M. Butterfly Essay -- Literary Analysis, David Henry Hwang

At the end of the play M. Butterfly, a jailed French diplomat turned spy named Gallimard says, "There is a vision of the Orient that I have" (Hwang 3.3.7). In that moment he is implying that there are still beautiful women, as he thought his "Butterfly" was. This is suggestive of the colonial appeal. Colonization is made possible by one society characterizing another in a way that makes it seem like a good idea. The characterization of these cultures, such as the Orient or Africa, is carried out through literature, works of art, and drama. Certainly, plays, poems, books, and stories are only a few of the ways used to convince the masses of a modern nation of the justification to colonize. If one wants to rebel against colonization, one would need to place corruption upon the colonizer so to support the liberation. This approach looks to be accepted in drama, where there are two excellent illustrations of postcolonial literature, M. Butterfly by David Henry Hwang, and A Tempest by Aime Cesaire. Both plays are re-worked versions of and Puccini's opera, Madame Butterfly and Shakespeare's The Tempest, and retain similar characters and basic plots. Shakespeare's and Puccini's works created symbols of other cultures. Caliban is the black devil, and Cio-Cio San is the timid and beautiful "Butterfly." These symbols have become stereotypes in Western culture, and formed, the justification for colonization. To pin these works against the idea of colonization, Cesaire and Hwang must greatly alter the content. They do so, but they also mimic the styles of the original versions. A Tempest is written in modern English, and Shakespeare's songs are substituted with slave tunes. Hwang dr... .... And in imagination I will remain† (Hwang 2.2.137-138) Song ends up winning in the end by reversing the roles and possessing the power. The only actual effect of the victory is Gallimard's suicide, which seems to hurt Song. The inconclusiveness in both of these endings could be a result from the unknown quality of the postcolonial world. Colonization forces us to endure and incorporate the unknown and unwanted. What follows cannot be a simple return to native ways. Whatever society arises will be a combination of the old and the new, set free to make its own way. Our world is made up by the stories that are told. The Tempest and Madame Butterfly constructed characters that became symbols of entire cultures. These symbols are carried on in M. Butterfly and A Tempest, showing us how the underlying issues might look different, but they never really change. M. Butterfly Essay -- Literary Analysis, David Henry Hwang At the end of the play M. Butterfly, a jailed French diplomat turned spy named Gallimard says, "There is a vision of the Orient that I have" (Hwang 3.3.7). In that moment he is implying that there are still beautiful women, as he thought his "Butterfly" was. This is suggestive of the colonial appeal. Colonization is made possible by one society characterizing another in a way that makes it seem like a good idea. The characterization of these cultures, such as the Orient or Africa, is carried out through literature, works of art, and drama. Certainly, plays, poems, books, and stories are only a few of the ways used to convince the masses of a modern nation of the justification to colonize. If one wants to rebel against colonization, one would need to place corruption upon the colonizer so to support the liberation. This approach looks to be accepted in drama, where there are two excellent illustrations of postcolonial literature, M. Butterfly by David Henry Hwang, and A Tempest by Aime Cesaire. Both plays are re-worked versions of and Puccini's opera, Madame Butterfly and Shakespeare's The Tempest, and retain similar characters and basic plots. Shakespeare's and Puccini's works created symbols of other cultures. Caliban is the black devil, and Cio-Cio San is the timid and beautiful "Butterfly." These symbols have become stereotypes in Western culture, and formed, the justification for colonization. To pin these works against the idea of colonization, Cesaire and Hwang must greatly alter the content. They do so, but they also mimic the styles of the original versions. A Tempest is written in modern English, and Shakespeare's songs are substituted with slave tunes. Hwang dr... .... And in imagination I will remain† (Hwang 2.2.137-138) Song ends up winning in the end by reversing the roles and possessing the power. The only actual effect of the victory is Gallimard's suicide, which seems to hurt Song. The inconclusiveness in both of these endings could be a result from the unknown quality of the postcolonial world. Colonization forces us to endure and incorporate the unknown and unwanted. What follows cannot be a simple return to native ways. Whatever society arises will be a combination of the old and the new, set free to make its own way. Our world is made up by the stories that are told. The Tempest and Madame Butterfly constructed characters that became symbols of entire cultures. These symbols are carried on in M. Butterfly and A Tempest, showing us how the underlying issues might look different, but they never really change.

Programm

Programming exercises 1. Consider the following incomplete C++ program #include int main() { †¦. } a. Write a statement that include the header files fstream, string, and iomanip in this program. b. Write statements that declare inFile to be an ifstream variable and outFile to be an ofstream variable. c. The program will read data from the file inData. txt and write output to the file outData. txt. Write statements to open both of these files, associate inFile with inData. txt, and associate outFile with outData. txt. . Suppose that the file inData. txt contains the following data: 10. 20 5. 35 15. 6 Randy Gill 31 18500 3. 5 A The numbers in the first line represent the length and width, respectively, of a rectangle. The number in the second line represents the radius of a circle. The third line contains the first name, last name, and the age of a person. The first number in the fourth line is the savings account balance at the beginning of the month, and the second number is th e interest rate per year. (Assume thatp = 3. 1416. The fifth line contains an uppercase letter between A and Y (inclusive). Write statements so that after the program executes, the contents of the file outData. txt are as shown below. If necessary, declare additional variables. Your statements should be general enough so that if the content of the input file changes and the program is run again(without editing and recompiling), it outputs the appropriate results. Rectangle: Length = 10. 20, width = 5. 35, area = 54. 57, parameter = 31. 10 Circle: Radius = 15. 60, area = 764. 4, circumference = 98. 02 Name: Randy Gill, age: 31 Beginning balance = $18500. 00, interest rate = 3. 50 Balance at the end of the month = $18553. 96 The character that comes after A in the ASCII set is B e. Write statements that close the input and output files. f. Write a C++ program that tests the statements in parts a through e. 4. During each summer, John and Jessica grow vegetables in their back yard and buy seeds and fertilizer from a local nursery. The nursery carries different types of vegetable fertilizers in various bag sizes. When buying a particular fertilizer, they want to know the price of the fertilizer per pound and the cost of fertilizing per square foot. The following program prompts the user to enter the size of the fertilizer bag, in pounds, the cost of bag, and the area in square feet, that can be covered by the bag. The program should output the desired result. However, the program contains logical errors. Find and correct the logic errors so that the program works properly. // Logic Errors #include #include iomanip> using namespace std; int main() { double cost; double area; Double bagSize cout

Finding Peace through Forgiveness - Free Essay Example

Sample details Pages: 10 Words: 3142 Downloads: 5 Date added: 2019/06/26 Category Society Essay Level High school Topics: Forgiveness Essay Did you like this example? For so long, mankind has often used violence to resolve conflicts. But its also possible to use non-violent direct action and civil disobedience. Many have tried this approach, and most of them have failed. Don’t waste time! Our writers will create an original "Finding Peace through Forgiveness" essay for you Create order There were two countries where a non-violent movement was successful; countries in which violence could have erupted into a revolution as a result of racial segregation. Those countries are South Africa and the United States, two important nations on two different continents, Africa and North America. Both of the countries had three common conditions that made it possible for nonviolence to work and these are: the threat of violence which made the existing power willing to change, they were both colonies of England, who believed in rule by law, and the presence of an individual who could lead his followers to a violent victory. The two people who made this possible were Martin Luther King Jr. and Nelson Mandela. They both valued the importance of carrying out a peaceful approach to reach their goal. King was the only son in the family to go to college. He also received his Doctorate in theology. Mandela was the first black South African to attend college. He received his degree from law school. As King became a minister in a church, it was a perfect place for him to initiate the civil rights struggle. Mandela started practicing law in Johannesburg, which was where he started seeing racism and discrimination intensified. Kings inspiring speaking abilities could be owed to his background, since he was raised in a family of preachers. Mandela had to be great speaker, since he was born to a family of leaders and always wanted to become a lawyer. Even though these two people were from two different continents, their main goal was the fair treatment of black people in each of their society and they were able to accomplish the goal through a nonviolent approach. Martin Luther King was born into a wealthy family on 15th January, 1929 in Atlanta, Georgia. Nelson Mandela was born on 18th July 1918 in the village of Mvezo in the South African province now known as the Eastern Cape. Kings father was a Baptist preacher, active in the human-rights movement while his mother was a schoolteacher. Mandelas father, Chief Henry Mandela, was a Principal councillor to the acting King of Thembu people and his mother, Nonqaphi Nosekeni was founder of the Methodist Church in Qunu. King always maintained a great admiration for his father. As he grew up, he developed his public speaking and debating skills; he even won the debating competition at the age of 13, at Booker T. Washington High School. Mandela was raised in the Thembu culture for six years and he was sent to a Methodist Missionary school where he was required to live under apartheid, the white south African system of racial Apartness. King was a model student and was two classes above his friends. H e went to University at the age of 15, and completed his Bachelors degree in Sociology. He was the only son in the family to attend college. In 1951, he gained his Bachelors degree in Theology at the Crozer Theological Seminary in Chester, Pennsylvania. Mandela completed his certificate in two years. During his studies, he developed a strong interest in traditional African culture. Even though, it was rare for a black South African to attend college, he not only attended, he also graduated and got a degree from law school, and set up a practice in Johannesburg. At a young age, King once had to stand up on the bus to make a way for a white passenger, in spite of his refusal. He was told by his teacher that it would be considered breaking the law. Afterwards, King described his emotions at that time as the angriest I have ever been in my life. At school Mandelas teachers no longer called him by his Xhosa name (Rolihlahla literally means pulling the branch of a tree, but it could also mean trouble-maker). Then he was given the more acceptable European name Nelson. This was the first time that Mandela felt disrespected for his blackness. King decided to become a church minister because he saw it as the best way of satisfying an inner urge to serve humanity. At that time southern blacks were facing humiliation due to the racially biased laws of the south called Jim Crow laws. As a student, Mandela met student activists and members of the African National Congress (ANC). While working at a law firm, he started studying law as the only black student at the University of the Witwatersrand. A tired women, Rosa Parks was arrested for refusing to give her bus seat to a white passenger, which set the modern struggle for civil rights in motion. King became involved in a Social Gospel movement which pursued Christian values in the fight against social inequality. After facing discrimination and racism, Mandela became increasingly involved in protests and joined the ANC. A s a result of Rosa Parks arrest, King organized the first protest, the Montgomery Bus Boycott, which lasted for 385 days and resulted in a court judgement outlawing racial segregation in buses. As the South African government began introducing more and more apartheid legislation following the Election, Mandela called on the ANC to intensify its protests by using boycotts and strikes.In 1957, King and several others established the SCLC (Southern Christian Leadership Conference). Through this organization, they brought together the benefit of black churches in America to fight in the struggle against inequality and discrimination. With the help of Mandela, the Joint Defiance Campaign was launched in 1952 and followed in the footsteps of Gandhis ideals of nonviolence. Through this Campaign, they won United Nations recognition that the South African racial policy was an international issue, as a result a UN Commission started investigating the situation. In 1959, King went to India to meet with friends and a man hed long admired, Mahatma Gandhi. He returned home a few weeks later, more convinced than ever that non-violence was the most powerful way to fight oppression. Mandela addressed groups of tens of thousands of black Africans and became the face of the civil-rights movement in South Africa. Mandela has acknowledged that his own belief system was not based on a religious or spiritual foundation, but rather on the usefulness of nonviolence. According to Martin Luther King, Nonviolence is a more ethical and moral strategy that goes hand in hand with the principles of Christianity and found to be effective in Gandhis struggle for independence. He also found nonviolence to be an effective way to get the public on his side, by showing them the governments violent reaction to his nonviolent protests. Most importantly, he believed that nonviolence could replace love where hatred and bitterness existed. On the other hand, Nelson Mandela believed that a non-violen t strategy should be followed if its found useful to the movement at a certain time. But then frustrated by its inability to effect change, he considered non-violence a tactic to be used when facing a non-violent opponent. He mentioned that challenge comes when facing a strong state apparatus ready to resort to violence to protect its position and in those circumstances following a path of non-violence can be very dangerous. Mandela deemed nonviolent protest as the only solution. He said, we should employ the method or tactic demanded by the conditions. If a particular method or tactic enabled us to defeat the enemy, then it should be used This made nonviolence a practical necessity rather than an option. (David J. Whittaker, The Terrorism Reader, 279) This shows that Mandela was only aiming for victory while King aimed for friendship and understanding instead of a victory; his approach could shortly be put as whatever works. If he had felt violence would solve the situation, he wo uld have used it. Mandelas fight was political and secular, which can partly be owed to his background as he was the son of a Xhosa Chief. He didnt have a place in his mind for Christian values by then. He only wanted to use nonviolence as a tactic to be used as the situation demanded. His nonviolence resistance wasnt just based on the Christian values, but also Mohandas K. Gandhis actions. Gandhis successful effort of using nonviolence to lead his people to independence from Great Britain, inspired him and as he said, it was exactly what he had been seeking for. King was looking for a way that was both effective and goes along with his christian values. When talking about his decision to use nonviolent protest, King said, the Christian doctrine of love operating through the Gandhian method of nonviolence was one of the most potent weapons available to oppressed people in their struggle for freedom the method for social reform that I had been seeking (King, Stride, 79; Papers 5:422) . One thing to remember is that Martin Luther King and all the civil rights leaders at the time were Christians. This quote shows that the primary reason King chose a nonviolent approach is to keep with the ethics of Christianity. As King came from a christian background, listening to his father preach and his mom sing and play piano, he always wanted to do Gods will. Even his nonviolence approach was developed directly from the teachings of Jesus Christ. It was a mission for him to serve the lord. His love for Jesus was displayed in his teachings, especially by what he accomplished. Bloody Sunday and Sharpeville Massacre were two important events which were the turning points in the struggle against segregation in the U.S. and South Africa respectively.. Bloody Sunday was an event that occured on March 7, 1965 in Selma, Alabama, where over fifty people were hospitalized. Sharpeville Massacre was an event that occured on 21 March 1960 at the Sharpeville Police station in South Africa, where 69 people were killed and 180 were injured.On Sunday, March 7 1965, six hundred marchers assembled in Selma, fighting for their right to carry out their protest. Led by John Lewis and other SNCC and SCLC activists, they crossed the Edmund Pettus Bridge over the Alabama River en route to Montgomery. Just short of the bridge, they found their way blocked by Alabama State troopers and local police who ordered them to turn around. When the protesters refused, the officers shot tear gas and waded into the crowd, beating the nonviolent protesters with billy clubs and ultimately hosp italizing over fifty people. On wednesday, March 21 1960, a crowd of about 5000 to 10,000 protesters gathered at the police station aiming to force the apartheid government to end pass-laws which required Africans to carry passes all the time. Some sources say the crowd was peaceful while others say the crowd started advancing toward the fence around the police station. There were 289 casualties in total, including 29 children. Many people sustained back injuries from being shot as they fled. Police reports in 1960 claimed that young and inexperienced police officers panicked and opened fire spontaneously, setting off a chain reaction that lasted about forty seconds. In two minutes, police fired more than 1,300 bullets. King found this event to be a perfect way to get people on the side of the protestors [his side]. If the whites in the North saw pictures and films of blacks getting abused by the police while protesting peacefully, they would be more inclined to support the blacks g oals. Mandela and his supporters, however, used The Sharpeville Massacre as an excuse to implement violent methods in the struggle against the apartheid system. He said that the time for the passive resistance had ended, and that they could never overturn a white minority regime bent on retaining its power at any cost. Bloody Sunday was televised around the world. Everyone around the world was shocked and outraged at the sights and sounds of Bloody Sunday. This also prompted President Johnson to submit a proposal for a strong Voting Rights Act. In an interview with Life magazines Flip Schulke, King said,The world doesnt know this happened because you didnt photograph itbut it is so much more important for you to take a picture of us getting beaten up, according to The Race Beat, a history of media coverage of the civil rights movement. As he was told, Schulke filmed the entire assault and sent it to the television network headquarters in New York. When it aired that night, people al l around the world ,including Americans, were horrified to even look at the pictures taken that day. Schulke helped transform this local protest into a national civil rights event. King wanted everyone to see the brutal response of the police to their peaceful local protest, which aimed to fight for their right to carry out a protest and their right to vote. On the other hand, Sharpeville massacre brought international public opinion against apartheid South Africa to a boil. It stood out in the minds of people all over the world. As a result the government declared a state of emergency and banned ANC as an unlawful organization. In his biography A Long Walk to Freedom, Mandela wrote, The disturbance pointed clearly that violence was the only way out; it showed that a government which uses force to maintain its rule teaches the oppressed to use force to oppose it. This refers to the turning point where ANC and PAC realized that their peaceful approach had no effect and that they nee d to be more aggressive. When both the movements were declared unlawful, they shifted their approach to an armed struggle. As mentioned above, Mandela only advocated nonviolence just because it was believed that it would enable them to defeat the enemy. Once that was proven to be wrong, a new plan was set out to be implemented. Since fifty years of nonviolence had brought the African people nothing but more and more repressive legislation, and fewer and fewer rights, Mandelas followers believed violence was the only clear solution. In the face of oppression, MLK and Mandela maintained a forgiving spirit. As MLK once said, Forgiveness is not an occasional act, rather a constant attitude. Despite Mandelas 27 years of imprisonment and MLKs several arrests, they kept drawing their strength from the power of love, nonviolence and forgiveness. According to MLK, Forgiveness doesnt mean ignoring what has been done or putting a false label on an evil act. Rather, it means that the evil act no longer remains as a barrier to the relationship, instead it becomes a catalyst for a fresh start. Similarly, Mandela said that Forgiveness liberates the soul; it removes fear. Thats why its such a powerful weapon. He also declared that if there are dreams about a beautiful South Africa, there are also roads that lead to their goal. Two of these roads could be named Goodness and Forgiveness. While MLKs philosophy of forgiveness had its base in Christianity, Mandela did it because its the right thing to do. South Africa was in desper ate need of forgiveness, not more chaos. MLK taught that they must forgive their enemies even though everyone is faulted. He spoke about how one could find happiness through forgiveness in such a way that, if someone carries anger and not forgive the evildoer, it causes them to carry a burden which in turn brings disappointment and distrust of those around that person. Mandela said, We especially need to forgive each other, because when you intend to forgive, you heal part of the pain, but when you forgive you heal completely. This means that forgiving others isnt always making peace with others, its also making peace with ourselves. As we forgive those who harmed us, we feel peace and relief within us. Despite the brutal treatment Mandela received from the guards in prison, he forgave them all. He only forgave them for his own sake; in order to have a happier and healthier future. Otherwise, another civil war would have broke out, causing more people to die and all his work wouldv e been for nothing. While MLKs words taught his people the idea of forgiveness before action, Mandelas actions taught the people, the importance of compassion and forgiveness. Mandelas utilization of peace as a means of liberation taught Africa that if they were to move beyond the divisiveness caused by the apartheid, compassion and forgiveness must play a role in governance. If Mandela can teach us one thing, it is for us to see humanity and dignity in the other. King said, We must develop and maintain the capacity to forgive. He who is devoid of the power to forgive is devoid of the power to love.There is some good in the worst of us and some evil in the best of us. This means that we have to acknowledge that there is always some good in all the evildoers and some evil in all good people. When we discover this, we are less likely to hate our enemies. If we look beneath the evil deed, we see some goodness and know that the evilness of their acts dont quite represent them. So we start to realize that ha te just grows out of ignorance, misunderstanding, pride and fear. Since MLK had been teaching black americans the importance and significant role that forgiveness can play in the civil rights movement, no one doubted the approach when they began applying it in a number of situations. They knew it was the right thing to do and believed they were doing Gods will. On the contrary, there was speculation that Nelson Mandela wasted a great opportunity to deal with poverty, inequality, and uneven employment, by pursuing the reconciliation route without restitution. But as time went on, they realized that he knew what he was doing. One of the most memorable examples of MLKs forgiveness is him forgiving Izola Curry, who had stepped up to his table and stabbed him with a 7-inch, ivory-handled steel letter opener. He only hoped that she gets the help she needs and become a free and constructive member of society. In the same manner, Mandela invited a person named Percy Yutar, a state prosecutor at the 1963 Rivonia treason trial who demanded the death penalty for Mandela, to dinner where they enjoyed a kosher meal. Mandela said that it wasnt his fault and that he was just doing his job. Both MLK and mandela are now considered as two men who fought for peace and equality through love, reconciliation and more importantly forgiveness. Martin Luther King Jr. and Nelson mandela were inspiring leaders who put the needs of their people first and used the method of nonviolence for equal treatment of colored people in each of their own countries. In spite of the hardships and unfair treatments, they maintained a forgiving spirit toward the oppressing government. Their success taught everyone not only how to approach conflicts but also how to avoid them.

Cultural Experiences And Ideas That Can Be Represented By...

Reflecting on oneself and identifying different characteristics that make us stand out in our community plays an important role in how one views their community. Ethnography is all about the study of human behavior within a culture and that is exactly what people do when they recognize the differences between communities and cultures. After a person is able to recognize where they see themselves in society then they are able to distinguish the different cultures that surround them. When talking about ethnography, media ethnography also needs to be discussed. The definition of ethnography has already been stated and media ethnography elaborates on the definition. There is a strong correlation when thinking about the importance of†¦show more content†¦Due to self-ethnography having the main focus be on personal experience, it matters because it allows for people to reflect on their past cultural experiences. Only by focusing on one’s own background of cultural expe rience will it allow for them to understand another person’s background. Self-ethnography can affect a person’s perception of other cultures backgrounds and experiences as well as their own and because of this fact self-ethnography is important. Values play a major role in how I live my life and they are extremely important to who I am as a person. Many of the values I have come from experiences I have encountered, things I have read, or just personal intuition. Some values that I have are compassion, equality, honesty, justice, and openness. All of these values play are extremely important to me and all of them in different ways. Compassion plays a role in my life because I believe that when people are able to sympathize with others and be there for the in their time of need then they can grow as a person. I always try to show compassion to people even if I don’t agree with certain things about them. Equality is one of the most important values that I have and as I have gotten older the word has changed in meaning for me. When I was younger I never fully understood what the word equality meant, but with the growth of several different activist groups, I have come to understand that the meaning behind the word is changing. Honesty

Animal Testing Should Be Banned - 847 Words

Protesting has been going around the world for many of years. Throughout many years of people boycotted agents a situation they believe, if a wrong or right. One of the biggest areas on where people gather around and protest is when they’re fighting agents animals testing. As well as the years has pasted on protesting on animals, it became more sires in increased in the 1960’s and 1970’s. Many cosmetics companies been testing on animals throughout the years there is also many that have not. The cosmetics line LUSH has been fighting over animals testing for over thirty years and will continue to fight for their right according to the company. When LUSH had first started the company had divided they didn t ever wanted to test their product on animal. Not only fighting agents animals testing LUSH is also ego friendly; everything they use its plants, oil, and recycle. Since LUSH having to be agents animal testing, policies had created to work with the companies of co smetics to end the cruelty of animals. The LUSH company say â€Å" This can be done without animal testing †¦Ã¢â‚¬  and it true. LUSH is a company that all there product dills with ones skin to make them fell and look beautiful. If LUSH can test their products other than animals and still make your still looking good then, other cosmetics companies can do the same. In May 11, 2011 PETA have came out with an article tilled â€Å"Top Five Reason to Stop Animal Testing†. What they explain in this article is the reason on why itsShow MoreRelatedShould Animal Testing Be Banned?844 Words   |  3 PagesShould animal testing be banned? Nowadays, a lot of animals has been tested on a range of experiments over the world. You could be supporting animal teasing cruelty without knowing it. Have you ever check if there’s animal testing on the cosmetics before you buy it? 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The article also talks about the overallRead MoreAnimal Testing Should Not Be Banned1572 Words   |  7 PagesAnimal Testing Every year, over two hundred million innocent animals are injured or killed in scientific experiments across the world. Of those animals, between seventeen and twenty million are used in the United States alone. It is said that an animal dies in a laboratory every three seconds (Animal Testing 101). Those in favor of animal experimentation say they are taking animals’ lives to save humans. It is not necessary to subject animals to torturous conditions or painful experiments in theRead MoreAnimal Testing Should Not Be Banned1581 Words   |  7 PagesAnimal testing is being used by different organizations all over the world to prevent specific diseases, especially cancer. Americans see animal testing having a harmful effect but it is one of the main reasons why society has most cures for some illnesses. This topic is important because people need to know what goes on during animal testing and why it is very beneficial. Animal testing needs to be used to find all cures. Some ani mals such as chimps/ monkeys have 90% of the same DNA humans haveRead MoreAnimal Testing Should Not Be Banned1721 Words   |  7 Pages † Today, more animals are being used in experiments than ever before: around 100 million in the United States alone† (3). Animal testing is now an international issue, and it is becoming a major story. Currently, animals are often used in medical testing, make-up testing, and other consumer product testing. Animals used in such product testing are often abused and suffer from serious side-effects. Animal testing can be painful for the animals, testing results are usually not even useable forRead MoreAnimal Testing Should Be Banned1364 Words   |  6 Pagesbenefit. Using animals for these experimentations usually does not come to mind. Animals are often abused, suffer, and even die during laboratory testing for the benefits of people to make sure medications, household products, newest procedures, and cosmetics are safe and effective for human use. Humans have benefited from animal testing for years while these animals suffer consequences with no positive outcomes for themselves. Even if a product or procedure is deemed successful, these animals are frequentlyRead MoreAnimal Testing Should Be Banned Essay1632 Words   |  7 Pages Animal Testing Should Be Banned Throughout the decades, animals have been used in medical research to test the safety of cosmetics including makeup, hair products, soaps, perfume, and countless of other products. Animals have also been used to test antibiotics and other medicines to eliminate any potential risks that they could cause to humans. The number of animals worldwide that are used in laboratory experiments yearly exceeds 115 million animals. Unfortunately, only a small percentage of

Atrribute of God Essay Example For Students

Atrribute of God Essay Truth an Attribute of GodThe definition of truth according to Websters is conformity to fact or actuality, reality, actuality. Ryrie defines truth as agreement to that which is represented it includes veracity, faithfulness, and consistency. To say that God is true is to say that he is consistent with himself. He is all that he should be; he has revealed himself as he really is. His revelations are completely reliable. For man to understand that truth is knowable to him and life does make sense, he should first understand that all truth is known to God regardless of if it is found in the Bible or other sources. Therefore, it should be called Gods truth because Colossians 2:3b says, are hid all treasures of wisdom and knowledge. People think that God has hid his truth from them, making it inaccessible to man so they cannot understand Gods truth. Men do not practice good exegesis when the word hid is taken out of context and means, to some people, that God is hiding his truth from them. I think that Paul is trying to say that the truth about Christ is the focal center to which all other truth about everything in creation is connected. That is to say, God is truth. We are totally dependent upon God to know truth because God is the creator of all things. He is our source for knowledge. God revealed both grace and truth to us by incarnating himself. Truth is unchanging and universal; it is not relative but is absolute. (Holmes 8)The Old Testament term for truth is emeth. This is primarily ethical rather epistemological term. Truth depends on unchanging reality, is personal, cannot change, and remains the same for every time and place in creation. It is absolute. To say these things is to say that Gods knowledge is complete and perfectly true. Truth is the implication that God exist. So one cannot believe in truth and believe that God is non-existence. We need a renewed commitment to the truth as found in the Scriptures and as summarized in theological and doctrinal propositions. (Phillips 26)When Pilate ask the question what is truth, the Lord answered this in the upper room when he said I am the way the truth and the life. No one should deny to Christ a personal identification with truth. Before we say we hold Christ and the Bible as central to education, we need to do some serious thinking about Gods Truth. Every word that Christ spoke and every act he performed depend solely on his identification with affirmation. God came to this earth to teach men and minister to their needs. He then died for them. This influence should outweigh all the philosophers ideas and writings about Christ. For this act, men should see once and for all his truth. (Gaebelein 19)Truth also compromises finite things. Miguel de Cervantes Saavedra says in The Adventures of Don Quixote, Where the truth is, in so far as it is truth, there God is. Those of us who proclaim the Bible and God as wholly undeniable truth must always use proper exegesis when preaching sermons or quoting from the Bible. In Revelation 19:11, the Bible has an unmistakable emphasis on truth. John says, And I saw heaven opened, and behold a white horse; and he that sat upon him was called Faithful and True. We can look also in Psalms 19 to see more evidence of Gods truth. Verses 1 thru 6 tell of heaven, firmament, day, night, and the sun, and verses 7 thru 14 tell of Gods written word. We can see evidence of Gods truth in many aspects of our daily lives and cultures such as religion, education, music, literature, art, architecture, humanitarian and philanthropic movements. How could someone ever really begin to stop trying to evaluate the evidences of Gods truth? The phrase, God is Truth is found in the Bible 23 times. The first time is in Deuteronomy 32:4 when it says, He is the Rock, his work is perfect: for all his ways are judgment: a God of truth and without iniquity, just and right is he. 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The Educational Theory of Lev Vygotsky Essay Example

The Educational Theory of Lev Vygotsky Paper Born in Czarist Russia in 1896, Lev Vygotsky lived a relatively short life, dying of tuberculosis in 1934. Because he was Jewish, the law limited his higher education options. He was, however, one of the 5% maximum of Jews permitted admission to a university. He was, however, not permitted to fulfill his ambition to pursue training as a teacher. In consequence, between the years of 1913 and 1917, Vygotsky studied medicine, philosophy, history, and law. [1] Vygotsky began teaching in his home city almost immediately after the 1917 Communist Revolution. However, he was disappointed if he anticipated that this upheaval would result in greater overall freedom. The ascension of Joseph Stalin to power in 1922 meant that all of Vygotskys scholarly work was to be accomplished in an ever more repressive police state. Vygotskys investigations of child development and educational psychology were influenced by his own Marxism – a philosophy that emphasizes the importance of ones social origins and place in the scheme of production. [2] Vygotskys works, consisting of more than one hundred books and articles, were not published until after his death in 1934. Just two years later they were suppressed. This suppression endured for two decades during which time his works were held in a secret library that could only be accessed by permission of the Peoples Commissariat for Internal Affairs — commonly known as the NKVD. [3] Despite this prolonged attempt to suppress his ideas, Vygotskys work survived and, particularly after the Cold War, came to wield considerable influence in the field of educational psychology. [4] I. Theory of Value: What knowledge and skills are worthwhile learning? We will write a custom essay sample on The Educational Theory of Lev Vygotsky specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Educational Theory of Lev Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Educational Theory of Lev Vygotsky specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What are the goals of education? Vygotskys stresses the importance of looking at each child as an individual who learns distinctively. Consequently, the knowledge and skills that are worthwhile learning varies with the individual. The overall goal of education according to Vygotsky is to generate and lead development which is the result of social learning through internalization of culture and social relationships. [5] He repeatedly stressed the importance of past experiences and prior knowledge in making sense of new situations or present experiences. Therefore, all new knowledge and newly introduced skills are greatly influenced by each students culture, especially their family environment. Language skills are particularly critical for creating meaning and linking new ideas to past experiences and prior knowledge. According to Vygotsky, internalized skills or psychological tools are used to gain mastery over ones own behavior and cognition. [7] Primary among these tools is the development of speech and its relation to thought. [8] Vygotsky maintained that language plays a central role in cognitive development. He argued that language was the tool for determining the ways a child learns how to think. That is because complex concepts are conveyed to the child through words. Learning, according to Vygotsky, always involves some type of external experience being transformed into internal processes through the use of language. [9] It follows that speech and language are the primary tools used to communicate with others, promoting learning. Vygotsky promoted the development of higher level thinking and problem solving in education. If situations are designed to have students utilize critical thinking skills, their thought processes are being challenged and new knowledge gained. [10] The knowledge achieved through experience also serves as a foundation for the behaviors of every individual. [11] II. Theory of Knowledge: What is knowledge? How is it different from belief? What is a mistake? A lie? According to Davydov and Kerr, it was a momentous occasion in the history of psychology when Vygotsky asserted specific functions are not given to a person at birth but are only provided as cultural and social patterns. [12] Vygotsky saw intellectual abilities as being much more specific to the culture in which the child was reared. [13] Through observation and study Vygotsky came to understand that people adapted to their surrounding environment based on their interpretations and individual perceptions of it. [14] Thus, humans are not born with knowledge nor is knowledge independent of social context. Rather, one gains knowledge as one develops by way of social interactions with peers and adults. Vygotsky does not make as drastic a distinction between knowledge and belief as some other heorists do. For him, knowledge is obtained through past experiences, social situations, as well as ones general environment. In similar manner, beliefs are instilled into an individual via culture and parental upbringing. Mistakes are crucial in Vygotskys theory of learning. In the course of development, mistakes are made during the process of concept formation. They are important in that they impact future learning. [15] From Vygotskys perspective, A concept emerges and takes shape in the course of a complex interaction aimed at the solution of a problem [A] concept is n active part of the intellectual process. [16] We see, then that, for Vygotsky, concept formation is a dynamic, ever-changing activity during which the child relies on their own perception to make sense of objects that appear to them to be unrelated the child creates his or her own subjective relationships between objects and then mistakes his or her egocentric perspective for reality. [17] This stage of development is known, paradoxically, as incoherent coherence. [18] During this stage, the making of mistakes is an integral part of a childs development. Also at this time, the childs organization schema becomes less egocentric and begin to incorporate additional information gained from experience into his or her thought processes. [19] In this way, mistakes can be corrected and new knowledge gained. Therefore mistakes are developmentally necessary, resulting from the role of social interaction in transformation of prior knowledge. [20] Tentatively one might infer that Vygotsky would view a lie as something that occurs as a result of the desire to conform to social norms. For example one might feel one way but report a more socially acceptable reality. III. Theory of Human Nature: What is a human being? How does it differ from other species? What are the limits of human potential? According to Marxist theory, The essence of man is no abstraction inherent in each single individual. In its reality it is the ensemble of the social relations. [21] Vygotsky would agree that we develop as humans through the ways we interact with those around us. His view of human nature fits with his Marxist ideology. Human beings can only be understood within the context the time period and the part of the world in which they live. Human nature cannot be understood as never-changing and universal, but as always depending on its specific social and historical formation. This principle does not leave out biological factors. [22] To be human, however, means that you have surpassed a level of functioning that your biological traits would otherwise dictate. [23] Although some animals have the ability to create and use material tools, humans have the ability to utilize psychological tools. In other words, human beings are differentiated by their ability to develop psychological tools that are used to gain mastery over ones own behavior and cognition[24] that other forms of life are not capable of developing. Some psychological tools include: language, different forms of numeration and counting, mnemotechniques, algebraic symbolism, works of art, writing, schemes, diagrams, maps, blueprints, etc. [25] In his theories, Vygotsky placed great emphasis on the importance of spoken language, arguably the most critical tool that sets us apart from other species. He asserts that speech is a very powerful psychological tool that lays the foundation for basic structures of thinking later in ones development. [26] Vygotsky further explains that speech is the first psychological tool used by children to communicate with others who share the environment. Naturally, this is continued through adulthood, as speech is a primary tool used for learning. Vygotsky insists that humans learn best in cooperation with other humans. [27] Vygotsky contended that, unlike animals who react only to the environment, humans have the capacity to alter the environment for their own purposes. It is this adaptive capacity that distinguishes humans from lower forms of life. The animal can only be trained. It can only acquire new habits. It can through exercises and combinations perfect its intellect, but is not capable of mental development through instruction in the real sense of the word. [28] Vygotskys concept of the zone of proximal development (ZPD) posits that human potential is theoretically limitless; but the practical limits of human potential depend upon quality social interactions and residential environment. This zone of proximal development is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. [29] In theory, then, so long as a person has access to a more capable peer, any problem can be solved. IV. Theory of Learning: What is learning? How are skills and knowledge acquired? According to Piaget, learning is what results from both mental and physical maturation plus experience. 30] That is, development preceded learning. In contrast Vygotsky observed that learning processes lead development. [31] Vygotsky maintained that learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions. [32] In other words, learning is what leads to the development of higher order thinking. According to Vygotsky the two primary means of learning occur through social interaction and language. Language greatly enhances humans ability to engage in social interactions and share their experiences. The most important fact uncovered through the study of thought and speech is that their relationship undergoes many changes. [33] Initially, a childs new knowledge is interpsychological, meaning it is learned through interaction with others, on the social level. [34] Later, this same knowledge becomes intrapsychological, meaning inside the child, and the new knowledge or skill is mastered on an individual level. [35] The previously mentioned idea of the zone of proximal development (ZPD) is central to Vygotskys view on how learning takes place. He described this zone as, the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. [36] Vygotsky maintained that learning occurs just above the students current level of competence. [37] It follows then, that the copying student will have a higher performance when working with a more capable student. The zone of proximal development works in conjunction with the use of scaffolding. Scaffolding is a six-step approach to assisting learning and development of individuals within their zone of proximal development. [38] Knowledge, skills and prior experiences, which come from an individuals general knowledge, create the foundation of scaffolding for potential development. At this stage, students interact with adults and/or peers to accomplish a task which could possibly not be completed independently. The use of language and shared experience is essential to successfully implementing scaffolding as a learning tool. 39] V. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be? Vygotsky defined those who are to teach as the More Knowledgeable Other. The MKO is anyone who has a better understanding or a higher ability level than the learner, particularly in regards to a specific task, concept or process. [40] Traditionally the MKO is thought of as a teacher or an older adult. However, this is not always the case. Other possibilities for the MKO could be a peer, sibling, a younger person, or even a computer. The key to MKO is that they must have more knowledge about the topic being learned than the learner does. [41] Teachers or more capable peers can raise the students competence through the zone of proximal development (ZPD). Vygotskys findings suggest methodological procedures for the classroom. In Vygotskian perspective, the ideal role of the teacher is that of providing scaffolding (collaborative dialogue) to assist students on tasks within their zones of proximal development. [42] During scaffolding the first step is to build interest and engage the learner. Once the learner is actively participating, the given task should be simplified by breaking it into smaller subtasks. During this task, the teacher needs to keep the learner focused, while concentrating on the most important ideas of the assignment. One of the most integral steps in scaffolding consists of keeping the learner from becoming frustrated. The final task associated with scaffolding involves the teacher modeling possible ways of completing tasks, which the learner can then imitate and eventually internalize. Vygotsky recommended a social context wherein a more competent learner would be paired with a less competent one, so that the former can elevate the latters competence. This social context promotes sustained achievement and cognitive growth for less competent students. [44] Accordingly, students need to work together to construct their learning, teach each other so to speak, in a socio-cultural environment. In-class opportunities for collaboration on difficult problem-solving tasks will offer support to students who are struggling with the material. By interacting with more capable students who continue to mediate transactions between the struggling students and the content, all students will benefit. [45] The implications of Vygotskys theories and observations for educators are several and significant. In Vygotskys view, the teacher has the collaborative task of guiding and directing the childs activity. [46] Children can then solve novel problems on the basis of a model he [sic] has been shown in class. [47] In other words, children learn by solving problems with the help of the teacher, who models processes for them and his or her eers, in a classroom environment that is directed by the teacher. In essence, the child imitates the teacher through a process of re-creating previous classroom collaboration. [48] It is important to note that the teacher does not control the class with rule and structure; rather, the teacher collaborates with the students and provides support and direction. [49] Assignments and activities that can be accurately completed by a student without assistance, indicate that the student has previously mastered the necessary prior knowledge. In the majority of classrooms this would be the conclusion of a unit; however, this is Vygotskys entry point. However, as previously mentioned, the teacher must carefully group the student that can potentially develop in collaboration with a more capable person. [50] In our research, we found limited references to Vygotskys specific views on curriculum content. One exception involves the teaching of writing to preschoolers. According to Garton and Pratt, Vygotsky argued for shifting the teaching of writing to preschool. They explain that Vygotsky differentiated between two forms of speech: spoken and written. Vygotsky, as cited by Garton and Pratt, asserts that a child develops an understanding that spoken speech can be symbolized in writing by progressing from drawing things to drawing speech. [51] Vygotsky suggested then that the preschool curriculum should be designed so that it was organized to ease childs transition from drawing things to drawing speech. [52] Learning to master tools and technologies should also be included in the curriculum. Students should be taught how to use tools such as the computer, resource books, and graphs in order to better utilize these tools in the future. [53] In this way, students will benefit as these tools and technologies influence the individuals thinking (along with the development of language). [54] In sum, Vygotskys findings suggest that the curriculum should generally challenge and stretch learners competence. [55] The curriculum should provide many opportunities to apply previous skills, knowledge and experiences, with authentic activities connected to real-life environment. [56] Since children learn much through interaction, curricula should be designed to emphasize interaction between learners and learning tasks. [57] VI. Theory of Society: What is society? What institutions are involved in the educational process? According to Vygotsky, society is the bearer of the cultural heritage without which the development of mind is impossible. [58] This society allows the learner to develop cognitively through social interactions. As a result, the use of language makes it possible for a child to communicate and share the environment from within their society. Every function in the childs cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). [59] Perhaps Vygotsky was comfortable generalizing about society in this way because he was living in post-revolutionary times. The revolution had been accomplished in Russia, and the New Soviet Man, was emerging in the Soviet Union, and the dictatorship of the proletariat was at hand. So far as the institutions involved in the educational process are concerned, Moll reports that Vygotsky considered school the best laboratory of human psychology. [60] He noted: At first glace, it may be easily seen that no special educational environment is needed, that education may be accomplished in any environment whatsoever. It is not very hard to conclude that no sort of artificial educational environment has to be created, that life educates better than any school. This view is wrong, however. [61] For Vygotsky, society (and therefore social interaction) happens in schools. Schools are incorporated into the larger society and have that as their context, so that some of their activity settings are determined by this larger contextuality. [62] For Vygotsky the classroom is also a social organization that is representative of the larger social community it is the social organization that is the agent for change in the individual. [63] Fhis statement was not meant to imply that informal education was not important. [64] Rather, as we stated before, for Vygotsky informal education is used by children through speech and language to develop higher mental functions. He stressed that childrens learning begins long before they attend school. Any learning a child encounters in school always has a previous history. [65] VII. Theory of Opportunity: Who is to be educated? Who is to be schooled? Vygotsky repeatedly asserts that it is within the social environment that learning takes place. Since no individual is able to escape their social surroundings, all within a society are inadvertently being educated.