Free Essays on Comparison With Iago And Cassio

In the play â€Å"Othello,† one of William Shakespeare’s six catastrophes, characters Iago and Cassio are comparable and diverse from various perspectives. One of the ways Iago and Cassio are comparable is through Othello himself. Both Iago and Cassio need to be on the acceptable side of companion Othello, yet both don’t have similar reasons. In Iago’s case with Othello, Iago needs to be on Othello’s acceptable side so Othello wouldn’t be dubious of what he was doing despite his good faith, such things as getting Cassio and Desdemona closer together so Othello would presume something. Presently in Cassio’s case, he simply needs to be on Othello’s acceptable side since he needs to be there. Cassio is Othello’s Lieutenant and he likes to remain as such, so after Cassio jumps on Othello’s terrible side, he attempts his hardest to attempt to get back on his great side to keep Othello’s regard for him and the Lieutenant position. The two men needed to be on Othello’s acceptable side. Iago and Cassio both feel that they can confide in each other. In the play, Iago trusts Cassio in his activities to do what he suggests Cassio what to do, for example, when Iago reveals to Cassio that he should converse with Desdemona to attempt to get in great terms with Othello. Iago additionally trusted Cassio’s activities when Othello caught the discussion among Cassio and Iago. Iago realized that Cassio would discuss something different, and realized that Othello would interoperate it in an unexpected way. Presently Cassio is an alternate story. Cassio trusts Iago’s counsel in attempting to get himself on Othello’s great side. Cassio trusted Iago’s guidance when Iago advised him to proceed to continue conversing with Desdemona about attempting to get himself in great terms with Othello. It was a terrible move in confiding in Iago, yet that’s what he did. Those two both confided in one another yet in various ways which makes them two some what c omparable. The distinction between these two is both have totally different characters. Iago’s character is beguiling however in a rough manner. He knows ... Free Essays on Comparison With Iago And Cassio Free Essays on Comparison With Iago And Cassio In the play â€Å"Othello,† one of William Shakespeare’s six disasters, characters Iago and Cassio are comparable and diverse from numerous points of view. One of the ways Iago and Cassio are comparable is through Othello himself. Both Iago and Cassio need to be on the acceptable side of companion Othello, yet both don’t have similar reasons. In Iago’s case with Othello, Iago needs to be on Othello’s acceptable side so Othello wouldn’t be dubious of what he was doing despite his good faith, such things as getting Cassio and Desdemona closer together so Othello would speculate something. Presently in Cassio’s case, he simply needs to be on Othello’s acceptable side since he needs to be there. Cassio is Othello’s Lieutenant and he likes to remain as such, so after Cassio jumps on Othello’s awful side, he attempts his hardest to attempt to get back on his great side to keep Othello’s regard for him and the Lieutenant position. The two men needed to be on Othello’s acceptable side. Iago and Cassio both feel that they can confide in each other. In the play, Iago trusts Cassio in his activities to do what he suggests Cassio what to do, for example, when Iago discloses to Cassio that he should converse with Desdemona to attempt to get in great terms with Othello. Iago additionally trusted Cassio’s activities when Othello caught the discussion among Cassio and Iago. Iago realized that Cassio would discuss something different, and realized that Othello would interoperate it in an unexpected way. Presently Cassio is an alternate story. Cassio trusts Iago’s guidance in attempting to get himself on Othello’s great side. Cassio trusted Iago’s guidance when Iago advised him to proceed to continue conversing with Desdemona about attempting to get himself in great terms with Othello. It was an awful move in confiding in Iago, yet that’s what he did. Those two both confided in one another however in various ways which makes them two some w hat comparable. The contrast between these two is both have totally different characters. Iago’s character is beguiling however in a rough manner. He knows ...

How does Stevenson play with the Concept of the Double in ‘Strange case of Dr. Jekyll and Mr. Hyde? Essay

The novella being referred to is ‘Strange Case of Dr. Jekyll and Mr. Hyde’ composed by Robert Louis Stevenson in 1885 at his habitation in Bournemouth after an awful bad dream. I will talk about the subject of duality in the novella. It is set in the nighttime boulevards of London in the Victorian time, a period where duplicates and contrary energies were visit. Inquisitively, this novella takes a gander at the life of a researcher called Henry Jekyll who figures an elixir empowering him to incidentally change the two his character and physical appearance. This new individual is Mr. Hyde, the ‘id’ or the simian who ‘hides’ inside Dr. Jekyll. From multiple points of view, this book reflects Stevenson himself and the Victorian time frame overall. I take a gander at this novella from a different various inceptions; the dad to child relationship as in Jekyll’s admission ‘Jekyll had more than a father’s intrigue; Hyde had more than a son’s indifference.’; the fraud in the Victorian age as Carew the MP gives the impression of being a gay lastly, the pre-adult kid inside the developed man which due to Hyde’s physical status, he looks and feels more youthful. Stevenson speaks to duality through the physical appearance of the individuals and places in the book. The first is the passage to the common living arrangement which, is both Jekyll’s and Hyde’s environment contemporaneously despite the fact that it isn't exceptionally self-evident. The entryway by which Hyde enters is depicted as being ‘blistered and distained’ while Dr. Jekyll’s entrance has an incredible fa㠯⠿â ½ade. The rankled entryway can be a reference of a specific explicitly transmitted malady, syphilis; Stevenson is attempting to code one of the issues that society had back then. These viewpoints were visit in Victorian houses seeing as the front would be rich while the back built of second rate yellow blocks which gives reality a distraction. Hyde’s entrance is depicted as ‘nothing yet an entryway †¦ a visually impaired temple †¦ stained wall†¦ delayed and ignoble negligence†¦ was rankled and distained.’ These elucidating terms suggest that the back of the structure was the ugly side, to be avoided the open eye. This citation additionally alludes to Mr. Hyde, as it says ‘a daze forehead†¦ stained wall.’ At the time, individuals with enormous temples were considered to have criminal propensities. The ‘discoloured wall’ can speak to the way that Hyde was a smothered piece of Jekyll and hence has no shade of its own. There is redundancy of two in depicting this entrance seeing as there are ‘two doors†¦ two storeys.’ which again gives us an away from of isolation between the two characters. Soho once had gained notoriety for prostitution and whorehouses and it would be the place the outsiders or outsiders would go in that period. This is likewise where Hyde lives; his home has two faces to it. The outside was shameful and abhorrent while the inside was sumptuous and expand with costly furnishings. We can without much of a stretch relate this with the characters in the story where the shabby outside speaks to Hyde however inside him is a noble Victorian man of honor. Stevenson alludes a great deal to insides and outsides, ‘pockets inside out†¦ lock quick drawers stood open.’ This is a composition of the inside, a perfect representation; Stevenson is attempting to uncover reality of society at the time by indicating what is inside. As the ‘pockets’ were ‘inside out’, or from an alternate point of view, reversed, which could allude to a reversal of sexuality which perhaps Hyde was driving at the time as he was an identical repres entation, therefore something contrary to Jekyll. Jekyll was the finished converse of the ‘id’ in physical viewpoints, for example, the height and the age yet in addition in an amusing way that Hyde executes people groups and Jekyll spares lives. The mist that encompasses Utterson as he goes to Soho can likewise be viewed as both a London specific and an impression of his perspective. His disarray as he attempts to discover associations among Jekyll and Hyde is continually ‘reinvaded by darkness’. This has a two sided connotation, it may be the case that Utterson is loosing center and afterward recapturing it or, it may be the case that Hyde being the haziness repetitively attacks Jekyll. In this climate, there is a reversal of day and night because of the haze, and there would be a ‘glow of rich, offensive brown’ because of the fecal waste and the lack of sanitization of Soho. The three principle characters of the book are Jekyll the ‘ego’, Hyde the ‘id’ and Utterson the ‘superego’. All through the entire section, there are no genuine female characters which, speaks to the sexism common at that point. Additionally there are assistant characters, for example, Enfield, Carew and Lanyon. Enfield is one of the first referenced in the book; he seems to have a twofold existence as he winds up in the avenues of London at three toward the beginning of the day which proposes that he may have been out in the whorehouses or perhaps driving a second, gay life. Sir Danvers Carew likewise gives a comparative impression of driving a two-timing life as he also ends up wandering the roads of London late around evening time. A clarification that we can offer for the reason for his demise was that he had confused Hyde with a gay whore and Hyde discharged the simian that he was, winding up with the MP’s passing. By indicating this, Stevenson is attempting to show the fraud in the public arena at the time as Carew was both a gay and a Member of Parliament that had prohibited such conduct. Mr Hyde is likely the most mind boggling and strange character in the novella. All the characters that see him, sense this unidentifiable distortion in him. This could be because of good corruption. At that point, deformation was not acknowledged and the individuals who were twisted were undesirable in the general public. Stevenson catches the manner in which individuals saw Hyde’s disfigurements in a single entry of the book ‘Snarled †¦ savage †¦ pale and small †¦ distortion †¦ imposing †¦ dangerous †¦ barely human †¦ troglodytic †¦ foul soul †¦ Satan’s signature on a face.’ We have the impression of a flippant, ‘ape-like’ being who is of an alternate request to the remainder of society. As Mr. Hyde assaults the young lady and stomps on over her he again gives this boorish picture of an untamed brute or a ‘masked thing like a monkey’ on the opposite side of this veil is something contrary to this monster. Something contrary to the brute; Jekyll is the ‘ego’ and the decent face in the public arena, a specialist and a well off moderately aged man. Jekyll and Hyde are one being and this is appeared in different occurrences, in the initial section, as Hyde has stomped on the young lady, he comments ‘No noble man however wishes to stay away from a scene’ implying that he trusts himself still a man of his word along these lines a piece of Jekyll is as yet present yet is covered up inside the double figure. Henry Jekyll’s reaction to Utterson ‘You don't comprehend my position †¦ I am agonizingly arranged, my position is an extremely weird †exceptionally abnormal one †¦ can't be repaired by talking†¦ it isn’t what you extravagant; it isn't so awful as that’ gives the impression of him being associated with an unlawful issue or coercion. Jekyll is consoling Utterson that it isn't the standard case a legal advisor was utilized to. Utterson gives a striking depiction of his opinion of the two characters Jekyll and Hyde, ‘turns me very virus to think about this animal taking like a hoodlum to Harry’s bedside.’ This statement plainly reveals to us that different characters don't know about Jekyll’s duality. What I trust Stevenson is attempting to get across is this message of ‘a beast close to his maker or his double’ the man that made the being that will prompt his devastation. Stevenson applies various layers to the structure of the book where nothing is very what it appears. The book opens with an edge account however closes suddenly with Jekyll’s admission. This can be deciphered as the nearness of Hyde; toward the starting it has a casing however toward the end this book closes without one as he is absent. The story comprises of various accounts which again exist in an account and this compares to Jekyll and the character inside him, Hyde. One model is in Dr. Lanyon’s story and in Dr. Jekyll’s letter to Lanyon. In the last part, Stevenson starts to write in the primary individual and out of nowhere there is a move of individual as he discusses Hyde, so as to put aside his subsequent self. ‘He, I state †I can't state, I.’ as Jekyll starts to lament his revelation and the difficulty of controlling his other self. Moreover, in the admission, this difference in person can be considered as a befuddled personality, Hyde easing back taking control and controlling Jekyll. All through the novella there are express references to the twofold that are utilized in either a numerical or a figurative way. In the last passage of the novella, Stevenson underlines the feeling of the twofold as he at last uncovers, to the stun of the Victorian peruser, the duality of Jekyll. The reoccurring references to the twofold in his admission appear to be an implies that Jekyll uses to promise himself that Hyde isn't taking over by isolating him. Stevenson is revealing to us this bizarre case begins with one individual and will get done with another, implying that before the finish of the procedure, Hyde dominates and Jekyll will lie torpid and stifled as once his twofold did. The fixation that Dr. Jekyll has with the twofold could likewise be a reference to the fixation he feels with the analysis; as Lanyon portrays the section book ‘ ‘double’ happening maybe multiple times in an aggregate

Arthur, Chester Alan

Arthur, Chester Alan Arthur, Chester Alan, 1829â€"86, 21st President of the United States (1881â€"85), b. Fairfield, Vt. He studied law and before the Civil War practiced in New York City. In the war he was (1861â€"63) quartermaster general of New York State. In 1871, President Grant appointed him collector of the port of New York. Although Arthur was a loyal party man and a believer in the spoils system, he administered this office honestly and efficiently. President Hayes, bent on civil service reform, displaced Arthur in 1878, thus defying Senator Conkling and the New York Republican machine. At the Republican national convention of 1880, Garfield was nominated for President, and the Conkling Stalwarts, who had supported Grant, were placated by the nomination of Arthur for Vice President. Garfield's assassination soon after his inauguration made Arthur President. He came into office handicapped by a record in machine politics and grave doubt as to his ability and integrity, but his administration proved honest, efficient, and dignified. He effectively supported the civil service reform act of 1883, vetoed a Chinese exclusion bill that violated a treaty with China, and vigorously prosecuted the Star Route trials, in which several prominent Republicans were found guilty of swindling the Post Office Department. Serious illness kept Arthur from actively seeking renomination in 1884. See biographies by T. C. Reeves (1975), Z. Karabell (2004), and S. S. Greenberger (2017). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

How Service Learning Can Be Utilized Throughout Your...

Service Learning is defined as a type of teaching and learning strategy that combines community service with reflection and instruction to help enhance the learning experience and as well as strengthen communities. Some examples of service learning are; working with political organizations, neighborhood associations and a tutor elementary or secondary students are a variety of subjects. Service Learning can be implemented into many majors, such as psychology majors, nursing majors, and health and food science majors -- just to name a few. The benefits of service learning can be utilized throughout your lifetime time; some benefits include 21st century skills such as critical thinking, problem solving, communication, decision making, as well as leadership skills. Not only will you gain these helpful benefits, but also some real life experience in any internship or community service practices. An added benefit to your social being is also having a greater sense in learning. It can help improve one’s academic outcome. You will gain a better attention to learning and how service learning also helps the community and the students you interact with. Just like the intern, the students will also gain some helpful benefits as well as life experiences. Most importantly, service learning also helps students gain knowledgeable practices in real world scenarios. Service learning is important and beneficial for students because it provides them with opportunities to develop civicShow MoreRelatedThe Learning Approach For Lea rning1184 Words   |  5 Pagesi. At one time or another, in an individuals’ working life, they will be expected to learn about at least one aspect of operations the of the company in which they are employed with. 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Erp Project - 1032 Words

The project’s main characteristics and challenges identified by Jean Roberge are: Identify functionalities for all of ABS Business Systems and integrate for real time data exchange. Simplify system maintenance, achieving better management of ABS’ IT potential. With more and more ensuing â€Å"global businesses† ABS wants the conversion to improve their information exchanges to set them up as strong â€Å"global† contenders. Roberge also noted that â€Å"harmonization†, and consolidation of the three companies was top priority. In my opinion, I don’t think Jean Roberge took into consideration a â€Å"business as usual† rule. Managers in all of the departments will be concerned that â€Å"status quo† is maintained. For example, they will need to be†¦show more content†¦I think the PM failed to realize it was not necessarily the technical part of his resume he needed at the start, but his people skills before the lan dslide of managers topple the conversion with the negative results occurring. The second scenario at this point of no return would be to scrap the current plan of a single Project Manager and adopt a â€Å"team† of Project Managers. One that a â€Å"PM† would be sent to each location and analyze the needs of each newly acquired company and each newly acquired departments within the companies, and each newly acquired employee within those departments. A kind of â€Å"wine ‘em and dine ‘em† thought. Sometimes a â€Å"memo† or word of mouth doesn’t work on all people when the change is this drastic. I would have the â€Å"team† PM’s break down the timeline for each phase and travel to the specific location and present the timeline for the conversion reassuring the department heads status quo is understood, in other words there will be growing pains but not to interfere with business as usual. The â€Å"PM’s† would need to continue with this reassurance and measuring progress for each department head through to the end. 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Education and the Role of Philosophy Free Essays

string(160) " to distinguish among values because some values are a matter of personal preference while others are absolute regardless of time, place, and circumstance \(p\." Education and, the Role of Philosophy In The Journey through American Education â€Å"Curriculum as a field of study has been characterized as elusive, fragmentary and confusing† (Ornstein and Hunkins, 2009, p. 1). According to Wikipedia, education is any act or experience that has a formative effect on the mind, character, or physical ability of an individual and is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. We will write a custom essay sample on Education and the Role of Philosophy or any similar topic only for you Order Now This report will journey through the history of education, its philosophies and the philosophers that helped shape and design it. Originally American schools were defined by religion. The foundation of education was based on religious study. The schools meaning in 1620 was to build a republic of God-fearing citizens. Women taught children to read the bible and to write the scriptures while the men and older boys were out in the fields working. With the women as nurturers teaching themselves to read and write and then assuming that responsibility to nurture their children’s moral through the teachings of the scriptures led to the establishment of women as the backbone of American education which appears to still be the case of present times (History of American Education Primer, p. 27). In the Massachusetts Bay Colony, Protestant ideological managers sought to create a moral and God-fearing society and their goals were: 1. Honor, fear, and obey God, 2. Honor, fear, and obey the father in the home and 3. Honor, fear, and obey the government.This philosophy of the Protestants was called Calvinism which is the belief that humans are born in sin and must purge this sin as children grow into adults (p. 10). The Massachusetts Law of 1642 which called for all parents to find someone to teach their children how to read the bible, write out scriptures, follow Protestant theology, and obey the laws of the land along with The Old Deluder Satan Law of 1647 which called for all towns of 50 households or more to appoint a teacher to teach reading and writing and all towns of 100 or more households to build a school and hire a schoolmaster were the first major laws of education (P. 0). As the colonies expanded, different forms of schooling philosophy developed but the Common Schools (schools that sought to bring together white children in a common school to perpetuate the goals of the dominant white culture) were still dominated by Protestant values of a moral, God-fearing society (p. 31). Over time the teaching of children began to include, along with reading, writing and ciphering, social skills such as knowledge, etiquette, and debate. Schools began to include topics to prepare children for employment and if one’s family could afford it, college (p. 16).As time passed, education grew to include many different instructions and philosophies to where we are today. With the extra teachings came many more philosophies. These different philosophies determine with teaching style, instruction, and school curriculum that will be used to include Axiology, Behaviorism, Epistemology, Existentialism, Ontology, Perennialism, Eclectic, Pragmatism and Reconstructionism. According to Pratt and Collins (2001), effective teaching may be classified as transmission, apprenticeship, developmental, nurturing, and social reform. To start, William Kritsonis (2005, p. 1) defines philosophy as the human being’s attempt to think most speculatively, reflectively, and systematically about the universe and the relationship to that universe. He writes that philosophy has no proof and is therefore without theorems and has not questions that can be answered with yes or no. The purpose of educational philosophy is to help develop the educator’s thinking capacity (p. 91). The three branches of philosophy are Metaphysics (Ontology) which deal with ultimate reality, Epistemology which deals with the nature of knowledge and Axiology which is the study of values.The major schools of philosophy are Idealism which are certain universal absolute concepts, Realism where work is governed by various laws, known or unknown, Pragmatism which is primarily an American philosophy of scientific analysis or learning through experience, and Existentialism which believes that students should control much of what goes on (p. 92). Philosophy has many definitions and is hard to define. The word itself comes from the Greek meaning â€Å"love of wisdom† and is the belief system that a person develops concerning existence, reality in the world, truth, ethics, honesty, thought processes, aesthetics, and logic (Kritsonis, p. 8). In regards to education, philosophy is a way of examining ideas, proposals, and recommendations for learning and how best to use them in the educational setting and it is therefore, the application of ideas or idea systems to educational problems (p. 97). Educators study philosophy to help them attain a better understanding of the best way to success. Educators use philosophy for the roles in which philosophy stands for which includes: to suggest alternative methods of thinking, to develop sensitivity to the logic and language we use in gathering solutions to problems (p. 97). Philosophy of education is the philosophical study of the purpose, nature, process and ideals of education (Siegel, 2003). As time has progressed so has the understanding of philosophy and its importance on education. The history of philosophy and education would not be complete without its â€Å"fore fathers† so to speak and the four primary philosophies of Idealism, Realism, Pragmatism and Existentialism. Idealism was the main philosophy of the thinkers of western civilizations during the last half of the 19th century and its believers believed that external reality must be understood through the medium of the human mind (Kritsonis, p. 03). They believed that when humans came into contact with whatever existed, the human mind functions to grasp the nature of reality and what is real.The three key words of idealism are growth, imitation, and maturity and by imitating a model of behavior, one matures and grows toward an ideal that contains the perfection of virtues (p. 103). It applies to any theory that views the world as being made up of mind, spirit, or reason. They believe that to learn is to distinguish among values because some values are a matter of personal preference while others are absolute regardless of time, place, and circumstance (p. You read "Education and the Role of Philosophy" in category "Papers" 03). Plato is a major contributor of Idealism and is considered to be the first and foremost Idealist. He believed that proper education comes before law and there would be no need to dictate laws to humans of good breeding, for they will find out for themselves what regulations would be needed (p. 104). He believed that good breeding developed through a sound educational system that produces reasonable humans. The impact that Idealism has on education is that its’ educational philosophy focus on who should be responsible for education, who should be taught, and what should be the curriculum (p. 109).To the Idealist, education is to assist in the development of the mind and self of the pupil and help in attaining the good life of the spirit. The curriculum must be based on the idea of the spiritual nature of humans and must draw on both sources of truth and right opinion for its subject matter. Its prime purpose is to teach student to think and to teach skills that develop conceptual ability (p. 109). The philosophy of Realism involves the act of truth being determined scientifically. It is based on absolute truth. It proclaims that objects of perception are objects and contain real existence outside the mind (Kritsonis, p. 12). Aristotle was a major contributor of Realism and he believed that a proper study of matter could lead to better and more distinct ideas. He felt that education was designed to preserve the stability of the state, to create good citizenship, and to prevent revolutions (p. 115). The impact Realism had on education was to present material to students so they could become acquainted with the subject matter as a pre-established block of material and the idea that successful learning consists of understanding that material (p. 118). The philosophy of Pragmatism is the result of action.Pragmatists believe that ideas become true in order to get into satisfactory relations with other parts of experience (kritsonis, p. 121). John Dewey was a major contributor of pragmatism. He was one of the most influential of all American philosophers and educators and was actively interested in the reform of education (p. 122). His philosophy of education emphasized many things including experiences, experimentation, and freedom. He believed the learner must interact with that which is learned if a productive educational experience was to be achieved (p. 122).Other pragmatic philosophers were Jean-Jacques Rousseau and Charles Darwin. The impact that pragmatism had on education is that the child’s own instincts and powers provide the material and starting point of all education and the educator’s knowledge of social conditions is necessary to interpret the child’s powers. The philosophy of Existentialism is a revolt against other traditional philosophies. Others attempt to grasp the ultimate nature of the world in abstract systems of thought; existentialists consider what it is like to be an individual human being living in the world (Kritsonis, p. 125).It is concerned with an individual’s willingness truly to commit to something with intensity (p. 127). A major contributor to Existentialism was Soren Kierkegaard who believed that a human’s essential self is developed in three stages: Aesthetic stage, ethical stage, and religious stage. He believed that individuals are confronted with choices in life that they alone can make and for which they must accept complete and full responsibility (p. 127). Existentialism impact on education was to stress unique experiences in the affective and what a student hears in class is more impressive than what the teachers say.The Philosophy of education in the United States has undergone a series of internal struggles over the past 25 years. Some of the struggle with philosophy in these modern times has been the issue of the curriculum of multicultural education. The multicultural movement defines the main purpose of curriculum as social improvement, particularly as it relates to peoples who have been marginalized on the bias of race, ethnicity, language, social class and other identities (English Teaching, page 122).Over time and through history philosophers have had to be adaptable to change and that change in American included a multicultural movement. This movement includes the philosophy of Reconstructionism which involves the attitude toward change and encourages individuals to try to make life better which ultimately means every indivi dual in all cultures (National Outlook, 2006). Philosophers of the future will have to find a way to inculcate mulitculturism into their ideas (Educational Administration Quarterly 1998, p. 236).Multiculturalism is described as focusing on how gender, race, sexual orientation, and class differences are inscribed in political and cultural practices (Community College Journal of Research and Practice, 2000). â€Å"Our schools are, in a sense, factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life. The specifications for manufacturing come from the demands of twentieth-century civilization and it is the business of the school to build its pupils according to the specifications laid down† (English Teaching, p. 25). We build our curriculum based off of past philosophers because of the beliefs our present curriculum decision makers may possess. Philosophy is concerned with questions about the analysis of concepts and with questions about the grounds of knowledge, belief, actions and activities. The philosophy of education is then occupied with the analysis of such educational concepts as teaching, child-centeredness, inculcation of belief and curriculum.The main point of contrast between philosophy and education is the role of value judgments; values and ideals are embodied and expressed in the purposes of imparting knowledge, skills and attitudes (Scandinavian Journal of Educational Research, 2001). In conclusion, the question remains unanswered, â€Å"Are our schools headed in the right direction with its curriculum? † From past philosophers to present we have had a continuous confusion take place which continues to make curriculum hard to define.References Adult Education Quarterly (1977). The Concept of Educational Need: An Analysis of Selected Literature. 16-127 American Education Through the Civil War (Chapter 2). Community College Journal of Research and Practice (2000). Student Experiences With Multicultural and Diversity Education. 531-546 English Teaching: Practice and Critique (2004). Critical Multicultural Curriculum and the Standards Movement. 122-138 Kritsonis, W (2005). Philosophies of Schooling. 82-159 Scandinavian Journal of Educational Research (2001). Some Notes on the Relevance of Philosophy to Education. 341-351 Siegel, H. (1988). Educating Reason: Rationality, Critical Thinking, and Education. 369-382 http://en. wikepedia. org How to cite Education and the Role of Philosophy, Papers

Kara Walker Essays (557 words) - Kara Walker, Guggenheim Fellows

Kara Walker [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] Walker produces mural-sized, paper cutout silhouettes to create a dense caustic narrative of nineteenth-century, antebellum slavery. She details the black-paper cutouts with stereotypical characters pickaninnies, sambos, mammies, slave mistresses, and masters. My first impression of her work is that she elegantly portrays scenes from African American?fs plantation life; however, I became aware that sexual, violent, and scatological images are represented repeatedly in her landscapes. She exaggerates the grotesque history of slavery and race relations in America. [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] of all, I agree with older Blacks?f feelings of fear regarding the inclusion of slavery as a part of their history, and the use of stereotypes to detonate ancient equations of racism. Older generations cannot explain stereotypical imagery except with malice and hate. Betye Saar?fs negative opinion of Walker convinced me; she believes that Walker stoops to accommodate the White art world to ensure her financial success (MacArthur Foundation Achievement Award). Saar has fought to suppress stereotypes through the empowerment of these icons, and her artwork arouses sympathy from black compatriots. This can be seen in her work, The Liberation of Aunt Jemima. It seems that Walker?fs illustration of contorting slave imagery resuscitates noxious racial perceptions which Saar and other social activists try to deny. [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] I had Ms. Cahan?fs lecture, and during the following class discussion, I clearly grasped the meaning of Walker?fs intention, ?gChange the Joke and Slip the Yoke,?h and the reasons for controversy surrounding her ambitious work. I am aware that Walker does not accommodate herself to the White society that once shared the belief that slavery was justifiable. Her use of stereotypical and devastating imagery becomes a weapon, and she seems to avenge the past sins of the society in which she creates her work. [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] African Americans, the pain of racism is everpresent, and Walker's world is devoid of the sinless and the passive black victim. Walker mines the source of this discomfort from submerged history and goes so deep that everyone is involved. She knows that stereotypes have not disappeared: they have only been hidden. [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] animated figures of her cut-paper wall murals attempt to change a painful past into satire. Consequently, African Americans can conquer a fear of racism in which the themes of power and exploitation continue to have deep meaning for them in contemporary American society. Using humor, they digest the indigestible agony. Furthermore, nothing can be eradicated, nor can their pain be suppressed by looking back tragic events. [emailprotected]?fs shocking narrative is a powerful heeling process of dealing with slavery. Younger generations who were born after the Civil Rights Movements may have instinct for destroy the fear because they are proud of themselves being black; they are brought up as ?gBlack is beautiful.?h [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] she has turned the art world upside down and involved the African American society with her work, I understand how art can lift people above the problem and change lives. I would like to say that artist must recognize this point and have responsibility to own artwork. Artist sometimes plays an important part in the social issue. Arts and Painting