Wednesday, January 29, 2020

Discusses Confucius contributions Essay Example for Free

Discusses Confucius contributions Essay Confucius life was of tremendous importance in the forming of Chinese culture. Confucius plan and simple approach to life, revealed his deep seeded beliefs that through great human effort one can shape their own future. He had great faith in the ordinary man and believed that they are teachable and perfectible. Confucius believed that ordinary humans could be come awe-inspiring with wisdom and great knowledge. The quest to improve ones self became deeply rooted in the Confucian heritage. Confucius concept of moral rectitude was considered part of the pursuit to becoming the perfected person. Confucius was devoted to learning and teaching. His teaching emphasized self-improvement and moral rectitude. When his words for the sake of the self are explored it becomes clear Confucius was constant in his belief of self-improvement through out his life and his work. Confucius was a philosopher, teacher and political figure that lived from (551-479 BC) in the state of Lu, now know as the Shandong province. He was a member of the minor aristocracy and bureaucratic class during that time. By the time of his birth, his family had apparently become poverty-stricken. He was known for his conservation of the traditions of ritual and music of the Chou civilization. At an early age, it was apparent that Confucius was dedicated to learning. Confucius father died when he was three years old and this probably had a huge impact on his familys class. The lose of his father and his family being poverty-stricken must have been key factors that set him upon his ambitious journey to improve human kind, governments and society. His mother was his first teacher and he developed an emphatic quest for knowledge. It was a common practice for aristocratic families to hire tutors to educate their sons, but Confucius was one of the first persons to devote himself totally to learning and teaching for the sole purpose of transforming and improving society. Confucius was also a dedicated government servant. He served in government posts where he managed stables and kept books. At the age of nineteen Confucius married a woman of similar background. Confucius early influences are all contributing factors that made him a young and wise  scholar during his time. Confucius concept of moral rectitude was evident because he wanted to make education available to all men. He believed everyone could benefit from learning and self-cultivation. Confucius established a humanities program for leaders, paved the way for education to all and redefined learning as not only the acquisition of knowledge, but also as a character builder. Confucius primary role of education was to provide the proper way of training noblemen. This education would consist of continuous self-improvement and frequent social interaction. To personally achieve the goal for the sake of the self, Confucius mastered six arts: ritual, music, archer, charioteering, calligraphy and arithmetic. The art that became most important was that of ritual. Confucius was actively involved with the government. It was his desire to have a rebirth of the ideas and institution of a past golden age. Confucius hoped to integrate the ritual of those times into the government and family life. He believed this could only happen with ideal rulers such as the legendary sage-kings Yao and Shun. Confucius believed that the ethic of an ideal ruler would translate to a moral state. The ideal ruler would cultivate virtues of benevolence toward others, a general sense of doing what is right, loyalty and diligence in serving ones superiors. The moral rectitude according to Confucius could also be taught and handed down by performing rituals. Ritual acted as guidelines for people to follow in any given social situations. Ritual could vary considerably depending on age, social status and gender. Confucius contributed to some specific rituals and values but also the importance of the past and hierarchy of the social classes. Rituals be came the way to act. Most East Asian societies continue to be influenced by Confucius teachings, valuing the community, the family, and other social relationships over individuality and uniqueness. The Confucius influence encourages support of education and learning from books and from the past, refinement of social rituals to smooth the relationships of people in a community. The western  culture has vastly deviated from Confucius teaching. Each day the western culture ignores more rituals and become more self-absorbed. A glance at todays headlines or reality TV makes this obvious. Today there are still some existing rituals and moral behavior, but the boundaries blur with each generation. What Confucius provided was a definition of ethics and morally characterized by personal actions and rituals. A simple way to understand Confucius thoughts is to gain an appreciation of the varying levels of honesty. Over time, they developed into the following form: *Li ritual. Propriety or politeness, Etiquette. This concept originally meant to sacrifice. The term later expanded to secular ceremonial behaviors and then even more diffuse mean, that of propriety or politeness. This expanded the term to everyday life situations. Confucius was revered as the authority on ritual behavior. *Ziao or Hsiao filial piety. Respect and obedience. The was considered to be the greatest virtue and was shown towards the living and dead. The term filial means of a son and therefore denotes that a son should have respect and obedience to his parents. This term was expanded to other relationships such as ruler and subject, husband and wife, elder brother and younger brother, and that between friends. The duties and ritual where prescribed for each of these relationships. Eventually this term was integrated into the Chinese legal system. An example of this would be that a child would be punished more harshly if the crime were against a parent. *Zhong or Chung loyalty. This term is equivalent to filial piety, but on a different level. This term apply predominantly to the social classes of ruler and minister. In a case of Zhong, a minister should obey the ruler because he has the higher (anointed by god) authority and therefore that maked it the right thing to do. *Ren or Jen humanness. The relates to the Golden Rule This term is best described by Confucius version of the Golden Rule, Do not do to other what  you would not like them to do to you. *Junzi or Chun-Tzu the gentleman. The ideal towards which all strive. This term mean son of a ruler. This term implies that a gentleman are always expected to act as moral guides to the rest of society. Gentlemen are those who cultivate themselves morally and who personify the other characteristics of honestly. Confucius is exclamatory of this concept Confucius was a man of great vision. The politics of his time did not allow his philosophy to flourish, but he did provide an awakening to human king. He was perceived then and now as a heroic conscience. Confucius teaching remains enormously influence today, but unfortunately, they are not always taken to heart or practiced. Todays politicians could learn much from his teaching. One of Confuciuss principal legacies, the notion of the enlightened civil servant, is not a prevalent as it should be in the modern word. Humankind moves forward, but sometimes we forget to bring the greatness of our history with us.

Tuesday, January 21, 2020

The Sea in Beowulf and in Other Anglo-Saxon Poems Essay -- Epic of Beow

The Sea in Beowulf and in Other Anglo-Saxon Poems      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Is the sea mentioned only in Beowulf or is it a common element in all Anglo-Saxon poetry? Is the sea described the same way as in Beowulf? In Beowulf there is one reference after another to the sea. When Scyld died, â€Å"his people caried him to the sea, which was his last request,† where he drifted out into the beyond on a â€Å"death ship.† In the Geat land Beowulf, a â€Å"crafty sailor,† and his men â€Å"shoved the well-braced ship out on the journey they’d dreamed of,† to rescue the Danes from Grendel. â€Å"From far over the sea’s expanse,† the Geats came, â€Å"brave men who come over the sea swells.† In his welcoming speech Hrothgar recalls that the hero’s father â€Å"sought us Danes over the rolling waves,† and his warrior Unferth remembers that the hero â€Å"struggled with Brecca [youthful companion] in the broad sea in a swimming contest †¦ risked his life in the deep water †¦ hugged the sea, gliding through the boiling waves †¦ toiled seven nights in the sea.† A Dane â€Å"was tending to every courtesy† for Beowulf, for â€Å"such in those days could a seafarer expect.† King Hrothgar and Queen Welhtheow gave rich gifts â€Å"to those on the mead-bench who made the sea-journey.† In the Finnburh Episode, Hengest had to spend the winter months with Finn because â€Å"he could not steer his ring-prowed ship on the cold sea.†Ã‚   â€Å"Guthlaf and Oslaf spoke of their grief after the sea-journey.† The Danes carried Hildeburh, the queen of Danish ancestry, â€Å"over the sea.† â€Å"The surging waters† received Beowulf as he swam in pursuit of Grendel’s mother. During the battle Hrothgar and his retinue stared down at the â€Å"turbulent water.† Finally Beowulf returned, â€Å"protector of sailors, strong swimmer, to land.† Hrothgar, i... ... beat across wastes of water: far warmer to me are the Lord’s kindnesses than this life of death lent us on land. . . .   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Seafarer concludes with a rather lengthy prose exhortation to his heareres to fix their hopes on heaven.    The characters in the Old English poem Beowulf certainly delighted in the seas. From this essay it can be appreciated that their attitude toward the sea is both conflictingg with and comparable with that expressed in other Old English poems.    BIBLIOGRAPHY    Alexander, Michael, translator. The Earliest English Poems. New York: Penguin Books, 1991.    Chickering, Howell D.. Beowulf A dual-Language Edition. New York: Anchor Books, 1977.    TheSeafarer. In The Earliest English Poems, translated by Michael Alexander. New York: Penguin Books, 1991.   

Monday, January 13, 2020

Reflecting reality in film documentaries Essay

The paradox of reality stems from the fact that it is a combination of abstract and concrete concepts. Abstract since different kinds of reality can be subjectively formed and understood. It cannot be quantified from a single perspective alone. In the meantime, reality is concrete since it is something that each and every individual must readily confront. Reality is part of mankind’s constant struggle. The puzzling complexity that embodies the notion of reality is even more felt on how it is depicted, presented or articulated in other forms. Literature exploits the power of words to explain reality, singers capitalize on music. But the task becomes even harder as for the case of film makers who are expected to utilize both visual and musical elements to represent reality. In film-making, it cannot be denied that the use of different technologies somehow affect how reality is shown. For every filmmaker, there is the challenge to make their works of art convincing—convincing, in the sense that a film seems to devoid of any technological mediation and corporeal interest—and at the same time retaining the subject matter in its pure and organic form. With this pursuit, the emergence of film documentaries came into life. Kibborn once noted that film documentaries aim to offer a â€Å"window of the world (p. 53). † This would not come as a surprise since films, whether they are created for commercial purposes are indeed reflections of a much wider world view. Some filmmakers have fared well, while some, unfortunately, failed. On the other hand, there are others, who have seen film documentaries as a tool to immortalize not only their works but also their names. The film industry owes it all to the Lumiere Brothers. This generation would not experience the beauty and artistry of films if not for these two. Since early film tools and equipments are not that sophisticated during that time, silent films tend to dominate the (big screen). However, what is even more amazing in this context is the manner in which the Lumiere Brothers have managed to present reality with pure visual images alone. Films do communicate and try to reach to their respective audiences. But then again, the absence of sounds seems to make the presentation a bit complicated and difficult. However, if one would stick to the principle in which reality is comprised of events that are experienced in everyday lives, situations that are commonly confronted by ordinary people, it can be fairly said that the Lumiere Brothers stand out. If one has to take a closer look at Arrival of a Train (Nichols 83), such event is commonly encountered. The camera focuses on the train and the people that arrive in the station. A close shot is chosen as if trying to tell every intricate sequence and details of the said event. Unaware and unscripted, the actors are seen in their most natural ways and manners. Such technique is also used in Nanook of the North by Robert Flaherty. However, Flaherty incorporated some texts. Perhaps it can be argued that the Flaherty wants to make the a more vivid and descriptive storytelling approach. There is the intention to relate to the audience what is actually happening rather than to interpret the stories on their own. There is a scene in the film wherein the boat is being covered with a piece of cloth before going down the river. In this case, a close shot was again used, in order to show how intricate the processes are. Yet, during the part wherein the actual trek is going on, a long shot was utilized, thus readily evoking a feeling that the group is on their journey. The characters looked small during that shot and the notion of space and distance were further highlighted. From documenting everyday routines to inserting texts in the film, documentaries are also flavored with the directors’ political perspective as for the case of Dziga Vertov. Hicks even described Vertov as the so-called â€Å"genie† of propaganda films primarily because of its strong Marxist beliefs and visions (8). Taylor described that Vertov depicted reality through the montage technique (74). In this manner, Vertov, since he is also into propaganda reflects life beyond what is â€Å"ordinarily seen,† but rather it is on â€Å"how it should be seen (Taylor 74). † In the film, Three Songs of Lenin, different scenes are patched together. There is the part wherein a group of marching men were shown and followed by a scene that focuses on three statues. Another group of marching people is presented but this time, women, with holding high powered guns are also shown, then it goes back to the three statues. Vertov, as a propagandist who wanted to tell the people what life should be seem to purport that equality between men and women must be readily observed. At the same time, the three statues that are constantly shown is reflective of an ideology or school of thought that must be readily followed and practiced. In the meantime, John Grierson is a film critic who is one of those who laid down the foundations of realism theories in films (Aitken 162). Elis and Mclane noted that Grierson readily influenced many film makers (73). He is also responsible for proliferating such film genre in â€Å"English-speaking nations (Ellis & Mclane 73). Grierson firmly believes that in order to depict reality properly, reality should be free from all forms of manipulation—that it should be captured in its raw form rather than mastered in artificial environments (Aitken 167). Works Cited Aitken, Ian. European Film Theory and Cinema: A Critical Introduction. Scotland: Edinburgh Press, 2001 Ellis, Jack and Betsy McLane. A New History of Film Documentary. London: Continuum International Publishing, 2005 Hicks, Jeremy. Dziga Vertov: Defining Documentary Film. London: I. B Tauris Publishers, 2007 Kibborn, Richard. Staging the Real: Factual TV Programming in the Age of Big Brother. Oxford, UK: Manchester University Press, 2003 Nichols, Bill. Introduction to Documentary. Bloomington:Indiana University Press, 2001 Taylor, Richard. Film Propaganda: Soviet Russia and Nazi Germany. London: I. B Tauris Publishers, 1998

Sunday, January 5, 2020

An Importance of Social Justice - Free Essay Example

Sample details Pages: 4 Words: 1058 Downloads: 1 Date added: 2019/04/08 Category Society Essay Level High school Tags: Social Justice Essay Did you like this example? I am seated across my high school counselor in his tiny dim office where only his desk and two chairs fit. In between us, stands his computer and stacks of disorganized documents. He wants to discuss my academic goals, but I get distracted as a piece of food flies out of his mouth and onto his keyboard. Don’t waste time! Our writers will create an original "An Importance of Social Justice" essay for you Create order He is eating his lunch during our appointment, and just as I perceive his lack of interest, I dismiss the conversation entirely. I left the office feeling unimportant and simply a box to be checked off in the counselor’s to do list. Consequently though, it lit a spark of awareness. The realization of inequity and marginalization became more apparent throughout the years as a student. My experience as a former student from Los Angeles Unified initiated my interest for social justice, which then transformed into a commitment when I became a Special Education Teacher. Now, I am ready and excited to take this commitment to a larger scale and become a social justice school leader. I want to create a partnership with administrators, teachers, counselors, support staff, and parents to create a supportive learning environment where all students can thrive. This is my sixth year working at Sun Valley Magnet School, which has about 1,500 students and 93% receive free/reduced lunch. The same middle school I graduated from many years ago. I have taught in both the Special Day Program and in the Resource Specialist Program. As an educator, my students have always been at the center of my work, and I have strived to teach beyond the standards. For instance, co-teaching a unit in an English Language Development (ELD) course, where students did research on the crisis in Syria, had a Q A session with a Syrian immigrant, developed PSAs to present to peers, and concluded the unit with a fundraiser. Throughout this unit, I noticed my students’ attitude changing from passiveness to ownership and empowerment. I have also aimed to combat economically disadvantage student obstacles, such as poor assignment submission due to lack of technology at home and limited support from parents. Therefore, my classroom is open during lunchtime and afterschool for students to use the iPads/printer, and for tutoring. Additionally, I expose my students to opportunities that will enhance their personal development. For instance, nominating students to C5LA: an out-of-state college readiness program during the summer that covers all expenses. The work I have done for my students brings me great joy. Yet, I am aware that I am only scratching the surface, and that I am capable of doing more for them. In 2013, I undertook the role of Special Education Department Chair. This assignment led me to work more with adults where I experienced success, but also disappointment. The disappointment came in the form of prejudice. For instance, colleagues stating with frustration that certain students were unteachable. I noticed that these comments often referred to students with a Behavior Support Plan (BSP), and that teachers felt ill-equipped to deal with these behaviors. The disappointment I felt, changed into eagerness to take action and create an environment where both colleagues and students felt supported. With the assistance of other Special Education Teachers and coordinator, we led a Professional Development (PD). We discussed the role of the Resource Specialist Teacher, instructional and behavior support for students with an Individualized Education Plan (IEP). This PD has continued to be implemented every year, and has evolved and adjusted as the needs of our students and staff ch anged. For example, we became a span school (Grades 6-12), so now the PD is organized into two categories (middle school and high school) to make the topics relevant according to grade levels. This was my first time assuming a leadership role with a firm position for social justice. I learned to be observant of my learning community, and to work collectively to address its needs. An important goal that I hope to achieve as I pursue enrollment in the Principal Leadership Institute (PLI) is to help close the achievement gap that separates English Language Learners (ELL) with and without disabilities from their native English speaker peers. To start, I am interested in studying the effectiveness of shelter classes, which hold a high number of ELLs and students with an IEP. As the number of ELLs continues to increase and new rigorous assessments are enforced, I hope to establish a method of support for this group of students. Another goal that is important for me is to expand my knowledge and abilities to build a partnership with parents. I want parents to understand the unique support they provide to their children’s school success and to be active participants in their education. This objective is in part due to a conversation I had with a parent about the potential I saw in his son. My student was passing his classes with mostly C’s, but it was not a true reflection of his capability. The father replied that he himself had only completed elementary in his home country. If his son only graduated from middle school that was enough for him. As an immigrant myself, I understood this parent. I understood that this country has offered us opportunities that would be nearly impossible to attain in our home country. How dare we ask for more? At the same time, I understood that this way of thinking is in part what allows the cycle of oppression and marginalization in impoverished communities to con tinue. â€Å"We must stop being the canneries,† Janette. These words from a former student’s testimonial on the PLI website resonated with my commitment to social justice. I have a desire to provide quality education and for underrepresented groups to notice and accept their abilities to thrive in this country. This is why PLI and its focus on the political, legal, and social context are a perfect fit for me. These areas will help me understand how school mandates are formed, how they are enforced, and their impact on education. I believe that understanding this process will allow me to create an action plan to best support my students. I am truly committed to equity, quality, and empowerment. Joining PLI is a natural step for me, one I am prepared to take and work tirelessly for, with both effort, and eagerness.