Strategy of Corporate Social Responsibility Essay Example for Free

System of Corporate Social Responsibility Essay We as a whole realize that benefit an undertaking procures isn't just made without anyone else, yet in addition by a consequence of the association between purchasers, governmental issues and the general public condition of the venture being at. In the event that an endeavor needs to work over the long haul, it should be worried about the issue of its general condition. Likewise, just a partnership which can bear obligations of society and comply with the standard of ethic has the right to get support from the general public. In this exposition, I will talk about whether if the system of Corporate Social Responsibility is pertinent. The idea of Corporate Social Responsibility (CSR), like morals, is straightforward: it implies separate right from wrong, and doing right. It implies being a decent corporate resident. The conventional meaning of social duty is management’s commitment to settle on decisions and take activities that will add to the government assistance and interests of society just as the association (Szwajkowski, 1986: Davis et al., 1979). CSR is a sort of insightful origination, it doesn't have substantial official standards and rules. An absence of the soul of CSR, we can't locate the significance and notoriety of why this endeavor exists. Organizations and individuals need profounder significance of exist. These days, CSR methodology is generally speaking worthy by the supervisors of each venture. Be that as it may, there are various of individuals have been contending about their various convictions, a large number of the specialists banter about CSR. Milton Friedman and others have contended that an enterprises reason for existing is to boost comes back to its investors, and that since (in their view), no one but individuals can have social obligations, companies are just mindful to their investors and not to society overall. Milton Friedman have brought up this in his book, Capitalism and Freedom: There is one and only one social duty of business to utilize its assets and take part in exercises intended to build its benefits insofar as it remains inside the guidelines of the game, or, in other words, takes part in open and free rivalry without misdirection or misrepresentation (Friedman, 1962). The majority of the supervisors and laws upheld this idea in the good 'ol days. â€Å"Only individuals can have obligations. An enterprise is a counterfeit individual and in this sense may have fake obligations, however ‘business’ overall can't be said to have duties, even in this dubious sense†. (Friedman, 1970) Moreover, in the 1996 discourse of Roger Kerr, the contention that â€Å"the exercises of personal business are socially valuable inasmuch as they areâ conducted under the standard of law and inside a system of open rivalry. When exposed to those controls, business all things considered advances its inclinations in a manner that advances the interests of the entire network, and, also, advances the network intrigue more proficiently and dependably than some other financial arrangement.†(Kerr, 1996) If the corporate business assume an excessive amount of liability of society, at that point Basically, the capacity of a venture association is to make benefit, and government ought to take care of the issue of society by the assessments it forces. I wonder on the off chance that the greater duty the ventures take, at that point there are no much contrasts between an undertaking and government, in addition the endeavor will wind up being a cornering association. Then again, R J Hubbard presents an alternate perspective from Milton Friedman and Roger Kerr. â€Å"shareholders aren’t the main gathering of individuals that have a stake in the achievement of an organization and that different partners are workers, clients, suppliers.†(Hubbard,1996) And â€Å"business proprietors and business administrators should attempt to accommodate the premiums of the different stakeholders.† (Hubbard,1996) â€Å"as investors in an organization one gets certain benefits from society as conveyed through government.† â€Å"limited obligation, the capacity to acquire a dollar far beyond that of the normal compensation or pay worker and a large group of other benefits.† Thus, â€Å"one ought get these benefits as well as offer back to the general public that has made them available.†(Hubbard, 1996) The social duty of business incorporates the monetary, lawful, moral, and optional desires that society has of associations a t a given point in time. (Carroll, 1979) To summarize, I believe Corporate Social Responsibility to be a reasonable technique. In any case, we ought not exclusively put accentuation on CSR without considering business’s objective of expanding benefit. CSR will be alluring if corporate increment its benefit however such lead and society in general is the recipient. All things considered, what amount of obligation should a corporate weight with? This is a continually troublesome issue to get a handle on. To a corporate, it ought to assess limit itself and parity the advantages internal and external before taking certain duties. Word tally : 769 Reference List Friedman, M. (2002) Capitalism and Freedom. Chicago: University of Chicago Press. Hubbard, R J. (1996)The business of business isn't simply business Samson, D., Daft, R L. (2003)Management South Melbourne, Victoria

Developing Hospitality properties Essay Example | Topics and Well Written Essays - 1000 words - 1

Creating Hospitality properties - Essay Example Along these lines, the publicizing will comprise of standard mail, flag promotions, and additions. Additionally, exceptional endeavors will be taken to guarantee the presence of unique articles about the eatery in papers and other wellbeing magazines. This is so in light of the fact that it has been discovered that such articles can possibly draw in individuals effectively and persuade them. It has been discovered that cafés and different organizations which figure out how to have articles distributed in papers and magazines experience emotional development in business. Along these lines, individual connections will be used to accomplish this point. Allen Pasta Restaurant intends to offer its clients the best and most tasty pasta feast in the city. Additionally, this will be offered in the best and most satisfying feeling. Besides, uncommon consideration will be taken to guarantee that the clients are given a superior assistance than they foreseen (Marketing procedure, 2000). In this manner, it becomes apparent that Allen’s clients are matured from 25-55, who are liable for 62% of the all out utilization in the city of - . Despite the fact that age doesn't involve significant concern, Allen’s clients will be youthful working individuals and families with a salary above $ 40,000. Another point is the expanding wellbeing cognizance in the city. Along these lines, an extensive extent of the clients will be the wellbeing cognizant eaters of the city who are eager to go through cash for smart dieting choices. Allen Pasta Restaurant needs to situate itself as a normal estimated, upscale, pasta café. The clients will be the ones who love quality and delicious pastas, wellbeing cognizant, taught people, gatherings, and families, as a rule inside the age of 25-50. Administration In request to guarantee that the clients are offered the best help involvement with the city, the representatives will be given extraordinary preparing. Just quality representatives will be conveyed. It is determined that better item alongside better assistance will enable the organization to beat its adversaries. The most significant

How To Write A Paper

How To Write A Paper Tips on How To Write A Paper Home›Education Posts›Tips on How To Write A Paper Education PostsWhile in college, students are obliged to write a lot of different assignment such as research papers, essays, research proposals, term papers, dissertations, etc. Writing a paper is challenging and time-consuming. Many students get stressed when it comes to paper writing as teachers assign a lot of tasks with strict and small deadlines. If you want to be a successful student, you should do tasks on time. Therefore, you have to be aware of how to write a paper quickly and from scratch. There are some useful tips on how to compose a good paper:• Do the research. Begin the process of writing with researching your topic. Look through different sources such as journals, books, websites, etc. Then you have to utilize them in your work. • Make a thesis. Thesis statement is a very important component in all papers. You should develop a good and clear thesis which will express the main idea of the whole paper. In your thesis, you should explain the significance of your argument. Thesis is placed in the end of the introductory paragraph. • Compose an introduction. It is the first paragraph of your paper. It should be interesting and grab reader’s attention. Introduce your topic and points which will be discussed in the paper. • Write the main body. It is the main part of the paper. It should be minimum three paragraphs long. Here you should clearly explain main points and arguments. There should be a literature review to support your research. The main body has to be logically written and add weight to paper’s thesis. • End with a conclusion. It is the last part of your paper. In conclusion you should restate your thesis and summarize all main points. Strong conclusion is the one that completes your paper and gives the reader feeling of satisfaction. Take into account these tips and writing a paper will be easy for you. If you want to find more information, y ou may always visit qualitycustomessays.com.

How to Write a Personal Narrative

The personal narrative essay can be the most enjoyable type of assignment to write because it  provides you with  an opportunity  to share a meaningful event from your life.  After all, how often do you get to tell funny stories or brag about a great experience and receive school credit for it? Think of a Memorable Event   A personal narrative can focus on any event, whether it is one that lasted  a few seconds or spanned  a few years. Your topic can reflect your personality, or it can reveal an event that shaped your outlook and opinions. Your story should have a clear point. If nothing comes to mind, try one of these examples:   A learning experience that challenged and changed you;A new discovery that came about in an interesting way;Something funny that happened to you  or your family;A lesson you learned the hard way. Planning Your Narrative Start this process with a brainstorming session,  taking a few moments to scribble  down several memorable events from your life. Remember, this doesn’t have to be high drama: Your event could be anything from blowing your first bubble gum bubble to getting lost in the woods. If you think your life doesnt have that many interesting events, try to come up with one or more examples for  each of the following: Times you laughed the hardestTimes you felt sorry for your actionsPainful memoriesTimes you were surprisedScariest moments Next, look over your  list of events and narrow your choices by selecting those that have a clear chronological pattern, and those that would enable you to use colorful, entertaining, or interesting details and descriptions.   Finally, decide if your topic has a point. A funny story might represent irony in life or a lesson learned in a comical way; a scary story might demonstrate how you learned from a mistake.  Decide on the point of your final topic and keep it in mind as you write. Show, Don’t Tell   Your story should be written in the first-person point of view. In a narrative, the writer is the storyteller, so you can write this through your own eyes and ears. Make the reader experience what you experienced—not just  read what you experienced. Do this by imagining that you are reliving your event. As you think about your story, describe on paper what you see, hear, smell, and feel, as follows: Describing Actions Dont say: My sister ran off. Instead, say: My sister jumped a foot in the air and disappeared behind the closest tree. Describing Moods Dont say: Everyone felt on edge. Instead, say: We were all afraid to breathe. Nobody made a sound. Elements to Include Write your story in chronological order. Make a brief outline showing the sequence of events before you begin to write the narrative. This will keep you on track. Your story should include the following: Characters: Who are the people involved in your story? What are their significant character traits? Tense: Your story already happened, so, generally, write in the past tense. Some writers are effective in telling stories in the present tense—but that usually isnt a good idea. Voice: Are you attempting to be funny, somber, or serious? Are you telling the story of your 5-year-old self? Conflict: Any good story should have a conflict, which can come in many forms. Conflict can be between you and your neighbor’s dog, or it can be two feelings you are experiencing at one time, like guilt versus the need to be popular. Descriptive language: Make an effort to broaden your vocabulary and use expressions, techniques, and words that you don’t normally use. This will make your paper more entertaining and interesting, and it will make you a better writer. Your main point: The story you write should come to a satisfying or interesting end. Do not attempt to describe an obvious lesson  directly—it should come from observations and discoveries. Dont say: I learned not to make judgments about people based on their appearances. Instead, say: Maybe the next time I bump into an elderly lady  with greenish skin and a large, crooked nose, Ill greet her with a smile. Even if she is clutching  a warped and twisted  broomstick.

Peace The Beauty Of Enlightenment - 2599 Words

Kosisochukwu Nwafornso Dr. James Fodor Clar-101-10 October 2, 2016 Peace: The Beauty of Enlightenment. The prologue which is the life of learning in general is basically talking about peace and the goals of higher education. This section is arising the question of what is education? Not in the sense of exact definition but how it affects the individual and society. This question has been asked for centuries, and even in modern times the answer is not obvious. Education has many grey areas when it comes to the question of its effects, long and short term. The authors Bonaventure, Marcus Tullius Cicero, Annie Dillard, John Henry Cardinal Newman, Richard Rodriguez, Thomas Wolfe, and Richard Wright all shed some light upon education with their works, â€Å"The Journey of the Mind into God†, â€Å"In Defense of the Poet Aulus Licinius Archias†, â€Å"An American childhood†, â€Å"The Idea of a University†, â€Å"Hunger of Memory†, â€Å"Young Faustus†, and â€Å"The Library Card†. Some of these passages are similar while some other passages are very dissimilar based on their contents and structures but they all give clarification of the same idea: Education is enlightenment, and through this enlightenment comes power, improvements and peace of individuals, societies and countries at large. In the Journey of the mind into God by our beloved Bonaventure was talking about the connections between peace and the ultimate goals of higher education. He also spoke about the act of contemplation which he explained as anShow MoreRelatedInto The Wild By John Krakauer1735 Words   |  7 PagesChris’ journey of self-discovery in his quest for â€Å"ultimate freedom† is inherently selfish or nobel. McCandless’ quest is noble in many ways. The first of which is his desire to leave behind the modern materialistic world and isolate himself to find peace. He also has this deep seated desire to fill a void, a missing piece of himself, by walking on a spiritual path through nature. Finally, his high standards for hims elf and society drives the idea of fighting back the darkness of the world through theRead MoreEssay on Romantic Poetry1126 Words   |  5 Pagesalone a great literary movement is Romanticism or the post-enlightenment Romantics. Romanticism was a philosophical and literary movement in the middle to late seventeen hundreds. It surfaced as a reaction to the Enlightenment Ideas of the day, Romanticism favors more emotional and passionate objects, whereas the Enlightenment thinkers were focused on science, and progress politically and economically. More than all, the Enlightenment thinkers were focused on rationality. Romantics have a deepRead MoreFrankenstein : Underlying Tones Of Romanticism1279 Words   |  6 PagesFrankenstein: Underlying Tones of Romanticism By Nishaat Rupani Unlike the ideas from the period of Enlightenment, which were comparatively more scientific and rational in nature, the ideas from the period of Romanticism aimed to elevate the role of emotion, instinct, spirit and soul. Although a number of critics argue that Frankenstein does not conform to the brighter themes and subjects of the works of Mary Shelley’s contemporaries, many critics argue that Victor Frankenstein’s story â€Å"initiatesRead MoreSiddharthas Spiritual Journey Essay examples622 Words   |  3 PagesSiddhartha searches for the three stages on his journey to enlightenment that are the stage of the mind, the stage of the flesh, and the stage of transcendence. When Siddhartha discards all material possessions and tries further to flee his own body and control his other needs he becomes a Samana. He felt he had learned enough of spiritual discipline and again changed his path in life because perhaps that this is what prevents you from finding peace(146). The patience is the most important (127) wasRead MoreJohn Smith And Walt Whitman Essay1248 Words   |  5 PagesThis is an example of how Smith was using religion to push his agenda of colonizing the new world. Jonathan Edwards was a puritan preacher and theologian whose works served as a transition between the puritan and enlightenment literary movements. Edwards works, â€Å"The Spider Letter† and â€Å"Beauty of the World† are examples of his unique worldview. Edwards believed that the laws of nature and physics were evidence that god exists and that his plan could be read though the patterns of nature. Edwards emphasizesRead More Kwan Win: Buddhist Bodhisattva Essays880 Words   |  4 PagesKwan Win: Buddhist Bodhisattva Compassion and Peace as a Spiritual Guide The path to spiritual freedom is sought by many people in this world. Relief from suffering is sought by many more. In these times, in all times past, and probably in times to come, the need for a spiritual guide is apparent. Kwan Yin (Guan Shih Yin in China, Kannon in Japan) is a Buddhist goddess of compassion who provides this guidance and direction for countless people. Kwan Yin reflects the Mahayana Buddhist conceptRead MoreNature Vs. Society : A Timeless Discrepancy1626 Words   |  7 Pagesfind joy and enlightenment when governed by the laws of nature rather than the laws cultivated by man. Hawthorne exhibits a strongly romantic view of nature and juxtaposes it with the Puritan society. In this exceptional contrast between the town and the forest, Hawthorne criticizes and highlights the Puritan s harshness and lack of compassion in their restricting, close-minded, and nefarious society. Hawthorne utilizes the symbol of the rose frequently as a representation of beauty and natureRead MoreRomanticism was developed in the late 18th century and supported a shift from faith in reason to800 Words   |  4 Pagescentury and supported a shift from faith in reason to faith in the senses, feelings and imagination. It emerged as a reaction against â€Å"The Age of Enlightenment†, which had emphasized reason and logic. Many Romantic poets and writers sought solace and peace in nature, and they also recognized the power of nature and its effect on men. Therefore, the glory and beauty of nature and the power of the natural world was accentuated commonly. The topic â€Å"nature† has been developed in many important novels and poemsRead MoreMary Shelley s Frankenstein - Romanticism And Enlightenment1233 Words   |  5 Pagesin. Ideas such as romanticism and post enlightenment are seen throughout the work and have a great impact upon the book. Now the story of Frank enstein is legendary and everyone knows something about the book but most people probably know about the Hollywood version of the story, there is no Egor in the book he was added into the movies to add a comedic side to this horror and bleak story. The novel as a whole has many examples of romanticism and enlightenment ideas sprinkled throughout the novel.Read MoreBuddhism, Spiritual Wisdom, And Ontology Parts939 Words   |  4 Pagesthe truth of reality. Idealism is the belief that most real entities are ideas and other immaterial entities. I believe in idealism because I believe in things that cannot be proven or touched by the senses. I believe in the ideals of religion, beauty, intelligence, and knowledge which are only proven through idealism without it these could not exist. Pragmatism is the belief that what is real is what works and predicts what is likely to happen next. Pragmatism is not about how things actually

Knowing Your Audience Paper Communication Release Free Essays

Knowing Your Audience Paper Communication Release When we are communicating information it is vital to know our audience and ensure ou are effectively conveying the message. If we are dealing with a variety of cultural people, we need to consider how our audience will receive and accept our translated information. I will discuss the protocol on the Chilean Copper Mining accident that occurred on August 5, 2010. We will write a custom essay sample on Knowing Your Audience Paper Communication Release or any similar topic only for you Order Now It is crucial that the Chilean Copper Mining employees and families be communicated with about their loved ones and what will be done to help with their peace of mind. It was August 5, 2010, when there was a collapse inside the main access tunnel at a small copper mining operation in northern Chile; causing 33 workers to be trapped underground (2010). The miners were believed to be in shaft about 2,200 feet below the surface. According to â€Å"Chile Mining Accident† (2010), there was no word about their fate, whether they were alive or whether they would be rescued for 17 days. A small hole was borrowed to allow rescuers to send water, sugars, and other supplies to help make them a little more comfortable. The miners were also able to be in communication with their loved ones by using the whole. It wasn’t until October 9, 2010, when the rescue efforts were successful and the miners were saved one by one (Chile Mining Accident, 2010). In a situation like this, it is important to take caution when preparing to communicate with the families and fellow employees of the trapped miners. I must be sensitive to the situation, ensure my information is credible, and ensure my audience understands or receiving my message as it was intended. Since I know my audience is going to be the families and fellow employees of the trapped miners, I generally know who will be listening to my every word. Even before I deliver my message, I need write out what exactly it is I want to say. It is vital to all the members they receive accurate information on rescuing methods, family, employees’ conditions, and health information on the miners. In this case, this pertains to multiple family members, and employees with different backgrounds, and beliefs. It is vital that we continue to informing the families and employees without further frightening them or suggesting that the victims might not survive. When informing the families, I would want to schedule a press conference so I am able to ensure the families ever precaution is being made that there are no more collapses, and that we are doing all we can do to get their loved ones out of there. I would send a memorandum or email to the other employees informing them that we are working our hardest to get their associates out safely and quickly. To the families I might tell them†¦ â€Å"Family and friends, I am here representing Minera San Esteban Primera. I have called this meeting with you to announce that there has been an accident. There has been a collapse in the shafts and there are 33 men trapped. I am deeply sorry for what has happened. We are working hard and as quickly as we can to get your loved ones out of the mine. I can ensure you we are doing everything we can to get to them. Our first priority is to borrow a large enough hole to be able to communicate with them and get them any supplies they need for survival. We are unsure of what caused the collapse; however I can guarantee you that we will do a full investigation on the cause. As soon as we are been able to communicate with them through the borrow hole we will let you know. We plan on keeping you as informed as possible. We do not yet have confirmation on the exact state of the well being of the workers; however, I can assure you that we have hundreds of personnel working around the clock to get some kind of communication from the men. If you would like to write letters to them, please do and we will send them down to the men as soon as the tunnel is complete. Again, we here at San Jose mine are deeply sorry for this incident and are trying our hardest to rescue the minors. We will keep you all updated about rescue efforts as updates come in. If you have any questions or needs, please let us know. † To the employees, I would write them a memorandum that would say†¦ â€Å"As President of Minera San Esteban Primera, I have some bad news to inform everyone about. There has been a collapse in the shafts and there are 33 men trapped. I am deeply sorry for what has happened. We are working hard and as quickly as we can to get your loved ones out of the mine. I can ensure you we are doing everything we can to get to them. Our first priority is to borrow a large enough hole to be able to communicate with them and get them any supplies they need for survival. We are unsure of what caused the collapse; however I can guarantee you that we will do a full investigation on the cause. As soon as we are been able to communicate ith them through the borrow hole we will let you know. We plan on keeping you as informed as possible. We do not yet have confirmation on the exact state of the well being of the workers; however, I can assure you that we have hundreds of personnel working around the clock to get some kind of communication from the men. Until further notice, all other project and operations are going to be put on hold, so we are able to give our fu ll attention to rescuing our 33 coworkers that are trapped in the mine, this will mean that all employees have been excused from work with pay. I can ensure you all that we are giving our all. † In conclusion, it is important to be sensitive with communication such as this. You need to be sure to know who your audience is so you don’t come across as being heartless. When it comes to communicating to a group of people that you don’t personally know, you need to make sure your information is accurate and up to date and that your source is credible. Reference Over 30 Workers Trapped After Chilean Copper Mine Collapse. (2010, August). Metal Bulletin Daily, (224), 65. Business Source Complete. Parry, W. (2010). Chile Mine Collapse: Facts About the Amazing Survival Story. Retrieved from http://www. livescience. com/11169-chile-collapse-facts-amazing-survival-story. html Chile Mining Accident. (2010). Retrieved from http://topics. nytimes. com/top/reference/times topics/subjects/c/chile_mining_accident_2010/index. html How to cite Knowing Your Audience Paper Communication Release, Essay examples

Western Political thought Machiavelli Essay Example

Western Political thought: Machiavelli Essay Nicollo Machiavelli is one of the political thinkers that have contributed immensely to the development of the political thought. However, his thoughts and principles were a radical departure from those of his contemporaries. One of the political thoughts that were different from that of the past thinkers was on the morality of power. According to him morals cannot be used to judge the legitimate and illegitimate application of power. He claims that power and authority are equal variables and anyone that has power gains the right to give commands. He claimed that being good does not give one a moral authority and goodness does not give power to anyone. This view conflicts with the moralistic political theory that associated morality with authority (Nelson, 1995). Machiavelli criticizes the moralistic concept of authority saying that it does not add any value to power.The other political thought that was distant from the past thinkers was on the subject of law and force. Machiavelli f irst agreed with the past thinkers saying that good laws are important for an orderly political system. However he claimed that good people do not like following laws which means that for the good laws to work, there must be coercion. He wanted to imply that good laws have their legitimacy founded on the use of force. This thought appeared to be cruel, but in reality, laws cannot be legitimate if they are not accompanied by coercive force (Sydney, 2005).The last extreme thought by Machiavelli was on his treatment of politics. In opposition to the definition of the past thinkers who saw politics pragmatically. Machiavelli dismissed politics and an entity that could only be seen from the supremacy of powers that are coercive. The authority in politics according to him cannot exist independently and politics is all about gaining supremacy for personal interests (Nelson, 1995).Though Machiavellian political thoughts were different from those of the past thinkers, modern political theory is based on Machiavellian principles and thoughts. His eccentric thoughts have provided a foundation for the modern political theory.ReferenceNelson, B.R. (1995). Western Political Thought from Socrates to the Age of Ideology. New Jersey: Prentice Hall.Sydney, A. (2005) .Machiavelli the First Century: Studies in Enthusiasm, Hostility, and Irrelevance. Oxford: Oxford University Press

Monumental Stages in Real Freedom essays

Monumental Stages in Real Freedom essays Reconstruction started in 1865 with the end of slavery. Most people felt that the end of slavery will result in freedom, but in actuality it was just the beginning of the fight for freedom in America for African Americans. I believe that there are three monumental stages of the fight for African Americans rights. Religion, Education, and Politics put African Americans exactly where they needed to be to go to war with America. The black church kept a lot of African Americans from going crazy. It was the only place that they could go without worrying about the white folks. African Americans related to Jesus due to the way he was reticule and tortured by people. The bible taught them faith and they believed in it whole heartedly. The church also helped people that where in need, provided schools, and supported political leaders. In the text book The African-American Odyssey Volume Two: Since 1865 pg 265-267 explains the different types of churches in African American History. Apparently the Baptist and Methodist churches were founded by former slaves. They were very independent and the sermon was usually stated very uncomplicated. There were two divisions in Methodist churches. The African Methodist Episcopal (AME) church which was developed in 1816 by some African Americans who were discriminated against in a Methodist Church in Philadelphia. http://search.eb.com/blackhistory/micro/7/61.html The Colored Methodist Episcopal (CME) church was established with white and black Methodists. The white Methodist wanted to keep politics out of the church and concentrate on just the spiritual concept. Of course, that method did not work to well. The Presbyterian Congregational and Episcopal churches were geared toward the more successful African Americans. As stated in the Meaning of Freedom text page 267, Freedom and education were inseparable. To remain illiterate after emancipation was ...

Thanksgiving Thoughts About Expressing Gratitude

Thanksgiving Thoughts About Expressing Gratitude One of the most famous Aesops tales of gratitude is the Lion and Androcles. Androcles, a slave who was wandering in a forest, chanced upon an injured lion, which had a huge thorn stuck inside its paw. Androcles helped the lion by removing the thorn and gave the lion a new lease of life. Later, Androcles was captured, and thrown in a dungeon with a hungry lion. The lion rushed towards its victim, but it soon realized that Androcles was the same man who saved its life in the forest. The lion did not attack the slave. Instead, it licked his face like a pet dog and showered the slave with love. Thats a simple story of gratitude that we tell our kids to remind them about the importance of gratitude. Dietrich BonhoefferIn ordinary life we hardly realize that we receive a great deal more than we give, and that it is only with gratitude that life becomes rich.Gerald GoodIf you want to turn your life around, try thankfulness. It will change your life mightily. But how many of us truly remember to express gratitude? In the daily humdrum of life, you forget to thank the neighbor who keeps a watch on your kids when you need to be away at work. You forget to thank the teacher, who stays back after school to help you with your school projects. You fail to express gratitude to your parents, who have immensely contributed all through your life. And who remembers to thank the librarian, the banker, the plumber, or the garbage pickup truck driver? Gratitude should not be merely customary politeness. It should reflect a deep humility and love that we feel towards one another. Saying, thank you is just the beginning of expressing gratitude. To make gratitude go a long way, you should give back in any way possible. Just like the lion in the story. George CanningWhen our perils are past, shall our gratitude sleep?William C. SkeathThis is the finest measure of thanksgiving: a thankfulness that springs from love.W. T. PurkiserNot what we say about our blessings, but how we use them, is the true measure of our thanksgiving. Being thankful has many benefits. A thankful heart has no place for arrogance, resentment, jealousy, or anger. You will often find that people who express genuine gratitude have a pleasant and amiable personality. When you express gratitude, you make friends. When gratitude is accompanied by a generous word of praise or two, relationships thrive. Also, a grateful person can hope to gain more favors in the future from his generous friends. Basil CarpenterThank God every day when you get up that you have something to do that day which must be done whether you like it or not. Being forced to work and forced to do your best will breed in you temperance and self-control, diligence and strength of will, cheerfulness and content, and a hundred virtues which the idle will never know.Noel SmithGratitude is not a spiritual or moral dessert which we may take or push away according to the whims of the moment, and in either case without material consequences. Gratitude is the very bread and meat of spiritual and moral health, individually and collectively. What was the seed of disintegration that corrupted the heart of the ancient world beyond the point of divine remedy...? What was it but ingratitude? The story of gratitude in Aesops fable about the lion and the slave is a moral lesson where kindness and generosity triumphs. Even today, when the world is plagued by natural calamities people rise above these challenges with kindness. Teach your kids the importance of gratitude with these Thanksgiving thoughts. Sow the seed of gratitude in their heart early in life, so that they can grow up to be humble and appreciative human beings. Charles Haddon SpurgeonYou say, If I had a little more, I should be very satisfied. You make a mistake. If you are not content with what you have, you would not be satisfied if it were doubled.Henry ClayCourtesies of a small and trivial character are the ones which strike deepest in the grateful and appreciating heart.

Communion by Extension Essay Example | Topics and Well Written Essays - 1250 words

Communion by Extension - Essay Example Communion by Extension is an extension or expansion of the rite of Holy Communion in areas and at times wherein priests are not available for whatever reason. Holy Communion or Holy Mass is a weekly ceremony in church where the liturgy of the Word and the liturgy of the Eucharist are observed culminating in the consecration of the bread and wine for the communion of the faithful. Three churches in Great Britain have introduced this service – the Roman Catholic Church, the Methodist Church and the Church of England – amidst considerable controvery, according to Tovey (2009 p 1). It is the objective of this paper to examine this practice for its theological, liturgical and other considerations or implications with the end in view of adding enrichment and expanded understanding of the rite in the midst of the ongoing animated discussions on the subject. It is also hoped that the analysis may aid in providing guidance to non-ordained ministers who may be positioned to officiate in such a rite of the need to take extreme care in the officiating in the face of such unresolved milieu. What Is Communion by Extension? ... This practice of extended communion was officially allowed under the Guidelines approved by the House of Bishops in October 2000. Under the guidelines, communion by extension may be done only by explicit permission from the Bishop, emphasising the rite’s exceptional nature. Even when a parish has already secured a written authority to use the Commission by Extension service, the Sunday Holy Communion which is the main regular service must continue as a regular ceremony. The extension service may be led only by a person specifically authorised by the Bishop, and this person must ensure that proper care and dignity must be given to every detail of the ceremony so that it does not lose its solemnity and essence. Such a permission is always considered provisional and presumes that the service is not in itself a celebration of Holy Communion but enables the worshipping community to participate â€Å"by extension.† It is also presumed that the rules for its conduct shall stri ctly follow the Guidelines in form and substance. The act of allowing the faithful to receive communion without being part of the consecration in a Communion by Extension assumes that the gathering of the people is not a substitute for the Sunday service, which is mandated as a regular service, and is allowed only because a priest is not available to preside over a eucharistic celebration. Under this assumption, the receiving of the reserved sacrament is identified as part of the earlier Eucharistic rite and is therefore symbolically identified and linked to the universal church (Taylor, 2009 p 164). This Communion by Extension has been approved in the Anglican Church under heavy questioning over such authority granted to the laity. Some Theological Considerations A non-ordained person

Do you think the Marketing department is the most important one within Essay

Do you think the Marketing department is the most important one within an organisation - Essay Example An efficient marketing department ensures that the company remains in top gear in wading through competition. Various factors such as brand communication, pricing, promotion and good customer relations allow businesses to maintain market share and have a competitive advantage (Palmer, 2012). In essence, competition is about taking the market share of the competitors, and thus increasing profits. Marketing department is thus tasked with reducing predatory effects from competitors. Unlike other departments in the organization, the marketing department has a direct link to the customers. Customers are the main reasons for the existence of a company. In this regard, the marketing department should maintain the delicate balance between external forces and the customers. Customers are maintained through effective after sales services, excellent relationship centers, and loyalty programs. The above discussion shows that marketing plays a crucial role in an organization. As noted, the marketing department is concerned with beating competition and maintaining market share. Further, the department ensures customer retention through offers and quality services. Rational organizations try to maximize profits thus customers must be impressed by the marketing

Tragic Heros In Shakespeare

Tragic Heros In Shakespeare Macbeth serves as an example of a tragic hero in Shakespeare s Macbeth. His tragic decision stems from the influence of a tragic flaw. Once he has made the decision, it is irreversible, and produces his downfall. In an attempt to save himself, the tragic hero tries to reverse his decision, but ultimately fails. The tragic hero must be neither villain nor a virtuous man but a character between these two extremes. A man who not eminently good and just, yet whose misfortune is brought about not by vice or depravity but by some error or human frailty. 1st Paragraph: Topic sentence: At the very beginning of the play, Macbeth and Banquo are returning to Scotland. Won the war for Duncan. Shows a noble virtue of Macbeth, a requirement of a tragic hero Three witches appear and make prophecies about Macbeth and Banquo. All hail, Macbeth! Hail to thee, thane of Glamis! All hail, Macbeth! hail to thee, thane of Cawdor! All hail Macbeth that shalt be king hereafter! (I,ii,48). Ross enters tells Macbeth is thane of Cawdor now. Macbeth is surprised. Prophecies coming true. Duncans sons, would be the rightful heirs to the throne. Nowhere near the next in line to the throne Closing sentence: Macbeths tragic flaw is that of ambition; Macbeths ambition will cause him to decline. 2nd Paragraph: Topic Sentence: At this point, Lady Macbeth knows all about the witches prophecies. Lady Macbeth wants to be Queen of Scotland, encourages Macbeth to get rid of Duncan. After killing Duncan, Macbeth feels sorry for himself. His ambition has caused him to kill a good friend and even worse, the King! Macbeth brings dagger back. Lady Macbeth gets angry but Macbeth says: Ill go no more; I am afraid to think what I have done; Look on t again I dare not. (II,ii,51). Lady Macbeth controls and tell him: a little water clears us of this deed. (II,ii,67) Macbeth becomes satisfied with what he has done especially after Malcolm and Macduff leaves Scotland. The third prophecy has come true; Macbeth is King of Scotland! Macbeth wants Banquo and his son dead because of the witches prophecy that Banquos sons will become Kings. He hires three murderers to kill Banquo and his son Fleance. Fleance escapes. Macbeth is outraged when he hears this. He says: Then comes my fit again; I had else been perfect, Whole as the marble, founded as the rock, As broad and general as the casing air. But now I am cabined, cribbed, confined, bound in To saucy doubts and fears. But Banquos safe? (III,ii,21). Macbeth sees the ghost of Banquo at the banquet. Macbeth says Which of you have done this? and Thou canst not say I did it; never shake thy gory locks at me. (III,iv,48). Lady Macbeth senses that something is definitely wrong and she asks everyone to leave immediately. Macbeth is shown as a hubris character. Closing Sentence: He was not afraid of the consequences of his actions although he knew very well what they would be. This is another tragic flaw. 3rd Paragraph: Topic Sentence: Macbeth is worried and goes to meet the witches. First apparition: Macbeth! Macbeth! Macbeth! Beware Macduff; Beware the thane of Fife. Second apparition: The power of man, for none of woman born shall harm Macbeth. Third apparition: Macbeth shall never vanquishd be until Great Birnam wood to high Dunsinane hill. Shall come against him. Macbeth is scarred and says: Seize upon Fife; give to the edge o the sword. His wife, his babes, and all unfortunate souls.(IV,I,151) He is scared by the apparitions prophecies and wants to kill anyone who comes in his way. Macbeth thinks he has it made; that nothing can take his crown away from him now. Birnam woods climb the hill in form of the Malcolm army.(Third prophecy comes true) Macbeth is shown once again at the end of the play when Macduff challenges Macbeth to a fight. Macbeth says he will not fight, so Macduff says: Then yield thee, coward (V, viii, 23). Macbeth answers: I will not yield (V, viii, 28). Macbeth finally realizes what he has done and how the witches prophecies and apparitions have all come true. Fights back but is killed by Macduff. (Second and First prophecy comes true) Closing Sentence: But he did not just give up like a coward. He fought like the great warrior he once was. Conclusion: In conclusion, Macbeth was a noble, honest, authentic man. However, Macbeth, tragically followed the Witches philosophy in life, fair is foul and foul is fair. The constant fricative sound in this alliteration infers the bitter outlook the Witches have towards life; and henceforth creates the appearance that unless Macbeth changes, he will be damned to this embittered panorama, therefore he decides to change, following the witches prophecy that thou shalt be king hereafter . He decrees that he shall follow this prophecy and do anything to become the king. the prophecies given to him by the witches, Lady Macbeths influence and plan, and his intensified ambition, all contributed greatly to his degeneration of character which resulted to his downfalldeath. Therefore Macbeth character displays strong signs of a tragic hero, making him the ideal classic example. -Palash jain 1(A)

Good Eduction Essay

In my view questions about education always raise normative issues and therefore always require value judgements, i. e. , judgements about what we consider to be desirable. In plural democracies like ours we should not expect that there will only be one answer to the question as to what constitutes good education. It rather is a sign of a healthy democracy that there are ongoing discussions about the purpose and direction of such a crucial common endeavour as education. After all, education is not simply a private good; it is also – and in my view first and foremost – a public good and therefore a matter of public concern. Education, in its widest sense, is about how we welcome ‘newcomers’1 into our worlds. It therefore raises important questions about how we (re)present our worlds to newcomers – something which involves selection, choice and judgement. One reason why I consider it important to pay attention to the question as to what constitutes good education has to do with recent tendencies in policy, research and practice that seem to suggest that this question no longer matters or, to be more precise, that seem to suggest that this question can be resolved without engaging in discussions about value and purpose. One of these tendencies is the rise of an international ‘league-table industry’ which is increasingly influencing education policy at national and local level. Studies such as the Trends in International Mathematics and Science Study (TIMSS), the Progress in International Reading Literacy Study (PIRLS) and, most notoriously, OECD’s Programme for International Student Assessment (PISA), generate a never-ending stream of comparative data that are supposed to tell us which educational systems are better and which are best. Although there is nothing against attempts to make such judgements, the problem with league-tables is that they give the impression that the data can speak for themselves. As a result, the deeper question whether such studies indeed measure what we value or create a situation in which we are valuing what is or can be measured, is easily forgotten. Whether a high score on TIMMS, PIRLS or PISA does indeed indicate good education is an entirely open question that crucially depends on what we expect from education. And even if we were to accept the validity of such measures, there are always further questions about the material and immaterial costs involved in achieving a high score, both for individual students and for the educational system as a whole. 1 I use the term ‘newcomers’ to refer to anyone who is new in a particular situation. The category of ‘newcomer’ therefore includes children, immigrants, but also those who are new in relation to a particular trade or profession, such as student hairdressers, student teachers, and so on. Elsewhere I have made a case for seeing the idea of ‘coming into the world’ as a fundamental education category. see Biesta 2006). 1 A second tendency that has contributed to the marginalisation of questions about good education can be found in calls for turning education into an evidence-based profession based on research knowledge about ‘what works. ’2 Again, I do think that to a certain extent it can be use ful to examine the effectiveness of particular educational practices and procedures, as long as one bears in mind that in the social domain there are at most probabilistic relationships between actions and consequences and never deterministic relationships between causes and effects. After all, if teaching is going to have any impact on students, it is not because of some kind of mysterious force that teachers exert upon their students, but because of the fact that students interpret and make sense of what they are being taught. The links between teaching and learning are, in other words, achieved through processes of interpretation and such links are by definition ‘weak. ’ 3 But the most important point here is that ‘effectiveness’ in itself is never a ufficient reason for adopting a particular approach or procedure. There is, after all, both effective and ineffective brain washing, just as there is effective and ineffective torturing. ‘Effectiveness,’ to put it differently, is an instrumental value – a value that says something about the ways in which certain ends can be achieved, but which does not say anything about the desirability of the ends in themselves. To address the latter question we need normative judgem ents about what we consider educationally desirable. To call for effective schools, effective teaching, effective assessment, and so on, is therefore meaningless until one specifies what it is one aims to achieve and why what one aims to achieve is desirable or good. With regard to educational effectiveness we therefore always need to ask: â€Å"Effective for what? † – and also â€Å"Effective for whom? †4 These are some of the reasons why I consider it important to put the question of good education back on the agenda of educators, researchers and policy makers. But my ambition with this lecture is not only to make a case for considering the goodness of education – and in what follows I will say more about the ways in which I think that this question might be addressed. I also want to make a case for the importance of education or, to be more precise, for the need to use the language of education when we discuss educational matters. Putting it this way may sound odd, so let me try to explain why I not only want to make a case for good education but also for good education. The Problem with ‘Learning’ The simplest way to present my case for an educational language is to contrast it with the language I think we should not be using when discussing educational matters – and this is the language of learning. I am not suggesting that the word ‘learning’ has no place in education. But I do wish to argue that ‘learning’ and ‘education’ are two radically different concepts and that we shouldn’t conflate them. This is not simply a matter of the proper use of language. The concepts we have available in a particular domain of human action such as education in a very fundamental sense structure what we can say, think, and do and therefore also impact upon what cannot be said, thought and done. This is why language matters, also in education. 2 3 For a detailed analysis see Biesta (2007a). For more on this see Vanderstraeten & Biesta (2006); Biesta (in press[a]). 4 See Bogotch, Miron & Biesta (2007). 2 My concerns about the notion of learning – or, to be more precise, about the conflation of learning and education – should be understood against the background of the remarkable rise of the concept of learning within educational discussions over the past two or three decades; a phenomenon to which I have referred as the rise of the ‘new language of learning’ (see Biesta 2004a; 2006). This rise can, for example, be found in the redefinition of teaching as the facilitation of learning or the provision of learning opportunities or learning experiences. It can be found in the use of the word ‘learner’ instead of ‘pupil’ or ‘student’ or of the phrase ‘adult learner’ instead of just ‘adult’. And it is manifest in the transformation of the field of adult education into that of lifelong learning. It is also worth noting that the word ‘education’ no longer appears in the name of the two UK government departments that deal with educational matters (they are now known as The Department for Children, Schools and Families and the Department for Innovation, Universities and Skills), unlike in Scotland where there is at least still a Cabinet Secretary for Education and Lifelong Learning. What perhaps also fits in with this picture is the case of Watercliffe Meadow, an institution that was formed as a merge between three former primary schools in Sheffield and that decided to refer to itself as â€Å"a place of learning† rather than a school. 5 The rise of the ‘new language of learning’ can be seen as the expression of a more general trend to which I have referred – with a deliberately ugly term – as the ‘learnification’ of education (see Biesta 2009). By this I mean the translation of everything there is to say about education in terms of learning and learners. A focus on learning is, of course, not entirely problematic. Although not a new insight, the idea that learning is not determined by teaching but depends on the activities of students can help teachers to rethink what they might do best to support their students. There are even emancipatory opportunities in the new language of learning to the extent to which it can empower individuals to take control of their own educational agendas. Yet there are also problems with the rise of the new language of learning and, more specifically, with the concept of ‘learning’ itself. One problem with the word ‘learning’ is that it is basically an individualistic concept. It refers to what people do as individuals. This stands in stark contrast to the concept of education which generally denotes a relationship. Whereas one can educate someone and someone can be educated by someone else, one cannot ‘learn’ someone. This already reveals one problem with the language of learning: it makes it difficult to articulate the fact that education is about relationships, and more specifically about relationships between teachers and students. The language of learning makes it difficult to acknowledge the relational character of education and also makes it difficult to raise questions about the particular role and responsibility of the educator in such relationships. This is one reason why the words ‘education’ and ‘learning’ are not the same and are not interchangeable. This does not mean, of course, that they have nothing to do with each other. One could say that the general aim of educational activities is that people will learn from them. But that doesn’t make education into learning; it simply says that learning is the intended outcome of educational processes and practices. All this also doesn’t mean that people cannot learn without or outside of education. It simply highlights the fact that when we talk about education we refer 5 See http://en. wikipedia. org/wiki/Watercliffe_Meadow [accessed 26 February 2009] 3 to a specific setting in which learning takes place; a setting, moreover, with a specific set of relationships, roles and responsibilities. A second problem with the word ‘learning’ is that it is basically (but see hereafter) a process term. This means that it is open if not empty with regard to content. Yet in educational situations the aim is never simply that learning will occur; the interest is always in the learning of something and this, in turn, is connected to particular reasons for wanting the student to learn something. In education there is, therefore, always the double question of the learning ‘of what’ and the learning ‘for what. The problem with the language of learning is that it makes questions about content and purpose much more difficult to ask – yet education, unlike learning, is always structured by purpose and content. This is the second reason why education and learning are not the same and why the language of learning is actually quite unhelpful in discussing educational matters. An example of the emptiness of the language of learning can be found in the Scott ish Standard for Chartered Teacher which, unlike the Standard for Full Registration, is rather permeated by a language of learning. In the document one of the four ‘professional values and personal commitments’ is described as ‘effectiveness in promoting learning in the classroom,’ which is further broken down into the requirement to demonstrate the capacity to (1) ‘effect further progress in pupils’ learning and development’: (2) ‘create and sustain a positive climate for learning’; and (3) ‘use strategies which increase pupils’ learning’ (see GTCS 2002). Very little, if anything, is said about what students should learn and for what they should learn. Even less is said about what would be required from Chartered Teachers in terms of their ability to make informed value judgements about the content and direction of their teaching and wider educational endeavours. 6 When we look more closely at the language used, a phrase such as â€Å"increasing pupils’ learning† is actually rather incomprehensible in my view. Before I draw my conclusions about the language of learning and move to a discussion about the question of the goodness of education, there is one more peculiarity of the word ‘learning’ that I wish to address briefly. Although there are ongoing discussions within the educational literature about definitions of learning, it is generally accepted that learning can at least be defined as â€Å"any change that is not the result of maturation† or, in a slightly more precise definition, as â€Å"any more or less durable change that is not the result of maturation. † In addition to this, many definitions specify the kinds of change that are considered to be important, such as changes in skilfulness, in cognition, in mastery and so on. One important point here is that ‘learning’ refers to those changes that are the result of engagement ith our environments, which means that in this regard we can say that all learning is by definition experiential learning, i. e. , learning from experience and experiencing. An important implication of this line of thinking is that when we use the word ‘learning’ – such as in sentences like â€Å"Mary has learned how to ride a bicycle† or â€Å"Mary has 6 There is a similar problem with regard to the notion of effectiveness which is also used as something that is good in itself, rather than that it is positioned as an instrumental value. This can, for example, be seen in the following two statements: â€Å"the Chartered Teacher should regularly and systematically demonstrate and evaluate his or her effectiveness as a teacher;† and â€Å"the Chartered Teacher should demonstrate the capacity to contribute to the professional development of colleagues and to make a fuller contribution to the educational effectiveness of the school and the wider professional community than could be expected of teachers near the outset of their career† (see GTCS 2002). 4 earned the first law of thermodynamics† – we are not so much describing something as that we are making a judgement about changes that have taken place. The point here is that when we look at Mary more carefully we will probably be able to find numerous changes going on all the time. The reason for identifying some of the changes as ‘learning’ and others just as ‘changes’ is because we value these changes and because we have reason to believe that these changes are the result of engagement with the environment, not just effects of maturation. Which isn’t to suggest that this distinction is easy to make and that the difference is always clear-cut. ) This implies that the use of the word ‘learning’ always implies a value judgement. ‘Learning,’ in other words, is not a descriptive term – it is not a noun – but it is an evaluative term. The upshot of this is that we can only use the word learning retrospectively, i. e. , after some change has happened. Whether any current activity will actually result in learning – that is, whether it will actually result in more or less durable changes that we find valuable – is not something we can know when we are engaged in he activity. Whether you will learn anything from listening to this lecture is, in other words, a question that can only be answered in the future – and sometimes it can take a very long time before we can conclude that we have learned something from a particular experience or event, which is an important argument against an exclusive focus on short-time result in education. This implies that the word ‘learning’ does not refer to an activity – and we can summarise this by saying that ‘learning’ is also not a verb. If we want to be clear and precise in the language we use to talk about education, we shouldn’t therefore refer to the activities of our students as ‘learning’ but rather use such words as ‘studying,’ ‘rehearsing,’ ‘working,’ ‘making an effort,’ etcetera. And for the same reason we shouldn’t refer to our students as ‘learners’ but should either refer to them with terms that specify the particular relationship they are in – which is what the word ‘pupil’ does – or with terms that specify the activities they are engaged in – which is what words like ‘student’ or ‘worker’ do. The Dutch progressive educator Kees Boeke referred to the students in his school as ‘workers’ and referred to the school that he established and which still exists in Bilthoven as a ‘workplace. ’) For all these reasons I therefore wish to a rgue that the language of learning is rather unhelpful for discussion of educational matters as it tends to obscure the relational dimensions of education – the fact that education is always about teachers and students in relationship – and also because it makes it more difficult to raise questions about content and purpose. I have also argued that when we use the word ‘learning’ we are actually involved in a judgement about change, a judgement we can only make after the event. For that reason using the word ‘learning’ to describe the activities of students is as imprecise as it is to refer to students as ‘learners. ’ This is also the reason why we cannot ask from students that they take responsibility for their own learning – they can only take responsibility for their studying, their activities, their efforts, etcetera, and it is this that teachers should demand from students. All this also means that learning can not be the object of any strategy. Despite the many teaching and learning strategies that are being developed in schools, colleges and universities, and despite the fact that many of such institutions make individuals responsible for ‘teaching & learning,’ it is only teaching – and related aspects such as curriculum and assessment – that can be the object of a strategy and thus can be the responsibility of individuals whose task it is to take care of what, with a simple word, we might perhaps best refer to as ‘education. 5 If this suffices as an indication of why we need education – that is, why we need an educational language with proper educational concepts – I now wish to turn to questions about what constitutes good education. Good Education My ambition with raising the question of good education is not to specify what good education, a good school, a good college or a good university should look like. As I said in my introduction, we shouldn’t expect that in plural democracies like ours there will only be one answer to this question. Yet it is of crucial importance that there is an ongoing discussion about the content, purpose and direction of education first and foremost because education is – and should be – a matter of public concern. I do not only think that it is important to have a plurality of opinions about what constitutes good education. I also believe that it is important to have a plurality of actual educational practices. Here I am partly biased as a result of my upbringing in the Netherlands, a country which over the past century has developed and has managed to maintain an interesting level of plurality within a state-funded system of compulsory education. Although there are some advantages of educational standardisation – and the main advantage, one that we have to take very seriously from a social justice angle, is that it can bring about an equality of provision – I also believe that there are many disadvantages to the MacDonaldisation (or perhaps we should now call this the ‘Starbuckisation’) of education. One disadvantage of standardisation is that it takes away opportunities for educational professionals to make their own judgements about what is necessary and desirable in the always particular situations they work in. My experience in England has been that the scope for professional judgement and professional action in education has systematically been eroded as a result of a massive top-down standardisation of education, combined with narrow-minded forms of inspection based on low trust. 7 At this point I can only say that I have encountered a significantly different culture within Scottish education, and here I particularly want to single out the idea of the Chartered Teacher as the expression of a belief in the power of education and as a serious investment in and commitment to the development of professionality and a high trust culture in education. A second disadvantage of educational standardisation is that it takes away any opportunity for a plurality of opinions about good education. This is often done through the construction of a quasi-consensus around an alleged common sense notion of what good education is. One popular version of such a quasi-consensus is the idea that in order to remain competitive within the global knowledge economy schools need to produce a highly-skilled workforce; hence the most important task for schools is that of raising standards in English, science and mathematics. While this story may sound appealing – and many policy makers at national and supra-national level (such as the OECD) seem to believe it – it is based on questionable assumptions, for example because it assumes that in the knowledge economy we will all have complex jobs that require a high level of education, whereas in reality those jobs are only available for a happy few and the bulk of jobs in many post-industrial societies is to be found in the low-skilled and low-paid service industry (and here we can, again, refer to MacDonalds, Starbucks, call-centres, and the like). Yet the problem with such 7 For more on this see Biesta (2004b). 6 constructions about what good education is, is not only that they are based upon questionable assumptions. The problem of stories that express a quasi-consensus about good education is also that they suggest that there is no alternative. It is, however, not too difficult to see that instead of economic competitiveness, we could also argue that as a society we should give priority to care – care for the elderly, care for the environment – or to democracy and peaceful co-existence. Such priorities suggest a complete different set of educational arrangements and articulate radically different views about what good education might look like. My contribution to the discussion about what constitutes good education is not about suggesting alternative futures for education. Although this is important as well, I wish to confine myself in this lecture to a more modest task, viz. that of presenting a framework that might be helpful in asking more precise questions about what good education is or might be. My main point in suggesting this framework is to emphasise that educational processes and practices serve a number of different functions and purposes. This not only means that the answer to the question as to what constitutes good education is likely to be different in relation to the different functions. By distinguishing between the different functions it also becomes possible to explore the extent to which emphasising one function might interfere with the quality of education in relation to one of the other functions. The framework can help, in other words, to think about costs and trade-offs of particular educational arrangements. Although the everyday use of the word ‘education’ often gives the impression that it refers to a single reality, ‘education’ is actually a composite concept. This becomes clear when we ask what education is for. In answering this question I wish to suggest that education serves (at least) three different functions. One important function of education has to do with qualification, that is, with the ways in which education contributes to the acquisition of knowledge, skills and dispositions that qualify us for doing something – a ‘doing’ which can range from the very specific (such as the training for a particular job) to the very general (such as in the case of liberal education). The qualification function is without doubt one of the major functions of organised education and is an important rationale for having state-funded education in the first place. The argument, as I have mentioned, is often an economic one, i. . , that people need knowledge and skills in order to become employable. But the acquisition of knowledge and skills is also important for other aspects of people’s lives. Here we can think, for example, of political literacy – the knowledge and skills needed to exercise one’s citizenship rights – or cultural literacy – the kno wledge and skills considered to be necessary for functioning in society more generally. 8 A second function of education has to do with the ways in which, through education, individuals become part of existing socio-cultural, political and moral ‘orders. This is the socialisation function of education. Schools partly engage in socialisation deliberately, for example, in the form of values education, character education, religious education or citizenship education, or, and this is more explicit at the level of colleges and universities, in relation to professional socialisation. Socialisation also happens in less visible ways, as has been made clear in the literature on the hidden curriculum and the role of education in the reproduction of social inequality. It is, in What kind of knowledge and skills we need to function in society is, of course, a complicated matter. I do not have the space to go into this here, but see Biesta (2002). 8 7 other words, both an important function and an important ‘effect’ of (engaging in) education. Whereas some would argue that education should only focus on qualification – this is often seen as the justification of the ‘traditional’ school as place for the transmission and acquisition of knowledge – and whereas others defend that education has an important role to play in the socialisation of children and young people, there is a third function of education which is different from both qualification and socialisation. This function has to do with the ways in which education contributes to the individuation – or, as I prefer to call it for a number of philosophical reasons, the subjectification – of children and young people. The individuation or subjectification function might perhaps best be understood as the opposite of the socialisation function. It is not about the insertion of ‘newcomers’ into existing orders, but about ways of being that hint at independence from such orders; ways of being in which the individual is not simply a ‘specimen’ of a more encompassing order. It is, to put a big and complex concept against it, about the ways in which education makes a contribution to human freedom. 9 Whether all education actually does contribution to individuation is debatable. Some would argue that this is not necessarily the case and that the actual influence of education can – and should – be confined to qualification and socialisation. Others would argue, however, that education always impacts on individuals and their ‘modes’ and ‘ways’ of being and that, in this sense, education always has an individuating ‘effect. ’ What matters more, however — and here e need to shift the focus of the discussion from questions about the functions of education to questions about the aims and ends of education – is the ‘quality’ of individuation, i. e. , the question what forms of subjectivity are made possible in and through particular educational arrangements. It is in relation to this that some would argue – and actually have argued – that any education worthy of its name should always allow for forms of individuation and subjectification that allow those being educated to become more autonomous and independent in their thinking and acting. The distinction between the three functions of education, that is, between three areas in which education operates and has ‘effects,’ can be helpful when we engage in discussions about what constitutes good education because it can make us aware of the fact that the question about good education is a ‘composite’ question: it consists of (at least) three different questions. An answer to the question what constitutes good education should therefore always specify its views about qualification, socialisation and individuation – even in the unlikely case that one would wish to argue that only one of them matters. To say that the question of what constitutes good education is a composite question, is not to suggest that the three dimensions of education can and should be seen as entirely separate. The contrary is the case. When we engage in qualification, we always also impact on socialisation and on individuation. Similarly, when we engage in socialisation, we always do so in relation to particular content – and hence link up with the qualification function – and will have an impact on individuation. And when we engage in education that puts individuation first, we will 9 I wish to emphasise that the idea of ‘freedom’ can be articulated in a range of different ways, from egocentric, self-obsessed freedom to do anything one wants to responsible, relational and ‘difficult’ freedom – to use a phrase form the philosopher Emmanuel Levinas. 8 usually still do so in relation to particular curricular content and this will always also have socialising effects. The three functions of education an therefore best be represented in the form of a Venn-diagram, i. e. , as three overlapping areas, and the more interesting and important questions are actually about the intersections between the areas rather than the individual areas per se. The distinction between the three functions of education is not only important when we engage in discussions about the aims and purposes of education and the shape and form of good education; it can also be a helpful framework for analysing existing educational practices and policies. With regard to this I just want to make one brief observation which is that in many recent discussions about the shape and form of education, particularly at the level of education policy, the discussion is shifting more and more towards the socialisation function of education. Increasingly discussions about the aims and ends of education try to describe the kind of person that should be ‘produced’ through education, rather than that the focus is on the things that should be learned as a result of engagement with education. A ‘good’ example of this can be found in the Scottish Curriculum for Excellence which, although it refers to itself as a document about Curriculum, actually specifies the intended outcomes of education in terms of personal qualities – and many of you in this room will be familiar with the four ‘capacities’ that frame the Scottish Curriculum for Excellence: successful learners, confident individuals, responsible citizens, effective contributors. 0 Although I generally welcome attempts to introduce new languages into the educational discussion as they allow us to see and do things differently, I do think that the shift towards socialisation such as expressed in the Scottish Curriculum for Excellence is worrying for two reasons. One is that by emphasising what students should be or become, questions about what they should know and be able to do become secondary. The danger here is, in other words, that we forget to pay sufficient attention to the qualifi cation function of education and thus might forget that in many cases and for many individuals knowledge is still power. The other reason why I think that the shift towards socialisation, towards the ‘production’ of a particular kind of individual, is worrying, is that it gets us too far away from the individuation or subjectification function of education. It puts the emphasis too much on ‘moulding’ individuals according to particular templates and provides too little opportunity for ways of being that question and challenge such templates. In my own research I have explored this issue particularly in relation to citizenship 11 . Here I have argued that the idea of responsible citizenship puts the emphasis too much on a-political forms of citizenship that are mainly confined to doing ‘good deeds’ in the community, and provides too little opportunity for the acquisition of political literacy, the promotion of political activism and the development of political agency. Good education in the domain of citizenship should therefore not be about the production of ‘obedient citizens’ through effective socialisation, but should also operate in the domain of individuation and 10 The National Curriculum for England and Wales has recently adopted a similar language to articulate the aims of education for ‘key stage 3 and 4’. It is interesting to see, however, that they have included three of the four Scottish capacities – viz. , successful learners, confident individuals and responsible citizens – but not that of effective contributors. See http://curriculum. qca. org. uk/key-stages-3-and-4/aims/index. aspx [accessed 1 March 2009] 11 See, e. g. , Biesta & Lawy (2006); Biesta (2007b); Biesta (2008); Biesta (in press[b]). subjectification by promoting forms of political agency that both contribute to and are able to question the existing social, cultural and political order. From this angle it is perhaps significant that the word ‘critical’ does not appear in any of the four capacities of the Scottish Curriculum for Excellence. This brings me to my concluding remarks. Conclusions In this lecture I have tried to make a case for good education. I have not done this by specifying what I think a good school, college or university should look like. What I have done instead is first of all to argue for the importance of the question of good education itself. I have argued, in other words, that in our discussions and deliberations about education we should acknowledge openly and explicitly that we are dealing with normative questions, and hence with questions that require value judgements. These are questions, in other words, that can not be resolved simply by having more information, more data, more knowledge or more research. Secondly I have argued that in order to address the question of good education properly we need to make sure that we have a vocabulary that is appropriate for what we are discussing. It is here that I have argued for the importance of an educational vocabulary rather than a vocabulary of learning. Thirdly, I have introduced a distinction between different functions and purposes of education that might help us to ask more precise questions and have more focused discussions about what good education might look like. I see the importance of making the distinction between the three functions of education first and foremost in that it can help us to find a balance in our educational endeavours rather than to end up in one of the possible extremes. Just as an exclusive focus on qualification is problematic – and I think that the damaging effects of such a focus are continuing to influence the lives of many students and teachers around the world – I also think that an exclusive focus on socialisation is problematic – and perhaps we are beginning to see some of the problems of such an approach as well. In all cases it belongs to my definition of good education that there is also sufficient attention to opportunities for individuation and subjectification so that education can continue to contribute to what the philosopher Michel Foucault has so aptly described as â€Å"the undefined work of freedom. † Finally: for me the question of good education does not stand on its own. I do believe that we are living in a time in which the question of goodness is one that we should ask about all our collective human endeavours. This is first of all important in the economic sphere, which is why I would argue that we urgently need to shift the discussion from questions about profitable banking to questions about good banking. It is also important in the domain of politics and democracy, which means that there is also a need to engage with questions about what constitutes good politics and good democracy. The particular answers we give to these questions are perhaps slightly less important than our commitment to seeing these questions for what they are – viz. ormative questions – and our commitment to a continued engagement with these questions, both in generating answers to the question as to what might constitute good education and by continuing to raise critical questions about such answers as well. Good education should at least enable and empower everyone to engage in such crucial deliberations about the shape, form and direction of our collective endeavours. Thank you. 10 References Biesta , G. J. J. (2002). How general can Bildung be? Reflections on the future of a modern educational ideal. British Journal of Philosophy of Education 36(3), 377-390. Biesta, G. J. J. (2004a). Against learning. Reclaiming a language for education in an age of learning. Nordisk Pedagogik 23, 70-82. Biesta, G. J. J. (2004b). Education, accountability and the ethical demand. Can the democratic potential of accountability be regained? Educational Theory 54 (3), 233250. Biesta, G. J. J. (2006). Beyond Learning: Democratic Education for a Human Future. Boulder, Co: Paradigm Publishers. Biesta, G. J. J. (2007a). Why ‘what works’ won’t work. Evidence-based practice and the democratic deficit of educational research. Educational Theory 57(1), 1-22. Biesta, G. J. J. (2007b). Education and the democratic person: Towards a political understanding of democratic education. Teachers College Record 109(3), 740-769. Biesta, G. J. J. (2008). What kind of citizen? What kind of democracy? Citizenship education and the Scottish Curriculum for Excellence. Scottish Educational Review 40(2), 38-52. Biesta, G. J. J. (2009). Good Education in an Age of Measurement. Educational Assessment, Evaluation and Accountability 21(1), 33-46. Biesta, G. J. J. (in press[a]). On the weakness of education. In D. Kerdeman et al. (eds), Philosophy of Education 2009. Biesta, G. J. J. (in press[b]). What kind of citizenship for European Higher Education? Beyond the competent active citizen. European Educational Research Journal 8(2). Biesta, G. J. J. & Lawy, R. S. (2006). From teaching citizenship to learning democracy. Overcoming individualism in research, policy and practice. Cambridge Journal of Education 36(1), 63-79. Bogotch, I. , Miron, L & Biesta, G. (2007). â€Å"Effective for What; Effective for Whom? † Two Questions SESI Should Not Ignore. In T. Townsend (ed), International Handbook of School Effectiveness and School Improvement (93-110). Dordrecht/Boston: Springer. GTCS (General Teaching Council for Scotland) (2000). The standard for chartered teacher. Vanderstraeten, R. & Biesta, G. J. J. (2006). How is education possible? A pragmatist account of communication and the social organisation of education. British Journal of Educational Studies 54(2), 160-174. 11 Biography Gert Biesta (1957) is Professor of Education at the Stirling Institute of Education and Visiting Professor for Education and Democratic Citizenship at Orebro and Malardalen University, Sweden. He is editor-in-chief of Studies in Philosophy and Education, an international journal published by Springer Science+Business Media. Before joining Stirling in December 2007 he worked at the University of Exeter (from 1999) and before that at several Universities in the Netherlands. He has a degree in Education from Leiden University, a degree in Philosophy from Erasmus University Rotterdam, and a PhD in Education from Leiden University (1992). From 1995-1997 he was a Spencer Post Doctoral Fellow with the National Academy of Education, USA. A major focus of his research is the relationship between education and democracy. His theoretical work focuses on different ways of understanding democracy, democratisation and democratic education, with particular attention to questions about educational communication both at the micro-level of classroom interaction and the macro-level of intercultural communication. He has also written about the philosophy and methodology of educational research, and the relationships between educational research, educational policy and educational practice. His empirical research focuses on democratic learning of young people and adults, with a particular emphasis on democratic learning in everyday settings. He has a research interest in vocational education and lifelong learning, democratic conceptions of the learning society, learning theories and theories of education, the professional learning of teachers, and the civic role of Higher Education. He has published widely in many national and international journals. Recent books include Derrida & Education (Routledge 2001; co-edited with Denise Egea-Kuehne); Pragmatism and Educational Research (Rowman & Littlefield, 2003; co-authored with Nicholas C. Burbules); Beyond learning. Democratic education for a human future (Paradigm Publishers, 2006; a Swedish translation, Bortom larandet: Demokratisk utbildning for en mansklig framtid, was published by Studentlitteratur in 2006; a Danish translation will appear in 2009); Improving learning cultures in Further Education (Routledge; co-authored ith David James); an English and a German version of George Herbert Mead’s Lectures on Philosophy of Education (coedited with Daniel Trohler; Verlag Julius Klinkhardt 2008; Paradigm Publishers 2008); Education, democracy and the moral life (Springer 2009; co-edited with Michael Katz ande Susan Verducci); Derrida, Deconstruction and the politics of pedagogy (Peter Lang 2009; co-authored w ith Michael A. Peters); Rethinking contexts for teaching and learning. Communities, activities and networks (Routledge 2009; coedited with Richard Edwards and Mary Thorpe). In 2008 his book Beyond Learning won the American Educational Studies Association Critics’ Choice Book Award. Contact details: The Stirling Institute of Education, University of Stirling Stirling, FK9 4LA Scotland, UK e-mail: gert. biesta@stir. ac. uk website: www. gertbiesta. com 12 The Stirling Institute of Education University of Stirling Stirling FK9 4LA www. ioe. stir. ac. uk Scottish Charity Number SC 011159

Mobile Computing and Social Networking Essay - 1420 Words

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