Scribd
Upload
778 views

Rizal Lesson 13 15

This document discusses Rizal's views on education and the role of youth based on themes in his works. It outlines how Rizal saw education as a tool for empowerment and a means to enact revolution against colonial rule. The document also explains that Rizal immortalized the role of youth in his novels by portraying them as responsible for improving the nation and fulfilling the duties of their forebears.

Uploaded by

Maxine Lorica
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
778 views

Rizal Lesson 13 15

This document discusses Rizal's views on education and the role of youth based on themes in his works. It outlines how Rizal saw education as a tool for empowerment and a means to enact revolution against colonial rule. The document also explains that Rizal immortalized the role of youth in his novels by portraying them as responsible for improving the nation and fulfilling the duties of their forebears.

Uploaded by

Maxine Lorica
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 35

BIPARTITE

b VS. TRIPARTITE
VIEW OF HISTORY
• Rizal’s experience of unequal treatment
conferred to fellow folks in Calamba,
regarding land dispute in 1887 served as
his last straw of faith to the colonial
regime.
• His transformation of consciousness had
come to full circle at the onset of his
second sojourn in Europe (1888-1892).
BIPARTITE VS. TRIPARTITE
VIEW OF HISTORY

Jose Burgos, the leading


icon of the secularization
movement and whose works
greatly influenced Rizal,
championed this, though
inaccurate in most of his
historical accounts.
BIPARTITE VS. TRIPARTITE
VIEW OF HISTORY

Isabelo de los Reyes, a


notable Filipino journalist,
had written volumes of
newspaper articles on
Philippine history.
BIPARTITE VS. TRIPARTITE
VIEW OF HISTORY

The infamous Pedro


Paterno, the architect of
the Truce of Biak-na-Bato in
1898, also devoted his life
while in Madrid, Spain, venting
on historical writings.
BIPARTITE VS. TRIPARTITE
VIEW OF HISTORY
• Such Filipino approach alarmed the
Spaniards and propelled them to revive
the old colonial myth of lazy native, a
belief on the indolence of Filipinos as
the root cause of societal stagnation
in the Philippines.
BIPARTITE VS. TRIPARTITE
VIEW OF HISTORY
• This was backed up by another colonial
ideology of “ingrate” Filipinos who
entertained the prospect of expelling the
friars and the possibility of a separate
Filipino nation in the 19th century. The
fundamental thesis was to blame the natives
for their barbarism and stupidity, which in
turn resulted to general backwardness.
BIPARTITE VIEW OF HISTORY
• It refers to the biased vision of
colonialist to their colony to justify the
perpetuation of colonial status quo.
• It can be easily understood by twofold
framework: DARKNESS-LIGHT
(DILIM-LIWANAG).
BIPARTITE VIEW OF HISTORY
• In the context of Spanish colonialism, it
advances the idea that the Philippines
had no civilization (Kadiliman) before
the advent of Spanish colonialism. But
when the Spaniards conquered the
archipelago, civilization (Liwanag) came
afterwards.
TRIPARTITE VIEW OF HISTORY
• The opposing concept of the view
explained earlier is the Tripartite View
of History. It refers to the idea of the
colonial subjects against their
colonizers to deny the nobility of
colonialism.
• The threefold framework is LIGHT-
DARKNESS-LIGHT (LIWANAG-
DILIM-MULING LIWANAG).
TRIPARTITE VIEW OF HISTORY
• The approach centers on how 300 years
of Spanish rule in the Philippines
ruined the advanced civilization of
early Filipinos and the possibility of
returning their glorious years when
colonialism is eliminated.
• This view preoccupied the minds of many
Filipino Ilustrados in the 19th century.
TRIPARTITE VIEW OF HISTORY
• Rizal’s massive research and accurate
historical method laid the foundation of
Philippine historiography.
• He did this through mastering the
technique he learned from Europe and
applied in his 1890 edition of Antonio
de Morga’s Sucesos de las Islas
Filipinas.
ANTONIO DE MORGA
• A Seville-born statesman
who joined the Spanish
government in 1580.
• In 1583, he was appointed
Liutenant-Governor of
Spain’s colony in the
Philippines.
SUCESOS DE LAS ISLAS
FILIPINAS
• Morga saw the transition of periods
from early Philippine societies to
colonial Philippines, hence, he was an
eyewitness, so his accounts are more
reliable compared to others.
• Morga was not a member of religious
congregations so his accounts were
secular in nature.
CONTRIBUTIONS OF RIZAL’S
ANNOTATION TO SUCESOS
• Rizal’s scholarship was based on German
historiography that utilizes modern
historical method.
• Rizal’s research into the past was
intended as a basis for critiquing
colonialism as well as defining Filipino
national identity.
CONTRIBUTIONS OF RIZAL’S
ANNOTATION TO SUCESOS
• Rizal made a stronger claim for viewing
national identity within Asian-Pacific
perspective.
• Rizal’s work had impact on nationalist
movement, particularly to Bonifacio’s
Katipunan.
EDUCATION IN RIZAL’S
WORKS

Educating the Filipinos is a


common theme in most of
Rizal’s political writings.
In Noli Me Tangere,
the main character
Crisostomo Ibarra wanted
to build a school for his
countrymen.
In El Filibusterismo,
Crisostomo Ibarra, who
was seeking for revenge
through his new identity
Simoun with more
proactive view on
education stating that
simple education was not
enough.
In Chapter
7, Simoun was
unmasked by
Basilio and they
had a debate
regarding the
youth’s role in
easing the
sufferings of
the country.
For Basilio, being a
physician who cured
physical illnesses were
already enough.
EDUCATION IN RIZAL’S WORKS
• In 1982, Rizal established La Liga Filipina
and one of the objectives of the
organization was to encourage
instruction (teaching), agriculture, and
commerce.
• Rizal viewed education as a primary
tool for their empowerment in a male-
dominated colonial society.
EDUCATION IN RIZAL’S WORKS
• Rizal also continuously emphasized to his
sisters the value of education oneself
by reading and grabbing every
opportunity to learn.
• As an uncle, he also tried to inculcate
these values to his nephews and nieces
by translating Hans Christian
Andersen’s tales from German to
cultivate interest in reading.
EDUCATION AS REVOLUTION
• Rizal viewed education as a means to an
end. In Memorias de un Estudiante de
Manila, he used the fire to symbolize
education. It was illuminating but the
path towards it was dangerous and
may eventually result to death.
EDUCATION AS REVOLUTION
• Most Filipinos demanding for reforms
were educated elites as well as native
secular priests such as Padre Jose
Burgos.
• The colonial regime tagged students as
destabilizers and there was a massive
crackdown among intellectuals as well
as their families especially after 1872.
EDUCATION AS REVOLUTION

Rizal emphasized that


through the road of
enlightenment was harsh,
every step of the way was
worth everything.
EDUCATION AS REVOLUTION
• In El Filibusterismo, Rizal use the
symbolism of education as fire.
• Simoun’s planned revolution was supposed
to be ignited by an explosion of a
custom-built lamp bomb but it was
Isagani who prevented the explosion.
THE ROLE OF YOUTH
• Rizal immortalized in his novels, spoke to
a generation of Filipinos to carry on
the task of fulfilling their duty of
improving the nation from their
forebearers.
• Rizal’s standards of the youth as being
pure and noble were for something
worthy of the country.
THE ROLE OF YOUTH
• Each moment the youth dreams, it must
be for the good of the nation.
• Youth must be deliberate, aiming for
something greater than them.
• They must not look at themselves with
a sense of entitlement, but rather with
deep regard of others.
• See themselves as either a contributor
to endless mayhem or a world changer.
Filipinos living in a democratic
and sovereign nation now, the youth
experiences and enjoys what Rizal
did not.

They are now benefitting from


the struggle of their forebears and
each must continue to deliver
advancements for the nation.

You might also like