Cultural Conversations Essay Example for Free

Cultural Conversations Essay Nonviolence has been used as an instrument of peace throughout history and it has proven to be an effective tool in instigating change in the society. Spearheaded by Mohandas Gandhi’s moving principle of nonviolent action towards the unjustly rule of the British forces in India, change is indeed possible if done out of the context of truth in love. The precept in nonviolence operates under what Gandhi termed as satyagraha or soul force which sought to compel change by way of non-cooperation and self-sacrifice for the attainment of justice. Gandhi’s worldview revolutionized the path social movements followed and morally awakened its consciousness. It didn’t take long for the whole world to take notice of Gandhi’s efforts and aspire to understand the philosophy behind nonviolence as a means for social transformation. Martin Luther King Jr. was one of the modern social reformists who adhered to the teachings of Gandhi’s nonviolent action in order eradicate racial segregation in America. Just like Gandhi, King had personal experiences of racial discrimination which had propelled him to act in defiance towards the injustices that prevailed in American society. His frustration on the black segregation system prompted him to find alternative solutions for the furtherance of black civil rights in a white-dominated America. Impressed by the impact of Gandhi’s satyagraha principle, King incorporated the concept with his strong Christian background and created an unstoppable force within the convictions that echoed the sentiments of the black people. While great minds do think alike, their ideas tend to diverge in different tangents and this holds true for Gandhi’s and King’s comprehension of nonviolent action/passive resistance. Both Gandhi and King believed that in order to free themselves from the fetters of racial prejudice, they had to resort to disclosing the social realities that undermined their civil rights in a way that did not induce a violent force, rather, a force that was directed towards love. This entailed self-sacrificial acts to incite a moral response from the oppressors such as enduring physical torture from the oppressors, submitting to the law if need be and protesting under dire circumstances. It was a feat that seemed too daunting to be carried out since it requires more from the oppressed individual (Dilks, Nonviolence: A Weapon for Peace). The precepts of non-violence engage the individual to be physically submissive but mentally and spiritually active and any individual who is willing to undergo through that must be prepared and committed to take it to the long haul. Both Gandhi and King took the principle to heart and lived it. They did not rest until everyone listened. They understood that freedom would only be granted to them if they demanded it. Gandhi had emphasized that in order to achieve outward freedom, one must be free from within and this could only be attained through self- sacrificial actions in the context of self-purification. He believes that by being a strong spiritual leader, he would not only set an example for the people of India which would garner their support, but also possess the power to change the course of their existence. King had operated on this concept of freedom but was more apt to focus on the attainment of outward freedom since he believed that it appealed more to the American society as it is a nation that revels in the intricacies of law technicalities (Dilks, Nonviolence: A Weapon for Peace). In the letter that Martin Luther King jr. had written in Birmingham jail, he had discussed the relevance on breaking the laws of man if it hindered to protect and enforce the rights of an individual. King had explained the concept of law by stating the ideas of St. Augustine on its two different types, the just law and the unjust law. According to St. Augustine, just laws were in accordance with the natural laws of man in proportion with moral codes. Unjust laws were simply corrupt laws made by man which debases humanity as a whole (Dilks, Nonviolence: A Weapon for Peace). King had expressed that laws which discriminate individuals are unjust laws since it encourages inhumane treatment to an individual. While Gandhi’s belief on the necessity of breaking laws is quite similar, in essence he observed it through simple demonstrations and the importance of spiritual well-being. It is crucial to note that cultural differences are at play here since India’s religion is much more rooted on its people than it is for most Americans, which explains why Gandhi’s approach was much more inclined to spiritual self-fulfilment. In King’s Letter in Birmingham jail, he also wrote that the pressure appended to passive resistance should rouse social tension that would render negotiations. Though Gandhi has emphasized the need for patience in executing satyagraha, King understood that waiting was not an option at this point for they were dealing with a different audience. King had realized that while self-purification should be the driving force in nonviolent actions, one should also consider the degree to which the method should be enforced so as to be heard (Dilks, Nonviolence: A Weapon for Peace). The way in which Gandhi and King had expressed their convictions should also be taken into account as it reveals the differences in their style techniques that conquered the hearts of the people. King’s execution of passive resistance seemed more forceful in nature due to his passionate orations compared to Gandhi’s spiritual mind frame and mellow tonality, still both of them had one thing in mind which was to voice out the injustices within their society. Both Gandhi and King had sought to depict the social inequalities in their society. Though this action did not go unopposed, their passive resistance to such conflict invigorated them to act in accordance with love for their oppressors. Gandhi had stated in his teachings that the intention of exposing such social injustices should not be focused on degrading the individuality of their oppressors as it were regarding the relationship between the Indians and the British, but to appeal to their sensibilities and the intrinsic understanding that as human beings, we are one, regardless of race and gender. Gandhi believed that if an individual’s motives are untainted, truths will inevitable come out and justice will prevail. King held these views to heart as well which is why he had urged his fellow Black Americans to not retaliate by violent means but by a diplomatic engagement of passive resistance (Dilks, Nonviolence: A Weapon for Peace). Gandhi and King were known to be great social reformists who popularized the use of nonviolence as a means for social change. Even though both men had maintained different focal points for the furtherance of their causes, their mission of employing nonviolent actions toward active opposing forces remained intact. The end result is a transformation in the existing relationship of the oppressed and the oppressor. Reference: Dilks, Stephen, et al. Nonviolence: A Weapon for Peace? Cultural Conversations: The Presence of the Past. Bedford/St. Martin: New York, 2001.

Culture and Influence of the South in Petrified Man by Eudora Welty Ess

Culture and Influence of the South in Petrified Man by Eudora Welty When I think of the south, I think of southern hospitality. I picture people always talking to each other, whether it?s just small talk or gossip, which is the case in The Petrified Man. The dialogue itself appears to be pretty accurate (from what I can imagine anyway, since I?ve never been down south). The south definitely has a certain way of talking and Eudora Welty does a great job showing us, not just telling us, this dialect. From the very first sentence of the story, you know where you are, and the type of people involved in the story. ?Reach in my purse and git me a cigarette without no powder in it if you kin, Mrs. Fletcher, honey ? I don?t like no perfumed cigarettes.? As for the events themselves, they appear to be reasonably honest. If you allow yourself to just listen to the story as it?s being told, instead of trying to analyze it?s validity (it is fiction after all) you will believe you?re sitting in Leota?s beauty parlor with Mrs. Fletcher and Leota talking about anything or anybody. I...

Interpretation of the poem, “Sa Aking mga Kabata“ Essay

The first stanza speaks that Rizal wants us to love our own language and it is a gift from above that was given onto us to be grateful of. It is a blessing that like any other nationalities we were gifted of. We are aware that Rizal was motivated to write this poem during the time of Spanish supremacy because we were under their colony. He addresses us to love our language for it is our step towards liberty. As Rizal correlated it to a bird that can freely fly up in the sky, it has a will to fly wherever it wants to go and whatever it wants to do. But if this bird is in a howl like us, Filipinos, who cannot stand for what we believe is right, we will never experience independence. The next stanza implies that a nation that loves a God-given language also loves freedom. â€Å"For language is the final judge and reference upon the people in the land where it holds and sway.† A Filipino who loves his native tongue will definitely fight for his freedom seemingly like a bird â€Å"lumilipad nang pagkataas-taas para sa mas malawak na liliparan†, a person who preserves the marks of its liberty, as man preserve his independence. Language is not merely a communication tool but as an expression of one’s identity, of one’s individual and social consciousness. Without a common identity, there could be no real sense of nationhood. Love and use of one’s native tongues was one of the badges of a true patriot . In the succeeding stanza, Rizal compared the person who doesn’t love his native tongue from a putrid fish. Just like a fish which originally lives in water, stinks every time it goes out of its place. Like some of the Filipinos that we could observe, we could see that when they have reached a foreign country and adapted the foreign language and culture, they tend to forget their own. And as they have adapted that culture, they will be so haughty to despise and scorn their own fellowmen. They hide and cover their identity for being a Filipino even though it’s very discernible. They just make themselves look foolish and shameful. And with the last two lines from the third stanza, Rizal addressed to us that our own language must be cherished and should not be forgotten because it’s a very valuable possession of our own country. Fascination when we discovered that Rizal was just an eight-year-old lad when he wrote this poem. At a very young age and a boy who grew up speaking several languages, it is very inspiring to hear someone say these lyrics with such great nationalism with great love of his own tongue. Reflecting our past, we saw ourselves unconsciously patronizing foreign languages. We wanted to be those whites who have slang tongues. Where have our native tongues has gone? We were gaining colonial mentality without our awareness. The bad news is, we allow it to happen. And what Rizal was trying to resound is that even our very own Finally, the last stanza implies that we, just like the other nations existing, have its own exceptional characteristics that we can be greatly proud of, those distinct qualities of being a Filipino such that the blood itself that runs through your veins, the culture, and your innate YOU is a certified Filipino that you can never obliterate. Sad to say, the cornerstones established by our forefathers to come up with a better country is now into annihilation†¦Annihilation caused by the influx of challenges doomed to spoil what we have Reason: Jose Rizal was then eight years old when he wrote this poem because he wanted to reveal his earliest nationalist sentiment. In the poetic verses, he proudly and pompously asserted that a people who trully love their native language will definitely srtive for liberty like the bird which soars to freer space above. Indeed, he is a great hero! was dedicated to the Filipino Youth. Interpretation of â€Å"My first inspiration† The word â€Å"inspiration† has two levels of meaning: the conventional one we use every day and the root meaning rarely used in modern language but always present as a connotation of the other: (1) Stimulation of the mind or emotions to a high level of feeling or activity, and (2) The act of breathing in; the inhalation of air into the lungs. This poem speaks to (2) in the first stanza: the breathing in of sweet aromas on what is declared to be a â€Å"festive day.† The second stanza moves to the sweet, musical sound of birds singing in the woods and vales on such a day. The third stanza, of course, begins to merge the two images in a subtle way: the birds â€Å"start† to sing (or are startled into singing) by the sound of the wind blowing. The wind would supply them breath for singing, but it also seems to â€Å"inspire† their singing, as in (1) above; that is, it stimulates them to a high level of activity. In the fourth stanza, the spring of water tunes its murmur likewise to the sound of the breezes (zephyrs) as it flows along among the flowers. Hence, in this first half of the poem we have music of birds and brook â€Å"inspired† by the wind; that is, the very air we breathe. And also we breathe the fragrance of the flowers (among which the brook flows), for it is borne on the wind. The imagery of these first four stanzas is, thus, neatly tied together, giving us a sense of the festivity of a beautiful spring day in nature. The poem could be complete at this point; it would be a sweet little nature poem, a song. But the poem moves in a different direction now. Why does this day seem so much brighter, more beautiful than others? Why is morning brighter today? The next two stanzas answer this question. The poem, it turns out, is addressed to the speaker’s mother, and it is her day of â€Å"blooming† (birthday, probably). The perfume of the flowers, the songs of the birds, and the sound of the bubbling brook all celebrate her day, they â€Å"feast† in her honor. They wish her all the best: â€Å"Live happily ever after.† Now the poem becomes more fragile, more understated. For one’s â€Å"dear mother† is also one’s inspiration–there at one’s first breath in life, there to move one toward creative acts or ideas. But to say that in so many words would be trite and sentimental. So in the last stanza the speaker acts out the feeling. Joining the music of the brook (and of the birds and the winds), the speaker will play upon a lute. The mother is asked to turn from Nature to Human art, from the birds and the brook to the sound of the lute expressing emotion wordlessly. And what is the â€Å"inspiration† that moves the lutist to play? Why, â€Å"the impulse of my love.† The speaker’s love for the mother. The mother’s love reflected in her child. This is the first sound of music, which is inspired by the mother/child love; but, indeed, the whole poem–the music of its verses–has already been inspired also in the same way. I think you should be warned, however, that is not THE interpretation of Rizal’s poem (indeed, it is an interpretation of a translation, which may or may not accurately reflect the original–especially with its carefully, but somewhat laboriously rhymed stanzas, ABBA). Therefore, this is MY interpretation. There will be as many as there are readers, and one’s written interpretation never adequately conveys one’s experience of the poem–which will always be beyond words. It is, furthermore, merely AN interpretation. There will be as many others as there are readers. I am curious: what is YOUR interpretation. That’s what’s important to you. I hope mine may have been helpful to you, but it cannot be definitive. Reason: Mi Primera Inspiracion (My First Inspiration)-was dedicated to his mother on her birthday.He was delighted to see his mother, Doà ±a Teodora Alonso, released from prison that same year so he dedicated the poem to her. Interpretation of â€Å"My last Farewell† Interpretation The first stanza speaks about Rizal’s beautiful description of his Fatherland. He used the biblical Eden to describe the Pre-Hispanic Philippines which is an imaginary time of purity and innocence. He adores the beautiful country that he and others are fighting for. He said that he is glad to give his life to Filipinas even though his life was brighter, fresher, or more blest than it is now – pertaining to the time when he wrote the poem. The second stanza speaks about the men who gave their life to his beloved country. Rizal said that their dedication and patriotism to the country is without second thoughts. It doesn’t matter how one struggles, that all struggles, all deaths, are worth it if it is for the good of the country. The third stanza speaks about Rizal’s love of liberty. The image of dawn that Rizal used in the first line signifies the liberation that he adores. In the third and fourth line, he says that if the colour of liberation lacks his blood, he must die for the country to attain freedom. The fourth stanza presents the flashback of Rizal’s love for the patria that started when he was young. He was young when he saw the martyrdom of the GOMBURZA and promised that he would dedicate himself to avenge one day for those victims. His dreams were to see his country in eminent liberation, free from sorrow and grief. The fifth stanza repeats Rizal’s dream of complete liberation. â€Å"All Hail!† signifies that he is positively welcoming the dawn of freedom after his death. He also repeats what he has said in the third stanza that it is his desire to dedicate his life to the Patria. The sixth stanza describes the image of Rizal’s grave being forgotten someday. The grassy sod may represent the country’s development, the growth of liberty, and that with the redemption of the country, he becomes forgotten. Rizal does not say here that he wants monuments, streets, or schools in his name, just a fond kiss and a warm breath so he could feel he is not forgotten. In the seventh stanza, Rizal says he wants to see or feel the moon, dawn, wind, and a bird over his grave. The moon’s beam may represent a night without its gloom like a country without its oppressors. The imagery of dawn has been repeated here and its radiant flashes represent the shining light of redemption that sheds over his honour. Only the wind will lament over his grave. The bird does not lament him but sings of peace, the peace that comes with liberation and the peace with which he rests below. In the eighth stanza, the metaphor of the sun drawing the vapors up to the sky signifies that the earth is being cleansed by the sun like taking away the sorrows and tears that has shed including his last cry. Line 3 reminds us to remember why he died – for the redemption of the country. And he wants to hear a prayer in the still evening – evening because he may also want to see a beam of light from the moon which he stated in the stanza 7, and that it is before the dawn. Prayers he stated that will make him rest in peace in God’s hands. Rizal said in the ninth stanza that he also wants his fellowmen to also pray for others who also have died and suffered for the country. Also pray for the mothers, the orphans and widows, and the captives who also have cried and have tortured, and again, for his soul to rest in peace. The tenth stanza says that Rizal’s tomb is on the graveyard with the other dead people. Rizal says that in the night, he does not want to be disturbed in his rest along with the others and the mystery the graveyard contains. And whenever we hear a sad song emanating from the grave, it is he who sings for his fatherland. In the eleventh stanza, Rizal says a request that his ashes be spread by the plough before it will no longer take significance. His ashes represent his thoughts, words, and philosophy making it his intellectual remains. The symbolic ashes should be spread all over Filipinas to fertilize the new free country long after he is forgotten. The twelfth stanza again speaks about being forgotten but Rizal does not care about it anymore. Oblivion does not matter for he would travel far and wide over his beloved fatherland. He keeps his faith with him as he sings his hymn for the nation. Rizal says goodbye to his adored Fatherland in the thirteenth stanza. He gives goodbye to his parents, friends, and the small children. He gives everything to Filipinas. Now, he satisfies his death by saying he will be going to a place where there is peace – no slaves, no oppressors, no killed faith. He is going to a place where God rules over – not the tyrants. Finally, in the last stanza, Rizal cries his farewell to all his fellowmen – his childhood friends, and his sweet friend that lightened his way. In the last line, he repeats that â€Å"In Death there is rest!† which means that he, being ready to be executed, is happy to die in peace. Reason: As the name (which Rizal himself did not give) suggests, this patriotic poem was Rizal’s final farewell to the land he so adored before being executed by firing squad. Since he arranged to have it delivered to his sister Narcisa he did intend that it should be published. Presumably it was intended to serve as a rallying cry to his fellow patriots who opposed the Spanish subjugation. Rizal dedicated this poem to his dear fatherland Jose Rizal talks about his â€Å"Goodbyes† to his dear Fatherland where his love is dedicated to. He wrote it on the evening before his execution. Interpreation of to â€Å"the Filipino youth â€Å" In the poem Rizal praises the benefits that Spain had bestowed upon the Philippines. Rizal had frequently depicted the renowned Spanish explorers, generals and kings in the most patriotic manner. He had pictured Education (brought to the Philippines by Spain) as â€Å"the breath of life instilling charming virtue†. He had written of one of his Spanish teachers as having brought â€Å"the light of the eternal splendor†. In this poem, however, it is the Filipino Youth who are the protagonists, whose â€Å"prodigious genius† making use of that education to build the future, was the â€Å"Bella esperanza de la Patria Mia!† (beautiful hope of the motherland). Spain, with â€Å"Pious and wise hand† offered a â€Å"crown’s resplendent band, offers to the sons of this Indian land.† In the poem Rizal praises the benefits that Spain had bestowed upon the Philippines. Rizal had frequently depicted the renowned Spanish explorers, generals and kings in the most patriotic manner. He had pictured Education (brought to the Philippines by Spain) as â€Å"the breath of life instilling charming virtue†. He had written of one of his Spanish teachers as having brought â€Å"the light of the eternal splendor†. In this poem, however, it is the Filipino Youth who are the protagonists, whose â€Å"prodigious genius† making use of that education to build the future, was the â€Å"Bella esperanza de la Patria Mia!† (beautiful hope of the motherland). Spain, with â€Å"Pious and wise hand† offered a â€Å"crown’s resplendent band, offers to the sons of this Indian land.† â€Å"A la juventud filipina† was written by Rizal when he was only eighteen years old, and was dedicated to the Filipino Youth. Dr. Jose Rizal composed the peom, To The Filipino Youth, to the youth of the Philippines. He wanted the Filipino youth to use their abilities and skills to excel not only for their success but also for the success of the country. Dr. Jose Rizal wanted us to develop our talents and use them to help those who are in need. Interpretation of â€Å"They ask a verses† He wrote this because he was actually asked for verses. He reminisced his childhood days. It can be seen in the poem how he missed the Philippines very much and how painful it is for him to leave his motherland.

Academic Prose Vs. Writing - 873 Words

Over the past eight weeks, this course has required me to write more academic prose than I have at any time outside of high school. While my job has required writing long documents, they are almost always persuasive or technical documents. I now reflect on my daily reading and writing in a different way as a result of this class. I can see how I have grown even from the first week to today. In each of the assignments below I can see my own growth and learning. When I read my first essay again for this assignment, I found myself picking it apart in a way I do not think I was capable of when it was initially written. A few lines and paragraphs have been rewritten to remove poorly worded sentences and choppy thoughts, but the whole subject and the way it was presented seems poor in hindsight. If I were asked to write the same assignment today I would not rewrite what was there, but start over entirely. The edits I made in this revision were in an effort to make it the best version of w hat was originally written, but it is not representative of what I can produce. Luckily, I had the opportunity to learn more about research and writing while participating in IDS101. Prior to this class, my last formal training in writing and English language skills was in a UConn cooperative class I took in high school. It was equivalent to entry-level college English class and was very demanding, but still not the same as this class. In that class, I was often tasked with writing materialShow MoreRelatedEssay Educational Theory of Teaching Writing1834 Words   |  8 Pagesregards to the teaching of writing, and all that this endeavor entails. When I first started teaching eight years ago, I was fresh out of grad school and eager to have my own classroom of writers. At that point in time, I leaned more towards Peter Elbow’s theories of teaching writing. 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