course is largely an ONLINE LEARNING- ASYNCHRONOUS (Asynchronous mean not
simultaneous or concurrent in time: not synchronous) via CEU LEAPS/ CANVAS Instruction
• For the course, our first meeting will be Tuesday during our class schedule and as our
virtual meeting using via Google Meet in CEU LEAPS. ( August 17, 24, 31, September 7, 14 )
• The virtual meeting is for clarifications and or verification of lessons and tasks as well as
checking up on the condition of the students.
• Students will read all the lessons including the suggested references and links provided
and do the tasks on the other days of the week at their own pace.
• Students may send email in CEU LEAPS or chat with your instructor/teacher/professor if
he/she needs to clarify something about the lesson. The Instructor/Teacher/Professor will
be available to answer your queries/inquiry on the official class schedule of the course
 Virtual Class HOUSE RULES:
• 1. As you enter the virtual classroom, TURN OFF your Microphone
(click the microphone icon). To avoid any distraction when the class
starts.
• 2. Leave your CAMERA OPEN, if internet connection is poor you ask
permission from the teacher that you will turn OFF the CAMERA .
• 3. If you have any questions, comments and reactions please type it
in the CHATBOX. Please use appropriate words or language when
commenting, reacting or asking questions, as these proceedings
are all recorded.
 Grading System
• We will implement a 50% cut off passing for all the activities/tasks in this course.
For example, for a quiz of 10 items, you need to get 5 correct answers in order to
pass the said activities.
• Your Midterm and Final Examination for the course will be scheduled on
____________ and _______________ respectively. The Examination will be open
on the given dates, the time normally scheduled based on our class schedule.
However, this may be changed or adjusted depending on whatever reason(s)
maybe.
• A combination of 6.00 units which comprises of (Mid-term and Finals for
Asynchronous
•
Getting to know each other in virtual class!
 Rodolfo “Jhun” B. Valdenarro Jr.
Rodolfo B. Valdenarro Jr., is an Assistant Professor and licensed education
practitioner at Centro Escolar University, Manila. He served as Director of
Student Affairs and Services at Laguna State Polytechnic University from 2016-
2019. He finished Master of Arts in Teaching Social Science at University of Rizal
System and presently taking Doctor of Philosophy in Southeast Asian Studies at
Centro Escolar University. He teaches Professional and General Education
subjects in Social Sciences (History, Sociology, Humanities, Anthropology,
Economics, Geography, Political Science), Methods of Research. He served as
Contributor on the 2011-2016 Philippine Youth Development Plan (PYDP) and
President of State Universities and Colleges- Association of Student Affairs
Administrators in Region IV (CALABARZON and MIMAROPA), Philippines from
2018-2019. Mr. Valdenarro has presented researches on Social, Behavioral,
Educational and Gender Studies in national and international conferences and
published books in Human and Population Geography, Political Science and
Social Work.
Interest
1. Singing
• Dizz iz zit Musical, Baritone Singer-Cultural Center of the Philippines, Manila
• Junior Recital, Baritone Singer- Recital Hall, 5th fl. Albertus Magnus Bldg, España, Manila
(UST Conservatory of Music)
• MCL CUP 2007 Choir Competition, Bass Singer- Malayan College of Laguna, Cabuyao,
Laguna

2. Cultural Immersion
- Teaching and spearheading programs and services intended for youth
development/student leaders.
3. Writing
-Articles on Education and Social Journals concerning on social and gender issues, trends and
procedures in education and research.
 Subject
O r i e n t a ti o n
 “to fortell the destiny of a nation
open the book that tells of his past”

- Dr. Jose Rizal

• Log in to Sli.do
• You can vote at www.slido.com with

#283860
What is the MORAL of the Story?
Whatever the odds, it is always possible to
start anew by thinking out and visualizing
what others think is impossible. It is
always possible to start anew if we look
for the potential, the opportunity and
dream what others dare not dream.
1. 1896- we founded a nation and became the
forerunners of freedom movement in all of
colonial Asia.

2. 1986- we ended authoritarian rule, restored

democratic space , and became the forerunners
of People Power Revolution all over the world.
How did we do it?
Thomas Gramstad
- Ordinary person who get confronted with a
challenge and rising selflessly to the occasion,
actualizes the best and the extraordinary of
his/her potential in the process.

“STEPPING OUT OF OUR

COMFORT ZONE”
Did Rizal laugh?
At slapstick jokes?

At green jokes?

At toilet humor?
We must often remind
ourselves that heroes
were human too.
That the secret to their
greatness is actually
their humanity.
In their humanity we
see our own capacity
for greatness.
 “Everyone has the power for
greatness, not for fame but
greatness, because greatness is
determined by service.”
 “I shall establish a school…

• And devote our strength to the education

of people, which is my supreme
aspiration.
• Letter to Blumentrit, March 31, 1890.
• “We cannot all become doctors or
lawyers… I have studied much and
now I am planting coconuts.”

• Rizal to Lucia
To see Rizal as human is to recognize our own capacity for greatness
and heroism.
Rizal to Freding
Dec. 1893

• “Go ahead then; study, study and

meditate well what you study.
• Life is a very serious thing and only
those with intelligence go through
worthily.
”Sharpen, perfect, polish your
mind, and then fortify and
educate your heart”
“On this battlefield man has no better weapon than his intelligence, no
other force but his heart.”
“Y cuando ya mi tumba de todos olvidada, no tenga cruz ni piedra que
marguen su lugar…

Kung ang libingan ko’y limot na ng madla ,

at wala ng krus ni bato mang tanda,
sa magbubukid ay ipaubaya,
bungkali’t isabog ang natiping lupa.
 At ang aking abo, kung ipailanglang,
mauwi sa wala na pinanggalingan,
At makalat na ngang parang kapupunan
ng inyong alabok sa lupang tuntungan

Sa gayo’y wala ng anuman sa akin ,

Ako’y limutin na’t aking lilibutin
Yaong himpapawid, kaparanga’t hangin,
At ako sa iyo’y magiging taginting.”
 Quintus Horatius “HORACE” Flaccus of English
speaking world.

• “I have built a monument more

lasting than bronze and mightier
than the royal palace of
pyramids. Non Omnis Moriar ( I
will not altogether die) and a
great part in me will live beyond
death; I will keep growing, fresh
with praise and prosperity.”
 M1 Introduction and Learning Objectives
In the nineteenth century, Filipino propagandist in Spain lament the state of education in the
Philippines. They cited as a railing to educational progress” the old methods which they used to give
strength to intellectual development, the basic system which seems fix to the odious character or
system”. Hence, the Filipino propagandist call for reforms in Philippine education. More than a
century later, in a globalized world where technology has given us modern-day conveniences and
communication has broken down age-old railing, confront the task of transforming how and what
one should learn in the twenty-first century.

In studying the Life and works of Rizal is a direct product these to bring Philippine’s education
system closer to what is needed and expected in the twenty-first century. While the course has been
mandated by law since 1956, a new approach to studying Rizal's life and works were used. We
continuously adapt to changes in our education system including our understanding of Rizal course
and continue to evolve as well, and making an appreciation to our hero's life and works fitting to
Filipinos in a various generation.
As an introduction to the life and works of Jose Rizal we will begin with
the reading of the Rizal Law, you will study RA 1425 within the context,
look into the major issues and debates surrounding the bill and its passage
into law, and reflect on the impact and relevance of his legislation across
history and in the present time. Also, it will discuss nationalism and
situates Jose Rizal in the context of 19th century Philippines, valuing the
reading of literature highlights the importance of studying Jose Rizal in the
21st century and why RA is considered a landmark legislation, and the
theory of nationalism focuses on the concept of nation, and development
of nationalism, patriotism, and volunteerism.
 M1L1: Why study Rizal? | Introduction
Why study Rizal?
What is the importance of studying Rizal?
Why is Rizal included in a course outline?
What relevance does Rizal have in college education?

The answer to such questions can be summed up in two points:

First and foremost, because it is mandated by law.

Secondly, because of the lesson contained within the course itself.
 A. BECAUSE IT IS MANDATED BY LAW

The teaching of Jose Rizal’s life, works and writings is mandated by Republic Act 1425
otherwise known as the Rizal law or Batas Rizal. Former senator Jose P. Laurel Sr., the person
who sponsored the said law, utter that since Dr. Rizal was the founder of the Philippine
nationalism and has contributed much to the current standing of his nation, he also said
that, it is only right that the youth as well as the people in the country know about and learn
to assimilate the great ideals for which he died. The Rizal law enacted in 1956, and the
reason is to seek to accomplish the following goals.
• to devote the lives of youth to the ideals to freedom and nationalism, for which our
heroes lived and died.
• to pay tribute to our national hero for allocate his life and works in shaping the Filipino
character.
• to gain inspiring source of patriotism through the study of Rizal’s life, works, and writings.
B. BECAUSE OF THE LESSONS CONTAINED WITHIN THE COURSE

Aside from those mentioned above, there are other reasons for teaching the Rizal
course.

• to recognize the importance of Rizal’s ideals and teaching in relation to present

conditions and situations in the society.
• to encourage the application of such ideals in current social and personal problems
and issues.
• to develop an appreciation and deeper understanding of all that Dr. Jose Rizal
fought and died for.
• to foster the development of the Filipino youth in all aspects of citizenship
•
 While Task- Graphic Organizer
In this assessment, you are asked to create a graphic organizer to summarize the trials of the Rizal Law.

• Specific Instructions

• Read the trials of the Rizal bill, specifically the following resources:
• Constantino, R. (1991). The Rizal Law and the Catholic Hierarchy. In The making of a Filipino: a story of
Philippine colonial politics (pp. 244–246). essay.
• Hau, C. S. (2000). Introduction. In Necessary fictions: Philippine literature and the nation, 1946-1980 (pp. 1–
14). essay, Ateneo de Manila Univ. Press.
• Laurel, J. P. (1960). The Trials of the Rizal Bill. Historical Bulletin, 4(2), 130–139.
• Mojares, R. B. (2013). Jose Rizal and the Invention of a National Literature. In Isabelo's archive (pp. 213–221).
essay, Anvil.
• Recto, C. M., 52Official Gazette2971–2971 (1956). Manila, NCR.
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/.
Create a graphic organizer that summarizes the issues
raised for and against the bill, focusing specifically on
the statements of the proponents and the opponents.
M1L2/L3: Theories of Nationalism and
Imagined Community | Discussion
 What is nationalism?

According to Anderson, nationalism is a set of systems of political, social, and

economic characterized by the promotion of the interest s of one nation
anchored on the aim to achieve and maintain self-governance. It holds that a
particular nation should govern itself and should be free from external
interference. However, he said, the best thing to understood the meaning of
nationalism is to look into the term nation which he defined nation as a
fabrication of bond between people who did not actually exist prior to its
recognition. (Benedict Anderson, Imagined Community,2016, revised edition)
• In the article of Matt Finkel (2016) Theories of Nationalism: A Brief Comparison of
Realist and Constructivist Ideas of the Nation, a raging debate exists between the
conservative view of the nation and the constructivist view. It is a clear and
definitive change in the conception of the ‘realness’ of the nation can be seen
throughout the historiographical study of nationalism. The conception of the nation
has shifted dramatically, from the proto-jingoist conservatism of the ‘primordial
nation’ of Johann Gottlieb Fichte and Johann Gottfried Herder and the German
nationalist school of thought they represent to the constructivist ‘imagined
community’ of Benedict Anderson and the ‘congruence principle’ of Ernest Gellner
to the militant anti-nationalism of Thongchai Winichakul’s notion of the artifice
‘geo-body’ (classifying) and the Marxist ‘bottom-up’ ( process upward) nation of Eric
Hobsbawm.
• In connection to Rizal’s work and his feelings to nationalism, Anderson pointed out that the
novel Noli Me Tangere conjured an imagined community as if the readers and the author were
familiar to each other, with the characters and readers being situated in the same context of
time and space. The novel provided the means of representing the nation as an imagined
community that operated on empty time authorize the reader all-knowing to see a delimited
society impel of key people in it. Noli Me Tangere and El Filibusterismo appear as the founding
book of Philippine nationalism. These two novels uncover the ill of the Spanish colonial
government and the evils triumph in the Philippine society by presenting a narrative that
contextualizes the country in term of politics, economy, and culture. Jose Rizal was able to
portray the Filipino in different dimensions from those who had colonial mentality, to those
who willingly fought for the country at all cost.

•
• In the previous lesson stated that one of the major
reasons behind the passage of the Rizal Law was the
strong intent to instill nationalism in the hearts and
minds of the Filipino youth.
Note: Some resources may not be uploaded in the folder and may require you to do
your own research online.

Make a concept map featuring the following points:

• The major points in relation to nation and nationalism;
• The definition of nation and nationalism, and their relationship to state and state-
state; and
• The development and explanatory models of the origins of the state and nation-
state
• Finally, answer the question: “How does Rizal and his work relate to Philippine
nationalism?” in no less than 200 words.
M1L4/L5: Rizal, the Creole, and Popular
Nationalism
The term creole was derived from Portuguese crioulo.
This mean, a white man of European descent, born and
raised in a tropical or semi-tropical colony. Later, this
meaning was extended to indigenous natives and
others of non-European origin like the Philippines.
The Philippine Creole Spanish known as CHAVACANO/ CHABACANO, was
once spoken in several geographically distinct regions of the Philippines,
including the now moribund dialect of Cavite and Ternate on Manila Bay,
the Ermita dialect of Manila, the virtually dialect of Davao, and
Chabacano of Cotobato, and the only dialect to have survived the entire
Spanish empire, and the nationalistic campaigns in favor of Tagalog, is
the Chabacano of Zamboanga, and some areas of Zamboanga del Sur,
Jolo and Sulu Island, and Basilan Island. Chabacano is usually classifies as
a creole language despite its sociolinguistic and structural difference
with more prototyped creoles.
• According to Nick Joaquin, the Philippine Creole was not Creole “in the pure sense
of the term”. But for one thing, the Philippine Creole had more native than Spanish
blood, because the Spanish “didn’t come in such numbers as to establish a large
community that could intermarry within itself and keep the blood pure”. For the
Creoles, purity of blood was not really an issue until around the 19th century when
the Peninsulares started showing up. Before the Peninsulares started to flock the
country the measure of being Filipino (Creole) “was not so much the amount of
Spanish blood in their vein as by their culture, position and wealth”. Joaquin goes
further to illustrate the idea with an example in one of the novels of Dr. Rizal, Noli
Me Tangere “, a friar’s bastard by a peasant girl might look completely Spanish but
would have no status as a Creole, while a man like Ibarra, already two mixed
marriages away from a Spanish grandfather, would still be a Creole because a
landowner and gentleman”.
As Joaquin would see it in Rizal's novel, “Rizal seems to annul what he has been saying so
passionately, during the novel, through Simoun. What has sounded like a savage sneering at
reform becomes a celebration of reforms, of spiritual self-renewal. Salvation cannot come from
corruption; garbage only produces toadstools”. For Joaquin, Rizal would have the Filipino
people “suffer and toil”. Joaquin also sees that the novel Noli Me Tangere as mocking the
reformist for being naive and making the reader see that collaboration will get the nation
nowhere. By right then, El Filibusterismo should have been about a revolution that succeeded,
but this is not the case. But sadly say, the Creole Revolution has failed. It could be said that the
novels might have talked of a past failed rebellion. But they could also be prophetic warnings: if
you do not have the courage to destroy your humanity and become ruthless in your
annihilation of those who stand against you; if you cannot not love; if you cannot truly hate
and kill to create love and life you are most obviously doomed to failure. (A reading of Nick
Joaquin’s “Why was the Rizal Hero a Creole?”).
• Some historians say that, a great writer is always writing about his
time, even when he seems to be writing about something else; and
Rizal’s novels are historical parables, though we have never quite
related to them to their particular period. We know the novels are
subversive, that they are about revolution, but we assume that Rizal
the Revolution of 1896, to which he was looking forward as a prophet;
and we are therefore dumbfounded that Rizal, when the Revolution
came, chose to disown it, and to enlist on the side of Spain, they
secretly suspect a failure of nerve in the man who had so vigorously
prophesied that Revolution.
Economic developments also did a part in making up the shape of Filipino
Nationalism. The Indios and the Creoles became more influenced by foreign ideas of
liberalism as the Philippines became more open to foreigners. Some Spanish who
foresaw a "fast verging" Indio takeover of the archipelago began to send money out
of the Philippines. 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. Nationalism, it is an act of loyalty
and devotion to a nation; especially: a sense of national consciousness exalting one
nation above all others and placing primary emphasis on promotion of its culture
and interests as opposed to those of other nations or supranational groups.
 M1L4/L5: Rizal, the Creole, and Popular Nationalism (2)

In an excerpt from Dr. Rizal ‘s essay “The Indolence of the Filipino”, he said “The
reasons that originate in the lack of national sentiment are still more lamentable
and more transcendental… The lack of national sentiment brings another evil,
moreover, which is the absence of all opposition to measures prejudicial to the
people and the absence of any initiative in whatever may redound to its good. A
man in the Philippines is only an individual, he is not a member of a nation. He is
forbidden and denied the right of association, and is, therefore, weak and
sluggish”. According to John Schumacher, “A revolution presupposes a people with
the consciousness of its own identity and unity as a nation. The creation of that
sense of national self-identity was the work of the propaganda movement. Here
are the factors that influence in the Early Development of Rizal’s Nationalism
• He emphasized the importance of the Tagalog
language and its impact on the Philippines.
• He was openly criticized for the friars.
• He defended Filipino civil rights.
• He discovered the power of the pen.
In the book of Robert Wiebe (Who Are We: The History of Popular Nationalism), argues
that we too often conflate nationalism with what states do in its name. By
indiscriminately blaming it for terrorism, ethnic cleansing, and military thuggery, we
avoid reckoning with nationalism for what it is the desire among people who believe
they share a common ancestry and destiny to live under their own government on land
sacred to their history. Wiebe also able to understand nationalism’s deep appeal and
assess its historical record. Today, nationalism has a bad reputation. It is, in the minds
of many educated Westerners, a dangerous ideology. Some acknowledge the virtues of
patriotism, understood as the beginning affection for one’s homeland; at the same
time, they see nationalism as narrow-minded and immoral, promoting blind loyalty to a
country over deeper commitments to justice and humanity. Here are some reasons to
consider a modern Philippine Nationalism;
• Manila and its relationship to the Spanish
government and the church helped to foment
revolution.
• The relationship between the friars and the Spanish
government was a tenuous and often fragile one.
• The Chinese mestizo
• “Backwater” nationalism
Thank you
References:

• Aguilar, F. V. (2005). Tracing Origins: Ilustrado Nationalism and the Racial Science of Migration Waves. The Journal of Asian Studies, 64(3), 605–637.
https://doi.org/10.1017/s002191180500152x
• Anderson, B. R. (1990). Cultural Roots. In Imagined communities: reflections on the origin and spread of nationalism (pp. 9–36). essay, Verso.
• Constantino, R. (1991). The Rizal Law and the Catholic Hierarchy. In The making of a Filipino: a story of Philippine colonial politics (pp. 244–246). essay.
• Craig, A. (1913). Lineage, Life, and Labors of Jose Rizal (Philippine Patriot): A study of the growth of free ideas in the Trans-Pacific American territory. Philippine
Education Company.
• Hau, C. S. (2000). Introduction. In Necessary fictions: Philippine literature and the nation, 1946-1980 (pp. 1–14). essay, Ateneo de Manila Univ. Press.
• Ileto Reynaldo Clemeña. (1998). Bernardo Carpio: Awit and Revolution. In Filipinos and their revolution: event, discourse, and historiography. essay, Ateneo de
Manila University Press.
• Ileto, R. C. (1998). Rizal and the underside of Philippine history. In Filipinos and their revolution: event, discourse, and historiography. essay, Ateneo de Manila
University Press.
• Kamenka, E. (1976). Nationalism: the nature and evolution of an idea: editor, Eugene Kamenka. E. Arnold.
• Laurel, J. P. (1960). The Trials of the Rizal Bill. Historical Bulletin, 4(2), 130–139.
• Mojares, R. B. (2013). Jose Rizal and the Invention of a National Literature. In Isabelo's archive (pp. 213–221). essay, Anvil.
• Recto, C. M., 52Official Gazette2971–2971 (1956). Manila, NCR. https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/.
• Wickberg, E. (1964). The Chinese Mestizo in Philippine History. Journal of Southeast Asian History, 5(1), 62–100. https://doi.org/10.1017/s0217781100002222
• Wiebe, R. H. (2012). Who we are: a history of popular nationalism. Princeton Univ Press.