Title: “Historical Revisionism and Historical Distortion: An Analysis on the Level of

Historical Knowledge of Jose Rizal Students on Discourse of Revisionism and

Distortion”

Researchers: Camero, Irene

Faminial, Angelo

Program: Bachelor of Arts Major in History

Introduction

One’s knowledge and understanding of his history are foundational to his society.

It is how people discern and adjudge historically significant events and figures that

influence our current reality. History being fundamentally reliable despite being

susceptible to lack of scientific validity, the social transmission of historical information is

ambiguously distributed. Historical revisionism and distortion are potential in any holistic

misdirection and redirection due to the fragility of truth in itself, and to be easily

manipulated prior to lack of exactness. While society yearns for the transparency of

what transpired in the past, history can simultaneously show normative truth and

subjective truth but not absolute truth. History is a perspective, and the existence of the

perceiver is a significant variable in determining the level of truth and its contribution to

historical accuracy. History is constructed by men, and if this statement is to have any

meaning, it must allude to the idea that there is no such thing as an unquestionable fact

(Zerrouki, 2011). Instead of being given access to knowable intentionality and this

creates objective historical knowledge, history is bound to the identical narrative and
creative limitations as other types of realism writing (Gorman, 2008). Relatively,

historians analyze accounts from a variety of sources to determine what actually

transpired, while archeologists compare discoveries to accounts. Advances in methods

and technology have allowed them to present more compelling arguments for their

interpretations of the past (Schultz, 2003). However, such interpretations do not

transpire in a valid context. While some historical evidence is thought to be more

reliable or credible than other historical accounts, historians can point out that very little

historical data can be viewed as completely impartial because it is always a product of

specific people, times, and dominant ideas.

Historical revisionism and historical distortion are terms used synonymously

when characterizing falsities or efforts to alter historical facts. However, a clear

distinction between these two is in place. Historical revisionism is merely a

reinterpretation of existing historical records once newly found pieces of evidence

emerge (Krasner, 2020). Hence, it is a fundamental part of the process under which

history broadens its contexts and deepens its grasp by exploring novel prospects

(Camagay, 2022). At its core, revisionism is important to history, for one’s

understanding of historical events is imprecise and will always be so. No historian can

collect all the conceivably pertinent evidence there is, and evidence is always inherently

insufficient. The best that historians can hope to achieve is to try to find new prospects

and analyze existing data to provide fresh interpretations. According to Cristobal (2019),

on the other hand, historical distortion takes place when one alters facts and narratives

to advance his or her personal agenda. Thus, it involves disinformation and falsities to
alter history. Concerns related to historical distortion, in a global setting, have grown

pervasive. In 2022, Russian President Vladimir Putin utilized his denial of Ukraine’s

autonomy and national identity to justify Russia’s war against the country. Furthermore,

the “1776 Commission” that was put in place under then-US President Donald Trump’s

administration sought to advance "patriotic education" as well as declared the

development of a program to create a "pro-American curriculum" that would refute

American narratives that recognize slavery and institutionalized racism. Although

historical distortions mock a country’s identity, direct involvement from the government

such as these highly threatens its foundations. It undercuts democratic and electoral

processes, thereby depriving and excluding marginalized communities and further

reducing their access to the political process (Ludovice, 2022).

The problem of historical revisionism and historical distortion has also plagued

the Philippines in the past decades. According to Mendoza (2017), one’s knowledge is

merely accorded from a parent to a child regardless of its factuality, for children view

their parents infallibly. He further discussed that a Filipino family “sets in its ways” ignore

facts that would contradict their beliefs and prove them wrong, for stubbornness and

pride are among the core traits of Filipinos and these traits double down once their

beliefs are threatened. Although it is under one’s initiative to actively reject the falsity

that had been fed to them, the same paper explored that it has also gotten progressively

harder for one to distinguish facts from distorted and biased materials found on the

internet. The author alluded that such online contents may be made for publicity which

is “the currency and ammunition of all kinds of politics.” Political agenda is

accomplished when real accounts of terror and corruption are distorted. Agreeable to
Talamayan (2021), this type of distortion and politicization of shared memories is a

propaganda technique. This emphasizes the essential function of a state in molding and

endorsing historical narratives. Parental influence, online propaganda, and state

involvement are among the fuels that ignited the machinery of historical revisionism and

historical distortion in the Philippines.

In this study, the researchers wanted to identify the level of historical knowledge

in connection with historical revisionism and historical distortion of the college students

at José Rizal University. The researchers have chosen the university since faculty

members are well equipped in history courses as evidenced by their level IV Philippine

Association of Colleges and Universities Commission on Accreditation (PACUCOA) and

departmental output.

This study titled “Historical Revisionism and Historical Distortion: An

Analysis on the Level of Historical Knowledge of Jose Rizal Students on

Discourse of Revisionism and Distortion” aims to identify the level of historical

knowledge of José Rizal students in connection with historical revisionism and historical

distortion. Furthermore, it will provide a quantitative understanding of the degree of

historical knowledge of the students about historical revisionism and historical distortion.

Lastly, it will raise awareness among the students about historical revisionism and

historical distortion to improve their historical knowledge.

Conceptual Framework

For Measure
Profile Output
Knowledge in
Sex A webinar on the
Historical
Age distinction
revisionism
Grade Level between
Course/ historical
Knowledge in
Program revisionism and
Historical
distortion
distortion

Figure 1 illustrates the various variables and constructs of the study. Box 1 shows the

characteristics of the respondents in terms of 1) sex, 2) age, 3) grade level, and 4)

course/program. Box 2 shows the different variables associated with the historical

knowledge of the students, 1) historical revisionism, and 2) historical distortion. Lastly,

the output of the study will provide an action plan for raising awareness through a

webinar on the distinction between historical revisionism and distortion.

Statement of the Problem

This study titled Historical Revisionism and Historical Distortion: An Analysis on the

Level of Historical Knowledge of Jose Rizal Students on Discourse of Revisionism and

Distortion aims to identify the level of historical knowledge of José Rizal students in

connection with historical revisionism and historical distortion. Furthermore, it will

provide a quantitative understanding of the degree of historical knowledge of the

students about historical revisionism and historical distortion. Lastly, it will raise

awareness among the students about historical revisionism and historical distortion to

improve their historical knowledge.

Specifically, it will answer the following questions:

1. What are the characteristics of students in terms of:

1.1 Sex

1.2 Age

1.3 Grade level

1.4 Course/Program

2. What is the degree of historical knowledge among students of José Rizal

University in determining:

2.1 Historical revisionism

2.2 Historical Distortion

3. Is there a significant difference in the historical knowledge of the students when

grouped according to Sex, Age, Grade Level and Course/Program?

 4. Is there a significant relationship in the historical knowledge of the students when

grouped according to Sex, Age, Grade Level and Course/Program?

5. What webinar can be crafted to strengthen the knowledge of students in

historical revisionism and historical distortion?

Significance of the Study

The result of the study will be of great benefit to the following:

Historians. Historians will be able to formulate solutions to improve the historical

knowledge of students. The historians will know what specific topic or event they will

focus, on and on what approach they will take to improve the historical knowledge in

connection to historical revisionism and historical distortion. Historians are the experts

on studying history but are not limited to studying but also applying the lessons from the

past. Historians use the historical method, a procedure about gathering and assessing

data from a variety of primary sources to provide answers to inquiries regarding

historical occurrences. Reports are frequently written by historians to explain the

significance of their research and to show how fresh discoveries are relevant to and

valuable to contemporary culture.

 Students. The study will enable a greater understanding of the distinction

between historical revisionism and historical distortion. The outcome of this study will

enable the student to become more insightful and analytical, which will enhance their

historical knowledge. The student’s awareness of the distinction will allow them to be

more well-equipped and competent in history. Students are those who are engaged in

the process of learning and are seen as the future. Raising their historical knowledge

will make them become more responsible voters and information sharers because

understand how to filter facts efficiently.

Professors. This study will serve as a guide for professors as they discuss what

motivates an increasing amount of people to absorb the historical distortions that are

being encountered. With the help of different teaching techniques, this study will also

assist them in more thoroughly educating students about historical revisionism and

historical distortion.

The Researchers. Being the researchers for this topic is a challenge since the

topic is not frequently studied. This research topic will help the researchers to be more

professional since the topic requires the researchers to be independent and focused. As

future professionals that are in line with history, this topic will be a huge help in

differentiating historical revisionism and historical distortion.

Future Researchers. This study will help future researchers by using this

research as one of their references if ever they choose this field of study. This study can
also help future researchers know how to filter the data or information that they will use

in their research papers. The role of future researchers is important because they are

the ones who will prove and add to the data that are presented by the current research

papers.

Scope and Delimitation

This study is titled "Historical Revisionism and Historical Distortion: An Analysis

on the Level of Historical Knowledge of Jose Rizal Students on Discourse of

Revisionism and Distortion". The goal is to identify the level of historical knowledge of

José Rizal University students. This study is particular to the frameworks set by the

variables on level of historical knowledge among college students which include

historical revisionism and historical distortion. It also focused on specific variables which

include demographic profile (Sex, Age, Grade Level and Course/Program). The study

asked for the participation of college students from José Rizal University who are

Bachelor of Arts Major in History, Bachelor of Arts Major in English, Bachelor of Arts

Major in Economics, Bachelor of Science Business Administration Major in Marketing

and Bachelor of Science Business Administration Major in Management.

 Chapter 2

Review of Related Literature and Studies

This chapter presents the different literature and studies that have been published and

conducted before the writing of this research study. This part enumerates different

authorities and their concept that discusses the variables presented in this study.

CONTEXT

2.1 Grade Level

2.2 College Program

2.3 Historical Revisionism

2.4 Historical Knowledge

Demographic Profile in terms of Grade Level

The highest degree of education completed by a person is referred to as

educational attainment. The assessment of knowledge gained, abilities, and

competencies that are designed to signify the satisfactory conclusion of a grade level is

frequently used to certify educational attainment. This variable is included in the

demographic profile in the study because this study wanted to determine its significance

with regard to the connection it has to the historical knowledge of the students.

Since they will be better able to distinguish between different historical events as

well as the subsequent consequences of these occurrences, it is generally assumed

that people with higher educational levels have a higher degree of knowledge. And on

the contrary, it is reasonable to presume that those with less education are less

concerned with and engaged in such events. According to a study by Callaway (2020),

the higher the grade level of the students, the more knowledgeable they become when

it comes to historical skills and corroboration. This is further corroborated by the fact

that the individuals who demonstrated the greatest expertise in upper-level history

courses displayed historical literacy the few times it was seen in his study. This is due to

the fact that historical literacy skills, and historical knowledge in general, are practices

that students are taught how to use and must be performed numerous times before a

student is trained to use them automatically when dealing with historical documents and

events (Bickford et. Al., 2020). However, the researchers discovered studies claiming

that students’ exposure to a wide range of news outlets, particularly those from lower

socioeconomic strata, indicated how well individuals could respond to other viewpoints

with curiosity and previous experience, allowing them to become substantially better

observers. As Wurff (2017) asserted, education is associated with news access

generally, rather than simply the student’s educational level.

 In conclusion, higher educated individuals are more likely to be far more

historically literate and knowledgeable than less educated individuals. Nonetheless, a

person’s interest in historical issues and events is not solely determined by their

educational background. Instead, their exposure to the media makes them care about

these occurrences since the students’ interests in them are not necessarily directly

connected with their grade level. Nowadays, regardless of their standing, most students

are believed to have the capacity to comprehend historical issues, provided they are

politically and socially conscious. As a result, it is said that students’ encounters have

an impact on the degree of their historical knowledge.

Demographic Profile in terms of Sexuality

The sexuality in this research will be divided into two; male and female, finding

out this independent variable is important in the study since the researchers wanted to

know whether there is a significant difference in the historical knowledge between male

and female.

The early modern era saw males from England depart from the traditional writing

of history when they ceased using simple chronicle writing, which marked the beginning

of the divide between male and female mastery of history. Men began to research the

past rather than merely document current events, and this divergence sparked the

development of contemporary historiography. Contrarily, women tended to concentrate

on the autobiography side of history, writing about their everyday lives (Goodrich 2020).

She additionally stated that men became the standard for what history is, which has
sparked a lot of debate because it goes against feminist ideals. As a result, many

women have been marginalized by the standards that men have established. This

caused men and women to be understood historically in different ways. In contrast,

females spend more time than males reading online history-related resources,

according to (Morante et al. 2017). This study also noted that there was a difference of

at least 28% in the hours spent online. This finding is crucial because history requires

patience and time due to the readings. In order for students to express their thoughts,

arguments, and interpenetration, history demands greater communication, according to

the study, which explains why women spend more time online than men do since they

are more receptive to discourse.

The researchers come to the conclusion that students’ exposure to external

influences from their environment—rather than sex—is what has the biggest impact on

their historical knowledge. Any sexuality can choose history or not based on their

preferences for certain subjects or programs. There is no stereotyping in students’

choice of majors- only “biological/evolutionary determinants”—despite the subjective

influences of parents and professors (Trusz 2020)

Degree of Historical Knowledge among students in determining Historical

Revisionism

The degree of a person’s historical knowledge determines his capacity to

differentiate historical facts from falsehoods; and thus empowers him to be an active

participant in the continual evolution of the customs, laws, and systems that regulate his
existence instead of becoming a mere passive subject of those who would characterize

them for him (Scarborough, 2022).

There are many different schools of thought and currents in historiography due to

multiple methods to go about making sense of history. For the past decade, historical

revisionism has been an increasingly prominent academic trend. This entails revisiting

the primary sources of a historical account or era with fresh eyes or information that

might change how we perceive it (Garcia-Bulle, 2021). The key to seeing historical

revisionism as something constructive, then, is recognizing when it seeks to fill in the

gaps of knowledge about a particular event or time period or to provide previously

undiscovered but factual information about it. However, this approach has a flaw in that

it is, in fact, not always applied for this reason. In the Philippines context, the term

“historical revisionism” has several derogatory and unfavorable implications. Heins

(2023) asserts that historical revisionism is now a common strategy used by politicians

in the Philippines to win over supporters by rewriting the past to their advantage. In

order to support her argument, she called attention to Ferdinand Marcos Jr.’s

presidency and the Marcos propaganda that altered the Marcos family legacy to fit the

concept of the “golden era” throughout Martial Law. That is to say that the concept of

historical revisionism is frequently connected with the willful and intentional rewriting of

historical accounts to further an agenda, whether political or ideological. Yet, such a

pejorative portrayal of historical revisionism diminishes the efforts of many professional

historians who use historical revisionism as a vital component in their research and

harms the creation and research of history (Herrity, 2017). In addition, McPherson
(2017) contends that historical revisionism is a crucial and essential component of the

quest for the truth or to provide an alternative viewpoint on historical accounts. By

investigating new possibilities, history broadens and expands its perspectives

(Camagay, 2022).

In conclusion, historical revisionism is essential for providing an unbiased,

scholarly, and authentic account of a specific historical event. Yet, caution must be

exercised when revisiting historical events for political or ideological reasons and when

fresh interpretations of historical facts are being proposed. The goal of historical

revisionism is to uncover the truth about a past event, finish historical narratives, and

improve how we perceive the occasions that have influenced our present world. It can

be a useful cognitive instrument as long as the goal is to better comprehend and

analyze history (Garcia-Bulle, 2021). Reexamining the past and the historical facts that

construct it can lead to a much more precise histories in the present. At the same time,

the phrase is diluted by numerous negative examples of politically driven revisionism

and mostly unsupported historical rewriting. If left unregulated and unchallenged, they

have the potential to alter the commonly understood definition of the term and diminish

the efforts of historians who are advocating for the truth. Preserving the validity of the

term as well as its application in academic practice can be done by appropriately

condemning non-scholarly revisionism and placing a greater focus on legitimate

academic historical revisionism that favors evidence rather than speculation (Shank,

2022). That is to say, that in a classroom setting, revisionism must not be a sort of

abberation; rather, it could serve as the norm to pique student curiosity about a topic
that has the power to significantly influence how they perceive the past, present, and

future.

Degree of Historical Knowledge among students in determining Historical

Distortion

History is not absolute. Historical accounts may need to be modified to reflect a

much more apt description of what transpired as further investigations take place and

fresh information is discovered. History is distorted when the historical narrative is

modified to satisfy the interests of a specific individual or group, irrespective of how

disconnected from the evidence they are.

Historical distortion is widely associated with the anti-intellectual movement or

the broad mistrust of professionals and academics (Ludovice, 2022). The presence of

anti-intellectualism in the Philippine context was very much visible in the nation’s

democratic electoral procedures. According to Robles (2022), the Marcoses’ extensive

(dis)information machinery is primarily responsible for the large number of voters in the

2022 Philippine presidential elections. Their own interpretations of history were

meticulously produced by online content strategists, vloggers, as well as troll farms.

Such lies were well received by an eager audience. Whereas many researchers had

attributed this to the rise of conservative beliefs, anti-intellectualism has risen in

popularity over the past few years in conjunction with the growth of populism, which is

often predicated on the mistrust of elites as well as the core principle that academic

endeavors are elitist (Merkley, 2020). Since many people in the community disregarded
or even attacked medical specialists for their opinions and announcements following

Covid-19, despite the evidence, this viewpoint started to spread in other fields like

healthcare and medicine as well (Merkley & Loewen, 2021).

It may be said that history is being democratized right now. The Philippines is

regarded as the “social media capital of the world” (Ong, 2018). In this aspect, it is

simple for non-historians in the nation to generate and disseminate accounts of history

or historical narratives, regardless of their motivation. The abundance of media content,

such as video clips and vlogs (video blogs), substitutes colloquial language for

academic terminology. Typically, sources are not cited. As a result, distorted histories

are being read and contrasted against thoroughly researched writings. Historical

distortion may appear to validate the saying that “history is written by the victors.” This is

true in a way since history is a form of power (Tennant, 2019). And people in positions

of power also frequently steer the narrative. But, history writing is governed by a certain

ethic. A story that is created without supporting proof is merely a false memory

(Ludovice, 2022). Without credible sources, it merely covers up or denies the errors,

injustices, and atrocities that such manipulation seeks to conceal or obscure, which only

serves to exacerbate the violation and damage.

Based on the related literature, the researchers have arrived at the conclusion

that history writing shouldn’t be limited to solely academic pursuits. Historians must

capitalize on this ability to combat fabrication and deception because it is possible to

employ it as a tool of manipulation to rationalize policies, sway opinions, and cover up

atrocities. Despite accusations of interpreting the past in the context of the present and

employing contemporary norms and ideals, historians must adhere to evolving issues,

call out distortions publicly, and communicate with people via online platforms, just as

those that distort narratives do.

The effect of many technological, social, political, and even individual cognitive

processes makes memories all but unpredictable. The internet of today, where the

authenticity of memories has become more and more contextualized within echo

chambers and filter bubbles, best exemplifies the arbitrary nature of memories, and

these facts are the reasons why the Historical Knowledge is declining. Nonetheless, it is

feasible to discover the truth and determine the reliability of any prior memory by

understanding the underlying logic that drives the framing, articulation, and proliferation

of difficult recollections (Talamayan, 2021), Philippine culture has historically been a

setting whereby fake news and narratives impact people and their realities. And even

though many would assert that history has various perspectives and angles, it is still

important to distinguish history from propaganda.

Theoretical Framework

This study aims to identify the level of historical knowledge of Jose Rizal

University students in connection with historical revisionism and historical distortion. The

researchers found the Postmodernist Theory best explains the problem of the research.
 The theory discusses the denial of having one basis for universal history since all

histories are based on the social exposure of the historian. Biases and the possibility of

having a limited source are also taken into account as to why there is no such thing as

an objective truth in history. The theory is consistent with the problem because

revisionism is being seen as a legitimate strategy for obtaining the truth by examining a

variety of sources. Moreover, the theory explains that political and cultural values are

always discernible in the historian’s work. It typically led to people believing in a

historical illusion that the author created through the use of power and influence. In the

discussion, the researchers deemed that historical distortion is hard to overcome

because traditional history is still widely regarded as the proper technique to studying

history. Lastly, The theory demonstrates that the Postmodernist Theory improved

historians’ approaches to history in comparison to earlier approaches because it

sparked scholarly interest in comprehending, interpreting, and arguing the fundamental

questions of history. This theory supports the study’s goals of combating historical

revisionism and distortion and enhancing students’ historical knowledge. It is assumed

that the respondents of the study are not fully aware of the difference between historical

revisionism and historical distortion hence why the use of Postmodernist Theory is the

approach that the researchers will use.

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