The Mandala Archetype in Intertidal Life by Audrey Thomas :: Audrey Thomas Intertidal Life

The Significance of the Mandala Archetype in Intertidal Life      Ã‚  Ã‚  Ã‚  Ã‚   Audrey Thomas' novel Intertidal Life, is an account of a woman's struggle for Emmersonian self-reliance and identity. The main character, Alice Hoyle, is forced by her husband to undertake a perilous, painful, and chaotic journey into her subconscious, in order to find her "self". This struggle to obtain a new "self" identity and self-reliance is symbolized throughout the novel by the Jungian archetype of the Mandala; a circular image with a center that represents the: "wholeness of personality, [and] the center of the whole... It is the archetype of inner order; and it is always used in that sense, either to make arrangements of the many, many aspects of the universe-a world scheme-or to arrange the complicated aspects of our psyche into a scheme " (Psych,86). Therefore, in Intertidal Life, the Mandala is an archetype arising "when there is a great disorder and chaos in a [woman's] mind... It appears to bring order, showing the possibility of order and centeredn ess" (Psych,86) Alice Hoyle first experiences chaos and despair when Peter admits to Alice that he no longer loves Alice, and he wants to seek out and find himself. She interprets that the move to the island was simply a tact to get Alice easily out of Peter's life. As Alice says,"It's so strange. I've felt so close to you these last few months. I saw the new room, the move over here as something wonderful, a new beginning to our marriage. I guess what I saw as a sunrise, you saw as a sunset" (20). Moreover, as Alice realizes that her husband, Peter is having an affair with Anne-Marie, and her worldly values and ambitions are tossed upside down, she encounters her first Mandala type dream: one night, Alice had a dream of apples. She was holding Flora in her arms and people were pelting at them both with fruit... She was calling and calling for help (24).    In this dream, Alice is the focus of the center of attention, surrounded by people pelting her with apples. A schematic image is presented which is in the form of a Mandala. Out of this dream, she comes to the realization for the first time, that "the other woman" in Peter's life is Anne-Marie (24). Thus, this Mandala represents, that she is unwanted by Peter, must find away to protect herself from her emotions, and she must seek help, in redefining her life. The Mandala Archetype in Intertidal Life by Audrey Thomas :: Audrey Thomas Intertidal Life The Significance of the Mandala Archetype in Intertidal Life      Ã‚  Ã‚  Ã‚  Ã‚   Audrey Thomas' novel Intertidal Life, is an account of a woman's struggle for Emmersonian self-reliance and identity. The main character, Alice Hoyle, is forced by her husband to undertake a perilous, painful, and chaotic journey into her subconscious, in order to find her "self". This struggle to obtain a new "self" identity and self-reliance is symbolized throughout the novel by the Jungian archetype of the Mandala; a circular image with a center that represents the: "wholeness of personality, [and] the center of the whole... It is the archetype of inner order; and it is always used in that sense, either to make arrangements of the many, many aspects of the universe-a world scheme-or to arrange the complicated aspects of our psyche into a scheme " (Psych,86). Therefore, in Intertidal Life, the Mandala is an archetype arising "when there is a great disorder and chaos in a [woman's] mind... It appears to bring order, showing the possibility of order and centeredn ess" (Psych,86) Alice Hoyle first experiences chaos and despair when Peter admits to Alice that he no longer loves Alice, and he wants to seek out and find himself. She interprets that the move to the island was simply a tact to get Alice easily out of Peter's life. As Alice says,"It's so strange. I've felt so close to you these last few months. I saw the new room, the move over here as something wonderful, a new beginning to our marriage. I guess what I saw as a sunrise, you saw as a sunset" (20). Moreover, as Alice realizes that her husband, Peter is having an affair with Anne-Marie, and her worldly values and ambitions are tossed upside down, she encounters her first Mandala type dream: one night, Alice had a dream of apples. She was holding Flora in her arms and people were pelting at them both with fruit... She was calling and calling for help (24).    In this dream, Alice is the focus of the center of attention, surrounded by people pelting her with apples. A schematic image is presented which is in the form of a Mandala. Out of this dream, she comes to the realization for the first time, that "the other woman" in Peter's life is Anne-Marie (24). Thus, this Mandala represents, that she is unwanted by Peter, must find away to protect herself from her emotions, and she must seek help, in redefining her life.

Different Learning Theories Of Human Resource Development

Knowing a individuals larning manner enables larning to be orientated harmonizing to the preferable method. That said, everyone responds to and needs the motive of all types of larning manners to one extent or another – it ‘s a affair of utilizing importance that fits best with the given state of affairs and a individual ‘s acquisition manner penchants. Kolb ‘s larning theory sets out four different larning manners, which are based on a four phase larning rhythm. In this regard Kolb ‘s theoretical account is peculiarly elegant, since it offers both a manner to understand single people ‘s different acquisition manners, and besides an account of a rhythm of experiential acquisition that applies to us all. Diverging ( experiencing and watching – CE/RO ) Assimilating ( watching and believing – AC/RO ) Converging ( making and believing – AC/AE ) Accommodating ( making and experiencing – CE/AE ) Diverging people are able to look at things from different positions. They are sensitive. They prefer to watch instead than make, be givening to garner information and usage imaginativeness to work out jobs. They are best at sing concrete state of affairss several different point of views. Kolb called this manner ‘Diverging ‘ because these people perform better in state of affairss that require ideas-generation, for illustration, brainstorming. Peoples with a Diverging acquisition manner have wide cultural involvements and like to roll up information. They are interested in people, be likely to be originative and emotional, and be given to be strong in the humanistic disciplines. Peoples with the Diverging manner prefer to work in groups, to listen with an unfastened head and to have personal feedback. The Assimilating acquisition penchant is for a summarizing, logical attack. Ideas and constructs are more of import than people. These people require good clear account instead than practical chance. They do highly good at understanding broad runing information and forming it a clear logical format. Peoples with an Absorbing acquisition manner are less focussed on people and more interested in thoughts and abstract constructs. Peoples with this manner are more attracted to logically sound theories than attacks based on practical value. These learning manner people are of import for effectivity in information and scientific discipline callings. In formal acquisition state of affairss, people with this manner prefer readings, talks, researching analytical theoretical accounts, and holding clip to believe things through. For an illustration people who prefer the ‘Assimilating ‘ learning manner will non be comfy being thrown in at the deep terminal without notes and instructions. Converging people with a Converging learning manner can work out jobs and will utilize their acquisition to happen solutions to utile issues. They prefer proficient undertakings, and are less concerned with people and interpersonal facets. Peoples with a Converging acquisition manner are best at happening practical utilizations for thoughts and theories. They can work out jobs and do determinations by happening solutions to inquiries and jobs. Peoples with a Converging acquisition manner are more attracted to proficient undertakings and jobs than societal or interpersonal issues. A Converging acquisition manner enables high-quality and engineering abilities. Peoples with a Converging manner like to prove with new thoughts, to imitate, and to work with practical applications. The Accommodating acquisition manner is ‘hands-on ‘ , and relies on perceptual experience instead than logic. These people use other people ‘s analysis, and prefer to take a practical, experiential attack. They are attracted to new challenges and experiences, and to transporting out programs. They normally act on ‘gut ‘ inherent aptitude instead than logical analysis. Peoples with an Suiting acquisition manner will be given to trust on others for information than carry out their ain analysis. This learning manner is common and utile in functions necessitating action and enterprise. Peoples with an Suiting acquisition manner prefer to work in squads to finish undertakings. They set marks and actively work in the field seeking different ways to accomplish an aim. Peoples who like prefer to utilize an ‘Accommodating ‘ learning manner are likely to go defeated if they are forced to read tonss of instructions and regulations, and are unable to acquire custodies on experience every bit shortly as possible. However most people clearly display clear strong penchants for a given acquisition manner. The ability to utilize or ‘switch between ‘ different manners is non one that we should presume comes easy or of course to many people. Basically, people who have a clear acquisition manner penchant, for whatever ground, will be given to larn more efficaciously if acquisition is orientated harmonizing to their penchant. Honey and Mumford acquisition manners Honey and Mumford ( 1982 ) have built a typology of Learning Styles around this rhythm, placing single penchants for each phase ( Activist, Reflector, Theorist, and Pragmatist severally ) ; Kolb besides has a trial instrument ( the Learning Style Inventory ) but has carried it farther by associating the procedure besides to signifiers of cognition. Anonymous, ( 2010 ) There are four features of larning manners, Militant Theorist Pragmatist Reflector Militants involve themselves wholly and without unfairness in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, non discrediting, and this tends to do them excited about anything new. Their doctrine is: â€Å" I ‘ll seek anything one time † . They tend to move first and see the effects afterwards. Their yearss are filled with activity. They tackle jobs by brainstorming. Equally shortly as the stimulation from one activity has died down they are busy looking for the following. They tend to increase on the challenge of new experiences but are bored with execution and longer term consolidation. They are gregarious people invariably affecting themselves with others but, in making so ; they seek to center all activities on themselves. For an illustration, those people who learn by making. Militants need to acquire their custodies dirty, to plunge in with both pess foremost. Have an open-minded attack to acquisition, affecting themselves to the full and without prejudices in new experiences. Brainstorming job resolution, group treatment, competitions and function drama, these are the activities of Militants. Theorists adapt and combine observations into complex but logically sound theories. They think jobs through in a perpendicular, bit-by-bit logical manner. They learn disparate facts into logical theories. They tend to be perfectionists who wo n't rest easy until things are tidy and fit into a normal proposal. They like to analyze and unite. They are acute on basic premises, rules, theories theoretical accounts and systems believing. Their doctrine awards reason and logic. â€Å" If it ‘s logical it ‘s good. † Questions they often ask are: â€Å" Does it do sense? † â€Å" How does this tantrum with that? † â€Å" What are the basic premises? † They tend to be detached, analytical and dedicated to rational objectiveness instead than anything subjective or equivocal. Their attack to jobs is systematically logical. This is their ‘mental set ‘ and they stiffly reject anything that does n't suit with it. They prefer to maximise certainty and experience uncomfortable with subjective judgements, sidelong thought and anything light-minded. For an illustration, scholars like to understand the theory behind the actions. They need theoretical accounts, constructs and facts in order to prosecute in the acquisition procedure. Prefer to analyze and synthesise, pulling new information into a systematic and logical ‘theory ‘ . Pragmatists are acute on seeking out thoughts, theories and techniques to see if they work in pattern. They positively search out new thoughts and take the first chance to research with applications. They are the kind of people who return from classs full with new thoughts that they want to seek out in pattern. They like to acquire on with things and act rapidly and confidently on thoughts that attract them. They tend to be impatient with ruminating and open-ended treatments. They are basically practical, down to earth people who like doing practical determinations and work outing jobs. They respond to jobs and chances ‘as a challenge ‘ . Their doctrine is â€Å" There is ever a better manner † and â€Å" If it works its good † . For an illustration, people need to be able to see how to set the acquisition into pattern in the existent universe. Abstract constructs and games are of limited usage unless they can see a manner to set the thoughts into action in their lives. Experimenters, seeking out new thoughts, theories and techniques to see if they work Reflector like to stand back to chew over experiences and detect them from many different positions. They collect informations, both first manus and from others, and prefer to believe about it carefully before coming to a decision. The thorough aggregation and analysis of informations about experiences and events is what counts so they tend to reschedule making unequivocal decisions for every bit long as possible. Their doctrine is to be careful. They are thoughtful people who like to see all possible angles and deductions before doing a move. They prefer to take a back place in meetings and treatments. They enjoy detecting other people in action. They listen to others and acquire the impetus of the treatment before doing their ain points. They tend to follow a low profile and have a somewhat distant, tolerant relaxed air about them. When they act it is portion of a broad image which includes the yesteryear every bit good as the present and others ‘ observations every bit good as their ain. For an illustration, people learn by detecting and believing about what happened. They may avoid jumping in and prefer to watch from the out of boundss. Prefer to stand back and position experiences from a figure of different positions, roll uping informations and taking the clip to work towards an appropriate decision.Learning TheoriesThe Behaviorist Approach Some of our acquisition comes approximately as a response to a stimulation. We are larning from our detectors. We react to something outside ourselves. If the consequence is good for us, we learn to respond in similar manner in a similar state of affairs, while if the consequence is bad, we learn non to make that once more. This is the basic thought of the Behaviorist Approach which can be traced back to the work of Pavlov ( 1927 ) who taught Canis familiariss to salivate at the sound of a bell. Behaviorist dressed ores on modifying behaviour by support. Behavior that is seen as positive or good is reinforced by wagess. For an illustration auto insurance is reduced if you do non do a claim. Most people have experienced both positive and negative support. We can see that behaviourist larning theories have their strengths. However, this attack to acquisition has been critized as mechanistic and be givening to concentrate merely on certain behaviour. There is grounds to propose that support may necessitate changeless topping-up to stay effectual. Anonymous, ( 2010 ) The Cognitive Approach If some of our acquisition is reactive, some acquisition can besides be described as positive. That is we seek out information and attempt to do sense of it in order to understand better our universe and our topographic point in it. This is the footing of cognitive theories of acquisition, which make usage of the work of research workers such as Kohler ( 1925 ) and Piaget ( 1950 ) . Kohler worked with apes and Piaget concentrated on kid development, but their consequences have been applied more widely. For the cognitive, the cardinal characteristic of human existences for acquisition is that we are intelligent searchers. Harmonizing to cognitive attacks, we invariably find that our experience of the universe does non rather fit the manner we see the universe, and we try to make something about the misfit. We seek new information, we adjust our position of the universe, and we may make a new manner of seeing the universe. There are clear connexions here with some of the elements we noted earlier in the different phases of the acquisition procedure. The Social Learning Approach The societal acquisition theory proposed by Albert Bandura has become possibly the most of import theory of larning and development. While ingrained in many of the basic constructs of traditional acquisition theory, Bandura believed that direct support could non account for all types of acquisition. His theory added a societal component, reasoning that people can larn new information and behaviours by watching other people. Known as experimental acquisition ( or patterning ) , this type of acquisition can be used to explicate a broad assortment of behaviours. Psychology, ( 2010 ) Basic Social Learning Concepts 1. Peoples can larn through observation. Observational Learning In his celebrated â€Å" Bobo doll † surveies, Bandura established that kids learn and reproduce behaviours they have observed in other people. The kids in Bandura ‘s surveies observed an grownup moving sharply toward a Bobo doll. When the kids were subsequently allowed to play in a room with the Bobo doll, they began to reproduce the aggressive actions they had antecedently observed. Bandura identified three basic theoretical accounts of experimental acquisition: A unrecorded theoretical account, which involves an existent single representative or moving out a behaviour. A verbal instructional theoretical account, which involves descriptions and accounts of a behaviour. A symbolic theoretical account, which involves existent or fictional characters exposing behaviours in books, movies, telecasting plans, or on-line media. 2. Mental provinces are of import to larning. Intrinsic Support Bandura noted that external, environmental support was non the lone factor to act upon acquisition and behaviour. He described indispensable support as a signifier of internal wages, such as pride, satisfaction, and a sense of achievement. This accent on internal ideas and knowledges helps link larning theories to cognitive developmental theories. While many text editions place societal larning theory with behavioural theories, Bandura himself describes his attack as a ‘social cognitive theory. ‘ 3. Learning does non needfully take to a alteration in behaviour. While behaviourists believed that larning led to a lasting alteration in behaviour, experimental acquisition demonstrates that people can larn new information without showing new behaviours. The Modeling Procedure Not all observed behaviours are efficaciously learned. Factors affecting both the theoretical account and the scholar can play a function in whether societal acquisition is successful. Certain demands and stairss must besides be followed. The undermentioned stairss are involved in the experimental acquisition and patterning procedure:Attention:In order to larn, you need to be paying attending. Anything that detracts your attending is traveling to hold a negative consequence on experimental acquisition. If the theoretical account interesting or there is a fresh facet to the state of affairs, you are far more likely to give your full attending to acquisition.Retention:The ability to hive away information is besides an of import portion of the acquisition procedure. Retention can be affected by a figure of factors, but the ability to draw up information subsequently and move on it is critical to experimental acquisition.Reproduction:Once you have paid attending to the theoretical accoun t and retained the information, it is clip to really execute the behaviour you observed. Further pattern of the erudite behaviour leads to betterment and skill promotion.Motivation:Finally, in order for experimental acquisition to be successful, you have to be motivated to copy the behaviour that has been modeled. Support and penalty play an of import function in motive. While sing these incentives can be extremely effectual, so can detecting other experience some type of support or penalty. For illustration, if you see another pupil rewarded with excess recognition for being to category on clip, you might get down to demo up a few proceedingss early each twenty-four hours. Psychology, ( 2010 )Learning CurveA acquisition curve is a graphical representation of the altering rate of acquisition ( in the mean individual ) for a given activity or tool. Normally, the addition in keeping of information is sharpest after the primary efforts, and so on a regular basis evens out, intending th at less and less new information is retained after each duplicate. The larning curve can besides stand for at a glimpse the initial trouble of larning something and, to an extent, how much there is to larn after early cognition. For illustration, the Windows plan Notepad is highly simple to larn, but offers little after this. On the other extreme is the UNIX terminus editor VI, which is hard to larn, but offers a broad array of characteristics to get the hang after the user has figured out how to work it. It is possible for something to be easy to larn, but hard to get the hang or hard to larn with small beyond this. Wikipedia, ( 2010 )

Class and Its Derivatives

Class and Its Derivatives Class and Its Derivatives Class and Its Derivatives By Mark Nichol The Latin noun classis, meaning â€Å"category† or â€Å"fleet† or referring to a group of citizens called up for military duty, is the source of the word class and others derived from it, which are listed and defined in this post. In educational contexts, class pertains to a group of students (whether those enrolled in a particular course or in the same grade level), a course of instruction, or a meeting of such a course. In a socioeconomic sense, it refers to a stratum of social standing, in science it denotes a level of organization of living things, and in general it refers to a category. The verb class, meaning â€Å"categorize,† is used in the scientific and general senses, and the word serves as an adjective, including in the idiom â€Å"class act,† which offers an additional meaning equivalent to the adjective classy, meaning â€Å"elegant,† â€Å"refined,† â€Å"skillful,† or â€Å"well mannered.† The adjectives first-class and second-class literally pertain to a high and a moderate quality of accommodations during travel, respectively, and figuratively denote superiority and inferiority, respectively. (High-class and low-class are equivalent to the latter meanings.) The nouns â€Å"upper class† (pertaining to the affluent), â€Å"middle class† (those living a moderate lifestyle), and â€Å"lower class† (those with low incomes or none at all) also serve as adjectives. â€Å"Leisure class† refers to people wealthy enough that they are not required to work for a living. â€Å"Working class† describes people employed in jobs that do not necessarily require higher education as an employment qualification. (Underclass is similar in meaning.) The pejorative, condescending expression â€Å"chattering classes† alludes to political opponents who utter what are considered meaningless opinions. Terms related to education with the root class include classmate, referring to one enrolled in the same course or grade level, and classroom, denoting a room used for instruction. An upperclassman is a student in one of the two higher grade levels in secondary or postsecondary education (often identified as a junior or senior), and an underclassman has a standing in one of the two lower levels (a freshman or a sophomore.) (The female equivalents upperclasswoman and underclasswoman are rare.) Several terms based on class allude to a high quality of artistic achievement. Classic, as a noun or an adjective, alludes to something authoritative or typical, or long considered an exemplar of great achievement or high quality, though by extension it now describes anything memorable, even if merely because it is highly amusing or ironic. (â€Å"Did you see her trip and fall into her wedding cake? That was classic!†) â€Å"The classics† describes either the extant works of celebrated Greek and Roman writers or a nebulous body of more recent literature that those who claim to be erudite should be acquainted with. A style of architecture or art, including literature, that calls to mind the characteristics of corollary Greek or Roman achievements is referred to as classicism. Neoclassicism is an esthetic form influenced by classicism, and postclassicism denotes one that follows a period understood to be one of classicism. (The adjectival forms are classical, neoclassical, and postclassical.) Classical music is a form of sophisticated musical expression as distinct from simpler music such as folk or jazz. In terms of quality or social strata, other words derived from class include classism, meaning â€Å"discrimination based on class,† as well as classless, which can refer either to a lack of sophistication thought to be the result of being raised in an inferior class (dà ©classà © is a synonym for this sense adopted directly from French) or to someone who lives outside of class-based strictures or to freedom from class distinctions. Words pertaining to categorization include the verb classify and the adjective classified, which simply means â€Å"arrange into classes† but is also part of the standing phrase â€Å"classified ads† (sometimes truncated to â€Å"classifieds), which refers to advertisements divided into categories; the adjective also describes something categorized as being of restricted to a certain audience, such as a government document. Something that can be classified is classifiable, and classificatory describes something pertaining to classification. To outclass is to outperform someone considered to be in the same class, and a subclass is a further division of a category. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Creative Writing 101Top 11 Writing Apps for iOS (iPhone and iPad)â€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

Informative Abstract Example Essays

Informative Abstract Example Essays Informative Abstract Example Paper Informative Abstract Example Paper Essay Topic: Informative Ronnie Green Informative Abstract June 28, 2011 Image gap is the difference between how a person wants to look and sound compared to how they are actually viewed by others. Projecting your desired image can build trust and is critical to successful communication. Projecting an inappropriate image, however, can erode trust and cause others to doubt your abilities. Four components of your overall image are your projected first impression, your depth of knowledge, your breadth of knowledge, and your enthusiasm. Your projected first impression is the initial impact you make on another person due to your dress, voice, grooming, handshake, eye contact, and body language. First impressions tend to be long lasting and difficult to overcome. To create a positive first impression, you should have a firm but not overpowering handshake. Sit and walk in a straight yet relaxed manner. Maintain high standards of personal hygiene and grooming. Speak clearly while naturally varying your tone and volume. Finally, dress appropriately for your job responsibilities and work environment since skillful dressing can evoke positive responses to your personality. Depth of knowledge refers to how well you know your area of expertise. Demonstrating your depth of knowledge can project credibility and demand respect. You can develop depth of knowledge by studying company policies and industry standards. You can also take advantage of training programs offered by your company. Breadth of knowledge reflects your ability to communicate with others on topics outside your area of expertise. Breadth of knowledge allows you to more easily develop rapport with others. It will also allow you to increase your circle of influence with various types of people. You can increase your breadth of knowledge by reading a variety of books and magazines, watching and listening to a diverse selection of television and radio programs, and interacting with a wide array of individuals. If you encounter a person whose interests you are not familiar with, you can quickly gain knowledge and show interest by asking questions. An appropriate level of enthusiasm demonstrates your sincere interest in a subject and desire to accomplish a task. Enthusiastic people tend to work harder, longer, and more accurately than those who are not enthusiastic. Additionally, your enthusiasm, positive or negative, will spread to those around you. These elements help dictate the response you receive from others in everyday interactions. A positive response demonstrates successful interpersonal relations. It will also foster open, honest, and trusting communications.

The Opium Wars essays

The Opium Wars essays The Opium Wars were really not about Opium. Instead, they were a result of Western (especially British) desires to further their economic interests in China. In addition to rigid restrictions under the Canton System of trade, the British suffered from a negative trade deficit with China. Therefore, I feel that Opium was only a symptom of a much larger problem, that problem being that the Westerners wanted a virtually unrestricted trading environment that served their interests. The Chinese had little use for Western goods for as they saw it, China was the Middle Kingdom, the center of everything civilized. The opposite was true of Westerners. Westerners, especially the British, loved tea. In addition to tea, they also purchased large quantities of silk and rhubarb (Hsu, 150) along with beautiful Chinese porcelain. This deficit was reduced once the sale of the Indian Patna and Malwa Opium commenced around 1820. Even though opium trade was forbidden by imperial decree, the Opium trade continued and flourished, especially along Chinas South Coast. Addiction was so bad by the 1830s that most men under 40 had smoked Opium at one time in their lives. The number of people addicted during that decade is estimated to be around 12 million. In order to compensate for the trade deficit, the Chinese exported silver, which began to drain the treasury. In the words of one government official "If we continue to allow this trade to flourish, in a few dozen years, we will find ourselves not only with no soldiers to resist the enemy, but also with no money to equip the army ( Chesneaus Jean, 55). Even though Opium is a drug and it is bad, I believe that the Chinese would have had a fit over any product that was draining their economy and benefiting the barbarians. If Opium was so evil and bad, why were there so many people in government and military ranks addicted to it ...

Biblical narratives Coursework Example | Topics and Well Written Essays - 250 words

Biblical narratives - Coursework Example Narratives genre enables a clear understanding and even communicating the bible message that correspond a form of story and personal testimony which is sometimes characterized by holy script. This is, of course, fundamental modernity that allows communication among human beings. In fact the Old Testament presents a true story of salvation and powerful recital that gives substance of liturgy, catechesis and faith. In itself, the proclamation of any Christian kerygma amounts to absolutely telling of life, death and later resurrection of Jesus Christ (Fee, 2011, p. 106). According to Free and Stuart, this appears to be narrative in nature as the gospel accounts it. With respect to this narrative approach, it helps in distinguishing between analytical and theological reflection of everything that life has. The most of analyst methods which are proposed today begin from study of the ancient model of some narratives genre, while others base themselves on present day analogy in one way or another (Fee, 2011, p. 106). This is contrary to the scriptural interpretation which is aimed at reflecting the present, past and future scenarios that believers go through. Instead of reading the entire bible narrative in order to understand the major theme, purpose, flow and plot of the narrative, majority of us just read through to catch the drama, as well as the power of the story. We simply assume that we have seldom grown up with the old testament of gospel and we are familiar with everything. What has to be remembered is that, these biblical narratives were written by authors who were inspired with the Holy Spirit and should not just be interpreted as an ordinary story in its literal meaning. Since narratives do not only teach each doctrine directly, it does not necessarily mean that one must not learn some doctrine from biblical narratives. Rather than teaching

Racial Differences in America Essay Example | Topics and Well Written Essays - 1000 words

Racial Differences in America - Essay Example This paper suggests some courses of action to achieve racial equality in the future of United States of America. My view on the course of action to take is as a result of the historical lessons as espoused by Franklin. History of Racial Inequality in America. Since the first settlers landed on the New World, issues of equality and justice among races have been and continue to be debated strongly, often violently. Right from the beginning when the white settlers encountered the Native Americans, to the latter European settlers and to the African slaves bonded to serve their white masters, inequality existed. Negroes languished lowest on the equality ladder, even those that had never been enslaved. This was due to both the laws of the land and customs of the enslavers. All these despite the fact that Negro labor is what brought development in most parts of America. It was their hard labor that made it possible to farm, mine, explore the interior of the continent and build infrastructur e. It was difficult to end slavery since the trade in humans brought profits to the shippers and merchants and most other traders. Meanwhile, the white colonialists also felt that paying taxes to the British Monarchy was enslaving them. By mid 18th century, they were clamoring for emancipation from British rule that forced them to remit taxes. They, white settlers, were also against British policy of condemning and outlawing slavery and the slave trade as a whole. Among them were those who felt it was hypocritical to want freedom from British bondage while they owned slaves. Slaves too began voicing their need for freedom from the settlers who wanted the same from their colonial masters. Thomas Jefferson, a co-author of the declaration of independence and a slave-owner himself, attempted to appeal to the British crown to abolish slavery and slave trade and declare universal equality. Sadly, he also was of the opinion that the black man was physiologically and intellectually inferior to the white man. The white patriots later expunged these sections from the draft declaration (Franklin 14). The abolition of slavery in the Northwest Territory in 1787 marked a significant step in securing the Negroes’ inalienable rights as human beings. Still, there were calls to deport slaves as soon as they were emancipated, for most settlers still found it hard to regard them as equals. They thought that the manumitted Negroes would cause chaos and it would be safer to return them to Africa than live with them. This proved an insurmountable task due to the sheer numbers of slaves. Free blacks lacked suffrage, and even though they were no longer bound by slavery, they lived as pariahs in society. They also had to pay higher taxes than whites, prohibited from testifying against whites in court, serving in the military or even owning real estate. Such injustices sowed the seeds of revolution and demands for equality and human rights. Inequality Today. In the eighteenth cen tury, the black slave was a property just like a table in the living room. Property could not be given away freely for that meant economic loss. The white settlers were against slave emancipation mainly due to economic reasons. Apart from losing property, freeing a slave meant the loss of cheap manual labor. The white settlers would have to pay for laborers to till their farms, build their bridges and carry loads. A free former slave also meant competition for