Critique Paper of the Module 1: Rizal Law

The Rizal Law, also known as Republic Act No. 1425, is a Philippine legislation enacted in
1956 that mandates the teaching of the life, works, and writings of national hero Dr. Jose
Rizal in all educational institutions. The law aims to promote patriotism and national
consciousness among Filipino students. This critique paper aims to highlight the major topics
surrounding the Rizal Law, focusing on its importance in shaping national identity and its
impact on academic freedom.

One of the major objectives of the Rizal Law is to instill a sense of pride and national identity
among Filipino students through the study of Jose Rizal's life and works. Rizal, as the
national hero, embodies the ideals of patriotism, nationalism, and sacrifice. By incorporating
Rizal's teachings into the curriculum, the law seeks to create a shared historical consciousness
among Filipinos and inspire them to actively participate in nation-building.

While the Rizal Law is significant in its intent, it has faced criticism and limitations. One
major criticism is that focusing solely on Rizal's life and works may overshadow the
contributions of other Filipino heroes and neglect the richness and diversity of Philippine
history. The law focuses to the exposure of students to a broader range of historical figures
and events that shaped the nation. Additionally, the implementation and enforcement of the
law have been inconsistent across educational institutions, resulting in varying levels of
understanding and appreciation of Rizal's significance.

Despite its noble intentions, the Rizal Law has been a subject of controversy due to its
perceived infringement on academic freedom. Critics argue that the law limits the academic
freedom of educational institutions by imposing a mandatory curriculum, potentially
hindering educators from offering a more comprehensive and diverse approach to Philippine
history and literature. This tension between preserving national identity and ensuring
academic freedom continues to be a topic of debate and requires thoughtful consideration.

And one of the topics covered in the module is the early biographers of Dr. Jose Rizal that are
prominent writers who wrote about the life of the great Filipino national hero. Yes, this topic
is important in establishing a foundation for understanding Rizal's journey but the module
could provide a more critical analysis of the socio-political influences and personal
motivations that shaped Rizal's development as a national hero.

To sum it up, the Rizal Law serves as a tool for shaping national identity and preserving the
legacy of Jose Rizal. While it aims to instill pride in Filipino students and promote a
collective consciousness of nationhood, critics argue that it encroaches upon academic
freedom. Striking a balance between these two objectives is crucial to effectively implement
the Rizal Law. Addressing challenges in resources, training, and curriculum development will
be essential in providing students with a holistic understanding of Rizal's life and works,
allowing for critical engagement and thoughtful interpretation. While the law serves as an
important tool to promote national identity and appreciation for Jose Rizal's contributions, it
falls short in providing a comprehensive understanding of Philippine history and neglects the
recognition of other national heroes. It focuses on Rizal's life and works restricts students
from exploring the broader context of Philippine history and the diverse perspectives of other
influential figures. Anyhow, the Rizal Law should be seen as an opportunity to empower
students to actively participate in shaping the future of the Philippines while upholding
academic freedom and fostering a deep appreciation for the diverse perspectives within
Philippine history and literature.
Critique of the Module 4: Rizal in Europe

This critique paper aims to evaluate the module on Rizal's experiences in Europe, with a
specific focus on the major topics covered. The module provides an overview of Rizal's time
in Europe, highlighting his travels, educational pursuits, cultural experiences, and political
engagements. However, this critique aims to analyze the major topics within the module and
identify areas where further exploration could enhance the understanding of Rizal's European
journey.

The module discusses Rizal's academic pursuits in Europe, including his studies in various
universities. However, it could provide a more detailed analysis of the subjects he studied, the
professors who influenced him, and the intellectual movements rampant at the time. By
searching deeper into Rizal's educational experiences, we can gain a more comprehensive
understanding of his intellectual growth and how it contributed to his later works and
advocacies.

The module briefly touches on Rizal's exposure to different cultures during his time in
Europe. It could provide a more thorough exploration of the impact of these cultural
experiences on Rizal's perception of national identity and social issues. A detailed analysis of
his interactions with people from diverse backgrounds, his observations of European
societies, and his reflections on the similarities and differences between European and
Philippine cultures would provide valuable insights into Rizal's cultural awakening. The
module also acknowledges Rizal's connections with prominent figures during his time in
Europe, it could provide a more detailed examination of the individuals who influenced him.
Understanding the relationships Rizal cultivated and the intellectual exchanges he had with
fellow thinkers would shed light on how his ideas developed and evolved. Exploring Rizal's
interactions with influential personalities would enhance our understanding of the broader
intellectual and social environment that shaped his European experience.

This module acknowledges Rizal's political engagements in Europe, such as his involvement
in reform movements, it could provide a more in-depth analysis of his political ideologies and
the historical context in which he operated. Exploring the socio-political climate of Europe
during Rizal's time and examining his interactions with prominent political figures would
enrich our understanding of his role as a social reformer and his contributions to Philippine
nationalism.

The module mentions Rizal's literary and artistic works during his time in Europe, including
the writing of Noli Me Tangere. Still, it could delve deeper into the significance of these
works, their themes, and their impact on Philippine society. Analyzing Rizal's writings and
artistic expression within the broader context of European literary and artistic movements
would provide a more exact understanding of his contributions and their lasting legacy.

In conclusion, the module on Rizal in Europe provides a valuable introduction to his

experiences during his time abroad. It covers major topics such as Rizal's educational
pursuits, cultural immersion, political engagement, and literary contributions. However, there
is room for improvement in terms of providing more in-depth analysis and exploration of
these topics. By thoroughly searching into Rizal's academic pursuits, cultural experiences,
political ideologies, and literary works, we students can develop a more comprehensive
understanding of Rizal's European journey and its contributions to Philippine history and
nationalistic movements. Overall, the module provides a solid foundation, further research
and expansion of the major topics discussed would enhance the learning experience and
provide a more understanding of Rizal's significance in the context of European and
Philippine history.
Critique Paper of the Module 3: Jose Rizal's Life: Family, Childhood, and Early Education

Jose Rizal, the national hero of the Philippines, had a complex and influential upbringing that
played a significant role in shaping his character, intellect, and eventual role in Philippine
history. This critique paper aims to explore Rizal's family background, childhood
experiences, and early education, highlighting their impact on his development and
contributions to the Philippine society.

Jose Rizal, born on June 19 1861 came from a middle-class family that valued education and
instilled in him strong moral values. His parents, Francisco Mercado and Teodora Alonso,
were influential figures in his life, nurturing his love for knowledge and emphasizing the
importance of education. The supportive and nurturing environment he experienced at home
undoubtedly laid the foundation for his later accomplishments.

Rizal's childhood experiences significantly impacted his perception of social injustices and
ignited his sense of patriotism. Growing up in Calamba, Laguna, he witnessed firsthand the
discrimination and abuses suffered by the Filipino people under Spanish colonial rule. These
experiences fueled his determination to fight for equality and justice, which would define his
revolutionary activities.

His early education played a crucial role in shaping his intellect and worldview. He received
his early education from private tutors, including his mother, who was a well-educated
woman. Rizal's intellectual abilities were nurtured during those time, as he excelled
academically and displayed a keen interest in various subjects, including arts, literature,
mathematics, and sciences.

And he continued his educational journey at the Ateneo Municipal de Manila, where he
honed his writing skills and further developed his critical thinking abilities. His exposure to
both Spanish and Filipino languages, literature, and history instilled in him a deep
appreciation for his country's rich culture and heritage, which was reflected in his writings.
In conclusion, Rizal's family, childhood experiences, and early education shaped the
foundation of his character, intellect, and unwavering dedication to the liberation of the
Filipino people. The supportive and nurturing environment he experienced at home, uniting
with his observations of social injustices during his formative years, ignited his passion for
equality and justice. His early education provided him with the necessary skills and
knowledge to advocate for change and communicate his ideas effectively. Despite the fact
that the module does a good job of introducing the reader to Rizal's upbringing, formative
years, and early education, there is still potential for development in the areas of nuances, the
use of a variety of sources, and a deeper exploration of Rizal's intellectual interests. By
addressing these topics, the module can provide a richer and more interesting educational
experience while also promoting a broader understanding of Rizal's contributions to
Philippine history and national identity.

Understanding Rizal's family background, childhood experiences, and early education allows
us to appreciate the many aspects that influenced his life and contributions to Philippine
society. These factors not only highlight the importance of supportive familial environments
and quality education but also emphasize the role of personal experiences in shaping one's
values, beliefs, and commitment to social transformation. Rizal's remarkable journey from
family and childhood to his early education laid the groundwork for his eventual role as a
national hero and continues to inspire generations of Filipinos.
Critique Paper of the Module 2: Socio-Political and Economic Condition of the Philippines

This critique paper aims to analyze the socio-political and economic conditions of the
Philippines during the time of national hero Jose Rizal. Rizal, a prominent figure in
Philippine history, lived during a crucial period marked by Spanish colonial rule and the
emergence of nationalist sentiments. Understanding the socio-political and economic
landscape of that era is essential for comprehending the context in which Rizal's ideas and
actions took shape.

During Rizal's time, the Philippines was under Spanish colonial rule, which had a profound
impact on the socio-political climate. One of the key issues was the social stratification
enforced by the colonial administration. The society was marked by a hierarchical structure,
with the Spanish ruling class occupying the top positions and enjoying privileges, while the
native Filipinos were subjected to discrimination and limited opportunities. The political
system was characterized by authoritarianism and limited representation for the Filipino
population. The colonial government suppressed dissent and restricted political participation,
leading to widespread frustrations and grievances among the native population. This
environment fueled the growth of nationalist sentiments and movements advocating for
reforms and independence. The economic condition of the Philippines during Rizal's time
was characterized by an exploitative colonial economic system. The Spanish authorities
utilized the country primarily as a source of raw materials and a market for finished goods,
prioritizing their own economic interests. This extractive economic model resulted in the
impoverishment of the native population and the stunting of local industries. Land ownership
was heavily skewed towards the Spanish elite and the Catholic Church, leaving the majority
of Filipinos landless and dependent on meager wages or subsistence farming. This economic
disparity exacerbated social inequalities and contributed to widespread poverty among the
Filipino population. While Rizal's writings and actions played a significant role in shaping the
national consciousness and inspiring resistance against Spanish colonial rule, it is essential to
critically examine the limitations of his time. Rizal's ideas, though progressive for his era,
were influenced by the intellectual context of the late 19th century, which was shaped by the
European Enlightenment and ideas of liberalism.
Some critics argue that Rizal's emphasis on education and moral reform as catalysts for
change failed to address the structural injustices inherent in the socio-political and economic
system. They contend that a more radical approach, focusing on collective action and
systemic change, might have been necessary to challenge the deeply entrenched colonial
power structures. Furthermore, it is important to acknowledge that Rizal, as a member of the
educated elite, had limited exposure to the experiences and struggles of the lower classes in
Philippine society. While he advocated for reforms and equal opportunities, some critics
argue that his perspective might have been somewhat detached from the realities faced by the
majority of Filipinos. It is also worth critiquing the limitations of Rizal's approach towards
achieving political and economic change. While his writings and activism emphasized
peaceful means and education as tools for reform, some argue that more radical and direct
action, such as collective resistance and organized movements, might have been necessary to
challenge the oppressive colonial regime.

In conclusion, this critique of the socio-political and economic conditions of the Philippines
during Rizal's time provides insights into the complexities of the era and the limitations of the
prevailing system. The socio-political landscape was marked by social stratification, limited
political representation, and widespread frustrations among the native population. The
economic conditions were characterized by an exploitative colonial economic model that
marginalized the majority of Filipinos. Rizal's contributions to Philippine history and his
advocacy for reforms and national identity are widely recognized and celebrated, it is
important to critically examine the socio-political and economic context in which he
operated. This critique highlights the limitations of his time, including the influence of
European Enlightenment ideals and potential gaps in his understanding of the struggles faced
by the lower classes.

By critically analyzing the socio-political and economic conditions of Rizal's time, we can
gain a deeper understanding of the challenges and complexities that shaped the nationalist
movement and the quest for Philippine independence. This examination encourages ongoing
discussions and reflections on the historical context, enabling us to assess the effectiveness of
different approaches towards achieving social, political, and economic transformation in the
Philippines.
 Davao Oriental State University - Main Campus

Martinez Drive, Guang-Guang, Dahican, Mati City, Davao Oriental

CRITIQUE PAPER

In Partial Fulfillment of the Requirements for the Applied Subject

HIST 10 - THE LIFE AND WORKS OF RIZAL

BACHELOR OF SCIENCE IN CIVIL ENGINEERING - 1B

CORNILLENE ALYZA B. ELICOT

OCTOBER 9, 2023