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“The Voice of the Mountains: Rizal, Ancestral Lands, and the Forgotten Filipinos of Mindanao”

Synthesis Paper by: John Vaughn Q. Yu

In our time, the tranquil mountains of Mindanao echo not just with the sound of birds or the gentle rustle of trees, but with the muted cries of the Lumad, our indigenous brethren whose names, faces, and lifeways remain unknown to the very nation they helped form. Their cries, Rizal would argue, are not distant from the weeping of the oppressed Indios he wrote about more than a century ago.

If Dr. José Rizal lived today, he would again use his pen as his sword. And his words would rage on the pages of La Solidaridad, denouncing the unabated colonial mentality that destroys ancestral lands in the name of progress. He would say it by its true name: a disguised invasion, hidden behind technical parlance and economic benefit, but motivated by greed and contempt for human dignity

I. Rizal’s Vision of the Filipino and the Nation

In order to grasp what Rizal would have to say about the suffering of the Lumad and other indigenous groups in Mindanao, we must look back to his vision of the Filipino. In The Philippines a Century Hence, Rizal foresaw the risk of losing one's identity and cautioned that if Filipinos were to lack education and memory of the past, they would continue to be slaves even to new masters. Now, that prophecy resonates in Bukidnon highlands, in Agusan highlands, in Surigao highlands where tribal leaders are muzzled, dislocated, or denounced as state enemies merely for being defenders of their soil.

In Rizal's eyes, a Filipino does not necessarily represent a Tagalog, a Visayan, a Christian. Through his writings, he saw the people as a cohesive whole who were respectful of its diverse cultures and equal in the eyes of the law. In Noli Me Tangere, he presented Elias, born of the oppressed, yearning for justice, not unlike the Lumad today who stand strong in defense of their culture. "I die without seeing the dawn brighten over my native land," Elias declared. Rizal would view the fight of the Lumad as the incomplete dawn of the Filipino revolution.

II. Education: Rizal’s Solution for Liberation

Rizal himself had a profound faith in the emancipatory power of education. In his poem Education Gives Luster to the Motherland, he asserted that enlightened education "exalts the human band." He would be sorely disappointed to know that in most indigenous communities today, kids have to walk miles to get to poorly stocked schools—if they are available at all. More appalling, education has become an instrument of assimilation instead of empowerment, suppressing indigenous languages, narratives, and forms of knowledge.

If we are to build a just nation, we must reimagine education to center indigenous knowledge systems and teach history not just from Manila’s perspective but from the vantage of the mountains and the rivers.

III. Ancestral Land: A Question of Justice

The displacement of Lumad communities due to mining, logging, and military encampments would be, in Rizal’s eyes, a grave national betrayal. In his Letter to the Young Women of Malolos, Rizal praised the courage of women who demanded access to education despite the friars’ opposition. He would have extended this praise to the Lumad leaders men and women who assert their right to their ancestral lands despite threats and red-tagging.

Rizal’s La Liga Filipina sought to unite all Filipinos for mutual protection. If alive today, he would propose a La Liga Lumad, a broad alliance to defend the rights of indigenous peoples. His platform would not seek to speak for them, but to amplify their voices in national discourse and protect their sacred stewardship of land.

IV. A Call for National Memory

In Sa Aking Mga Kabata, Rizal wrote: “Ang hindi magmahal sa sariling wika, daig pa ang hayop at malansang isda.” Today, as Philippine media and schools prioritize globalized, Western content, native tongues fade. The Lumad languages rich with oral history and environmental wisdom are in danger. Rizal would call this not just a cultural loss, but a national tragedy.

He would insist that to forget Mindanao’s indigenous heritage is to forget the soul of the archipelago. And to silence the Lumad is to bury the very conscience of the nation.

Conclusion: Rizal Lives Where Justice is Sought

What then would Rizal write in the pages of La Solidaridad today?

He would not hold back. He would speak as a patriot deceived, as a physician watching a festering sore left to heal on its own. But he would speak as a man of hope as still believing in the Filipino's ability to lift himself up.

His message would be clear: The true measure of our civilization is not in our GDP or infrastructure, but in how we treat the least heard among us. In the Lumad, he would see not a problem, but a promise to people who have long guarded the land that feeds us all. Let us not wait another hundred years. Let us listen, act, and remember. For as long as injustice festers in the fringes, Rizal’s pen must continue to write through us.

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What Do You Imagine of Mindanao a Hundred Years from Now?

By: John Vaughn Q. Yu 16-248

When José Rizal wrote his vision of the Philippines a hundred years from now, he was brave enough to dream of a country that had awakened, educated, and emancipated itself intellectually and politically. Spurred by the same hope and audacity, I see Mindanao one hundred years from now as a prosperous icon of unity in diversity, a terrain where peace is not the absence of conflict but the presence of justice, learning, and possibility. Mindanao nowadays is a paradox: richly blessed, yet historically weighed down by marginalization, war, and abandonment. Rizal would have looked at Mindanao not as a frontier but as a foundation, a foundational pillar of the Filipino being. In a hundred years' time, I see Mindanao no longer viewed as the "other," but embraced as core to the Philippine heart. The plight of the Moro, Lumad, and settler peoples will never have been forgotten but remembered through true inclusion and reconciliation. In the Rizalian vision of reform through education, I envision schools in all barangays of Mindanao multilingual, multicultural, and technologically equipped. The youth, imbued with a curriculum based on both indigenous knowledge and global innovation, become not only professionals but citizens who have a profound love for their land and people. Universities flourish not only in Davao or Cagayan de Oro, but in far-flung communities once neglected by policy and budget. Economically, Mindanao has become a model in sustainable agriculture, renewable energy, and ecotourism. No longer a source of resources to be exploited, the island grows on its own terms, driven by its own inhabitants. Ancestral lands are honored, and traditional systems of stewardship are applied and strengthened in national contexts. Mindanao is a model to the world of how development can be inclusive as well as respectful of culture and nature. But above all, I envision peace not of the sort negotiated solely on papers and signatures, but peace that has rooted itself in the fabric of daily life. Children play on battlefields past without fear. The call to prayer sounds with church bells in sweet harmony together. Festivals are not divided but shared. Government representation is equitable, and Mindanao decisions are made with and by the very Mindanaons themselves. Rizal penned, "He who does not know how to look back at where he came from will never reach his destination." A century later, Mindanao will have done both. It will have looked back in honesty and in courage at its colonial wounds, its martial scars, its shattered treaties. And with that remembering, it will have moved on not as a periphery, but as a beacon. Mindanao in the century to come is not merely a location. It is a promise a witness to what occurs when a country listens, learns, and acts according to conscience. If Rizal envisioned a Philippines free of mind and act, then Mindanao a hundred years from now shall be the testament that such a vision was never wasted.

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“Sa Puso ng Bayan” (In the Heart of the Nation)

By: John Vaughn Q. Yu 16-248

O, Bayan kong mahal, sa dibdib ko’y ikaw, Liwanag ng araw, sa dilim kong ilaw. Sa bawat paghinga’t tibok ng damdamin, Ikaw ang adhika, ikaw ang panimdim.

Hindi sa espada ang tunay na tapang, Kundi sa diwang may pusong dalisay; Sa wika at aklat, sa gawa’t dunong, Doon nagmumula ang lakas ng bayan.

Turuan mo ako, Inang Pilipinas, Na sa ‘yong dangal ay maging karapat-dapat. Sa uhay ng pawis, sa init ng araw, Ang hirap ay ginto kung ito’y ‘yong dangal.

Kung ako man ay lisanin ng buhay, Sa alaala mo’y nais kong humimlay. Dito sa lupa mong laging sinisinta, Dugo ko’y alay, sa iyo’y dakila.

Itanim sa isip ng kabataan ngayon: Pag-ibig sa bayan ay tunay na layon. Hindi ito salita o guniguni— Ito’y gawa, dangal, at pagkakabigkis.

Kay Rizal na bayani, ako’y nagpupugay— Sa sinulat mong tula, diwang buhay. Pagmamahal mo’y ilaw sa aming landas, Hanggang sa huli, ‘yong apoy ay wagas.

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How Do We Achieve Equality of Sexes In Todays Contemporary World?

By: John Vaughn Q. Yu

In his passionate letter to the women of Malolos, José Rizal dreamed of a world in which Filipino women would no longer be submissive, quieted by tradition or religion, but would be bold, educated, and equal co-actors in shaping the world. Well over a century after Rizal wrote, Rizal's insistence on dignity, critical thinking, and moral valor remains palpable in the contemporary quest for gender equality. Sex equality in the world today starts with education, not school access, but education that supports independent thinking, challenges social constructs, and deconstructs centuries of gender stereotypes. Rizal insisted that ignorance begets servitude and that "a man who does not think for himself… is like the beast led by a halter." The same goes for women. Contemporary societies need to develop education systems that educate boys and girls to appreciate one another not as superior or inferior, but as equals with different but complementary strengths. We also need to tear down cultural and systemic norms that sustain inequality. Rizal railed against blind submission to friars who controlled women by means of superstition and fear. Today, control is practiced in the guise of institutionalized patriarchy - whether it is in pay gaps, gendered roles, or unequal numbers in positions of leadership. Equality is not just about seating women at the table but ensuring they have an equal voice in making decisions that define communities, businesses, and states. Most importantly, equality has to start at home. Rizal penned, "The people cannot expect honor nor prosperity so long as they educate their children in a wrong way, so long as the woman who guides the child in his steps is slavish and ignorant." Translated into contemporary language, gender equality means parents must bring up both sons and daughters to respect one another's rights and freedoms. A girl should be brought up to lead, as a boy should be instructed to nurture. The "boys don't cry" or "girls are weak" stereotypes need to be erased so children can grow up to be complete, empowered human beings. Religion and custom tend to occupy focal positions in defining gender beliefs. Rizal courageously challenged women to distinguish between divine will and man-made dogma. Now, this requires us to re-explore how faith and culture can transform to elevate women and men alike. It is not sacrilegious to challenge traditions that devalue one gender - it is a spiritual obligation to support justice and love. Finally, allyship is needed. Just as Rizal recognized the strength and intellect of women, he urged men to stand with them as equals. Similarly, contemporary men need to be part of the solution - shunning toxic masculinity, fighting for women's rights, and accepting mutual responsibility in the home, workplace, and society. Equality of sexes in the world today is no dream of the far-off future but a daily battle that demands courage, sanity, and solidarity. As Rizal saw, it is not just the freedom of women—but the enfranchisement of a whole people. Educating, confronting, nurturing, and elevating each other, we actualize the vision of a just and equal world.

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How My Ateneo Education Is Shaping My Character as a Citizen of Mindanao

by: John Vaughn Q. Yu

Education is not merely acquiring knowledge but character-building, critical thinking, and responsibility to one's society. As a student at Ateneo and a Mindanaoan citizen, I have learned that my academic journey is significantly molding my perception of what it means to be a citizen in society. Taking a cue from the values that Dr. José Rizal had learned during his own education at Ateneo, which significantly shaped his nationalist vision, I discover that my Ateneo education is shaping me into a more aware, active, and service-minded Mindanaoan.

Ateneans and the Call to Excellence and Service

Perhaps the most characteristic feature of an Atenean education is the call to magis, to do more for the greater good. This value challenges me to strive for excellence not just in academics but also in character and service. Rizal himself was a person of magis, continuously seeking knowledge to better serve his fellow Filipinos. In the same way, Ateneo encourages me to use my education to address real-world challenges, particularly those faced by the people of Mindanao.

Mindanao is a country of fertile cultural diversity and immense potential, yet it is also plagued by social ills like poverty, conflict, and environmental degradation. Ateneo has instilled in me the power of education as a catalyst for change, challenging me to think about how I can be an instrument of positive change in my community. Through leadership, advocacy, or grassroots work, I am always pushed to take what I have learned outside the classroom.

Forming a Deep Sense of Social Responsibility

Another important lesson that I have learned from my Ateneo education is the value of being a person for others. This ideal is one that speaks strongly to Rizal's own ideals—he did not pursue personal benefit but instead committed his life to the service of the Filipino nation. In this same vein, I am coming to see that I must transcend my own desires and acknowledge my duty to those who are oppressed and underprivileged in Mindanao.

Through immersion activities, community exposures, and service-learning experiences, Ateneo has given me first-hand encounters of the realities of many Mindanaoans. Seeing poverty among indigenous communities, learning about the plight of displaced families because of conflict, and experiencing the impact of environmental degradation have all heightened my awareness and sense of responsibility. These remind me that my education is not only for myself—it is for the people I am called to serve.

The Jesuit Legacy and the Pursuit of Justice and Peace

The Jesuit education of Ateneo is also built upon the pursuit of peace and justice. Mindanao, being a place of complex interfaith and interethnic relations, needs citizens and leaders who can promote understanding and unity. Ateneo prepares me to dialogue meaningfully, respect differences, and argue in favor of peacebuilding.

Rizal himself, even if he criticized injustice, was a man of peace who envisioned change brought about by education and intellect, not by armed struggle. Similarly, my Ateneo education inclines me to act as a bridge between people, bringing solidarity among Mindanaoans irrespective of background.

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"Rizal and Me: Sameness and Differences"

By: Yu, John Vaughn Q. Yu

Before we compare, lets look at Jose Rizal's Life First.

What were the childhood experiences of Rizal that awakened him to a commitment for nationalism?

Jose Rizal, the national hero of the Philippines, developed his sense of nationalism at a young age, exposed with various experiences in childhood that shaped his perspective on justice and freedom. Growing up under the Spanish colonial rule, and violation of rights of the people, helped form his character that highly influenced his nationalism. Here are examples that affected Rizal during his early childhood:

Stories from His Mother - His mother, Teodora Alonso, was his first teacher and told him stories such as "The Moth and the Flame", which gave importance to sacrifice for a higher cause.

Gomburza - Rizal was greatly impacted with the execution of Filipino priests Mariano Gómez, José Burgos, and Jacinto Zamora. He saw injustice and Spanish cruelty that shaped his view.

What do you think is the value of Rizal's death in Bagumbayan to the Filipino consciousness and to our collective desire for nation-building?

The execution of Jose Rizal in Bagumbayan on December 30, 1896, holds a dear loss for the people, but what truly aspires was his great contribution in the nation. His death was not just the end of his life, but sparked the flames of the Philippine Revolution to be just and free nation.

Rizal's martyrdom opened the eyes of many Filipinos to the reality of Spanish oppression and the need of independence. Though Rizal sought reforms through non-violent means, his execution gave this a unreliable option for freedom. This realization united Filipinos to fight and strengthened the Revolutionary movement with Emilio Aguinaldo and Andres Bonifacio.

Rizal's death served as a reminder for Filipinos to honor his will as a nation. Nation-building required sacrifice, integrity, and unity. His life consists with education, enlightenment, and patriotism, values that remained to spread across the nation to honor him and our desire for nation-building.

In what ways did Rizal show his love of country in his short but well-lived life?

Through His Writings - His two novels, Noli Me Tangere and El Filibusterismo, depicted the corruption and oppression under the Spanish Colonial rule in the Philippines, influencing Filipinos to this realization to sought reforms and awakening Filipino nationalism.

Advocating for Peaceful Reforms - Rizal sought reforms in a non-violent way, initiating that education and social change can call upon equal rights and better treatment of Filipinos under Spanish rule.

Execution and Martyrdom - His death not only brought a loss to Filipinos, but also sparked a will to the Revolution of the Filipinos to fight for independence and freedom under Spanish colonial rule.

Rizal’s unwavering love for the country was shown in his writings, advocacy for reforms, and ultimate sacrifice. His legacy continues to inspire Filipinos to value education, freedom, and national unity, proving that true patriotism is about serving and uplifting one’s people.

"Rizal and Me: Sameness and Differences"

Rizal was born in an era of Spanish colonial rule, where inequality and discrimination against the Filipinos was present. I on the other hand lived in an era where Rizal himself sought to predict into the future. Rizal was very smart, educated, and wise. So how come I'm the opposite?

I'm a normal student, average in academics, and an airhead. It's funny cause will I be smarter if I lived the same era as Rizal?

The answer is No. Our characters are independent to what era we may live in, our life is constantly being changed through experiences. Rizal came to who he was because of his aspirations, goals, and nationalism. I on the other hand is different, born in a independent country I too have aspirations, goals, and nationalism. We may not be the same, but we do share the same ideals for this country.

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Heroism in the 21st Century

by: John Vaughn Q. Yu

Who is a Hero? What makes a Hero?

A hero is someone who is dedicated and selfless to themselves for a cause greater than their own interests. Throughout Philippine history, heroes have emerged as leaders, writers, revolutionaries, and the ordinary individuals who choose and stand what is right for the country. José Rizal, is that national hero who fought not with swords but with his intellect and words. His sacrifice and courage defined him as a true hero of the nation.

How can I be a hero for my country today?

A hero in the modern world is different from the 19th century, where one does not need to die for their country, the modern world is in need of heroes that lives with purpose, integrity and purpose to serve the country. And that hero could be a student like me, Rizal believed in the power of education for young filipinos to be future leaders of the nation and so is my duty and purpose as a student. I can inspire others to strive for progress towards change in the corruption of the government. We need to stand up for the truth and justice which we can fight off misinformation and the injustices. Being a hero for others is by helping those in need, volunteering, and simply being a leader for others that will be influenced to lead also. Heroism is about serving the country and being a leader for others to bring change. Rizal provided the foundation of this heroism as "Ang kabataan ang pag-asa ng bayan".

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Why Study Rizal as an International Studies Student?

By: John Vaughn Q. Yu

Rizal is an inspiration to the Philippines as the national hero that changed our Philippine history. As an international studies student, I must learn about Rizal's nationalism, patriotism, and sacrifice to our great nation. He also has a mastery of multiple disciplines, including medicine, literature, and the arts.

Examples of How Studying Rizal Benefits International Studies Students:

Global Interconnectedness: International Studies students gain a broader perspective by understanding how Rizal's travels across America, Europe, and Asia shaped his character and worldview. We can further understand how these experiences influenced his political thought, allowing him to gain knowledge and ideas that he later brought to the Philippines to expose the injustices under Spanish rule.

Nationalism and Human Rights - Rizal's life and works helped us keep our Filipino identity under Spanish oppression. His two novels, Noli Me Tangere and El Filibusterismo, express the colonial struggles of Filipinos and inspire nationalism. Though Rizal sought reforms through non-violent means, he emphasized freedom, education, and equal rights, as believed in the saying, "The Pen is Mightier Than The Sword." International Studies students can learn from Rizal that diplomacy and treaties are significantly more peaceful and powerful than violence in resolving conflicts of the state.

Inspiration for Leadership - Rizal teaches us that every society needs a capable leader with the necessary skills to inspire change. His ability to lead served as a model for International Studies students to lead with commitment to justice, which is needed for diplomatic relations and governance.

By studying the life and works of Rizal, students can understand the importance of diplomacy, human rights, nationalism, education, and the power to change without violence. His works continue to inspire future leaders, and his famous quote "Ang Kabataan ang Pag-asa ng Bayan," signifies that the youth is the future of our nation.