Essay on Chivalry - 2466 Words

Chivalry Chivalry, as defined by Encyclopedia Americana is a system of values and ideals of conduct held by knights in medieval Europe. In its institutional form, chivalry was an informal, international order to which many, but not all, of the ruling class (nobility) belonged. The word is derived from the Latin caballus (horse) through the French chevalier (â€Å"horseman† or knight). Chivalry was born from Feudalism in the late middle ages introducing a new, feminine point of view stressing virtue and ethics. It was a time of renewal and need. There were new towns and cities of trade everywhere, thus creating the need to travel. However, in order to travel there must be someone left behind to tend to the work that must be done.†¦show more content†¦One of the most influential women of medieval times was Eleanor of Aquitane. She greatly contributed to the growth of Chivalry and Courtly Love. She was married several times, first to King Louis VII of France and then to King Henry II of England. Her travels allowed her to be influential to both countries. Even before her marriages she owned great amounts of land, making her very powerful. This was a rarity for a woman in her time and she was not afraid to use her power to gain advantage. She at one time accompanied her first husband, Louis VII, on his second Crusade contrary to what the church (ruling government at the time) said. Poets received encouragement from Eleanor to write poems and sonnets from a womans point of view, this was also unheard of before the late Middle Ages. During her marriages, there were rumors of affairs had by the â€Å"Great Queen†. Along with her plans to lead her sons in a rebellion against their father, these rumors were enough to cause Henry II to lock Eleanor away as a punishment until the time of his death. During the reign of her son King Richard, Eleanor started the â€Å"Courts of Love† which contributed to giving women a higher standing in soc iety. The â€Å"Courts of Love† were a gathering of enthusiastic young women who debated and ridiculed the ideals of love presented to them by poets and knights of the court.Show MoreRelatedChivalry Is Not Dead : Chivalry1781 Words   |  8 Pagesme a superhero...I’m doing it because I can take this one moment out of my day to demonstrate the archaic act of chivalry. Some say that chivalry is dead... Chivalry is not dead...chivalry is merely changed and if I have to be honest I would say that chivalry is changed for the better. The problem people have with modern day chivalry is its correlation with their definition of â€Å"chivalry†... which is...according to Webster’s dictionary, â€Å"Gallantry, courtesy and honor. The noble qualities a knight wasRead MoreChivalry Essay1802 Words   |  8 PagesHow important was chivalry in molding the cultural world of the upper classes? The word chivalry comes from the French term â€Å"chevalrie† which when literally described meant the warrior attributes of armed knights on horseback. When the word was first used it did not have many, if any, of the moral or social aspects with which were later attributed to it. Reaching the later periods of the Middle Ages there begins to be a consensus opinion on the definition of a chivalrous knight. This knight wouldRead MoreMedieval Chivalry Essay1668 Words   |  7 PagesEach different aspect of the code of chivalry held a separate role in society. Whether it be religious or barbaric, chivalry tended to hold a moral guideline among those who followed it. This moral guideline held them true to their duties to man, God, and women (Sex, Society, and Medieval Women). All of which are reflected in the three themes of Chivalry: Warrior chivalry, religious chivalry, and courtly love chivalry (Sex, Society, and Medieval Women). These three hold their individual roles, allRe ad MoreThe Code of Chivalry Essay1032 Words   |  5 Pagesmotto of chivalry is also the motto of wisdom to serve all, but love only one† (Balzac 1). During the Medieval Age, there once existed a moral system that introduced a set of conducts such as, virtues, honor, and courtly love. This was known as the Code of Chivalry. These codes where available and practiced in knights daily life. The idea of chivalry is extremely valuable to the people, that even everything a knight wore symbolized something valuable or unique. In other words, chivalry was no gameRead MoreThe Use Of Gunpowder And Firearms Triggered The Decline Of Chivalry1224 Words   |  5 PagesMilitary speaking, it is often stated that the introducing of gunpowder and firearms triggered the decline of chivalry. Richard Kaeuper, on the contrary, explains that this improved military technology â€Å"may be too abrupt, for who would not be reluctant to sign a specific, dated death warrant to mark the end of [chivalr y, which is] so persistent and so complex.†1 Moreover, it is not the first time that knights had to adapt to new military techniques. For instance, during the Hundred Year War (1337-1453)Read More The Contradiction of Chivalry and Courtly Love Essays899 Words   |  4 PagesThe Contradiction of Chivalry and Courtly Love Two conflicting disciplines are prevalent throughout Arthurian Legend; that of chivalry and that of courtly love. The ideal of each clash throughout the medieval tales, and it is impossible to interfuse the two models for society. Chivalry is a masculine code, an aggressive discipline, whereas courtly love is based upon women - their needs, wants, and desires. The consistent problem if Lancelot and Guinevere’s adulterous relationship in differentRead More The Decline of Chivalry Explored in Araby and AP Essay1211 Words   |  5 Pagesrealize that romantic gestures—in fact, that the whole chivalric view [sic] --- are, in modern times, counterproductive†. These stories, despite the differences between the two characters, clearly show that the character’s world is changing, with chivalry becoming more obsolete. â€Å"Araby† tells the story of a young boy who romanticizes over his friend’s older sister. He spends a lot of time admiring the girl from a distance. When the girl finally talks to him, she reveals she cannot go to the bazaarRead MoreEssay about Chivalry in the Middle Ages: Illusion or Reality?1922 Words   |  8 PagesThe ideals of chivalry are inextricably linked with the medieval period, and even today it is an ideal we still pay lip service to. Many historians however have questioned whether the knights and nobility of the time actually took it any more seriously than we do. Johan Huizinga described it as â€Å"a cloak for a whole world of violence and self-interest† , an â€Å"illusion of society [that] clashed with the reality of things† , and in our rather cynical age, this is probably the predominant view of theRead MoreThe Code Of Chivalry And The Fundamental Thoughts And Actions Of Human Nature1499 Words   |  6 PagesMary Gamboa English 2223 Jennifer Smith 26 November 2015 Sir Gawain†¦ Chivalric? By analyzing Sir Gawain’s attempts of following the Code of Chivalry and the fundamental thoughts and actions of human nature helps to further analyze Gawain’s character. The definition of Chivalry is the â€Å"set of values and code of conduct for the medieval knightly class† (Shatz) examining Gawain’s attempts to achieve his goal of being the perfect chivalric knight, the nature of his obstacles has to beRead More Chivalry in Sir Gawain and the Green Knight, The Knight’s Tale, and Malory’s Morte2061 Words   |  9 Pages The term â€Å"chivalry† refers to one of the most popular medieval social ideals. Indeed, this term has excited the imagination of poets and readers throughout history, and modern cultures continue to revise the chivalric ideals of past ages. However, pinpointing what the term meant within the medieval period is difficult at best. The source of this difficulty lies within the fact that there was never one consistent definition for chivalry. Indeed, the meaning of the word seems to shift between

The Bill of Rights and Protection of Civil Liberties Essay

The Bill of Rights and Protection of Civil Liberties When the English came to America to escape religious persecution, things commenced at a shaky start. For example, Puritans fled from England because of religious persecution. They were being physically beaten because of their religious beliefs therefore they attempted to create a Utopia or City upon a hill in the New World. There City upon a hill began with a government based on religious beliefs. It developed into a government which condemned those who did not believe in the Puritan beliefs. For example, one had to believe in the Puritan religion and attend church to vote and become a member of the Puritan society. This practice further developed into a†¦show more content†¦After its ratification, the Bill of Rights evolved into more realistic terms. The Federalists began to notice the importance of the Bill of Rights as much as the AntiÄ Federalists had. During the next few years the Bill of Rights began to be accepted by the American people as the essence towards freedom. As it was noticed more and more over the years, the Bill of Rights became the basis for individual rights. It entitled the American people to rights which they had not experienced before such as the freedom of press and speech. In Tennessees Monkey Trial of 1925, John Scope, a science teacher, was convicted for teaching evolution. Only 43 years later would that state law be overturned. This constant evolution of the Bill of Rights has made it what it is today, a document claiming that the American people have certain unalienable rights. In 1868, the 14th Amendment was drafted to insure that peoples rights towards life, liberty, and property would not be deprived by the state governments without due process of law. Here, the most basic rights of the people were secured from the state governments. In Minersville School District vs. Gobits, Lillian Gobitas refused to salute the American flag. She was a devout Jehovahs Witness and was told not to `Heil Hitler nor any other creature. This straight-A student was eventually expelled and here father, Walter, took the case to the Supreme Court. In 1940 the CourtShow MoreRelatedCivil Liberties And Civil Rights1318 Words   |  6 Pageschanges in order to protect the rights of U.S. citizens. Moreover, these changes have occurred by much insistence and court cases from the people. Out of these changes, civil rights and civil liberties have erupted in order to protect the lives of citizens even more. Who we are as citizens of the United States can be characterized by the concept of civil rights and civil liberties, the idea that the constitution protects the major rights enumerated in the Bill of Rights, marginalized groups, the secondRead MoreArticle Vii Of The U.s. Constitution State That Laws Passed By Congress946 Words   |  4 PagesVI is intended to state that the rights and liberties of citizens are secure. Unless the government can prove that it has a very good reason to control individual’s freedom. By virtue of being human, all individuals are in possessions of certain natural rights, such as the righ t to a free trial and freedom of speech, freedom of religion. Civil liberties are freedoms that are guaranteed protection of people from an over-powerful government. Civil liberties are rights that cannot be restricted by governmentRead MoreCivil Liberties and Civil Rights Essay1296 Words   |  6 PagesCivil Liberties (And how they differ from civil rights) If the fires of freedom and civil liberties burn low in other lands, they must be made brighter in our own. If in other lands the press and books and literature of all kinds are censored, we must redouble our efforts here to keep them free. If in other lands the eternal truths of the past are threatened by intolerance, we must provide a safe place for their perpetuation. Franklin Delano Roosevelt, 1938 (Isaacs 66) Freedom of speechRead MoreCivil Liberties And Civil Rights851 Words   |  4 PagesCivil liberties and civil rights are very commonly used statements, which can be carelessly misused. Both statements are similar to some degree, but do hold different meanings. These statements may seem exactly the same, but by true definitions, the difference between both is unmistakable. Civil liberties are the protections against government actions. Civil rights, however, is positive actions of government should take to create equal conditions for all Americans. Civil liberties are rights forRead MoreThe Liberties Of The United States853 Words   |  4 PagesIn the United States, citizens have rights, and the United States Constitution guarantees these rights. The Bill of Rights states the basic liberties of the people of this nation in the first ten amendments in the U.S. Constitution. However, these liberties can be met with denied liberty, while sacrificing freedom, as people live in fear threatened by racism, religious beliefs, police brutality, invasion of privacy, and the horrific terrorism acts on United States soil. The first amendment protectsRead MoreThe Freedom Of Civil Liberties1460 Words   |  6 PagesThe Freedom of Civil Liberties One might ask the importance of civil liberties after so many years. The answer is that we are all touched by these liberties every day. Even though civil liberties were embedded into the Bill of Rights in the late 1800’s, we today, as Americans, still have the right to be protected against any abusive power used by the government (Bianco Canon, 2015, p. 106). Although Americans are protected fully today, it took over a century for all civil liberties to be implementedRead MoreCivil Liberties And Civil Rights Essay1451 Words   |  6 PagesCivil Liberties and Civil Rights Civil liberties and civil rights is something that is very important to everyone living in the United States. However, when it comes to both civil liberties and civil liberties, it is in fact aimed directly at the government. It is aimed directly at the government due to the fact that there must exist a balance between the freedom of an individual and how much power the government is able and willing to limit an individual. With the diversity that the UnitedRead MoreCivil Rights And The Bill Of Rights Essay1280 Words   |  6 Pagesof rights and liberties worldwide is a luxury that all countries do not have and are not given to them. In America the people have the Constitution and the Bill of Rights that enumerate their inalienable rights. In the State of Texas there is also a constitution and a Bill of Rights for the people. One of the most important rights in the Texas Bill of Rights in the constitution is Article 1 Section 3 and 3a titled Equality and Equality Under the Law. There are differences between civil rights andRead MoreCivil Liberties And Civil Rights1500 Words   |  6 PagesAssignment One: Civil Liberties v. Civil Rights Linsey (Lins) Morgan - Student ID: 3104067 GOVT - 2305 - 71063 Northlake College Had I been born a mere 60 years earlier, I would likely be in jail. Before discussing the U.S. Supreme Court decision which has preserved my freedom, I would like to examine the nature of civil rights and civil liberties. Next, we will look at some of the historical context which would have found me jailed. Lastly, we will conclude by looking at the impact of the U.S. SupremeRead MoreShanice Johnson Week 3 Civil Liberties Essay1135 Words   |  5 PagesMaterial Civil Liberties and Rights Timeline and Synopsis Instructions Complete the following timeline with entries that demonstrate the development of civil liberties and rights over time. In part two, write a brief essay of at least 350 words which discusses specific social movements and how they relate to the development of civil liberties and rights. Part One: Civil Liberties and Rights Timeline Complete the second column with brief descriptions of key decisions on civil liberties. Include

Confucius (3019 words) Essay Example For Students

Confucius (3019 words) Essay ConfuciusAs Confucius philosophy still remains in the heart of many Chinese people. His images of the greatest professional teacher of all time, the greatest philosopher in Chinese history and his influence toward the future and the past 2000 years of Chinese civilization has made his thought the essence of the Chinese culture. He always said the importance of teaching could change the future of the civilization. And he also encouraged his students to explore the various things to learn, but be very selective and careful. The purpose of Confucius teaching was practical and designed to help each person improve his character and conduct, and perhaps become prepared for an official position in the court. According to one passage in the Analects, Confucius taught four things: culture, conduct, loyalty, and truthfulness.1 Culture consisted of literature and music. Confucius suggested the value of each: Let a man be stimulated by poetry, established in character by the rules of propriety, and perfected by music.2 These pursuits were means by which one may achieve the higher ideal of following the Way. The gentleman extensively studies literature and restrains himself with the rules of propriety. Thus he will not violate the Way.3 And also Set your heart upon the Way. Support yourself by its virtue. Rely on goodness. Find recreation in the arts.4 Confucius put the moral duties before the arts as the essential activities of the gentleman. A young mans duty is to behave well to his parents at home and to in love to all, and to cultivate the friendship of the good. If, when all that is done, he has any energy to spare, then let him study the cultural arts.5 Confucius taught many topics around these subjects, but the most importance of these is the propriety, ritual and the Way of being a Gentleman. From these to achieve the Jen. Confucius had one overwhelming message: if we are to achieve a state of orderliness and peace, we need to return to traditional values of virtue . These values are based entirely on one concept: Jen, which is best, translated as humaneness. This humaneness is a relatively strange concept to Western people, because it is not primarily a practicable virtue. The rules of propriety offered a code of accepted behaviour that demonstrated to themselves and others that they were cultured and proper gentlemen. For Confucius, the gentleman knew and behaved according to the rules of propriety. In the first chapter of Analects, Yu-Tzu gives the value of the rules of propriety. Among the functions of propriety the most valuable is that it establishes harmony. The Way of the ancient kings from this harmony got its beauty. It is the guiding principle of all things great and small. If things go amiss, and he who knows the harmony tries to achieve it without regulating it by the rules of propriety, they will still go amiss.6 Confucius explains what can happen if conduct is not guided by propriety. Courtesy not bounded by the rules of proprie ty becomes tiresome. Caution not bounded by the rules of propriety becomes timidity, daring becomes insubordination, straightforwardness becomes rudeness.7 Nevertheless, Confucius did not believe in over-wallowing in ceremonies, and the feelings should be proper to the situations. In ceremonies it is better to be sparing than extravagant. Funeral ceremonies should be observed in deep sorrow rather than in fear.8 By the same mean, When substance, one becomes pedantic. When substance and refinement are properly blended, then one is a gentleman.9 Confucius knew that the ancient routes had been reduced in his time, and that such reduction was politic. Were anyone today to serve his prince according to the full rules of propriety he would be thought a sycophant.10Many Confucius students were interest to become officials in government and so as Confucius himself, wanted the opportunity to advise rulers. His aim is to put his knowledge into practice. A man may be able to recite the three h undred Odes; but, if when given a post in the government, he does not know how to act, or when sent on a mission to far parts he cannot answer specific questions, however extensive his knowledge may be, of what use is it to him.11 Nevertheless, an official must improve himself and regulate his own conduct before he could hope to rule over others. Hence, self-improvement was prerequisite to engaging in politics. If a minister makes his own conduct correct, he will have no difficulty in assisting in government. But if he cannot rectify himself, how can he possibly rectify others?12 Despite Confucius illustrates wisdom and Jen as essential to ruling, they still must be accomplished with dignity, and according to propriety. He explains why. He whose wisdom brings him into power, needs goodness to secure that power. Else, though he gets it, he will certainly lose it. He whose wisdom brings him into power and who has goodness to secure that power, if he has not dignity to approach the com mon people, they will not respects him. He whose wisdom brought him into power, who has goodness to secure that power, and dignity to approach the common people, if he handles them contrary to the rules of propriety, full excellence is not reached. 13Confucius believed that officials political action should follow the Way. His actions will vary depending on whether the government is following the Way or not. Confucius gives this advice for the different circumstances:Have sincere faith and love learning. Be not afraid to die for pursuing the good Way. Do not enter a state that pursues dangerous courses, nor stay in a chaotic one. When the Way prevails under Heaven, then show yourself; when it does not prevail, then hide. When he Way prevails in your own land and you are poor and in a humble position, are ashamed of yourself. When the Way does not prevail in your land and you are wealthy and in an honourable position, are ashamed of yourself. 14These was someone misunderstand how to put the Way into practice. ChiKang-tzu asked Confucius if it would be a good idea to kill those who had not the Way in order to help those who had the Way. Confucius said, You are there to rule, not to kill. If you desire what is good, the people will be good. The essence of the gentleman is that of wind; the essence of small people is that of grass. And when a wind blows over the grass, then it bends.15 The proper relationship between a ruler and his minister is the ruler should love his people, while the minister should be loyal to the ruler. Confucius explains the proper behaviour of each. How can he be said truly to love, who exacts no effort from the objects of his love? How can he be said to be truly loyal, who refrains from admonishing the objects of his loyalty?16 Confucius summarizes the art of the ruler as follows:A country of a thousand war-chariots cannot be administered unless the ruler attends strictly to business, punctually observes his promises, is economical in exp enditure, loves the people, and uses the labour of the peasantry only at the proper times of year.17The main subject matter in Confucius teachings was how to become a good and virtuous person by improving his own character. When Tzu-lu asked if courage was to be esteemed by the gentleman, Confucius said, The gentleman holds justice to be of highest importance. If a gentleman has courage but neglects justice, he becomes insurgent. If an inferior man has courage but neglects justice, he becomes a thief. 18 Confucius main methods for achieving these virtues was learning. However, learning is not enough to fulfil the need. People must be able to think. He who learns but does not think is lost; he who thinks but does not learn is in danger.19 Confucius also mentions the friendship and the virtues of faithfulness and sincerity. First and foremost, be faithful to your superiors, keep all promises, refuse the friendship of all who are not like you; and if you have made a mistake, do not be afraid of admitting the fact and amending your ways.20 Confucius explain to his students which kinds of friends are beneficial and which are harmful to their characters. There are three sorts of friendships which are advantageous, and three which are injurious. Friendships with the upright, friendships with the sincere, and friendships with those well informed are advantageous. Friendships with those who flatter, friendships with those of weak principle, and friendships with those talk cleverly are injurious.21 The master also reveal there are three sorts of pleasures which are advantageous, and three which are injurious. Finding pleasure in the discriminating study of ceremonies and music, finding pleasure in discussing the good points in the conduct of others, and finding pleasure in having many wise friends, these are advantageous. But finding pleasure in profligate enjoyments, finding pleasure in idle gadding about, and finding pleasure in feasting, these are injurious.22Ritual, was an important subject of study. It has been illustrate by the poetry and music from the study of Confucius. It is also the Way of teaching people to the Gentleman level. If a man is not humane, what has he to do with ritual? If a man is not humane, what has he to do with music?23 Confucius had explain the relationship between ritual and Jen in greater details. Yen Hui asked about humaneness. The master said,To subdue oneself and return to ritual is humane. If for one day a ruler could subdue himself and return to ritual, then all under Heaven would respond to the humaneness in him. For does humaneness proceed from the man himself, or does it proceed from others?do not speak what is contrary to ritual, and make no movement, which is contrary to ritual.24Poetry had broader humanistic values for understanding oneself and other people, and even increased ones awareness of the natural world. My children, why do you not study the Book of Poetry? The Odes serve to stimulate the mind. T hey may be used for purposes of self-contemplation. They teach the art of sociability. They show how to regulate feelings of resentment. From them you learn the more immediate duty of serving ones father, and the remoter one of serving ones prince. From them we become largely acquainted with the names of birds, beasts, and plants.25Confucius was also a great lover of music and played some himself. However, the teaching of this art was apparently handed over to the Grand music master to whom Confucius gave his ideas on how music should follow the ideal of the ancient pattern and then allow for some improvisation while still maintaining harmony. Their music in so far as one can find out about it began with a strict unison. Soon the musicians were given more liberty; but the tone remained harmonious, brilliant, consistent, right on till the close.26 Ssu-ma Chien quotes this exact passage, but then goes on to give more information in regard to Confucius use of poetry and music. Farewell To Manzanar EssayThe gentleman has nine cares. In seeing he is careful to see clearly; in hearing he is careful to hear distinctly; in his looks he is careful to be kind, in his manner to be respectful, in his words to be sincere, in his work to be diligent. When in doubt he is careful to ask for information; when angry he has a care for the consequences; and when he sees a chance for gain, he thinks carefully whether the pursuits of it would be right.34The essential purpose of Confucius philosophy was to help people to become good. The propriety, ritual, and the Way to be a Gentleman are just the first step of the Confucius theory. Self-improve, unionize family, rule the state, and conquer the world.35 These are the levels a superior man must go through. In order to become the superior man, self-improvement is the fundamental part of the success. Although Confucius might be not a modern Master, but his sayings and his encouragement of personality development will never be forget. As the Chinese people and the world stepping into the next millennium, Confucius will be in the minds of many people, as they think of the greatest teacher in Chinese history. BibliographyNotes1. Analects 7.24 Cf. A. Waley, The Analects of Confucius (London, 1938)2. Analects 8.83. Analects 6.254. Analects 7.65. Analects 1.66. Analects 1.127. Analects 8.28. Analects 3.49. Analects 6.1610. Analects 3.1811. Analects 13.512. Analects 13.1313. Analects 15.3214. Analects 8.1315. Analects 12.1916. Analects 14.817. Analects 1.518. Analects 17.2319. Analects 2.1520. Analects 9.2421. Analects 16.422. Analects 16.523. Analects 3.3 Confucius, Raymond Dawson (Oxford University Press, 1981)24. Analects 12.1 Confucius, Raymond Dawson (Oxford University Press, 1981)25. Analects 17.926. Analects 3.2327. Lin Yutang, Wisdom of Confucius, p.81-8228. Ibid. p.8229. Ibid. p.8330. Ibid. p.67-6831. Hsu, Cho-Yun, Ancient China in Transition p.161,16332. Analects 12.433. Analects 16.734. Analects 16.10Philosophy

Nathaniel Hawthornes the Ministers Black Veil Essay Example

Nathaniel Hawthornes the Ministers Black Veil Essay Nathaniel Hawthorne’s writings have had the history of relating to a certain times in his life. The stories were not fully based on what he went there or what his family had done, but the idea of them had come his imagination and from his life. The guilt and alienation that â€Å"The Minister’s Black Veil† has seems to have a relation to the guilt that Hawthorne felt about what his family had done in Salem. Hawthorne’s desire to separate himself from his family was very strong. He moved out of Salem and he changed his name by simply adding a â€Å"w† to his name to distance himself even more form them. (Ruben Essay, 2). The full detail of the events that took place in connection to Hawthorne’s family is not fully discussed but the humiliation and embarrassment that he felt for the acts they committed followed him throughout his life. Although one can allude that Hawthorne’s imagination was the source of the writing of The Minister’s Black Veil, but is his imagination the only thing that helped him write such tales? The guilt and alienation that that Mr. Hooper has in The Minister’s Black Veil is related to the guilt and alienation that Hawthorne had because of the things that his family had done in Salem. The behavior of his uncle during the Salem Witchcraft Trials shadowed him for years. He used these tales to represent and demonstrate the shame and the guilt he had felt for so many years and the shame that his uncle should have felt, that he was never able escape. The narrator of the Minister’s Black Veil never details the reason for Mr. Hooper wearing the veil. We will write a custom essay sample on Nathaniel Hawthornes the Ministers Black Veil specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nathaniel Hawthornes the Ministers Black Veil specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nathaniel Hawthornes the Ministers Black Veil specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Veil symbolizes the hidden sins that he had committed himself, the sins of his parishioners and the sins of all humans. He carried the sins and the shame of not only himself but of everyone. The veil represents his inability to obtain goodness and righteousness of God. Another factor that leads to the meaning of the veil is the smiles that Mr. Hooper often does throughout the tale. For example on page 193 when he and his wife are having the argument â€Å"Mr. Hooper’s smile glimmered faintly† and also on page 199 on his death bed. Father Hooper fell back upon his pillow, a veiled corpse, with a faint smile lingering on the lips†. His smiles are often the same; they come in and grimily fade away. He smiles beneath the veil and this demonstrates the imprisonment of souls that have secret sins. It’s like they are showing themselves for that split second and then they go hide again behind the veil. On page 199 of the text Mr. Hooper speaks before his death: â€Å"when man does not vainly shrink from the eye of his Creator, loathsomely treasuring up the secret of his sin; then deem me a monster, for the symbol beneath which I have lived, and die! I look around me and, lo! In every visage a Black Veil! † Mr. Hooper is bringing shame to all that had looked at him, not only for their unknown sins but, to all that had started and repeated rumors of his reason for wearing the veil. To the love of his life that had left him for not removing the veil he wears her sins as will. Mr. Hooper wore is veil in openness, which represents the fact that he wore his sins in the open of light not in the closeness of the dark. He put his sin out for all to see he did not hide them, but they all head theirs and in doing so he was able to see what they tried to hide, he saw that same black veil on their faces as he wore. Montbriand’s essay supports this theory of the meaning of the veil (pages 1-3) with the following quotes. (1) â€Å"The assumption that the veil hides something and is donned by Hoper to send a message to the congregation. But critics have overlooked another effect of the veil, which not only hides the face of the wearer from the view but also colors his view of the world†. This comment supports the fact that the veil is related to the darkness of sin. Not only do others see the darkness when looking at him but he sees this same darkness when he looks out at the world. (2) â€Å"The veil as a marker of some specific crime Hooper has committed, the veil as the embodiment of Original Sin, humanity’s tendency to transgress against the laws of God; and the veil as a signal of Hooper’s excessive pride. † The Veil undoubtedly is associated with the guilt of his sins and other and the alienation he received from other for wearing the veil. Throughout the text he makes statements that give leads as to why he is wearing the Veil. As a religious person like many I am aware of being washed of your sin’s when you come to deaths door as well as the day God shall return to the earth and take us all. This typical regions belief is displayed. Mr. Hooper makes note of this as well. â€Å"There is an hour to come, said he, when all of us shall cast aside our veils. Take it no amiss, beloved friend, if I wear this piece of crape till then. † Here is representing this and his dedication and determination to wearing the veil. He will not be separated from it until due time of his death. The whole mood of the tale is gloomy and unpleasant it has this uncertainty at the end that leaves one with several questions as to what was the true meaning and purpose of him having to bear this burden and wear this veil. The end is somewhat giving of the true reason or meaning of the veil, Montbriand’s (p. 1) believed that the events that took place right before Hooper’s death were not as strong as they could have been. The message that was given could have been more powerful and clearer. He waits until his deathbed to say anything about the veil, and even then he speaks rather ambiguously†. I agree with Montbriand’s, but I also feel that this is the style in which Hawthorne writes, for him to have been more forth coming in the end about the true meaning of the veil would have changed the story and the writer and changing himself is not what he wanted to do in order to reach the reader. These same feelings are displayed in an opposite setting in the tale Young Goodman Brown. In one â€Å"The Minister’s Black Veil he is covering up the faces of sin and in â€Å"Young Goodman Brown he is exposing the faces of sin. Instead Mr. Hooper head behind the veil of evil and sin, but Mr. Brown brought light to the evil and sin that was going on. Both of these tales tie together the same similar point of view and symbol/symbolism. For one it is the black veil and for the other it is the pink hair ribbons. The connection between the two tales is the symbolism and the point of view the narrator takes. They both have the gloomy feeling of a life lost to sin or faith lost to sin. They both represent faith and losses of it. Either, it being related to hiding behind sins or losing faith because of the sin that surrounds you. The symbolism in Young Goodman Brown is the pink ribbon which represents Faiths innocence. The point of view of the tale swings back between the narrator and Mr. Brown. The reader gets the thoughts of Mr. Brown and the objective view of his behavior. This technique is similar to that of Mr. Hooper in The Minister Black Veil. Mr. Hoper’s veil represents the Sins. The point of view of this tale also swings back and forth between the narrator and Mr. Hooper, just like with Young Goodman Brown. The only difference is the narrator in this tale is unknown. We are still privileged to the thoughts of Mr. Hooper and the actions and thoughts of the people around him. There are things in Young Goodman Brown that The Ministers Veil do not have, like romanticism and foreshadowing but, the factors they do share like symbolism and point of view show how Hawthorne’s personal experiences with faith, sin and embarrassment along with his imagination have lead him to write great tales, that all readers can related to and learn from. The connection between a writer’s lives is based on two facts. The writings they create either express what they went through in their lives or what they dreamed they could be dong in their lives. These two factors are the start of any great writer. Imagination and personal experience go hand in hand. A person’s work is a part of who they are or who they were on some level. The connection between the two tales and several other tales by Hawthorne all represent some aspect of his life and the life he lived. To try and separate the two would only take away from how great of a writer he was. Ruben, Paul P. Chapter 3: Nineteenth Century to 1865- Nathaniel Hawthorne. † PAL: Perspectives in American Literature – A Research and Reference Guide. Web. 30 Oct. 2010. http://web,csustan. edu/english/reuben/pal/chap3/hawthorne. html. Hawthorne, Nathaniel and Colacurio, Michael J, Penguin Classics, Nathaniel Hawthorne, Selected Tales and Sketches. New York, NY, Penguin Books, 1987. Print Timothy Montbriand’s. â€Å"The Minister’s Black Veil: finding the Meaning of the Veil†. Short Stories for Students. Ed. Marie Rose Napierkowski. Vol. 7. Detroit: Gale, 1998. eNotes. com January 2006. 1 November 2010. .

Social Cognition Essay Example

Social Cognition Essay Social cognition is advancement within social psychology that grew out of the realization that people use the same mental architecture when perceiving and thinking about other people as they do when perceiving and thinking about objects. The field of social cognition investigates the ways people perceive, interact with, and influence each other, studying specific topics such as person perception, group prejudice and stereotyping, personal relationships, group processes, persuasion, and social influence. Person may share some important social attributes with each other, such as race, gender, or political affiliation. These are among many factors that distinguish people and objects that must be considered when attempting to apply our understanding of basic cognitive processes to social judgment. The present paper attempts to define social cognition from different viewpoint and provides argumentative, credible details of areas where social cognition can be functional. Paper also elabora tes the future research basis of this sub-field of social psychology. Social cognition is a development of social psychology- One of the most important developments in social psychology in the last 25 years has been social cognition, as both a conceptual and a methodological approach to social psychological topics. Also without doubt, one of the key figures in the emergence and development of that approach has been Bob Wyer (Alan J. Lambert, 2003; pg- 25). Social cognition is the conceptual orientation that has emerged from the information-processing perspective in cognitive psychology. This approach is based on the conviction that constructs relevant to cognitive representation and process are fundamental to understanding all human responses, regardless of whether those responses are social or non-social in nature (Thomas K. Srull, 1994). Social cognition borrows many ideas and themes from cognitive psychology, but is unique because of the interest in combining these themes to the study of people in social settings.   The focus of social cognition is precisely on the cognitive mechanisms that mediate judgments and behavior. The sequence of these operations is usually assumed to be divisible into several component-processing stages (Thomas K. Srull author, Robert S. Wyer Jr., 1989; pg-2). We will write a custom essay sample on Social Cognition specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Cognition specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Cognition specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Basically, Social cognition is the study of how people process social information, especially its encoding, storage, retrieval, and application to social situations. When related schemas are activated, inferences beyond the information given in a particular social situation may influence thinking and social behavior, regardless of whether those inferences are accurate or not. Two processes that increase the accessibility of schemas are salience and priming. For example, if there is one female in a group of seven males, female gender schemas may be more accessible and influence the group’s thinking and behavior toward the female group member. Priming refers to any experiences immediately prior to a situation that caused a schema to be more accessible. For example watching a scary movie at a theatre late at night might increase the accessibility of frightening schemas that affect a person’s perception of shadows and background noises as potential threats. Social cognition has its roots in social psychology: This attempts to understand and explain how the thoughts, feelings, and behavior of individuals are influenced by the actual, imagined, or implied presence of others (Allport, 1985, pg-3). It studies the individual within a social or cultural context and focuses on how people perceive and interpret information they generate themselves (intrapersonal) and from others (interpersonal) (Sternberg, 1994). Albert Bandura (1986) initially studied learning from a behavioral perspective (Bandura, 1965), while Jerome Bruner (1990) initially studied learning from a cognitive perspective (Bruner, 1957). Festingers (1957) cognitive-dissonance theory, Bems (1972) self-perception theory (see Greenwald, 1975), and Weiners (1985) attribution theory are additional examples of how the perspective of social cognition has been applied to the study of the learning process. A major implication of this perspective is that effective teaching must be ground ed in an appropriate social environment (Hannafin, 1997). In social cognition research, the schema concept originally derives from a Gestalt, configural approach to perception. For example, an approach that anticipated the schema concept, Asch (1946), described a configural model of how people form impressions of others, given a list of personality traits. He posited that the traits become organized around a central trait that determines the perceived root of the personality. The whole system of relations among the traits determines their meaning as a whole, especially with regard to a central or dominant trait. A person described as warm, practical, and industrious seems quite different from someone described as cold, practical, and industrious. One retrospective interpretation of such differences is that the two configurations evoke different schemata (Richard R. Lau, 1986; pg-14) Opponents of Social cognition comment that it is a particular approach in social psychology that puts heavy emphasis on how we represent social knowledge and mentally process social information. For example, to explain why people conform to a majority, or obey an authority figure, do you really need to bring in social cognitions? Situational factors and forces can often have an overwhelming influence on behavior, and hence substantially reduce the importance of social cognitions (Donald C. Pennington, 200; pg-7). The typical social cognition direct study can not provide evidence for accuracy, because the stimuli used are necessarily ambiguous. Recently, however, interest in the direct study of accuracy has remerged (Kruglanski, 1989). In contrast, studies of performance appraisal in organizational psychology typically have been concerned first and foremost with accuracy. This is obviously because performance ratings are used for decision making, with real impact on the welfare of individuals and organizations (Thomas K. Srull, 1994; pg-343). Social psychologists who research into social cognition commonly investigate such questions as: What caused a person to behave in a particular way? Why does somebody laugh in one social situation and behave in an unfriendly way in another situation? How do we mentally represent what we know about another person or group of people? How does belonging to a social group affect how we behave to others who are members of the same group, and others who are not group members? Why do individuals and groups of people engage in discrimination and conflict with other groups of people? How can prejudice and conflict between people be reduced? (Donald C. Pennington, 200; pg-2). Individual Variation in social cognition- Most of the social cognition literature has dealt with consensual schemata, that is, knowledge structures that people are expected to share. As a consequence, relatively little attention has been devoted to the individual differences that may characterize the content, structure, and use of particular schemata (major exceptions to this include, Fiske Kinder, 1981; Fiske, Kinder, Larter, 1983; Lau, Coulam, Sears, 1983; H. Markus, 1977). However, such individual differences are likely to have a substantial impact on how people judge political candidates. Therefore, we consider three distinct, though related, sources of such variation: schema accessibility, availability, and development. As noted previously, schema accessibility is determined by a variety of factors (i.e. expectations, motivations, and salience) that may differ individually as well as contextually (Higgins King, 1981). For example, in anticipation of an ideological clash at a candidate debate, some voters ideological schemata might become more accessible; others may view the confrontation as a partisan one, and consequently, their party schemata might become more accessible. Similarly, variations in the motivations might generally influence the accessibility of schemata. For example, those voters who are highly involved in the campaign and who care about the outcome of the election should have more readily accessible political schemata and thus should be more capable of making candidate inferences (Richard R. Lau, 1986; pg-136). The role of Social cognition is influential in various fields of psychology throughout the lifespan. Social cognition and child development- It is of interest to discover how children develop as attributors and to plot the patterns that they show. Children develop an awareness of causality quite early in their life; for example, Frye (1991) demonstrated that 4 to 8 month-olds were able to discriminate between spatial events (such as objects hitting one another) which were causally related and those which were not. By the age of 3 to 4 years children are conscious of the consequences and causes of their own actions and show motivation in controlling outcomes (Schneider and Unzer, 1992). Understanding of physical causality develops early in life, but applying causality in the social world is more complex. Evidence for the use of the discounting principle in childhood seems to be mixed, and there seems to be a tendency for younger children to use the principle for themselves, but not when explaining the behavior of others (Kassin and Pryor, 1985). Miller and Aloise (1989) found that yo unger children, 4 to 5 year-olds, used the discounting principle when an external cause was made highly salient. Fundamental attribution error is the pervasive tendency in adults of attributing causes to internal, stable, dispositions rather than external, situational factors. In children this seems to be acquired rather than being automatic, with evidence that the tendency in children is more towards external attributions as the norm (Fiske and Taylor, 1991. Over the period of 5-13 years it seems that children slowly learn to change their attention from whether the task is easy or difficult in relation to consequent success or failure, to internal attributions. Young children do not distinguish between effort and ability, assuming that success at a difficult task reflects being intelligent. By mid-childhood a relationship is seen between effort, ability and successful outcome (Nesdale and Pope, 1985). As children become teenagers the links between effort and ability and success or failure at school are firmly established (Donald C. Pennington, 200; pg-129). Social cognition and health psychology- Health psychology concerns real-world phenomena, and hence provides a meaningful context in which to study the cognitions and behaviors of individuals. Indeed, such contexts often have life or death consequences for the individual, such as the experience of coronary disease, cancer, or AIDS (Linville et al., 1993). Health psychology focuses on topics include emotions, motivation, goals, and social relationships. An example is the context of AIDS, where individuals reactions to risk factor information may affect subsequent health-relevant behaviors involving others. The primary concern of research of health psychologists, endeavors is often the prediction and understanding of actual behavior. Therefore, it affords the social cognition researcher an excellent context in which to develop and test theories that lead to the under- standing of the cognition-behavior link. Finally, health psychology generally subscribes to a systems approach in the fo rm of the bio-psychosocial model of health and illness (Schwartz, 1982; Taylor, 1991). This model values the interchange among social, psychological, and biological levels of human functioning as they contribute to health and illness. For example, studies of lifestyle change or adherence to complex medical regimens may involve an understanding of the impact of physiological risk factors, psychological reactions, and social values or practices as they impact on an individuals behavior (Thomas K. Srull, 1994). Critics of social cognition research have argued that much work in this area is artificial, entailing a focus that has, in the past, excluded relevant social variables such as affect and interpersonal relationships. In addition, critics have complained that social cognition often fails to demonstrate effects on real socially relevant behaviors (Martin Clark, 1990). Materialism as Social Cognition- Representation on schema theory and the work of Kelly (1955), we propose that materialists not only perceive people in terms of possessions, but they use these criteria as super ordinate constructs when framing stimuli for social-cognition (James M. Hunt, 1996; Pg-65). Recent work within social cognition- It suggests that unconscious mental processes play a dominant role in the judgments and actions of individuals. This stands in stark contrast with psychological theories that describe human action as typically caused by conscious intentions, and also conflicts with widely held beliefs concerning moral accountability. One of the most radical claims regarding social cognition is that we are unaware of the social attitudes that give rise to our judgments and behaviors (Banaji, 2001; Gaertner Dovidio, 1986; Greenwald, McGhee, Schwartz, 1998; Greenwald Banaji, 1995). Burgh and Chartrand (1999) proposed that most of a person’s everyday life is determined not by their conscious intentions and deliberate choices but by mental processes that are put into motion by features of the environment and that operate outside of conscious awareness and guidance. Indeed, many social psychologists have come to the conclusion that conscious processes play onl y a minimal role in human thought and behavior. Humans are exceedingly social animals, but the neural underpinnings of social cognition and behavior are not well understood. Studies in humans and other primates have pointed to several structures that play a key role in guiding social behaviors: the amygdala, ventromedial frontal cortices, and right somatosensory-related cortex, among others. These structures appear to mediate between perceptual representations of socially relevant stimuli, such as the sight of conspecifics, and retrieval of knowledge (or elicitation of behaviors) that such stimuli can trigger. Some aspects of psychological processes that promote social behavior (such as face recognition) may be innate. Studies have shown that newborn babies, younger than one hour old can selectively recognize and respond to faces, while people with some developmental disorders such as autism or Williams syndrome may show differences in social interaction and social communication when compared to their unaffected peers. Social Cognition in Schizophrenia may be seen: There is considerable overlap between schizophrenia symptom dimensions, particularly between negative symptoms such as affective flattening and alogia and social cognition. The MSP is performing ongoing research on the phenomenology of deficits in social cognition, including impairment in affect recognition, theory of mind, and insight (Kennedy, A., Barres, P., Wood, A.E., Kilzieh, N., Tapp, A.2004). Major research interests in Social Cognition: Through the development of new techniques for more directly investigating cognitive processes, research began to focus on a variety of new questions. For example, researchers could explicitly study the acquisition of social information and the biases in its en- coding and interpretation. These developments had an immediate impact on the nature of theory and research on both impression formation (Hastieetal, 1980) and stereotyping (Hamilton, 1981). There has been much recent interest in the links between social cognition and brain function, particularly as neuropsychological studies have shown that brain injury (particularly to the frontal lobes) can adversely affect social judgments and interaction. The case of Phineas Gage was an early and influential example of this finding. Many researchers have assumed that a person’s individual representation of the self influences his or her behavior and judgments in various domains. One dimension of self-aspects is inherent to most of the proposed theories. It is the extent to which the self is defined either by reference to its unique and independent features (e.g. abstract traits) or by reference to socially shared aspects that stress the interdependence with others (e.g. group memberships). Another research field of interest is the cognitive functioning of stereotypes. Researchers engaged in investigating how gender stereotypes influence the attribution of leadership competence. Many previous studies have shown that leadership competence is more closely associated with the masculine than with the feminine stereotype. Social cognition is not a content area, but rather is an approach to understanding social psychology. It is a level of analysis that aims to understand social psychological phenomena by investigating the cognitive processes that underlie them.   As reviewed above, the major concerns of the approach are the processes involved in the perception, judgment, and memory of social stimuli; the effects of social and affective factors on information processing; and the behavioral and interpersonal consequences of cognitive processes. The past decade of research in social cognition has witnessed many advances in the understanding of the cognitive representation of social information. At the same time, it has begun to reveal potentially serious limitations to the generalize ability of the empirical findings that have emerged and the theoretical formulations developed to account for them. These limitations may be due, in large part, to the paradigms that have been employed.

The Difference Between Catholicism and Lutheranism Essays

The Difference Between Catholicism and Lutheranism Essays The Difference Between Catholicism and Lutheranism Essay The Difference Between Catholicism and Lutheranism Essay Christianity. Most people on earth have heard of it. As a matter of fact, more people believe in or practice Christianity than any other religion on the planet. What many people do not understand is that there are different denominations of Christianity. Catholicism and Lutheranism are excellent examples of the similarities and differences within Christianity. In fact, Lutheranism stemmed from Catholicism. In the sixteenth century, a friar name Martin Luther wanted to reform the Catholic Church (Hillerbrand and Marty). When his ideas were stonewalled and he was excommunicated from the Roman Catholic Church, he began to launch a Protestant Reformation movement for those not happy with the Catholic way of life. These factions are similar in many ways because they stem from the same place; however, there are several small differences which set them apart from each other. Though Catholics and Lutherans generally believe in the same major parts in their religions, the first major difference is in numbers alone. There are 2.4 billion people in the world practicing Christianity. Of those people, 1.14 billion believe in Catholicism and only 72.3 million who keep their beliefs in Lutheranism (Muanda). These figures show that the Catholic religion is much more widespread across the world. Lutheranism is practiced all over the globe except in Northwest Africa, the Arabian Peninsula, and most of Asia. Catholicism has reached out and been successful in a great majority of countries. It has a worldwide arm span bringing new members into the fold everywhere except Saudi Arabia (Roman Catholics). Both of these religious sects are monotheistic. They believe in one God. In fact, they believe in the very same God as each other. Catholics and Lutherans also believe in Jesus Christ as the son of that God. â€Å"They both believe that God sent his son Jesus Christ to be the savior of mankind† (Markey). Both Catholics and Lutherans believe that Jesus Christ

Environments and Organizations Essay Example | Topics and Well Written Essays - 1000 words

Environments and Organizations - Essay Example The art is in finding equilibrium between the two and that is the strategy. With this perception, strategist proceeds to find successful combinations of the organization/environment through strategy. This paradigm has been challenged by Smirchich and Stubbart (1985) who claim that current theories wrongly perceive that environments dictate strategies and that environments themselves are a creation of actions of organizations. They argue that all actions by all people in the organization contribute to the development of the environment. This is almost diagonally opposite thinking. They break the existing assumption that organization is entrenched in and confined to the environment. Ordinarily, strategists make imaginary linkages between events, objectives, and activities and create the environment. But for Smirchich and Stubbart both the environment and the organization are results of what they term as â€Å"enactment†. They support this radical thinking by stating that the soc ial interactions of the important members of the organization produce both the organization and the environment. This novel virtual framework simulates and creates the environment. Resultantly it is the patterns of activities that are labeled as organizations and environments and paves the way to find new strategies. It becomes the job of the strategist to find meaning and interpretations of these activities or enactments to determine strategies. The enactment theory decidedly discards the idea of a concrete, material organization/environment nexus and adopts a socially created symbolic world (Winch 1958). There is no such thing as an industry and it is the pattern of activities that end up as manufacturing or distribution.This gives rise to new methodologies of managing in the enacted world. The managers do not set objectives; rather they seek answers to questions like what to do and where to go. This creativity forms the strategy by thinking out of the box.