BAYWONG, MARY GRACE C.

January 5, 2017
TAGUIAM, LOURDENIA M. GROUP THOUGHT PAPER 1

R.A. 1425: MENU FOR NATIONALISM

Literature reflects society and society shapes literature. Nature imitates art, more than art
imitates nature. (Oscar Wilde) Literature, though it may also be many other things, is social evidence
and testimony. (Lewis Coser) The writings of Jose Rizal are material culture reflective of the aspirations
and needs of his time. Consequently, the teaching of his writings and works can help shape societal
goals of fostering nationalism and patriotism of its citizenry towards development of the society.
Hazards of translation of Rizals writings exist. There may be various translations and interpretations
without unity of purpose; people who were commissioned to translate may be subservient to a
particular group in a sense that there may be an absence in looking at the context process of the
literature written; and lastly, the absence of contextualization and indigenization of the literature used
in the implementation and teaching of the Rizal course.
Literature fulfills human needs and aspirations. Rizals writings are realistic and relevant. The writings
of Rizal are material cultures that reflect the needs and aspirations of his time. His writings were
intended to shape society and awaken the people and inspire them to work for change towards the
countrys independence from colonial rule. Today, we are not under Spanish or any foreign colonial rule
but other forces that deter our nation-building and national development, i.e. corruption, poverty, etc.
Literature has the power to cast light on a peoples beliefs and practices. It makes its readers ask
questions, start conversations and search for answers even when there seem to be no answer to find.
Literature is not only a mirror but a reflection of society. A vast majority of literary pieces fiction or
non-fiction depict the society people live in almost accurately so that it gives their readers the chance to
reflect. The themes, characters, and even the lessons in literature are those that can be compared to
events, people and lessons which readers encounter in the real world.
If the question is about the past being applicable to the present, then it must understood that history is
just that. According to Rizal, a nations literature is not just what it was once, but what it has and can
become.(Mojares, p.216) This asserts that the literature that Rizal was introducing was one that
demonstrates that the society has not only a past but a future.
Literature shapes society according to societal goals. Literature has the capacity to represent history
truthfully and literature has the capacity to intervene in history. (Hau, Caroline, Necessary Fictions . p.7)
As embodied in R.A. 1425, the teaching of Rizals writings in school was a re-dedication to the ideals of
freedom and nationalism. All schools are enjoined to develop moral character, personal discipline, civic
conscience and to teach the duties of citizenship. Teachings through the writings of Rizal serve as
propaganda or advertisements in mass communication. The more often students are informed of the
values expected of them, the more normative the teachings become and an eventual transformation of
behavior towards patriotism is expected.
HAZARDS IN TRANSLATION
The need for mindful interpretation and translation of Rizals writings. The writings of Rizal can be
used according to ones benefit. John Schumacher discussed (Rizal Bill of 1956: Horacio dela Costa and
the Bishops) how the writings of Rizal were viewed from different perspectives to suit the needs of
users. They have depicted Rizal who lapsed in faith using Pilosopo Tacio and Don Custodio. Similarly,
when teachers have their personal interpretations of Rizals works then controversies may ensue. If the
aim of teaching the Rizal course is for unity of its people then Rizals writings should be read and taught
with its annotations. It is presupposed that those who were commissioned to translate Rizals 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, RA 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 courses 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 teaching of the Rizal course remains to be relevant 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. Reflected here is the functionalist
perspective that the educational institutions must be used to instill the values to the young people who
are in their prime years of learning and growing up. Since it is taught in the tertiary level, it is imperative
and essential that learning institutions help the learners realize that the country should become their
priority. The college learner should realize that serving ones country is and inherent duty for all.
Furthermore, this intent as stated Whereas, all educational institutionsand all schools are
enjoined to develop moral character, personal discipline, civic conscience, and to teach the duties of
citizenship. remains realistic and relevant if indeed the result is a profound and authentic character
and a strong sense of personal discipline in a proficient, selfless Filipino citizen who shall transform the
Philippines from the impoverished country into a globally competitive nation.
True enough the law was formulated at that time when nationalism and patriotism was wanting
or even yet lost but needed and a time when the Philippines and its citizenry depended largely on the
United States for support, welfare and even governance. The 1950s were years when the Filipinos were
just recovering from the ashes of World War II and just beginning to live independently from the United
States. For a country that was struggling for independence politically, economically, culturally its
people was still forming their national identity and integrity. The law was enacted to harness all Filipino
brilliant minds to continue a meaningful revolution in spite of the physical absence of colonizers. The
law may have been a slow-paced transformation and reform but still it drove towards patriotism against
apathy, futility and dormancy.
Since the law provided that The Board of National education shall cause the translation of the
Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizalthrough the Purok
organizations and the Barrio Councils throughout the country., then it is wise to say it is still realistic
and relevant. To implement it as accorded by law offers equal opportunity for learners those who are
financially incapable to experience the benefits of this law. It includes all students regardless of
ethnicity, social-economic stature, and language barriers.
The unity of purpose that is undermined by varied interpretations can be fulfilled through the
adaptation of sources that make use of annotations with the primary sources of the writings of Rizal.
With the effort of having translations in the different Philippine languages, the hazard of non-
indigenization and absence of localization is prevented. Such hazards of translation may be addressed
by stressing the centrality of mutual sympathy and understanding and mindfulness on the part of the
translators. The law has to be implemented in its substance and spirit.