...“The Abolition of Man” by C.S. Lewis, is largely based on an ideal called the Tao. He defines the Tao as the unchangeable way that the universe has always worked, and the way it will always keep working. This is the core of his argument: Lewis aims to convey the message that this natural state of the universe ties into our lives, values, emotions, and education. Moreover, that there is no amount of knowledge that will ever make man more powerful than the Tao. He expresses this point through three essays, all containing an important facet of the overall message. C.S. Lewis constructed his arguments in “Abolition of Man” on a foundation of logos and then executed them through the use of pathos in analogies - by doing so, he combines the argumentative...
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...educational ideas have a universal relevance and have inspired many educators, educational and development organizations around the world. In particular, his educational views have often been regarded as an appropriate and rational educational alternative for many Third World countries. It has to be understood in the light of the realities of underdevelopment, caused by colonialism and capitalism in many Third World countries, including the United Republic of Tanzania. More specifically, it has to be understood in relation to changing the inherited Western model of education in a poor and developing country aspiring to a self-reliant and socialist development, for, in the final analysis, it is the goals of egalitarianism and human-centred development that characterize Nyerere’s political ideology. According to Lewis(2013) the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. In one of his famous ideologies Nyerere emphasised on the issue of self-reliance which he said proclaimed war against poverty, work by everyone, fair sharing of resources collectively produced and respect for human dignity Hinzen & Hundsdorfer, (2004). The word he coined for this attitude of self-reliance was ujamaa a Swahili word meaning brother hood or family hood. He viewed education not only as a means of teaching these principles but in doing so through real life experiences...
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...4 December 2013 Lincoln and White Privilege: How does a Man so Powerful not have the Right to Stop it? “Privilege is driving a smooth road and not even knowing it” – Ampersand. Ampersand is saying how privilege in general is taking over and people don’t even know it. So how do you define the word ‘privilege’? According to Merriam-Webster’s dictionary, privilege is described as, “a right or benefit that is given to some people and not to others.” That being said, white privilege occurs when people of Caucasian or white decent receive more rights or benefits than another racial group such as African Americans. In Steven Spielberg’s 2012 film, Lincoln, white privilege can not be surpassed without the support of a higher leader, such as Lincoln and his colleagues. Thus being said, there are two specific scenes in the movie where racial problems occur leading to the idea of white privilege and how it prevails. Lincoln has always supported the abolition of slavery and we can see that in the first few minutes of the Lincoln film. However, at the beginning, there is an incident that exemplifies how Lincoln treated the African Americans he is fighting for and how white people treat the blacks. The movie starts out with a battle scene and right after we see Lincoln under a canopy talking to two black soldiers, Ira Clark and Harold Green. Green says to Lincoln, “Us 2nd Kansas boys, whenever we fight now we-…” and Clark jumps into the conversation and says, “Another three dollars subtracted...
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...Women and their forgotten role in Slavery Nigel Sadler Sands of Time Consultancy Often when the history of slavery is studied the argument is over whose history is being told. This debate rarely goes beyond whether it is the history as written by or about the white or black involvement. There is often an assumed male history. History books mainly reflect the involvement of men. The abolitionists (Clarkson and Wilberforce), the Slave traders (Canot) and the enslaved (Equaino). In portrayal of enslaved people, men appear more frequently. In the movie Amistad it is told from the point of view of Cinque; in the TV series Roots it follows Kunta Kinte. This male dominated history fails to acknowledge, belittles and devalues the role of women at all levels of slavery. What about the female slave traders, slave owners, enslaved females, female rebels and abolitionists? Are they really invisible? Verene Shepherd, in Women in Caribbean History states that up until the 1970s Caribbean books neglected women because early historians looked at colonisation, government, religion, trade and war fare, activities men were more involved in. Also some historians felt that women’s issues did not merit inclusion and where women could have been included, such as slave uprisings, their contributions were ignored. Shepherd believes changes occurred with the influence of women’s groups who tried to correct the gender neutral or male biased history. There was also a shift into social history...
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...Bibliographic Essay on African American History Introduction In the essay “On the Evolution of Scholarship in Afro- American History” the eminent historian John Hope Franklin declared “Every generation has the opportunity to write its own history, and indeed it is obliged to do so.”1 The social and political revolutions of 1960s have made fulfilling such a responsibility less daunting than ever. Invaluable references, including Darlene Clark Hine, ed. Black Women in America: An Historical Encyclopedia 2nd ed. (New York: Oxford University Press, 2004); Evelyn Brooks Higgingbotham, ed., Harvard Guide to African American History (Cambridge: Harvard University Press, 2001); Arvarh E. Strickland and Robert E. Weems, Jr., eds., The African American Experience: An Historiographical and Bibliographical Guide (Westport: Greenwood Press, 2001); and Randall M. Miller and John David Smith, eds., Dictionary of Afro- American Slavery (Westport: Greenwood Press, 1988), provide informative narratives along with expansive bibliographies. General texts covering major historical events with attention to chronology include John Hope Franklin and Alfred A. Moss, Jr., From Slavery to Freedom: A History of African Americans (Boston: McGraw Hill, 2000), considered a classic; along with Joe William Trotter, Jr., The African American 1  Experience (Boston: Houghton Mifflin, 2001); and, Darlene Clark Hine, William C. Hine, and Stanley Harrold, The...
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...Arguments for and Against the Death Penalty from http://deathpenaltyinfo.msu.edu/ ARGUMENT 1 DETERRENCE The death penalty prevents future murders. Society has always used punishment to discourage would-be criminals from unlawful action. Since society has the highest interest in preventing murder, it should use the strongest punishment available to deter murder, and that is the death penalty. If murderers are sentenced to death and executed, potential murderers will think twice before killing for fear of losing their own life. For years, criminologists analyzed murder rates to see if they fluctuated with the likelihood of convicted murderers being executed, but the results were inconclusive. Then in 1973 Isaac Ehrlich employed a new kind of analysis which produced results showing that for every inmate who was executed, 7 lives were spared because others were deterred from committing murder. Similar results have been produced by disciples of Ehrlich in follow-up studies. Moreover, even if some studies regarding deterrence are inconclusive, that is only because the death penalty is rarely used and takes years before an execution is actually carried out. Punishments which are swift and sure are the best deterrent. The fact that some states or countries which do not use the death penalty have lower murder rates than jurisdictions which do is not evidence of the failure of deterrence. States with high murder rates would have even higher rates if they did not use the death penalty. Ernest...
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...Against the Death Penalty from http://deathpenaltyinfo.msu.edu/ ARGUMENT 1 DETERRENCE The death penalty prevents future murders. Society has always used punishment to discourage would-be criminals from unlawful action. Since society has the highest interest in preventing murder, it should use the strongest punishment available to deter murder, and that is the death penalty. If murderers are sentenced to death and executed, potential murderers will think twice before killing for fear of losing their own life. For years, criminologists analyzed murder rates to see if they fluctuated with the likelihood of convicted murderers being executed, but the results were inconclusive. Then in 1973 Isaac Ehrlich employed a new kind of analysis which produced results showing that for every inmate who was executed, 7 lives were spared because others were deterred from committing murder. Similar results have been produced by disciples of Ehrlich in follow-up studies. Moreover, even if some studies regarding deterrence are inconclusive, that is only because the death penalty is rarely used and takes years before an execution is actually carried out. Punishments which are swift and sure are the best deterrent. The fact that some states or countries which do not use the death penalty have lower murder rates than jurisdictions which do is not evidence of the failure of deterrence. States with high murder rates would have even higher rates if they did not use the death penalty...
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...variety of forms and trends which appeared during the century. The object of the project is British literature. The aim of the project is to consider the peculiarities and distinct features of the British literature of the 20th century. In order to gain the project’s aim, during its implementation the following practical issues were studied: - the most distinguished writers of the period; - their contribution to development of the British literature; - key topics. The project’s aim and issues considered predetermined the choice of methods of research. During the project’s implementation the following methods were used: critical survey of the sources on the issue considered, as well as comparison and analysis. Theoretical value of the project is constituted by the analysis of the peculiarities and distinct features of the British literature of the 20th century. Practical value of the project is predetermined by the possibility to use it in practice in courses of world and British history and literature. The project’s aim and issues considered determined the structure of the project, which consists of an introduction, several paragraphs, conclusion and references. The introduction contains urgency, aim and issues of the project. The paragraphs unveil key periods in development...
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...------------------------------------------------- I Have a Dream From Wikipedia, the free encyclopedia This article is about the Martin Luther King Jr. speech. For other uses, see I Have a Dream (disambiguation). Martin Luther King, Jr. delivering "I Have a Dream" at the 1963 Washington D.C. Civil Rights March. | "I Have a Dream"30-second sample from "I Have a Dream" speech by Martin Luther King, Jr. | Problems listening to this file? See media help. | "I Have a Dream" is a public speech by American activist Martin Luther King, Jr.. It was delivered by King on August 28, 1963, in which he called for an end to racism in the United States. Delivered to over 250,000 civil rights supporters from the steps of the Lincoln Memorial during the March on Washington for Jobs and Freedom, the speech was a defining moment of the American Civil Rights Movement.[1] Beginning with a reference to the Emancipation Proclamation, which freed millions of slaves in 1863,[2] King examines that: "one hundred years later, the Negro still is not free".[3] At the end of the speech, King departed from his prepared text for a partly improvised peroration on the theme of "I have a dream", possibly prompted by Mahalia Jackson's cry: "Tell them about the dream, Martin!"[4] In this part of the speech, which most excited the listeners and has now become the most famous, King described his dreams of freedom and equality arising from a land of slavery and hatred.[5] The speech was ranked the top American speech...
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...the U.S. faces in the Middle East, as religious (Islam vs. the West) or economic (the developed West vs. the developing Middle East), or a clash of cultures, or some other form not as yet identified1. The hope was that by developing an understanding of the origins of the conflict, we would develop some insights into the form of the conflict and its duration; this in turn would lead to an understanding of the business implications that might result and strategies that might provide appropriate responses in different strategic contexts. We faced a high level of uncertainty about what had happened and what was likely to happen next, which determined the structure of our workshop. Recent events continue to underscore the importance of this analysis. Defeating the Taliban may not solve our problems with Al Qaeda. Defeating the Iraqi Army may not solve our problems in Iraq. The strategies that work best will be determined by a 1 The group found it extremely difficult to determine how to characterize the conflict....
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...Barbara Jeanne Fields Slavery, Race and Ideology in the United States of America Two years ago, a sports announcer in the United States lost his job because he enlarged indiscreetly—that is, before a television audience—upon his views about ‘racial’ differences. Asked why there are so few black coaches in basketball, Jimmy ‘the Greek’ Snyder remarked that black athletes already hold an advantage as basketball players because they have longer thighs than white athletes, their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was...
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...UNIT 3 TRENDS IN FEMINISM Structure 3.1 Introduction 3.2 Objectives 3.3 Liberal Feminism 3.3.1 Liberal Thought 3.3.2 Classical Liberal Feminism 3.3.3 Second Wave Liberal Feminism 3.3.4 Weakness/Limitations of the Liberal Feminism 3.3.5 Contribution to the Women’s Movement 3.4 Marxist Feminism 3.4.1 Foundations of Marxist Feminism 3.4.2 Other Key Elements in Marxist Feminism 3.4.3 Limitations of Marxist Feminism 3.4.4 Contribution to the Women’s Movement 3.5 Psychoanalytic Feminism 3.5.1 The Beginnings of Psychoanalytic Feminism – Countering Freudian Theories 3.5.2 Explanation by other Theorists 3.5.3 Limitations of Psychoanalytic Feminism 3.5.4 Contribution to the Women’s Movement 3.6 Radical feminism 3.6.1 Definition 3.6.2 The influences that shaped Radical Feminism 3.6.3 What are the variations of Radical Feminism? 3.6.3.1 Radical- Libertarian Feminism 3.6.3.2 Radical-Cultural Feminism 3.6.4 Radical Feminism – Its Structure 3.6.5 The Outcomes of the Movement 3.6.6 Critiques of Radical Feminism 3.6.7 Contribution to the Women’s Movement 3.7 Postmodern Feminism 3.7.1 Postmodern Thought 3.7.2 Postmodern rethinking of psychological explanation of gender 3.7.3 Postmodern Feminist 3.7.4 Limitations of Postmodern feminism 3.7.5 Contribution to the women’s Movement 3.8 Black Feminism and Womanism 3.8.1 The Beginnings of Black Feminism 3.9 Cyber Feminism 3.9.1 Origin of Cyber Feminism 3.9.2 Definition of the 100 Anti Thesis 3.9.3 Cyber art and its relation to Cyber feminism 3.9.4...
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...Leif Linnskog 03.06.2008 Economic Development through Globalisation in Nigeria An analysis of Shell & the IMF Structural Adjustment Programs Sven Bokhari 820619-P291 Fabrizio Del Duca 791225-P114 Group number: 1983 Summary Date: Level: Authors: 2008/06/03 Master thesis in International Business and Entrepreneurship, 10p (15ECTS) Sven Bokhari Västerås Date of birth: 19820619 Fabrizio Del Duca Västerås Date of birth: 19791225 Title: Economic Development through globalisation in Nigeria. An analysis of Shell & the IMF Structural Adjustment Programs Leif Linnskog, Ph.D. Tutor: Research Question: Can globalisation be seen as positive or negative for the Economic Development of Nigeria? A focus on Shell and the International Monetary Fund Research Issue: Globalisation in its current form is viewed in the Western world as a positive influence for the Economic Development of under developed countries. However these views on the benefits brought to developing countries have been frequently disputed. The research we are undertaking is a pilot study based on documentary research. Our source of information is secondary data such as books, articles, newspapers and journals. The study employs a qualitative approach. Even though globalisation is often viewed as positive we have discovered that this is not always the case in relation to its effects in Nigeria. Judging from our analysis, globalisation through the IMF and Shell has had an overall negative impact on Economic...
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...1 Entrepreneurship, Innovation, and Economic Development: An Overview Adam Szirmai, Wim Naudé, and Micheline Goedhuys 1.1 Purpose of the book Economic development requires sustainable and shared increases in per capita income accompanied by changes in the structural composition of an economy towards higher value added goods and more efficient production methods. Entrepreneurs can contribute to economic development by facilitating the reallocation of resources from less to more productive uses (Acs and Storey 2004), by performing ‘cost-discovery’, ‘gap-filling’, and ‘input-completing’ functions in the economy (Leibenstein 1968; Hausmann and Rodrik 2003) and by supporting structural change (Lewis 1954; Gries and Naudé 2010). These roles have recently been the subject of a growing literature (see e.g. Minniti and Naudé 2010; Naudé 2010a, 2010b, 2010c). A neglected function in this literature is the potential role of entrepreneurs as innovators in developing countries. Joseph Schumpeter pointed out a century ago that entrepreneurs are often innovators, bringing new goods and technologies to markets, opening up new markets, processes, and ideas, and commercializing new knowledge. But, it is often mistakenly suggested that innovation by entrepreneurs is less important for growth in low-income developing countries than in more advanced economies.1 A substantial literature has been devoted to understanding the conditions under which entrepreneurs innovate, and the nature and evolution...
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...Cultural Moves AMERICAN CROSSROADS Edited by Earl Lewis, George Lipsitz, Peggy Pascoe, George Sánchez, and Dana Takagi 1. Border Matters: Remapping American Cultural Studies, by José David Saldívar 2. The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture, by Neil Foley 3. Indians in the Making: Ethnic Relations and Indian Identities around Puget Sound, by Alexandra Harmon 4. Aztlán and Viet Nam: Chicano and Chicana Experiences of the War, edited by George Mariscal 5. Immigration and the Political Economy of Home: West Indian Brooklyn and American Indian Minneapolis, by Rachel Buff 6. Epic Encounters: Culture, Media, and U.S. Interests in the Middle East,1945–2000, by Melani McAlister 7. Contagious Divides: Epidemics and Race in San Francisco’s Chinatown, by Nayan Shah 8. Japanese American Celebration and Conflict: A History of Ethnic Identity and Festival, 1934–1990, by Lon Kurashige 9. American Sensations: Class, Empire, and the Production of Popular Culture, by Shelley Streeby 10. Colored White: Transcending the Racial Past, by David R. Roediger 11. Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico, by Laura Briggs 12. meXicana Encounters: The Making of Social Identities on the Borderlands, by Rosa Linda Fregoso 13. Popular Culture in the Age of White Flight, by Eric Avila 14. Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom, by Tiya Miles 15. Cultural Moves: African Americans and the Politics of...
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