Pedagogical Issues in Teaching the Noli me tángere

Considering the different

analytical perspectives on
the Noli me tangere, what
are the implications for the
teaching of this novel?
 Noli_Thought Paper
Introduction

 Generations of today no longer have the

appetite to read, much more appreciate
readings worth their time.

 In teaching then the novel Noli Me Tangere, a

multi-disciplinary approach shall be tapped.

 These will critically accommodate the

heterogeneous nature of students

 Not all students have a good grasp of literature

 Noli_Thought Paper
Discussion

 The analytical perspectives on the Noli me

tangere must be critically discerned by the
students with the help of the teacher.

 instill to students that they must treat first the novel as

a piece of literature

 discard some folk notions that Ibarra reflects

nationalism in the Philippines; Simoun personifies
Bonifacio, Maria Clara as the ideal reflection of
women in the Philippines and the like.
Main Questions to be considered:

1. What was the context in which Rizal wrote Noli me tangere?

2. What literary strategies did Rizal use in writing this novel?

3. What does this novel indicate about national consciousness?

4. Why is the “hero” of Noli me tangere a Creole? What further

literary strategies did Rizal employ in writing this novel?

5. In what ways did Noli me tangere contribute to the formation

of Filipino national consciousness?
 Consider the following literary strategies:

 there is no rule in literature that the ideas expressed by

characters in a novel must be precisely the same
convictions of the author.

 linguistic approach

 Intentional Fallacy

 commentaries
 Noli_Thought Paper
Discussion
 Students should be able to slowly discern the hard fact
that the course will not alone be based on the whats,
whens or wheres but shall deal more on the whys and
the hows.

 Students must be effectively inspired to LOVE the idea

of READING and make them realize that the NOLI is a
novel and not a textbook alone.

 humor worked best in the novel; it being presented in a

satirical manner,

 exposition - an effective form of discourse in the novel

 Noli_Thought Paper
Discussion

 The instructor as NOT only a lecturer but also a facilitator

of learning.

1) letting the students understand the novel and know the

“story of history’ as reflective from the novel’s milieu;
2) equipping students with 19th century readings;
3) letting the students “discuss” the NOLI as they view it in
their own perspectives;
4) considering the different perspectives as to the teaching
of the novel without sacrificing the heterogeneity of the
students taking the course; and
5) connecting effectively literature and history in the
teaching of the novel.
 Noli_Thought Paper
Discussion
 As a novel, the teacher should also consider both the
prevailing optimistic and pessimistic conditions and be keen in
deciphering salient features such as:

 1) so much of religiosity, the title as translated was taken

from a verse from the Bible and features characters who
are “men and women” of the church but exemplify a
juxtaposition relationship with the “realities” in the society
during those times;

 2) a political administration crawling with self-centered

individuals ready to” usurp” anyone just to move slowly up
the ladder of his “society”;
Discussion
 3) corruption in varying degree and could be found here and
there, especially of those who made the Catholic religion an
instrument of such acts;

 4) superstitions and excessive fanaticism of those who

consider themselves religious and holy;

 5) ignorance and brutality especially of those men in power;

 6) The humorous efforts of Filipinos to alienate themselves

from their fellowmen;

 7) the Filipinos being modest and devoted, hospitable, has

deep sense of gratitude and protective of their families.
 To be integrated

 The View of Anderson (2008)

 the Noli may be considered “plain” as a literary piece

 The idea of “Excess” by Hau (2000)

 the readers may be given optimum chance to see an
omniscient view of what is happening in an “imagined
community”

 Schumacher (1997)
Noli as a “solid” literary piece. It dealt with realities as they are
presented and as how characters engage themselves in the
different parts of the novel.
Conclusion

By the end of the discussion, the students may be able to:

1) create their own concept of a nation at their own time;

2) “paint” their future with the perspectives differently viewed

after reading the Noli; and

3) find ease in conceptualizing ideas because the analytical

perspectives of different historians had been concretized
as based from Rizal and how he lived his life during the
writing of the novel.
Final Statement

 “Rizal should not just be one of those who will

fade in the dusts of the past. More so, his life
and works and more should be passed on to
the young generation of today for
appreciation, realization and ultimately,
inspiration.”

Maslang, et al. (2016)

Thought Paper _Noli
CHED GET-Rizal_ADMU