...Eastern Philosophy Matrix and Essay Part 1 Matrix: Analyze Eastern philosophy by completing the following matrix. Provide a definition of the branch of philosophy as given in a philosophical source (the readings, supplemental materials, or outside academic sources) and list a minimum of three historical developments, theories, key contributors, and principal issues. Bullet point answers are acceptable. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Historical...
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...Chinese Literature: A Lens for the Humanities Although the humanities are often a subject of bitter debate in school today, when the most important thing seems to be to acquire marketable skills, many people acknowledge the importance of the humanities to education and the world overall. Yet, too often, when people discuss the salient features of the humanities, they narrowly and overly focus on the Western traditions. However, many important characteristics of the humanities can be found in the Eastern tradition as well, and in Chinese literature in particular. This essay discusses how some common Chinese stories exemplify vital aspects of the humanities and consequently increase our understanding of culture. First, what are the humanities? According to Stanford University, “The humanities can be described as the study of the myriad ways in which people, from every period of history and from every corner of the globe, process and document the human experience. Since humans have been able, we have used philosophy, literature, religion, art, music, history and language to understand and record our world” (Stanford University). Often, humanities classes focus on these topics – yet all too often, students learn a narrow view of the humanities, one that seems to assume the world began in Greece and ended in America. Although people often viciously criticize the humanities, since the correlation between studying them and earning a big paycheck is a difficult logical leap for...
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...holiday. Growing up it wasn’t that big of a deal to me, it was little more than a thing I did with my mother and grandmother and that was that. As I grew older, I was able to notice that, little by little, what I was taught as a child in Catechism and Church had an effect on everything I did; holidays, interactions with friends and family, views on things taught in school, and my identity in regards to those around me. It seemed like everything always came back, in one way or another, to my religious experiences as a child. I didn’t realize this, though, until I was older (late teens, early twenties) when I consciously made the decision to convert to Eastern Orthodoxy. This changed my view of self and further influenced the effect the culture of the Church had on my life (shifting from a Western view to a more Eastern one). This essay will be about how my experience with Catholic (and later Orthodox) culture can relate to Richard Rodriguez’s experiences in Late Victorians and how they effected my reading of the story. The first name mentioned in...
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...or highlight possibilities for the successive development of East Asia. A particularly unique factor that has to be taken into account is Confucianism. The interplay between culture and development can help explain how in particular Japan and South Korea, which were relatively closed societies, have risen to attain the status of newly industrialized countries. This essay will investigate and evaluate, through the presentation of arguments and examples, the extent to which Confucianism has influenced modern economic development in East Asia. This will be achieved by firstly providing a working definition of Confucianism; then locating its positive impact within a broader debate concerning a distinctly Asian development model; investigating and analyzing the challenges presented by Confucianism in the economic development of East Asia; evaluating both the negative and positive implications of Confucianism in East Asian economies and finally assessing to what extent Confucianism has played a role in the development of East Asia’s economies. Confucianism attained its name from Confucius, who was a scholar, in Eastern China (551-479 BCE) (Goldin, 2010, p. 1). Confucianism is a system of ethical and philosophical teachings introduced by Confucius and further developed by in particular Mencius (372-289BCE), who was a pupil of Confucius teachings (Goldin, 2010, pp. 4-7). Traditional Confucianism...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Although it is true they reside in the same continent, the Uzbeks and Tajiks have very different, yet in some ways similar styles of marriage and culture. I am writing an essay about the Uzbeks and Tajiks, of the former Soviet Union. We will take a look at these two cultures and compare the difference as well as similarities of these tribes of people. The comparison these two culture have in common is they were both part of the Soviet Union until it collapsed in 1991. The Tajiks are an Indo- European people who family settled near the Amu River which is now present-day Uzbekistan. During the end of the nineteenth century, the Tajiks were divided. The Majority of the population occupied what would become the republic of Tajikistan in the former Soviet Union. The rest are living as the large minority in Afghanistan which is to the south of Uzbekistan. The Uzbek homeland is situated on the site of the ancient Bactrian and Sogdian civilizations is where most Uzbeks have been settled for more than three hundred years to the region in which they live. Although these two culture are not part of the Soviet Union there have been drastic changes to all aspects of Central Asian societies. The Uzbekistan's landscape consists of deserts, dry plains, and fertile oases near rivers with the Aral Sea being a vital resource of their water resources to their agriculture need. The Aral Sea has lost up to sixty present of its water due to the agriculture usage. The Tajikistan landscape consist of...
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...according to the text refers to the fear or awe a person feels in the presence of a spirit or a god. 2. Taoism and Confucianism are nontheistic religions, that is, religions for which belief in God or gods is nonessential. While gods are not alien to either Taoism or Confucianism, belief in/of gods is not central to either tradition. What are a couple of other religions that can be called nontheistic religions? a) A few additional examples of some nontheistic religions are Agnosticism, Atheism, Buddhism, Secular Humanism and Scientology. 3. What is Paul Tillich's definition for religion, and why do Hopfe and Woodward consider its development too broad? a) Paul Tillich defines religion as, “that which is of ultimate concern”. Hopfe and Woodward consider the development of Tillich’s definition of religion too broad for a world religions course because a philosophical exploration of Tillich’s definition of religion, yields many an individuals personal belief of what is of ultimate concern hardly lending to the general understanding of popular or mainstream religions they hope to accomplish in this text. 4. Explain E. B. Tylor's theory concerning the origin and evolution of religion. What is animism, and to what, "ultimately" and "finally," did Tylor think it evolved? a) E.B. Tylor’s theory regarding the origin and evolution of religion is that primitive people developed a sense of other or soul from their experiences with death and dreams. Animism is the belief that nature...
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...Marlon Maloney May 10, 2005 Section 3 Religion and Dracula Bram Stoker’s Dracula In modern day society pretty much everyone has heard of and/or seen an interpretation of vampires and, the supposed king of all vampires, Count Dracula, whether it be in all the several different variations and interpretations that can be seen in movies (most recently the series of Blade movies starring Wesley Snipes) that have been released over the last few decades all the way to “The Count” on “Sesame Street” the long running children’s television show) or “Count Chocula” (on the cover of a children’s cereal box). When people hear either the word vampires or Dracula, most of the time people tend to think about the mythical blood sucking race of immortals called vampires and also some people that know a little more than the average person does about vampires may think about several of their stereotypical characteristics such as: they are from a place called Transylvania, they have sharp, pointy teeth to draw blood from the necks of humans, they can not come outside during the day, they sleep in coffins, turn into bats, and they are killed by pure silver, garlic, and several religious artifacts. However, people do not really think about all the connections between the vampires and all of the religious artifacts that are said to kill them. Religion plays a major role in the story of Dracula, because when one looks closely enough to what vampires and Dracula...
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...and economic changes taking place worldwide; and 5) analyze how transition economies are moving towards market based systems. You can use specific continents, countries, or country as your focus. Political And Economical Developments Asia Europe There has been of course many changes since 1989. To understand this we should analyze how the situation before the revolution. Before 1989 there was no political freedom. There were elections, but there was only one candidate, down from the city councils up to the MPs, all of them were nominated by an almighty party. The most powerful man was not president, neither Prime minister, but the leader of the party. He was also responsible to the leader of the party in USSR. There was no freedom of religion; every priest had to be issued a special admission to work as one. The Bishops were nominated, the orders were denied. People were not allowed to travel. They had to be permitted to travel abroad. For most of the people it was impossible to go to West Europe or Australia (not mentioning USA). The media was also controlled. So were the books. Only someone could study university or do some jobs. In Czechoslovakia, after 1968 many professors were kicked from universities and were given jobs in factories or so. Also there was the...
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...AP* World History Study Guide and Graphic Organizers – Unit 5: The Modern World, 1914 CE – present 1. World War I Students are required to know the causes, major events, and consequences of WWI 1) Causes a) Imperialism i) No new lands to expand into – some nations didn’t have many colonies (Germany, Italy) ii) Rivalries as nations competed for colonies iii) Sometimes armed conflict in colonial lands for control over resources b) Nationalism i) Pride in one’s nation, want one’s nation to be the best and most powerful ii) Fostered conflict as nations competed to be the best iii) Justified imperialism, militarism iv) Caused disruptions in multi-ethnic nations (Austria-Hungary, Ottoman Empire); rebellions, revolts against foreign rule c) Militarism i) Build up of a country’s military; keeping a large standing army ii) Nations expanded their militaries as a show of power iii) Arms race: each nation needed to have a standing army because their neighbors had standing armies d) Alliances i) Bismarck: German chancellor behind alliance system in Europe ii) Germany, Austria-Hungary, Italy allied; France, Great Britain, Russia allied 2) Events a) Assassination of Archduke Frantz Ferdinand: Serbian terrorists kill the Austrian duke and his wife as they honeymooned in Sarajevo i) Austria demands Serbian submission ii) Russia offers to back Serbians in defying Austrians iii) Austria and Germany declare war on Serbia and Russia (along with Russia’s allies) b) Schlieffen...
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...UNRAVELLING THE NORTH-SOUTH DIVIDE DISCUSSION GROUP IV Content Page Content Page 1. Introduction.…………………………………………………………………………… 1 1.1 Methodology…………………………………………………………………. 3 2. North-South Divide 2.1 Language Binary..…………………………………………………………….. 2.1.1 Northern Indians, Sanskrit, Hindi and Influence of English.………..4 2.1.2 Northern Indians, Sanskrit, Punjabi and Influence of English………4 2.1.3 Southern Indians, Tamil and Influence of English….…………...…. 5 2.1.4 Southern Indians, Telugu and Influence of English…………………6 2.2 Religious Binary.………..………………….………………………………… 7 2.2.1 Hinduism ………….……………………………………………….. 7 2.2.2 Islam.………….……………………………………………………. 12 2.2.3 Inter-religious Interaction.…….…….……………………………… 13 2.2.4 Evaluation..…………………………………………………………. 13 2.3 Economic Binary.………………………………....…………………..……… 14 2.3.1 Introduction………………………………………………………… 14 2.3.2 Indians in Colonial Singapore……………………………………… 14 2.3.3 During Japanese Occupation……………………………………….. 17 2.3.4 Post War to Present Day Singapore………………………………… 17 2.4 Cultural Binary.………………………………………………………………. 18 2.4.1 Word “Raga”.………………………………………………………. 19 2.4.2 South Indian Music…………………………………………….…… 21 3. Conclusion ……………………………………………………………………….…….. 23 4. Bibliography …………………………………………………………….……………... 26 5. Appendix A…………………………………………………………….……………….. 28 1. Introduction India, the second most populous country in the world, is home to a rich diversity...
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...IN CONTEMPORARY SOUTHEAST ASIA ISLAMIC STUDIES AND ISLAMIC EDUCATION i ii IN CONTEMPORARY SOUTHEAST ASIA ISLAMIC STUDIES AND ISLAMIC EDUCATION Editors KAMARUZZAMAN BUSTAMAM-AHMAD PATRICK JORY YAYASAN ILMUWAN iii Perpustakaan Negara Malaysia Cataloguing-In-Publication Data Islamic studies and Islamic education in contemporary Southeast Asia / editors: Kamaruzzaman Bustamam-Ahmad, Patrick Jory ISBN 978-983-44372-3-7 (pbk.) 1. Islamic religious education--Southeast Asia. 2. Islam--Education--Southeast Asia. I. Kamaruzzaman Bustamam-Ahmad. II. Jory, Patrick. 297.77 First Printed 2011 © 2011 Kamaruzzaman Bustamam-Ahmad & Patrick Jory Publisher: Yayasan Ilmuwan D-0-3A, Setiawangsa Business Suites, Taman Setiawangsa, 54200 Kuala Lumpur, Malaysia. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – for example, electronic, photocopy, recording – without prior written permission of the publisher. The only exception is brief quotations in printed review. The opinions expressed in this publication is the personal views of the authors, and do not necessary reflect the opinion of the publisher. Layout and cover design: Font: Font size: Printer: Hafizuldin bin Satar Goudy Old Style 11 pt Gemilang Press Sdn Bhd iv ACKNOWLEDGEMENTS T his book grew out of a three-day workshop jointly held by the Regional Studies Program, Walailak University, and the Department...
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...Lex Cornia LI 532 Final Paper March 15, 2008 East of Eden: The Discovery of Innocence on the Western Frontier The western clouds divided and subdivided themselves into pink flakes modulated with tints of such unspeakable softness that it was a pain to come within the doors of civilization… How does Nature deify us with a few and cheap elements! Ralph Waldo Emerson, Nature The West captivates people. The West both as a direction of navigation and as an idea occupies a magical realm where boundaries become blurred and what is light becomes twilight and dark. Just as the East represents the arrival of sun with its light and rationality—of darkness dispelled— so too does the West embody the loss of that sun’s light and logic and the commencement of night. However, there are more boundaries between East and West than merely the presence or absence of light. After the time of Columbus, the people who looked toward the West, and particularly the North American continent, saw more than just land. The West was a sacred place where magic, hallowed, and even treacherous experiences were possible. This idea that possibilities existed in the West that did not exist elsewhere motivated millions to leave the Old World for the new and redefine themselves in a Western landscape of unlimited possibilities. What is the West? These early settlers, religionists, and explorers to the West came to the shores of the Atlantic seaboard unsure of what to expect from the new...
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...Art history From Wikipedia, the free encyclopedia Jump to: navigation, search This article is about the academic discipline of art history. For an overview of the history of art worldwide, see History of art. For other uses, see Art history (disambiguation). This article needs additional citations for verification. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (November 2011) Venus de Milo on display at the Louvre Art history has historically been understood as the academic study of objects of art in their historical development and stylistic contexts, i.e. genre, design, format, and style.[1] This includes the "major" arts of painting, sculpture, and architecture as well as the "minor" arts of ceramics, furniture, and other decorative objects. As a term, art history (also history of art) encompasses several methods of studying the visual arts; in common usage referring to works of art and architecture. Aspects of the discipline worms. As the art historian Ernst Gombrich once observed, "the field of art history [is] much like Caesar's Gaul, divided in three parts inhabited by three different, though not necessarily hostile tribes: (i) the connoisseurs, (ii) the critics, and (iii) the academic art historians".[2] As a discipline, art history is distinguished from art criticism, which is concerned with establishing a relative artistic value upon individual works with respect to others of...
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