The Pursuit of Happiness and the Union of Aristotle and Genesis Essay

The Pursuit of Happiness and the Union of Aristotle and Genesis Two major schools of thought broadly influenced the development of the moral code of Western Civilization. The Judeo-Christian tradition gave us faith and God through the text of the Bible. The ancient Greeks gave us philosophical inquiry and "the Good" through the teachings of Socrates, Plato, and Aristotle. In his Nichomachean Ethics, Aristotle proposes that "the Good" is the highest end of man’s actions. Happiness is "the Good" because it is the only end man pursues with no other end in mind. A man obtains this highest end by living his life in a virtuous manner. In marked contrast, a careful reading of Genesis shows that, in the world of the Hebrews, the highest end of a man’s actions is faith in and communication with God himself. Oneness with God is the highest end because no other god exists. A man obtains this highest end by obeying God’s commands and fulfilling God’s plan for him. On first examination, the differences between these two construc ts seem negligible. But when we look closely at the ways in which the men of Genesis obtain their highest ends, we find that their means are less than virtuous in the eyes of Aristotle. To reach God, the ends seem to justify the means, while to reach "the Good", the virtuous path is crucial. Although this inherent difference in the two systems of morality seems to oppose them to one another, the difference between them has actually helped meld them together to form our modern view of happiness. We need both views: that wicked means will corrupt even the best ends, and that good ends can justify any means. In fact, there are stories in each text that describe a man who finds happiness through God, or "the Good," ... ...e which cannot be taken away; second, according to Genesis, because we have been given happiness by communion with a God who is ever present. Although not everyone considered to be a member of Western society holds these views on happiness, one can see these two roots in our construct of happiness. In our very American constitution, we acknowledge our inalienable right to the "pursuit of happiness." This phrase represents nothing other than the ultimate union of Aristotle and Genesis: we are guaranteed as humans, as a God-given right, the ability to strive for happiness through the Aristotelian process. NOTES 1. Aristotle, Nichomachean Ethics, trans. Martin Ostwald (Upper Saddle River: Prentice Hall, 1999). 2. Genesis, trans. Robert Alter (New York: W.W. Norton & Company, 1996). 3. The Holy Bible, King James Version (New York: American Bible Society).

Chinese Discrimination in the United States Essay

The Chinese immigrated to the United States in during the 1800s; Official records show that before 1857, 46 Chinese immigrants were in the United States. Over the next 30 years more that 200,000 Chinese had immigrated to the United States. This immigration wave was largely because of the push of the awful conditions in China and the pull of the discovery of gold, and, job opportunities in the west (Immigration and the United States, Schafer, 2006). During the 1860s railroad work was abundant. The two lines, Central Union and Pacific Union, were the largest employer of the Chinese and the Irish. Working the Central Union was dangerous work through rough terrain. The work was dominated by the Chinese. Despite being 90% of the laborers the Chinese were paid less that the Irish who were 10% of the laborers. This dual labor market continues until the completion of the railroads. Regardless of being the majority of the laborers, the Chinese were excluded from the Golden Spike ceremony in Promontory, Utah. After the completion of the completion of the railroad, the Chinese immigrants continued to accept work that others would not do. This caused an industrial dependence on cheap labor to fuel the American economy. The Chinese were welcome as the economy needed them. When the labor was finished, they were no longer welcome. The Chinese welcome was short lived because of stereotypes that were prevalent before immigration. American traders and Protestant missionaries spoke to the American people of the Chinese exotic and sinister manners. These stereotypes caused sinophobia. This sinophobia directly resulted in the â€Å"Yellow Peril†, a threatened expansion of Asian populations as magnified in western immigration (answers. com). Takai, in 1989, noted that the fear of the Yellow Peril shattered any appetite to learn more about the customs of the Chinese, or, themselves as a people. Sinophobia was compounded when the government passed the Chinese Exclusion Act of 1882. This government action not only outlawed Chinese immigration and naturalization for 10 years, but it led the American people to further discrimination; any thought that the discrimination was unjust and unfounded was alleviated through the governmental act. At the end of the act’s 10 year run, it was continued another 10 years, and, the practice continued into the 20th century. On December 17, 1943, the Magnuson Act repealed the Exclusion Act. Repealing the act allowed growth and assimilation of the Chinese people. â€Å"The Chinese exhibit high affluence combined with a relatively high degree of segregation from Whites in a few metropolitan areas (Lee, C. N. , 2004). Redlining leads to the belief that the manisfestation of suburban ethnic districts may alleviate the need to bodily intergrate with Whites to obtain greater socioeconomic success. Despite the menial jobs the Chinese continued to grow financially, and, the affluent Chinese continued to live next door to their poorer neighborhood, an act of self-segregation; with the self-segregation encouraged forming their own chamber of commerce, public library, and hospitals. â€Å"The true destructive nature of residential segregation reared the discrimination perpetuated by the Federal Housing Administration (FHA), Homeowners Loan Act, Department of Housing and Urban Development (HUD), the real estate industry, banks, and other financial institutions (Massey & Denon, 1993). Chinatown, San Francisco, is not just the largest Chinese Town outside of Asia, but is the largest example of redlining. The 1870 anti-Chinese ordinances passed in San Francisco to curtail housing and employment options. The ordinances passed successfully pushed the Chinese into an unwanted area. Having them in one area made it easier for San Francisco law enforcement of curfews. In the San Francisco bay area the garment industry is made up of 53% Asian workers, mostly women. â€Å"These ‘sweat shops’ are overcrowded, not well ventilated and poorly lit† (urbanhabitat. org). The garment workers are exposed to particles and toxic chemicals. Many women bring their children to work with them, and the particles and chemicals are known to be especially are harmful to children. Many Asian-American associates support reverse discrimination against Asian-Americans as demonstrated by being denied college entrance (asianam. com). Many Chinese are making donations to the very organizations that are anti-Chinese, in exchange for denial of Asian-American’s denial to colleges and universities. Thomas Espenthade and Alexandria Walton Radford examined data on students applying to college in 1997 and discovered what looks to be different standards for different racial groups. They found that Asian-Americans needed to have nearly perfect SAT scores of 1550 to have the same chances as other races which were requiring scores of 1100 to 1410. They also noted that other races were three to 15 times more likely to be accepted to university. Stephen Hsu noted that it appeared that the university’s magically end up with 20% Asian students. One Princeton lecturer asked if that number represents the â€Å"Asian Ceiling†. Is affirmation action working? â€Å"Advocates of affirmation action argue that it is needed because of historical discrimination. Maybe that was true in 1970, but it is no longer true affirmative action is now a part of the minority machine, an indispensable component which is perpetual victimhood† (jonstosselfoxnews. com). Yet another straddle that the Chinese have endured is the Glass Ceiling. Although experienced by both men and women, a double jeopardy has been attached to Chinese women. A Chinese man has a better opportunity to move up the ladder than a Chinese woman. In general, at Lawrence Livermore National Laboratory in 2000 one in 10 is on the professional staff while one in 25 was a manager (Varma, 2004). As a whole, the Chinese are underrepresented as CEOs. Board members, and high level managers. While researching this essay I have discovered that the Chinese-Americans have endured. Upon arrival in the 1800s. I have become more culturally aware of their movement to quash stereotypes and discrimination, and there attempt to mainstream there culture in the United States. 1) asianam. com 2) jonstosselfoxnews. com 3) Lee, C. N. , 2004 4) Massey & Denon, 1993 5) Immigration and the United States, Schaefer, R. D. , 2006 6) urbanhabitat. org 7) Varma, 2004.

Purdue University Acceptance Rate, SAT/ACT Scores, GPA

Purdue University is a public research university with an acceptance rate of 58%. Students can apply to Purdue using the Common Application or Coalition Application. When applying, students must indicate a first and second choice major. Purdue notes that they consider your grades relating to your intended major in the application review process. Considering applying to Purdue? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Why Purdue University? Location: West Lafayette, IndianaCampus: Purdues main campus spreads across 2,600 acres with an additional 15,000 acres dedicated to agricultural and industrial research. Athletic facilities include two 18-hole golf courses and the 62,500-seat Ross-Ade Stadium.Student/Faculty Ratio: 13:1Athletics: The Purdue Boilermakers compete in the NCAA Division I Big Ten Conference.Highlights: Along with strong STEM fields, Purdue earned a chapter of Phi Beta Kappa for its strengths in the liberal arts and sciences. Students can choose from over 200 undergraduate majors, 80 graduate programs, and over 900 clubs and organizations. Acceptance Rate During the 2017-18 admissions cycle, Purdue University had an acceptance rate of 58%. This means that for every 100 students who applied, 58 were admitted, making Purdues admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 53,442 Percent Admitted 58% Percent Admitted Who Enrolled (Yield) 27% SAT Scores and Requirements Purdue requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 76% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 590 680 Math 590 730 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Purdues admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Purdue scored between 590 and 680, while 25% scored below 590 and 25% scored above 680. On the math section, 50% of admitted students scored between 590 and 730, while 25% scored below 590 and 25% scored above 730. Applicants with a composite SAT score of 1410 or higher will have particularly competitive chances at Purdue. Requirements Purdue does not require the SAT writing section. Note that Purdue participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. SAT Subject tests are not required at Purdue. ACT Scores and Requirements Purdue University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 51% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 24 33 Math 26 32 Composite 25 32 This admissions data tells us that most of Purdues admitted students fall within the top 22% nationally on the ACT. The middle 50% of students admitted to Purdue received a composite ACT score between 25 and 32, while 25% scored above 32 and 25% scored below 25. Requirements Purdue does not require the ACT writing section. Unlike many universities, Purdue superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the middle 50% of Purdue Universitys incoming class had high school GPAs between 3.5 and 3.9. 25% had a GPA above 3.9, and 25% had a GPA below 3.5. These results suggest that most successful applicants to Purdue have primarily high B grades. Self-Reported GPA/SAT/ACT Graph Purdue University Applicants Self-Reported GPA/SAT/ACT Graph.   Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Purdue University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Purdue University, which accepts over half of applicants, has a selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being admitted. Note that students with grades and test scores that were on target for Purdue still got rejected, while students were accepted with test scores and grades below the norm.  This is because Purdue has a holistic admissions process involving other factors beyond your grades and test scores. A strong application essay and Purdue supplement can strengthen your application, as can participation in meaningful extracurricular activities and a rigorous course schedule. Students with particularly compelling stories or achievements can still receive serious consideration even if their test scores are outside of Purdues average range. As the scattergram above reveals, students who are admitted to Purdue tend to have strong GPAs and test scores. The blue and green represent accepted students so you can see that the majority of students who got into Purdue had a high school average of B or higher, an ACT composite score above 20, and a combined SAT score (ERWM) above 1050. The chances for admission increase as those grades and test scores go up. All admissions data has been sourced from the National Center for Education Statistics and Purdue University Undergraduate Admissions Office.

Information Technology and Process Technology of Malaysia...

1.0 INTRODUCTION | In this rapidly changing world, people are relying very much on airline companies to support both their personal and professional activities. Therefore, as people demand the great speed transportation, the airline companies have to challenge themselves in providing the best products and services to meet the needs and wants of the customers. In the airline industry, the efficiency is a vital component to run the business; it thus should be achieved by investing in new and advanced technologies that can steadily support the company in running and operating its business. One of the airline companies that recognize this value is Malaysia Airlines; it has consistently embraced the advancements of technology to develop its†¦show more content†¦The focus on quality of customer service can be obviously seen from its new branding strategy slogan â€Å"MH is Malaysian Hospitality† which is intended to bring to its customers, not merely the hospitality of Malaysia Airlines, but also the Hospitality of Malaysia (Kam, 2008). Malaysia airlines currently use a combination of Airbus and Boeing fleets in operating its flight services, namely A380, A330-200, A330-300, B737-400, B737-800, B777-200ER, and B747-200, equipped with the state-of-the-art ‘Select’ in-flight entertainment system to keep the passengers entertained and engaged throughout the flight. On the other hand, passengers with special needs and assistance such as walking disabilities, sight disabilities, medical clearance, and special meal requests are also taken upmost care onboard all Malaysia Airlines flights provided with early information or request with the reservation staffs upon ticket reservation. Travel insurance is another product that is offered by Malaysia Airlines, it is meant to provide customers with coverage over cancellation, medical, baggage and other things. Thus, in order to ensure that all customers enjoy the benefits of the insurance, it segments them into three categories of travellers, domestic traveller, international traveller and annual traveller (Malaysia Airlines, 2012). Besides that, a total of 14 airports lounges namely ‘Golden Lounge’ scattered strategically throughout the world, is available forShow MoreRelatedE-Commerce Strategies for Airasia1576 Words   |  7 PagesE-COMMERCE STRATEGIES Low cost per average seat kilometer AirAsia focused on ensuring a competitive cost structure as its main business strategy. It has been able to achieve a cost per average seat kilometer (ASK) of 2.5 cents, half that of Malaysia Airlines and Ryanair and a third that of EasyJet. AirAsia can lease the B737-300s aircraft at a very competitive market rates due to the harsh global market conditions for the second-hand aircrafts because of the September 11th event in 2001. Low distributionRead MoreThe Strategy Of Airasia X1236 Words   |  5 PagesProblem Statement In 2001, AirAsia was founded by Tony Fernandes. After six years, Fernandes realized the company should create a airline separated from AirAsia to focus on the low cost long-haul market which he called AirAsia X. 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An Unlikely Friendship Grows in John Boynes The Boy in...

John Boyne’s book â€Å"The Boy in the Striped Pyjamas† is set in the area bordering Nazi Germany and Poland in the 1940s. The story concern a young German boy named Bruno, his family and the unlikely friendship he has between another boy named Schmuel, imprisoned in Auschwitz. The major theme of the book is shown through the bonds of friendship and how in the most of unlikely circumstances friendship can survive and exist between people possessing an extensive and most restrictive division. A second theme is the evil and the intolerance which existed around these times of the Nazi regime and the Holocaust, as seen by the Germans having the Jews in the concentration camp. And the third theme is the curiosity and innocence of Bruno, Shmuel and†¦show more content†¦For, in Berlin Bruno has quite a more normal and homely life with friends and family always at his fingertips, and all of his favourite places has, and all of which set in a vibrant and happy city. Whilst his life at Auschwitz is lesser than that, as he is unable to do even half of the things he could back in Berlin, making his time there very bleak to him. These sorts of feelings are felt all throughout the novel through Bruno again and again by his constant repetition of comparison about these locations. We see this setting and theme as being a way to highlight the feelings the Jews must have felt, being moved from their luscious life of being free to the tough and death ridden. Whilst the Germans have all of the riches and pleasure of a normal life, while the Jews are forced into a life of death and pressed labour. We the reader take this on to give further division of the races, making any action to break such a boundary to be very prominent and clear to their meaning. Secondly, the next theme is friendship as it is shown to highlight that the most unlikely of people are able to become friends, Bruno the German, with Schmuel the Jew. The clear division which makes this friendship is displayed through existence the fence, being used as a way of dividing the two races. Which in turn is reflected by the locations of Berlin and Auschwitz. Not only that butShow MoreRelatedLiterature Review Outline : The Boy In The Striped Pajamas1164 Words   |  5 PagesReview Outline: The Boy In The Striped Pajamas â€Å"The Boy In The Striped Pajamas† weaves a thread of intricate and compelling details through the description of each event that occurs within this book. For example, this novel features a descriptive scene where Bruno (protagonist) encounters a fence, which holds many Jews captive; this event takes you on a journey where you can experience the border that divides us, and how we may deal with that border - as Bruno faces. John Boyne has created aRead MoreLiterature Review : The Boy s The Striped Pajamas1784 Words   |  8 PagesReview Outline: The Boy In The Striped Pajamas â€Å"The Boy In The Striped Pajamas† weaves a thread of intricate and compelling details through the description of each event that occurs within this book. For example, this novel features a descriptive scene where Bruno (the protagonist) encounters a fence, which holds many Jews captive; this event takes you on a journey where you can experience the border that divides us and how we may deal with that border - as Bruno faces. John Boyne has created

Patriarchy has tactfully created a myth that motherhood is the only sphere that is essentially ordained for women Essay Example For Students

Patriarchy has tactfully created a myth that motherhood is the only sphere that is essentially ordained for women Essay Patriarchy has tactfully created a myth that motherhood is the only sphere that is essentially ordained for women. Women as a sex are considered to be the natural reproducers of mankind naturally supposed to be the child bearers and rearers. Patriarchy celebrates this innate capacity of women as the so called woman à ¢Ã¢â€š ¬Ã¢â‚¬Å" power. It indulges in an exaggeration of the motherly values of nature. Self effacement, unconditional love and devoted service are demanded from women for the perpetuation of patriarchal norms. This results in an idealization of motherhood which confines women to their role as nurturers. Feminists from the West, recognise this vicious trap à ¢Ã¢â€š ¬Ã¢â‚¬Å" that patriarchy elevates motherhood and misleads women is order to exploit and circumscribe them. Feminists maintain that motherhood as constructed by patriarchy is highly oppressive. It is far from being a liberatory and enriching experience for all women. It has been very important to contest the point of patriarchy that happiness comes only through motherhood and attack this myth which denies women their range of possibilities and opportunities. Betty Friedan relates the true essence of motherhood in her book The Feminine Mystique : Motherliness is a way of life. It enables a women to express her total self with the tender feelings, the protective attitudes, the encompassing love of the motherly women 58 But patriarchy misuses it as an instrument to subordinate women as a whole. The experience of maternity has been channelled to serve male interests and to stabilize the patriarchal laws as the universal law for women. In addition, the sanctity of motherhood is accepted only when acknowledged by matrimony. The man made society commands that motherhood is valid only within the bounds of marriage and it desecrates unwed motherhood as a curse for women. Simone de Beauvoir puts this aptly : Maternity in particular is respectable only for married woman; the unwed mother remains an offense to public opinion, and her child is a sever handicap for her in life. 482 The feminists of the West understand the tyranny that goes on behind the glorified label of motherhood. Patriarchys motive is always to enslave women and motherhood serves as a powerful way in enabling them to do it. Motherhood, as rewarded to women by men, only serves to hamper the progress of both women and their children. . The social responsibility of the caring of children lies entirely on the mothers and they are expected to devote their time and their entire self on their children. Feminists are rebellious over this attractive mystique framed with motherhood that exalts womanhood to divinity. They realise that mothers are silenced with this myth are made to be mute. Feminists bring to light this suppression that comes upon women in disguise. They sense that this blind life is unhealthy for a woman. They emphasise that the understanding that mothering and self sacrifice are not mystically paired would be a healthy change for society as for women Naomi 222 The aversion for motherhood can be noted in many women characters constructed by women writers. Kate Chopin 1950 1904 is one such writer of the nineteenth century who effectively denounces the mystique that patriarchy associates with motherhood. In her works, she extols motherhood that does not damage the freedom of the mother or demand complete dedication and self denial from the mother. She attached no importance to the glamorous mystique that patriarchy hands around motherhood. She discharged both the roles meticulously the role of a mother and the role of a writer. One role didnot disturb the other. In The Awakening, Chopins masterpiece Edna Pontellier also shows no regard for motherhood. She did not consider it to be a sacred duty, for which she had to sacrifice herself and devote her entire being. .Chopin specifies that Edna, the protagonist is not a mother woman26. .u1d2bf5534779cd0e3e7a8b9d89d7b087 , .u1d2bf5534779cd0e3e7a8b9d89d7b087 .postImageUrl , .u1d2bf5534779cd0e3e7a8b9d89d7b087 .centered-text-area { min-height: 80px; position: relative; } .u1d2bf5534779cd0e3e7a8b9d89d7b087 , .u1d2bf5534779cd0e3e7a8b9d89d7b087:hover , .u1d2bf5534779cd0e3e7a8b9d89d7b087:visited , .u1d2bf5534779cd0e3e7a8b9d89d7b087:active { border:0!important; } .u1d2bf5534779cd0e3e7a8b9d89d7b087 .clearfix:after { content: ""; display: table; clear: both; } .u1d2bf5534779cd0e3e7a8b9d89d7b087 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1d2bf5534779cd0e3e7a8b9d89d7b087:active , .u1d2bf5534779cd0e3e7a8b9d89d7b087:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1d2bf5534779cd0e3e7a8b9d89d7b087 .centered-text-area { width: 100%; position: relative ; } .u1d2bf5534779cd0e3e7a8b9d89d7b087 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1d2bf5534779cd0e3e7a8b9d89d7b087 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1d2bf5534779cd0e3e7a8b9d89d7b087 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1d2bf5534779cd0e3e7a8b9d89d7b087:hover .ctaButton { background-color: #34495E!important; } .u1d2bf5534779cd0e3e7a8b9d89d7b087 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1d2bf5534779cd0e3e7a8b9d89d7b087 .u1d2bf5534779cd0e3e7a8b9d89d7b087-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1d2bf5534779cd0e3e7a8b9d89d7b087:after { content: ""; display: block; clear: both; } READ: causes of pearl harbor EssayEdna rejects the role of a nurturer as she cannot efface herself and treat motherhood as the ultimate destiny of essential motherhood. What makes Edna not a mother woman is her refusal to give herself for her children. Her motherhood is arbitrary, imposed and unwilled. She affirms that she would give her life up for her children but she would not give herself up 136. She would give up the inessential but she would not give up her very being 67. Though Edna loves her children, she is unable to accomodate both motherhood and autonomy and conceives an independent existence of her own. So she resorts to suicide. Motherhood does not restrain her from attaining her identity through death. She attacks the mystique of motherhood in her own way by preferring death to surrendering her own self to patriarchy. Another writer of the twentieth century, who showed her vehement latred towards motherhood and the patriarchal constraints on it, is Sylvia Plath. Sylvia Plath never inclined to stoop to serve patriarchy in any way. She disregards the patriarchal definitions of motherhood. Plath felt that motherhood will stifle her and damn her into the domestic sphere that patriarchy assigns for women. In The Bell Jar Esther Greenwood believes that having a baby will lead her inescapably into the trap of patriarchy. To stay away from patriarchal clutches and to remain free and uninhibited, she decides to sterilise herself. Only after this, she confidently states: I was my own woman 182. As per patriarchal definitions, it is motherhood which is the essence of a woman and it culminates her life as a woman. But Plath explodes this myth of motherhood that patriarchy has so successfully and effectively built. For her, writing gives her the identity that she requires to live a worthy and healthy life. Motherhood is only a tiresome burden that robs her of her identity, both as a woman and as a writer. Hence, it is obvious that women writers of the West as the two American writers cited above, are against the male prescriptions of motherhood. In the Indian context, male advocates of womens freedom such as Periyar, Thiru . V. K. Bharathi, Tagore and Gandhiji have also exalted motherhood to divinity. But they are not exceptions to endorsing the mystique on motherhood built by patriarchy. THe same idea is emphasised in Madame Bovary by Flaubert and Anna Karenina of Tolstoy. A Woman, as Mother, should be seen on a balanced scale as a being whose self is not trampled upon. Motherliness can be celebrated, but not at the altar of sacrificing the innate capabilities in a woman. This balanced picture should emerge from studies regarding women in different cultures. Only when women demystify and deconstruct the biased patriarchal definitions of motherhood, they can get empowered to venture out into the world of biased men.

The Role of Civic Education Essays - Democracy, Civics,

The Role of Civic Education The Role of Civic Education I. Introduction Societies have long had an interest in the ways in which their young are prepared for citizenship and in how they learn to take part in civic life. Today that interest might better be described as a concern-in fact as a growing concern, particularly in democratic societies. There is evidence aplenty that no country, including our own United States, has achieved the level of understanding and acceptance of the rights and responsibilities among the totality of its citizens that is required for the maintenance and improvement of any constitutional democracy. In the past decade we have witnessed dramatic demands for freedom on the part of peoples from Asia to Africa and from Central and Eastern Europe to Latin America. And as we have seen one totalitarian or authoritarian regime after another toppled and fledgling democratic governments replace them, we may have become too optimistic about the future of democracy. We also may have become too complacent, too sure of democracy's robustness or of its long term viability. History, however, teaches us that few countries have sustained democratic governments for prolonged periods, a lesson which we as Americans are sometimes inclined to forget. Americans, of course, should take pride and confidence from the fact that they live in the world's oldest constitutional democracy and that the philosophical foundations underlying their political institutions serve as a model for aspiring peoples around the world. The "shot heard 'round the world" two centuries ago at the opening of the American Revolut ion continues to resound today, and it should remind Americans that free institutions are among humanity's highest achievements and worthy of their full energies and earnest devotion to preserve. Americans also should realize that civic education is essential to sustain our constitutional democracy. The habits of the mind, as well as "habits of the heart," the dispositions that inform the democratic ethos, are not inherited. As Alexis de Toqueville pointed out, each new generation is a new people that must acquire the knowledge, learn the skills, and develop the dispositions or traits of private and public character that undergird a constitutional democracy. Those dispositions must be fostered and nurtured by word and study and by the power of example. Democracy is not a "machine that would go of itself," but must be consciously reproduced, one generation after another. Civic education, therefore, is-or should be-a prime concern. There is no more important task than the development of an informed, effective, and responsible citizenry. Democracies are sustained by citizens who have the requisite knowledge, skills, and dispositions. Absent a reasoned commitment on the part of its citizens to the fundamental values and principles of democracy, a free and open society cannot succeed. It is imperative, therefore, that educators, policymakers, and members of civil society make the case and ask for the support of civic education from all segments of society and from the widest range of institutions and governments. It is relatively easy for a society to produce technically competent people. But the kind of society Americans want to live in and the kind of government they want to have requires effort and commitment on the part of its citizens. Americans want a society and a government in which human rights are respected in which the individual's dignity and worth are acknowledged in which the rule of law is observed in which people willingly fulfill their responsibilities, and in which the common good is the concern of all. Making that kind of society, that kind of government a reality is the most important challenge Americans face and the most important work they could undertake. II.What is civic education? Civic Education in a democracy is education in self government. Democratic self government means that citizens are actively involved in their own governance; they do not just passively accept the dictums of others or acquiesce to the demands of others. As Aristotle put it in his Politics (c 340 BC), "If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be attained when all persons alike share in the government to the utmost." In other words, the ideals of democracy are most completely realized when every member of the political community shares