The Black Plague Of Europe - 915 Words

I watched the documentary â€Å"The Black Plague of Europe† -produced by the History Channel (https://www.youtube.com/watch?v =V9H9IDqJgE ). The documentary covered the whole range of black plague from begin to end of where it spread. This documentary told how the people felt and actual sources of their reactions to the black plague. I was able to learn a lot from the documentary versus the film. The film I watched was called â€Å"Black Death† (Black death [Motion picture]. (2011). One movie; 01 Distribution). It provided an unrealistic thrill of things that didn’t occur. Overall, this assignment shown the significance of documentaries in a world that is likely to change history for entertainment purposes. From the documentary I’ve learned, Black Plague arrived in Europe 1347, and it was carried by fleas. Many people believe the plague was a punishment from God. The Jews were persecuted by the Christians that were led by the flagellants. The flagellants tried to perform Christ like miracles and imitate the suffering of Jesus. During this time the Pope knew of these things but didn’t want to act because it would cause trouble. However, the pope eventually sent the authority in because thing shad went too far. The King of England removed himself from the disease agents so he survived but his daughter died. In the mist of the horror, the pope’s sergeant who had been affected by the plague survived. From his recording of the disease, scientist are able to gain a better understandingShow MoreRelatedThe Deadly Black Death Plague Of Europe1054 Words   |  5 Pages Background Information  The deadly Black Death plague of Europe arrived in 1346 A.D. , during the middle ages from the Middle East as commonly thought and was also known by other names such as â€Å"the pestilence .â€Å" The infectious deadly bacteria moved rapidly within Europe accounting for approximately 50% of mortality while disseminating northward along major trade routes of ships, lasting until the early 1350’s (Ross, 2015). The plague presented before traditional existence when livingRead MoreThe Black Plague s Entrance Into Western Europe1177 Words   |  5 PagesInfected ships entered the Genoise ports in 1347, thus starting the Black Plague’s entrance into Western Europe. One hundred and twenty-seven years later, Vincent de Kastav completed his fresco Dance of Death in Beram, Croatia. The Dance of Death represents the Black Plague, but from a new generation’s viewpoint. It is estimated that England’s pre-plague population was 4.2 million, of which 1.4 mil lion people died. In cities such as Florence, half or two-thirds of the population died. When thereRead MoreThe Black Death : The Bubonic Plague Of The Thirteen Thousands Swept Through Europe Essay1298 Words   |  6 PagesTaylor Hurst Dr. Reedy College English 13 October 2016 The Black Death The bubonic plague of the thirteen hundreds swept through Europe, claiming the lives of one-third of its population in merely three years. This was the most horrific epidemic the world has seen to date. Poor sanitation practices, improper burial of corpses, and insufficient systems for waste removal were important factors in allowing the plague to manifest (Byrne 31). Infected fleas and rats, brought by trade ships and theRead MoreThe Black Plague Of Middle Ages1257 Words   |  6 PagesMiddle Aged Europe was an expansive period of time and marked the beginning of the Renaissance. A period of time in which reformation of important social aspects such as religion, education, and the arts was active and advancing at a rapid rate. Significance of intellectual inquiry and the belief in the human mind helped shape many new philosophical ideas and theories that would be spoken about for hundreds of years. This increasingly advanced period of time was quickly halted around the middle ofR ead MoreThe Black Death Essay1196 Words   |  5 Pagesfalling down. The nursery rhyme refers to the Black Death, one of the worst plagues of all time (Schladweller). Known as infectious diseases that spread quickly and kill countless people, plagues have had a tremendous affect on people around the world since the beginning of time. The Black Death, also known as the bubonic plague, is a contagious bacterial infection that has killed millions of people. With the bubonic plague brutally killing one fourth of Europe in the 14th century and devastating ChinaRead MoreEssay on How the Black Plague Effected Society741 Words   |  3 Pages The plague is a dangerous and deadly disease. The plague is one of the oldest diseases known to the human race. Back when Europe was still in the middle ages all the people including serfs, royalty, jews, and church members were devastated by disease that was unknown to them. The disease spread rapidly through Europe through a variety of means. The p lague possesses many names like the black death or the black plague. No matter what the people referred to it as it greatly affected the society inRead MoreBlack Plague And The Plague1367 Words   |  6 Pagescitizens of Europe. By the 14th century, the plague had wiped out sixty percent of Europe’s population. Because of its devastating fatality rate, The Black Plague was one of the most devastating pandemics in history. The disease was made famous by the outbreak in Europe, however it did not originate there. The origination of the Plague, History of the Plague, Strains and Symptoms, as well as effects of the Plague are essential ideas, important to understand the Black Plague. The Black Plague is saidRead MoreThe Black Death And The Plague Outbreak1331 Words   |  6 Pagesoutbreaks in history was the plague outbreak which peaked in 1346 to 1353, in Europe, commonly known as the Black Death. This plague outbreak was extremely deadly and killed 30-60% of the European population at the time of the outbreak. The outbreak is commonly believed to have been caused by the bubonic plague, but modern evidence suggests that the Black Death was caused by pneumonic plague, a much more contagious and deadly infection. The Black Death was the second major plague outbreak in history, theRead MoreThe Plague : The Great Plague1064 Words   |  5 PagesContaining a Pandemic: The Great Plague Although plague continues to emerge around the world, there was an outbreak so large in the medieval era that it threatened to wipe out entire continents. The vast devastation that began in Asia and spread to Europe is likely the most deadly pandemic in human history. There were many reasons for the lack of containment, from ignorance of its origin to the lack of anything to stop its deadly trail. The disease struck and killed with terrifying speed, leadingRead MoreThe Plague Of The Bubonic Plague825 Words   |  4 PagesThe Plague Discussion Questions The Black Death was an epizootic bubonic plague, a disease caused by the bacterium of rodents known as Yersinia pestis. The bubonic plague overwhelming effects of European history. The Black Death was considered one of the most â€Å"devastating pandemics† in human history. Whom Did the Black Death Affect The Black death affected mostly Europe. â€Å"The disastrous mortal disease known as the Black Death spread across Europe in the years 1346-53.† (Paragraph 1) â€Å"By the end

Ensuring use of technology has purpose in education Free Essays

Harmonizing to Schwartz ( 2008 ) , ‘Teaching is a dynamic dealing between head, stuffs, results and ends. Teachers teach ; scholars learn – all within the context of a complex cognitive and socio-cultural environment that is germinating faster than at any other clip in the history of instruction ‘ . Schwartz ( 2008 ) states that one of the grounds for this is the impact of technological progresss on the instruction system. We will write a custom essay sample on Ensuring use of technology has purpose in education or any similar topic only for you Order Now The pupils of today live in a extremely technological universe. They are surrounded by appliances and bombarded by information. They use engineering for diversion, communicating and information. We as pedagogues have a responsibility to encompass engineering and utilize it to profit all stakeholders involved. But how can we guarantee that engineering is non used merely because we think it should but as something that enriches the experience of the scholar. How do we equilibrate the usage of engineering and the demands of the scholar? As Pedagogy Strategy ( 2005 ) states ‘Making engineerings available does non of itself consequence in changed instruction methods or in the degree of larning results. Effective usage of ICT in instruction requires appropriate teaching methods. ‘ We have to guarantee that the usage of engineering has significance and intent. There is a overplus of research on the construct of blended acquisition. Blended acquisition, harmonizing to Rodgers ( 2009 ) , is ‘executing a acquisition scheme that integrates multiple bringing modes ( both synchronal and asynchronous ) and, in making so, making the best possible larning solution for your mark audience ‘ . Blended larning requires the scholar to be at the Centre of the procedure and guaranting that it is the right environment for the right scholar. In concern blended acquisition can be seen as the right combination at the lowest costs, this applied to education would be the right combination at the greatest acquisition result. Dzakiria et.al ( 2006 ) citing Driscoll ‘s work, sees blended acquisition as uniting web-based engineering to bring forth an ‘optimal acquisition result ‘ . In concern you have to cognize your market, in instruction it is important that you know your scholar and a one size fits all doctrine does non work. Dzakir ia et.al. ( 2006 ) argues that we need to see the pupils as the primary educational client, their positions and experiences, and the learning support mechanism for effectual acquisition results. It is indispensable that students own their acquisition, that they lead their acquisition and they are at the Centre of the procedure. Technological progresss has resulted in the usage of blended acquisition schemes in concern, universities and schools. The potency of the usage of blended acquisition for e-assessment is mindblowing. JISC INFONET ( **** ) states that ‘assessment is one of the most important countries of an educational system. It defines what pupils take to be of import, how they spend much of their academic clip and in many ways how they value themselves. ‘ Assessment is important to the scholar every bit long as it has a clear and defined intent. The usage of e-assessment can utilize the cardinal doctrine of blended acquisition and give the learner control over their acquisition and help their acquisition. E-assessment has advantages, JISC INFONET ( **** ) states that it allows instant feedback, allows clip for alteration, staff acquire immediate feedback and this can be linked to other on-line stuffs. Although there are concerns over the usage of E-assessment. E-assessment itself may sa lvage clip but the clip it takes to ab initio put up such an appraisal can non be underestimated. ***** can widen The development of personal acquisition environments ( PLEs ) has opened up the potency of the larning non merely being the Centre of the learning procedure but taking the larning themselves. The possible, particularly for school aged students could be great. Imagine an PLE which gives a record of a child online from the minute they walk into instruction to the clip they leave at 16 or 18. What if that record continues to university? What if that continues invariably as we embark on ‘lifelong larning ‘ ? This will in bend have a enormous consequence on instruction and acquisition. Becta ( 2007 ) suggests that PLE ‘s ‘offers a portal to the universe, through which scholars can research and make harmonizing to their ain involvements and waies, interacting at all times with their friends and community. ‘ Harmelen ( 2006 ) suggests that the development of PLE ‘s is motivated by the demands of the womb-to-tomb scholar and for a system that provides a st andard interface, a response from the fact that the scholar ‘s e-system demands to be under the control of the scholar and the demands of the scholar themselves. Taraghi et. Al. ( 2010 ) negotiations of utilizing the MashUp rule which ‘will let scholars to construct their ain acquisition environment ‘ . The potency of PLEs in instruction is radical. Downs ( 2009 ) , states that ‘future larning environment which becomes non an institutional or corporate application, but besides a acquisition centre, where content is reused and remixed harmonizing to the pupil ‘s ain demands and involvements. It becomes, so, non a individual application, but a aggregation of interoperating applications – an environment instead than a system ‘ . Research is being undertaken to look at how PLE ‘s will turn to a scholars larning and the consequence and deductions on instruction. But Taraghi et. Al. ( 2010 ) points out that traditional Learning Management S ystems ( LMS ) are non flexible plenty to supply an effectual PLE system. Taraghi et. Al. ( 2010 ) points out that, ‘even current research can non indicate out what a extremely personalised larning environment should look like in item ‘ . Using a PLE to turn to womb-to-tomb acquisition would necessitate looking at the large image non one specific component of a scholar ‘s acquisition. In the past developments have been centred on specific phases in instruction but now we need to guarantee the scholar ‘s demands are addressed throughout their acquisition journey. Atwell ( 2007 ) provinces, ‘if non continuous, larning is now seen as multi episodic, with persons passing occasional periods of formal instruction and developing throughout their on the job life. ‘ PLE ‘s will hold to turn to both the thoughts of uninterrupted acquisition and the periods of informal acquisition that a scholar brushs. Formal larning itself, harmonizing to Atwell ( 20 07 ) histories for merely 20 per cent of a scholar ‘s acquisition. In the past educational engineering has paid little or no attending to informal larning a PLE could turn to this issue. PLE ‘s could be used for anyone who wants to organize their ain acquisition. Taraghi et.al. ( 2010 ) specify seven important facets for the displacement from LMS to PLE: The function of the scholar Personalisation Content Social engagement Ownership Educational and organizational civilization Technological facets PLE ‘s could convey together the huge sum of different engineering that a scholar uses under one umbrella. Making it distinguishable and personalised to that scholar, involve the engineerings they like to utilize and turn to their specific acquisition manners. The scholar could make up one’s mind their penchants to how they study, present information etc. The scholar can make up one’s mind on their ain content and analyze the countries they decide to assist with their acquisition. The scholar could in kernel develop a acquisition environment that addresses their specific demands at their current phase in instruction. Milligan quoted in BECTA ( 2007 ) believes PLE ‘s ‘would give the scholar greater control over their learning experience ( pull offing their resources, the work they have produced, the activities they participate in ) and would represent their ain personal acquisition environment, which they could utilize to interact with institutional sys tems to entree content, appraisal, libraries and the similar ‘ . Atwell ( 2007 ) states that PLE ‘s ‘are non an application but instead a new attack to the usage of new engineerings for larning. There remain many issues to be resolved. But, at the terminal of the twenty-four hours, the statement for the usage of Personal Learning environments in non proficient but instead is philosophical, ethic and pedagogic. ‘ This wealth of grounds of larning would ensue in a e-portfolio which could potentially chart a scholar from the minute they enter the instruction system. There could potential be a wealth of touchable grounds which could be used as grounds for makings or as an illustration of what a possible employee may be capable of. Cohn and Hibbitts ( 2004 ) suggest that an e-portfolio ‘stimulates our pupils to prosecute in brooding thought ‘ . What is apparent is the thought that we have to be careful that e-portfolios are closely linked to the thoughts of PLE ‘s. If we are doing personal acquisition environments which are alone to the scholar, we do non desire to so make an e-portfolio which is one size fits all, it besides has to be personalised to the scholar, integrate the scholars larning manners and penchants. Learning and appraisal are intertwined, therefore if we talk about bring forthing a PLE so the thought of an e-portfolio must organize a important component of such an environment. Gulbahar and Tinmaz ( 2006 ) suggests that the thought of an e-portfolio support pupils focused on the acquisition procedure instead than the terminal merchandise. They suggest that ‘By the usage of e-portfolios, pupils have the opportunity to reflect upon their acquisition and instructors have the chance to supply elaborate feedback on pupils ‘ work. ‘ Research undertaken by Gulbarhar and Tinemaz ( 2006 ) suggested that utilizing an e-portfolio was favoured by all the pupils in their survey. They concluded that I gave the pupils a ‘great opportunity for self betterment ‘ and it besides ‘demonstrated a acquisition centres theoretical account for instructor campaigners. ‘ The pupils besides gained more cognition and associated it with existent life context. How to cite Ensuring use of technology has purpose in education, Essay examples

Christological Focus of Christian Identity-Myassignmenthelp.com

Question: Discuss about the Christological Focus of Christian Identity. Answer: Christological focus is the study of Christian divinity and it is mainly concerned about the ontology of the Jesus. These things are recorded in the Canonical Gospel, which is known as the trinity of Christianity, and in the epistles of New Testament, which was written after the Old Testament[1]. The prime consideration in the ontology of Jesus includes his relationship with the God the father, details of his ministry, his teachings and actions, his role in salvation and his persona as a person[2]. Pauls Corinthian plays an important role in this scenario as his central theme included the presence of Christ and his worship as Lord. The foremost contribution made by the apostolic age is the contribution of Paul. According to this, Jesus is referred as Pre-existed lord[3]. The scripts of Paul identify Jesus with the word Lord almost 230 times and expresses that a true Christian will always confess Jesus as the true lord. Furthermore, the identity of Christian is determined with complete surrender to the God or the pre-existing Lord. This Apostle Pauls Doctrine of union with God is very central to the identity of Christians and upon understanding; it provides proper framework for the pastoral ministry[4]. This essay is going to describe the theological formation of Christian identity with reference to its worship, ministry, community and mission. After that, it will discuss the use of Corinthian correspondence in Christian identity and testimony. Later the essay will discuss the epistemological and hermeneutical issue arising in the interface between Pauls Corinthian writings and Christian identity. To understand the identity of Christianity through the lens of theological understanding has a far-reaching implication for the Christian living. It needs proper and complete determination to God, however, the modern churches are only eager to produce instant Christians[5]. The Pauls Doctrines are the scriptures of Christianity and the entire Christianity depends on these scriptures heavily as according to many, it is first one of the Christian trinity and the teachings of Jesus has been mentioned in the Pauline Christianity. The concepts of salvation and resurrection was understood by the Paul correctly which is reflected in his writings. Modern Christian worships, culture, mission and ministry are completely inspired with the Pauline Christianity and the effects are visible evidently. The theological formation of Christian identity is implied by several factors that prove that Christianity is not something, which can be acquired by birth; it can only be acquired through devotion, compassion and love towards the humankind[6]. Christian identity surpasses all natural bonds. The identity of a Christian is not determined by his cast creed, Jewish or Greek origin, gender or state, but the relation of the individual with the church defines it with incorporation of baptism (Gal 3:28). As Jesus said that if someone is worshiping Jesus alone without his brother, sister, wife, father or mother then he cannot be the descendants of Jesus. In Christian identity, people cannot think always about their family or their rights, they have to think about the humankind first, then their church community, their family and finally for the mselves[7]. Hence, the Christian identity is much bigger than that of the individual identity in Christianity. People still follow these sayings of Jesus and their worship skills define that. The cultural influence of Christian identity is evident through their believe in the love of God. The concept of love of God mentioned in the new testament of the Bible and it states that love of God is the ultimate form of the compassion for humankind. People love their family, friends, relatives and other is a limited form of love. This love is not described as the love for god. Patriotism, Filial piety, ethnic pride is different aspects of the human identity and these factors of human aspects need to be comprehended with the love of god. This describes the Christian culture as mentioned by the Jesus in the Bible[8]. Mission and Ministry are different aspects of Christian identity related to the church. According to the writings of Paul, the mission and ministry are the ways to spread the statements of Jesus throughout the world. the Jesus accepted death to remove all the sorrow, and evil of the humankind and demonstrated that each person living on the earth are his descendants and therefore, to make every ethnic background his disciples, the mission and ministry of Jesus was created. The earthy ministry of the God is continued through the missionaries. God wanted to bring every person on the earth closer to him and therefore he send Jesus Christ to send people to the church, which the ministry of god. This ministry has been mentioned in the Pauline Christianity and states that the God loves the way people worship him with unity and shows love towards one another[9]. Furthermore, Ministry also decided about the environment of church and describes that the environment should be spiritual edificati on and in this environment, the disciples are taught, believers are grounded and taught about the Christian practices (Rom. 12:6, 1 Cor. 12:14-31). The Corinthian correspondence of Pauls study is one of the important parts of the new testament of the bible and deals with several central issues, which is related to the Christian identity and Christian faith. Therefore, these facts can help to understand the theological and practical aspects of Christian identity[10]. Corinth was one of the prosperous and major cities back in ancient world and therefore, Paul decided to stay here for 18 months, when he was on his missionary mission and was spreading the sayings of Jesus in the entire world. However, the visit did not go well and circumstances made that painful. Finally, Paul decided to write a painful letter, instead of visiting the place once again. The letter is called as the painful letter where he describes that the Corinth was a place where no one was following rules or looking after each other. This painful ministry has been mentioned in the Pauline Corinthian as Corinthian correspondence[11]. Paul wrote the problems of the churches and their solution through the statements of the Christian Gospel in the Corinthian 1 and in the second part of it, he mentioned about the nature of Pauls new agreement ministry and the grace of giving. These statements affect the Christian identity drastically. From these learnings, it was understood that the ritual is critical for the formation of Christian identity. The people at Corinth were not sure about what they are and from where they belong. The tradition of worship is very important according to the Corinthian correspondence. This sorrowful writings and letter of Paul provide the people of Corinth with an opportunity to boast against those who boast again in the shallow features of persona[12]. In the scriptures, Paul describes two resources by referring to the death and the glory of the ministry of the God. The importance of this correspondence is its effect on the mindset of the people of Corinth at that time. Due to the Painful letter, people of Corinth starte d taking minimal step towards the formation of newer ministry in their churches and changed the way they used to worship Jesus. This way the correspondence of the Corinthian helped the people of Corinth to turn from the Pagan to the full-fledged believer of the God. Epistemological or philosophical issues related to the writings of Paul have been written in languages, which is difficult to understand. This is of very importance, as the task, which has been done by Paul, was very difficult. Greeks had their own literature, way of living, philosophy, tradition, opinion and the Gods. The places Paul visited during his first Corinthian were Rome, Greece, Corinth, Galatia and the people over here were Pagan and not believer to the philosophy of God[13]. Paul helped them to understand the real view and forced them to change the ministry of churches so that they can come closer to the Jesus. For instance, the Greek people believed in death and believed in reincarnation, however, Paul influences them to think appropriately to death as Gain and life as Jesus. The hermeneutical thought of the Pauls writing or the inner meaning of his scriptures that helped to change the mindset of the Greeks are- Actual wisdom is cross-centered. The wisdom is versed five times in the first three verses. The view of wisdom has to be clear to be wise and practice if for the entire life. This wisdom is not related to the humankind; however, it is the wisdom that has been spread by the God himself. The God spread this wisdom[14]. Love of the God was focused in this scriptures and Paul believed that this eternal love stays despite of all the odds happened against the humankind. Further, the writings of Paul demonstrate the wisdom of God as eternal, beneficial, Supernatural, spirit directed and eternal. Pauls epistemology of Christianity and his conflict with the Jerusalem is not much known, however according to the scriptures, Paul never materialized the facts and messages of God to influence people. The modern day Christian identity, their beliefs, their worship pattern and their socializing rituals are the examples of the part of Pauls writing and scriptures. The concept of Love of God due to wh ich, they worship God in a unity, socialite to spread their love to the humankind and think about others before themselves define their hermeneutical view of life and Jesus. Pauls articulate of kerygmatic epistemology matches with the Gospel and the acts that define the source of Jesus ministry and proclamation to the Holy Spirit. Post resurrection appearances of Jesus and its linkage to the community have been mentioned in the New Testament writings[15]. On the other hand. Christian philosophy got inspired from that of the Greek philosophy and the words Paul used in his scriptures cannot be overlooked. These words helped him to spread the talking of God to convert in the Greek speaking gentile words. These words are difficult to understand in the modern world as the present Christian world has become instant Christian and has detached itself completely from the world of Paul and his wisdom. However, the philosophy is still a way to help the dilemma of humankind and affects them pos itively. This way the epistemological view and hermeneutical view of Pauls Corinthian and the Christian identity is linked[16]. In the conclusion, it can be said that in the dominant interpretation of Antioch incident Pauls Christianity has been mentioned as different from that of the peter and Jewish Christianity. The prime source for this development was the New Testament that acts as the foundation of the Christian writing. The Christological Issues that affected the Christianity were Person of Christ, Nativity and the holy name, resurrection and crucifixion and others. In these scriptures, the relationship of God and his son Jesus has been mentioned with the origin of Christianity and its consequent evolution over the centuries. This study had explored the Christian identity and its evolution in correspondence with the ancient ontological evidence available on Jesus Christ, his worship and the beginning of Christianity. The approach of Paul Corinthian to Christianity had been the most popular school of thoughts as it reflects the essence of Christian identity wonderfully. The Pauline school of thought has described Christianity by a religious belief that is not acquired by blood or fate, according to his ideology of Christianity, a Christian identity is incomplete without true spiritual connection with Lord Jesus and his doctrines. In addition, a true connection with lord himself and his believes can only be acquired through complete surrender and devotion. However, as the centuries passed the meaning identity has contorted drastically and has morphed into an extended orthodox community of instant Christians. An in this path of evolution the true essence of Christianity characterized by love and kindness has been compromised somewhere along the only. The only hope for restoring the rightful path for Christianity can only be facilitated though reviving the core believes of Christianity, love, mercy and kindness, so that it can replace the hatred, greed and animosity that rules the mankind in the current time and age. References Kirk, JR Daniel.Jesus Have I Loved, But Paul?: A Narrative Approach to the Problem of Pauline Christianity. Baker Academic, 2012. Baker, Coleman A. "Social identity theory and biblical interpretation."Biblical Theology Bulletin3 (2012): 129-138. Anderson, Paul N., Felix Just, and Tom Thatcher, eds.John, Jesus, and History, Volume 2: Aspects of Historicity in the Fourth Gospel. Vol. 2. Society of Biblical Literature, 2015. Longenecker, Richard N.Paul, Apostle of Liberty. Wm. B. Eerdmans Publishing, 2015. Klink III, Edward W., and Darian R. Lockett.Understanding biblical theology: A comparison of theory and practice. Zondervan, 2012. McGrath, Alister E.Christian theology: An introduction. John Wiley Sons, 2016. Doohan, Helen.Paul's Vision of Church. Wipf and Stock Publishers, 2016. Banks, Robert J., Bernice M. Ledbetter, and David C. Greenhalgh.Reviewing Leadership (Engaging Culture): A Christian Evaluation of Current Approaches. Baker Academic, 2016. Schreiter, Robert J.Reconciliation: mission and ministry in a changing social order. Orbis Books, 2015. Gardner, Paul Douglas.The Gifts of God and the Authentication of a Christian: An Exegetical Study of 1 Corinthians 8-11: 1. Wipf and Stock Publishers, 2017. Doty, William G.Letters in primitive Christianity. Wipf and Stock Publishers, 2014. Duff, Paul B.Moses in Corinth: the apologetic context of 2 Corinthians 3. Brill, 2015. Chung, Paul S.Hermeneutical Theology and the Imperative of Public Ethics: Confessing Christ in Post-Colonial World Christianity. Vol. 2. Wipf and Stock Publishers, 2013. Petersen, Paul, and Ross Cole, eds.Hermeneutics, Intertextuality and the Contemporary Meaning of Scripture. Vol. 1. ATF Press, 2013. Moser, Paul K. "New Testament Apologetics, Arguments, and the End of Christian Apologetics as We Know It.."Philosophia Christi2 (2015). De Wet, Chris L. "Paul and Christian Identity-Formation in John Chrysostom's Homilies De Laudibus Sancti Pauli Apostoli."Journal of Early Christian History2 (2013): 34-46. D'Costa, Gavin, and Ross Thompson, eds.Buddhist-Christian dual belonging: affirmations, objections, explorations. Taylor Francis, 2017. Han, Kyongkuk.An Investigation of the Potential of Traditional Korean Narrative as a Model of Contextual Preaching for the Korean Protestant Church. Diss. 2014. Henry, John Paul. "Can a narrative approach to Pauls epistles help to enrich scriptural engagement in contemporary ecclesial settings?." (2015). Kirk, JR Daniel.Jesus Have I Loved, But Paul?: A Narrative Approach to the Problem of Pauline Christianity. Baker Academic, 2012. Baker, Coleman A. "Social identity theory and biblical interpretation."Biblical Theology Bulletin42.3 (2012): 129-138. https://journals.sagepub.com/doi/abs/10.1177/0146107912452244 Anderson, Paul N., Felix Just, and Tom Thatcher, eds.John, Jesus, and History, Volume 2: Aspects of Historicity in the Fourth Gospel. Vol. 2. Society of Biblical Literature, 2015. Klink III, Edward W., and Darian R. Lockett.Understanding biblical theology: A comparison of theory and practice. Zondervan, 2012. McGrath, Alister E.Christian theology: An introduction. John Wiley Sons, 2016. Doohan, Helen.Paul's Vision of Church. Wipf and Stock Publishers, 2016. Banks, Robert J., Bernice M. Ledbetter, and David C. Greenhalgh.Reviewing Leadership (Engaging Culture): A Christian Evaluation of Current Approaches. Baker Academic, 2016. Schreiter, Robert J.Reconciliation: mission and ministry in a changing social order. Orbis Books, 2015. Gardner, Paul Douglas.The Gifts of God and the Authentication of a Christian: An Exegetical Study of 1 Corinthians 8-11: 1. Wipf and Stock Publishers, 2017. Doty, William G.Letters in primitive Christianity. Wipf and Stock Publishers, 2014. Duff, Paul B.Moses in Corinth: the apologetic context of 2 Corinthians 3. Brill, 2015. Chung, Paul S.Hermeneutical Theology and the Imperative of Public Ethics: Confessing Christ in Post-Colonial World Christianity. Vol. 2. Wipf and Stock Publishers, 2013. Petersen, Paul, and Ross Cole, eds.Hermeneutics, Intertextuality and the Contemporary Meaning of Scripture. Vol. 1. ATF Press, 2013. Moser, Paul K. "New Testament Apologetics, Arguments, and the End of Christian Apologetics as We Know It.."Philosophia Christi17.2 (2015) De Wet, Chris L. "Paul and Christian Identity-Formation in John Chrysostom's Homilies De Laudibus Sancti Pauli Apostoli."Journal of Early Christian History3.2 (2013): 34-46.

Meditations Techniques Essays - Ren Descartes, Epistemology

Meditations Techniques Meditations is a discussion of metaphysics, or what is really real. In these writings, he ultimately hopes to achieve absolute certainty about the nature of everything including God, the physical world, and himself. It is only with a clear and distinct knowledge of such things that he can then begin understand his true reality. In order to acquire absolutely certainty, Descartes must first lay a complete foundation of integrity on which to build up his knowledge. The technique he uses to lay this base is doubt. If any belief can be doubted it is not certain, therefore making unusable as a foundation. Descartes starts by looking at our usual sources for truth. Authority, which is churches, parents, and schools, he says, are not reliable sources for truth because time shows we all die, and that we are eventually proved wrong, much in the same way the accepted truths of science have changed dramatically over the course of history. Also, he considers the generally excepted view that our senses dependably report the absolute nature of reality. Like authority though, Descartes discards the senses as a source of truth because of the ?Dream Argument' or the belief that based on the senses there is no definite way of proving that you are dreaming or that you are awake. Therefore it is possible that everything we believe is false, making the senses an unreliable source. Upon establishing this, Descartes doubts the existence of a physical or external world. Despite that he has an idea of things in the world, he has no definitive way of knowing if they exist beyond his own mind. Another foundation that he tries to confirm is mathematics. But he soon realizes math's truth isn't completely reliable because of the ?Demon Hypothesis', which acknowledges the possibility of an all powerful, malicious being that is deceiving him about everything, including mathematics. As a result, Descartes ponders the possibility that he has no way of being completely positive about anything, e ven is existence. It is only after some deliberation that he comes to the conclusion that it is impossible to be incorrect about everything because he has doubt, and to posses doubt, there must be a doubter. Hence, he doubts, therefore he exists. With the assurance of his existence, he is presented with the deeper question of what he, himself actually is. Descartes knows that he is not just a body based on his doubt of the senses. Despite the fact that he feels he's not a body, he does believe he has properties, such as doubt, that make him a substance. From this he concludes that his is an immaterial substance and that his essential property is self-consciousness because you can have no real proof of yourself except through your own thoughts or consciousness. Descartes articulates this belief in the statement, ?I'm aware that I'm aware.? Furthering this with the belief that the essential property of existence itself is self-consciousness. Accordingly, he has established the first a bsolutely certain foundation of truth that he was seeking. Although he cannot yet be sure of the existence of anything external to or outside of his mind, the certainty of his own thoughts cannot be doubted. This leads us to wonder about the relationship between the immaterial mind and material body, commonly known in philosophy as the mind/body problem. Descartes takes the stance of a strong dualist or someone who believes that the mind and the body are not only separate, but competent of independent existence. Other positions are that of the weak dualist, who feels that while the mind and body are metaphysically distinct, they cannot exist independently of one another, and that of the materialist who deem that only physical things and physical procedures exist, while the mind does not. Beliefs of this nature are brought up in relation to Descartes' question of what makes a thing particularly itself through time and change. For him, it is the mind/soul that exists through time and change. Hoping to discern the existence of anything else aside from himself, an immaterial substance, Descartes considers a variety of ideas he has within his mind and contemplates whether he could have conceived them himself or not. Predominantly

The Quest for the Source of the Nile

The Quest for the Source of the Nile In the mid-nineteenth century, European explorers and geographers were obsessed with the question: where does the Nile River begin? Many considered it to be the greatest geographic mystery of their day, and those who sought it became household names. Their actions and the debates that surrounded them intensified public interest in Africa and contributed to the colonization of the continent. The Nile River The Nile River itself is easy to trace. It runs northward from the city of Khartoum in Sudan through Egypt and drains into the Mediterranean. It is created, though, from the confluence of two other rivers, The White Nile and the Blue Nile. By the early nineteenth century, European explorers had shown that the Blue Nile, which supplies much of the water for the Nile, was a shorter river, arising only in neighboring Ethiopia. From then forward, they fixed their attention on the mysterious White Nile, which arose much further south on the Continent. A Nineteenth-Century Obsession By the mid-nineteenth century, Europeans had become obsessed with finding the source of the Nile. In 1857, Richard Burton and John Hannington Speke, who already disliked each other, set out from the east coast to find the much-rumored source of the White Nile. After several months of acrimonious travel, they discovered Lake Tanganyika, though reportedly it was their headman, a former slave known as Sidi Mubarak Bombay, who first spotted the lake (Bombay was essential to the success of the trip in many ways and went on to manage several European expeditions, becoming one of the many career headmen on whom explorers heavily relied.) As Burton was ill, and the two explorers were constantly locking horns, Speke proceeded north on his own, and there found Lake Victoria. Speke returned triumphantly, convinced he had found the source of the Nile, but Burton dismissed his claims, beginning one of the most divisive and public disputes of the age. The public at first strongly favored Speke, and he was sent on a second expedition, with another explorer, James Grant, and nearly 200 African porters, guards, and headmen. They found the White Nile but were unable to follow it up to Khartoum. In fact, it was not until 2004 that a team finally managed to follow the river from Uganda all the way to the Mediterranean. So, once again Speke returned unable to offer conclusive proof. A public debate was arranged between him and Burton, but when he shot and killed himself on the day of the debate, in what many believed was an act of suicide rather than the shooting accident it was officially proclaimed to be, support swung full circle to Burton and his theories.   The quest for conclusive proof continued for the next 13 years. Dr. David Livingstone and Henry Morton Stanley searched Lake Tanganyika together, disproving Burton’s theory, but it was not until the mid-1870s that Stanly finally circumnavigated Lake Victoria and explored the surrounding lakes, confirming Speke’s theory and solving the mystery, for a few generations at least. The Continuing Mystery As Stanley showed, the White Nile flows out of Lake Victoria, but the lake itself has several feeder rivers, and present-day geographers and amateur explorers still debate which of these is the true source of the Nile. In 2013, the question came to the fore again when the popular BBC car show, Top Gear, filmed an episode featuring the three presenters trying to find the source of the Nile while driving inexpensive station wagons, known in Britain as estate cars. Currently, most people agree the source is one of two small rivers, one of which arises in Rwanda, the other in neighboring Burundi, but it is a mystery that continues.

Challenges in Workplace Communication

Challenges in Workplace Communication Anjeshni    1.0 EXECUTIVE SUMMARY The main purpose of this report writing is to find out about communication and communication challenges that are faced by different people in their workplace. Our major focuses was on business house based in South Auckland. This was made possible by conducting interviews on three different people working for different companies and doing various research. After completion of this research it was easier to know how communication challenges are faced by people in their workplace and how problem can be solved. To start off on our research a request letter for interview was send to three different people working for three different business. This was done to find out communication challenges and strategic that are faced by people in their workplace. Time and date was set for an interview with them and interview was conducted with a set of questionnaire in relation to communication challenges at their respective workplace. The three different peopl e that interview was conducted were Mrs Bikashni Prakash, Mr Romit Prakash and Ms Nicky. After the completion of interview thanks giving email were send to each one of them for giving their precious time and related information regarding communication challenges in their workplace. According to interview the most common communication barrier that was found in workplace were language barriers. As my interview environment was a supermarket and many customers that come in supermarket were of different races and not all of them know English. Some of the customers are from India and they speak Punjabi language so it becomes hard sometimes to communicate with them. The final step was to prepare report based on communication challenges and barriers that are faced at different workplaces with different people. Since communication is a vital part of any business it must be understand well by people a single breakdown in communication can lead to a big problem for a business. It is important for every individual in a business to know how to faced challenges. Table of Contents (Jump to) 2.0 INTRODUCTION 2.1 COMUNICATION 2.1.1 Types of Communication 2.1.2 Advantages of Communication 2.1.3 Disadvantage of Communication 2.1.4 Communication Barriers 2.2 TERMS OF REFERENCE 2.3 OBJECTIVES 2.4 METHODOLOGY 3.0 FINDINGS 3.1 Candidate 1 – Background 3.1.1 Communication Problems and Effect on Workplace 3.1.2 Outcomes towards Communication Problems 3.2 Candidate 2 – Background 3.2.1 Communication Problems and Effect on Workplaces 3.2.2 Outcomes towards Communication Problem 3.3 Candidate 3 – Background 3.3.1 Communication Problems and Effect on Workplaces 3.3.2 Outcomes towards Communication Problem 4.0 CONCLUSION 5.0 RECOMMENDATIONS 6.0 APPENDICES 2.0 INTRODUCTION 2.1 COMUNICATION Communication is transferring information from one place to another. Communication is a simple definition but how we communicates becomes a lot more complex. Proper communication lead s to understanding of a situation. If there is a communication breakdown misunderstanding occurs which leads to problem in a business. The theory of a communication states that communication involves both sender and receiver passing information through communication channel. Communication channel is a way in which we communicate. It is important for a business to choose a proper communication channel since it has different strength and different weakness. Communication are always complex and it is a two way process. Communication in a business can be of two type internal and external. Internal communication occurs within a company among employees, between employers, supervisors and workers. External communication happens outside the company it mostly occurs between customer or clients, suppliers, government department e.g. bank, IRD and with other companies and stakeholders. Therefore it is a must to have better understanding of a communication and its process.

Argumentative Research Paper - Pet Health Insurance Essay

Argumentative Research Paper - Pet Health Insurance - Essay Example Veterinary costs can add up and create a financial burden. Until a few years ago, the concept of having insurance for pets seemed preposterous. More people are now taking advantage of pet insurance to ensure their pet will receive the best care available should an emergency arise. Some insurance companies wont insure pets over a certain age while others will insure pets as long as the pet is enrolled before it reaches a specified age. Premier Pet Insurance (PPI), for example, will insure older cats, but the cat must be enrolled in the program before reaching age ten. VPI will insure cats at any age but may request medical records for those aged twelve and over. "When a pet grows older that is when pet owners need insurance most," says Stephens. The adoption of health insurance which covers household pets is currently on the rise in contemporary North America. It might be considered a logical and competent assessment to offer that the most significant reasoning behind the incorporation of pet health insurance is due to the culturally-related viewpoint that dogs and cats are more than merely domesticated animals; rather they are considered long-time companions. From a medical standpoint, pet health insurance is supported by the American Veterinary Medical Association (AVMA), which likely adds credence to the validity of pet-related insurance policies. From a citizens perspective, such insurance likely offers a sense of security to pet owners in the event that their beloved animals suffer accidental injury or simply require routine veterinary care. To the business owner and investor, pet insurance represents an opportunity to increase profitability and increase marketing potential through various organizational partnerships. According to statistics, the instances of pet health insurance had risen from 195,000 in 2001 to approximately 392,000 policies

Justice right and the state Essay Example | Topics and Well Written Essays - 750 words

Justice right and the state - Essay Example Rawls underlines that in violating this basic right a person has failed to do a fundamental duty. Minimax theory means a rule which can be applied to all decisions in order to determine the maximum possible loss. In contrast, maximin theory implies rules which can help a decision-maker to increase the minimum gain. Rawls states that both prniples can be seen as a reasonable conception of justice. He argues that: There is an analogy between the two principles and the maximin rule for choice under uncertainty. . . . The maximin rule tells us to rank alternatives by their worst possible outcomes: we are to adopt the alternative the worst outcome of which is superior to the worst outcome of the others' (Rawls 1971, pp.152-3). For instance, the conditions stipulate that contracting parties follow 'the maximin rule'. Then, they will strive to maximise the supreme welfare level of the least advantaged. The Difference Principle developed by Rawls suggests that it is fundamentally concerned not with absolutes but with relativities (Freeman, 2002). 'The maximin rule' does not demand, as the Difference Principle does, that people must never allow any advance above "the benchmark of equality', save in so far as this advance is 'to the advantage of the least fortunate" (Ralws 2005, p. 153). Still, according to the maximin rule every person can advance but in case others are not deprived their rights. It is important to state that 'disadvantaging' has to be understood as making worse off, not as making worse off just comparatively, and without any modification of further conditions (Freeman, 2002). This discussion leads researchers to one of the things about both the application to maximin in Rawls and the Difference Principle. Rawls wants both of the rulers to be applied always, and without inquiry into the level of the minimum. In real life situation, those solid, ordinary, and not irrational customers suggest by the relative diffidence of the pools element in their regular budgets that up to some acceptable minimum standard of living they maximin; and then, but only then, maximax. Rawls is thinking of all social goods as distributed by some authority (Pogge and Kosch, 2007). Such a distribution, of what is all at bottom property, can only be a zero sum function: if one individual lacks something, then the reason is solely that it has been allocated to someone else. So what an outsider might see as one individual becoming better off at no one else's expense, looks from inside the world of 'justice as fairness' like that individual being needlessly given what might have been i ssued instead to another, and ought to have been (Daniels, 1989). The entire argument in Rawls states that all the goods of every kind which have been, are, or will be produced or discovered within their to them unknown nationwide territory, are now available, free of any prior claims, for distribution at the fair collective judgment of the contractors. The various good or ill deserts of the other several characters must all be grounded upon accidents and contingencies; that is, the contingent facts about what they did or failed to do. All such particular and essentially claims about right and desert are in the broadest sense moral and as such disputatious ("Political Egalitarianism" 2008). This discussion allows me to say that Rawls follows maximin principles in his theory of Justice. He states: "[social

Dazed and Confused Essay Example for Free

Dazed and Confused Essay Dazed and Confused List and describe 4 characters that are important to the movie: Randall Pink FloydFloyd is the stud senior quarterback who realizes he doesn’t want to be just a quarterback for the rest of his life and questions his role in the social pack. He cant stand Coach Conrad and the pledge sheet hes making all the players sign. Hes going out with Simone, but hed like to hook up with Jodi. He seems to belong to all cliques. Mitch KramerMitch is going to be a freshman in high school and hes already getting picked on by the senior class. Lack of parental supervision (and help from Pink and his pals) allows Mitch to experience high school life a little earlier than most of his classmates. Kramer is the new kid on the block who, like Pink, has an amazing athletic talent and a way with the ladies| Fred OBannionOBannion is a super-senior who is enjoying his second straight year of hazing freshmen. He has a temper, and when the freshmen get their revenge he blows up and drives away in his piece-of-junk car. | David WoodersonWooderson, a former superstar quarterback and graduate working for the city after realizing that life after his alma matter is sweeter when you live by your own rules. The high schoolers think hes cool because hes older and he has a nice car. Many of the classic lines in this movie to come from Wooderson. | Q: What does the movie teach us about life? The movie dazed and confused is more than just a movie about smoking marijuana. It documents the changes we all face in life, as social and political pressures increase, when one gets older and faces decisions that require you to figure out how to avoid being what others want you to be while staying young at heart. Q: What is your favorite part of the movie? My favorite part in the movie is when they are sitting on the 50-yard line of the football field smoking marijuana, reminiscing and having laughs. While Matthew McConaughey â€Å"Wooderson†, says a very memorable quote, â€Å"Man, its the same bull***t they tried to pull in my day. If it aint that piece of paper, theres some other choice theyre gonna try and make for you. You gotta do what Randall Pink Floyd wants to do man. Let me tell you this, the older you do get the more rules theyre gonna try to get you to follow. You just gotta keep livin man, L-I-V-I-N†. Q: Why is that your favorite part of the movie? This is my favorite part of the movie because it reminds me of me and my friends back in the day. Plus the quote â€Å"You just gotta keep livin man, L-I-V-I-N† is one of my favorite quotes of life! Q: Do you believe the movie is realistic? Why or why not? I believe the movie is realistic because the director made the characters all so different and have their own personalities. It’s also realistic because the audience can relate to at least one character in the movie. Q: What have you learned from this movie? Society is full of constraints and limitations that people in power: or those looking to capitalize on the weakness of others place on others to get them to act the way they want them to. If you want to be free of such people and situations, you have to learn how to challenge the social constructs and rules that keep you from finding your true purpose in life. Don’t let others tell you what you can and can’t do. This doesn’t mean that you have a right to break the laws, but it does mean that you can be anything you want to be if you are willing to go after it. There are no laws that say you have to be what someone else wants you to be. Q: Who do you think (what age group, or what kind of person) would enjoy this type of movie? I think Teenagers all the way up to Elders; of both genders, would enjoy this movie. Everybody who has watched it will watch again and again, and never will get old to them. For those who haven’t watched it, WATCH IT! Other important Information Director: written and directed by Richard Linklater Producers: Sean Daniel, Richard Linklater, Jim Jacks and co-producer Anne Walker-McBay * Jason London as Randall Pink Floyd * Wiley Wiggins as Mitch Kramer * Rory Cochrane as Ron Slater * Sasha Jenson as Don Dawson * Michelle Burke as Jodi Kramer * Christine Harnos as Kaye Faulkner * Adam Goldberg as Mike Newhouse * Anthony Rapp as Tony Olson * Matthew McConaughey as David Wooderson * Marissa Ribisi as Cynthia Dunn * Jason London as Randall Pink Floyd * Wiley Wiggins as Mitch Kramer * Rory Cochrane as Ron Slater * Sasha Jenson as Don Dawson * Michelle Burke as Jodi Kramer * Christine Harnos as Kaye Faulkner Adam Goldberg as Mike Newhouse * Anthony Rapp as Tony Olson * Matthew McConaughey as David Wooderson * Marissa Ribisi as Cynthia Dunn Starring: * Jason O. Smith as Melvin Spivey * Shawn Andrews as Kevin Pickford * Cole Hauser as Benny ODonnell * Milla Jovovich as Michelle Burroughs * Joey Lauren Adams as Simone Kerr * Christin Hinojosa as Sabrina Davis * Ben Affleck as Fred OBanni on * Parker Posey as Darla Marks * Deena Martin as Shavonne Wright * Nicky Katt as Clint Bruno * Esteban Powell as Carl Burnett * Renee Zellweger as Nesi White Awards Year| Result| Award| Category/Recipient(s)| 1993 | Nominated| Golden Leopard| Richard Linklater| 994 | Nominated| Young Artist Award| Best Youth Actor Co-Starring in a Motion Picture Drama Jason London| Rating: (R) Running time: 102 minutes Other: Lawsuit In October 2004, three of Linklaters former classmates from Huntsville High School, whose surnames are Wooderson, Slater, and Floyd, filed a defamation lawsuit against Linklater, claiming to be the basis for the similarly named characters on the film. The lawsuit was filed in New Mexico rather than Texas because New Mexico has a longer statute of limitations. The suit was subsequently dismissed

Communications: An Integral Part of Education Essay -- essays research

Communication: An Integral Part of Education Communication is a skill that everyone needs to acquire and learn how to utilize effectively. In any given profession, communication is required regardless of whether or not the field is a creative, professional, or strictly business. Especially in the field of elementary education do the teachers and staff need to possess exemplary communication skills. This is not only with the students but as well as with fellow faculty members and the parents’ involved in the community and school. All areas of communication are vital to be an effectual educator but none as important as understanding the culture of the teaching environment, using rhetoric in class lectures and lessons, and becoming a valued and skilled public speaker. With the three above qualities mastered, only then can an educator truly be seen as an effective communicator.   Ã‚  Ã‚  Ã‚  Ã‚  To honestly and successfully understand culture, the educator must know that culture is â€Å"a system of ideas, values, beliefs, structures, and practices that is communicated by one generation to the next and that sustains a particular way of life† (Wood, 2002, p.95). In appreciating and analyzing this, a teacher must then now use this basic understanding of culture and formulate their lesson plans and agendas to encompass the variant cultures in any given school setting. Not only America, but Texas too has become a melting pot of varying cultures from all expanses of the world. This makes educating at this time very fascinating and exciting but potentially frustrating. Language and cultural barriers often create obstacles in the classroom which makes teaching in a normal and systematical approach ineffective. Cultural barriers can most easily be tackled by teaching other children about the importance of culture and in teaching them â€Å"tolerance, in w hich a person accepts differences, although he or she may not approve of or even understand them† (Wood, 2002, 117). Not only in culture but in just plain communication skills, students learn very quickly important ways of communicating effectively and ineffectively. Once thrust into school, children begin for the first time to communicate and express themselves without their parents’ around. In a recent study â€Å"it was reported that all of the communication skills perceived as important to children ranked as follows ... ...portant skill to hone, yet it must be followed through properly. If it is seen as some domineering perspective, then it can be misleading. Rather, as a clear and successful educator, communication must be a vital and integral part of teaching. In becoming a lucrative educator, understanding culture, using rhetoric to be advantageous rather than harmful, and polishing public speaking skills will create a certain amount of validity in the chosen field of education. Therefore, to be an elementary education major a rudimentary knowledge of communication and its’ importance will make the job easier and more fun for both the student and the teacher. Bibliography Aylor, Brooks. (2003). The Impact of Sex, Gender, and Cognitive Complexity On The Perceived Importance of Teacher Communication Skills. Communication Studies. Vol. 54, Issue 4; Pg. 496. Greenspan, Stanley. (2003). Reciprocity: a two-way street. Scholastic Early Childhood   Ã‚  Ã‚  Ã‚  Ã‚   Today. Vol. 17, Issue 6; Pg 21. Sears, William. (2002). Cool Communicators. Parenting. Vol. 16, Issue 2; Pg. 68. Wood, Julia. (2002). Communication in Our Lives. Belmont, CA: Wadsworth Thompson Learning.

Murder Most Foul

Hi, my name is Nick Kingson. I live in the suburb of London city. I live in an institute for homeless people. I have been here for the last past nine years. I am now 17 years old. During my nine years in the institution, my best friend has been David Bryant. He is like me but his past has a tragedy storey. His mother was black and his father was white. During a shopping trip, his parents were stepped in the parking area by white youths. David was only three then and couldn't do anything. When I heard his storey, I couldn't stop my tears. The tears were like a riverbank waiting to burst. Unlike him, my parents were with me until I was six. After that my father left my mum and went with another woman. As if that wasn't enough my mother died in a car accident. Later I found out that the accident occurred because she was drinking alcohol. I warned here about here addiction to alcohol and how it could get her into trouble, but she never listened. And know look where I am, a homeless teenager. The institute follows a strict rule like no television after ten, no smoking or drugs, etc. David and I didn't really fit in and we had plans. We didn't want to live here for the rest of our lives. The administrator of the institute had a close eye on David. After what happened to his parents, David didn't like white people. For some reason, David came very friendly with me and told me most of his secrets, even though I was white. I guess he trusted me and the things we had in common bought us closer together. On April 7th 2003, we made a plan to get out of the institute and find a place for ourselves, where there were no rules. During that night we got out of the institute and went into the city. What a site it was! The city had so many shops that I lost count of it after three minutes, imagine that. At the time we didn't have any money and we were starving. We decided to go to the local restaurants and ask them if they needed any help, and in return we get food. All of them refused our offer. It was probably because we didn't have any reference of previous employment and we could give them our address or telephone number. We didn't have one. It was mid-day now and we very getting really hungry. I felt like a balloon without air inside. I never felt like this because when we were in the institute, we got out food on time. We came across a shop that had food on display. Looking at it made our mouth watery. We had no choice; we took some of the food and ran as fast as we can. After running for half a mile, the shop owner stopped chasing us. We ate the food. At the moment I thought how we are going to survive. I lived most of my life in an institute and didn't know much about the outside world. It was getting dark and as we were walking around the street, we found an old abandoned house. It looked empty. So we decided to take the night there. We thought the back door will be open but it wasn't. We decided to break the glass a bit just enough to open the door. As we entered, we found the kitchen. It looked like if some one was there because there were bread and butter on the dinning table, and the fridge was full of allsorts of things, like milk, fruit juice etc. I told David to check downstairs while I go upstairs and check there. As I was checking the rooms, I heard a loud noise from downstairs. It looked like if an old lady screamed. I quickly ran down stairs and there I found an old lady lying near the fridge bleeding. The blood was all over the floor. I guess she lost about one liter of blood. I asked David what happened and he did speak. It was like if he went in to coma or something. I tried to wake the lady up but she kept lying on the floor. I smacked David and he finally woke up. I asked him what happened again and he kept on saying, â€Å"I didn't meaning it†. I asked to explain what happened and he said, â€Å"The lady walked in and saw me and then came up with her walking stick. I tried to stop her but she fell backwards on the metal fridge. † I told him it wasn't his fault. I didn't want to waste anymore time. We phoned the ambulance and told them about our location and what happened. After twenty minutes, the ambulance arrived, with them came the police. At that time I wanted to ran and leave the scene of the accident and then I thought if I did that I would look like a criminal. The doctor came firing though the front door. We stepped back. Just after that everything seemed like it was ok, but them the policeman walked thought the door. He asked us what happened and we told the whole truth. He took us into custody. We stayed in the prison cell over the night. The next morning the policeman walked through the door and he face projected a sad news. He told us that the old lady died in the hospital during the night. David placed his hand over his face and cried. I didn't feel it was his fault, but it was our fault for breaking in an entry and because of that an old lady died. The policeman told us from the evidence they gathered that we told the true story. I felt a bit relaxed but I wouldn't forget what happened. I will always have the cogence that I was responsible for a death. David took the death harder on himself. He felt that it was his fault. We had to do community sentence for 1 year. As time went on I got a bit better and came back to my self. On the other hand, David was still thinking about it. I told him about hundred of times but still he feels it's his fault. Our sentence passed quickly and we were back at the institute. The life went normal there. But to this date David is still thinking about what happened.

Plato and Nietzsche on Authority Essay

Nietzsche and Plato have many similarities in their discussion of political philosophy. Both dislike and hold contempt for democracy, and both favour a meritocratically chosen elite holding authority. There are even many similarities between the characteristics that they require in the group. However, there are differences too. Nietzsche doesn’t outline a strict theory of authority, as Plato does. His governmental ‘system’, although it hardly is, could be interpreted, and has been, in many different ways. And, although both of them think that they have justified their authority, there have been several discussions on to whether they are, and in what society they would be relevant. These discussions are perhaps at the core of finding the key differences and usable elements of their philosophies. The notion of authority can be discussed in two main senses. For one, it can be used to discuss a person or group’s right to rule. The other is when you talk of someone being an authority on a topic. Both of these involve the subordination of personal judgement to that of another and most political theorists would consider this subordination to be binding. One of the main problems is if you should surrender your own personal judgement independent of the content of the authority’s ideas – both Nietzsche and Plato would say that one should, as their leaders are both an authority on a topic and have the right to rule. When authority comes from knowledge, it doesn’t necessarily mean that the authority has power, for example as in a teacher trying to control a class at a school. However, in politics, an effective authority must be allied to power. If the authority is recognised, then it is de facto authority. If it is justified, then it is de jure authority, and most de facto authorities claim that they are both de facto and de jure. Plato and Nietzsche both argue for a de facto authority (sensibly – who wants to impose an authority that is ignored?) and they both outline what they believe to be justification for this authority. This justification is at the centre of much of political philosophy, as it is important to discover if the justification works. Authority differs, therefore, from justified power, as justified power in itself does not involve subordination of judgement – if they’re not recognised, then they cannot require that people follow their rule. Legitimacy is also an issue. In a democratic state, electoral fraud would lead to a leader being illegitimate: there is also no guaranteed way to prevent electoral fraud. However, as Nietzsche and Plato are both anti-democracy, illegitimacy this way would obviously be an issue. However, if either of their desired leaders were to ‘seize power’ (either by force or just accidentally falling into power), there would be definite issues with people who didn’t believe their justification. In this case, their authority could be considered illegitimate. Plato, especially in Republic, gives epistemology and metaphysics substantial roles in political philosophy. In Plato’s ideally just city, philosophers would gain power, or, at the very least, rulers would have to engage ‘sincerely and adequately’ in philosophy. Plato also suggests a rigorous training program for his philosopher-kings – they must have their emotions properly trained. Would this lack of emotion make for a good authority? Many would say that you cannot be emotional about your leadership because then your judgement would be swayed by too many subjective factors. However, the thought of a leader without emotion is particularly daunting – how would they know what would affect the population, and more importantly how? Emotions are an important part of human life, and a great leader would have to understand (and this would usually be best understood by feeling the emotions oneself) human life to be effective. Plato argues that this would co me from knowledge of the Forms, the perfect example of something – there is one for every notion that exists on earth. The Form of tables, the Form of emotions, or even the Form of drinks are all said to exist. The meticulous training includes imparting knowledge about these forms and prepares the mind for this abstract thought by rigorously training the rulers in mathematics. The philosopher’s knowledge of the Forms would include knowledge of the Form of Good, which is the ‘keystone of the system’, and therefore is essential for order. If one takes the Forms to be a true (or even just realistic) idea then it is sensible for a leader to understand what the true notion of good is. If one knows ‘good’ then one can use this mould to create a ‘good system’, which is surely more reliable than basing it on subjective ideas. The Forms are like a religion, which makes Plato’s system almost a theocracy (unlike the authority of Nietzsche) – and this has been implemented as a political system before. In the past, however, people have become dissatisfied with the religion that they are ‘forced’ to agree with. Atheism is becoming more and more accepted than before, as many new scientific discoveries render God less and less plausible, and as Nietzsche would put it, less useful as a concept. All this taken into account means that knowledge of the Forms probably wouldn’t be useful for an authority (especially in a modern era), but it is not necessarily a bad idea for an authority figure to be well versed in philosophy. Philosophy introduces abstract thought (like Plato suggested) and calls for knowledge in logic. Abstract thought is useful when trying to find theories that fit with the real world – where would physics and chemistry be without abstract thought concerning the atom? Another key question on the subject of religion was raised by Nietzsche. Is there anything that can be taken from religion, even if one wasn’t to be imposing religion onto a state, as Plato does? Nietzsche believes that, although religion in itself is too dogmatic and God is useless as a concept, the passion behind religion is admirable, and would be one of the key characteristics of his ‘new philosophers’. Nietzsche’s ‘new philosopher’, as opposed to the more traditional concept of Plato, would be more like a contemporary artist than a contemporary philosopher. They would not even necessarily be searching for the truth. These ‘new philosophers’ are the Ubermensch – and coupled with this ‘think outside the box’ attitude, they have a strong Will to Power, which makes them the perfect leader. They crave solitude, when independence is not necessary or normally preferred, which Nietzsche says is an example of exercising the will to power over oneself – he also calls it a ‘privilege of the strong’. Plato agrees, and says that the ‘philosopher follows truth alone’. These new philosopher ‘overmen’ don’t follow the rules that are currently put in place by Christianity and ‘slave morality’ like ‘self-sacrifice for one’s neighbour’ and ‘self-denial’. Similarly to Plato’s philosopher kings, these Ubermensch/new philosophers are uncommitted to anyone or anything, and they are not afraid to break the boundaries currently put in place by political authorities. ————————————————————————————————————- Of course, these philosophers that are in power must be significantly different from those that we call ‘philosophers’ today. Nietzsche says that ‘every great philosophy so far has been just the personal confession of its author’ – meaning that philosophy is subjective and just based and what you want to believe and think. Here, social class, education, religion, parents and friends all play a part in what you write down as your philosophy. As previously mentioned, Nietzsche wants to use people who a free thinkers, someone that yearns to be ‘set free from the crowd’. Plato agrees when Adeimantus says that ‘people who study philosophy too long become weird, roguish creatures, useless to society’ – philosophers aren’t currently as useful to politics as they should be, according to both theories of authority. There are other examples of when a more metaphysical concept has been implemented by an authority. Religious people often hold God (rather than the Forms or the free thinkers of Nietzsche) as the ultimate authority, and although we have discussed briefly the problems with making this the law of a state (as in theocracy), this religious politics may not be a bad idea. For example, if those with authority look to God for advice on political matters, it gives them a chance to think about and ‘receive information’ (either from God, or simply thinking it through in prayer, or even through the morals in religious scripture – this needn’t be a discussion of religious philosophy) about what may be the better decision. Obviously, if we take the Forms to be incorrect (as most people do), then God would be the ultimate good, which means that those that ‘understand God’ would have to hold the power, rather than philosophers. Of course, there has to be a line drawn between looking to God (or another spiritual being) for advice and forcing views on other people. Plato would argue that the people don’t know what is good for them, and so should trust whatever the authority says, but this isn’t a realistic idea for people of today, who have fought for free speech for centuries. Nietzsche would both agree and disagree with this. He would agree in that the Ubermensch are the only ones that can be truly rulers, and that the vast majority of people don’t know what’s good for them. However, he wouldn’t necessarily say that this was a bad thing, as if slaves are happy being slaves, then they have less of the Will to Power and therefore do (in a sense) know what’s good for themselves personally. Of course, even if we convert Plato’s theory on Authority to be based around any religious ideals then it is still an argument against democracy in that if an Authority must have something to be a ‘good’ ruler, there is no point in asking the untrained masses to vote for a ‘good’ ruler. They wouldn’t, presumably, be able to understand the Forms, or God, sufficiently enough to choose an Authority (or even understand that there could be an Authority) that would do the job to Plato’s standards. Another Plato’s philosopher kings rely on their knowledge of the Forms to provide their moral code, which is then implemented upon the Republic. The Form of the Good provides the perfect moral code upon which to base the real (material) moral code. This is one of the main reasons why Plato requires his rulers to have philosophical knowledge – they need to know the moral code upon which to base their own. Nietzsche, on the other hand, believes that everything is subjective, based on experience and opinion of the individual. This means that his philosopher supermen don’t need to implement a moral code; their only morals are the will to power. Even if this seems like a good idea within the context of Plato’s Republic, this Authority wouldn’t make sense in today’s politics. For example, there are many various types of religion, and within those religions, thousands of sub-sets. This means that, even without using the Forms, that this theocracy idea couldn’t be imposed without some force (the implications of which will be discussed later). Secondly, using one type of morality based on dogmatic principles wouldn’t hold sway for a similar reason – there would be complaints (or even uprisings) about the lack of freedoms this gives. These are practical reasons for the change not to take place. However, there are implications even if this were to be used in an ideal society (where all good ideas based upon an interchangeable ultimate value would be easily implemented with consequences). It’s not ideal, from many viewpoints, to force everyone to hold the same viewpoint (although Plato would argue that there is only one true viewpoint) and Nietzsche’s subjectivism would agree. Human nature would be indulged in an ideal world, if happiness was the ultimate value, and this calls for freedom to be a central concept of any Authority. Freedom to vote, to those in the UK, seems to be a basic human right with few restrictions. This means that democracy would seem to be part of an ideal society in pursuit of happiness. There are good reasons for this – we all have subjective opinions (as Nietzsche rightly said) and these need to be reflected in the way we are governed by an authority. For example, in most other situations, we would consult someone who we believe to be an ‘authority’ on a subject. If we are ill, we talk to a doctor. If we want to dine out, we will consult a restaurant critic. Therefore, it seems sensible to leave governmental decisions to those with political knowledge. However, the teaching of medicine is universally taught in a similar (if not identical) way – there is little room for a subjective opinion. The more subjective something is, the less we can trust it. The restaurant critic, for example, will sway our views either way, but it probably won’t be the final judgment. The reason it will still sway us is that there is still ‘good’ and ‘bad’ food. Politics, however, is different. Everything in politics is completely dependant on moral views, upbringing, teaching, the media and even the way your brain works. We cannot trust teachers of politics to be completely impartial when teaching the political theories. Teachers of religious studies are usually biased towards Christianity in this country, and politics teachers would probably be the same. People wouldn’t be happy with simply ‘going along with’ what the politicians say – that’s why people have died for democracy. Everyone has different views, and democracy is the best way to incorporate all (or most) of these when creating a government. There is, however, a problem with the amount of democracy to allow. The current system in the United Kingdom is for people to vote in a representative that they trust to make similar decisions to those that they would choose. Of course, the representative cannot be trusted to have exactly the same views, and therefore, should the vote be more open? If people were allowed to vote on any topic that interests them, what would happen? The government may be forced to ban petrol cars. The main question is, is it really democratic once elected? The system in the UK is not fully democratic. Plato would argue that the only way for a government to make truly ‘right’ decisions (and therefore decisions that the public would have to agree with – there’s nothing to disagree with if something is ‘right) is for them to know ‘good’ – be trained in abstract thought and philosophy. So democracy, to be worthwhile, perhaps needs to be more democratic, or Plato and Nietzsche have the right idea. Jeremy Bentham famously associated utilitarianism with democracy – he believed that one vote per person would lead the ‘the greatest good for the greatest number’. This is because human nature naturally tends to lead us towards pleasure, as opposed to pain. And, because everyone has this same desire towards pleasure, democracy would effectively allow all of us to vote for pleasure, so to speak. This seems like a more feasible idea than relying on someone who, although in theory ‘doesn’t have personal interests’, probably would be biased. Humans do tend to avoid pain, so an open vote would lead us away from pain. Change Nietzsche quotes on asceticism! Another important feature that both Nietzsche and Plato mention in their political philosophy is asceticism. Nietzsche mentions that the tests of self-deprivation that (Christians mostly) pervade Western society are bad – â€Å"wherever religious neurosis has appeared on earth, we find it tied up with three dangerous dietary rules: isolation, fasting, and sexual abstinence†. However, further on in Beyond Good and Evil, he seemingly changes his mind. He advocates â€Å"appropriating, injuring, overpowering those who are foreign and weaker; oppression, harshness, forcing one’s own forms on others, incorporation, and at the very least, at the very mildest, exploitation† which would surely induce suffering, especially when considered with a modern mind. He then goes on to say in 270 that â€Å"Profound suffering ennobles; it separates.† Even earlier on, in 40, he says that â€Å"everything deep loves a mask† – surely a sign of internal suf fering is being hidden? Presumably, ‘deep’ is a good thing, as his description of his ‘new philosophers’ necessitates that they are ‘deep’ creatures. Plato, on the other hand, consistently advocates an ascetic lifestyle, especially when he is discussing his people in authority. They do not care for pleasures of this world: those of body or money. We can apply the same thoughts to asceticism as we can to Plato’s philosopher without emotion. If a leader doesn’t care for pleasures of this world, then surely they cannot truly understand the pleasures of this world – whether they are philosophers or not. If the authority was supposed to be similar to a Christian God, then it would be omnipotent, and therefore know and understand everything a priori. However, neither Plato nor Nietzsche advocates a Christian God as the best authority – and neither of them suggests that the leader would be omnipotent. Therefore, it would make sense to disagree with asceticism on the grounds that it would cause the perfect leader to have a lack of understanding about typical human pleasures. It will be evident by now that Nietzsche (and Plato, to an extent) advocates an oligarchy (albeit meritocratic) – both place small groups of people in charge of the general public. They both have similar attitudes towards democracy, as well. Plato dismisses democracy – he thinks that ‘liberty’ (557b) and equality (558c) lead to a break down of all the essential characteristics of a philosopher-king. Evidently the very existence of a ruling class of philosopher kings is controversial to the central themes of democracy. ‘liberty’ leads to a lack of self-discipline. He doesn’t believe in ‘equality’ as some humans are superior. Nietzsche has a similar idea – he mentions that â€Å"Every enhancement in the type â€Å"man† up to this point has been the work of an aristocratic society†, which shows that he believes that an ‘aristocratic’ society will further man’s development. Although Plato seems to advocate a meritocratic oligarchy (although he wouldn’t admit it), he doesn’t recommend that his republic be based around money (also known as a plutocracy) where a small group of rich people, similar to an aristocracy, rule the lower classes. This would lead to an economic inequality between classes, which would create an environment which leads to and breeds beggars and thieves. It could also lead to a revolution between the rich and the poor. Another argument against plutocracies occurs in chapter VIII, Socrates says that wealth doesn’t allow a pilot to navigate a ship, so wealth wouldn’t allow an authority to rule a republic. Money seems to be a key problem with many theories of authority. It is often said that money corrupts people, so it could be argued that in any governmental system where the authority gets paid or is chosen because of its wealth would be corrupt. However, it is not practical to impose this – most people associate power with money either subconsciously or consciously. The authority, even if chosen democratically, would want some reward for having to rule a country, and money is the usual and probably most desired reward. In ‘The Prince’, Machiavelli justified using force to gain and retain political power, and it, therefore, justifies any actions simply done to gain power. This may, of course, have influenced Nietzsche, who also advocates gaining power by force. In 257, he mentions that every ‘noble’ (not in the typical sense) civilisation has descended from ‘barbarians’, and that any decent (and therefore aristocratic) society ‘requires slavery’. Plato agrees with this, he says that the ‘most majestic society and man’ is ‘tyranny and the tyrant’. Although there are sections in The Republic where Plato seems to advocate violence, such as 465 where he says ‘Arguments can be settled with fists, there and then, as they arise’, when he discusses his perfect State he seems to believe that it will just come into being. For example, in 502, he mentions that the only way it could come about by a philosopher ‘wiping the slate of human habits and society clean’. This could, obviously, mean the annihilation of the human race, but it seems to mean just cleansing the mind of incorrect ideas. He then acknowledges that putting it ‘into practice would be difficult’ – which it wouldn’t, if they just forced people into obeying, which makes it seem like he hopes that one day, it will happen, but he is not going to force it. More examples of this anti-force opinion occur when he is discussing the types of government that he is against – timarchy, oligarchy, democracy and tyranny. He explains that oligarchy and tyranny can only come about by using force – ‘private wealth’ means that people feel that they have the right to ‘keep the populace down by force’. Democracy, he believes, causes excessive liberty, which then causes its own downfall. From this comes a tyrant, who ‘is not afraid of murder’ and ‘stirs up war’. Another point he makes is that ‘it is simply never right to harm anyone at any time’ – which obviously is a specific way of showing his feelings on violence and this would apply to taking a country or state by force. Of course, this helps to illustrate a key difference between power and authority. For example, we all have in us the physical strength to murder (although, obviously, we don’t usually have the mental state to want to do it) and this is power in one sense – just like a dictator killing thousands of people because he can. However, an authority differs from this in that it would be classed as capital punishment. So what is the difference? Why does an authority have the right and others do not? If an authority is de jure (with justification) – although it may be difficult for some to think when murder would be justified – then all its actions could be seen as justified by proxy, as if an authority is justified, the decisions they make would be somehow related to the reason they are in power. For example, Plato justifies his philosopher-kings by saying that they are the only ones who can have true knowledge of the forms, and, if this is true, then they know the Form of Good. So, if they murdered someone, then it would be based upon something they’ve seen in the innate Form of Good. The balance between freedom and authority comes into question when discussing issues like the above. Even though the authority may be justified on its own terms, it may not be necessarily right. Using Plato as an example again, the theory of the Forms is now commonly thought to be incorrect, and people wouldn’t accept that as a reason to allow capital punishment. Even if there was a truly irrefutable source of justification, people will always have differing views, especially on such an important topic. So how does an authority find the perfect balance between power and authority? Authoritarianism is a social theory popular with dictators and the like. It supports, at the totalitarian end of the spectrum, the total subjection of personal opinions (usually through oppression) and enforcing strict control upon those that live in the state. It often involves what many political philosophies would see as an erosion of civil rights and freedoms – lack of a private life and suppression of religious beliefs, for example. Obviously, there are differing degrees of authoritarianism and even the most democratic and liberal state must exercise its authority upon those within the state, but finding the right balance is important. Both Nietzsche and Plato advocate the subordination of those under the command of the philosophers, which means that their theories would be less easily accepted today than they would have been in the past. As previously mentioned, people have fought (and still are, particularly from the 20th century until today) for their civil rights and this includes their freedom, which means that an authoritarian government, like those advocated by Nietzsche and Plato, would be more difficult to impose today than ever before. This calls into question obedience to the state. The more democratic the state, the more free speech and dissent is usually allowed. However, as neither Plato nor Nietzsche advocate democracy, it is required to understand when disobedience would be allowed. Of course, both would say that their state would be obedient at all times, but this is unrealistic. In a theocracy, the state executes the law of God. In Plato, God can be easily exchanged for ‘The Forms’. However, what would happen if people were to disagree with Plato’s theory, as many do? Would they be justified in breaking the law of something that they don’t believe in? A true authority would mean that the law would either be unbreakable morally or that their authority was so powerful that people could not, or would not, break the law. However, as has been seen, it is difficult to see where Plato or Nietzsche’s arguments would lead to such an authority. Although disobedience of the law is obviously illegal, sometimes mass disobedience, in the UK at least, can lead to a change of law. Plato would disagree that this is even possible. If duty to the State is accepted, it is still possible to find examples when the law can be disobeyed. As the duty of the state is to protect the people (and, for my example, this includes their freedom), state infringement of this freedom could cause the person involve to break the law to retrieve their liberty. Another issue arises (in the case of democratic government and perhaps in Nietzsche’s subjective government) in that if the majority part enforces a law, should the minority who didn’t vote be forced to follow it? It wasn’t their choice for that law to be enforced. Of course, with major things that infringe on human rights, like murder and domestic violence, should be universally enforced, but what about poll tax and property protection? If it was enforced by a government of authority that imposed itself, this could be an issue in that it is unfair to enforce laws that almost all of the population disagree with. In some cases, it could be considered immoral, but Plato would disagree, as the Rulers are following the only moral code that exists. Plato’s philosopher kings rely on their knowledge of the Forms to provide their moral code, which is then implemented upon the republic. The Form of the Good provides the perfect moral code upon which to base the real (material) moral code. This is one of the main reasons why Plato requires his rulers to have philosophical knowledge – they need to know the moral code upon which to base their own. Nietzsche, however, believes that everything is subjective, based on experience and opinion of the individual. This means that his philosopher supermen don’t need to implement a moral code; as previously mentioned, their only moral is the will to power. Nietzsche never specifically argues for a government system like we have today. For example, he mentions that his free spirits should be in power, but also says that religion should be allowed for the common people. This shows, slightly patronisingly, that he is not expecting the ‘common’ people to understand the rulers (much like the lower classes today are note expected to understand politics) which is obviously a very sweeping judgement, and could be considered as harsh and pro-Big Brighter – in support of a tyrannical state. Although Nietzsche did support tyrant, he did appreciate the subjectivism of morals and opinion, and was not advocating forcing ones views upon others (unlike Hitler). His lack of respect for democracy is not the only thing that calls into question modern government. He doesn’t even specify if there should be a (totalitarian?) leader at all, merely that the free spirits would ‘hold power’ as such. His appreciation of subjectivity means that a leader would not strictly work: all views are different, so no leader would be truly right. The free spirit seems merely to be an authority to show others with the will to power what they can achieve. Conclusion Both of these systems involve elements of the totalitarian about them. Plato seems to advocate both communism in monetary matters and lifestyle and the complete opposite when it comes to defining differences between peoples. He argues strongly for different classes of people, like Nietzsche, and for an authority that is placed in power with no choice. It’s not as bad as it seems, if one agrees with the justification of the argument – however, it would be a long struggle for people to accept it. Nietzsche, on the other hand, has often been blamed for inspiring Hitler (which is untrue, as Nietzsche despised racism and anti-Semitism), and it is easy to see why, as he advocates gaining authority by force, relishes in aristocratic barbarianism, and believes that there are ‘levels of people’. This means that their theories on authority aren’t very practical, and neither de jure or de facto, particularly by modern standards. A preferable system, therefore, would be a mix of Plato’s equality for women, Nietzsche’s appreciation for the artistic nature, and †¦ (include other philosophers). Of course, it’s unforeseeable to be able to find a perfect authority, one who is justified, true, moral and recognised. As Nietzsche said, all philosophy to date has been ‘personal confession’ – if this is true (which it seems likely to be), then there will never be a perfect authority, justified and recognised by all.

Perception and environment essays

Perception and environment essays The environment surrounding a situation effects every decision made in that situation. How a person perceives these factors is, what in essence makes an individual unique. As a whole a society, by definition, shares many viewpoints. Websters Unabridged Dictionary defines art as an expression of feeling. If one were to look at the artwork of certain time periods, they would note, general similarities. Therefore many pieces of art, of the same time period, will share many of the same elements. Examining these elements can enhance the awareness of events in history. 1960s there were many social actions to which attacked what was to be socially accepted in America. Along with many youth movement, there was a large movement for womens rights. As a result of this womens activisms movement, divorce became much more socially accepted. Therefore divorce was a topic of artwork. John Updikes short story Separating and the Fairfield Porters painting A Day Indoors both contain a comm on theme of separation and separateness. (Lit Book 743) Updike finishes the story with the question, why. This question causes one to think. Why is the family so complacent with the separation? Why is the son the only questioning? Porters painting cause the observer to do the same. One might ask, why is the family sitting together, when they are so secluded. Why is the fireplace burning when it seem like a nice day out the window. One can see many characteristics of the John Updike in Separating. He was married at a young age, like Richard, and also separated after twenty-one years similar to the Maples. Updike finally after a short separation received the first no-fault divorce instated in Massachusetts (Hennings) Similarly, one can see Fairfield Porter in his painting. Porters family, he said in an interview,...