Thought Paper # 1

Rizal Law is the Recipe of Nationalism

The books/writings of Rizal are material culture reflective of the aspiration and the needs of his time.
Since literature reflects society and society shapes literature, the teaching of his writings and works can
help realize our societal goals which are nurturing nationalism and patriotism of the entire citizenry in
pursuit of the development of the society. Literature is a social evidence and testimony, though it may
also be many other things. However, the hazards of the translation of these social evidence and
testimony exist paticularly in Rizal's works. Various interpretations and translations may emerge without
unified purpose and the people who were comissioned to translate may be obsequiously submissive to a
particular group, in the sense that, absence in looking at the context process of the literature written
may emerge and also, in the absence of indigenization and contextualization of the literature utilized in
the implementation and teaching of Rizal course.

Human Needs and Aspirations fulfilled through Literature.

Rizal's writings are realistic and relevant. These are also the material culture that reflects the needs and
aspirations during his time. His writings wanted to mold society and also an eye-opener to people and so
to inspire them to be stalwarts and catalyst of change to free our country from colonialism. However
today, though we are not visibly and physically colonized, there are forces that delay our nation-building
and national development such as corruption and poverty.

Literature has the power to illuminate a person's beliefs and praxis. It makes the readers curious.
Literature is not only a mirror but also a manifestation of a society. Numerous literary works, whether
fiction or non-fiction, reflects and tells about society and people in almost accurate plotting of story that
allows readers to think and reflect. The elements of a literature are those that we can also see and
situate in the real world.

If the issue is that the past is relevant to the present, then it has to understand that it is just that history.
According to Rizal, the literature of a nation is not just what it once was, but what it has — and can become.
(Mojares, p.216) This argues that the literature Rizal introduced was one that shows that culture has not only
a past but a future.

Literature figures the Goals of Society.

Literature is capable of truthfully representing history, and literature is capable of intervening in history. (Hau,
Caroline, Necessary Fictions, p.7) In R.A. 1425, Rizal's college instruction was a re-dedication to the ideals of
freedom and patriotism. All colleges are tasked with developing moral personality, private discipline, and
civic awareness and teaching citizenship responsibilities. Teachings through Rizal's texts serve as propaganda
or mass communication ads. The more frequently learners are notified of their expected values, the more
normative the doctrines become and ultimate behavioral transition to patriotism is anticipated.
HAZARDS IN TRANSLATION

Accurate Interpretation and Translation of the Writings of Rizal is a must.

The writings of Rizal can be utilized according to one's personal intentions. John Schumacher tackled
(Rizal Bill of 1956: Horacio dela Costa and the Bishops) how the writings of Rizal were captured from
different lenses to fit the necessities of users.They have depicted Rizal who lapsed in faith using Pilosopo
Tacio and Don Custodio. Similarly, when teachers have their personal interpretation of Rizal's works then
controversies may ensue. If the aim of teaching the Rizal course is for unity of its people then Rizal's
writings should be read and taught with its annotations. It is presupposed that those who were
comissioned to translate Rizal's writings have considered the contextual process of the literature written.

When doing the translation the translator must give importance to the message, the purpose/goal, the
audience and the time. This is to say that strategies such as transcription, omission, paraphrase,
compensation, footnotes, expansion, recasting, documentation, consultation, reflection, rewriting can be
used.

Indigenization, contextualization and localization.

According to Resil Mojares (Jose Rizal and the invention of a National literature, pp. 214-215) in
inventing a national literature, the first move is that of asserting differences, done typically on the basis
of a claim to distinct culture and identity. The writings of Rizal have been translated in different
languages and dialects. This takes into consideration the mother-tongue based education being
implemented by the DepEd. The only factor is its circulation, availability or the implementation of the
Rizal Law, R.A 1425. The Rizal course is to be taught in a language that the students will understand. It
must be relevant according to their needs and course for them to be able to assimilate the value of his
writings. We are not only talking about languages and dialects (translations) but teaching methods and
strategies that would take into consideration the learning outcomes relative to the course of our
students. Life, works and writings of Rizal relative to future nurses, doctors, medical technologists or
laboratory scientists may have a different approach with those of future political scientists, philosophers,
literature majors or even, engineers.

Conclusion

The Rizal course's education stays important and realistic. In terms of its form, the law may not have been
amended to change the name of Board of Education to the Department of Education or the Commission on Higher
Education (section 1 and section 2, RA 1425) and that the budget appropriation for the implementation remain to
be three hundred thousand pesos (section 5 RA 1425). The spirit of the law and its substantial intent remain the
same: the re-dedication to the ideals of freedom and nationalism.

The law rationalizes that “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.” The functionalist perspective reflected here is that instructional
organizations have to be used to instill principles for the young individuals who are studying and growing up in their
prime years. Since it is learned at the tertiary level, it is imperative and vital that organizations of teaching
assistance the learners understand that the nation should become their concern. The college student should
understand that serving one's nation is an intrinsic responsibility for everyone.

Furthermore, this intent as stated “Whereas, all educational institutions…and all schools are enjoined to develop
moral character, personal discipline, civic conscience, and to teach the duties of citizenship.” Remains realistic and
meaningful – if the outcome is indeed a deep and genuine personality and a powerful feeling of private integrity in
a skilled, selfless Filipino citizen who will turn the Philippines from a poor country into a worldwide dynamic nation.

True enough, the law was developed at the moment when nationalism and patriotism wanted, or even missed, but
required, and when the Philippines and its citizens largely relied on the United States for assistance, welfare, and
even governance. The 1950s were years when the Filipinos just recovered from World War II ruins and started living
separately of the United States. For a nation fighting for autonomy–politically, economically, and culturally–its
individuals still formed its domestic identity and integrity. Despite the physical lack of colonizers, the law was
implemented to harness all Filipino brilliant minds to proceed a significant revolution. The law may have been a
slow-moving conversion and reform, but it still pushed against apathy, futility, and dormancy towards patriotism.

Because the law provides “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…through the Purok organizations and the Barrio Councils
throughout the country.”, then it's wise to say that it's still important and realistic. Implementing it as provided by
law provides equal opportunities for learners who are financially incapable of experiencing the advantages of this
law. It involves all learners irrespective of their ethnicity, socioeconomic status and language obstacles.

By adapting sources that make use of annotations with the primary sources of Rizal's texts, the unity of intent that
is undermined by diverse interpretations can be achieved. The risk of non-indigenization and lack of localization is
avoided with the attempt to have translations in the various Philippine languages. Such translation risks can be
tackled by emphasizing the translators ' central role of shared empathy and comprehension and awareness. The
legislation must be applied in substance and spirit.

Submitted by:

Group 7 of BAPOS AP 13
Duenne Zandro Lathrop
Carl Go-Rodriguez
Jodelesa De Paz