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Life, Thoughts, Works & Writings

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Life, Thoughts, Works & Writings Philippine Institution 1 LIFE, THOUGHTS, WORKS & WRITINGS Name: ___________________________________ Course: __________________________________ PHILIPPINE INSTITUTION 1 11 Rizal’s Life, Works, Thoughts, & Writings Primary Facilitator: Rommel Meneses Dascil Office: Department of Social Sciences, CAS, MMSU – – Batac City Email: [email protected] // [email protected] Office Hours: TTo be arrangedd TABLE OF CONTENTS Part I Preliminaries Table of Contents 11 Our Shared Vision and Mission 22 Syllabus 3 Part II Introduction Why Study Rizal? 66 Rizal Law After 55 Years 77 Leveling-off with Rizal’s Thoughts 99 The Challenges of the 19 Centuryy 1010 Part III Life, Education, Travel Biographical Sketch 2121 Genealogy 23 Education 27 Travel and Adventure 3131 Part IV Exile and Martyrdom Exile in Dapitan 3535 Trial and Martyrdom 4343 Part V Revolution, Philosophy, Love Rizal and the Philippine Revolution 4949 Novels and Poetry 5454 Philosophy and Social Change 6868 Love in the Time of Revolutions 7171 Part VI Engaging Rizal’s ‘Heroism’’ Veneration Without Understadning 7777 Part VII Appendix Other Works 9090 References 98 Primary Facilitator ’s Short Bio 100 PHILIPPINE INSTITUTION 1 22 Part 1: Preliminaries Our Shared Vision & Mission Vision The Mariano Marcos State University shall be a world-class university dedicated to the development of virtuous human resources and innovations for inclusive growth. Maibilang ti unibersidad kadagiti mabigbig nga addaan nangato a kalidad nga unibersidad ti sangalubongan a naisangrat a mangpatanor kadagiti nasudi a tattao ken makabaruanan a wagas nga agturong iti kabukbukudan a panagrang-ay. Mission The University shall contribute substantially to better quality of life and ecological balance through quality resident instruction, productivity, client-oriented research and extension programs and projects supported by the adequate manpower and educational resources and information technology. The University specifically aims to: offer wide range of academic programs at the certificate, associate, baccalaureate, masters and doctoral levels; maintain the broad range of research programs both in the basic and applied sciences, especially in the arts, agriculture, agribusiness, agro-forestry, fisheries, teacher education, rural sociology, management, and technology which will generate knowledge and provide a basis for solutions to the development needs of the province and of the region; provide off-campus continuing education and extension services to meet the needs of the residents of the province and the region within the context of regional and national non- formal education; and, serve as the focus for the regional cooperative and development center for public and private colleges and universities in the Ilocos region. PHILIPPINE INSTITUTION 1 33 Syllabus (PLEASE READ CAREFULLY AND THOUGHTFULLY) COURSE OVERVIEW AND DESCRIPTION The course explores the greatness of Jose Rizal’s character, the richness of his thoughts and teachings. Focusing on his legacies, this course aims at inspiring students to take a more critical and appreciative perspective on the vision and ideals of Rizal as they live towards championing the cause of freedom and justice. COURSE OBJECTIVES Upon successful completion of this course, participants will have attained or developed: A critical understanding of Rizal’s life and works and their impact on contemporary academic and non-academic discussions; Familiarity with fundamental texts and scholarly journals about the course; A wider perspective towards Rizal’s role as a citizen of the world in espousing and defending human rights and fundamental freedoms; Ability to build bridges between the Rizal’s aspirations and thoughts and the contemporary Philippine socio-economic situation. Appreciate and practice the patriotic goals of the course. COURSE PRODUCTS 1. Critical reflection and learning journal As a participant in this course, you are required to write a critical reflection and learning journal (a form of ongoing personal reflective/reflexive learning conversation with yourself – about what you are learning – and how you are learning and relating to the course content and process – and reflections on the usefulness/application (or not). The paper focuses on a critical response/critical reflection on what you learned during the pr evious month’s readings and class discussions. You are required to submit three (3) learning journals (minimum of 1500 words for each journal) on our first meeting in the succeeding month. Any day late is equivalent to one (1) point deduction from the requirement’s assigned points. 2. Class co-facilitation and critical response Participants will be grouped, and each group will be required to co-facilitate class discussions based on assigned group readings/assignments. This forms part of the class process/discussion and a group’s critical response should raise interesting questions about the topic and about the readings. PHILIPPINE INSTITUTION 1 4 3. Examination Through this activity, you are privileged to tackle relevant questions or problems either in writing or in dialogue with the primary facilitator/instructor. Areas of discussion may include (1) a personal/individual summative view of the course and (2) a specific subject matter within the larger areas of the various topics in the course. Other participants may be assigned as part of the dialogue. 4. Informed Participation Your active and informed engagement in class discussion, which shows your level of thinking and engagement with your reflections – – i.e. ‘metacognition’, is an essential component of the pedagogy and methodology of this course – – and valued as such in the evaluation of your learning - and in the assignment of final grades for this course. In other words, in addition to what you learn (content) – – this course intends to help you develop critical thinking skills – – and further develop your conceptual and metacognitive skills. You will be evaluated based on your (periodic) performances in the midterm and final periods. COURSE PEDAGOGY/PROCESS/METHODOLOGY METHOD: Please take note that I don’t necessarily ‘teach’ this course - in the sense of directive “teaching” content or lectures. This course has been designed to engage and model liberational learning methodologies and principles – – and as such, the emphasis IS ON LEARNING and NOT ON TEACHING. I consider this class to be ’a facilitated learning experience’ – and not a conventionally ‘taught’ course. You need to be aware of this and to understand that the responsibility for learning – – and presenting and evaluating what you are learning and what you have learned - is therefore a shared responsibility – – yours and mine. The course assumes that each ‘learner’ brings to class, a rich and diverse base of experience and knowledge – – and the function of the class is therefore to provide a collaboratively designed and facilitated learning environment - and a context and climate that enables each participant to engage, share, reflect, construct and learn from each other – – and with each other - through engagement with the course content/topics/readings – – through engagement with each other – – and through engagement with one’s own reading, thinking and reflections that take place within and outside of the scope of the syllabus. Also note that the ‘course content’ is (somewhat) negotiable – – and that you will be required to shape the learning content, and the focus and direction of the course – – hence the current draft nature of this current version of the syllabus! EXPECTATION: In order for this to be a productive learning experience for all, you are required to prepare thoroughly for each class by (1) reading and thinking about the topics, (2) reading beyond the texts assigned for each class, (3) by capturing your reflections on your learning through the critical reflection journals, (4) coming to class prepared to engage in thoughtful, critical discussion and debate, (5) continuously reflecting on what you learn and how you are learning, and (6) bridging your learning and knowledge production with your personal experiences. CO-FACILITATION: The class discussion and the interrogation of (and engagement with) the topics and readings - will be co-facilitated by different groups of participants and the primary PHILIPPINE INSTITUTION 1 55 facilitator/instructor - and these groups will be assigned. Each group will be responsible for developing five or six questions prior to the class – – and share these to all participants - which will help you to engage the assigned readings and facilitate discussion and learning in a thoughtful, learner-centered, and critical manner. The intent is to provide an opportunity for you to learn and develop skills to engage and enact (facilitate) relevant and critical discussion. GRADING SYSTEM: Requirement Percentage 1. 1. Regular Informed Participation 20% 2. 2. Critical Reflection / Learning Journal 30% 3. 3. Co-facilitation 20% 4. 4. Examination 30% TOTAL 100% Due to its naturally sensitive and often complex nature, the grading rubric will be discussed more comprehensively in class. LEARNING MATERIALS: While participants are expected to do individual homework based on the schedule, some reading and learning materials will be given to your class president/contact person who will be responsible for disseminating the materials. SCHEDULE: Please see Table of Contents (p.1) PHILIPPINE INSTITUTION 1 66 Part II: Introduction Why Study Rizal? It is of great importance that students understand
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