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Essays about gender equality in education
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Essay on gender equality in education
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A Re-Vision of Teaching: Portrait of a Teacher in Process
In Adrienne Rich's essay, When We Dead Awaken: Writing As Re-Vision, Rich writes about re-vision as the act of seeing with fresh eyes, of entertaining an old text from a new critical direction (629). RichƒÎs idea of looking at a subject with fresh eyes is a strategy that I decided to employ to reflect on my own teaching practices. In using re-vision to examine one particular lesson that I taught on Adrienne Rich/feminism and another lesson on revision source integration, I was able to see my lessons from a new perspective. Just as Alice Walker looked at her mother unconventional piece of art, a garden, in her essay, In Search of Our Mothers Gardens, I began to see my lessons as unconventional pieces of artwork in this same way (746). Examining my lessons from this artistic perspective enabled me not only to explain the process itself, but also to discover what was missing from my first lesson, the role of the student. Looking at my process ultimately helped me to redefine studentsƒÎ roles in the classroom.
If I had recorded my feminism Adrienne Rich lesson this is what it would look like: fifteen minutes of me talking. This talk begins with me introducing an article in The Chronicle of Higher Education, which was written by a first-year composition teacher, Kate Dube. I bring the class attention to the observations she discovers from her class when they discuss feminism. I mention a few misconceptions about feminism, some students' thoughts on feminism, and reasons that Dube thinks feminism is a necessity due to the fact that there is still inequality between men and women today. Reading the class a statistic ...
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...The Computer Delusion. The Atlantic Online. July 1997 <http://www.theatlantic.com/issues/97jul/computer.htm>.
Rich, Adrienne. When We Dead Awaken: Writing as Re-Vision. Ways of Reading. 6th Edition. Bartholomae, David, and Anthony Petrosky. New York: Bedford/ St. Martins, 2002: 625-640.
Rodriguez, Richard. The Achievement of Desire. Ways of Reading. 6th Edition. Bartholomae, David, and Anthony Petrosky. New York: Bedford/ St. Martins, 2002: 652-670.
Tate Online. Tate Online: British and International Modern Art. 10 December 2004. <http://www.tate.org.uk/home/>.
Walker, Alice. In Search of Our MotherƒÎs Gardens. Ways of Reading. 6th Edition. Bartholomae, David, and Anthony Petrosky. New York: Bedford/ St. Martins, 2002: 738-747.
Winterson, Jeanette. Art Objects Essays on Ecstacy and Effrontery. New York: Vintage International, 1995: 3-20
Writing with Readings and Handbook. 3rd ed. New York: W.W. Norton & Company, Inc., 2013. 52-57. Print.
Meyer, Michael, ed. The Bedford Introduction to Literature: Reading, Thinking, Writing. 5th ed. Boston: Bedford/St. Martin's, 1999.
September 11th, 2001. An organization denoted as terrorists by the United States, Al-Qaeda, attacked the U.S on our own soil. In his “Letter to the American People”, the leader of Al-Qaeda, Osama Bin Laden, takes a defensive stance regarding the attack, giving his justifications of why the attack on the U.S was warranted and acceptable in the terms of Just War Theory, citing examples of the Right to Self-Defense and reasons why he was justified in targeting American civilians. Just War Theory is comprised of ideas of values to determine when acts of aggression are morally justified or not, and it is primarily split into two categories, Jus Ad Bellum (Justice of War) and Jus In Bello (Justice in War) (Walzer 21). In this essay, I will be arguing against Bin Laden’s claims of the justification of Al-Qaeda’s attack, using the failure of Bin Laden’s attack to meet the requirements for a just war in terms of Jus Ad Bellum and Jus In Bello.
“Never think that war, no matter how necessary, nor how justified, is not a crime.” As depicted in the quote by Ernest Hemingway war is a difficult situation in which the traditional boundaries of moral ethics are tested. History is filled with unjust wars and for centuries war was not though in terms of morality. Saint Augustine, however, offered a theory detailing when war is morally permissible. The theory offers moral justifications for war as expressed in jus ad bellum (conditions for going to war) and in jus in bello (conditions within warfare).The theory places restrictions on the causes of war as well as the actions permitted throughout. Within early Christianity, the theory was used to validate crusades as morally permissible avoiding conflict with religious views. Based on the qualifications of the Just War Theory few wars have been deemed as morally acceptable, but none have notably met all the requirements. Throughout the paper I will apply Just War Theory in terms of World War II as well as other wars that depict the ideals presented by Saint Augustine.
Griffin, Susan. “Our Secret”. Ways of Reading Eds. David Bartholomae and Anthony Petrosky. Sixth edition. Boston. New York: Bedford/St. Martin’s, 2002.
Walker, Alice. (1974). “In Search of Our Mothers’ Gardens.” Ways of Reading. Boston: Bedford/St. Martin’s, pp. 694-701.
Abcarian, Richard, Marvin Klotz, and Samuel Cohen. Literature: the Human Experience. Boston, MA: Bedford/St. Martins, 2010. Print.
Griffin, Susan. “Our Secret”. Ways of Reading Eds. David Bartholomae and Anthony Petrosky. Sixth edition. Boston. New York: Bedford/St. Martin’s, 2002.
Justice in warfare has become an influential perspective. In particular the moral implication highlights the core importance of the ‘Just War’ theory. The principle was first established in ancient Rome 106-43 BC by Roman Philosopher Cicero, he stated that, ‘no war is considered just, unless it is preceded by an official demand for satisfaction or warning, and a formal declaration has been made’, (Cicero, 1913, p.38-39). Therefore, it is precedent that a war is established under the principle of justice. The theory was further coined by Roman Christian Philosopher, Augustine of Hippo (345-430 BC) and later carried on by Aquinas (1274 BC). The principle was used to pursue the question on when it was permissible to wage a war and the conduct of a war. Both Christian and Greek philosophers had conflicts on when and how to fight in a war. Therefore, the moral objective for both philosophers was to establish peace. During this period, Aquinas became one of the most influential philosophers on the just war principle. He argues that for a war to be just, it has to fulfil three criteria, ‘(1),the war had to be conducted not privately but under authority of a prince, (2) there had to be a just cause for the war, (3) it was necessary to have the right intention to promote good and avoid evil’, (Dinstein, 2005, p.64). Aquinas emphasises that the principle of jus ad bellum focuses on the moral justification for war. Whereas, the moral conduct of war is implemented through the principle of jus in Bello. Therefore, it can evaluated that the just war theory implements a set of rules to justify military warfare.
The Just war theory is a doctrine that has been studied by all sorts of leaders, religions, and especially military leaders. Basically it is a doctrine that consists of all sorts of military ethics of war and broken down into two parts, Jus Ad Bellum and Jus in Bello. Just ad bellum is consisted of 5 parts, the first part is legitimate authority and what that means is that the people who are making the decision of war are recognized officials and understand the strategies of war. The second reason is for a just cause, having the right reasons for going to war and understanding that violent aggression is not the plan. The third is that the last resort is going to war, and being able to understand that before a country starts a war that can be solved in less violent ways. The fourth option is prospect of success, yes winning the war is a success but how many lives can be lost and still count that as a success. The final option is the political proportionality and that is when the wrong of war is proportionally less then the wars cons. I believe that if all non violent options of Just ad bellum have been tried and were given a fair shot and the only viable option is to go to war then going to war is acceptable. But if all non violent option shave not been exhausted and war is nothing but a quick decision this can be considered wrong and
Abcarian, Richard. Literature: the Human Experience : Reading and Writing. : Bedford/Saint Martin's, 2012. Print.
Imagine living in a time when your only role is to get married, bear children, and take care of your house and husband. Adrienne Rich proposes an ulterior idea in her essay “Taking Women Students Seriously” Women should not only question the gender standards but discuss the gender norms that society has created; by discussion and attention to the matter we can eliminate it all together. Women are not represented in school curriculums enough and have a large misrepresentation in society. Rich draws attention to: What women have working against them in education, how women are perceived in the world by the media and advertising, and the gender roles that society pressures young children to contort to. By striking up a discussion
Rodriguez, Richard. "The Achievement of Desire." Petrosky, Anthony and David Bartholomae. Ways of Reading An Anthology for Writers. Boston ; New York: Bedford/St. Martin's, 2010. 516-532.
Schakel, Peter J., and Jack Ridl. "Everyday Use." Approaching Literature: Writing Reading Thinking. Boston: Bedford/St. Martin's, 2008. 109-15. Print.
Among the many subjects covered in this book are the three classes of oppression: gender, race and class in addition to the ways in which they intersect. As well as the importance of the movement being all-inclusive, advocating the idea that feminism is in fact for everybody. The author also touches upon education, parenting and violence. She begins her book with her key argument, stating that feminist theory and the movement are mainly led by high class white women who disregarded the circumstances of underprivileged non-white women.