Moral Values and Social Boundaries Essay Example for Free

Moral Values and Social Boundaries Essay Thesis statement: Certain limits should be applied to the constitutional right of ‘Freedom of speech’ as it encourages ethnic speech (ethnically and racially discriminating talk) A restriction on free speech is very essential on college campuses. Political correctness is found to be a mere attempt to be sure that everybody on campus feels welcome and is able to learn as per. Certain limits should be applied to the constitutional right of ‘Freedom of speech’ as it encourages ethnic speech (ethnically and racially discriminating talk) in educational institutions. Racially offensive speech in US institutions has led to several problems. Ethnic speech is widely evident in educational institutions. Racial jokes and ethnic speech are also prevalent in work places. Ethnic speech creates inferiority complex in lower classes. It is also against the policies of affirmative action (Arthur, 2004). The reason for the unacceptability of racially offensive talk is that the intentions behind them are always bad. They do exploit racial stereotypes and the talk often becomes offensive. Limits on freedom of speech are justified as there is a big relation between freedom of speech and racial speech. Look more:  ethnic group examples essay It is high time that we eliminate racially offensive talk from our society. For that the most important step is a restriction on the freedom of speech. The absence of limit on freedom of speech encourages racially offensive talk in college campuses in US (Arthur, 2004). Racially offensive humor is increasingly unacceptable and is based on the concept that certain ethnic groups are superior to others. Ethnically superior groups are of the belied that they do have very right to make fun at other inferior groups. The powerful faction has always assumed that they are superior to others in its race and culture. These ethnic groups will try to put down other inferior groups in order to strengthen their own group (Arthur, 2004). The superior group will thus feel no guilt in hurting the feelings of the inferior group. Ethnic and racial speech is generated out of this superior feeling and undermines the unity and cooperation prevailing in the society (Arthur, 2004). Had there been a limit on the freedom of speech, these kinds of racially offensive speech would have disappeared from the educational institutions in US. Even though freedom of speech is quite important as far as American society, a restriction on it is the real need of the hour. Uncontrolled speech may result in further segregation and racial classification. Offensive speech, of any form, should be discouraged so that it would not further create problems in the already segregated society. The panacea for all this is nothing but a limit on the freedom of speech (Arthur, 2004). Ethnic jokes are much prevalent in college campuses. Ethnic jokes exploit racial stereotypes. They are often racist and frequently offensive (Davies, 1982). Ethnic jokes are very popular and prevail in almost all societies. They do also play a great role in arising ethnic differences, exploitation and segregation. Ethnic jokes are targeted towards typical ethnic groups, possessing typical characteristics (Hughes, 1966). The usage of these kinds of jokes upgrades or degrades the value of a group in general and ignores the importance and uniqueness of the individual (Lorenz, 1963). Ethnic humor hurts the feelings of people as it leads to various segregations and discriminations (Davies, 1982). Racially offensive humor is increasingly unacceptable and is based on the concept that certain ethnic groups are superior to others. Ethnically superior groups are of the belied that they do have very right to make fun at other inferior groups (Dance, 1977). Ethnic humor is a powerful, destructive and senseless practice that is followed by one generation and transferred to the next generation. The powerful faction has always assumed that they are superior to others in its race and culture. These ethnic groups will try to put down other inferior groups in order to strengthen their own group (Davies, 1982). The superior group will thus feel no guilt in hurting the feelings of the inferior group. Ethnic humor is generated out of this superior feeling and undermines the unity and cooperation prevailing in the society. There are various biological and socio-cultural distinctions which people consider as a base to make ethnic jokes. They sometimes consider color of the skin (lightness or darkness) or other differentiating markers as base for making humor. They do consider various other ethnic differences and cultural variations (Hughes, 1966). No ethnic group has the right to make ethnic jokes against ant other ethnic group. Ethnic humor is always humiliating and insulting. It would only result in further segregation and racial classification. Ethnic groups, of any form, should be discouraged so that it would not further create problems in the already segregated society. Freedom of Speech is the boosting factor of ethnic speech in educational institutions. Institutional racism (systemic racism or structural racism) also prevail in our society. The white institutions are found to be reluctant to serve people of color (non-white minority). Institutions are historically set up to serve only white communities. These institutions function on the basis of race. They operate on the policy of segregation. Institutional racism is the concept that one race is superior to other. Organizations and institutions (both government and private) do racial discrimination, marginalizing the inferior faction. Even though the institutions exclusively for inferior race were technically illegal in America till 1863, our areas still have such institutions. These institutions offer their service only for superior faction and ill-treat students belonging to our community. Institutional racism is followed in all organizations, public bodies, educational institutions (universities) and corporations. Institutional racism influences almost all policies, processes and policies (in both governmental and public institutions). Institutions were historically set up to serve only white communities. These institutions function on the basis of race. They operate on the policy of segregation. Institutional racism is the concept that one race is superior to other. Organizations and institutions (both government and private) do racial discrimination, marginalizing the inferior faction. Institutions exclusively for inferior race were technically illegal in America till 1863. These institutions offer their service only for superior faction and ill-treat people of color. Legislations against racism have made institutional racism disappear to a good extent in United States. Ethnic speech in educational institutions is one of the worst sides of institutional racism. Freedom of speech is encouraging racial talk and ethnic humor. It is high time that we put a restriction on freedom of speech so that at least educational institutions are free from segregation. Colleges and universities have a moral obligation to ensure a peaceful, respectful learning environment for all students. It is therefore necessary to come down hard on speech code offenders. All employees and students should be able to enjoy and work in an educational environment free from discrimination and harassment. Harassment of any person or group of persons on the basis of race, color, nationality, origin, religion, sex, sexual orientation, age, disability, or veterans status is a form of discrimination that must be prohibited in all educational institutions. Employees, students, student organizations, or person privileged to work or study in the university community who violates this policy must be subject to disciplinary action. This will finally eliminate racial speech and discrimination from educational institutions. Harassment codes do not violate students First Amendment rights. A restriction on free speech is very essential on college campuses. Political correctness is found to be a mere attempt to be sure that everybody on campus feels welcome and is able to learn. References John Arthur, Morality and Moral Controversies: Readings in Moral, Social, and Political Philosophy, Prentice Hall, 2004. â€Å"A Question of Fairness† Ladies Home Jorunal, March 1996, p 17-20. Lubman, Sarah â€Å"Campus Admissions† Wall Street Journal, May 16, p81. Dance, Darryl. Wit and Humor in the Slave Narratives. Journal of Afro-American Issues. Spring, 1977: 125-134. Davies, C. â€Å"Ethnic Jokes, Moral Values and Social Boundaries. † British Journal of Sociology 33 (1982): 383-403. Hughes, Langston, ed. The Book of Negro Humor. New York: Dodd, Mead, 1966. Lincoln, Kenneth. Indin Humor. New York: Oxford, 1993. Lorenz, Konrad. On Aggression. Trans. Marjorie Kerr Willison. New York: Harcourt, 1963. Lowe, John. Theories of Ethnic Humor: How to Enter, Laughing. American Quarterly 38 (1986): 439-460. Rich, Frank. The New York Times 13 March 1994: IV, 17.

Aristotle and John Wesley: On Being Truly Human :: Essays Papers

Aristotle and John Wesley: On Being Truly Human Many ideas presented by John Wesley are similar to those presented by Aristotle. These similarities become apparent in various areas, especially in the idea that each person has potential that can be actualized. Because these similarities are apparent, the thoughts of Aristotle can easily be employed to assist in understanding many of Wesley's thoughts. Specifically, the discussion of virtue presented in Aristotle's Nicomachean Ethics can assist one in understanding Wesley's ideas of affections and tempers, the process of Christian perfection, means of grace, and the importance of community. Aristotle Before moving on to discuss the similarities between the thought of John Wesley and of Aristotle, it is essential to understand many basic Aristotelian concepts. Prevalent in many of his works, Aristotle discusses how objects can change. In the Metaphysics and On the Soul, Aristotle presents his idea of the four causes, including material cause, formal cause, efficient cause, and final cause (Robinson: 15-22). Employing the illustration of a potter molding a clay mug, the material cause is the clay, the basic matter that is the subject of the change. As the clay undergoes the process of being molded, it is being made into a specific shape that has specific functions. This shape and function is called the form or formal cause of the object. In this case, the clay is changing into the form of a mug that is purposed to hold liquids. It should be noted that material is never without form. Before the clay was changed into the form of a mug, it was in the form of a lump of clay tha t has its own specified function. Each time matter undergoes change there is an agent responsible for the process. The agent is the efficient cause. In this case, the potter is responsible for transforming the clay matter into the mug form. The final cause, or the end, occurs when the matter is made into a particular form. Although every object has many intermediate ends, all these ends lead to a single ultimate end. The mug, for instance, can be used as a paperweight or as a decoration, but the ultimate end that is suitable for the mug form is to be an object that holds liquid. The process of an object functioning appropriately to its form, which is the actualization of its potential, is aimed at attaining this ultimate end. Aristotle and John Wesley: On Being Truly Human :: Essays Papers Aristotle and John Wesley: On Being Truly Human Many ideas presented by John Wesley are similar to those presented by Aristotle. These similarities become apparent in various areas, especially in the idea that each person has potential that can be actualized. Because these similarities are apparent, the thoughts of Aristotle can easily be employed to assist in understanding many of Wesley's thoughts. Specifically, the discussion of virtue presented in Aristotle's Nicomachean Ethics can assist one in understanding Wesley's ideas of affections and tempers, the process of Christian perfection, means of grace, and the importance of community. Aristotle Before moving on to discuss the similarities between the thought of John Wesley and of Aristotle, it is essential to understand many basic Aristotelian concepts. Prevalent in many of his works, Aristotle discusses how objects can change. In the Metaphysics and On the Soul, Aristotle presents his idea of the four causes, including material cause, formal cause, efficient cause, and final cause (Robinson: 15-22). Employing the illustration of a potter molding a clay mug, the material cause is the clay, the basic matter that is the subject of the change. As the clay undergoes the process of being molded, it is being made into a specific shape that has specific functions. This shape and function is called the form or formal cause of the object. In this case, the clay is changing into the form of a mug that is purposed to hold liquids. It should be noted that material is never without form. Before the clay was changed into the form of a mug, it was in the form of a lump of clay tha t has its own specified function. Each time matter undergoes change there is an agent responsible for the process. The agent is the efficient cause. In this case, the potter is responsible for transforming the clay matter into the mug form. The final cause, or the end, occurs when the matter is made into a particular form. Although every object has many intermediate ends, all these ends lead to a single ultimate end. The mug, for instance, can be used as a paperweight or as a decoration, but the ultimate end that is suitable for the mug form is to be an object that holds liquid. The process of an object functioning appropriately to its form, which is the actualization of its potential, is aimed at attaining this ultimate end.

Bend It Like Becham and Looking for Alibrandi

This term we have studied the film bend it like beck ham and the novel looking for librarian. They both explore coming of age through different experiences to mature into the person they are today. But during that process they come across similar challenges to face. Jess is from a strict Indian silks family who expectations are high for both Jess and her sister pinky. The director of bend it like Bà ©chamel explores the experiences of coming of age by showing challenges with her culture.Jess wants to play football professional but her family and culture disapproves of this idea and has to go by her parent's values. The point of view shoot from basis's perspective and the quotation † you can become a fine doctor and solicitor now † this show the expectations and values of the family and culture. Josephine goes through similar challenges where she struggles to accept her culture and not hate it. Josephine says, † I hate being Italian † this shows Josephine not liking her culture and her background. BothJosephine and Jess go through similar challenges with their culture and learning to cope with it. Throughout the film and the novel Josses and Jess have to go through challenges with their family, Josses has grown up her whole life without a dad. When her dad shows up Josses is shocked and doesn't want to see him. â€Å"We don't need him†, Josses says to her mum ,telling her she doesn't want him in her life. Through out the novel Josses has to overcome her hate she had for her dad in the past and let it go. And allow accepting him in her life.Jess might not have a new dad in her life but she sure does have family issues. Jess finds out her finals is on the same day as her sisters wedding. She has to choose between her futures of her family. She chooses family because she knows it's the right thing to do † IM not lying any more† Jess says realizing . Lying is not right and has to become more mature and choose right decisio ns. As the wedding goes on her dad saw she was upset and allowed her to go to the rest of the game on a conditions she comes back straight after.The parallel hot of pinky held up by Teeth and Jess been help up by her team and Josses learning to accept her dad represents that both girls have achieved a new mile stone in the coming of age experience. By going through the experience of coming through age Josses and Jess also go through different challenges. Jess has gender restrictions where her culture and family do not believe a girl should play football Jess ignores her culture and lies to her parent's . When her parent's find out and forbids her to play again Jess stands up to her family telling them this is my passion and what I love to do. F I can't tell you what I want now, then I will never be happy' Jess sticks up in what she wants in life even if her culture and family do not agree. Josses also goes through a harsh time when her close friend died I wonder now why I thought it John's suicide] wasn't true. Paper and could forget the next day. † This shows Josses trying to accept John has died and is never coming back. Both Josses and Jess have similar challenges to allow them to come of age thought out the novel and film but despite there similarities they also have differences as well.

Developmental Psychology Essay example - 2012 Words

Developmental psychology is the study of mental structures and learning through experience. This is the interest between characteristics, the individual’s behaviour and environmental factors including social context and their impact on developments Piaget and Vygotsky had many similarities in their ideas they both looked at children’s cognitive development of knowledge and had the theory that there are things beyond a Childs understanding but their approaches to these ideas were different. They believed that it was important for children to participate in their learning and they also both looked at social factors concerning children’s cognitive development However Piaget had many ideas and thoughts’ that differed from Vygotsky.†¦show more content†¦In future years because of his experiences, Piaget changed the way he conducted his research to include more importance on child activity. In comparison Vygotsky didn’t rely upon time he believed that children’s learning should be taken further by looking at their actual capabilities and then seeing how much more potential they have, this was called the ZPD (zone of proximal development). He stated that teaching is only good when it ‘awakens and rouses to life those functions which are in a stage of maturing which lie in the ZPD’ (Dunphy Dunphy 2003, p49). Vygotsky also believed in social interactions for development with the emphasis upon communications, language (the inner voice) and the role of experts. He believed that when a child is challenged and is helped with these challenges it will obtain new knowledge and skills. A criticism of Vygotsky’s could be that he really didn’t have any research to back up his theories, and he was constantly changing his ideas. Perhaps changing his ideas was his way of taking on board any criticisms and updating his thinking to improve upon his work. Vygotsky, however, did realise that Piaget’s theories were quite important and he built his theories upon the information obtained by him. My evaluation of Piaget and Vygotsky is that although Piaget’s studiesShow MoreRelatedDevelopmental Psychology3823 Words   |  16 PagesDevelopmental Psychology There are three main theories of development that I shall discuss in this assignment, Cognitive, the main theorist being, Piaget, (1896 - 1980), The, Psychosocial Theory, Erikson, (1902 - 1994), and, The Psychosexual, of, Freud, (1856 - 1939). Cognitive Psychology draws the comparison between the human mind and a computer, suggesting that we like the computer process the information we acquire from around us and then react accordingly. Hearnshaw, (1987)Read MoreDevelopmental Psychology : An Introduction2958 Words   |  12 PagesDevelopmental Psychology: An introduction Psychology is a field that is broken down into many subfields, each field distinctive in their nature. 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