Name: Maricar Calpe Course: THE LIFE AND WORKS OF RIZAL

Program/Year/Section: BSIS 2A Instructor: Juvy Fordan

ACTIVITY 1: THE RIZAL LAW / REPUBLIC ACT 1425

1. Using a graphic organizer (e,g., timeline, chart, etc) discuss or present the different
issues raised for and against R.A 1425 specifically focusing on the statements of the
proponents of and opponents to the bill.

Aspect Proponents (For R.A. 1425) Opponents(AgainstR.A.

1425)
Nationalism and Patriotism Proponents emphasized Opponents argued that
that studying Rizal's works, mandatory study could
especially Noli Me Tangere foster anti-colonial
and El Filibusterismo, sentiments, possibly inciting
promotes nationalism and division or hostility toward
patriotism among the youth. foreign influences.
Historical Value Rizal's works provide an Opponents, including the
accurate depiction of the Catholic Church, contended
injustices under Spanish that the novels presented
colonial rule, which is vital exaggerated criticisms of
for understanding Filipino colonial authorities and
identity and history. clergy, which might distort
history.
Religious Sensitivities Proponents argued that Opponents, particularly the
Rizal's works encourage Catholic Church, claimed
critical thinking and that the novels attacked
discussion of societal religious institutions and
issues without disrespecting teachings, potentially
faith or religious beliefs. endangering the faith of
Catholic students.
Freedom of Thought Advocates for R.A. 1425 Opponents viewed
supported academic mandatory reading as
freedom and the importance infringing upon individual
of studying Rizal’s works for and institutional rights,
intellectual development. particularly the Church's
influence in education.
Implementation Concerns Proponents believed that Opponents argued that
requiring Rizal’s works in forcing students to read the
curricula would be an novels, especially in their
effective way to instill love unexpurgated form, might
for country and deeper violate moral and religious
appreciation for Filipino boundaries, particularly for
values. minors.

2. Considering the context of 1950’s, what issues and interests were at stake in the
debate over the Rizal Bill? Do these issues remain pertinent in the present?
The debate over the Rizal Bill in the 1950s revolved around issues of nationalism, Church-state
relations, freedom of thought, and post-colonial identity. These issues reflected the Philippines'
efforts to rebuild its national identity after World War II and independence from American rule.
While the historical context has shifted, many of these issues remain relevant today, particularly in
the areas of education, secularism, and national consciousness.

1.Issues at Stake in the 1950s

a.Nationalism and Patriotism
- After gaining independence in 1946, the Philippines faced the challenge of uniting a nation still
influenced by colonial mentalities. Proponents of the Rizal Bill argued that studying Rizal’s works
would instill patriotism and a deeper understanding of the country’s struggles against oppression.
Interest: Strengthening national pride and identity in a time of political and cultural rebuilding.

b.Church-State Relations
- The Catholic Church opposed the Rizal Bill, arguing that Rizal’s novels attacked the clergy and
could harm the faith of Catholic students. The debate highlighted tensions between the secular
government and religious institutions over their influence in education and policymaking.
Interest: Preserving the Church's authority and its moral influence over Filipino society.

c.Freedom of Thought and Academic Freedom

- Opponents viewed the mandatory study of Rizal’s works as infringing on religious freedom and
personal beliefs. Proponents countered that the bill encouraged critical thinking and a balanced
perspective on historical injustices.
Interest: Balancing the promotion of national values with respect for individual rights and
institutional autonomy.

d.Combatting Colonial Mentality

- Proponents saw the study of Rizal’s critiques of colonialism as essential for rejecting foreign
domination and fostering Filipino self-determination.
Interest: Liberating the Filipino psyche from colonial influence and instilling confidence in the
nation’s identity.

2.Relevance of These Issues Today

a.Nationalism and Patriotism
- With globalization and digital influence, the need to instill love for Filipino heritage remains
critical. Education remains a key tool in addressing cultural erosion and sustaining national pride.

b.Church-State Relations
- Conflicts between religious beliefs and state policies persist, such as in debates over
reproductive health, divorce, and gender equality. The secularism vs. religion debate remains as
relevant as it was in the 1950s.

c.Freedom of Thought
- Today’s education system continues to face challenges around academic freedom, curriculum
development, and addressing societal biases while promoting critical thinking.
 d.Combatting Colonial Mentality
- The remnants of colonial mentality are still evident in cultural preferences and societal
attitudes. Revisiting Rizal’s works helps Filipinos reflect on their history and identity in the context
of modern global challenges.

3. In view of the issues at stake in the passage of R.A 1425, is teaching Rizal’s life as
hagiography consistent with the Law?

No, teaching Rizal’s life as a hagiography (idealized or overly glorified portrayal) is not consistent
with the intent of Republic Act 1425 (R.A. 1425). The law mandates the study of Rizal’s life, works,
and writings—particularly Noli Me Tangere and El Filibusterismo—to promote critical thinking,
nationalism, and an understanding of the injustices under Spanish colonial rule. A hagiographic
approach contradicts the purpose of the law by distorting the critical and realistic perspective
intended in studying Rizal’s works

1.Purpose of R.A. 1425

- The law aims to develop a sense of nationalism and patriotism by exposing Filipinos to Rizal’s
criticisms of colonial oppression, corruption, and social injustices.
- Rizal is presented as a national hero who used his intellect, writings, and reformist ideals to fight
for Filipino independence and dignity. However, the intent of the law is not to present Rizal as a
flawless figure but as a human being whose life and ideas inspire critical reflection and meaningful
action.

2. Hagiography vs. Critical Study

- A hagiographic approach idealizes Rizal, focusing only on his virtues while ignoring his flaws,
struggles, and the historical complexities of his time.
- Such a portrayal discourages critical thinking and reduces Rizal to a mythical figure, making it
harder for students to connect with his humanity and the relevance of his ideas in addressing
current societal challenges.
- The law emphasizes the study of his writings, which are grounded in realism and critical thought.
Teaching Rizal in an overly glorified manner would diminish the analytical and transformative goals
of R.A. 1425.

3.Consistency with the Law

- R.A. 1425 explicitly requires that Rizal’s works be studied to inspire patriotism and critical
awareness of historical and contemporary issues.
- A balanced and realistic approach, which includes his achievements, limitations, and the debates
surrounding his works, is consistent with the law. This allows students to understand Rizal not as a
saintly figure but as a model of critical inquiry, courage, and dedication to social reform.

Conclusion

The debates surrounding the passage of R.A. 1425, or the Rizal Law, reflect the historical and
cultural tensions of the 1950s, including issues of nationalism, Church-state relations, freedom of
thought, and the battle against colonial mentality. Proponents of the law championed the study of
Rizal’s works to foster patriotism, critical thinking, and a deeper understanding of Filipino identity,
while opponents expressed concerns over religious sensitivities and individual freedoms.
These issues remain relevant in the present day, as the Philippines continues to grapple with
challenges like globalization, preserving cultural identity, balancing religious influence with secular
governance, and promoting academic freedom. The Rizal Law serves as a reminder of the
importance of critical engagement with history and the enduring value of education in inspiring
national consciousness and addressing contemporary societal issues.

Ultimately, the teaching of Rizal’s life and works must strike a balance between celebrating his
contributions and fostering a realistic, critical perspective that empowers Filipinos to reflect on their
past and address the challenges of the present.