There seemed to be a lot of noteworthy ideas in bell hooks piece “The Significance of Femininity Movement,” however there was one particular idea that stood out a lot to me. Although, I am aware of the feminist movement I never really considered the effect it had on the family or vice versa. In this piece hooks makes the claim that the family actual plays a role in promoting sexism.
According to hooks the family is the place where people are socialized into believing that sexist practices are okay and natural. She goes on to site Hodge as supporting evidence to this belief (Jacobus 826). Hodges states, “Here is where the relationship of superordination- subordination, of superior-inferior, of master slave is first learned and accepted as ‘natural’(Jacobus 827). In this sentence and the paragraph from which it comes Hodges discusses what children learn and are taught in the family, thus suggesting it is the family where sexist ideas begins. He also talks about the ways in which sexism is implicating such as with the role of the man to be control part of the life of the family in several aspects (Jacobus 827).
She also goes on to discuss how the western culture’s family is a means of supporting oppression and sexist ideas. She uses another quote from Hodges to further emphasis this that says, “[the family] is the major training ground which initially conditions us to accept group oppression as the natural order” (Jacobus 827).
As I said there are many noteworthy points in this piece, but this one seems to be particularly eye-opening. Although, I never really thought about the impact the family had on feminism outside of putting women in stereotypical roles as the stay-home-parent, there does seem to be a link to family and sexist oppression. I agree that in our society we are raised in a certain way that allows for oppression to be accepted, at least when it comes to sexism.
Works Cited
Hooks, Bell. “The Significance of Feminist Movement.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.824-831.
Tuesday, December 4, 2007
Saturday, December 1, 2007
Blog #16
Carol Gilligan’s piece “Women’s Place in Man’s Life Cycle” discusses a lot of studies on the development of girls and boys. A lot of the studies, however, give preference to males, are solely based on the study of males, or show favoritism to the male. In turn, this causes the females to look inadequate, not up to par, or substandard. One particular part of this piece that demonstrates this idea (and there are several) is the section on the study of boys and girls at play.
On pages 805 through 804 Gilligan talks about a study conducted by Janet Lever on socialization during elementary schools. In the study she talks about the differences in play between boys and girls. This leads to her discussing how boys and girls approach the rules of games.
Boys tended to continue to play games even when problems arose. So instead of ending the game because of a dispute, they tended to come up with a solution that abided to the rules that both sides thought was fair(Jacobus 805).Girls on the other hands didn’t approach the game, or the rules of the games as absolute the same way the boys did. Whenever the girls encountered a problem they tended to the game. Girls approached the rules differently by being more open to making exceptions to them and more tolerant. The terms used to describe girls views to rules by Piaget in Gilligan’s piece was “a more ‘pragmatic’ attitude toward rule” (Jacobus 805).
This section even implied that the boys were thus more developed than the girls making it seem as if the girls are somewhat inferior to the boys. This study of boys, girls, and socialization is just one of the many examples of the favoritism shown to males on studies of differences between the sexes.
Works Cited
Gilligan, Carol. ““Woman’s Place in a Man’s Life Cycle.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.801-817.
On pages 805 through 804 Gilligan talks about a study conducted by Janet Lever on socialization during elementary schools. In the study she talks about the differences in play between boys and girls. This leads to her discussing how boys and girls approach the rules of games.
Boys tended to continue to play games even when problems arose. So instead of ending the game because of a dispute, they tended to come up with a solution that abided to the rules that both sides thought was fair(Jacobus 805).Girls on the other hands didn’t approach the game, or the rules of the games as absolute the same way the boys did. Whenever the girls encountered a problem they tended to the game. Girls approached the rules differently by being more open to making exceptions to them and more tolerant. The terms used to describe girls views to rules by Piaget in Gilligan’s piece was “a more ‘pragmatic’ attitude toward rule” (Jacobus 805).
This section even implied that the boys were thus more developed than the girls making it seem as if the girls are somewhat inferior to the boys. This study of boys, girls, and socialization is just one of the many examples of the favoritism shown to males on studies of differences between the sexes.
Works Cited
Gilligan, Carol. ““Woman’s Place in a Man’s Life Cycle.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.801-817.
Sunday, November 25, 2007
Blog #14
The piece “Shakespeare’s Sister” by Virginia Woolf commented heavily on the lack of history about women written before the sixteenth century. Woolf discusses how so little about women is known previous to that time period other than they were beaten (Jacobus 765). So to help illustrate what life must have been like for women of the sixteenth century with very little information to go upon Woolf creates Shakespeare’s fictional gifted sister and precedes to tell about her life.
It is based upon Woolf’s description of Shakespeare’s fake sister’s life and the little facts she read in the history books about women that she is able to show what was expected of women in Shakespeare’s time. Based on Judith’s life it can be assumed that women’s role during that time period was small and little was expected of them. Woolf states that Judith probably wouldn’t have went to school, so her education was very limited ( Jacobus 769). Judith also wasn’t allowed to express herself being that she would have to burn or hide any creative works she would create ( Jacobus 769). Women must have been married early with their husbands being picked by their parents also based on the accounts of Judith’s life ( Jacobus 765, 769).
In other words, women were allowed no creative freedoms, received little or no education or training, and were the property of men. Being that men dominated written history and women had little access to it or the ability to read and write it it’s also clear that women were thought of lowly.
Works Cited
Woolf, Virginia. “Shakespeare‘s Sister.” A World of Ideas: Essential Readings for College
Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.765-776.
It is based upon Woolf’s description of Shakespeare’s fake sister’s life and the little facts she read in the history books about women that she is able to show what was expected of women in Shakespeare’s time. Based on Judith’s life it can be assumed that women’s role during that time period was small and little was expected of them. Woolf states that Judith probably wouldn’t have went to school, so her education was very limited ( Jacobus 769). Judith also wasn’t allowed to express herself being that she would have to burn or hide any creative works she would create ( Jacobus 769). Women must have been married early with their husbands being picked by their parents also based on the accounts of Judith’s life ( Jacobus 765, 769).
In other words, women were allowed no creative freedoms, received little or no education or training, and were the property of men. Being that men dominated written history and women had little access to it or the ability to read and write it it’s also clear that women were thought of lowly.
Works Cited
Woolf, Virginia. “Shakespeare‘s Sister.” A World of Ideas: Essential Readings for College
Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.765-776.
Saturday, November 17, 2007
Blog #13
Although, filled with lofty language and filled with metaphors and references to things contemporary of her time, some things in this piece seem to pretty obvious.
“Pernicious Effects Which Arise from the Unnatural Distinctions Established in Society” by Mary Wollstonecraft begins by describing the lifestyles of those who born into wealth and have nothing to do. It seems that their lifestyle had pernicious effects in her eyes, which is one of the things that seemed stand out in this piece.
Pernicious effects of the riches’ lifestyle include loss of virtue and incumbency. She feels that those who are rich tend to lack the need and motivation to be virtuous and carry out their human duties because it is not required of them. She claims people gain respect now out of property value instead of actually earning it through humane means, and still are treated as gods (Jacobus 748). She accuses society of not being “properly organized” because it doesn’t require its people to “respective duties.” She also makes the comment that compliments given to characters because it is appropriate insignia is empty (Jacobus 749).
When it comes down to it Wollstonecraft is basically saying that the wealthy don’t put use to their bodies or minds because it is not required of them . This is supported by the fact that she claims “Heredity property sophisticates the mind” referring to those who it sophisticates as victims then going on to say that they “are unable to discern in what true merit and happiness consist” (Jacobus).
To sum things up, she basically feel that the wealthy allow themselves to waste both their physical capabilities and mental capabilities by not exercising them due to the lack of need to. A good summation of all of this would be the line “For it is in the most polished society that noisome reptiles and venomous serpents lurk under the rank herbage; and there is voluptuousness papered by the still sultry air, which relaxes every good disposition before it ripens into virtue” (Jacobus 748).
Works Cited
Wollstonecraft, Mary. “Pernicious Effects Which Arise from the Unnatural Distinctions Established in Society.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.448-458.
“Pernicious Effects Which Arise from the Unnatural Distinctions Established in Society” by Mary Wollstonecraft begins by describing the lifestyles of those who born into wealth and have nothing to do. It seems that their lifestyle had pernicious effects in her eyes, which is one of the things that seemed stand out in this piece.
Pernicious effects of the riches’ lifestyle include loss of virtue and incumbency. She feels that those who are rich tend to lack the need and motivation to be virtuous and carry out their human duties because it is not required of them. She claims people gain respect now out of property value instead of actually earning it through humane means, and still are treated as gods (Jacobus 748). She accuses society of not being “properly organized” because it doesn’t require its people to “respective duties.” She also makes the comment that compliments given to characters because it is appropriate insignia is empty (Jacobus 749).
When it comes down to it Wollstonecraft is basically saying that the wealthy don’t put use to their bodies or minds because it is not required of them . This is supported by the fact that she claims “Heredity property sophisticates the mind” referring to those who it sophisticates as victims then going on to say that they “are unable to discern in what true merit and happiness consist” (Jacobus).
To sum things up, she basically feel that the wealthy allow themselves to waste both their physical capabilities and mental capabilities by not exercising them due to the lack of need to. A good summation of all of this would be the line “For it is in the most polished society that noisome reptiles and venomous serpents lurk under the rank herbage; and there is voluptuousness papered by the still sultry air, which relaxes every good disposition before it ripens into virtue” (Jacobus 748).
Works Cited
Wollstonecraft, Mary. “Pernicious Effects Which Arise from the Unnatural Distinctions Established in Society.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.448-458.
Sunday, November 11, 2007
Blog #12
In the piece “Why the Rich Are Getting Richer and the Poor, Poorer” by Robert B. Reich he talks about the different types of jobs in the economy. He breaks the types of jobs out there into three different groups in which he uses boats as a metaphor to describe them. The three types of jobs he discuss are routine position jobs, in-person jobs, and symbolic analysts (Jacobus 420).
According to him, the task of the job a person holds controls that person’s position in the world economy. With each type of job he then goes into detail about why their position in the world economy depends on their function. For instance, the position of routine workers in the world economy causes them to be a the low end of the totem pole because their jobs are declining. Not only are their jobs declining but their wages are decreasing due to the availability of worldwide cheap labor and more efficient means of production. Those who hold in-person jobs future is not as well cut-out as routine workers, but they suffer more competition from routine workers and some of their work is also being replaced by machines (Jacobus 426). Those who hold symbolic analyst positions jobs, on the other hand, are in demand and are benefiting the most from the world-market being that they have more clients to sell their ideas to.
So in the end it is the task that a person’s job requires of them that dictates his or her position in the world economy. Thus whose tasks require little education or training, is monotonous, or require little skill are suffering most from a world economy because of newer modes of production and competition. Those with symbolic analyst skills are reaping high benefits.
Works Cited
Reich, Robert. “Why the Rich Are Getting Richer and the Poor, Poorer.” A World of Ideas:
Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St.
Martin’s, 2006. pp.420-433.
According to him, the task of the job a person holds controls that person’s position in the world economy. With each type of job he then goes into detail about why their position in the world economy depends on their function. For instance, the position of routine workers in the world economy causes them to be a the low end of the totem pole because their jobs are declining. Not only are their jobs declining but their wages are decreasing due to the availability of worldwide cheap labor and more efficient means of production. Those who hold in-person jobs future is not as well cut-out as routine workers, but they suffer more competition from routine workers and some of their work is also being replaced by machines (Jacobus 426). Those who hold symbolic analyst positions jobs, on the other hand, are in demand and are benefiting the most from the world-market being that they have more clients to sell their ideas to.
So in the end it is the task that a person’s job requires of them that dictates his or her position in the world economy. Thus whose tasks require little education or training, is monotonous, or require little skill are suffering most from a world economy because of newer modes of production and competition. Those with symbolic analyst skills are reaping high benefits.
Works Cited
Reich, Robert. “Why the Rich Are Getting Richer and the Poor, Poorer.” A World of Ideas:
Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St.
Martin’s, 2006. pp.420-433.
Wednesday, November 7, 2007
Blog #11
John Kenneth Galbraith’s “The Position of Poverty” is one of the most straight forward readings I have read thus far in this text book. Since it was so clearly written I was able to get a lot from this piece. In this piece for instance, he discusses two cases of poverty which he labels case poverty and insular property. He gives a fairly good description of what he means by each, but the one best described, in my opinion, is his description of case poverty.
Galbraith describes case poverty as a type of poverty that is the condition of an individual. It is when a person (not a large group of people) is living in poverty. This person may be living in poverty for one or more of several reasons that he lists, “-mental deficiency, bad health, inability to adapt to the discipline of industrial life, uncontrollable procreation, alcohol, discrimination involving a very limit minority, some educational handicap unrelated to community shortcoming, or perhaps a combination of several of these handicaps[…]” (Jacobus 407).
He also describes case poverties as not being society’s fault and is the result of that particular person’s deficiency (Jacobus 408). He talks about how this type of problem can be dealt with fairly simply through charity as well (Jacobus 408). So what he appears to be saying is that case poverty is a single case of poverty that is limited to that individual and is not referring to an individual who lives in poverty as does their entire community.
Works Cited
Galbraith, John. “The Position of Poverty.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.406-413.
Galbraith describes case poverty as a type of poverty that is the condition of an individual. It is when a person (not a large group of people) is living in poverty. This person may be living in poverty for one or more of several reasons that he lists, “-mental deficiency, bad health, inability to adapt to the discipline of industrial life, uncontrollable procreation, alcohol, discrimination involving a very limit minority, some educational handicap unrelated to community shortcoming, or perhaps a combination of several of these handicaps[…]” (Jacobus 407).
He also describes case poverties as not being society’s fault and is the result of that particular person’s deficiency (Jacobus 408). He talks about how this type of problem can be dealt with fairly simply through charity as well (Jacobus 408). So what he appears to be saying is that case poverty is a single case of poverty that is limited to that individual and is not referring to an individual who lives in poverty as does their entire community.
Works Cited
Galbraith, John. “The Position of Poverty.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.406-413.
Monday, November 5, 2007
Blog #10
“The Communist Manifesto” by Karl Marx language is written in such a way that I hard a fairly difficult time understanding all of his reasoning and logic. There were some points that went reinforced throughout the entire piece, however, and that was that there were two classes in society (the bourgeoisie and the proletariat). These two classes contrasted each other dramatically both politically and economically. Throughout the piece he paints a picture of each class by discussing the value of each and the roles each played in a society.
The bourgeoisie class, for instance, was a class as he described as a small class who dominated many. The term he actually used a lot was oppression by one class over the other, which in this case was the bourgeoisie oppressing the proletariat (Jacobus 358).
It was their economic condition, which was that of wealth, that allowed them to possess both the political and economical power. As Marx puts it, “It has converted the physician, the lawyer, the priest, the poet, the man of science, into its paid wage laborers.” This statement demonstrates the amount of money the bourgeoisie class must have possessed and the ideal that all can be brought. This class also was in charge of creating new modes of production to increase production and thus profit.
The economic condition of the proletariat was complete opposite almost. They only made enough wages to survive on and worked long hard shifts at factories (Jacobus 362). Since they only made enough money to survive they did not own property like the bourgeoisie, couldn’t live comfortably like them, and were not in political power as a result.
Thus, the economic conditions of the bourgeoisie and the proletariats was dramtically different with one being extremely rich and the other extremely poor.
Works Cited
Marx, Karl. “The Communist Manifesto.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.356-376.
The bourgeoisie class, for instance, was a class as he described as a small class who dominated many. The term he actually used a lot was oppression by one class over the other, which in this case was the bourgeoisie oppressing the proletariat (Jacobus 358).
It was their economic condition, which was that of wealth, that allowed them to possess both the political and economical power. As Marx puts it, “It has converted the physician, the lawyer, the priest, the poet, the man of science, into its paid wage laborers.” This statement demonstrates the amount of money the bourgeoisie class must have possessed and the ideal that all can be brought. This class also was in charge of creating new modes of production to increase production and thus profit.
The economic condition of the proletariat was complete opposite almost. They only made enough wages to survive on and worked long hard shifts at factories (Jacobus 362). Since they only made enough money to survive they did not own property like the bourgeoisie, couldn’t live comfortably like them, and were not in political power as a result.
Thus, the economic conditions of the bourgeoisie and the proletariats was dramtically different with one being extremely rich and the other extremely poor.
Works Cited
Marx, Karl. “The Communist Manifesto.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.356-376.
Wednesday, October 17, 2007
Blog #9
Nussbaum’s piece “The Central Human Capabilities” seems to be largely inspired by Rawls work, which she refers to several times throughout this piece. Although, it makes reference to Rawls work a lot in this piece, it is still more concrete and somewhat less abstract than Rawls. One of the key arguments in this piece, however, seems to be based on the concept of capability versus functioning, whereas Rawls concept was based upon social equality through fairness.
Nussbaum tries to clearly illustrate the differences between capability and functioning. She describes functioning as what the person does based on descriptions she uses such as a female who can choose to function sexually versus one who can’t due to genital mutilation (Jacobus 219). This example illustrates how a female who hasn’t experience genital mutilation has the capability to function sexually, and if she does so that is how she chooses to function. However, she can also chose not to function sexually. Through examples like this Nussbaum is able to explain her idea of functioning.
She also uses this example of genital mutilation to explain the difference between capability and functioning. For instance a person who has experienced genital mutilation doesn’t have the capability to have sexual pleasure because she can’t function sexually. So this woman is denied that function because she is not capable. This differs from a woman who hasn’t experienced genital mutilation because although she may not chose to function sexually she has the capability.
So basically, the difference between capability and functioning is that capability means the ability to perform a function whereas functioning is the actually act of caring out that ability or not caring out that ability. These concepts of capability and functions seems to be the picture painted by Nussbaum.
Works Cited
Nussbaum, Martha C. “The Central Human Functional Capabilities.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.213-221.
Nussbaum tries to clearly illustrate the differences between capability and functioning. She describes functioning as what the person does based on descriptions she uses such as a female who can choose to function sexually versus one who can’t due to genital mutilation (Jacobus 219). This example illustrates how a female who hasn’t experience genital mutilation has the capability to function sexually, and if she does so that is how she chooses to function. However, she can also chose not to function sexually. Through examples like this Nussbaum is able to explain her idea of functioning.
She also uses this example of genital mutilation to explain the difference between capability and functioning. For instance a person who has experienced genital mutilation doesn’t have the capability to have sexual pleasure because she can’t function sexually. So this woman is denied that function because she is not capable. This differs from a woman who hasn’t experienced genital mutilation because although she may not chose to function sexually she has the capability.
So basically, the difference between capability and functioning is that capability means the ability to perform a function whereas functioning is the actually act of caring out that ability or not caring out that ability. These concepts of capability and functions seems to be the picture painted by Nussbaum.
Works Cited
Nussbaum, Martha C. “The Central Human Functional Capabilities.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.213-221.
Monday, October 15, 2007
Blog #8
“The Theory of Justice” by John Rawls has some very solid concepts and ideas. In this piece he states that he is trying to present a new concept of justice (Jacobus 199). I think the key to his concept of justice revolves around a contract which he talks about having two main parts. However, to understand the two main points I think it is important to have some idea of what his concept of “justice as fairness” is.
To me his idea of “justice as fairness” seems to be the understanding he discusses as being between free rational people in a society who set equality as a fundamental goal of that society (Jacobus 199). He believes that this understanding between the people should lead to a contract between them that is based on equality. I think one of the most intriguing things about his concept is the idea of the “veil of ignorance” (Jacobus 200). The veil of ignorance is basically a way to ensure that a person’s own biased views, status, opinion, etc. aren’t known to that person so that they can make choices that are not prejudice due to the fact they don’t know where they fall in society. This concept I believe actually allows for people to make decisions that are not selfish or self-motivated which in turn will probably lead to a society that is truly based on fairness. Since Rawls idea of justice is fairness, I think this “veil of ignorance” is key to seeing that concept become reality.
Rawls also goes on to say that if a society is based on fairness as justice and a contract between the free rational people of that society is made that those who are in the society should have no problem following the laws (Jacobus 200-201). I agree with this thought because if it is agreed that what is fair is just, then a person who agrees with the terms of the contract should have no problem following it because then the terms are just. So I think Rawls articulates his idea of “justice as fairness” through hypothetical situations rooted in equality through his concept of the “veil of ignorance.”
Works Cited
To me his idea of “justice as fairness” seems to be the understanding he discusses as being between free rational people in a society who set equality as a fundamental goal of that society (Jacobus 199). He believes that this understanding between the people should lead to a contract between them that is based on equality. I think one of the most intriguing things about his concept is the idea of the “veil of ignorance” (Jacobus 200). The veil of ignorance is basically a way to ensure that a person’s own biased views, status, opinion, etc. aren’t known to that person so that they can make choices that are not prejudice due to the fact they don’t know where they fall in society. This concept I believe actually allows for people to make decisions that are not selfish or self-motivated which in turn will probably lead to a society that is truly based on fairness. Since Rawls idea of justice is fairness, I think this “veil of ignorance” is key to seeing that concept become reality.
Rawls also goes on to say that if a society is based on fairness as justice and a contract between the free rational people of that society is made that those who are in the society should have no problem following the laws (Jacobus 200-201). I agree with this thought because if it is agreed that what is fair is just, then a person who agrees with the terms of the contract should have no problem following it because then the terms are just. So I think Rawls articulates his idea of “justice as fairness” through hypothetical situations rooted in equality through his concept of the “veil of ignorance.”
Works Cited
Wednesday, October 10, 2007
Blog #7
In the selection “Declaration of Sentiments and Resolutions” by Elizabeth Cady Stanton she addresses the wrongs against women in America in around the 19th century. As mentioned in the pre-reading the piece is greatly modeled after the declaration of independence. Due to the fact that it is modeled after the Declaration the list of what she feels are wrongs or unjust laws against women are easily spelled out.
On page 165, for instance, she starts the list of the wrongs against women in America. She expresses in this list how men have had power over women, in large part it suggests due to the fact that women are not allowed to vote. She specifically cites the fact that women did not have the unalienable right to vote, they were not represented in government, and that once married even more rights were denied to them (Jacobus 165). These among other things gave men power over women. Other examples of control over women was through education and work, in which Stanton discusses how women’s education was inferior to the men and how women were not allowed certain jobs which would allow them to become affluent (Jacobus 165). Another interesting use of control men had over women is through religion in which they did not allow women to participate in all matters of the church (Jacobus 165-166).
These are some of the things from the list Stanton made that particularly stood out to me as being ways that she claimed men had power over the women. I think that by putting it in the format of the Declaration of Independence she was better able to have an impact on her audience. Not only that, but she was able to clearly call attention to the wrongs that women were experiencing.
Works Cited
Cady Stanton, Elizabeth “Declaration of Sentiments and Resolutions.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.164-168.
On page 165, for instance, she starts the list of the wrongs against women in America. She expresses in this list how men have had power over women, in large part it suggests due to the fact that women are not allowed to vote. She specifically cites the fact that women did not have the unalienable right to vote, they were not represented in government, and that once married even more rights were denied to them (Jacobus 165). These among other things gave men power over women. Other examples of control over women was through education and work, in which Stanton discusses how women’s education was inferior to the men and how women were not allowed certain jobs which would allow them to become affluent (Jacobus 165). Another interesting use of control men had over women is through religion in which they did not allow women to participate in all matters of the church (Jacobus 165-166).
These are some of the things from the list Stanton made that particularly stood out to me as being ways that she claimed men had power over the women. I think that by putting it in the format of the Declaration of Independence she was better able to have an impact on her audience. Not only that, but she was able to clearly call attention to the wrongs that women were experiencing.
Works Cited
Cady Stanton, Elizabeth “Declaration of Sentiments and Resolutions.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.164-168.
Tuesday, October 9, 2007
Blog #6
Blog #6
In the “Letter from Birmingham Jail” written by Dr. Martin Luther King Jr. he not only is able to justify his actions but also effectively communicate his reasons in a way that appeals to both logic and emotions. He is able to give ample references to his reasoning as support. He created pictures with his words, and more importantly I think he proved his case. This particular letter’s case was to bring light to the injustice in Birmingham, Georgia.
Of the many segregated states in the United States at the time Dr. King calls Birmingham the most segregated in the nation (Jacobus 175). He then spells out some of the injustices that took place in Birmingham such as unfair courts, brutality, and the unfair conditions that the African-American population experienced (Jacobus 175). A specific example of injustice that he makes reference to is the promise by store owners in Birmingham to integrate their businesses, a promise that was obviously broken by the white store owners (Jacobus 175). This is just one case of injustice he makes reference to early in the letter.
I think the most poignant illustration he makes of the injustices African-Americans were experiencing is not specifically talking about Birmingham, but probably rings true of it as well as in other places. It is a section in the letter where he is trying to break down the urgency of the nonviolent actions that has taken place by him and others in which he mentions how injustice has affected the community. In this section he talks about the lynching, deaths, brutality, humiliation, degradation, separation, and conditions that the African-American community have endured for far too long all cases of injustice (Jacobus 177,178). The injustices he talks about in this section probably are also injustices that rung true for Birmingham.
So when Dr. Martin Luther King Jr. went to Birmingham he probably heard, seen, and possibly experienced such injustice himself as seen with the nonviolent protest. This letter was a way of addressing those who failed to see the timeliness and wise ness of the protest as they put it, but I think that this letter was able to help clarify both for them (Jacobus 173).
Works Cited
King Jr., Dr. Martin Luther “Letter from Birmingham Jail.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.173-189.
Of the many segregated states in the United States at the time Dr. King calls Birmingham the most segregated in the nation (Jacobus 175). He then spells out some of the injustices that took place in Birmingham such as unfair courts, brutality, and the unfair conditions that the African-American population experienced (Jacobus 175). A specific example of injustice that he makes reference to is the promise by store owners in Birmingham to integrate their businesses, a promise that was obviously broken by the white store owners (Jacobus 175). This is just one case of injustice he makes reference to early in the letter.
I think the most poignant illustration he makes of the injustices African-Americans were experiencing is not specifically talking about Birmingham, but probably rings true of it as well as in other places. It is a section in the letter where he is trying to break down the urgency of the nonviolent actions that has taken place by him and others in which he mentions how injustice has affected the community. In this section he talks about the lynching, deaths, brutality, humiliation, degradation, separation, and conditions that the African-American community have endured for far too long all cases of injustice (Jacobus 177,178). The injustices he talks about in this section probably are also injustices that rung true for Birmingham.
So when Dr. Martin Luther King Jr. went to Birmingham he probably heard, seen, and possibly experienced such injustice himself as seen with the nonviolent protest. This letter was a way of addressing those who failed to see the timeliness and wise ness of the protest as they put it, but I think that this letter was able to help clarify both for them (Jacobus 173).
Works Cited
King Jr., Dr. Martin Luther “Letter from Birmingham Jail.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.173-189.
Monday, October 8, 2007
Blog #5
In the selection “Civil Disobedience” by Henry Thoreau he expresses his opinions on the government. This particular selection was not the easiest read in the world but within it Thoreau establishes what he considers the governments role to be, what type of government he thinks is best, and how the government should be treated in his opinion. He also makes a lot of references to others in his piece to support his views, although I do not particularly support his stance on everything.
For instance, one of the things Thoreau makes extremely clear in this piece is what he feels is the individual’s responsibility regarding supporting the government when it is doing wrong. Throughout the piece he expresses how he feels that a government who is doing wrong should not be respected by the people. At one point of the speech he even suggests a revolution when the government is unjust saying “that it is not too soon for honest men to rebel and revolutionize” (Jacobus 140). This line suggests that he believes that a revolution should occur if the government gets out of control. On page 143 there is an even better quote spelling out the responsibilities of individual’s to an unjust government:
It is not a man’s duty, as a matter of course, to devote himself to the eradiation of
any, even the most enormous wrong; he may still properly have other concerns to
engage him; but it is his duty, at least, to wash his hands of it and, if he give it no
thought longer, not to give it practically his support. (Jacobus 143)
I think the aforementioned quote says it all. He basically states here that he believes it is the individual’s duty not support an unjust government and to do this they must wash their hands of it or engage in it. He puts his beliefs into action later on as we can see when he talks about being put in jail for not paying taxes to fund a war he did not support.
For instance, one of the things Thoreau makes extremely clear in this piece is what he feels is the individual’s responsibility regarding supporting the government when it is doing wrong. Throughout the piece he expresses how he feels that a government who is doing wrong should not be respected by the people. At one point of the speech he even suggests a revolution when the government is unjust saying “that it is not too soon for honest men to rebel and revolutionize” (Jacobus 140). This line suggests that he believes that a revolution should occur if the government gets out of control. On page 143 there is an even better quote spelling out the responsibilities of individual’s to an unjust government:
It is not a man’s duty, as a matter of course, to devote himself to the eradiation of
any, even the most enormous wrong; he may still properly have other concerns to
engage him; but it is his duty, at least, to wash his hands of it and, if he give it no
thought longer, not to give it practically his support. (Jacobus 143)
I think the aforementioned quote says it all. He basically states here that he believes it is the individual’s duty not support an unjust government and to do this they must wash their hands of it or engage in it. He puts his beliefs into action later on as we can see when he talks about being put in jail for not paying taxes to fund a war he did not support.
Works Cited
Thoreau, Henry David. “Civil Disobedience.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.137-157.
Thoreau, Henry David. “Civil Disobedience.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.137-157.
Sunday, September 23, 2007
Blog #4
From the selection “The Separation of Church and State” by Stephen L. Carter I think that perhaps the most eye-opening point in this section is his argument that the first amendment was designed to protect religion from state, not the other way around (Jacobus 103). Although, I never really put too much thought into actually analyzing the true meaning of the first amendment beyond the obvious I think that Carter makes a valid point.
I agree that the first amendment was designed to protect religion from state and not the state from religion. Carter even cites one of the founders of the constitution, Thomas Jefferson, to prove this point (103). Considering the history of the United States one of the basic principle ideas is that people should have freedom of religion without interference from the government. A lot of colonization took place in the Americas so that people could practice their religion freely without being persecuted by the government (or at least as far as I can remember from history). So based on that I believe that the first amendment was probably meant to ensure that government couldn’t impede on people’s religion or religious beliefs, and not vice versa.
Despite the intentions of the first amendment I think that based on this selection government interprets it as it pleases. Most of the decisions that are made in courts supposedly based on the first amendment are used to completely separate government from religion, as it should, but it’s using the first amendment as a crutch to support secularism. It’s almost as if government is trying to completely exclude religion from having any part in the government, when in actuality religion has a large part in shaping people’s morals and values. To try to completely rid government of religion is almost impossible because as Carter said it’s on our money, in our pledge, in the hearts of our founders (103, 105). It also becomes messy as he illustrates throughout the piece with holes and gaps in the courts rulings on cases of religion. So although I think the first amendment was designed to protect the state from religion it appears that the government is using it to protect itself from the religious.
Works Cited
Carter, Stephen L.. “The Separation of Church and State.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.102-110.
I agree that the first amendment was designed to protect religion from state and not the state from religion. Carter even cites one of the founders of the constitution, Thomas Jefferson, to prove this point (103). Considering the history of the United States one of the basic principle ideas is that people should have freedom of religion without interference from the government. A lot of colonization took place in the Americas so that people could practice their religion freely without being persecuted by the government (or at least as far as I can remember from history). So based on that I believe that the first amendment was probably meant to ensure that government couldn’t impede on people’s religion or religious beliefs, and not vice versa.
Despite the intentions of the first amendment I think that based on this selection government interprets it as it pleases. Most of the decisions that are made in courts supposedly based on the first amendment are used to completely separate government from religion, as it should, but it’s using the first amendment as a crutch to support secularism. It’s almost as if government is trying to completely exclude religion from having any part in the government, when in actuality religion has a large part in shaping people’s morals and values. To try to completely rid government of religion is almost impossible because as Carter said it’s on our money, in our pledge, in the hearts of our founders (103, 105). It also becomes messy as he illustrates throughout the piece with holes and gaps in the courts rulings on cases of religion. So although I think the first amendment was designed to protect the state from religion it appears that the government is using it to protect itself from the religious.
Works Cited
Carter, Stephen L.. “The Separation of Church and State.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.102-110.
Wednesday, September 19, 2007
Blog #3
“Total Domination” by Hannah Arendt is easily one of my most difficult reads to date. I think that of the three pre-reading questions there was only one question that I could actually address. This question also happened to be the most poignant topic in this entire piece which is the question: What happens to human beings in concentration camps? It took me several reads to figure out what Arendt claims happens to humans once they have been in these camps because as she puts it “he himself [those who have been in concentration camps] is often assailed with doubts with regard to his own truthfulness…(Jacobus 89).”
I think the aforementioned quote represents part of what Arendt sees as what happens to humans in concentration camps, and that is that they become inanimate (91). Arendt describes them as people that “can no longer be psychologically understood…” due to the fact that their “psyche, character, and individuality…” have all been destroyed (91). She even goes as far as comparing them Lazarus, basically saying that they are the dead that have risen (91). In other words, in almost every possible way the human being that went into the concentration camp was killed on every level , except the physical.
To elaborate further on this, she goes on to discuss how those that put them in concentration camps also try to erase any trace of their existence (93). So not only are humans who are put into concentration camps stripped down on every level of their psyche, but they are also discarded as nothing creating even more psychological problems for those who’ve lived through it. She also addresses the “superfluous” nature of those in concentration camps on page 95 when she states, “The concentration-camp inmate has no price, because he can always be replaced; nobody knows to whom he belongs, because he is never seen. (95)”
To sum it all up human beings who are in concentration-camps are degraded to the worst possible level. I believe that Arendt is right by saying it’s “as if they were already dead. (96).” They level of nothingness they were treated as, and the whole mentality that they were worthless and should be wiped off the earth alone is enough to affect anybody psychologically. However, more than just shunning was done to the humans put in these concentration camps. Isolationism took place in these camps along with oblivion and the reducing of men to bundles of reaction as Arendt puts it, all of which are hard to grasp on any level of real understanding (92,94).
Works Cited
Arendt, Hannah. “Total Domination.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.88-96.
I think the aforementioned quote represents part of what Arendt sees as what happens to humans in concentration camps, and that is that they become inanimate (91). Arendt describes them as people that “can no longer be psychologically understood…” due to the fact that their “psyche, character, and individuality…” have all been destroyed (91). She even goes as far as comparing them Lazarus, basically saying that they are the dead that have risen (91). In other words, in almost every possible way the human being that went into the concentration camp was killed on every level , except the physical.
To elaborate further on this, she goes on to discuss how those that put them in concentration camps also try to erase any trace of their existence (93). So not only are humans who are put into concentration camps stripped down on every level of their psyche, but they are also discarded as nothing creating even more psychological problems for those who’ve lived through it. She also addresses the “superfluous” nature of those in concentration camps on page 95 when she states, “The concentration-camp inmate has no price, because he can always be replaced; nobody knows to whom he belongs, because he is never seen. (95)”
To sum it all up human beings who are in concentration-camps are degraded to the worst possible level. I believe that Arendt is right by saying it’s “as if they were already dead. (96).” They level of nothingness they were treated as, and the whole mentality that they were worthless and should be wiped off the earth alone is enough to affect anybody psychologically. However, more than just shunning was done to the humans put in these concentration camps. Isolationism took place in these camps along with oblivion and the reducing of men to bundles of reaction as Arendt puts it, all of which are hard to grasp on any level of real understanding (92,94).
Works Cited
Arendt, Hannah. “Total Domination.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.88-96.
Monday, September 17, 2007
Blog 2
The beginning of Machiavelli’s piece The Qualities of the Prince: A Prince’s Duty Concerning Military Matters his main concern seems to be stressing the importance of a prince being proficient in war. He provides reasons why a prince should be proficient in war, how it benefits the prince, and even cites an example of the need for this.
Machiavelli basically starts off his piece by stating that someone whose station is that of a commander, such as a prince, main concern should be war (Jacobus 38). He then defends this statement by claiming that it is necessary to be proficient at war for three reasons. The first being to maintain the position of a prince. The second being to maintain control of the state. The third reasoning is allowing for those at a lower station the possibility to rise to the station of a prince (38).
He then moves to making a comparison between armed and unarmed men to further validate his views that being proficient in warfare is a skill needed of a prince (38). To quote Machiavelli, “for between an armed and unarmed man there is no comparison whatsoever…” (38). He explains this reasoning by saying that those who go unarmed can’t feel safe amongst those that are armed because one will become suspicious and the other contemptuous causing friction. With such friction comes conflict, and no one who is armed will willingly obey someone who isn’t (38). Thus, Machiavelli praises being proficient at warfare because it helps the prince maintain his position and helps prevent his position from be seized from him.
Several reasons on how being proficient at war benefits a prince are also given by Machiavelli. Some of the benefits derive from the two ways in which Machiavelli feels a prince should train himself. One of these reasons is by learning through action such as learning about one’s country or terrain (38). Machiavelli suggests that a prince should become familiar with his country’s terrain to better prepare himself for war and to become more proficient. By doing this the prince will benefit in several ways which I will quote, “because this skill teaches you to find the enemy, choose a campsite, lead troops, organize them for battle, and besiege towns to your own advantage” (39). So by the end of the opening pages Machiavelli not only gave reasons why it’s important for a prince to be proficient at war, but also why it’s beneficial to them as well.
Works Cited
Machiavelli, Niccolo. “The Qualities of the Prince.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.37-50
Machiavelli basically starts off his piece by stating that someone whose station is that of a commander, such as a prince, main concern should be war (Jacobus 38). He then defends this statement by claiming that it is necessary to be proficient at war for three reasons. The first being to maintain the position of a prince. The second being to maintain control of the state. The third reasoning is allowing for those at a lower station the possibility to rise to the station of a prince (38).
He then moves to making a comparison between armed and unarmed men to further validate his views that being proficient in warfare is a skill needed of a prince (38). To quote Machiavelli, “for between an armed and unarmed man there is no comparison whatsoever…” (38). He explains this reasoning by saying that those who go unarmed can’t feel safe amongst those that are armed because one will become suspicious and the other contemptuous causing friction. With such friction comes conflict, and no one who is armed will willingly obey someone who isn’t (38). Thus, Machiavelli praises being proficient at warfare because it helps the prince maintain his position and helps prevent his position from be seized from him.
Several reasons on how being proficient at war benefits a prince are also given by Machiavelli. Some of the benefits derive from the two ways in which Machiavelli feels a prince should train himself. One of these reasons is by learning through action such as learning about one’s country or terrain (38). Machiavelli suggests that a prince should become familiar with his country’s terrain to better prepare himself for war and to become more proficient. By doing this the prince will benefit in several ways which I will quote, “because this skill teaches you to find the enemy, choose a campsite, lead troops, organize them for battle, and besiege towns to your own advantage” (39). So by the end of the opening pages Machiavelli not only gave reasons why it’s important for a prince to be proficient at war, but also why it’s beneficial to them as well.
Works Cited
Machiavelli, Niccolo. “The Qualities of the Prince.” A World of Ideas: Essential Readings for College Writers .Ed. Lee A Jacobus. 7th ed. New York: Bedford/St. Martin’s, 2006. pp.37-50
Thursday, September 13, 2007
Blog #1
“Thoughts from Tao-te Ching” makes several references to the Tao. The Tao, in my opinion, seem to be ideas on the best way for a country to be run. Although, it is referred to often in the piece it is never directly stated what the Tao means. However, there are several verses that help to clarify what the Tao actually means.
Lao-Tzu helps us comprehend what it means by illustrating the ways of the Tao. By giving us several examples of things that would and wouldn’t occur Lao-Tzu is able to create a picture for us allowing us to better understand what it means. One of these examples would be on the bottom of page 24 when Lao-Tzu talks about one who rules are based on that of the Tao. This verse discusses how ruling by Tao would not involve using force or using force as a weapon. This implies that the Tao way is not oppressive, forceful, or puts use to strong-hold techniques. This one passage alone helps us gain a better idea of what is or isn’t considered following the way of the Tao. This in turn, allows us as readers to get a better understanding of what Tao means. This along with several other verses help sculpt a definition of Tao for us as readers and inquirers.
Lao-Tzu is also able to explain what it means to be in harmony with Tao using this technique. Through several other verses he describes some of the causes of following the Tao and of not following the Tao. A perfect example of this would be on page 26 when he compares a country who follows the Tao to one that doesn’t. The one that follows the Tao seems has positive attributes and the one that doesn’t has negative attributes. The positive implications of following the Tao is scattered throughout the piece suggesting that to be in harmony with Tao is to benefit and thrive in life.
Lao-Tzu helps us comprehend what it means by illustrating the ways of the Tao. By giving us several examples of things that would and wouldn’t occur Lao-Tzu is able to create a picture for us allowing us to better understand what it means. One of these examples would be on the bottom of page 24 when Lao-Tzu talks about one who rules are based on that of the Tao. This verse discusses how ruling by Tao would not involve using force or using force as a weapon. This implies that the Tao way is not oppressive, forceful, or puts use to strong-hold techniques. This one passage alone helps us gain a better idea of what is or isn’t considered following the way of the Tao. This in turn, allows us as readers to get a better understanding of what Tao means. This along with several other verses help sculpt a definition of Tao for us as readers and inquirers.
Lao-Tzu is also able to explain what it means to be in harmony with Tao using this technique. Through several other verses he describes some of the causes of following the Tao and of not following the Tao. A perfect example of this would be on page 26 when he compares a country who follows the Tao to one that doesn’t. The one that follows the Tao seems has positive attributes and the one that doesn’t has negative attributes. The positive implications of following the Tao is scattered throughout the piece suggesting that to be in harmony with Tao is to benefit and thrive in life.
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