Critics of Modern Civilization in India

Critics of Modern Civilization in India Critics of modern civilization in India Gandhi presented his critics of modern civilization in Hind Swaraj book, which most people opposed even without reading it. Majority disagreed with the issues that Gandhi discussed, and regarded the book as ridiculous. Jawaharlal was one of the close followers of Gandhi, and he disagreed with the views of Gandhi.Advertising We will write a custom essay sample on Critics of Modern Civilization in India specifically for you for only $16.05 $11/page Learn More Some people considered Gandhi as a representative of the old ages. The few people, who were interested with the book, did not get a chance to analyze it, as the government banned it as soon as possible (Gandhi 13). During the congress rule, the book was then revived in the market. In the book, Gandhi concentrated on various issues that were affecting the contemporary society. He wanted to realize the reason behind the increment of violence and terrorism trends. This issue had attracted international attention, as everyone looked for violent revolution in India as it was highly increasing. According to Gandhi, in his book, he said that the future of India was interconnected with peaceful events. This idea led to his strong opposition against the growing terrorism and violence. His intention was to introduce an alternative to replace violence and chaotic acts. During this period, British had dominated the Indian land, in efforts of spreading their way of life to the Indians (Gandhi 21). The introduction of formal education with regard to the British system, use of railways, medicine, and the incorporation of the legal system brought much change to the Indian society. Gandhi says that, he decided to examine further, the nature of British colonialism, and he realized the cause of all the problems was the modern civilization. According to his views, he defined modern civilization as more dangerous than colonialism. Adoption of modern civilization w as the cause of the problems that Indians faced. Gandhi tried to compare the modern civilization with the ethical practices of the Indian people, and discovered that the strength of the Indian people depends on their ethical living. Gandhi confessed that, his main theme was preserving the moral characters of the Indians. The question, of successfully convincing the Indians about the negative effects of modern civilization was extremely challenging him. Even the educated people, who could easily understand the evils of modern civilization, were already brainwashed.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More At one point, Gandhi tried to argue and to convince other Indians how the country was degrading, due to accepting the western institutions, and their way of life (Gandhi 35). Gandhi was convinced that the acts of western civilization and the increased cases of violence were inseparable. The only solution according to him was to eradicate the influence of British for the well-being of the Indians. The use of dialogue in Hind Swaraj helped him to convey the message of evils of civilization. The dialogue was between a reader and the editor. He considered the use of dialogue of two equal partners to air the views of challenges faced by the contemporary society, as the most effective. His efforts were to put India in its prominent position with other nations. Gandhi made some arguments of the fact that, the strength of India did not rely on the work of its military, but in Indians ethical behaviors (Gandhi 57). Although, he thought politics played a significant role in solving peoples problems, politicians were supposed to serve people, but not to dominate. Gandhi honored the strength and powers of nationalism, due to its capability in solving the Indians problems. Gandhi made people understand that modern civilization was based on acquiring material wealth, and hence c ould not give ethical living a chance. Indians could not stick to their ethical practices, as they used to rush regularly to grab wealth. The greed for wealth affected the development of the individual’s personality, ethical practices, and moral values, which are relied on promoting peace and cohesion in the society. Gandhi claimed that moral values and admirable qualities were not present in the modern western civilization. The quality of lives for Indian people was to be emphasized through embracing ethical and moral moorings. He emphasized on culture more than civilization, as it was considered the cause of all problems that Indians faced. Factory civilization that resulted from modern civilization affected the value of a human being negatively (Gandhi 61) The introduction of industrialization widened the gap between the wealth people and those below the average. In addition, industrialization resulted to hatred and discrimination among the Indians. Modern civilization led to alienation according to Gandhi. On the other hand, it was also raised that, through class struggle, there would be a high likelihood of violence and hatred among the Indians. Centralization of power was also believed to result to some evils, as only few who will acquire power and dominate the rest. Through industrialization, the cities were believed to grow and expand, hence destroying the harmonious lives in rural areas. Exploitation and acts of inequalities were high in cities and towns than in rural surroundings.Advertising We will write a custom essay sample on Critics of Modern Civilization in India specifically for you for only $16.05 $11/page Learn More Nevertheless, Gandhi still knew of positive effects of western civilization such as the introduction of law and constitutionalism. Western civilization also entailed some positive impacts such as civil liberty, and economic development. On the other hand, Gandhi discovered western civilization mai nly resulted to competition and becoming rich, and greed for power (Gandhi 69). This analysis brought the conclusion that; positive impacts of western civilization were small, compared to the problems it brought. The improvement of people’s quality of life was Gandhi’s principal concern, as opposed to the quantity development aimed by the British. The introduction of modern civilization was making machines overtake men; hence, the human labor was acting like slavery. According to Gandhi western civilization was based on animosity, he declared that even for West modernization was wicked. The views of Gandhi proved that colonialism was one of the many fruits of western civilization. In his book, Gandhi requested the Indians to adopt technology only suitable to their needs (Gandhi 71). He focused his interests mostly about the youths and concentrated much on educational reforms. Kim’s identity Kim is a very intriguing book and most people prefer reading it. The peo ple, who read this book outside India, always developed an urge to visit the place. Kimball O’Hara is the main character in the book, mainly known as Kim. He appears in the first page of the book sitting on enormous cannon in the middle of the city of Lahore. The author of the book portrays Kim fighting other boys, who intended to take his position. On this very day, Kim starts a journey that shapes his life fully later. The hero of the author was this young boy known as Kim. Kim looked and behaved like any other normal Indian. His father was an English man, who died and left Kim with notes specifying his identity. Kim always carried with him those notes concerning the secret of his identity (Kipling 11). Kim was a knowing young boy and ever searching for his identity. Kim accompanied Iama, a Buddhists priest, who wanted to be shown his way to wonder house. It was a fantastic opportunity for him to search what his father had indicated in the notes. Kim’s father had ind icated that one day; Kim would be befriended by a red bull on a green environment, accompanied by colonel on his horse in a group of nine hundred devils (Kipling 39). The definition that his father had given was not clear to Kim about what he meant. It did not dawn on Kim that his father referred to his old Irish regiment, its ruling officer, and its followers of nine hundred men. When Kim found this group of people, he became a player in the great game of Indians spying. He got an opportunity to learn crucial skills such as map reading and map making in st. Xavier, as preparation for his role in Indians exciting game.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Kim disclaims the racist modes of characters and shows the future racial harmony. The identity of Kim is used in the book as the bridge between the colonizers and the colonized. The author of the book tries to demonstrate Kim’s identity crisis and his chameleon like characters (Kipling 66). This is well demonstrated through Kim’s relationships with the natives. The culture aspect of Kim was significantly affected through the interaction of Asian and European practices. Kim’s identity crisis is because of native culture, which he feels being part of it. At a point, Kim considered Mahhub Ali as a traitor, because he betrayed him back to the British. Although Kim felt more superior to other Indians, he demonstrated feelings of closeness to the Indians. The author describes Kim as a â€Å"Friend of the entire world†, which is seen as ironic, as he related with natives in a hatred way. He treated his friends and other natives in a negative attitude, except for the Iama to whom he showed love. Although Kim insisted of perfect equality, he acted negatively when he removed the Indian boys who had occupied his place. He did this because he was English, and English people were superior. Despite that, Kim was a poor boy; the Indian boy whose father was rich could not manage to take Kim’s position. Kim’s identity crisis was felt in all aspects of life. For instance, in st. Xavier where he considered himself a sahib, things were exceedingly different. Other children in school discriminated Kim and gave him unwelcoming response (Kipling 27). In this school, Kim learnt how to behave in a more superior manner over other natives by force. What helped him most throughout the school life was that, he believed he was better compared to other Indians. The blood of white in Kim was seen to prevail, when he decided to join British secret service, and contribute to the fight against Indians. This aspect enforced the author’s belief of genetic differences between races. When Mahbub Ali asked Kim who is exactly his people, Kim responded just like any other colonizer, and declared that great and beautiful land was his answer. The answer, which Kim gave, was a clear show, of the division between him and the natives. It was clear that it was not possible for Kim to do away with his white culture. Kim severally showed fear of snakes, some of the incidences that proved that it was impossible for Kim to escape his British blood (Kipling 45). Other incidences, which portrayed Kim’s identity crisis, were how his mind functioned. For instance, when he was relaxed his mind functioned like a Hindi. When situations of confusion arose and needed to think deep, Kim’s mind functioned like an English person. In several occasions, his mind shifted from the darkness that was burying it, and took refuge in English thinking. Although Kim had lived among natives for many years, the superiority of white blood and culture, could not allow him to believe the illusions of natives. Kim’s identity became questionable, when at times forgot he was a sahib he would later recall that he is a white. For instance, when Kim was in Jain temple he bent down forgetting st. Xavier, forgetting his superior white blood, and even great game. He was in a status of confusion, and could not determine who he was. He went to the extent of asking, â€Å"Who is Kim-Kim-Kim† (Kipling 54). In the same incidence, Kim is heard confessing to a shamlegh woman how he wrestled with his soul until he was strength less. It was clear that, it was not easy for Kim to handle the conflicting cultures and identities that existed in him. There were no fixed contours to define the identity of Kim, because his skin color was undecided, as he was black like any other native, although not very black. Kim was Irish by birth the culture that was dominant in him was Asiatic, but he received treatment of an Englishman. His personality entailed conflicting characters. In addition, Kim did not have a well-defined or social identity, because at a point in the book he is heard asking, whether he is a Hindu, Jain, or Buddhist (Kipling 19). Mahbub Ali who was acting like his biological father could also not define the real identity of Kim. The most confusing point is when Kim could not decide whether he would like to be a sahib with dignity of education or to be a colonized native. He later managed this status of choosing his identity by becoming a colonizer. Gandhi, Mahatma. Hind Swaraj. New Delhi: Rajpal Sons, 2010. Print. Kipling, Rudyard. Kim. New York: Create Space, 2009. Print.

Brain-Based learning theory strategies for ADHD Research Paper

Brain-Based learning theory strategies for ADHD - Research Paper Example It has therefore been suggested that ADHD can best be understood when looked at as a â€Å"neurobehavioral disability† (Brook & Boaz, 2005, p. 187). Thus, researchers have increasingly looked to neuroscience as a means of understanding and predicting the cognitive and emotional functions of children with ADHD (Nigg & Casey, 2005). Brain-based learning theorists suggests that understanding how the brain functions can produce effective strategies for teaching children with a number of learning disabilities (Geake, 2009). These theories are carried over to children and adults with ADHD where neuroscientists argue that ADHD is characterized by a deficit in completing tasks that primarily â€Å"relied on anterior brain regions (alerting and executive control)† (Swanson, Reschly, Fine, Kotkin, Wigal, & Simpson, p. 72). Since ADHD has been described as a brain-based disorder, a number of brain-based learning theories have been suggested and prescribed to educational interventions for learners with ADHD (Curatolo, Paloscia, D’Agati, Moavero, Pasini, 2009). Given the prevalence of ADHD and its link to learning disabilities and developments in neuroscience in relation to brain-based learning theories, research on its effectiveness as an educational intervention tool is necessary for guiding further research and teaching strategies. This research study conducts a critical analysis of brain-based theory strategies for ADHD. This research study is divided into three parts. The first part of this paper provides an overview of ADHD from the perspective of neuroscience. The second part of this paper analyzes brain-based theories of learning and the final part of this research analyzes brain-based learning theory strategies for ADHD. ADHD is often associated with â€Å"age-inappropriate and maladaptive levels of inattention, hyperactivity, and impulsivity† (Vaidya, 2013, p. 421). Thus individuals with ADHD often exhibit a propensity for making â€Å"careless mistakes†,

Jack Kerouac Essay Example | Topics and Well Written Essays - 1250 words

Jack Kerouac - Essay Example However, this work cannot be discussed out of context. Therefore, it is important to also discuss the Beat Movement and its relation to Jack Kerouac to better understand the literary piece, and to provide substantial arguments. John Kerouac and the Beat Movement John Kerouac is the acknowledged leader of the literary artists belonging to the Beat Movement. This movement promotes countering the cultures during the 1950s, whereby resisting conformity expectations of the middle class American culture. This movement was joined by literary artists, who exploit their literary talents to convey and create works with values and topics of poverty, immigration, sex, drugs, eastern philosophers (Buddhism) and American Jazz musicians. These values and topics have been evident in the work of Kerouac, On The Road. This piece has expressed the perceptions and rationality of those belonging to the movement. Through a fictional story, it depicts the group, whereby they refuse to acknowledge various d ominating values and beliefs during the period. In particular, the Beat rejects materialism and conformity, which was said to be the expectation of the American middle class. Rejection of Conformity in Middle Class American Based on the work of Kerouac, the main aim of the Beat Movement (based on the book) is to restore the authenticity of humans in the culture of the prepackaged life--- that is conformity. To note, this era was a proliferation of freedom repression. It is apparent that the Beat Movement aspires to influence the society in reinventing the dominant culture through writings. By narrating his and his friends travel experiences, he instills the importance of freedom in a world governed by norms. Their deviation from uniformity was characterised by their travels on the road. Despite believing in the power of language, the Beat movement continues their fight by living what they write. That is, they are able to deliver their sentiments by living â€Å"freely† with d rugs, religion, voluntary poverty, affirmation to third sex and alcoholism. These elements are distinctively clear in their writings, as well. Moreover, it is often emphasised from the book that residing in a particular area is never permanent. This paper perceived this reflects the ambition of the Beat to create a new value and faith outside the values which forcibly shape their lives and beliefs. Provided with this, the Beat pointed out that the ultimate dream is not to conform to society, but rather it is the freedom from the conservative society they belong to. They perceive such conservatism as a curtailment of their freedom to express themselves. Hence, the primary rationale on why the Beat rejects conformity is the hopes of circumventing the restrictions associated with the expectations of the American middle class. On the second note, the book demonstrated that the Beat rejected American Middle class restrictions as it also promotes materialism and consumerism in the capital ist society. This means that the Beat rejects conformity as they do not believe in materialism. Acquiring this value does not guarantee happiness despite one’s abounding wealth. The Beat recognised the importance of spiritual fulfillment, which will not be attained by materialistic values. The characters’

The Project DB Essay Example for Free

The Project DB Essay Project Planning entails a lot of complexities most especially when the project at hand is quite complicated and limited in nature particularly in time constraints. Nevertheless, there are specific tools designed to facilitate manageable and easy project planning possible. Such tools may be classified according to the nature of the project handled. For small to medium sized projects, tools such as Gantt Charts, Critical Path Analysis, Program Evaluation Technique (PERT), and Planning Cycle may be used. While planning large projects may employ the use of the tools such as Planning Management Methodologies, Stakeholder Analysis, and Stakeholder Management.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Among these, the commonly used are the Gantt Charts, Critical Path Analysis, and PERT. All these three requires Work Breakdown Structure. Gantt chart (designed by Henry Gantt) is very useful in the sense that it is much easier to construct and understand. The activity in relationship to time is immediately obvious unlike the other tools. Its value is easily recognized as it is less complex to look at. While Critical Path Analysis or CPM and PERT are both powerful tools, the first one identifies which tasks should be done on time to complete the project on time, at the same time, identifies which tasks can afford to have delay yet still completing the project on time. Thus, CPM identifies the shortest possible time to complete the project, the resources needed, and the most efficient way of shortening the time. PERT is a slight modification on CPM. It makes use of quite skeptical view of time for each project stage. The optimistic, pessimistic, and most likely time is indeed helpful to prevent biases from unrealistically short time-scales assumptions. Hence, in my own point of view, I personally prefer to use CPM since it has a lot of advantages over the others considering that it can present the early and late completion of the project with respect to the time allotted to complete the project.    Works Cited Page    Project Planning Management Tools. 15 July 2008. Mind Tools Affiliate Program. 03 Aug. 2008. http://www.mindtools.com/critpath.html

In Search of King Arthur :: Internet Literature Essays

In Search of King Arthur Ever since I was a little girl, I was fascinated by stories of courageous knights and virtuous ladies, who populate the covers and pages of books and screens of the movie theaters. Their splendid attire, glamour of the courts and impeccable manners attracted and conquered the imagination of the little girl. Robin Hood was one of my favorite characters, however there was one hero, who troubled my imagination most of all. I have heard and read numerous stories of a magnificent, just and most generous king of all, King Arthur. Legends and myths surrounding the adventures of this character preoccupied my thoughts and pulled me into reading marathons. Today, several years later, I am continuing to indulge my interests. Luckily there is so much material available on the Internet on the subject of King Arthur's and his knights' adventures that I don't have any trouble locating the material interesting to me. Moreover, I have found the following Internet sites most useful in studying the top ic of King Arthur's adventures: Britannia.com (http://www.britannia.com/history/h12.html), The History and Historicisation of Arthur (http://www.users.globalnet.co.uk/~tomgreen/arthur.htm) and Legends (http://legends.dm.net/kingarthur/index.html.). Britannia.com is a very well-structured website. The home page of this Internet site is organized in a manner that allows a viewer to locate necessary information speedily and with ease. However, besides being well structured, the site contains all the essential information related to King Arthur and other main characters of the legend such as Merlin, Guinevere. Information on Geoffrey of Monmounth, the author of the History of the Kings of Britain, is also available. A viewer only needs to click on Arthur, the King (http://www.britannia.com/history/arthur/kaking.html) in order to find numerous hypotheses of King Arthur's birth and origin as well as general theories of his existence: "Arthur, it seems, is claimed as the king of nearly every Celtic Kingdom know" (Arthur, the King, p.1). Here King Arthur is claimed to be a Breton king, a Dumnonian king, a Cumbrian king, an Elmet king, a Scottish king, a Powysian king, among others. Many historians such as Geoffrey Ashe, Graham Philips and Martin Keatman identify Arthur with various noble houses that occupied territories of Great Britain and Scotland. Furthermore, Britannia.com contains links to such material as Timeline of Arthurian History (http://www.britannia.com/history/timearth.html). These pages contain a detailed timeline, starting from 63 A.D., with Joseph of Arimathea's coming to Glastonbury, bringing with him the Holy Grail, and ending in 1090 A.

English As A Second Language Program Essay

An ESL or English as a second Language program, as the name suggests is for students or people in general who do not speak English as their first language and have an interest in learning this language for certain reasons which may range from applying to a college or university in United states or elsewhere or they would want to get accustomed to this language for the purpose of conducting business overseas, for communication with peers at work or it can be for the simple reason of communicating with people at different situations. In this article we are going to focus on ESL programs for students at a school district, comparing and contrasting on the ways they are executed and the ways they should be executed. English as a Second Language programs for students are offered to students by either scheduling classes in between their regular course classes or they can be undertaken as a separate programs by certain individuals who are accommodated in the vicinity of the university. Today, since the ratio of international students is increasing at an alarming rate in United States or Canada, offering an ESL program is more of a legal requirement for most districts so that all students are taken forward together at university or when they enroll into one in future. It is also due to this very fact that a lot of emphasis is given to ESL programs at elementary and middle school levels to prepare students to use English as a channel of communication in future. The execution and the effectiveness of these programs however, vary with different school districts depending upon trained teacher, the program and the dedication of the students themselves. The duration and intensity of an ESL program varies with the individual or university requirement and can be full time or part time, ranging from a couple of weeks to even a year. These details as mentioned do differ, so for example the ESL program offered at the Greenwich public school which aims at providing students academic and communication skills In order for them to succeed in U.S universities as effectively as possible. The elementary school offers this program for an average 2- 4 years with one to eight hours of instruction every week depending upon the grade and language individual needs of students. The school also focuses on very small groups and emphasizes individual attention to students to better understand their weaknesses and fill I the gaps. The Greenwich Public School district has been offering ESL programs for the past 28 years and has seen an influx in the number of ESL students over the years. In the year 2004-05 approximately 731 students enrolled in the program altogether from 54 countries. The elementary school curriculum includes a variety of materials according to student needs such as work books, songs, CD’s, learning of poems, class presentations etc. this program is more content based   and strong emphasis is give on the reading aspect in this program.   The program is organized around themes and aims at teaching critical thinking along with language skills to enable success in mainstream class rooms. In more specific terms this ESL program for elementary students includes Theme based English series which includes work books, posters etc. Group activities (theme based) which tend to explore literature along with songs, activities, TPR games etc. Miami Linguistics, which are designed for ESL beginners in a sequential reading manner. In Greenwich Public School, after completing the elementary school program after reaching grade 2 or grade 3, ESL students are expected to formulate questions, read outside of class, compare materials in a text and also contrast them. They are also able to express a story in their own words with proper understanding and expressions, write small paragraphs and initiate conversations. After completing the basic ESL program for elementary school, students can decide to move out of the program or advance to higher level middle school ESL program, which has its own curriculum and particular hours to be covered aimed at developing proficiency in English language. Placement in this program is based on entry tests and educational history. After looking at the details of different ESL programs offered by various institutes, if one actually compares them with reality, one can say that ESL programs put students under a lot of stress as they try to achive excellence in a second language, therefore recreational facilities should be made affordable, also the students should be encouraged to mingle with American students in order to culturally adjust with them   and pur into practice all the theories they have learnt in   class. Also one of the most important things which teachers for this program need to understand is that students enrolled in an ESL program come from very different backgrounds and cultures, therefore the same methodoligies cannot be applied across the board for teachin purposes. Students must be carefully monitered and encouraged to use their strengths to achive succcess in the course.   (Currie, 2003) If one compares the ESL program offered by greemwich Public School with other ESL programs offered, we can say that most ESL programs are similar in conducting theme based activities, which can be selected by asking students what they want to say, moulding the curiculum in children’s interest. Also at this stage most ESL programs are content based, songs are also one of the important keys to success in most ESL progrms. One of the methods which can contribute towards the improvement of an ESL program at Greenwich is that revision of matrial is very important before every new leson taught, this can be best achived with the help of songs before proceeding forward. Each lesson should be broken down into three to four parts, starting with warm up and revision of previous material, then teaching new lesson, for example new vocabulary words etc, the third part should incorporate games or activities t practice the new lesson and the ending of a esson sholud be on a happy thankful note, referably a song. This approach has been teted at ther ESL program and has proved to be very succesful. Different approaches to learning can be adressed thorough ESL games, making learning lessions fun and more effective. Depending on the students theses ESl games can vary from auditorylearnig style in which games involve more listening through peoms or repitation etc. Visual ESL styles ca be used for students who are more comfortable with videos of games involving flash cards etc and finally tactile learnig styles can be used in which â€Å"touch† are used.   (Vernon) In conclusion, if the current ESL program in a School district is evaluated in terms of the comparisons and details mentioned above,   I would say that diverse approach towards the students is missing and teachers are adopting   a homogenous method towards all students. In my opinion more effort needs to be diverted in this angle where different games and teaching styles are used after analysing the capabilities of students and more emphasis should be place on practical learning.

Humanity s Fate Free Will Or Determinism - 1978 Words

Humanity’s Fate: Free Will or Determinism? Is one s life determined or is it the result of free will? In establishing the answer to this question, it is essential that one understand the difference between the two representations. When one follows the doctrine of determinism, it is as though one has absolutely no control over the various occurrences that take place during one s life. Free will, on the other hand, is the concept of having full authority over one s aspirations and ultimate direction, reflecting the exact opposite of those who adhere to determinism. Having adequately grasped the meaning behind these two divergent perspectives, it can easily be demonstrated that life is one s own responsibility. Instead of leaving all things up to fate, an individual has a significant influence upon his or her own ultimate existence. One may argue that we shape who we are based on every little decision and thing we do. Yes, there are factors that might sway or influence our decisions and what we do, but we are the ones to choose whether those factors will sway or influence our decisions and actions. The essence or nature of a person is not fixed in advance and must be created on his or her own. One can think of it as being your own canvas. You are your own masterpiece. Whether based on what you do and the choices you make, that masterpiece is beautiful or ugly, it is you who created it, and you must be fully aware of that in order to take full responsibility for whoShow MoreRelatedThe Societal Implications Of Free Will Versus Determinism1765 Words   |  8 PagesThe Societal Implications of Free Will Versus Determinism Since antiquity religion and philosophy have grappled with whether humanity truly possesses free will or if our actions and all the events in our lives are merely governed by fate. 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