Justification of Humanities Essay Example for Free

Justification of Humanities Essay The humanities have been studied since ancient Grecian times as an academic discipline, examining human condition and including the arts, literature, philosophy, history and some social sciences. In 2008, nationally recognized and respected literary theorist Stanley Fish wrote a New York Times article in response to a New York State Commission on Higher Education report in which people posted complaints that the humanities are always the last to be financially funded. Fish sums up his argument with an insulting conclusive statement: â€Å"To the question ‘of what use are humanities? ’, the only honest answer is none whatsoever†. He backs up this claim by pointing out the lack of tangible evidence that is produced by humanities compared to science and other fields. I assert that Fish underestimates the power of the intangible benefits that the humanities have to offer. His overall argument against the value of humanities presents a point-of-view that is extreme, reductive, and insulting to anyone associated with the humanities and the study of them. An education involving the study of humanities enables readers with skills that are applicable in understanding and comprehending contemporary media and literature. Literature, for that matter, effects people morally and possibly behaviorally and that effect, positive or negative, is ‘of use’. Narrative literature and historical texts also allow readers to build a bridge and connect with the past and its people. The media has become an inevitable part of our society today and, unfortunately, media manipulation has as well. Public relations companies and the government have hidden agendas that the journalists blindly incorporate into their stories and columns. People are paid to make the American public perceive pictures and articles in a deceitful, false way in order to sell a war or downplay a disaster. In 1996 John Rendon, the founder of The Rendon Group, a public relations firm, admitted to U. S. Air Force cadets that the Gulf War in Iraq had been a big project for his company. He even talked about generating deceiving photographs! Looking back in history through other conflicts (i. e. , Vietnam, Iraq), or political issues or even stories of famous individuals, we can observe many situations similar to what Rendon explained that supports a recurring complaint in our culture, whether provable or not, that the press will print stories without evidence if they make more money in the process. Specifically, the media coverage after the 911 attacks were constant and focused on Osama bin Laden as the mastermind behind the attacks and on Iraq having ‘weapons of mass destruction’ as they were told by authorities. Pro-war sources were disproportionately focused on over anti-war sources which helped build misguided public support for our war on terrorism and on Iraq. But we now know WMDs were not in existence there, but this shows the power of media stories, no matter whether based on fact, and its ability to influence society and the power it can take away from us by eliminating fully-informed decision-making. By being exposed to manipulating and deceiving narrators such as Lolita’s Humbert Humbert and Holden Caulfield in The Catcher In the Rye, students gain experience in detecting this fraudulence or bias. Also, through involvement with this type of reading and writing, the ability to sense when they are being propagandized or manipulated. An education that includes humanities provides tools for people to consciously keep from falling for the bias and hidden slander that is involved, especially with politics. This awareness can cause better decision-making (voting especially) and affect a person’s opinion very greatly. Exposure to humanities can cause people to be less egocentric and can arm them with a point-of-view that will help them see through narrow-minded opinions and statements, like Fish’s, and develop their own sound, fact-based and well-rounded opinions. Fish also comments in his article, â€Å"What do they [humanities] do? They don’t do anything, if by ‘do’ is meant bring about effects in the world†. This claim is resting upon the questionable understanding that the ‘do’ is supposed to yield a tangible product, a constant misconception Fish seems to have. I am arguing that an effect on a person, positive or negative, implies that something was ‘done’ to have caused that effect. Fish himself names many examples of literature affecting its readers; he just chooses to discard them and remain skeptical. Countless examples have affected millions of people. Rachel Carson’s Silent Spring is commonly credited for the launch of the environmental awareness movement. The Bible itself is a form of literature, and I am sure that Stanley Fish cannot argue that The Bible has not affected the world! Dr. Seuss books affect children and adults all over the world with their simple yet effective messages through the creative rhyming. The Food and Drug Administration was founded as a latter result to Sinclair’s The Jungle, and I believe that this would be considered an example of ‘doing’ something, even according to Fish. Books, and all forms of art, can cause people to reflect on the plot, the characters, or the ethical questions being pondered in the story. We can contemplate character attributes we appreciate or reject and watch scenarios unfold in books that can be comparable to situations in our own lives. Fish believes â€Å"it is not the business of the humanities to save us†, but I do believe an education in humanities can help us save us from the â€Å"worst of ourselves† by helping us become more well-rounded citizens with an understanding of the past so we can head effectively and productively into the future. I agree with Kronman who Fish quotes as saying â€Å"a college was above all a place for the training of character†¦Ã¢â‚¬ . This completely supports an intelligent quote by Martin Luther King Jr. King said, â€Å"Intelligence plus character—that is the true goal of education. † Without any humanities incorporated in a person’s education, can this goal be fully achieved? The renowned Spanish-American essayist George Santayana said, â€Å"Those who cannot remember the past are condemned to repeat it†, and I cannot agree more with this claim. It highlights the importance of an education in history, another branch of the humanities discipline. Having a connection and understanding with the past allows us to gain appreciation for the world today and learn from the mistakes made through history, so those mistakes are not repeated. For example, the very foundation of America’s government was created through utilizing documentations of various governments implemented through history! The founding fathers sifted through accounts of different governments and how successful they were and used them to form the Constitution. For example, they applied the system of checks and balances in order balance power among the braches and stray from the way that Britain’s monarchy was established. Books and the arts used to be man’s sole form of entertainment and it is amazing to read the thoughts and see the creations of a person from so long ago! Narrative literature, especially from the past, allows us to delve into the mindset of someone from a different time, and that is something that no history book can teach. The readings assigned in humanities classes expand students’ knowledge of life and ethics from a different time period and examines why this ethical mindset existed in the historical context. We reflect and compare the morals of those in the past to our own, making connections with the past yet also seeing the development of ethics and moral behavior through time. Teachings in humanities can be directly applied to the commercial culture that is present in our society today, especially with the deceitful and biased influences in the media. Literature has direct effects on us on an emotional, ethical and logical level and the connection that is made through books with the past is undoubtedly one of the most helpful insights of the past. Fish’s argument was immature and was based merely on tangible products, a close-minded viewpoint that overlooks the power of thought and the mind! My contrasting opinion defends the impalpable and in that sense, suggests humanities can contribute to improving a reader personally and potentially benefit the future of society greatly.

Death Penalty Essay -- essays research papers

Death Penalty   Ã‚  Ã‚  Ã‚  Ã‚  When turning on the television, radio, or simply opening the local newspaper, people are bombarded with news of arrests, murders, homicides, and other such tragedies. I believe murder, including the death penalty, is the worst thing that anyone could do. Since Hammurabi first introduced the notion of â€Å"An eye for an eye, a tooth for a tooth†, people have been arguing over whether this is just punishment. Those in favor of the death penalty argue that people should pay for the crimes they do. For them, death is the only fit punishment in some cases. This is not the case. The death penalty is, rather, unethical and wrong. A death for another death does nothing but satisfy one's need for revenge. How often do these concepts creep into the public’s mind when it hears of our ‘fair, trusty’ government taking away someone’s breathing rights? I am strongly against the death penalty because it violates God’s rules, costs the tax payers too much money, and the possible â€Å"wrongly accused.†   Ã‚  Ã‚  Ã‚  Ã‚  I do not support having the death penalty because it violates religious beliefs. Many religions, such as my own, Catholicism, follow the rules that God sent to us through the Ten Commandments. One of the most important of those ten state, â€Å"Thou shall not kill.† If someone is executing an individual, that clearly violates this commandment. Most of the people today are supposed to live Christian lives, but they don’t mind people getting killed. I am pretty sure if it were som...

Sociology and Modernity

Modernity is one phrase that is complex to define. This is because no precise definition of modernity that is globally accepted has been decided upon. This is inclusive of the sociology field that has seen so many theories brought about to define modernity. However, we can have a general definition defining modernity as a post-middle age era that is discernible with a drastic change from the pre-modern concept of agrarianism to a world of industrialization, capitalism, urbanization, rationalization and general social change that was tremendously adopted by the entire world, though having its root origins in Europe in the times around 1700. Renaissance was the immediate time that preceded modernity; renaissance in this case referring to the last moments of the middle-aged era. This era was all about scientific and industrial revolution that saw the rise of many inventions that have come to define the modernity of modernization. The social change can be attributed to the enlightenment of human kind as Immanuel Kant stated in one of his famous books. Many definitions have been thus brought up in the field of sociology and by different philosophers. Karl Marx defines modernity as a capitalist revolution. Capitalism is a state of economic status that is based on individualism in that an individual invests in different ownerships or businesses for the sole purpose of personal benefits or for profit motive. He therefore sees modernity as an evil phenomenon and seriously criticizes it. On the other hand, Max Weber defines modernity on the basis of personal beliefs that eventually lead to the social changes that occur in modernization. He sees modernity as a trend that leads to the reduction in traditional values and beefs up rationalization that he so much fears would eventually corrode off humanity. He is so pessimistic on the effects of modernity given the mean definition that he gives to the phenomenon. The last of the philosophers to provide a definition in our essay will be Emile Durkheim. Durkheim at least had an optimistic definition of modernity, though not entirely optimistic. He defined modernity on the basis of labor division. He believed that modernity would bring in the world the concept of diversification of economic activities in the human society. He saw modernization as a shift of change in the way the community operated; the solidarity change from mechanical to organic. On the pessimistic side, he however dreads anomie, a state that describes minimal moral guidance provided to individuals in the society (Calhoun, Gerteis, and Moody 46). As defined in the introductory part, modernity carries along different social changes and cultural values that define a clear-cut difference from the same elements that were experienced in the pre-modern age. Modernity has greatly affected the basis of the family in the world today. The family as an institution, coupled with many other things like marriage, morality and religion have all been compromised. In the pre-modern age, the morality of the society stemmed from the family institution. Thus, the cautiousness that was always involved in the upbringing of a moral family was the number one priority by the family heads at that time (Macionis 4). Politics has undergone dynamic transformation due to the effect modernity. In the pre-modern days, politics was not as dominative as it is in the modern world. Modernity has caused governments to have a very dominative hand by heavily regulating its citizens by very intricate and uncongenial bureaucratic formation. The economy is another entity that has defined modernity. In the pre-modern era, economy was defined by agrarian productivity. This can even be demonstrated by the Feudalist system of government that existed in Europe. This system of a political system involved land being exchanged in turn for services. It was a system where the lords, who were the land owners, gave out land to vassals, who were the tenants. The land in this kind of political system was referred to as fief. However, the economy in the modern society has completely taken a twist, with capitalism being the system. Capitalism centered on the personal interests and profits motive of either an individual or a country. This means no rational prioritization will be taken if at all a country or an individual has the aim of making profit. This is a system that was widely condemned by philosophers such as Karl Marx (Calhoun, Gerteis, Moody, Pfaff, and Virk 122). The different philosophers who came up with the various definitions of modernity had varied expectations and predictions that would come along modernity. Karl Marx had a very pessimistic view of modernity. He highly criticized capitalism, an economy system that he claimed set in with modernity. He sees capitalism as a profit motivated system and therefore a selfish system. He also feared the rise of classes in the society, something that he describes as the baby of capitalism. He abhorrently condemns capitalism as greed and self interest and had very pessimistic expectations of the modern world. He foresees challenges such as extreme poverty while other countries swam in a lot of wealth, all with the advent of a capitalist economy. Max Weber, with his definition of modernity being based on human rationality, had his fears on the degradation of humanity. Weber was also pessimistic on the way modernity would transform the world. He foresaw the alienation of social justice that would set in as a result of the change in individuals beliefs brought about by modernity (Calhoun et al 122). Among these three philosophers, Emile Durkheim at least had an optimistic view of the setting in of modernity. With his definition of modernity being based on the division of labor, he saw modernity bringing in drastic growth of the economy. This would occur due to labor diversification and specialization that would equally distribute human resource to every economic activity. His expectations for the advent of modernity were therefore high. Despite him having these positive expectations, he had a fear of anomie. This is a state where there is slow degradation of morals in the society due to disregard of moral guidance by human who would have all their minds set towards the development of the economy. The subject of modernity has always raised a lot of arguments. Many philosophers have brought up theories trying to define modernity but no articular theory has been globally accepted to define modernity. With this essay though, we have had an overview of the various definitions of modernity by the three philosophers: Karl Marx, Emile Durkheim and Max Weber. We have also seen their premonitions, feelings and expectations of modernity. Different aspects of modernity and the change of these aspects that affect modernity have been discussed and compared to with the pre-modern age. However, even with all these, it should still be clear that there still exists no precise definition of modernity and the term is open to any belief that any person could come up with.

Canadas Immigration System Act - 1519 Words

On June 28, 2012, the Protecting Canada’s Immigration System Act (Bill C-31) took effect. This act was put in place to bring further reforms to the asylum system, add measures to address human smuggling, and add the requirement to include biometric data as part of a temporary resident visa, work permit, and study permit application. These changes were claimed to help the system to function better, cut down wait time, make the process faster, screen applicants better, and to prevent needless complications. This resulted in many changes to Canada’s asylum system. There were four changes made to the Immigration and Refugee Board of Canada (IRB). The first change was replacing the Basis of Claim (BOC) form with the Personal Information Form (PIF). This change meant that people who make a refugee claim at an office in Canada must submit a completed BOC during their eligibility interview. If they made a refugee claim at a port of entry then they must submit their BOC to the I RB no later than 15 days after their claim is referred to the IRB. Another change made was that the hearings at the (IRB) would be conducted by public servant decision-makers rather than people appointed by the Governor in Council (GIC). Also, hearings for most claimants would be held no later than 60 days after the refugee claim is referred to the IRB. And finally, for claimants from designated countries of origin, their hearings would be held no later than 45 days after referral to the IRB for those whoShow MoreRelatedEssay on Canada’s Immigration Policy from 1914 to 2000994 Words   |  4 PagesCanada’s Immigration Policy from 1914 to 2000 Canada’s immigration policy has got fairer from the middle of the century on to the end of the century. 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