The Birth of China :: The Birth of China Herrlee Glessner Essays

The Birth of China Herrlee Glessner Creel wrote The Birth of China. The book was published in 1937 at Frederick Lungar Publishing in New York City. Creel was born in Chicago, Illinois on January 15 1905. Both Creel’s mother and father were writers. Creel attended the University of Oklahoma, Creighton University, and finally the University of Chicago where he received his Ph.D. in 1929. In 1922 he worked as a newspaper reporter and later became a Sinologist discovering oracle bones that dated back to 3,000 years. Eventually, Creel became a Professor of Chinese History and Literature at the University of Chicago. Creel died in June of 1994, he was then living in Parlos Park, Illinois. His books have been published in England, France, Japan, Italy, and Spain. He wrote once that, â€Å"My principal concern is to understand the origins and the early history of humanity’s most continually enduring civilization, that of China.† The first section of this book talks about the true discovery of china. Creel notes that until the late 1800’s and early 1900’s with the discovery of China’s magnificent marble sculptures and oracle bones, we had to rely on tradition and legend for the knowledge of the Chinese people. He goes on to talk about the excavation of Chinese artifacts and finally the origin of the Chinese people. In the second section Creel goes on to the talk about the great city of Shang. The Shang were the first people known Chinese history. That period in time is now referred to as the Shang Dynasty. He discuses there livelihood, handicrafts, sculpture and bronze, society, war, writing, their gods, and talks about sacrifice. Finally, in the last section, Creel talks about the Chou Dynasty. A huge advance in civilized living gave him a chance to discuss China’s early politics, literature, marriage, family, business, religion, and law. This book got many great reviews. Collectively they all described this book as well written, colorful, and exciting. Alan Priest of the â€Å"New York Times† wrote, â€Å"Mr. Creel produced a most interesting study of the life and culture of a civilization†¦Ã¢â‚¬  Mr. Priest was not alone in his review of the book. Yet, another review of this book comes from and unknown author with â€Å"Time† magazine.

Music And Stress Essay -- essays research papers

Music and Stress   Ã‚  Ã‚  Ã‚  Ã‚  During the first week of my self change project I monitored my stress levels and the way music effected the mental and physical aspects of stress. From monitoring this properly, I found that listening to music pleasing to me at the specifically different times I experienced stress did help reduce my internal feelings and physical changes. In carefully studying the various types of stress experienced I concluded that certain types of music more effectively reduced my stress and anxiety levels. The following paragraphs explain further the types of stress felt and the music that assisted in subsiding the symptoms of stress. Stress can be felt in several different forms, included here are the following ways I experienced stress. This step was found to be particularly important in past studies to learn specific Å’stress styles' and most importantly, what music reduced what symptoms of stress. There are six separate forms of stress that can be experienced. These are symptomatic in physical, behavioral, emotional, cognitive, spiritual, and relational aspects.   Ã‚  Ã‚  Ã‚  Ã‚  Physical symptoms I personally experienced were: headaches (specifically tension headaches), nausea, dizziness, sleep difficulties, tight neck and shoulders, racing heart, trembling hands, and restlessness. Behavioral symptoms I felt were: a definite excess in smoking, bossiness towards others, compulsive gum chewing, I became critical of others, grinding of my teeth so hard that I am forced to wear a mouthpiece at night, and an inability to finish what I start. Some of the emotional symptoms included: crying, anxiety,nervousness, boredom, edginess, overwhelming sense of pressure, overwhelming anger, being unhappy for no reason, and very testy. Cognitive symptoms that I felt were: trouble thinking clearly, forgetfulness, writers block, long-term memory loss, inability to make decisions, and constant excessive worry. Spiritual aspects of stress that I felt: doubt, unforgiving, apathy, and a strong feeling for the need to prove myself. Examples of relational symptoms included: isolation, intolerance, resentment, clamming up, nagging/whining, distrust,and less contact with friends.   Ã‚  Ã‚  Ã‚  Ã‚  The importance of identifying interpersonal feelings helps with deciding what music would be most effective in reducing stres... ...nderstand that if she/he decided to change, she/he could. Future use of behavior change will most definitely come in handy. I already have a list of things I would like to change on my own time and knowing how and what to do will be more than enough motivation to get me going.   Ã‚  Ã‚  Ã‚  Ã‚  My major goals in this specific self-change project would be the reduction of anxiety and stress through music therapy. Hopefully this will follow me into the rest of my life, including stress in family life and in my chosen career. Secondary goals that I have acquired through study on the topic are actually using music therapy in my future career. To be specific, I would like to turn and use music along with psychodynamic therapy to help heal pediatric oncology patients. At this time in my college career, I feel that I am fulfilling my goals, but certainly not to their best. Hopefully, through this and other self-change projects, I can prepare myself for today and the future. Self-change is, I found, something that can only continue in your life if you use it . If you do follow through, eventually, the change will become a part of you and not a simple Å’behavior you don't like'.

Great Expectations Illustrates the danger of seeing status and money as the most worthwhile aims in life

Charles Dickens' Great Expectations is not so uncomplicated as to suggest that wealth is a destructive force. Instead it attempts to highlight the apparent dangers associated with becoming preoccupied with money and social status. In Pip, the book's chief protagonist, Dickens presents us with a character that misguidedly follows these ideals in a journey of self delusion. The abandonment of his childhood father figure -Joe – and his earlier virtues of decency and compassion are the consequences of his misconception that with wealth will come ‘gentility'. Dickens' underlying message is that wealth and class are superficial, failing to give any indication of a person's quality or true gentility. This being said, it must be understood that Dickens' aim is not to condemn wealth and social ‘niceties' such as good manners and a formal education, instead it is those who worship these false ideals and become preoccupied with them that are criticized. In characters such as Herbert and Mathew Pocket and, to an extent, Wemmick and Jaggers, we are presented with benevolent and harmless forms of class and privilege. Yet juxtaposed against this we have Pumblechook, Magwitch and Pip. Failing to realize what truly counts, these characters delude themselves into believing that by assuming the outward trappings of gentility they will become gentlemen. However, by making wealth and status their most worthwhile aims, they succeed only in becoming grotesque and quite repugnant. The dangers involved with such illusions include pretentiousness, wasteful lifestyles and an inability to appreciate true and noble ‘gentility'. These become most apparent in Pip as his wealth gives him the illusion of greatness without the substance. He changes from the innocent blacksmith's assistant to the humbug ‘gentleman to be'. At times his pretentiousness is unbearable, its absurdity highlighted in the quote â€Å"The (servant) was ordered to be on duty at eight on Tuesday morning in the hall (it was two feet square)†. He is so lost in his fixation with wealth and class that he treats Joe and Biddy – his childhood mentors – patronizingly and with contempt; â€Å"If I could have kept (Joe) away by paying him money I certainly would have.† This leads him to turn his back on these noble characters, removing their wisdom and decency from his life, leaving him only with his wasteful and highly pretentious lifestyle. At one stage Pip himself admits â€Å"(the effect of my expectations) influenced my own character, I disguised from my recognition as much as possible, but I knew very well that it was not all good.† In highlighting these dangers, Dickens preaches that social status and external appearances are doubtful measures of a person's true quality. Pip's journey clearly exemplifies this message, being most repugnant at the hight of his expectations yet being most worthy when he has lost everything. Supposed gentlemen such as Pumblechook, Drummle and Compeyson who mock the false surface of gentility but are really hideous and unworthy characters are further variations on this theme. However, it is Estella, Miss Havisham and the world of Satis house that are best used in the attack against the simple-minded notion that money and status are a guide to ‘quality'. The lovely Estella charms Pip with her beauty, yet as she herself admits â€Å"I have no heart† and is incapable of love. Miss Havisham and her attractive Satis house have the showings of happiness and glamour. The truth is, however, that she has been eaten away by bitterness in a house that is â€Å"strange† and does not permit love. Therefore, Dickens strongly argues that external appearances fail to count for what lies beneath. Instead Dickens holds up truly noble characters such as Joe, Biddy, Wemmick and Clara, who understand the importance of compassion and fellow feeling, for our admiration. He attempts to show the reader that these are the values that should be made the most worthwhile aims of life. His protagonist finally comes to this realization at the conclusion of the novel, as he appreciates the true gentility of Joe as a â€Å"good Christian man†. By making these characters the moral centre of the book Dickens is able to highlight the greater importance of such values over wealth in determining the quality of a person. Even the ‘darker' characters of the book such as Miss Havisham and Mrs Joe are able to understand this (though it comes far too late), with Miss Havisham asking for Pip's forgiveness â€Å"Prey if you could ever right under my name ‘I forgive her' †¦ prey do it.† and Mrs Joe's final words â€Å"Joe†¦Pardon†¦Pip.† Clearly the moral of the novel is based on the importance of love and compassion over wealth and class. Dickens, therefore, argues that money and social status fail to act as indicators of a persons true worth. Instead it is values such as compassion and the ability to love that define their gentility. Although Pip in his journey misguidedly believes that his re-invention would lead to bettering himself, he is eventually able to realize what truly counts are the virtues of love, compassion and decency.

Learning Styles Theory Essay

Learning styles theory originated in the 1970’s and is based around the idea that people have preferences about how they like to learn. Theorists believe that each individual has a particular learning style that is best suited to them and allows them to collect and process information successfully in order to learn. The principle idea is that these learning style differ from one individual to the next and theorists argue that school teachers should incorporate these learning styles into their lessons so that student is catered for and everyone can learn effectively. Many educationalists believe that differences in learning styles are responsible for some student difficulties, for example, if a student is taught in a style they do not prefer they may not learn as successfully as those students being taught in their preferred style. David Kolb is one of the main researchers who studied learning strategies and processes and put forward his idea of experimental learning. Kolb stated that; â€Å"Learning is the process whereby knowledge is created through the transformation of experience.† (David A Kolb, 1984) Kolb’s experimental learning model draws on the ‘Lewin Cycle of Adult learning’ and proposes that there are four stages which follow on from each other to complete the learning cycle. Kolb’s model suggests that in order for learning to be effective that an individual must include the four stages; Concrete Experience, Abstract Conceptualization, Reflective Observation and Active Experimentation, in their learning process. He believed that this would result in the individual finding that they had strengths and weaknesses in particular stages and their preferred learning style derived from this. Kolb stated that there are four instrumental learning styles which follow on from th e four previous stages, these are; the diverging learning style, the assimilating, the converging and the accommodating learning styles. Kolb’s theory was generally widely accepted however recent critics have found it unreliable. Two management development specialists named Peter Honey and Alan Mumford further developed Kolb’s theory and created a questionnaire designed to find out a person’s preferred learning style. The questionnaire asks a series of questions which help the individual to identify their preferred learning habits. The answers to these questions are scored and the person then falls into one of four categories which is the learning style best suited to them based on the answers they have given. Honey and Mumford put forward four main learning styles; Reflectors, theorists, pragmatists and activists, each with their own characteristics. Reflectors prefer to learn through activities which allow them to observe, think and review situations. They like to collect data and mind map. Theorists prefer to think problems through step by step using lectures, systems, case studies etc. Quite often they are perfectionists. Pragmatists enjoy applying new ideas and techniques to actual practise to test their use. They prefer learning through lab work, field work and observations rather than lectures or lengthy discussions. They are practical and like concepts which can be applied to their own jobs. Activists enjoy new things and like challenges. They prefer to learn through activities role-playing, problem sol ving and small group discussions. They are unlikely to prepare for their learning or to review it afterwards. This was Honey and Mumford’s interpretation of learning styles theory however other theorists have different opinions. Neil Fleming’s VAK model of learning styles is one of the most popular interpretations. Fleming developed an inventory designed to help students learn more about their individual learning preferences. Fleming’s VAK model identified three learning styles; Visual, Auditory and Kinaesthetic. According to this theory most people have a preferred learning style however some people may prefer to learn using a mixture of all three styles. As with the previous theories each style within the VAK model has individual characteristics based on their learning preferences. Visual learners learn best through seeing. They think in pictures and have intense mental images. They like to learn using maps, charts, pictures or videos. They tend to have visual skills in activities such as reading, writing, puzzle building, interpreting charts and graphs, and painting a nd have a good sense of direction. Auditory learners like to learn through listening. They tend to think in words rather than pictures and learn best through lectures, discussions, talking things through and hearing other people’s opinions. Auditory learners tend to have highly developed auditory skills and are generally good at speaking and presenting. They demonstrate these skills through speaking, listening, storytelling, explaining, understanding the syntax and meaning of words, remembering information and analysing language usage. Kinaesthetic learners learn best through moving, touching and doing. They find it hard to sit still for long periods of time although they have a good sense of balance and hand-eye co-ordination. They process and learn information through interacting with objects and materials. They demonstrate their kinaesthetic skills via physical co-ordination, athletic ability and hands on experimentation, body language, acting and building. A classroom is a good environment in which to put the learning styles theory into practise as there are a number of students in one place each with individual preferences on how they like to learn. There are various methods and activities for each learning style t hat can be used to help the student learn effectively in a way that is suited to their particular preference. For example, when tailoring a lesson to suit a visual learner graphics could be used to reinforce learning. Colour coding could be used to organise class note and highlight key points in the text. Encouraging the student to take notes would also help to embed the learning. Visual learners may also find it useful to illustrate ideas and use flow charts and diagrams when note taking. To cater for an auditory learner during a lesson it would be useful to put across ideas or points by reading them aloud to the class or by getting a student to read out passages etc. to the rest of the group. The teacher may also want to read out significant information which they want to be remembered. Verbal analogies and storytelling could also be used to further emphasize issues and points. The use of tunes and rhymes as mnemonic devices would also be helpful to auditory learners. For kinaesthetic learners to learn successfully they could be encouraged to make models or role-play in relation to the lesson in order to physically experience their learning. The student could translate the information they are being taught into diagrams, flow charts etc. in order to help them learn and remember the lesson more successfully or they could count out a list of items to be recalled on their fingers. Kinaesthetic learners should also be urged to skim through material for key points before reading it in detail. As kinaesthetic learners enjoy learning through movement they could be asked to memorize information whilst performing a physical task, for example, whilst running on the spot or hopping on one foot. All of these techniques could be used to help a student develop their visual, auditory or kinaesthetic learning strengths. The same principles could also be applied to the learning styles from the other models in the learning styles theory. To put this theory into practise I have chosen a subject and a topic from within that subject to teach to a group of my fellow students. I have chosen to look at social psychology and from that I am going to teach the topic of Conformity. I will deliver the lesson using various methods and techniques to cater for the visual, auditory and kinaesthetic learners in the group. The topic of conformity can be broken down and taught accordingly to each of the three styles. To deliver the lesson to the visual learners in the group I plan to teach key terms such as group norms, group pressure and majority influence by writing them and their meanings on the whiteboard at the front of the classroom where they can be clearly seen. I will then ask the student to take down what I have written. I want to teach the students about different research studies that have been conducted on conformity. I will use a projector screen to show a PowerPoint presentation with numerous pictures and graphics detailing the experiments carried out by Sherif (1935) and Asch (1951). To finish my lesson to the visual learners I will show them a documentary film on conformity called ‘The Power of the Situation’. These methods of delivery should help the visual learners of the group to learn to the best of their ability according to the VAK model. To teach conformity to the auditory learners I will again adopt methods which I believe are best suited to their learning preferences. This time instead of writing the key terms on the whiteboard I will state them verbally and then ask the students to have small group discussions on them where they can listen to each other’s opinions and views. After they have completed this I will ask each group to give me examples of majority influence, group pressure, conformity etc. aloud for all the class to hear. I then plan to move on to teach the research studies, I will give a talk on the studies conducted by Asch and Sherif and encourage the students to ask me questions throughout. To end the lesson I will talk about Kelman (1958) and his views on conformity. I am also going to give the class written notes on Kelman and ask the students to read out different sections of the text to the rest of the group. These techniques should ensure a successful learning experience to the auditory learners in the class. Again I will apply the principles of Fleming’s VAK model to teach the conformity lesson to the kinaesthet ic learners of the group. I will teach the key terms by talking about them and asking the students to take notes as I speak. I will then give the students a physical task to test their knowledge of the key terms by asking them to recall the terms and their meanings whilst jumping up and down. I believe this will be effective as kinaesthetic learners prefer to learn using movements. I may also ask them to do various role-plays depicting examples of situations where conformity has occurred. To teach the research studies to this group I will ask them to repeat the studies as closely as possible and record the results they find. To end the lesson to the kinaesthetic group I will ask them to go through their notes and highlight important points and facts. I believe teaching the topic this way will cover all three styles of the VAK model. Already we can see how the principles of the learning styles theory can be applied in the classroom but the question remains; do learning styles really exist and is it possible and realistic for teachers to teach students in this way? After some research I have found relatively little empirical evidence supporting the theory. On the other hand I have found many arguments which discredit the theory. I am now going to review some of the cases for and against the learning styles theory and try to draw a conclusion. According to the learning styles theory it has the ability to help learners identify their strengths and weaknesses and therefore enable them to develop a more efficient learning process. An extensive literally review of learning styles, cognitive styles, Howard Gardiners multiple intelligences and an information processing model from school psychology was undertaken by Dr Erica Warren and she put forward the idea that there are twelve different learning styles – visual, auditory, kinaesthetic, tactile, sequential, simultaneous, reflective, interactive, direct experience, indirect experience and rhythmic melodic learning. Dr Warren claims that there is no right or wrong way to learn and that all learning styles can easily be accommodated in the classroom without having to teach in twelve different ways. She states that some teaching methods are multi-sensory and meet the preferences of all the different types of learners. Although Dr Warren’s argument seems plausible and is well researched again there is little statistical evidence to substantiate it. This is the same case for the rest of the learning styles theories such as Kolb’s and Fleming’s. This may be because results on testing these theories have been largely based upon answers to questionnaires which rely on the participant’s ability to be precise and objective often leading to doubts regarding validity. Although the reliability of learning styles theory has been discredited to an extent in recent years it is widely acknowledged that people do gather and process information in diverse ways and that a greater understanding of these styles and preferences will help teachers employ a wider range of teaching techniques providing an effective learning experience for most students. Granted this idea may have some logic it is quite unrealistic to teach in a way that caters to all learning styles fully due to time and financial restraints within schooling systems. According to cognitive psychologist Daniel Willingham there is no scientific evidence whatsoever in support of learning style theory. He claims they do not exist. He argues several valid points about the theory claiming that something closely related to the theory is correct but not the actual theory itself. The theory asserts that students learn via methods such as visual, auditory or kinaesthetic etc. but Willingham points out th at this is incorrect. However memories are stored this way by the brain. Willingham also claims that it is not possible for an individual to learn exclusively by their preferred style. For example, a student may prefer to learn through auditory methods but if a teacher is trying to teach shapes it cannot be done via auditory methods as the shapes must be looked to gain a proper sense of them, therefore the student must be able to adopt a variety of different learning styles depending on what is being taught. This suggests that indeed it is not a good idea for teachers to teach relying solely on the learning styles theory. Willingham also talks about a useful experiment used to test out this theory carried out by many people. Two lists of words are given to one visual learner and one auditory learner. First the list is given to the learner via a visual slideshow presentation and then the list is played aloud through a speaker. If the learning styles theory were correct one would assume that the auditory learner would learn best from hearing the words and that the visual learner would learn best from the visual presentation however when put to the test this is not th e results that are found. This is because the learners only encode the visual and auditory characteristics to their visual or auditory memory stores without actually attaching meaning to it. Even though learning styles theory may seem logical and correct when studied in depth the fact is that there is very little empirical evidence to substantiate it. Overall it may be construed that although students may prefer to learn in a particular way they are fully capable of learning in other methods without their performance being adversely affected. Bibliography http://www.simplypsychology.org/learning-kolb.html http://topdocumentaryfilms.com/the-power-of-the-situation/ http://journeytoexcellence.org.uk/resourcesa @font-face{font-family:'Roboto';font-style:normal;font-weight:400;src:local('Roboto Regular'),local('Roboto-Regular'),url(//fonts.gstatic.com/s/roboto/v18/KFOmCnqEu92Fr1Mu72xKOzY.woff2)format('woff2');unicode-range:U+0460-052F,U+1C80-1C88,U+20B4,U+2DE0-2DFF,U+A640-A69F,U+FE2E-FE2F;}@font-face{font-family:'Roboto';font-style:normal;font-weight:400;src:local('Roboto Regular'),local('Roboto-Regular'),url(//fonts.gstatic.com/s/roboto/v18/KFOmCnqEu92Fr1Mu5mxKOzY.woff2)format('woff2');unicode-range:U+0400-045F,U+0490-0491,U+04B0-04B1,U+2116;}@font-face{font-family:'Roboto';font-style:normal;font-weight:400;src:local('Roboto 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Improve Your English †Learning Outside the Classroom Essay

Today we’re going to look at ways of improving your English outside of classes. First of all, whatever you learn in class needs to be revised. Many English students learn things in class, and then forget it the next day. A good rule to follow is if you spend an hour learning something, you should spend another revising, and another practising. People often forget what they learnt yesterday! Also, it’s important to keep a record of everything you learn. I would keep a book for the classroom, and a vocabulary book as a minimum. It’s also a good idea to have a little book for the mistakes you make, or maybe different books for different types of English. You could have a book especially for slang for example. Of course it’s good to read outside of the class. Newspapers, books, e. t. c. are good. Again keep a record of what you learn so that you don’t forget. Should you learn every word? It depends on your level of English and your ambition. If you’re a lower level learner then you could perhaps try one of the special level books we keep in the school. But always be aware of the type of thing you are reading and adapt your learning to that. If it’s a technical book, don’t learn all the English, but choose words which you think you will need. Then we have listening. When you are studying listening you have to worry about two things- the vocabulary and your ear. You need to learn words of course, and by doing this you’ll improve your passive vocabulary. Generally, words which you hear are more important than words which you read. This is because we use a greater variety of words when we read than when we write. When you watch a dvd or do any kind of listening, keep an internet dictionary on your computer so that you can easily look words up. Internet dictionaries are great for this purpose. I recommend using BBC iplayer. Socialise. It can’t always be easy making native English speaker friends, but it is possible. Try to share interests and do things like sports with English speakers. However, it’s also very easy to make friends with other students, and some (but not all) will want to speak English a lot like you. For this you can use the ICE social programme. Avoid staying in groups of one nationality because they usually don’t want to speak English. Of course one of the best things you can do for your English is find a native English speaker as a lover! Buy a grammar book. I recommend the Blue Murphy book. It’s called intermediate but it’s quite advanced. The green book is really for proficient learners. Remember- a bit of English every day is better than a lot on one day.

The movie rating system should be revised Essay Example | Topics and Well Written Essays - 750 words

The movie rating system should be revised - Essay Example However, the rating system is not viewed as an effective and substantial body and has been criticized for a variety of reasons. The first criticism against the motion picture rating system has been presented by film critic Ebert who claims the rating system to place more importance on the minute details of the movie rather than the movie itself. This argument stands against the system's choice of picking on intricate details of the movie like the number of times a profane word is used or the number of scenes containing violence. This allows the rating system to escape from the throes of presenting the true message of the movie. For instance, a movie with sex and violence could be discussing the consequences these activities could teach to the audience. Adult ratings should be limited to those movies which show an immense degree of sex and violence. This would help in the removal of NC-17 which allows a greater number to access a variety of movies. Ratings of movies like Passion of the Christ should not have ratings that limit individuals under 17 from watching a movie (Ebert 2004). This is because the rating system creates a loss in the true message of the movie in its quest to censor the content. Another idea that stands up against movie rating systems is the belief that filmmakers are forced to change movies because the content affects the personal sensibilities of the members of the censorship board. Farber, a film critic talks of how filmmakers were threatened with an X rating to make them remove content which offended the board members (1972). This is seen as biased behavior on the part of the rating systems board because of their inability to provide a decision based solely on the judgment of creating a rating that will be friendly to the audience. Instead, the board is apt on creating ratings that will inadvertently be influenced by their personal beliefs and opinions. Another idea that talks of the flaws in the rating system is the lack of public opinion that is involved. There is a call by both conservative and liberal parties to make the rating system's methods and techniques more public thus allowing a degree of public scrutiny into their decisions. However, this idea seems a little impossible because it is impossible to pin point exact standards set up by the rating system. Movies today touch a variety of topics and issues. It is impossible to set up every method up for the public because it might not apply to each movie. Thus, setting up a public forum would be problematic because every individual's ideas vary and this could be chaotic and unhelpful. The rating system is criticized for its inability to present an equal treatment to the independent studios. This criticism lies on the belief that independent studios are not meted out with the same ratings as those given to major studios. Thus, independent studios are given a harsher rating system which is a great setback in the creation of new and diverse films. An instance of this is evident in the rating given to the movie Saints and Soldiers. The movie was created by an independent studio and created a limited amount of sex, profanity and violence. Yet, a single scene where a character is killed made the movie get a PG-13 rating (Deseret News). This is an obvious sign of bias against independent studios which can be of great harm to the creativity and emergence of unique ideas in the motion picture industry. Thus

Paper 2 Essay Example | Topics and Well Written Essays - 750 words - 11

Paper 2 - Essay Example On the other hand, compatibilism or soft determinism does not treat freedom and responsibility in isolation. Our actions are determined by the causes we take, and we could be held morally responsible for them. External events such as culture or genetics come into play, but the choice a person makes determine the actions. Therefore, a person should make choices that are consistent with his or her choices in order to become free. According to Frankfurt we have the inherent ability to use our will that enables us to have certain desires and motives. Having the ultimate will helps us to make choices, and that is where our freedom starts. Our choices are based on preconceived thoughts that differ from one person to another. He proposes the idea of second order of desires in human beings. We do not have the same abilities to pursue freedom with animals because they utilize first order desires where they may choose to engage in an activity or leave it altogether. Our freedom emanates from the reflective self-evaluation sessions inspired by second-order desires. The structure of a person is made by the capability to use of will to do the things he or she wants (Frankfurt 415). We are complete as human beings because if the innate capability to act out of our volitions due to second order desires. Frankfurt explains that there some of us who share the characteristics of first order desires and desires of the second orders. The characteristics render us free though our influence may be restricted to a particular extent. People who assumes or utilizes first and second order desires are called wanton. Wanton entails adults, nonhumans, and young children who do have the volition to do what they want. We get ample chances to act the way we feel without resulting into any form of conflict. We have the ultimate choice of acting rationally and deliberately irrespective of whether we have first or second order desires. However, we tend to ignore our strongest inclinations