Oedipus Blindness Essay examples - 1118 Words

Blindness in Oedipus Oedipus thought his life was great. Feeling powerful and almighty, Oedipus was wonderful at solving riddles, but did not like the answer to the riddle of who he really was. Although many told him to stop trying to figure out the answer, it was not in his nature to give up. Oedipus thought he could see everything, but he was actually blind of the truth about his life until the end. In the beginning, Oedipus is told by Teiresias that he lives in shame. Of course, Oedipus feels that Teiresias is blind of not only sight, but knowledge: The truth is strong, but not your truth. You have no truth. Youre blind. Blind in your eyes. Blind in your ears. Blind in your mind. (502-504) Oedipus thinks he is†¦show more content†¦Oedipus wants to reveal the truth of his life: Let it break! Let everything break! I must discover who I am, know the secret of my birth, no matter how humble, how vile. Perhaps Jocasta is ashamed of my low birth, ashamed to be my wife. Like all women shes proud. (1348-1352) Although Oedipus says he wants to know who he really is, Oedipus is still being blind during the whole situation. Oedipus is now thinking of what he feels could be the worst of who he really is. Thinking he is from a lower family and that his wife may be ashamed, Oedipus still wants to hear the truth. If Oedipus could actually see clearly, he would know that the blind prophet and his wife were right about him and that he would harm everyone by revealing the truth. Oedipus is far from the truth. Oedipus finally realized that Teiresias could actually see, and that he is the one who is actually blind. Oedipus could see with his eyes, but not with his mind: LIGHT LIGHT LIGHT never again flood these eyes with your white radiance, oh gods, my eyes. All, all the oracles have proven true. I, Oedipus, I am the child of parents who should never have been mineÂâ€"doomed, doomed! (1475-1480) Oedipus finally realizes how blind he has actually been. He now can say that he can see, even if it is not what he wanted to see and know. The LIGHT represents answers and truth of his life. Kilborne points out that by knowing the truth, Oedipus is seeing: It wouldShow MoreRelatedThe Portrayal of Blindness in The Outsider and Oedipus the King1052 Words   |  5 PagesThe Portrayal of Blindness in The Outsider and Oedipus the King A primitive motif in Oedipus the King by Sophocles and The Outsider by Albert Camus is blindness. The protagonists in the novels are blinded to a personal truth, and are physically blinded as well. In The Outsider, Meursault’s blindness is metaphorical, as he is negligent to his own absurdity, which he later becomes categorized as. On the other hand, Oedipus’s blindness is literal, as he is ignorant to the truth of his life;Read MoreOedipus Blindness and Self Discovery Illustrated in Sophocles Oedipus815 Words   |  4 PagesFrom the very beginning of Oedipus, one can see that the main character of Oedipus is very sure about who he is and where he has come from. One of the most important motifs of the story is the idea of metaphorical blindness, and how Oedipus claims that everyone else around him is blind, and he is the only one that can see. However, what Oedipus soon finds out is that he has no idea who he is, and that all along he has been blind himself. Sophocles makes Oedipus suffer because of the fact that heRead More Blindness In Oedipus The King Essay725 Words   |  3 Pages Blindness plays a two-fold part in Sophoclesamp;#8217; tragedy amp;#8220;Oedipus the King.; First, Sophocles presents blindness as a physical disability affecting the auger Teiresias, and later Oedipus; but later, blindness comes to mean an inability to see the evil in oneamp;#8217;s actions and the consequences that ensue. The irony in this lies in the fact that Oedipus, while gifted with sight, is blind to himself, in contrast to Teiresias, blind physically, but able to see the evil to whichRead MoreEssay about Sight and Blindness in Oedipus Rex730 Words   |  3 PagesSight and Blindness in Oedipus Rex Oedipus Rex is a play about the way we blind ourselves to painful truths that we can’t bear to see. Physical sight and blindness are used throughout the play, often ironically, as a metaphor for mental sight and blindness. The play ends with the hero Oedipus literally blinding himself to avoid seeing the result of his terrible fate. But as the play demonstrates, Oedipus, the man who killed his father and impregnated his mother, has been blind all alongRead MoreUse of Blindness in Oedipus the King Essay920 Words   |  4 Pagesin his plays, Wisdom stands out as the most impact full. After all, No law or ordinance is mightier than understanding(Plato 1/2). In the play Oedipus the King, Sophocles uses the blindness of Teriesias, Jocasta, and Oedipus to point out how understanding is far greater than vision alone. In the play Oedipus the King, Sophocles use the blindness of Teiresias to point out the great power behind wisdom and understand. Teiresias, by your art you read signs and secrets of the earth and the sky;Read MoreSight and Blindness in Oedipus the King Essay1048 Words   |  5 PagesThe Irony of Sight and Knowledge in Oedipus the King People equate ‘seeing’ to gaining knowledge. Expressions such as â€Å"I see† and â€Å"seeing truth† are used to express understanding of something, but is seeing really the same as knowing? In Oedipus the King, Oedipus’s inability to grasp the truth is despite the fact that he is physically able to see contrasts Teiresias’s knowledge of the truth even though he is blind. The irony of the blind man being knowledgeable, and the seer becomingRead MoreEssay on Sight and Blindness in Oedipus Rex1311 Words   |  6 PagesIn the play Oedipus Rex by Sophocles, the themes of sight and blindness are developed in a way to communicate to the reader that it is not eyesight itself, but insight that holds the key to truth and, without it, no amount of knowledge can help uncover that truth. Some may define insight as the ability to intuitively know what is going to happen, or simply as the capacity to understand the true nature of a situation. Bot h definitions hold a significant role in the play, not only for more obviousRead MoreEssay on Theme of Blindness in Sophocles Oedipus the King758 Words   |  4 PagesTheme of Blindness in Sophocles Oedipus the King Sophocles?s play, ?Oedipus the King? is one of the most well known of the Greek tragedies. The play?s interesting plot, along with the incredible way it is written are only two of the many reasons why two thousand years later, it is still being read and viewed. For those who are not familiar with the story of ?Oedipus the King?, it is written about the results of a curse put on King Oedipus which claims that he will murder his father and marryRead MoreVision and Blindness In Oedipus Tyrannus by Sophocles Essay660 Words   |  3 Pages The play Oedipus Tyrannus, written by Sophocles, is a play filled with symbols and irony involving the aspect of both vision and blindness. This aspect of the novel takes on an important role in the life of Oedipus, the ruler of Thebes. He originally feels as though he knows and sees everything, nevertheless, as the motto of the Oracle at Delphi states, he does not know thyself, as he will find out toward the end of the play. The notion of seeing and blindness becomes an important and ironicRead MoreThe True Vision of Blindness in Oedipus Rex by Sophocles Essay959 Words   |  4 Pagesthey are blind to it. In Oedipus Rex by Sophocles it is easy to see how blindness affects the transition of the story. It is said that blind people see â€Å"in a different manner† because they sense the world in a totally diferent way, such as Teiresias in the play. Oedipus Rex is a tragedy due to the content the Sophocles, the playwright, decided to include, first, murdering his father, ki ng Laius, then marrying his mother, Jocasta, and ending by blinding himself. Oedipus has been blinded to the truth

No Child Left Behind - 2624 Words

Introduction to this Paper The No Child Left Behind Act has stacked the deck against schools with special needs. At this point in time with the 2004 elections right around the corner, it seems that this Act is taking a lot of criticism for its rigid approach to the educational progress of our children today. No Child Left Behind has some wonderful goals and aspirations: to close the student achievement gap, make public schools accountable, set standards of excellence for every child, and put a qualified teacher in every classroom. (http://www.NCLB.gov) In this paper I will be discussing how this new law closes the student achievement gap and setting standards of excellence for every child using some of the psychological†¦show more content†¦The NCLB Act has a goal of closing the student achievement gap. (http://www.NCLB.gov) This gap is being measured by age or grade skill knowledge leading to what is called adequate yearly progress. (http://www.NCLB.gov) There are test given yearly in math, r eading and soon science to measure this progress. According to Piaget some children may not be cognitively ready for the type of assessment that these exams are measuring. So teachers feel the need to teach for the test. This creates a repeated experience therefore after time the practice of the test gets assimilated into the childs cognitive structural base. The test is therefore learned and not the subject matter. This in turns creates a false structural base in which new knowledge is built upon. Thus the student achievement gap is not closed it is widened. There are other areas where NCLB Act is flawed. The goal of setting a standard of excellence for every child (http://www.NCLB.gov) in this flawed because equality of family situations is assumed and that is not always the case. As teachers we can guarantee these standards in the classroom but we cannot do it in the family situations in the home. Introduction Part II- How Family Life Changes Cause a Flaw in this Law The functional groupings of families changed drastically from the 1920s to today in 2004. The American nuclear family has been dismantled and replaced by a grouping that is farShow MoreRelatedNo Child Left Behind958 Words   |  4 Pages Good intentions are no excuse to continue a fail policy. Since the No Child left Behind Act (NCLB) became in effect, teachers have been restricted to teach in a certain way. The No Child Left Behind Act of 2001, signed into law by President George W. Bush on January 8, 2002, which was a reauthorization of the Elementary and Secondary Education Act of 1965. President Bush once said; â€Å"education is the gateway to a hopeful future for America’s children. America relies on good teachersRead MoreThe No Child Left Behind1974 Words   |  8 Pagesorder to improve education in America, we have to go to the root of our problem in the school system and find better ways to enforce new rules and regulations that wouldn’t be detrimental to both students, schools, and educators alike. The No Child Left Behind (NCLB) Act is having a negative effect on our education system because it reduces the choices of schools for parents, and the distribution of qualified teachers. It also has a negative impact on the amount that kids are able to learn in schoolRead MoreNo Child Left Behind2277 Words   |  10 PagesIn the case of No Child Left Behind (N CLB), is politics the enemy of problem solving? By examining selected political controversies surrounding NCLB, it will be demonstrated that politics is the enemy. Since NCLB’s enactment, vast amounts of research literature and news stories have been published on its effects, which demonstrates the impact and debate generated by this law. The major goals of this bipartisan legislation were to improve student performance through standardized testing by usingRead More No Child Left Behind1472 Words   |  6 Pagesgone into many wars. Not just physical wars that I am considered about but also wars on education. The nation could destroy its own glory and way of the source of great future that it rely on by initiating a war on the minds of the children. No Child Left Behind (NCLB) is a federal education policy that was developed in 2001. (Lagana-Riordan and Aguilar 135). NCLB is a program designed to minimize the differences in the level of education that white or rich people get to poor African-American, HispanicRead MoreNo Child Left Behind555 Words   |  2 Pagesschools and their mission to build the mind and character of every child, from every background in every part of America.† Pr. George W. Bush. The No Child Left Behind Act has plenty of advantages such as: helping students with disabilities, guiding teachers and parents so that they can help the child, and push the child to succeed. Students with language disabilities will be at a disadvantage in reading. The No Child Left Behind has provides students with tutors and extra help with homework. PresidentRead MoreNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 PagesKentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of its passage, NCLB was the most dramatic and aggressive legislation enacted in decades and afforded theRead MoreNo Child Left Behind Essays1062 Words   |  5 Pages LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In thisRead MoreNo Child Left Behind Act1418 Words   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the studentsRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities’ school boards. Proponents of the NCLB believed that lax oversight

Postmodernism Free Essays

First of all, it is important to be aware of the differences between postmodernism and modernism. While modernism always tries to find a new way to express something, postmodernism has no such concern. Modernism itself is representational, normative, original and Universalism. We will write a custom essay sample on Postmodernism or any similar topic only for you Order Now It has a linear progress. Postmodernism has no concern about being original. Moreover postmodernism claims that there is not possible way to create something brand new anymore. So, contrary to modernism’s originality, postmodernism is quotation based. It is simulation and relativistic. While it is common to encounter alienated self in postmodernism, there is a decanter self in postmodernism. It will be useful to adopt the major characteristics of postmodernism into the postmodern movies. In postmodern films, we usually do see barcaroles. Those barcaroles are inspired mostly from the past. It is possible to say that the postmodern films have a mission of recycling the past. Moreover, since the high and low culture got stuck in the modern times, it is not possible to come across a separated culture in postmodern films. Postmodern films bring them together and melt them in a pot. They do not have one specific genre. Genre-cross over is commonly recognized in postmodern movies. A postmodern movie can be attached to several genres at the same time. One of the major characteristics of postmodernism, quotation shows itself as intellectuality. It can also be engaged to non-linearity in some examples. Postmodern movies mostly contain references to other movies. That’s a major element of intellectuality. While it is common to recognize reference to other movies it is also possible for a postmodern movie to reflect upon its own process. Parodies and pastiches have also a major part in postmodern movies. We usually do see the parodies of horror movies. A postmodern film also bends the time and creates confusions over the time and space. By the time it also blurs the lines between dream and reality. Especially the hyper reality blurs the lines by creating a simulation of reality. Also the element, metrification is used in postmodern films. For instance if a character speaks directly to the audience, it can be said that one of the elements of metrification is used. Metrification breaks the spell of the movie. How to cite Postmodernism, Papers

Ethics and Global Citizenship

Question: Discuss about the Ethics and Global Citizenship. Answer: Introduction: To be a global citizen, one is required to perform in an ethical and in a more industrious professional perspective. As a global citizen I have recently been involved in various operations supporting global development. The content of this paper is a self-reflection in relation to the professional ethics, awareness as well as other aspects of global citizenship. In the recent past I have worked with various institutions and organizations (Durkheim 2013). As revealed in the created ethic lens every step I make in my ethic journey is all about accepted every individual in the world regardless of their ethnicity. I have acquired the virtue of acceptance and work with various agencies to help every individual without selfish consideration of their background. I value my profession and observe ethical practices in every action I take in my life. I work currently with humanitarian organizations to ensure that everyone living in the world is equal before one another (Davis and Welton 2011). My main concern working with such institution and organizations is to ensure that the value of equality is given the priority, justice and fairness is achieved as well leaders to act with rationality. Through the virtue of being a global citizen, I do apply critical thinking concerning various situations which are just and reasonable in order to reduce whatsoever harmful our planet. As individual I have conducted a self-exploration of global citizenship themes and I have developed courage to be firm on what I accept as true as well as what others believe (Held 2006). As global citizen I have developed various techniques in interrogation and evaluation of ethics and the consequences which may arise from every choice and decision I make in life. In the recent past I have made decisions with deeper consideration of what may happen to the global nation as a result of my action. A portion of the exercises I have embraced while in these worldwide activity organizations excluding the sharpening authority choice and decisions incorporates: provision of support for the human rights at two phase level that is the worldwide and at the neighborhood level. Giving aid administrations to these nations has empowered me through with several assistance (Solomon 2012). I have been receiving assistance from other concerned organization to think of arrangements and come up with automatic answers for different components and issues which might be risky to both the global citizenship and national level citizenship. I am likewise at present taking part in the process of providing basic knowledge education to citizens in countries suffering from poor politics. I also spend part of my leisure time providing advice on basic leadership concerning global administration and governance justifying my stand as a global citizen. The mind I have created and my method for being is still shaded pat devotions a way of seeing things which are not considered to be legitimate as they used to be earlier. The qualities I have created as a global citizen does not permit me to move in reverse from the shroud that keeps me from all the more clear method for seeing the world (Durkheim 2013). As an individual strolling in the way of uprightness and morals I see the world not the same as the other universe of people who need ethics and. Together with others willing to take a similar way I work to locate a more manageable methods for worried with different associations everywhere throughout the world who have a similar perspective of a typical group of mankind everywhere throughout the world. The worldwide awareness is likewise concerned with the production of moral care in connection to both the occupation an individual is embracing and their need for global development. It is in this way evident that a large portion of my response and activities characterize me as one of the global citizen. After a clear check on my individual morals focal point I have generated in part one the reflection, it is evident that I have contemplated my morals journey and understood what global citizenship is all about. This understanding has also resulted from the information concerning global citizenship I do acquire through my education (Davis and Welton 2011). I have connected myself with different worldwide activity groups who share the same understanding of global citizenship and what it takes to come up with one united glob where individuals are concerned with the well-being of each other. In these associations, we use authority to and help citizens from various nations on the choice c oncerning leaders with abilities to assume activists parts in building the new worldwide governance and citizenship. As one of the worldwide subject I am as of now dealing with natural conservation. The main aim of this environmental conservation is to make the glob a united and making the planet a superior place to live. I am working with ecological researchers directing environment protection refinement, planting trees and encouraging rubbish accumulation and reusing. This happens at the neighborhood level focusing towards making the global natural environment the best habitat for human kind (Solomon 2012). To guarantee that the endeavors to save the worldwide environment is a win, these organizations and I lead guaranteed that each individual can receive and advance changes in every individual's conduct. In the later past I took an interest and contributed as a worldwide native in an expansive world compassionate help endeavors and association of the world social occasions to commend the assorted qualities of culture as far as music, expressions, social customs and the profound conventions. Apart from awareness, basic leadership is another imperative issue that an individual walking in the way of global citizenship ought to consider. Being a worldwide national obliges one to be able to acknowledge other individuals' assessments and regard every last individual living around (Lim 2008). Along these lines, settling on of choices needs and individual to profoundly and fundamentally think about the ramifications of the decisions ones faces and the results that may emerge from the made a move. As a worldwide subject I have been settling on choices evidently mindful that the autonomous method for my country is not out there in the realm of different people leaving in the worldwide world. What I need to consider when making a decision in regard to Global Citizenship In my life worldwide citizenship is a piece of my everyday life and I am connected to others everywhere throughout the world. In this way, before settling on any choice I need to consider that I am connected to the entire world, socially through broad communications and media transmission administrations, voyaging and through common developments. I need to likewise consider that my reality is associated with a few others politically by means of global and frameworks of political directions made to serve the world political field (Spitzeck and Hansen 2010). Before settling on choices as a person who has confidence in worldwide citizenship I need to comprehend the financial nature and take the planet as the environment that joins each being on the planet. As an identity strolling in the way of worldwide citizenship, I am mindful of the more extensive world and has built up my very own feeling parts as a worldwide national. One the parts I need to guarantee is the acknowledgment of different groups of people social practices and values. Aside from learning and authority of my own way of life I have additionally learnt a few other imperative qualities from different groups leaving in another nation (Isin 2013). The dressing in the past time used to various despite the fact that the design as another method for making word one place has as of late diminish dressing society. Despite the fact that the dressing society has been lessened I have learnt a great deal from the Mexican method for dressing which is constantly cutting edge and is adequate to practically every person on the planet. I have likewise learnt the utilization of eating sticks when eating and eating conduct from china. As a man I have learnt a few methods for getting things done from various nations. I have learnt political thoughts and social lifestyle from different nations. Being a worldwide resident has empowered me to acknowledge and put into practice different qualities learnt from alternate nations. Moral Reasoning and Erhical Decision Making Models Every country has got different social, cultural and traditional values cherished by individuals residing in that country. As an individual who believes in global citizenship I have respect and have respect for other peoples culture and opinions. I have learnt a lot from varied cultures (Isin 2013). I have learnt leadership qualities from various cultural practices in the world. In the recent past I visited some parts of world like Thailand where I learnt of cultural food recipes. I have also learnt about cultural code of dressing from various cultures. I have learnt a lot from traditional music cultures. As global citizen I have learnt of several sociocultural practices from several nations as well as political way of life. How I can make a decision on circumstance when residing in a country other than mine Different nations on the planet have a superior method for managing circumstances. Settling on of a correct choice relies on upon the qualities, social conventions, otherworldly and in addition the social existence of the general population living inside that country (Edwards and Gaventa 2014). For instance settling on choice in china concerning debasement will unique in relation to settling on a similar choice concerning same defilement plot. When I am confronted with defilement plot in china the choice to be made will follow the standards of the nation which firmly censure and lay harsh punishments on debasement. In this way settling on of a choice in china will require the sort of the move I make to be unforgiving to the dependable gatherings not at all like Australia where standards on defilement might be not that brutal contrasted with the Chinese (Lim 2008). It is consequently obvious that the sort of choices I make in Australia will be very not the same as those I make as individual leaving in another nation. Settling on of choice in this manner relies on upon accepts and comprehension of how the world functions in connection to estimations of every person. It is likewise essential to have as a primary concern the idea of worldwide citizenship and a moral perception when deciding. How the decision I make in Australia may be different from the one I might make in another country. The initial step I generally take while in another nation is to apply the learning of worldwide citizenship which includes appropriate comprehension of how the world function. I then mull over the qualities and social assorted qualities to maintain a strategic distance from shameful acts which may emerge subsequently of the decision of move I make (Solomon 2012). Settling on choice in a remote nation requires the information of how that nation function. For instance the helpful method for illuminating clashes requires the capable individual to comprehend the estimations of that nation and regard every gathering's sentiment. The last judgment must depend to the need and estimations of the gatherings. As an individual if confronted with a condition that obliges me to settle on a choice I would set aside opportunity to comprehend what both the gatherings esteem most and make a move which may not come about into negative impact to the worldwide environment and additionally to the country . References Durkheim, E., 2013. Professional ethics and civic morals. Routledge. Davis, J.R. and Welton, R.E., 2011. Professional ethics: Business students' perceptions. Journal of Business Ethics, 10(6), pp.451-463. Held, V., 2006. The ethics of care: Personal, political, and global. Oxford University Press on Demand. Solomon, R.C., 2012. Corporate roles, personal virtues: An Aristotelean approach to business ethics. Business Ethics Quarterly, 2(03), pp.317-339. Edwards, M. and Gaventa, J., 2014. Global citizen action. Routledge. Lim, C.P., 2008. Global citizenship education, school curriculum and games: Learning Mathematics, English and Science as a global citizen. Computers Education, 51(3), pp.1073-1093. Davies, L., 2006. Global citizenship: abstraction or framework for action?. Educational review, 58(1), pp.5-25. Spitzeck, H. and Hansen, E.G., 2010. Stakeholder governance: How stakeholders influence corporate decision making. Corporate Governance: The international journal of business in society, 10(4), pp.378-391. Isin, E.F., 2013. Democracy, citizenship and the global city. Routledge.