AN INVESTIGATION OF THE CRITICAL THINKING ABILITY OF SECONDARY AGRICULTURE STUDENTS

Journal of Southern Agricultural Education Research 18

Volume 56, Number 1, 2006

AN INVESTIGATION OF THE CRITICAL THINKING ABILITY OF

SECONDARY AGRICULTURE STUDENTS

Scott Burris, Texas Tech University

Bryan L. Garton, University of Missouri

Abstract

The purpose of this study was to examine the relationship between student characteristics

and critical thinking. Additionally, this study sought to determine the unique variance in critical

thinking explained by achievement level. The target population for the study was identified as

secondary agriculture students. As part of a larger study, the sample consisted of 105 secondary

agriculture students purposefully selected based on characteristics of the teacher. Critical

thinking ability was determined by the Watson-Glaser Critical Thinking Appraisal® (WGCTA®)

(Form S). Mean scores for critical thinking indicate that some level of critical thinking is present

in secondary agriculture students. Males and females were similar in their ability to think

critically. Upper classmen outperformed lower classmen on critical thinking. Students

categorized as higher academic achievement levels exhibit higher critical thinking skills than

those students categorized as lower achievement levels. Academic achievement level uniquely

contributed 18 percent of the variance in critical thinking score.

Introduction and Theoretical Framework

Education has long focused on teaching students to give a correct answer. Students often

complete assignments, do well on tests and get good grades; yet, do not learn to think critically

(Brooks & Brooks, 2001). According to Brooks and Brooks (2001), teachers too often ask

students to recite, define, describe, or list facts. Students are less frequently asked to analyze,

infer, connect, synthesize, evaluate, think and rethink. Students have become familiar with this

process of passing knowledge back and forth without inquiring into how this information applies

to the real world (Black & Deci, 2000). The concern over development of critical thinking skills,

or lack there of, has led to a renewed focus of education.

The current educational climate reflects the importance of learning not only content

information, but also developing skills for thinking critically (Pithers & Soden, 2000). The need

for instructional design to improve the thinking process has been substantiated in numerous

reports over the last 25 years (Halpern, 2003). In recent years, more emphasis has been placed in

the student’s ability to understand and use information, not to merely posses it (Richardson,

2003). Furthermore, college faculty identified critical thinking, along with problem solving, as

skills necessary for every college graduate (Diamond, 1997).

While there appears to be unanimous agreement regarding the importance of developing

students’ critical thinking skills, there is much less agreement on exactly what constitutes critical

thinking. The concept of critical thinking was reflected in the teaching of Greek philosophers

such as Socrates, Plato and Aristotle (Burbach, Matkin, & Fritz, 2004; Staib, 2003). Dewey

(1909, 1997) described critical thinking as the suspension of judgment and healthy skepticism.

Multiple descriptions of critical thinking can be found in the literature (Beyer, 1987; Burden &

Byrd, 1994; Ennis, 1962; Halpern, 2003; Pascarella & Terenzini 1991; Simon and Kaplan, 1989;

Stahl & Stahl, 1991). Critical thinking is often linked with, compared to, and used

interchangeably with problem-solving (Dressel & Mayhew, 1954; Facione, 1990; Moore &

Parker, 1994; Pascarella & Terenzini, 1991; Sternberg & Baron, 1985) and higher order thinking

(Burden & Byrd, 1994; Ennis, 1985; Facione, 1990; Whittington, Stup, Bish, & Allen, 1997).

Early efforts of Dressel and Mayhew (1954) established a framework for evaluating

critical thinking. Their work identified five abilities associated with the concept of critical

thinking. Building on the work of Dressel and Mayhew, Watson and Glaser (1994) provided the

following definition:

Critical thinking is a composite of attitudes, knowledge, and skills which includes: (1)

attitudes of inquiry that involve an ability to recognize the existence of problems and an

acceptance of the general need for evidence in support of what is asserted to be true; (2)

knowledge of the nature of valid inferences, abstractions, and generalizations in which

the weight or accuracy of different kinds of evidence are logically determined; and (3)

skills in applying the above attitudes and knowledge. (p. 9)

Consistent with this definition, Watson and Glaser created a data collection instrument to

measure those skills associated with critical thinking. The Watson-Glaser Critical Thinking

Appraisal® (WGCTA®) (1994) measures critical thinking through five abilities: inference,

recognition of assumptions, deduction, interpretation, and evaluation of arguments. Each of the

five abilities is represented by a score on a sub-test of the instrument; and collectively, they

represent an ability to think critically.

A Nation at Risk (National Commission on Excellence in Education, 1983) questioned

the faltering achievement of American students and called for investigations into existing

educational structures. The National Commission on Excellence in Education specifically

identified concerns about students’ lack of ability in critical thinking, higher-order thinking and

problem solving skills. This concern over students’ ability to think critically was further

substantiated by Norris (1985), who indicated that critical thinking was lower than expected in

the United States at every stage of schooling.

The importance of critical thinking has been reinforced by industry expectations. The

Secretary’s Commission on Achieving Necessary Skills (SCANS) (1991) addressed this issue in

their report entitled What Work Requires of Schools. The commission found that high

performance workplaces required competencies in critical thinking. Among those critical

thinking competencies identified were creative thinking, decision making, problem solving, and

reasoning (SCANS, 1991).

Support for the development of critical thinking skills has also been apparent in the

expectations of student performance in public schools. As a result of legislation, the Missouri

Department of Elementary and Secondary Education (DESE)(1996) developed the Show-Me

Standards outlining expectations of secondary students. These standards were a result of Senate

Bill 380, “The Outstanding Schools Act” (1993), which called for the State Board of Education

to adopt performance standards. The Show-Me Performance Standards target the development

of critical thinking skills.

The standards are categorized into four goals. Goal one of the Show-Me Standards

(DESE, 2004) states, “Students in public schools will acquire the knowledge and skills to gather,

analyze, and apply information and ideas”(p. 3). In addition, Goal Three of the Show-Me

Standards posits, “Students in public schools will acquire the knowledge and skills to recognize

and solve problems”(p. 3). Finally, Goal Four asserts, “Students in public schools will acquire

the knowledge and skills to make decisions and act as responsible members of society”(p. 3).

The value of critical thinking skills is evident by the references to analysis, problem solving, and

decision making in three of the four goals.

Critical thinking has been examined through a variety of perspectives. Early studies in

agricultural education sought to identify the critical thinking ability of students enrolled in

secondary agriculture classes. Findings indicated that secondary agriculture students did possess

some ability to think critically (Rollins, 1990, Cano, 1990). Future studies have since

contributed to what Cano initially described in 1990 as a shallow research base.

Studies have explored the relationship between critical thinking and student

characteristics. Torres and Cano (1995) reported that learning style explained significant

variance in critical thinking. In contrast, Rudd, Baker; and Hoover (2000) found no significant

difference in critical thinking by learning style. However, they did find gender to be a significant

contributor to critical thinking disposition. More recently, Meyers and Dyer (2004) found no

difference in student’s disposition to think critically by gender or learning style.

Stronger connections have been made between critical thinking and academic ability.

Rollins (1990) found the best indicator of critical thinking ability in Iowa secondary agriculture

students to be the score on the Iowa Tests of Education Development (ITEDs) reading sub-test,

accounting for 28% of the variance in critical thinking score. Cano and Martinez (1991) reported

a substantial positive relationship between critical thinking and cognitive ability as defined by

the Developing Cognitive Abilities Test. Rickets and Rudd (2005) identified grade point

average, as an indicator of academic performance, as the best known indicator for explaining

critical thinking.

Critical thinking continues to emerge as a primary focus in education. While the body of

literature related to critical thinking continues to grow, there continues to remain disagreement of

factors that are associated with the ability to think critically. One consistent product of previous

studies on critical thinking has been the call for continued investigation.

Purpose and Objectives

The purpose of this study was to examine the relationship between selected student

characteristics and critical thinking. Additionally, this study sought to determine the unique

variance in students’ critical thinking explained by their achievement level. The following

research objectives guided the study.

1. Describe selected characteristics (gender, grade classification, achievement level, and grade

classification) of secondary agriculture students.

2. Explore critical thinking scores according to classifications of gender, grade classification,

and achievement level.

3. Explain the variance in critical thinking score accounted for by achievement level ability

when controlling for differences in gender and grade classification.

Methods and Procedures

Population and Sample

This study was part of a larger investigation and utilized a descriptive correlational

design. While the target population for the study was identified as secondary agriculture

students in Missouri, participants were limited by the design of the larger study. Subjects in the

study were part of a purposive sample. Students were included in the study based on selection

criteria of their agriculture teacher. Twelve teachers were selected based on characteristics of

their teacher preparation program. All selected teachers had been exposed to a similar preservice

departmental philosophy of education, completed similar requirements for teacher

certification, and received similar instruction in teaching methodology. The resulting sample

consisted of 140 students. Achievement score date were unavailable for 35 students resulting in

a usable sample for this study of 105. Due to the limitations of the sampling procedures,

findings from this study are representative of subjects included in the study and should not be

generalized beyond this sample.

Instrumentation

Two data collection instruments were used. Critical thinking ability was determined by

the Watson-Glaser Critical Thinking Appraisal® (WGCTA®) (Form S). The WGCTA® is a

standardized, copyrighted, assessment tool for assessing the success of programs and courses in

developing critical thinking skills (Watson & Glaser, 1994). The instrument includes exercises

which are purported to be examples of problems, statements, arguments and interpretations of

data which are regularly encountered at work as well as at school and in other activities. The

WGCTA® is designed to measure critical thinking as a composite of attitudes, knowledge, and

skills. The instrument is available in parallel forms A and B and is also available in an

abbreviated version (Form S). Form S was used for this study as it is approved for secondary

students and can be completed in approximately 45 minutes.

The reliability of the WGCTA® had been previously established and was detailed in the

test manual. Reliability estimates for Form S of the WGCTA® were reported as a Cronbach’s

alpha coefficient of .81 (r = .81) (Watson & Glaser, 1994). According to Watson and Glaser

(1994), “the content validity of the WGCTA® in classroom and instructional settings may be

examined by noting the extent to which the WGCTA® measures a sample of the specified

objectives of such learning programs. The statewide objectives of public education in Missouri

clearly identify the importance of critical thinking skills as evident by the references to analysis,

problem solving, and decision making. The construct validity of the WGCTA® can be evaluated

by noting its relationship to other tests. Watson and Glaser (1994) report significant

relationships between the WGCTA and test of general intelligence (Otis-Lennon Mental Ability

Tests, the California Test of Mental Maturity, and the Wechsler Adult Intelligence Scale Verbal

IQ).

A second data collection instrument was developed by the researcher. This instrument

was completed by the agriculture teacher and consisted of demographic information (gender and

grade classification) and achievement data. Student achievement was operationally defined as

the score on the 7th grade administration of the science portion of the “Missouri Assessment

Program” (MAP). The MAP is a standardized assessment system developed to evaluate student

proficiency on the state adopted academic standards. The MAP assesses students in

communication arts and science in grades 3, 7, and 10. Mathematics and social studies are tested

in grades 4, 8, and 11. As part of the larger study, teachers reported the score on the science

portion of the MAP as that was the area most related to agriculture. The seventh grade

administration was utilized because it was the most recent administration completed by all

secondary students in the study.

Conclusions and Recommendations

In the study, 35% of the students were female and 65% were male. Data from the

Missouri Department of Elementary and Secondary Education (DESE, 2005) indicate

approximately 30% of students enrolled in secondary agriculture classes for 2003-04 were

female and approximately 70% were male. Therefore, it can be concluded that the sample

approximates the gender distribution of secondary agriculture students in Missouri.

Sophomores, juniors, and seniors made up almost 85% of the sample. While this is

uncharacteristic of statewide enrollment figures, it is understandable given the selection criteria

for this study. Teachers were included based on their ability to incorporate a specific unit of

instruction into one of their courses. The unit most appropriately fit into an Ag Science II or

Natural Resources class. Each of these courses is typically regarded as upper level courses.

State reports for 2004 indicated the 40% of students state-wide were performing at or

above the nearing proficiency level on the MAP. Forty-four percent of the students in this study

were classified as nearing proficiency or higher. The MAP achievement levels imply that

students in agriculture courses are performing at least as well as the state-wide population of

students. As education continues to deal with accountability issues, it is reassuring that

agriculture students are performing as well as general populations. Future research is necessary

to investigate the contributions agriculture programs make toward standardized testing.

Mean scores for critical thinking indicate that some level of critical thinking is present in

secondary agriculture students. A lack of comparative information on secondary level critical

thinking ability makes interpreting the level inherently more challenging. Students in the study

scored considerably lower than normative date for various professions on the same form of the

WGCTA (Watson & Glaser, 1996). More information is needed for students at a similar grade

level.

Helmstadter (1985) criticized the WGCTA indicating that mean scores tend to progress

logically with age. Findings from this study indicated that an increase in grade classification

resulted in an increase in critical thinking ability. Upper grade-level students outperformed

lower grade-level students on critical thinking. In spite of Helmstadter’s concern, Rollins (1990)

Journal of Southern Agricultural Education Research 26

Volume 56, Number 1, 2006

study resulted in similar findings using a different measure of critical thinking. It is not clear

whether that increase is a result of education or a result of development.

Educators should continue to value the development of critical thinking. As teachers

strive to incorporate strategies into their classroom, differences among grade levels should be

considered. While findings from this study only indicate that differences may exist between

students at different grade levels, additional studies should be conducted to determine the extent

to which grade level impacts a student’s ability to think critically. Likewise, strategies most

effective for developing critical thinking should be identified through future research and

employed in agriculture programs.

There exists some disagreement in the literature regarding the influence of gender on

critical thinking. Rudd, Baker, and Hoover (2000) described gender as a significant variable in

critical thinking disposition. In contrast, current findings indicate males and females are similar

in their ability to think critically. This finding is consistent with research on college students

(Myers & Dyer, 2004). Possible differences in these findings may be a result in the inconsistent

descriptions and measures of critical thinking.

Findings indicate a moderate (Davis, 1971) relationship between achievement level and

critical thinking ability. Students categorized as higher academic achievement levels, as defined

by the MAP, exhibit higher critical thinking skills than those students categorized as lower

achievement levels. This relationship is in agreement with previous studies that have linked

measures of academic ability and critical thinking (Cano & Martinez, 1991, Ricketts & Rudd,

2005; Rollins, 1990).

A variety of definitions of critical thinking have been posed. While some call for

harmony or unity in our approach to critical thinking, perhaps the partitioning of critical thinking

as a construct is more appropriate. Contradictory findings related to critical thinking could be a

result of many sub-constructs. The relationship between academic achievement and critical

thinking may indicate that efforts to measure critical thinking may be really measuring academic

achievement. As definitions are continually refined, our instruments of measurement must be

refined as well.

Eighteen percent of the unique variance in critical thinking scores can be attributed to

achievement level category. Similarly, Rollins (1990) found that 28% of variance in critical

thinking, measured by the Cornell Critical Thinking Test, could be explained by score on the

Iowa Test of Education Development (ITED) reading subtest. Both findings support the

argument that academic performance is the best-known variable for explaining critical thinking.

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Iranian, Indian and Chinese Literature

Name: Allan C. Gulinao

Course/Yr&Sec: BSED-MT-2-1

Subject:LITE1023

Reflection Paper(Summary/Generalization)

GUNO AND KOYO

There are three reasons  why I the two stories.One of the reasons was I am not bored when reading the story such that  I can relate in every words that it contains. Another reason was that the two Stories owned an impact that will encourage the reader  to read it from beginning up to the end. The last reason was because I am curious to know the characters more and where does the story takes place. The first place that was mentioned in the story of  Guno and Koyo was the old man’s house. The end of the story took place in the unflooded river. Guno and Koyo tried to rob the properties of the old man’s house during night time.It was already the middle of the night when Guno and koyo reached the unflooded river. There are two events in the story. The first one was Guno persuaded Koyo to go with him  to rob an old Hadji. They crept in the night  to the old man’s house and began to dig a hole under the wall . When, the hole was large enough for a man to enter, Guno crawled through . He Silently gathered the valuables of the sleeping hadji and handed  them out through the hole to Koyo,who piled them neatly on the ground .Guno don’t want  the robe to become dirty  that’s why instead of going through the hole, he went to the door. Koyo, expecting Guno to appear through the hole ,was startled. Seeing the dignified robed figure coming out of  the door he thought it was the hadji,and that Guno was still inside.``Ai!The hadji was behind him,hastily threw his new robe away and fled after Koyo because the two of them made so much noise fleeing through the village,the neighbors were awakened ,and they come out with sticks and  sickles to pusue them. Otherwise ,the second event in the story was when Guno and Koyo ran across the open fields until  they come  panting the edge of the river Guno held his breath,closed his eyes and loaped from the rocky ledge, but the riverbed was dry ,there was no water in it at all and Guno fell into the gravel and stones below guno was embarrassed.

So he began to make swimming motions with his hands and kegs as he lay on the bottom of the dry riverbed and he called out to Koyo   that it’s fine below.So Koyo ,too ,took  a deep breath ,closed his eyes  and leaped  from the ledge .He landed next to Guno ,spraling in the dry river gravel. The story was really great. I like the flow of the story and it gives moral lesson and good virtues. The characters are great in the story, for me Guno and koyo is an example of a good people and they are model for everyone. They were helpful, and the story releases the good values and attitudes of the characters.. Guno and Koyo also reflects the cultures and traditions of Indonesia. Indonesian literature is very rich in moral values, they can show theirselves in form of their writings. I also appreciated the title and the theme of the story that the author used. The characters captivated my mind, it touches my heart because they play the role of a true people, and up to now we can see their characters in real life.

Circumcision

Every night I always come to the broken, the child - the child is also another party. We take your lessons at the break with a half-hour was done from six until nine at night. We paid 2 ½ cents a week to buy the oil lamp. We in fact violated a waste - waste of time, because we were only joking, talking - talking, annoying people who are maghrib prayer and evening prayer. We do it all to avoid learning at home. I want to be a true Moslem, but I have not been circumcised. I thought if I could become a true Muslim if it has not been circumcised? But I thought in my brain capacity. One evening my father came home, he looked happy. I was read to the mother's room. Arrived - arrived father called and asked "Are you ready to be circumcised?" Then I replied "Sure yah!" Dad said I would be circumcised as soon as possible. Dad would not circumcise his son is only 2, but also foster children and their children - her son. Special day has arrived, the 6 people who will be circumcised sit in a row. One - one was called into the room, then came the turn. I was very scared, but fear was over quickly. I also finished circumcised. Circumcision in the short story about a kid who wants to become a true Islamic religion, but he is undecided about whether he had become a true Islamic believers or not, because he has not been circumcised. In the end he was circumcised, he was happy because it has been circumcised it proves that he can become a true Islamic religion. In the short story the author used the above path is the path forward. That's because of one paragraph to another paragraph in touch.

Point of view is contained in the first short story / (I-ness). It is taken from the phrase "I had finished circumcised". The theme of this short story is the lives of young children in rural areas. While housed in the rural background. Mandate that can be taken is this short story to convey that a boy had expressed great if already circumcised, because his sins were borne alone. The story emphasized the rich culture of Muslim people. it is said that if one Muslim get circumcised they are now true Islamic believers. Circumcision was very important to them because it is a part of being a Muslim. In Christian people after you have circumcised it is the start of the maturity of the body among men. This story is very interesting because it is nice to know the rich culture and traditions of Muslim.

THE WONDER TREE

On the desert of Arabia, there was a tribe ruled by Ali Ben. One evening his daughter Zuleika ran to him and told him that there was a stranger going to their tribe. The newcomer told them that the great Sheik ben Nedi was coming the next day. Everyone was excited for their visitor is a great leader from another tribe, so they prepared gifts for the coming Sheik. While everyone is busy preparing, only Zuleika sat alone and idle. She has nothing to offer for the Sheik because her baby camel just died. She went near the great stone and sat there to weep. Suddenly a misty white figure took a shape of a beautiful fairy. The fairy asked Zuleika why she was crying and Zuleika told her the reason. The fairy told her that she has more to offer the Sheik and come back tomorrow where her tears fell upon and she will find something to give the Sheik. The next morning Zuleika came back and found a tree standing, so she told her father. That afternoon the great Sheik came and agreed that Zuleika's gift was the best of all. Arabia bless the day for they know that the tree will furnish them with food, fiber and shade.

Characters

• Ali Ben- a great leader of his tribe. The one who welcomed the the great sheik with hospitality.
• Zuleika- a wonderful kid, daughter of Ali Ben and the reason why there was a wonder tree.
• Sheik Ben Nedi- A great leader of the other tribe. The visitor of Ali Ben.
• The Fairy- a kind fairy who helped Zuleika in her problem on what to give the Sheik.

It is nice to know this story, it reminds me of being a good Filipino. Like the story, we are very welcoming people and it is shown by Filipinos. Just like others said, “Filipinos are very hospitable people’. the story shows to be glad to every people and welcome them. No matter what we want, we can get it by trust and faith. The story shows older times in Iran, the people in Iran, welcome their visitors and giv them gifts as a sign of honor. The Iranian people have good characteristics and values and we can see it by their rich literature.

SOHRAB AND RUSTUM

When Rustum the son of Zal was born he is as strong as a one year old boy and
When he grow up his father tell him to go forth the enemies of their country. Then after that Zal gave him the famous club of sham and gave a horse. Rustum named the horse rakush or lightning. When Rustum became an honored guess in a distant city he fell in love with a girl named tamineh, as time pass they married then tamineh bore a child then name it Sohrab. After that Sohrab mother gave him the onyx stone that Rustum want him to have. When Sohrab grow up he's looking for his father. So he get into war to look for him. When Sohrab is ready to depart he looked for a great steed and he manage to chose the son of rakush. One day Sohrab approach the wise counselor Peran Wisa. Peran Wisa advice him not to try battling one on one for it seems death, but he still wants it so Wisa just say do as you want. As Sohrab is looking for challenge the people who is under Rustum ask for his help. At first Rustum did not accept the challenge but after the people say that Rustum's greatness is past he then accept it but he said to hide his real name. As the day of the battle approach. Rustum and Sohrab fight for their lives in the end Rustum manage to stab Sohrab then that time only Sohrab realize that his enemy is his father then he show the Onyx stone his father gave to him then ask his father to stood by him and said "My son". Then Rustum bring his son's remains and raise his tomb for which men might say "Sohrab, the mighty rustum's son, lies here. Whom his great father did in ignorance kill"

Sohrab, the champion of the Tartar army. Little more than a boy but the mightiest warrior of the Tartar hosts, Sohrab, restless and dissatisfied, seeks Rustum, a Persian, the father he has never seen. Hoping that his fame will reach his father’s ears, he asks Peran-Wisa to challenge the Persians to a single combat, with each side choosing a champion for the duel. Sohrab, the Tartar, faces Rustum, the Persian, on the field of battle, and Sohrab is transfixed by Rustum’s spear. Before Sohrab dies, father and son become known to each other. Rustum, a Persian chieftain and champion of the Persian army. Meeting the challenge of the Tartars for a duel between a chosen warrior from each side, Rustum, unknowingly, faces his son, Sohrab. He transfixes and mortally wounds the youthful champion with his spear. As the victim’s life ebbs away, Rustum learns the identity of his son. In an agony of grief and remorse, he promises to bear Sohrab’s body to the palace of his fathers

THE TRIAL OF THE STONE

The Trial of the Stone is a humorous folk tale in which a stone is accused of a crime and the villagers at the trial must learn to take the judicial system seriously.

A young boy named Matt is off to visit his grandfather in a faraway village. He has been on the road all day, and when dusk falls, Matt finds a place to sleep near a big rock. He hides the few pennies he has for the next day's breakfast safely under a stone. A scoundrel in a red shirt watches Matt settle in and sees him hide his money. When the boy is fast asleep, the man tiptoes over, steals the few pennies and runs away.

In the morning, the boy wakes to find his breakfast money gone. He looks everywhere - but no pennies. In his distress, he raises such a ruckus that the people from a nearby village come running. The constable takes charge and inquires what is wrong. Matt tells his sad story. The village chief then orders the constable to carry the stone to the village to stand trial for theft. The villagers trail along to see what will happen

In the trial, the stone is accused of stealing Matt's money. The rock remains silent, but the crowd giggles. They are warned to keep quiet, as this is a serious matter. The rock refuses to answer any further questions and is finally charged with contempt of court. This causes the crowd to laugh out loud. As their laughter continues and they further annoy the court, they all end up being charged one penny for the disturbance. The chief awards the pennies to the boy. And it is the man in the red shirt who is ordered to carry the disobedient rock back where it belongs. With his new money, Matt buys his breakfast and goes happily on his way.

The Trial of the Stone is based on an old folk tale that appears in various forms throughout Africa, Asia and South America.

“Keen-Douglas’s straight-faced narration heightens the comedy while Stéphane Jorische’s sprightly, lushly enveloping watercolor, gouache, and pen-and-ink illustrations splendidly capture the spirit of the gently humorous story.” “This offbeat law-and-order tale should prove an effective tickler of funny bones while it also appeases the target age group's fiercely held sense of justice.” “This simple but clever trickster tale will delight many, especially when read aloud ... The skill of the storyteller is evident with a text that is sparing and clean. The words flow from page to page and are beautifully enhanced by Jorisch’s expressive watercolors.” the story, which is solid, humorous and well- told, but also in Jorisch’s deceptively simple illustrations the perfect picture book blend.

Both the words and the illustrations help to move the story forward. The resulting book is a delight. A well-rounded picture book with all of the elements required for childish enjoyment.” .I really enjoyed the story and I’ve learn another lesson.

THE DONKEY CART

Alright, so this is a summary on the short story Donkey Cart written by S.T. Hwang. The main character wasn't mentioned in the story so we just assumed that he might be our main character, anyway the summary goes like this: A teacher in a small town in the northwest of china named S.T Hwang decided to go back home because he can't endure the isolation. However, on the departure point most of the cart engaged in carrying local products so S.T Hwang spends time at the restaurant to eat and rest while waiting for the next cart. Time passed a boy shouted that an available cart had arrived. Hwang recognized the driver as Lin Ng, an old man with most unsavory reputation but he decided to take a risk. While in the journey Lin Ng told to S.T Hwang the truth about his unsavory rumors which made our main character realize that Lin Ng wasn't a bad person after all. He later believed him so he dropped the stone he brought before he took the ride until they reach the train station. Lin Ng requested to him to write his friends in town about Lin Ng and S.T Hwang assured of it. If you could read the whole story, you will find out why Lin Ng was accussed of being bad throughout his live and how he tried to live out of it.

It took place in

Small town in the northwest, China. The place was described as having lots of trees and a long stony path which the most convenient transport is through a donkey cart. This has been a danger to some travelers when robbers hide in the trees and ambush them.

• S.T Hwang - a 25 year old teacher who was in hurry to go home and doubtfully rode Lin Ng's cart through he heard unsavory rumors about him.
• Lin Ng - an old transport driver who was avoided by travelers due to his reputation though it wasn't proven.

The Donkey ...It's the loyal servant of Lin Ng. Lin Ng said it's old so he had to help the cart uphill. He played an important role in transport. This is not an animal story nor does it have something to do with a donkey. It just so happen most of the events happened while our characters were on a donkey cart, one of the common transports on rural areas in China.

The Learning Process and Learning Theories

The Learning Process

To learn is to acquire knowledge or skill. Learning also may involve a change in attitude or behavior. Children learn to identify objects at an early age; teenagers may learn to improve study habits; and adults can learn to solve complex problems. Pilots and aviation maintenance technicians (AMTs) need to acquire the higher levels of knowledge and skill, including the ability to exercise judgment and solve problems. The challenge for the aviation instructor is to understand how people learn, and more importantly, to be able to apply that knowledge to the learning environment. This handbook is designed as a basic guide to educational psychology. This chapter addresses that branch of psychology directly concerned with how people learn.

Learning Theory

Learning theory may be described as a body of principles advocated by psychologists and educators to explain how people acquire skills, knowledge, and attitudes. Various branches of learning theory are used in formal training programs to improve and accelerate the learning process. Key concepts such as desired learning outcomes, objectives of the training, and depth of training also apply. When properly integrated, learning principles, derived from theories, can be useful to aviation instructors and developers of instructional programs for both pilots and maintenance technicians.

Over the years, many theories have attempted to explain how people learn. Even though psychologists and educators are not in complete agreement, most do agree that learning may be explained by a combination of two basic approaches: behaviorism and the cognitive theories.

Definition of Learning

The ability to learn is one of the most outstanding human characteristics. Learning occurs continuously throughout a person's lifetime. To define learning, it is necessary to analyze what happens to the individual. For example, an individual's way of perceiving, thinking, feeling, and doing may change as a result of a learning experience. Thus, learning can be defined as a change in behavior as a result of experience. This can be physical and overt, or it may involve complex intellectual or attitudinal changes which affect behavior in more subtle ways. In spite of numerous theories and contrasting views, psychologists generally agree on many common characteristics of learning.

Characteristics of Learning

Learning is Purposeful

Each student sees a learning situation from a different viewpoint. Each student is a unique individual whose past experiences affect readiness to learn and understanding of the requirements involved. For example, an instructor may give two aviation maintenance students the assignment of learning certain inspection procedures. One student may learn quickly and be able to competently present the assigned material. The combination of an aviation background and future goals may enable that student to realize the need and value of learning the procedures. A second student's goal may only be to comply with the instructor's assignment, and may result in only minimum preparation. The responses differ because each student ads in accordance with what he or she sees in the situation.
Most people have fairly definate ideas about what they want to do and achieve. Their goals sometimes are short term, involving a matter of days or weeks. On the other hand, their goals may be carefully planned for a career or a lifetime. Each student has specific intentions and goals. Some may be shared by other students. Students learn from any activity that tends to further their goals. Their individual needs and attitudes may determine what they learn as much as what the instruc- tor is trying to get them to learn. In the process of learning, the student's goals are of paramount significance. To be effective, aviation instructors need to find ways to relate new learning to the student's goals.

Learning is a Result of Experience

Since learning is an individual process, the instructor cannot do it for the student. The student can learn only from personal experiences; therefore, learning and knowledge cannot exist apart from a person. A person's knowledge is a result of experience, and no two people have had identical experiences. Even when observing the same event, two people react differently; they learn different things from it, according to the manner in which the situation affects their individual needs. Previous experience conditions a person to respond to some things and to ignore others.
All learning is by experience, but learning takes place in different forms and in varying degrees of richness and depth. For instance, some experiences involve the whole person while others may be based only on hearing and memory. Aviation instructors are faced with the problem of providing learning experiences that are meaningful, varied, and appropriate. As an example, students can learn to say a list of words through repeated drill, or they can learn to recite certain principles of flight by rote. However, they can make them meaningful only if they understand them well enough to apply them correctly to real situations. If an experience challenges the students, requires involvement with feelings, thoughts, memory of past experiences, and physical activity, it is more effective than a learning experience in which all the students have to do is commit something to memory.
It seems clear enough that the learning of a physical skill requires actual experience in performing that skill. Student pilots learn to fly aircraft only if their experiences include flying them; student aviation maintenance technicians learn to overhaul powerplants only by actually performing that task. Mental habits are also learned through practice. If students are to use sound judgment and develop decision-making skills, they need learning experiences that involve knowledge of general principles and require the use of judgment in salving realistic problems.

Learning is Multifaceted

If instructors see their objective as being only to train their students' memory and muscles, they are underestimating the potential of the teaching situation. Students may learn much more than expected if they fully exercise their minds and feelings. The fact that these items were not included in the instructor's plan does not prevent them from influencing the learning situation.
Psychologists sometimes classify learning by types, such as verbal, conceptual, perceptual, motor, problem solving, and emotional. Other classifications refer to intellectual skills, cognitive strategies, and attitudinal changes, along with descriptive terms like surface or deep learning. However useful these divisions may be, they are somewhat artificial. For example, a class learning to apply the scientific method of problem solving may learn the method by trying to solve real problems. But in doing so, the class also engages in verbal learning and sensory perception at the same time. Each student approaches the task with preconceived ideas and feelings, and for many students, these ideas change as a result of experience. Therefore, the learning process may include verbal elements, conceptual elements, perceptual elements, emotional elements, and problem solving elements all taking place at once. This aspect of learning will become more evident later in this handbook when lesson planning is discussed.
Learning is multifaceted in still another way. While learning the subject at hand, students may be learning other things as well. They may be developing attitudes about aviation-good or bad-depending on what they experience. Under a skillful instructor, they may learn self-reliance. The list is seemingly endless. This type of learning is sometimes referred to as incidental, but it may have a great impact on the total development of the student.

Learning is an Active Process

Students do not soak up knowledge like a sponge absorbs water. The instructor cannot assume that students remember something just because they were in the classroom, shop, or airplane when the instructor presented the material. Neither can the instructor assume that the students can apply what they know because they can quote the correct answer verbatim. For students to learn, they need to react and respond, perhaps outwardly, perhaps only inwardly, emotionally, or intellectually. But if learning is a process of changing behavior, clearly that process must be an active one.

Behaviorism

Behaviorists believe that animals, including humans, learn in about the same way. Behaviorism stresses the importance of having a particular form of behavior reinforced by someone, other than the student, to shape or control what is learned. In aviation training, the instructor provides the reinforcement. Frequent, positive reinforcement and rewards accelerate learning. This theory provides the instructor with ways to manipulate students with stimuli, induce the desired behavior or response, and reinforce the behavior with appropriate rewards. In general, the behaviorist theory emphasizes positive reinforcement rather than no reinforcement or punishment. Other features of behaviorism are considerably more complex than this simple explanation. Instructors who need more details should refer to psychology texts for a better understanding of behaviorism. As an instructor, it is important to keep in mind that behaviorism is still widely used today, because controlling learning experiences helps direct students toward specific learning outcomes
Cognitivism
The earliest challenge to the behaviorists came in a publication in 1929 by Bode, a gestalt psychologist^[3] . He criticized behaviorists for being too dependent on overt behavior to explain learning. Gestalt psychologists proposed looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled cognitive theories. Two key assumptions underlie this cognitive approach: (1) that the memory system is an active organized processor of information and (2) that prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. Cognitivists consider how human memory works to promote learning.
 For example, the physiological processes of sorting and encoding information and events into short term memory and long term memory are important to educators working under the cognitive theory. The major difference between gestaltists and behaviorists is the locus of control over the learning activity: the individual learner is more key to gestaltists than the environment that behaviorists emphasize.
Constructivism
The learning theories of Jean Piaget, Jerome Bruner, Lev Vygotsky and John Dewey serve as the foundation of constructivist learning theory.^[8] Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members".^[9] Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building. Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure.^[10] The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning, situated cognition, and reflective practice and religious practice.
Informal and post-modern theories
Informal theories of education breaks down the learning process, learning authentically and with practicality. One theory deals with whether learning should take place as a building of concepts toward an overall idea, or the understanding of the overall idea with the details filled in later. In Marzano’s restructuring knowledge the informal curriculum promotes the use of prior knowledge to help students gain big ideas and concept understanding.^[11] This theory states that new knowledge cannot be told to students, rather student’s current knowledge must be challenged. By challenging student’s current ideas, students can adjust their ideas to more closely resemble actual theories or concepts.                                                                         
Other learning theories
Educational Neuroscience or Neuroeducation is an emerging new learning theory. Prestigious universities such as Harvard, Johns Hopkins, USC and others are now offering programs dedicated to neuroeducation and are developing majors and degrees in the field. It is founded on connecting what we know about how the brain processes and stores information with classroom instruction and experiences^[20] . Neuroeducation analyzed the biological change in the brain as new information is processed and looks at what environmental, emotional, social situations are best in order for the new information to be processed. It further analyzes under what conditions the brain stores information and links it to other neurons versus simply determining that the information is non-essential to store and hence reabsorbs the dendrite and dismisses the information.

President Reagan’s Challenger Mishap Speech

President Reagan’s Challenger Mishap Speech

"Ladies and Gentlemen, I'd planned to speak to you tonight to report on the state of the Union, but the events of earlier today have led me to change those plans. Today is a day for mourning and remembering. Nancy and I are pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of our country. This is truly a national loss.

Nineteen years ago, almost to the day, we lost three astronauts in a terrible accident on the ground. But we've never lost an astronaut in flight; we've never had a tragedy like this. And perhaps we've forgotten the courage it took for the crew of the shuttle. But they, the Challenger Seven, were aware of the dangers, overcame them and did their jobs brilliantly. We mourn seven heroes: Michael Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and Christa McAuliffe. We mourn their loss as a nation together.

To the families of the seven: we cannot bear, as you do, the full impact of this tragedy. But we feel the loss, and we're thinking about you so very much. Your loved ones were daring and brave, and they had that special grace, that special spirit that says, "Give me a challenge, and I'll meet it with joy." They had a hunger to explore the universe and discover its truths. They wished to serve, and they did. They served all of us. We've grown used to wonders in this century. It's hard to dazzle us. But for 25 years the United States space program has been doing just that. We've grown used to the idea of space, and perhaps we forget that we've only just begun. We're still pioneers. They, the members of the Challenger crew, were pioneers.

And I want to say something to the schoolchildren of America who were watching the live coverage of the shuttle's takeoff. I know it is hard to understand, but sometimes painful things like this happen. It's all part of the process of exploration and discovery. It's all part of taking a chance and expanding man's horizons. The future doesn't belong to the fainthearted; it belongs to the brave. The Challenger crew was pulling us into the future, and we'll continue to follow them.

There' s a coincidence today. On this day 390 years ago, the great explorer Sir Francis Drake died aboard ship off the coast of Panama. In his lifetime the great frontiers were the oceans, and an historian later said, "“He lived by the sea, died on it, and was buried in it." Well today we can say of the Challenger crew: Their dedication was, like Drake's, complete.

The crew of the space shuttle Challenger honored us by the manner in which they lived their lives. We will never forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye and 'slipped the surly bonds of Earth' to 'touch the face of God.'

Thank you."

Ang Bayaning Third World

                                                                Ang Bayaning Third World

 Sa pamamagitan ng panunuod ng pelikulang "Bayaning Third World’ ay inaasahan kong lalong lalawig ang aking kaisipan at kaalaman tungkol sa buhay at mga kontribusyon ng ating pambansang bayani na si Dr. Jose Rizal. Ang mga pelikulang ganito ay nakakatulong ito sa pagpapalaganap ng tunay na katauhan ni Rizal na siyang interes ng maraming tao. Sa pamamagitan din nito ay maaring makilala ko si Dr. Jose Rizal hindi lamang bilang isang bayani na nagbuwis ng kanyang buhay para sa kayang bayan kundi bilang isang anak na nagmamahal ng lubos sa kanyang ina, na inalay ang karunungan at disiplina upang maibalik ang paningin na nawala sa kanyang ina, bilang isang kapatid at kung paano siya nakisalamuha sa kanila, bilang isang kaibigan at kung paano niya pinahahalagahan ang pagmamahal at pakikisama ng isang kaibigan at higit sa lahat bilang isang mang-iibig,isang mapagmahal ngunit sa ibang kadahilanan ay nabansagang babero. Ang lahat ng ito ay naghihintay ng kasagutan habang pinapanuod ko ang "Bayaning Third World". 

 Sa umpisa ng palabas ay makikita natin ang dalawang manunulat na naghahanda at nangangalap ng impormasyon para sa isang gagawing pelikula na alinsunod sa buhay ni Dr. Jose Rizal. Ang mga pangunahing tauhan sa sinabing pelikula ay sina Joel Torre na gumanap bilang Rizal, Lara Fabregas na gumanap na Josephine Bracken, Cherry Pie Picache bilang Narcisa, Daria Ramirez na gumanap bilang Donya Lolay at sina Ricky Davao at Cris Villanueva bilang mga filmmakers. Sa pelikulang ito naipakita ng mga artista ang tunay na saloobin ng mga karakter na kanilang ginampanan. Ang sinematograpiya ng pelikula ay kahanga-hanga sapagkat kanilang binigyang-buhay muli ang ating kasaysayan habang hinuhukay ang mga sulat at pahayag ng mga mahahalagang tao sa buhay ni Rizal. Ang pelikulang ito ay may kakaibang istilo sa paglalahad ng ating kasaysayan. Ipinakilala ang mga taong nagging malapit at may kaugnayan sa buhay at kamatayan ni Dr. Jose Rizal. Ipinakilala ang kanyang ina na si Doña Lolay. Si Doña Lilay ang ina ni Dr. Jose Rizal. Siya ay may pagkamasungit. Siya ay may sakit na katarata kung kaya’t pinili ni Rizal ang mag-aral ng medisina at upang mapagaling ang kanyang inang si Doña Lolay. Isa siya sa naghubog ng kaisipan ni Dr. Jose Rizal mula ng ito’y musmos na bata pa lamang. Sumonod na ipinakilala ay si Paciano na siyang nakatatandang kapatid na lalaki ni Dr. Jose Rizal.ipinahayag niyang buo ang loob ni rizal at handa na itong mamatay sa edad na 30.  Si Paciano ang nakatatandang kapatid na lalaki ni Rizal ay isa pa rin sa humubog sa kaisipan ni Rizal. Si Rizal ay inspirasyon sa kanya. Hindi rin siya payag sa pag’aaklas katulad ni Rizal. Ayon sa kanya ang kamatayan ni Dr. Jose Rizal ay tanggap na nito ang kanyang maagang kamatayan. Sila ay sobrang malapit sa isa’t isa at wala na silang masasabi pa sa isa’t isa. Si Rizal ay binansagan ding "small but terrible" sapagkat di sya katangkaran at may pagkabansot ngunit at kanyang kaisipan at kaalaman ay hindi maipaliwanag.  May mga kultong sumasamba kay Rizal at ginawa siyang isang diyos. Ang mga ginawa at kotribusyon ni Dr. Jose Rizal sa sining at iba pang aspeto ay binanggit.

Binanggit rin ang isang produktong deodorant na kung saaan ito ay ipinangalan kay Rizal at nagsasabing sa paggamit mo ng produktong ito ay hindi ka mag-aamoy indio. Inihalitulad din siya kay Flor Contemplacion na binitay sa ibang bansa. Nasabi rin dito ang tungkol sa sulat ni Dr. Jose Rizal kay Mracelo H. Del Pilar kung saan sinasabi niyang pinaghahandaan na niya ang kanyang kamatayan sa edad na tatlumpo. Ngunit ng siya ay bumalik sa Pilipinas galling sa bansang Hongkong ay ganap na siyang 31 taong gulang. Ipinatapon siya sa dapitan kung saan nakilala niya si Josephine Bracken na naging kasintahan niya habang siya ay nasa Dapitan. Ipinakilala si Josephine Bracken bilang kasintahan ni Rizal o bilang espiya ng mga prayle. Sinasabi rin na si Josephine Bracken ay nagsasayaw sa isang club sa Hongkong. Tinalakay din dito ang tungkol sa mga dokumento at kasulatan na pinirmahan di umano ni Dr. Jose Rizal kaugnay ng pagpapakasal niya kay Josephine Bracken. Isinasaad sa kasulatan na ito na siya ay nagbabalik-loob sa simbahang katolika. Nakasaad dito na Disyembre 29, 1896, isang araw bago siya ipabaril sa bagong bayan ay nagpakasal siya kay Josephine Bracken. Ang sumunod na ipinakilala ay si Narcisa inihayag niya na madalas daw magpunta sa Josephine sa simbahan tuwing alas sais ng gabi. At ng minsang sundan siya ni Trining ay nakita niya itong may kausap na prayle. Ayon kay Narcisa si Dr. Jose Rizal ay maamo at masunuring tao. Di rin daw matigas ang ulo nito. Si trining ang sumunod na ipinakilala sa pelikula. Si Trining ay isa sa mga kapatid na babae ni Dr. Jose Rizal. Maging si Trining ay hindi makapaniwala na nilagdaan ni Dr. Jose Rizal and kasulatan o ang retraction. Noong 1948 ay umupa pa siya ng isang espiritista upang makapanayam ang kaluluwa ni Rizal.

Noong 1949 2 taon bago siya pumanaw ay muli siyang nagpahayag ng kanyang saloobin ukol sa retraction. Ngunit sa pagkakataong ito ay binawi niya ang kanyang unang sinabi at inihayag na naniniwala na siya na bumaligtad nga si rizal o pumirma nga ng pakikipagkasundo si Dr. Jose Rizal sa mga prayle. Si Padre Balaguer ang kasunod na inimbestigahan. Ayon sa kanya ay siya ang testigo sa pagpirma ni Dr. Jose Rizal sa iskandalosong kasulatan. Ayon sa kanya ay humingi pa ng kumpisal si Rizal at humiling din ng isang misa para sa kanya. Ang comprontasyon ang huling kabanata. Dito tinalakay ang isang tulang isinulat ni Rizal at inilagay sa isang lampara and "Adios de Patria Adorada". Tinalakay rin dito na may isa pa syang sulat na tinago sa kanyang sapatos na suot nya ng sya ay barilin. Sa kahuli-hulihang yugto ng pelikula ay sumuko na sa pagsasaliksik ng mga gray areas sa buhay ni Rizal ang dalawang filmmakers sapagkat nahihirapan silang ipaghiwalay ang personal na paniniwala sa naitalang kasaysayan ng buhay ni Rizal. Ngunit, ang mga spekulasyon tungkol sa dokyumentong retraksyon ni Rizal ay nananatili sa ating mga isipan. Bakit nga ba Third World ang pamagat ng pelikula? Sapagkat sinasabing marupok o third class lamang ang pagkabayani ni Dr. Jose Rizal. 

 Ang Bayaning 3rd World, isang pelikulang imbestigasyon sa pagka-bayani ni Dr. Jose Rizal. Sino si Rizal? Ang pambansang bayani ng Pilipinas, The Great Malayan, at ang natatanging Indio Bravo. Maaakit kang panuorin ang mga susunod na tagpo sapagkat may pagkacomedy ang ginawang pelikula. Magsisimula ang tunay na pelikula kung saan ihahayag nila ang buhay at pagkatao ni Rizal sa pagpapakilala ng mga taong naing bahagi ng buhay at kamatayan ni Rizal. Sa kaibuturan, pelikula ng kung paano gumawa ng pelikula tungkol sa buhay ni Rizal ang "bayaning third world".

Sa maraming brainstorming at pag-aaway na pagdadaanan ng dalawang filmmakers, iisa lang ang pagkakasunduan nila: hindi magandang materyal ang pelikula ng bayani, hindi cinematic. Kahit pa nga raw isama ang pagiging matinik nito sa mga babae. Aba, sasabihin pa nila, mas maganda pa yatang isapelikula ang buhay ng uliran niyang ina. At least si Donya Loleng, pinagbintangan ng tangkang pagpatay at ipinalakad nang malayo papunta sa pagkukulungan nito. Si Rizal ay sumasagisag sa ating lahi at bayan kung kaya’t nararapat lamang na ang larawan niya ang mailagay sa piso nasiyang simbolo ng ating salapi. Kung tutuusin ay naging maikli lamang ang naging buhay ni Dr. Jose Rizal. Ngunit sa kabila nito ay punong-puno ito ng kulay. May dalawang filmmaker na unang gumawa ng pelikula ukol sa buhay ni Dr. Jose Rizal. Ngunit ang naunang matapos ang naunang matapos ay kinunan lamang ang tinatawag na "The Execution" sapagkat dito makikita ang pinaka interisadong parte ng buhay ni Dr. Jose Rizal. 

Isa si Padre Balaguer sa may mga kinalaman sa pagkamatay ni Dr.Jose Rizal. Siya ay isa sa naghatol sa kanya ng kamatayan. Sinasabi rin niya na siya ang nagkasal kay Dr.Jose Rizal at Josephine Bracken isang araw matpos na barilin si Dr.Jose Rizal sa bagong bayan. 

Sa kabuuan ay napakaganda ng ipinakitang pelikula, malinaw na naihatid ang mga impormasyon at mga pangyayaring naganap sa ating pambansang bayani. Ang mga tauhan ay gumanap ng napakaganda at sila mismo ay naging bahagi sa karakter sa buhay ni Rizal. Ang pelikulang ito ay naglalahad ng mensahe kung ang ating pambansang bayni nga ba ay marupok at pang third class lamang. Napakarami kong natutunan at naintindihan ukol sa buhay ng ating pambansang bayani. Napatunayan din na hindi pang third class ang ating pambansang bayani, sapagkat si Rizal ay larawan ng isang mabuting Pilipino at modelo sa lahat ng tao. Si Dr. Jose Rizal ay maituturing natin na isang inspirasyon at idolo sapagkat ang kanyang kabayanihang ipinakita ay hindi matatawaran, siya ay napakadakila at napakatapang, pinili niyang ipagtanggol ang bayan sa halip ang sariling kapakanan, siay ay napakamakabayan at dapat tularan.