A Clash of Cultures in A Passage To India Essay -- A Passage To India E

     Ã‚  Ã‚   A Passage To India is a classic example of how different cultures, when forced to intermix, misunderstand each other, and what consequences stem from those misunderstandings. All of Forster's greatest works deal with the failure of humans being able to communicate satisfactorily, and their failure to eliminate prejudice to establish possible relationships. A Passage To India is no exception. (Riley, Moore 107) To understand Forster's motive, it must be established that he is a humanistic writer. Harry T. Moore states "Of all imaginative works in English in this century, Forster's stand highest among those which may properly be called humanistic." (Riley, Moore 107) His main belief is that individual human beings fail to connect because the humanistic virtues, tolerance, good temper, and sympathy are ineffective in this world of religious and racial persecution. However, he also believes that personal relationships aan succeed, provided they are not publicly exposed, because values and noble impulses do exist within human nature. "Life is not a failure but a tragedy principally because it is difficult to translate private decencies into public ones." (Riley, McDowell 108) Forster is conscious of the evil that exists in human nature. Forster feels men do not know enough to control that evil, and he takes on the humanistic responsibility to secure internal and external order by utilizing reason. f orster depended on the individual's conscience and sense of identification with others as equal components of the human race as his basis for maintaining that order. He also gives the individual social, political and metaphysical worth, and favors the individual when in conflict with society. (Riley, McDowell 108) It is fo... ...ia University Press, 1979. Riley, Carolyn, ed., Contemporary Literary Criticism. 4. Detroit, Michigan: Gale Research, 1975. Bradbury, Malcolm, "E. M. Forster as Victorian And Modern: 'Howard's End' and 'A Passage To India',"     Possibilities: Essays on the State of the Novel (1973 by Malcolm Bradbury; reprinted by permission of   Oxford University Press), Oxford University Press, 1973. Riley, Carolyn, ed., Contemporary Literary Criticism. 3. Detroit, Michigan: Gale Research, 1975. Johnstone, J. K., "E. M. Forster (1879-1970)"" The Politics of Twentieth Century Novelists, edited by George      A. Panichas (reprinted by permission of Hawthorn Books; 1971 by the University of Maryland;)   Hawthorn, 1971. Riley, Carolyn, ed., Contemporary Literary Criticism. 1. Detroit, Michigan: Gale Research, 1973.   McDowell, E. M. Forster, Twayne, 1969.   

The Theory of Social Contracts

The period of Enlightenment ushered in an age of intellectual development as well as theoretical formations on the concept of society. English political thinker Thomas Hobbes and French philosopher Jean-Jacques Rousseau posit political treatises on the formation of social contracts as a necessity of man and eventually leads to the establishment of an ideal government. The paper will discuss first the concept of man’s nature according to both philosophers in order to determine the reason behind the formation of such contracts which will subsequently lead to the conception of governments and sovereignty. Hobbes proposes that man is essentially at war with other men, motivated by personal desire and fear of death that inhibits the formation of a peaceful society. Rousseau however, contradicts Hobbes argument of man as naturally at war but looks into a different state wherein man possesses compassion which enables the formation of ideal relationships and eventually, social contracts. We look into Hobbes’s viewpoint in his treatise Leviathan and compare and contrast several arguments with Rousseau’s On The Origin of Inequality and Social Contracts. Hobbes’ Natural Man and Covenants Hobbes’ political theory in Leviathan stipulates the formation of covenants as the final end of man’s actions, transgressing from his natural state wherein man is in constant war with himself and with others. First, we define Hobbes’ argument on the natural state of man that provides the basis of conflict. In comparison with Rousseau’s viewpoint, the nature of social contracts is reversed, wherein Rousseau’s notion of social conventions is negative compared to Hobbes’ notion of contracts as a deviation from the erring state of human nature. Hobbes argues: â€Å"For every man look that his companion should value him at the same rate he sets upon himself, and upon all signs of contempt or undervaluing naturally endeavor to extort a greater value from his condemners. So that in the nature of man, we find three principal causes of quarrel. First, competition; secondly, diffidence; thirdly, glory (Hobbes 84). The primitive state of man is bordered on Hobbes’ statement â€Å"where every man is enemy to every man† (Hobbes 85). Each individual is focused on the aspiration for personal gain, thus creating conflict or an unharmonious relationship because of completion (gain), diffidence (safety, self-preservation), and glory (reputation). The chaotic context provided in Hobbes argument consequently inhibits the concept of justice in a particular social setting. Since man is motivated by personal gain, the fear of death through self-preservation, and personal glory, there is no concept of right and wrong or even justice. Where there is no common power, there is no law; where no law, no injustice† (Hobbes 85). Thus, we see Hobbes attempt to present his first law on man’s natural state: that man, motivated by personal gain, sets himself in conflict with other men who pursue the same object. He then narrates â€Å"the passions that incline men to peace are: fear of death; desire of such things as are necessary to commodious living; and a hope by their industry to obtain them† (Hobbes 86). According to Hobbes, the natural law governing social relationships is motivated by the passions; specifically, man’s fear of death. Thus, the first natural law, in context with the natural state, is that every man has innate rights or liberty to will himself to self-preservation and that one can do anything to his body, even to another person. As long as this natural law exists, there can be no harmonious buildup of society. The second law then obligates man to create peace or to achieve peace through any means necessary and from here, man is then obligated to set such rule to all and that every right of man is necessary to be withdrawn or transferred in order to build peace; since to maintain the second rule, man will be constantly at war. The renouncement of rights is essentially good in itself because it aspires for the majority rather than the self, governed by selfish passions. However, such rights are not to be taken away by force or for an individual to force himself of withdrawing his own, since â€Å"he cannot be understood to aim thereby at any good to himself† (Hobbes 91). Renouncement of rights should be voluntary and by choice, in order to determine the goodness which will benefit the majority. Thus, social contracts or covenants are formed. Hobbes argues that for a man to achieve peace, it is necessary to break away, through the tenets of reason, from the natural state wherein every individual is motivated by personal gain and fear of death. This fear motivates the individual, in relation to self-preservation, to create contracts with other men in order to achieve peace, wherein the value of life becomes the unifying factor for all; thus creating peace and harmony. Covenants are then considered to be the agreements that will benefit two parties aspiring for different objects. Justice then presents itself in the presence of covenants, for justice occurs when an individual performs or acts upon the agreement or covenant while injustice is the failure to establish covenants which inadvertently places the individual in his former natural state. Hobbes definition of the natural state and the natural law focuses on the importance of self-preservation or the fear of the death in relation to the individual. In contrast with Rousseau, the formation of contract is that of beneficial to man rather than Rousseau’s argument that society itself that provides inequality and conflict. Contracts, through reason, necessitate a societal framework that is governed by the inexpressible right of every man to survival and preservation of life. The Commonwealth. For Hobbes, the ideal form of government is the formation of the commonwealth which acts as the â€Å"final cause, end or design of men (who naturally love liberty and dominion over others) in the introduction of that restraint upon themselves, in which we see them live in Commonwealths, is the foresight of their own preservation, and of a more contented life thereby† (Hobbes 116). The formation of covenants, which represent a duty-bound notion to aspire for peaceful societal conditions, inevitably leads to its conception wherein the withdrawal of individual rights is penultimate toward its formation. Conventions serve the function as a mean toward the aspiration of the common power or will of the majority. Common power acts as a protection against external attack or injuries that an individual may cause upon the other and is formed through the transcendence of personal right to a man or an assembly: â€Å"Confer all their power and strength upon one man, or upon one assembly of men, that may reduce all their will, by plurality of their voice, unto one will: which is as much to say, to appoint one man, or assembly of men, to bear their person† (Hobbes 118). Every man should then willingly state: â€Å"I authorize and give up my right of governing myself to this man, or to this assembly of men, on this condition; that thou give up thy right to him and authorize all his action in like manner† (Hobbes 118). We take into context a mix between a democracy (representation of the few) and monarchy (rule by a sovereign). However, Hobbes’ monarchy is not entirely absolute, ruled by the elite or loyalty; rather Hobbes’ conception of monarchy focuses on the rule of a sovereign where powers are granted by the conventions of the majority. From such, the sovereign is then obligated to perform the powers bestowed upon the social covenants; the sovereign itself being a representation of the general will of the people. The Commonwealth The sovereign, either instituted in one man or an assembly of men, is bestowed power of the withheld rights by society or subjects. As sovereign, its responsibility lies on any action or authorization to ensure the presence of duration of peace and to create any means necessary to protect individuals from others as well as to protect attacks from other societies. According to Hobbes, there are only three kinds of commonwealth and nothing else; a democracy, monarchy, or aristocracy. Hobbes does not believe that no man aspires for a turbulent and rocky society. However, Hobbes is partial toward a monarchial government, which, according to him, generally embodies the conventions made by man, and in essence, the nature of a commonwealth: â€Å"The riches power and honor of a monarch arise only from the riches, strength, and reputation of his subject. For no king can be rich nor glorious, nor secure, whose subjects are either poor, or contemptible, or too weak through want, or dissension† (Hobbes 130). Amor Propre and Civil Society On the other hand, Jean-Jacques Rousseau’s work Discourse on Inequality and Social Contract primarily present arguments against Hobbes’ definition on the natural state of man in contrast with social systems and conventions. Rousseau argues on the condition of the human soul as it progresses from its distinct natural form up until the pure state of man is transformed through social relationships or systems. First, he argues the physical differences of man, which in essence, does not ultimately provide a firm basis of inequality: I conceive that there are two kinds of inequality among the human species; one which I call natural or physical, because it is established by nature, and consists in a difference of age, health, bodily strength, and the qualities of the mind or the soul; and another, which may be called moral or political inequality, because it depends on a kind of convention. (Rousseau 1) Apart from physical differences, inequality falls under the moral or political sense. In the context of social structure, inequality lies on the ladder of power and wealth, wherein the notion of civil society is created by the rich in order to suppress the poor of wealth and maintain power among the elite few. In contrast with Hobbes, Rousseau presents a different view of man’s natural state wherein man is savage in nature wherein ideas are generated by sense experience. But in opposition to regular animals, man has reason that establishes himself apart from common animals. The natural behavior of man is similar to that of Hobbes’ viewpoint but differs in motivation. According to Rousseau, the basic instinct of man is self-preservation, free will and compassion; the last being the most important part in man’s natural state wherein Hobbes contends to man’s natural war with the other. He contends Hobbes’ view of man’s nature which compels him with the fear of death. However, Rousseau argues: â€Å"the knowledge of death and its terrors being one of the first acquisitions made by man in departing from an animal state† (Rousseau 17). In contrast, Hobbes’ provides death as a motivator for withdrawing personal rights in order to achieve peace while Rousseau presents reason as a way of fighting the irrational passions that push him out of his natural state. In addition, compassion is the important natural virtue that contradicts selfish impulses or vices which come from the passions or irrational tendencies of man. Rousseau narrates that Hobbes’ definition of man does not provide himself with an idea of goodness, that man may be considered as evil. Rousseau’s view presents man, in his primitive state, as essentially good, and possesses virtue. â€Å"so many writers have hastily concluded that man is naturally cruel, and requires civil institutions to make him more mild; whereas nothing is more gentle than man in his primitive state, as he is placed by nature at an equal distance from the stupidity of brutes† (Rousseau 47). Compassion is the most important aspect of man, along with innate desires of preservation, reason and free will. It is this compassion that hurries us without reflection to the relief of those who are in distress: it is this which in a state of nature supplies the place of laws, morals, and virtue, with the advantage that none are tempted to disobey its gentle voice† (Rousseau 31). Compassion generates interaction with other men and the natural instinct of self-preservation, as times continue to progress, enables the individual to improve living conditions. Thus, the combination of compass ion, reason, self-preservation enables the individual to form conventions with other men. However, the problem lies with the development of amour propre, the subsequent regularity of conventions where man’s reason is garbled to a false sense of dependency on the individuals through improvement of self-perception and acquiring favor. The natural, non-invasive self-love is transformed to a more self-centered and jealous love of others. â€Å"Man must now, therefore, have been perpetually employed in getting others to interest themselves in his lot and in making them, apparently at least, if not really, find their advantage in promoting his own† (Rousseau 51). This corrosive notion of self-love produces competition, comparison with others, hatred, and the continuous search of ambition and power: â€Å"In a word, there arose rivalry and competition on the one hand and conflicting interests on the other, together with a secret desire on both profiting at the expense of others† (Rousseau 51). The Social Contract Thus, Rousseau defines man’s state of nature as it develops amour propre. To deviate from the natural state, the formation of social contract is evident in order to rid of the evils pertaining civil society. According to Rousseau, the conception of social contracts delimits the individual from inequality and therefore frees himself from the trappings of social classification. The purpose of the contract is to establish a body that will inadvertently defend the rights of the individual and the right of society as a while. Similar to that of Hobbes’ notion, social contracts are meant to deviate the condition of human nature from its amoral/evil sense in order to create society focused on peace. The social contract, in Rousseau’s perspective, is founded on the presence of the general will: â€Å"Each of us puts his person and all his power in common under the supreme direction of the general will, and in our corporate capacity, we receive each member as an indivisible part of the whole† (Rousseau Social Contract, 59). The general will is the summation of all opinions of the majority, which in turn acts as an abstract form that aims toward the good of all. Rousseau also posits the idea of a sovereign which acts a representative of the people. The people however, in Rousseau’s form of government, are not represented by senators or magistrates but represent themselves as a symbol of the general will. Sovereign Similarities Both philosophers argue on the importance of social contracts in establishing relationships with people in order to construct an acceptable and peaceful social framework. Both stress the importance of the ‘natural’ law of man to deviate himself from his primary state and is obligated to create a world without indifference and conflict through commonality of opinions and desire. The difference lies on both philosophers account of man’s nature, wherein Hobbes argues that man is essentially evil and it is through civil relationship that man refines himself and achieves peace. Rousseau contradicts Hobbes’ arguments that he had failed to include compassion as a virtue in man’s natural state. Rousseau opines negatively toward civil societies, that conventions itself ruin man’s natural state through social classification and levels of power. Instead, Rousseau posits man as a docile creature until society corrupts his natural state. On the subject of contracts, both thinkers apply the same rule for the formation of social agreement as majority of society transfers its rights toward a sovereign that which governs and protects them. However, Hobbes is partial toward a monarchial government wherein it is suited with the embodiment of his covenants while Rousseau proposes the same powers for a sovereign but also adds the presence of the government to mitigate the function of the sovereign who acts as the representation of the general will while the government attends to particular or private wills. Smith’s Theory of Moral Sentiments Economic theorist Adam Smith proposes on his treatise Theory of Moral Sentiments the formation of a consciousness in the perspective of a leader, or in Rousseau’s/Hobbes’ context, a sovereign, in order to determine, apart from proper behavior, the rules and regulations that one must impose upon the subjects of society. Smith narrates: â€Å"We suppose ourselves the spectators of our own behavior, and to endeavor to imagine what effect it would, in this light produce upon us† (Smith 112). In context of a sovereign, it is essential, according to Smith, to examine actions and decisions through a detached position wherein the leader supposes himself to be a common citizen that according to theory, provides the power and responsibility of governance. Thus, rules imposed upon the subjects of sovereignty should be taken into proper consideration by the sovereign, so as to measure the worth and value of behavior reflection upon society, according to Smith. For example, a ruler’s ethical behavior is dependent on the laws in which he imposes over the ruled. Harsh policies that generally disfavor society imply that the ruler may be arrogant and selfish and therefore does not suit the position. Lenient policies on the other hand may imply a carefree attitude with the lack of seriousness that a good leader must possess. Thus, rules and impositions should situate itself in the middle rather than the extreme and through Smith’s propositions, the leader must then view rules as an ordinary citizen. In relation to Hobbes’ and Rousseau’s social theories, the concept of the sovereign is created by the people and represents the general will. Therefore, there is an implication of a natural balance of power between the governed and the sovereign. In Hobbes view, the sovereign’s duty is dictated or authored by the subjects and therefore cannot harm the governed whether through abuse or dereliction of duty; rather, the formation of laws and policies are in relation toward the fulfillment of the commonwealth’s purpose – that is, the preservation of peace. However, Hobbes monarchial standpoint does not entirely agree with Smith’s proposition since the monarch, utilizing the commonwealth’s purpose, has the power of censorship on speech, publication or any other form of expression that may disturb the peaceful status quo. Thus, Smith’s proposal cannot be applied with Hobbes’s notion of government. However, Rousseau takes into consideration the general will of the populace that also gives right and power to the sovereign. But Rousseau does not imply the purpose of peace in his government; rather, he focuses on the general will as given power. The sovereign has then the duty to make sure that laws do not violate the freedom of every individual for it is they who had created power in the first place.

The Lgbt Rights And Freedom - 3056 Words

LGBT Rights and Freedom Author’s Name Institutional Affiliation LGBT Rights and Freedom Peace, love, and unity should prevail for people to live with harmony with each other and unless these three factors take course, it would be difficult to consider one another as equal partners in the society. It is very important to note that every person was created differently and therefore, have their own unique features and characteristics and it would be wrong to discriminate against one another on any grounds. However, there are certain human qualities such as homosexuality and lesbianism that are highly controversial in the society today; various factions of people present their views on the issue. There are those who oppose them by terming them as immoral and there are those support them by terming them as human rights (Blackwell, Ricks Dziegielewski, 2004). One person who stands out openly to call for homosexuals’ rights is the former president’s wife, Hillary Clinton, who made her opinion on this issue public at Geneva where she attended a meeting to celebra te Human Rights Day. In a society dominated by men, Hillary Clinton’s speech is bold and radical. Clinton, a white, heterosexual woman, went against societal norms by advocating for the rights of homosexuals who are abused solely because of their sexual orientation. Hugh Ellsworth Rodham (1911-1993) and Emma Howell Rodham (1919-2011) married in 1942 and they gave birth to Hillary Diane Rodham Clinton inShow MoreRelatedThe Issue Of Human Rights1495 Words   |  6 PagesHuman rights are a basic right for every living person on Earth. Regardless of differences, every person has the right to basic needs in order to sustain their life. A current issue in Florida involves a law, HB 401, which will be active in July of this year that affects members of the LGBT community as well as those who wish to practice exercising their religious freedoms. Choosing to live life with morals and values that are highly ethical might differ from person to person. One group should notRead MorePaper1085 Words   |  5 Pagesviolence towards the LGBT+ community has surfaced after several concertgoers raised rainbow flags during a Mashrou’ Leila concert. Dozens of people have been detained after the media’s enraged reaction which triggered a nation-wide pu rsuit of the LGBT+ community. Seven people, accused of â€Å"promoting sexual deviancy†, were arrested for raising the rainbow flags during the concert. One of them, given a six-year prison sentence, while the other six were forced to endure anal examinations. LGBT+ people were roundedRead MoreThe Issue Of Gay Rights1505 Words   |  7 Pagesthe decades that affected everyone within. People at one point pushed to change the country for the better such as abolishing slavery, ending segregation, fighting for the rights of minorities, and granting rights to women. In today’s age the topical hot button is gay rights and if their rights overcome religious rights. The LGBT has been pushing hard for the past few years and has changed the way we think by getting a better understanding of who they are. Recent gains such as same-sex marriage hasRead MoreThe Loving Story By Writers Nancy Buirski And Susie Ruth Powell928 Words   |  4 Pagesdecision; â€Å"Under our Constitution, the freedom to marry, or not marry, a person of another race resides with the individual and cannot be infringed by the State†. (Buirski and Powell). The Loving versus Virginia case overturned bans against interracial marriage in 16 states. After nine years of exile from Virginia, they was finally welcomed back. Although the outcome was successful, the Loving family still struggled with the journey to fight for their rights to be married and live together. TodayRead MoreThe Lgbt Rights Of Americ A Social Effort1280 Words   |  6 PagesThe Road To LGBT Rights In America : A Social Effort Imagine a world where the identity of a person jeopardizes their safety, that they must live in fear of the world around them simply for being who they are; this is the world of the Lesbian, Gay, Bisexual, and Transgender (LGBT) community. Despite the strides made to improve the conditions for this group, they are still under much scrutiny as society and the government adapts to their presence. The general public has maintained an uneasy balanceRead MoreLgbt Youth Discrimination Is A Form Of Aggressive Behavior1396 Words   |  6 PagesSara Varghese Rewriting America Professor Madore 17 February 2016 LGBT Youth Discrimination â€Å"Bullying is a form of aggressive behavior in which someone intentionally and repeatedly causes another person injury or discomfort (American).† Lesbian, gay, bisexual, and transgender individuals, along with many other sexual minority young people, usually experience more bullying, violence, harassment, and degradation at school, than their heterosexual peers. Much of theRead MoreLgbt Community : The Transgender Community930 Words   |  4 Pages LGBT COMMUNITY: Excuse me, what are you doing here in the women s restroom? You are not supposed to be in here; there are no men urinals here!! Yelled the raggedy old lady with a crazy hairstyle, across the bathroom stall, as I was entering the women restroom in the target. Miss Roa face turned tomato red and said â€Å"Excuse me; I am a young lady who deserves fairness, righteousness, and equality. In this country, everyone should have the same equal rights no matter what!! So if you can excuseRead MoreLgbt Discrimination In The Workplace. Introduction. People1350 Words   |  6 PagesLGBT Discrimination in the Workplace Introduction People of lesbian, gay, transgender, bisexual, or queer identification in the United States are not given equal employment opportunity and or treatment in the workplace compared to their heterosexual and cisgender counterparts. There is currently no federal legislation that prohibits a person with LGBT identification from being fired, or federal legislation that protects employees of varied sexual orientations and gender identity from discriminationRead MoreGay And Gay Rights Movement853 Words   |  4 Pagesgay and lesbian rights movements started booming in the 1970’s (Smith 328). At first, the purpose of the movements was to gain support from the public on their cause of equal rights for LGBT people. However, the main goal was for the â€Å"legalization of homosexual behavior; an end to state regulation and repression of lesbian and gay life; and the passage and enforcement of antidiscrimination measures, most importantly in the area of employment† (Smith 334). To d o this, the gay rights movements of VancouverRead MoreSocial Injustice : The Interplay Of The Lgbt Community, Hate Crimes And The Us1482 Words   |  6 Pages Social Injustice: the interplay of the LGBT community, hate crimes and the US On June 4, 2011, Cece Mcdonald lost the freedom to securely be herself. Cece Mcdonald was a young trans-woman who was walking with her friends past a tavern in Minneapolis when suddenly, a group of people started to barrage them with insults. One man insulted Cece directly by saying, â€Å"look at that boy dressed like a girl tucking her dick in.† The group of friends attempted to walk away, but before they got away

Analysis of Harry Potter and the Order of the Phoenix - Free Essay Example

Sample details Pages: 4 Words: 1171 Downloads: 9 Date added: 2019/04/12 Category Literature Essay Level High school Tags: Harry Potter Essay Did you like this example? When watching Harry Potter and the Order of the Phoenix, I observed the different teaching philosophies that McGonagall, Sprout, and Umbridge display within the varied classroom setting. *** discuss/ name and explain the different philosophies talked about in essay In evaluating Professor McGonagalls teaching practices at Hogwarts School of Witchcraft and Wizardry, I noticed that she incorporates and demonstrates three educational philosophies, namely essentialism, perennialism and progressivism. Don’t waste time! Our writers will create an original "Analysis of Harry Potter and the Order of the Phoenix" essay for you Create order Professor McGonagall is known and well respected by both students and professors for her high level of student and classroom expectations. McGonagall is known for her strict, no-nonsense demeanor and as the master of her classroom. Because of the common culture that exists between both student and professor, she has gained the respect of all of her students. While her teaching strategies are traditional she is training their minds to promote reasoning. McGonagall uses great books by Hogwarts finest thinkers and writers, while teaching them the traditional educational values of reading, writing, and arithmetic. At the beginning of class, she warns her students that anyone messing around will be forced to leave and not be welcomed back. She states, you have been warned (McGonagall). She provides her students with instructional demonstrations, where students are asked to conduct group experiments, such as the project-based learning approach. Her students tend to be inquisitive and ask many questions and in turn, she provides them with the help that is needed by roaming the classroom and answering their questions when needed. Overall, McGonagall utilizes three of the five teaching philosophies: essentialism, perennialism and progressivism. In the film, I believe that Warner Brother Studios chose to exemplify these three philosophies within McGonagall because they wanted to create a character who was a good example of moral ethics as well as honorable. She is capable of demonstrating both sides of the spectrum, the teacher-child-classroom relationship as well as the student driven classroom relationships. She is able to allow the students to flourish in their creativity. In regards to McGonagall, I would model her teaching philosophy of ___________. ***what will you avoid in regards to the three philosophies that she uses. Alongside McGonagall, Professor Sprout also uses the philosophy of progressivism in her classroom. She is a cheerful, roly poly teacher, who is well liked by her students. Her philosophy offers a hands-on learning experience in an outdoor classroom setting. Within her class, she teaches them how to repot a Mandrake plant. She provides them with step-by-step instructions while also advising them of the dangers of their activity. The students are given tools for protection, then proceed with caution as she explains and demonstrates what they will do. She double checks their work and asks for understanding. From this we can gather that she is an encouraging and thoughtful teacher who focuses on the individuals learning and progression throughout the time in her class. Her teaching philosophy of progressivism allows them to gain real-world experiences that can be utilized during their years at Hogwarts. There is no testing in her classroom, the pupils education is built around their experience, while they focus on one discipline at a time. Professor Sprouts education states that, if a single pupil wants to come, then the school ought to remain open for that pupil (Professor Sprout). Ultimately, I feel that Warner Brother Studios chose to show Professor Sprout in a way where progressivism is seen in a nurturing light, because the students face peril, evil, darkness, and restriction of creativity among other professors within the school. In my own classroom, I would adopt Professor Sprouts way of teaching in a progressive light, we see that she is very encouraging, supportive, and allows students to lead and she follows in their footsteps. Consequently, we observe that Professor Umbridge adopts a completely different philosophy when teaching her students. The philosophy she demonstrates in her classroom, is essentialism. Essentialism is _______________. Professor Umbridges demonstrates this by standing in front of the class as she teaches them which gives her a sense of superiority which exemplifies the idea of teachers being in charge. When she does this, she is imparting her wisdom and knowledge so that the students may learn from her instead of discovering on their own. She is endowing them with her great wisdom and knowledge. Umbridge is viewed as the mouthpiece for the Ministry of Magics political stand on the practices and policies that govern Hogwarts. This teacher intimidates her students with an iron fist approach telling them there will be discipline, order, and obedience in her classroom. She has a set of classroom rules in place where speaking is never an option. She does not call her students by their names but refers to them as children (Umbridge). Because there will be no talking in class without her permission, Professor Umbridge insists they raise their hands. What she teaches her students is that they will gain knowledge through their examinations, she believes school is about studying and test taking. She also warns the students not to question her methods and compares this act to doubting the Ministry. Students quietly sit at their desks and write with pen and paper and rote information from their textbooks. Instead of focusing on the students opinions, she only deems the Ministries and her own as the guiding force in the classroom. The filmmakers chose to portray Umbridge in this traditional, old school way of teaching where students are to be seen but not heard. However, despite Umbridges views on how the classroom should be run, I would not agree. When teaching my future students, I would not adopt this theory. I would want to find more creative ways and other avenues that would allow them to test their understanding of subject other than her test taking methods. I would allow my students to have a voice and that their opinions are welcome. After viewing the film and being able to critique the different educational philosophies that are presented, I was able to solidify my own teaching philosophy which is one of acceptance, encouraging creativity, understanding, and helping my students to pursue their interest while also being a role model. Overall, this film showed me the more effective ways of teaching students in a way that allows their creativity to flow and where they feel the most comfortable. The students dislike for Umbridge and adoration for McGonagall was blatantly obvious and continuously shown throughout the film which made it all the more obvious on which professors philosophies encourages and discourages learning. The level of respect, learning, and relationship development that occurred between student and professor is what appealed to me the most when watching this film. What was discouraging, was the amount of forceful rules and discipline that professors like Umbridge displayed which eliminated student s excitement for learning. When subjected to this environment, students are not able to progress during their academic years at Hogwarts. This film allowed me to cohesively see and understand the different philosophies that are brought into the classroom and how they affect the learning environment as a whole.

Marxist View on Education - 1639 Words

Using material from Item A and elsewhere, assess the view that the education system exists mainly to select and prepare young people for their future work roles. (20 marks) As stated in Item A sociologists see the education system as performing a vital role in modern societies. Item A also highlights that the education system can equip individuals with the specialised knowledge and skills they will need when they join the workforce. Therefore, the education system helps select and allocate individuals into their future work roles. Although many sociologists agree this is the main role of education, they argue whether this is a positive thing or a negative thing. Whereas Functionalists believe this role of education benefits society and†¦show more content†¦Althusser also argues that pupils learn a smokescreen so they cannot see inequality and the lie of meritocracy. He claims that schools try to promote the belief of meritocracy this basically means success is based on your own merit and ability. This supposedly helps motivate pupils to work hard because if they do they will succeed in life and in their chosen careers. However Althusser believ es this is a lie as schools are in no way meritocratic. This is shown through the fact that the middle classes have more opportunity i.e. being able to afford the best possible education etc. Althusser believes that schools teach working class pupils to blame themselves for social failure instead of society i.e. if pupils fail they will usually say they didn’t work hard enough etc. Although schools have a role of promoting the ruling class ideology, educations main role is to mould pupils into ideal workers which helps prop up and maintain capitalism. Durkheim also believes education has the important role of teaching the skills needed for work and that it has an allocation function which helps people fit into the right roles in society. It has been suggested that this helps prepare young people for their future work roles through the teaching of specialist skills. Functionalist Parsons builds on Durkheims ideas.Show MoreRelatedComparing the Marxist and Functionalist Views on the Role of Education in Industrial Society1300 Words   |  6 Pages Comparing the Marxist and Functionalist Views on the Role of Education in Industrial Society The functionalists and the Marxists both believe that the education system benefits everyone, but both have different views on society. The Marxist views of the education system are that there are conflicts because there is an inequality between the working class and the higher classes. They believe that there are two different classes which education produces, and that is theRead MoreDifferent Perspectives On What The Role And Purpose Of Education1387 Words   |  6 Pagespurpose of education is. Both Functionalists and Marxists believe that the education system prepares young people for work and their work roles. However, they disagree on how education does this. Functionalists believe we live in a meritocratic society, where occupational positions, jobs and pay are allocated on the basis of an individual’s talent, ability and merit. A major difference in view is that Marxists would refute the theory that we live in a meritocratic democracy. It is the view of many functionalistsRead MoreThe Functionalist Explanation of the Role of Education in Modern Society621 Words   |  3 PagesThe Functionalist Explanation of the Role of Education in Modern Society I will discuss the functionalists theories in comparison to those of the Marxist and Interactionists. Functionalists believe that all in society serves a purpose and its a positive function. They also believe that education is a way of achieving in society; it develops people so that it gives them the opportunities in society (workplace). Durkheim believed that in order for children to feelRead MoreAssess the Contribution of Marxism to Our Understanding of the Role of Education1676 Words   |  7 PagesMarxism to our understanding of the role of education. As mentioned in Item A, Marxists take a critical view of the role of education. They see society as based on class divisions and capitalist exploitations. The capitalist society is a two class system as mentioned in Item A and it consists of a ruling class, the bourgeoisie and the working class, the proletariat. The bourgeoisie exploits the proletariat according to Marxists and they believe that the education system only serves the needs and interestsRead MoreEvaluate the usefulness of Marxist theory to our understanding of crime and deviance1201 Words   |  5 PagesEvaluate the usefulness of Marxist theory to our understanding of crime and deviance (40 marks) Synopticity - Crime Deviance sociological theory Marxist explanations of crime and deviance, like their work on other areas like the family and education, rest on an economic and structural analysis of society that sees a class struggle between the proletariat and the bourgeoisie. This struggle comprises the attempts by the proletariat to free themselves from the domination of the bourgeoisieRead MoreCompare, Contrast and Evaluate the Sociological Perspectives on the Ro1255 Words   |  6 PagesThe role of education is to educate individuals within society and to prepare and qualify them for work in the economy as well as helping to integrate individuals into society and teach them the norms, values and morals of society. Yet there are three sociological theories that differ greatly between them on the role of education. These are Functionalism, Marxism and Liberalism. Functionalists view the role of education as a means of socialising individuals and to integrate society, to keep societyRead MoreThe World Bank And Its Effects On Developing Countries Essay1572 Words   |  7 PagesUnderdevelopment, and Marxist Perspectives on Development and World Bank The liberalist view on economic development is that the world economy benefits developing economies through trade, international aid, and foreign investment, but economic development is mostly affected by the organizations in the country. They also believe that the most successful countries are focused on their own self-interest and actively participate in the world economy (Gilpin). Liberalists view the transfer of goods,Read More Compare, Contrast and Evaluate the Sociological Perspectives on the Ro1259 Words   |  6 Pages The role of education is to educate individuals within society and to prepare and qualify them for work in the economy as well as helping to integrate individuals into society and teach them the norms, values and morals of society. Yet there are three sociological theories that differ greatly between them on the role of education. These are Functionalism, Marxism and Liberalism. nbsp;nbsp;nbsp;nbsp;nbsp;Functionalists view the role of education as a means of socialising individuals and toRead More Marxist Perspective on Education Essay1564 Words   |  7 Pages Education system is seen as an important part of the superstructure in society. This statement was written in a Marxism perspective by individuals who see education not just an important part of the superstructure but as well an important aspect in a child life. Even though Karl Marx himself did not widely write about education, many of his followers did. This paper will look at how class and alienation which is a theory that Karl Marx wrote, plays a part in education and a general look at the perspectiveRead MoreAssess the View That the Family Is Part of the Ideological State Apparatus.701 Words   |  3 PagesThe ideological state apparatus is defined as a social institution that can control our ideology. Marxists would argue that the family is an institution used to teach its members to submit to the authority of the ruling classes. However functionalist view the family unit as a construct that fulfills important functions and keep society running smoothly. Marxists believe that primary socialisation of children is learning the norms and values provided through the process of socialisation, this is

Negative Images of African Americans in the Media Free Essays

Mass media is a powerful force in American pop culture. Images seen on billboards, television, magazines, and the big screen create lasting impressions. Sometimes these impressions have a negative impact. We will write a custom essay sample on Negative Images of African Americans in the Media or any similar topic only for you Order Now Mass media can be very detrimental to society if it is not criticized. Many groups of Americans are negatively affected by the images and content of mass media. African Americans are at the top of this list. Images of African Americans in television, music, and film are often less than stellar. Black men are often portrayed as drug pushers, pimps, thugs, and dead beat dads, while black women are portrayed as poor, lazy, and promiscuous. This needs to stop! That is a given! Question is, how are these negative images going to be stopped? Several steps should be taken in order to prevent these negative images in the media. The origins of these images need to be examined, and modern racism and prejudice need to be exposed. There may be some accuracy to the negative images of African Americans in the media, but that is no excuse. The media should focus more on uplifting people. African Americans have historically had a disadvantage when compared to their white counterparts. This should not be exploited for entertainment purposes. African Americans are often placed in roles that portray them as poorly educated. This dates all the way to minstrel shows! This is still a problem today! Americans are more comfortable laughing at blacks as appose to understanding blacks. The main problem with images of African Americans is that they are one dimensional. African Americans are diverse and come from a variety of backgrounds. If an African American is portrayed as a druggie or a convict, then there should be some reasoning behind this. People don’t become drug addicts for the fun of it; they become drug addicts because they want to numb themselves from the pain and suffering of their everyday lives. Black men and women don’t become criminals because they are horrible people. They become criminals because they are taught that they have no other option! African Americans have to stand up for themselves and fight against the media. That is the only way things will change. While doing this, they may have to criticize other African Americans. This should be done with love. Black rappers, singers, and actors should be held with some responsibility. Black leaders like Oprah Winfrey and Bill Cosby have spoken out about this. Rappers, including Ludacris and 50 Cent have been criticized for their lyrics. It is unclear if they are rapping about their experiences in order to expose their struggles, or if they are exploiting the black struggle with their lyrics. Violence, sexuality, and the lack of education are unfortunately a part of African American society. The media should show this. Rappers and singers should perform songs about this. Black actors should play roles that depict this. Black actors, singers, and rappers should not exploit these disadvantages. Instead they should use their craft to create solutions to these problems. Drugs and violence should not be glamorized! How to cite Negative Images of African Americans in the Media, Essay examples

The History of Project Management

Question: Describe about the history of project management. Answer: Introduction: The journal article The History of Project Management has been taken from International Journal of Management and Information Systems - Third Fourth 2014 Volume 18 Number 4 written by Tom Seymour and Sara Hussein of Minot State University, USA. Project management has been defined as the systematic method of carrying out a task with minimum cost and time involved. It has been with us since the birth of mankind but there is very little proof as no proper documentation was done. In was only in the 1950s that proper effort was made to consider and practice this realm of management. Later on a number of computer programs were developed which not only helped in its progress but also in its application. Nowadays, project management as a subject has been introduced in number of courses and has already gained immense popularity. Thinking about the time when project management would first have been implemented, it would be wise to say whenever men joined hands to complete a particular purpose. Project management has always been defined as the management of men and workforce for the purpose of achieving a particular purpose (Young, 2013). The Great Wall of China, Stonehenge are all magnificent examples of how proper planning was conducted, materials and men engaged and every aspect of the work monitored till the very end. Even though there were several misconceptions regarding older projects, it is clearly understood that project management had played a vital role in its success. But despite all these, very little effort was done to document it in a manner useful for others in the future. Coming back to the present, Henri Fayol and Henry Gantt are considered to be the fathers of modern project management. Henri was an engineer at an iron and steel company in France and it is here that he observed the various methods by which project management was actually implemented even though unknowingly. Fayol observed five qualities used by managers during their day to day activities. These qualities later became the benchmark on which the present project management is actually based upon. Henry Gantt was an American engineer and management consultant. He designed the Gantt chart which is widely used even today. He envisaged breaking up of complicated tasks into smaller ones and to proceed according to the importance of the subject. He advised that when difficult tasks are broken up into smaller ones, it is easy not only to complete them one after another but also in a much better and systematic manner. But according to Snyder and Kline, modern project management took off with t he introduction of PERT and CPM. PERT was designed by the American Navy during the Polaris project which was America's first submarine launched ballistic missile project, as this project was very complex, PERT made it simpler to analyze (Schwalbe, 2014). CPM was first developed by E.I Du Pont de Nemours, a major construction company while constructing a chemical plant. CPM was designed to keep costs minimum and to take very little time. Modern project management can be subdivided into four phases. The first phase in the 1900s was when project management began to be used for administration and associated purposes. The Manhattan Project and Interstate Highway are all important hallmarks of this phase. It was in this phase that Gantt chart began to be used very widely hence further boosting its importance in modern day management. The second phase from 1958 to 1979 saw a lot of technological advancement (Roberts, 2011). The photocopier by Xerox was an important contribution of this phase. Then, the Apollo and Polaris projects came into focus which led to the introduction of PERT and CPM to this field of management. The Apollo project being a complex and difficult one had to plan in such a way so that Nasa's very first mission to put man on the moon succeeded. The Polaris mission, America's first submarine based missile system too had to be planned in a similar manner. This led to the development of WBS, Work Breakdown System for any project which is of size similar to that of Polaris. The third period too was based on technological advancement and an important project then would be the English- France Chanel Project (Richman, 2012). The fourth and final period in which we are today has taken project management to the next level. CCPM began to be used which was better than both CPM and PERT as it focused mainly on resources needed to achieve a target. Looking at the phase beyond the present period it can wisely be said that it would be a period of greater technological advancement and cost productivity (Morris, 2013). TCM, Total Cost Method has already been developed which can control costs within the entire life cycle of the project. Software as a Service scheme has already been developed through which users can use the software for a fee via cloud support. Though this scheme is in its nascent stage, the benefits of the projects give a positive picture regarding its success in future (Hughes, 2012). Virtual employment would become a reality as employees would be able to work from home and employers would be able to manage costs and skills by doing so. Even though the future looks promising, there had been no consensus among researchers (Heagney, 2012). Some researchers believe that due to the continuing process of disintegrating job roles, project management would be a thing of the past as each member would have to look after other aspects in general too. Some other researchers believe that due to this disintegration, there will be specified job roles with specific requirements for project management certification courses. Globalization, competition and many other factors are changing the way firms organize and carry on their activities (Dinsmore Cabanis-Brewin, 2014). Only time can tell how effectively the prevailing scenario will help in the utilization of project management methods. But given the fact that it has constantly evolved with time and still is, this field of management will certainly showcase the amount of potential in it by making our lives simpler. References Dinsmore, P. Cabanis-Brewin, J. (2014).The AMA Handbook of Project Management. New York: AMACOM. Heagney, J. (2012).Fundamentals of project management. New York: American Management Association. Hughes, B. (2012).Project management for IT-related projects. London: BCS. Morris, P. (2013).Reconstructing project management. Chichester, England: Wiley-Blackwell. Richman, L. (2012).Improving your project management skills. New York: American Management Association. Roberts, P. (2011).Effective project management. London, UK: Kogan Page. Schwalbe, K. (2014).Information technology project management. Boston, MA: Course Technology. Young, T. (2013).Successful project management. Philadelphia, Pa.: Kogan Page Ltd.