Why has Richard Wagner been a controversial composer even today Essays

Why has Richard Wagner been a disputable writer even today Essays Why has Richard Wagner been a disputable writer even today Essay Why has Richard Wagner been a disputable writer even today Essay in which the symphony was not, at this point a basic backup to the artists, however a necessary piece of the activity. Wagner made the music persistent, not at all like the past propensity to make a show as an assortment of discrete arias and outfits which could be performed independently . He utilized an unpredictable arrangement of what are called Leitmotifs, or melodic thoughts which represent characters , things or thoughts in the show. With Wagner, harmonies turned out to be more mind boggling than any time in recent memory, and his progressive utilization of this component affected authors all over, and prompted the music of the twentieth century. As I previously referenced, Wagner is the most questionable writer of nineteenth century. He partitions individuals as no other author did it previously. Many individuals and melodic pundits discover his work superb, however there are a great deal of other people who cannot stand his music, as a result of his thoughts, for the most part political assessments in the reality. Indeed, even a century back, numerous pundits and arrangers thought his music was dreadful clamor, with the most clamorous harmonies, yet others perceived its enormity. Wagners shows, compositions, his legislative issues, convictions and irregular way of life made him a questionable figure during his lifetime. The discussion about his thoughts and their translation, especially in Germany during the twentieth century, kept on making him strategically and socially questionable such that other incredible arrangers are definitely not. The greatest issue is produced by Wagners remarks on Jews, which keep on impacting how his functions are respected, and by the expositions he composed on the idea of race from 1850 onwards, and their putative effect on the counter Semitism of Adolf Hitler. In a portion of his expositions, Wagner assaults Jewish peers, particularly Felix Mendelssohn, and blamed Jews for being an unsafe and outsider component in German culture. Wagner expressed the German individuals were repulsed by their outsider appearance and conduct. He contended that since Jews had no association with the German soul, Jewish performers were just equipped for creating shallow and counterfeit music. They in this way made music to accomplish notoriety and, in this way, monetary achievement, instead of making certified show-stoppers. That is the reason, Wagner was the Hitlers most loved arranger and he made his name an image of the Nazis. Because of his fascination, Hitler embraced numerous pieces of Wagners thought and utilized this as purposeful publicity that would impact World War II. Subsequently Wagners dramas can't be found in the cutting edge province of Israel in spite of the fact that his works have been communicated on government-possessed TV and radio. Right up 'til the present time, the individuals who endeavor arranging open exhibitions are ended by fights, including fights from Holocaust survivors. As an extraordinary model, I have viewed, the incredible from the filmmaking perspective, Triumph of the Will the most sensational at any point made promulgation film by Leni Riefenstahl, which narratives the 1934 Nazi Party Congress in Nuremberg. The film opens with shots of the mists over the city, and afterward travels through the mists to coast over the gathering masses beneath, with the expectation of depicting excellence and magnificence of the scene. The shadow of Hitlers plane is obvious as it ignores the small figures walking underneath, joined by music from Richard Wagners Die Meistersinger von Ni rnberg, which gradually transforms into the Horst-Wessel-Lied. Among Wagners thoughts was that the show be a continuous tune, likewise accentuating dramatization as a point of convergence. To Wagner, the drama was a definitive mix of the considerable number of expressions. Spending numerous years estranged abroad, he went for significant stretches without hearing the exhibition of his own works. It is exceedingly hard for us of the current age to do equity to Wagner, or to show up at any last and fair ends concerning the changeless estimation of his monstrous accomplishment. As an end, today Wagner is not, at this point an image of Nationalism and Nazism, as he was toward the start of the contention. Like Lili Eylon in her article Wagner Controversy says: The inquiry isn't whether Wagners music is of high or low quality, nor is the contention about how profound situated was his enemy of Semitism extremely important. There is no uncertainty that there have been different arrangers who were no less enemy of Semitic. While it can't be kept up that Wagner was legitimately liable for German National Socialism, there is no uncertainty that he was a ground-breaking image in the Nazi time, and his music held a solitary significance in the Nazi mind. For the individuals who endure the Holocaust, Wagners music is awful token of the repulsiveness those individuals have experienced. For them music must be isolated from the legislative issues, however tragically Wagner was the author, who really consolidated them and turned into the arranger of music and race.

Foreshadowing and Irony in “Sweat” by Zora Neale Hurston

The short story â€Å"Sweat,† by Zora Neale Hurston, appears to embody the encapsulation of an awful marriage. Hurston utilizes hinting and incongruity to exhibit the broke down connection between the oppressive spouse and the constant wife. All through the story, it becomes clear that the spouse doesn't oblige by the aphorism, â€Å"Do unto others as you would have them do unto you. † Hurston’s utilization of incongruity and anticipating uncovers the way that â€Å"the positive attitude prevail† and Sykes will at last get what he merits. From the earliest starting point, the peruser sees the mental and obnoxious attack that Sykes puts on Delia. It was a Sunday and Delia chose to excel on her work for the week by isolating heaps of garments by shading. Dread at that point happened upon her when â€Å"†¦something long, round, limp, and dark fell upon her shoulder and crawled to the floor next to her† (355). Sykes’ bull whip, confused with a snake, conjures â€Å"great terror† (355) and extraordinary dread in Delia, anticipating an occasion that is to come later on. It likewise shows the far off connection among Sykes and Delia. With full information on Delia’s dread of snakes, Sykes keeps on frequenting her with them all through the story. While Delia tumbles to the abuse of her better half, Sykes nearly submits these goes about as torment. In light of Hurston’s solid utilization of incongruity, it is obvious that one day Delia will win and a piece of information to Sykes’ destiny is given: that one day he will be spooky by a snake too. Delia is clearly the provider of the family and endeavors to help both herself and Sykes. Shockingly, Sykes underestimates this by exploiting the free lodging while at the same time setting aside his seldom earned cash to spend on other ladies. Completely mindful of this, Delia makes reference to that â€Å"†¦whatever goes over the Devil’s back is got the opportunity to go under his midsection. At some point or ruther, Syke, similar to every other person, is gointer procure his sowing† (357). The utilization of incongruity here exhibited that â€Å"what goes around, comes around† and indeed suggests Sykes’ destiny. A lot more signs all through the story appear to insinuate Sykes’ demise. Different men in the town appear to affront Sykes and even propose that he should bite the dust. While Delia began to convey the perfect clothing around one ay, the men discussed how Delia is unreasonably useful for Sykes and that she merits better, They likewise scorn Sykes for going around with an appalling and husky lady, at last undermining his persevering spouse. At long last, one man says, â€Å"Syke Jones ain’t wuth de shot an’ powder hit would tek tuh murder ‘em. Not to hu h he ain’t† (357) while another man includes, â€Å"†¦an’ we oughter execute ‘im† (358). It appears Hurston depicts this threatening vibe toward repeat to the peruser that Sykes will succumb to a merited passing. Maybe the most significant occasion in the story happens when Sykes brings home an enormous six-foot living snake. Dread indeed defeats Delia and she argues, â€Å"Syke! Syke, mah Gawd! You take dat rattler ‘way from heah! You gottuh. Goodness, Jesus, have mussy† (360). Sykes, then again, remains in entertainment as though he wants to see Delia mentally mishandled. His arrogance unwinds as he acts like he is strong and like anybody and anything ought to and will conform to him. With respect to the huge snake, Sykes brags, â€Å"†¦He wouldn’t nibble me cause Ah knows how tuh handel ‘im† (360). He tries to ingrain dread into Delia by advising her to be cautious in light of the fact that the snake would have no issue coming after her. Hurston likewise has Sykes depict his own passing. In this equivalent scene, Sykes’ answer to Delia’s solicitation of disposing of the snake is, â€Å"Ah ain’t got the chance to do nuthin’ uh de kin’ †truth is Ah ain’t got tuh do nothin’ however die† (360). This announcement just implies that Sykes won't tune in to Delia at whenever and appreciates tormenting her in any capacity conceivable. He concedes that he would prefer to pass on than give Delia the joy of control at any second. This situation is maybe the most unexpected on the grounds that it is this equivalent snake that takes Sykes’ life for the last time.

The Benefits of Writing An Essay on Womens Issues

The Benefits of Writing An Essay on Women's IssuesOne of the main obstacles that most students face in writing an essay is prejudice against females. Many students are made to feel uncomfortable when they attempt to write an essay on female issues. For this reason, there are many sample essays on the Internet that can help you overcome this problem. The following article discusses some of the different essays that are available and their relevance to writing an essay on women's issues.'Women's Experience' essay samples deal with topics of love, romance, pregnancy, education, and business. Some of the topics are discussed in a technical manner, while others deal with the emotional realities of motherhood. This topic analysis is done in an academic manner, which provides the student with an educational understanding of these issues.These article samples are intended to be informational. They provide information about some of the most relevant topics for the female perspective. When stu dents read the essays, they will have a better understanding of the subjects being discussed. The example essays give the reader an idea of what is expected when writing an essay on a specific subject. The examples allow students to learn what some of the usual reasons are for not writing an essay on a certain topic.There are two main reasons for not writing an essay on a particular topic. One reason is due to the 'writer's block' that often happens when the student has a huge quantity of homework to complete in a short period of time. In addition, students feel intimidated by some of the topics that may be discussed in an essay.Another reason for not writing an essay on a difficult topic is because it is difficult to prepare and edit an essay on a subject that is controversial. There is often a need to justify the material being presented in the essay, and this is usually something that does not exist when dealing with academic articles. This is a common problem that students shoul d not let distract them from completing their assignments. When a topic is controversial, it is important to consider how students will react to the information being presented in the essay.In addition to the sample essays listed above, there are many other resources that are designed to help students become more knowledgeable in writing an essay on a certain topic. The best way to find these resources is to look online. There are many websites that provide information about the same topic as that of the sample essay on the Internet.Students who are unable to write an essay on a controversial topic, or those who have difficulty getting started writing an essay due to this reason should be provided with adequate assistance and encouragement. It is very important for students to be willing to seek out help in order to become more confident when writing. This way, they will be able to write an essay on a topic that they are comfortable with.By following the steps listed above, students will have no trouble writing special essays. The ability to write essays on sensitive topics will increase students' confidence, and their grades will also improve. In addition, students will be able to interact with others who are in the same situation as they are, which can make the entire experience much more pleasant.

Racial Discrimination In To Kill A Mockingbird Analysis

Racial discrimination in To Kill a Mockingbird To Kill a Mockingbird by Harper Lee, published in July 11, 1960, shows the discrimination throughout the small town of Maycomb. Scout, the daughter of a white lawyer named Atticus, tells what she saw while she was growing up. Harper Lee uses foreshadowing throughout the entire story. When Atticus defends Tom Robinson in an alleged rape case. The people of Maycomb automatically start calling him, Scout, and Jem â€Å"nigger-lovers† for defending a black man. Mr.Raymond is disliked because he lives with a black woman and their kids are mixed. Jem tells Scout in chapter 16, â€Å"..but around here once you have a drop of negro blood, that makes you all black.†(page 81) In their society a white male or†¦show more content†¦Lula, a black woman at Calpurnia’s church, doesnt like when Cal brings the kids to her church. â€Å"Lula stopped, but she said, You aint got no business bringin white chillun here—they got their church, we got ourn. It is our chur ch, aint it, Miss Cal? (158-159) Lula believes that if blacks are treated differently she should also treat the whites badly too, reverse racism. Reverend Sykes and Cal both tell her to cut it out because Jem and Scout shouldn’t hear nor listen to her. Reverend Sykes welcomed the kids into the church along with everybody in the church. That was one of the few times where the kids witness racism first-hand. When Atticus is giving his testimony for Tom he says, â€Å"She was white, and she tempted a Negro. She did something that in our society is unspeakable: she kissed a black man. Not an old Uncle, but a strong young Negro man. No code mattered to her before she broke it, but it came crashing down on her afterwards.(chapter 20.)†. The code Atticus refers to, deals with taking advantage of the lower class. When Mayella said that she ways taking advantage of and hurt, it was really the other way around. Her father beat her after being caught kissing Tom. Mayella doesn’t want to tell the entire town that her father abuses her because she knows what may happen. When Tim is on the stand, he says he felt sorry for Mayella. The lawyer defending herShow MoreRelatedEffects Of Racial Discrimination In To Kill A Mockingbird1526 Words   |  7 PagesRacial discrimination is when you treat someone differently based on the color of their skin or when you think different races exist in the world. Racial discrimination comes in two different forms extrinsic and intrinsic. Extrinsic is when you believe that a certain race is bad. Intrinsic racism is when you have a specific hatred towards a certain race. To Kill a Mockingbird, a novel that shows many forms of racial discrimination that was written b y Harper Lee in the 1960’s. In To Kill a MockingbirdRead MoreRacism And Critical Disposition Of Kill A Mockingbird By Harper Lee1415 Words   |  6 PagesAn Analysis of Racism and Critical Disposition in Maycomb County Racism was a tremendous issue in Harper Lee’s To Kill a Mockingbird. It was applied throughout the novel and was increasingly used to judge others in Maycomb’s society. Racism was revealed through the novel to characters Jem, Scout, and Dill who were young children that were learning about the good and evil in the small town they lived in. Racism was a constant and significant topic. There were many aspects that contributed to racismRead MoreArgumentative Essay : Argumentative Paper 1610 Words   |  7 Pagestrue racial and social equality. There are many realistic examples of the modern United States that show that the country will never achieve such goal. Indeed, one can see these events and conclude that America is not the land of the free, for other groups of people are mistreated for being of another race, or simply for being â€Å"inferior† to the eyes of society. Even some famous writings by authors prove that the U.S. will never achieve true racial and social equality. Harper Lee’s novel To Kill A MockingbirdRead MoreRacism Towards Negros : The And Worst Parts Of American Society1832 Words   |  8 Pagesfrom their enslavement, but the racism towards them didn’t disappear overnight. Racial discrimination is evident in many elements that affect health, including social status and employment because racism is one of the main barriers in our society to the attainment of health care. Employers, co-workers, and peers may favor one or more people over African Americans because of their skin color. In To Kill a Mockingbird (1960), the racism towards Negros is prominent. According to Westport News, a firmRead MoreTo Kill A Mockingbird Judgement Essay1406 Words   |  6 Pagessituation†- Anonymous. This quote can be applied to each character also each person in life. The jury should not laugh at the prisoner because it is only a matter of time before roles can be switched. In Harper Lee s award winning novel, To Kill A Mockingbird, she sets the plot in the small Southern town of Maycomb, Alabama, during the Depression. During this time period, issues like classism, racism, genderism, and general stereotyping were quite prudent. Harper reveals that it is unjust for oneRead MoreTo Kill A Mockingbird Literary Analysis Essay1026 Words   |  5 Pages Harper Lee’s To Kill a Mockingbird demonstrates organic unity through the use of literary tools to create, maintain, and amplify the central theme. Lee constructs and develops the theme of social inequality by employing dialogue, irony, and an extended metaphor. Through dialogue, the townspeople show contempt for blacks, viewing them and anyone who treats them as equals as inferior. This is evident in the analysis of the conversations of Bob Ewell, Mrs. Dubose, and Francis Hancock where they referRead MoreComparison of Two Texts, â€Å"One Flew over the Cuckoo’s Nest† and â€Å"to Kill a Mocking Bird†1914 Words   |  8 Pa gesComparison of two texts, â€Å"One flew over the Cuckoo’s Nest† and â€Å"To Kill a Mocking Bird† | How do the authors of To Kill a Mockingbird and One Flew over the Cuckoo’s Nest use literary techniques to explore the concepts of isolation? Isolation and courage in the form of racism and discrimination is an analogous concept explored in Harper Lee’s novel To Kill a Mockingbird and Ken Kesey’s novel One flew over the cuckoo’s nest. The authors exemplify the conflicts of isolation displayed by theRead MoreAnalysis of To Kill a Mockingbird by Harper Lee Essay1360 Words   |  6 PagesAnalysis of To Kill a Mockingbird by Harper Lee In 1960, Harper Lee published her critically acclaimed book To Kill a Mockingbird. Only a year after being published the American classic novel was awarded the Pulitzer Prize in fiction as well as the Brotherhood Award of the National Conference of Christians and Jews. Gregory Peck stared as Atticus in the successfully adapted 1962 motion picture of To Kill a Mockingbird that won an Academy Award. This book is based on many childhood experiencesRead MoreArchetypal Criticism In To Kill A Mockingbird Essay1334 Words   |  6 PagesLiterary criticism is informed, written analysis, evaluation of a work of literature based on literary theory. One literary theory is archetypal criticism which discusses reoccurring symbols, themes, and situations that operate on universal scales that are easily recognized and understandable by the reader. In the novel To Kill a Mockingbird Harper Lee exhibits archetypal criticism. From the archetypes readers are able to understand the characters better and how their actions move the story alongRead MoreKill A Mockingbird, By Harper Lee1599 Words   |  7 PagesPulitzer Prize winner ‘To Kill a Mockingbird’ (1960) is a semi-autobiographical novel written by Harper Lee. Narrated through the eyes of young Jean Louise Finch (Scout), it is set in the fictional Maycomb County, Southern Alabama in the 1930s. The novel traces Scout and her brother Jemâ⠂¬â„¢s journey from a perspective of childhood innocence to adult maturity as they grow up under the moral code of their widowed father Atticus. Atticus accepts the demoralising task of defending an African-American who

Symbols and Motifs in Literature

When you read a book, you might notice recurring themes within the text, which usually influence the storyline and provide clues into the plot or conflict occurring. In order to build and explain the theme, the author will use symbols and motifs. Many readers fully understand what a symbol is, but not everyone is as familiar with motifs. While they are similar and both serve to help us understand the material at hand, these two types of language arent the same. Both are crucial parts of creating a strong storyline that will draw in the reader and hold his attention. What is a symbol? A symbol is an object that represents something else, and in fact, are a part of your daily life, not just a piece of literature. You may not realize it, but you  encounter millions of symbols in your everyday life, such as: Traffic lights: Red light means stop, green means go, and yellow means cautionThe arrow means this wayA cross represents religion, or more specifically, ChristianityLight bulb means new ideaNumerals 1 and 0, put together, mean tenA heart means loveLogos represent brands, like the Nike swoosh or Macs AppleEven our names are symbols that represent us as individual humans Symbols can hold unexpected meaning, but upon further investigation, can make a lot of sense. For example, if you read a scene that involves a skunk lurking in the background, you might wonder what that animal could signify. But, if  theres something that foul in the works of your story, like a breakup or a bit of bad luck, the skunk begins to bring up imagery of something that is less than pleasant to experience. Thus, the symbolism.   To better understand symbolism, you might  ask yourself to consider what a variety of everyday objects might stand for if they were used in a piece of literation. For example, think about emotions or thoughts that come to mind when you see the following: Flowers (represent nature, birth, growth, femininity, beauty)Lightening bolt  (represents speed, strength, power, electricity)  Spider web (represents entanglement, entrapment, mystery) What is a motif? While a symbol might occur once in literature to signify an idea or an emotion, a motif can be an element or idea that repeats throughout that piece of literature. It is closely related to a theme but is more of a supporting role to the theme than a theme itself. It is within the pattern of repetition that the power and impact of a motif are found. A motif could, in fact, be expressed by a collection of related symbols. How do symbols and motifs work together? Since multiple symbols can be used to explain a motif, lets break down a few examples. Lets say we have a story about a family struggling to stay together, parents considering divorce. We might encounter a motif of fragmentation that could come from several symbols that appear in a book: Shattered glassA runaway (pet, teen, car)An explosionA scattered puzzle Sometimes a motif can also be a study on contrast, like the theme of good versus evil, or light and dark. A series of symbols that could represent this motif might be: Moon shadows (shades of darkness)A candle (a light in the darkness)Storm clouds (temporary darkness)A ray of sunshine (emerging from darkness)A tunnel (through the darkness) The symbols and motifs you discover in your reading will lead to the understanding of an overall theme of your book. To find the theme of a book, you should look for an overall message or lesson. If you do encounter the motif of light and dark in a book, you should think about a message that the author is trying to send about life. The light and dark of a story might tell us: Love survives deathLife renews itselfKnowledge conquers fear Tip: if you see a series of symbols or a collection of motifs, but you cant come up with a theme, try inserting a verb to describe the object.  If you see a lot of references to fire, for example, you can ask yourself what action we might associate with fire. Fire burnsFire destroysFire warms Consider which of these behaviors make sense in the context of the novel or story you are reading.

Corporate Social Responsibility ( Csr ), And Conscious...

Everything that we as individuals do adds value to society. Through our actions, we strive to create a way for people to cooperate and get things done efficiently. This value driven movement exists through an acknowledgement of purpose beyond just making a profit. Servant leadership, corporate social responsibility (CSR), and conscious capitalism are practices designed to achieve this goal upon their implementation by organizations. All three of these theories have the same objective to serve the greatest number of stakeholders. However, the tactics employed by each are seemingly different. Similar to a car engine, conscious capitalism and servant leadership each represent components of the machine necessary to successfully drive the car, while CSR is an optional extra; especially for businesses with a well-established economic engine. A vehicle cannot run without its engine. Likewise, in today’s advancing world, conscious capitalism is a necessary component in the effective operation of an organization. The values that fuel this engine include conscious leadership, stakeholder orientation, conscious culture, and a higher practice. Whole Foods is the greatest example of conscious capitalism. As part of their philosophy, there is a balance between what’s good for shareholders, employees, customers, vendors, the community, and the environment. Whole Foods ultimately believes that all stakeholders are important, which makes it necessary for everyone to cooperatively workShow MoreRelatedCase Analysis: John Mackey, Whole Foods Market Essay examples1702 Words   |  7 Pagesits employees engaged and not just â€Å"feeling† heroic or happy. 2. How does Whole Foods build human and social capital? Human capital is important for any business, because humans need to be productive and knowledgeable to be successful. John Mackey says he hires happy employees, encourages employees to flourish, and ensures that they are well trained. He is not only creating a conscious culture, but he envisions a culture of engagement through leadership. Some ways that they can increaseRead MoreThe On Conscious Capitalism By John Mackey And Raj Sisodia1918 Words   |  8 Pageshas never seen before. According to Doug Levy’s presentation on Conscious Capitalism, Capitalism has been the major factor in ending poverty in our world. If current trends continue at the rate they do today, extreme poverty will be nearly eliminated over the next few decades. In the texts Conscious Capitalism by John Mackey and Raj Sisodia, The Art of Servant Leadership by Tony Baron, and the practice of Corporate Social Responsibility presented by Ed Ahnert, there is a co-existing relationship leadingRead More The On Conscious Capitalism By John Mackey And Raj Sisodia1918 Words   |  8 Pageshas never seen before. According to Doug Levy’s presentation on Conscious Capitalism, Capitalism has been the major factor in ending poverty in our world. If current trends continue at the rate they do today, extreme poverty will be nearly eliminated over the next few decades. In the texts Conscious Capitalism by John Mackey and Raj Sisodia, The Art of Servant Leadership by Tony Baron, and the practice of Corporate Social Responsibility presented by Ed Ahnert, there is a co-existing relationship leadingRead MoreMarketing Plan For Whole Foods Market1401 Words   |  6 Pagesby a few key players. They have managed to break away from the traditional supermarket model and become the leading retailer in natural products as a result of the global trend towards clean eating and the health conscious consumer. They have successfully pulled away from the corporate aesthetics of many American supermark ets and taken it back to market stall style presentation within the shops and an emphasis on freshness. This is backed up by figures which show that in 2013 organic and naturalRead MoreCorporate Social Responsibility ( Csr )1216 Words   |  5 Pagesdefinition of corporate social responsibility (CSR) has been much deliberated and remains controversial. The research of Marrewijk (2013, p.95) elaborated on the significance of this ongoing debate among academics, consultants and corporate executives which results in creating, supporting and criticising of different concepts. This essay illuminates CSR principles, consider different definitions and concepts and relates it to my definition. Furthermore, it supports companies’ interest in CSR only forRead MoreThe Representation Of The Corporate Social Decisions And Activities1504 Words   |  7 Pages4.2 Legitimacy Theory The corporates were suggested by Hogner (1982) to legitimize their corporate social decisions and activities. In 1983, Lindblom stated a framework about legitimacy theory to explain why companies should disclosure the social information and environment information. Many social studies relied on this framework to claim the theoretical structure. The legitimacy theory was born to strengthen objective of the corporate management to react to the expectations of the community membersRead MoreThe Social Responsibility Of Business1042 Words   |  5 PagesCorporate Social Responsibility is defined as a business preparation that involves participating in creativities that help society. Friedman: The Social Responsibility of Business is to increase its profits. Milton Friedman argues that the only social responsibility a business has is to itself – mainly to its profits, and therefore, its stakeholders. The business management in charge of a company works for the organization and eve ntually for the stakeholders. This person is responsible for carryingRead MoreTexas Instruments in South Korea1347 Words   |  6 Pagesinstruments, 2014). It is this culture of risk taking that has TI attempting to partner with South Korea as a first mover in the digitization of learning for children K – 12. This digitization initiative is targeted for completion by 2015 (Peng, 2014). Social status surrounding a person’s education is critical within the South Korean culture (Asia society, 2014). This emphasis on education highlights South Korea’s transformation over the last half century from a government of dictatorship into a democraticRead MoreIntegration Assignment : Company Overview And Strategy Essay960 Words   |  4 Pagesmarketing services that allow them to reach new customers (Fortune). The company provides this service to their customers through a technique called inbound marketing. Through inbound marketing, companies attract prospective customers through the use of social media, blogs, and search engine optimization (Harvard Business Review). One of HubSpot’s specific tools is the Customer Relationship Management software, abbreviated as CRM. HubSpot CRM is a free, easy to use service that helps businesses automaticallyRead MoreA Responsibility Of Business Society : A Review And Issues Essay2042 Words   |  9 Pages Research Paper on A Responsibility of Business to society: A Review and issues Abstract: Corporate Social Responsibility (CSR), a concept that has been around for well over 50 years, has become prominent again recently. Peter Utting (2005) notes that an increasing number of transnational corporations (TNCs) and large domestic companies, supported by business and industry associations, are adopting a variety of so-called voluntary CSR initiatives that incorporate, for example, ‘codes of conduct;

Creativity or Conformity Building Cultures of Creativity in Higher Education free essay sample

Permission is granted to reproduce copies of these works for purposes relevant to the above conference, provided that the author(s), source and copyright notice are included on each copy. For other uses, including extended quotation, please contact the author(s). Abstract Whatever else it may be, creativity is intriguing; this view appears to be shared by the literature on the subject and by popular culture. While there is little agreement about the exact nature, processes and products of creativity, there seems to be a fascination both with its complexity and the sheer impossibility of providing clear explanations for it. This paper does not attempt to generate yet another explanation, but instead offers a framework for exploring creativity in the context of teaching and teacher education. The nature of creativity in teaching is usually evidenced by its products: innovative curriculum design or original students’ work. The focus of this paper, however, is on developing opportunities for teachers to understand, explore and express their identities as creative practitioners. These opportunities are offered in the form of â€Å"creative reflection†, a framework of creative methodologies for engaging teachers individually and collectively in identifying and expanding their creativity practices. The notion of creative reflection challenges the action-reflection dichotomy of reflective practice and extends reflection beyond cognitive, retrospective models to encompass the exploration of possibility through play, image-making, writing, action methods and storytelling. The paper offers examples of and reflections on these methods from the author’s use of creative methodologies in a teacher education programme at Queen’s University Belfast. Creative Reflection, Creative Practice: Expressing the Inexpressible The concept and practices of creative reflection have been developed in a teacher education programme at Queen’s University Belfast to enhance the model of reflective practice on which the programme is based. Creative reflection is a framework of creative methodologies whereby teachers explore their practice and the liminal spaces between action and reflection. This work is a response to the need in teacher education for â€Å"the development of more complex models of reflection, related to purpose, which take greater cognisance of existing knowledge from other disciplines, particularly those aspects of psychology concerned with cognitive processes including problem-finding, insight, wisdom, creativity† Leitch and Day (2000: 186-187). Creativity itself is an elusive concept; the literature on the subject incorporates a range of perspectives and dichotomies, raising a number of questions. Those pertinent to this paper include: is creativity a cognitive process, or is it socially constructed? is creativity to do with outcomes, or with processes and qualities such as fluency, imagination and originality? what are the conditions which support the development of creativity? what is the nature of creativity in education, and does it have a place in teacher education? One of the assumptions on which this paper is based is that teachers are creative; by extension, teacher education should therefore provide them with opportunities to identify themselves as creative and to enhance their creativity. Craft (2001: 48) suggests that teachers are highly creative: Certainly some of the characteristics of high creators (childlike qualities, feeling under siege, being on the edge, high energy and productivity) which Gardner identifies in Creating Minds (1993), also emerged as a characteristic of ‘ordinary’ educators in one of my research projects (Craft, 1996a; Craft and Lyons, 1996). Craft’s allusion to productivity is complemented by Eisner’s exploration of the processes, the â€Å"artistry† and the â€Å"craft† involved in teaching (2002). Both facets of creativity, product and process, are incorporated into the framework for creative reflection. Details follow as to how participants engage in process activities as well as in deliberation on the outcomes of these processes. The process of creativity, mysterious as it is, has long been a source of fascination and speculation. Helmholtz’s classical model, developed in 1826, includes the stages of saturation, exploration and incubation; Poincare added to these the aspect of verification (Balzac, 2006). The four-phase model developed for this study incorporates and elaborates on these stages: Model for Creative Reflection Phase 1: Preparation This aspect of creative reflection recognises that the creative process involves uncertainty and possibility and that participants need preparation to access that state of receptivity, or Keatsian Negative Capability, which Keats defines as â€Å"when a man is capable of being in uncertainties, mysteries, doubts, without any irritable reaching after fact and reason† (Buxton Foreman, 1895). In this phase of creative reflection, threshold activities are offered to enhance possibility and to free the imagination. One of the most successful of these threshold activities has been the invitation to participants to select images and quotations on a relevant theme: teaching, learning or creativity itself. This activity is based on the notion of â€Å"stepping stones† into a liminal world of exploration, as in Progoff’s system for entering the â€Å"twilight world† of process meditation (Progoff, 1980). While participants are in the process of choosing images and quotations which engage them, music is played in the background to enhance relaxation and stimulate intuitive rather than rational decision-making. The activity is conducted without discussion to encourage focus and a connection with the unconscious. Another threshold activity is that of visualisation: for example, individuals are asked to imagine their learning about their practice as a journey and to articulate this in the form of images or writing. The sharing of the results is part of the process of synthesis described in the final phase of this model. Threshold activities are directed at the group as a whole as well as at individuals: for example, participants are asked to imagine an ideal space for teaching and learning and to suggest in turn something which they might like to include in this space. Offerings range from comfortable chairs to the location of this space at the seaside and the presence of flowers and music centres. This activity generates ideas about inclusiveness and introduces into the discussion metaphors and symbols which enhance the learning process. The idea of bringing an ideal situation or world into the realms of possibility through group visualisation is based on the process of reflective meditation in psychosynthesis (Ferrucci, 1982; Assagioli, 1999). Phase 2: Play This phase is based on the assumptions that a good deal of learning happens through play, that play is an essential aspect of cultural development (Huizinga, 1970), and that a group can create meaning, possibility and new insights through the processes of play. Play is also important because it has the potential to free participants from external concerns so that they may enter the state of â€Å"flow†. According to Csikszentmihalyi (1991, 1997) this is an optimum state in which the person is fully focused and immersed in what he or she is doing, usually with a successful outcome. The activities in this phase are conducted quickly; their purpose is to generate energy, enjoyment of the group process and a range of new ideas. The processes involved provide opportunities for divergent thinking; they include mind mapping, creative thinking and brainstorming. The brainstorming methods in this model of the creative reflection are informed by Kelley and Littmann’s (2002) methods for enhancing fluency of ideas and innovation within the context of team-building. Phase 3: Exploration This aspect of creative reflection is active, with the purpose of creating a product. The processes involved may include creative writing, storytelling, or the use of art materials, or action methods based on psychodrama to concretize the experience (Moreno, 1994). The exploration phase may be individual or collective: it may take place in pairs or small groups. In one particular activity, an individual selects one of his or her identities as a teacher from a list; this list includes the more obvious identities such as mentor, helper and instructor, as well as more metaphorical ones as foot soldier, sower or bridge. The individual then elaborates this identity through writing and art, imagining in detail, for example, what this identity might look like, its voice, its tools and how it engages in relationship. The image below depicts the process of exploration on both individual and group levels. Participants, given the task of expressing their understandings of themselves as reflective practitioners, arranged together the quotations, images and artefacts which they had chosen as individuals to express this notion. The circle of people made from tissue paper was created as a collective piece for the final image; this suggests that the group product extended beyond that of a loose arrangement of individual ideas to a creative collaboration of knowledge and understanding. [pic] Phase 4 Synthesis In the final phase of creative reflection, which is akin to the verification tage of the Helmholtz/Poincare model, participants present and reflect on their ideas, stories and collective images. In this phase, which is adapted from McNiff’s process of â€Å"dialoguing with the image†, participants engage with and reflect on the artefact engendered by the creative process (McNiff, 1992). Through this process, the experience and learning are synthesised into new understandin gs, or the identification of new questions which might be raised about professional practice. The image below represents the world of reflective practice as created by a group of practitioners through the use of props. pic] Discussion about this image revealed that each of the scarves, which are circumscribing and containing the world of reflective practice, represents a strength owned by one of the practitioners, while the Russian dolls and the teddy bear on the edge of the circle symbolise those learners who exclude themselves from learning. The act of dialoguing with the image engendered ideas amongst the participants for engaging those who are currently on the outside and who have not yet found a satisfactory means of expression. In many ways, the process of writing this paper has been a struggle to express that which is inexpressible; it is challenging to articulate the complexity of the spaces between reflection and practice, as well as the complexity of creativity itself. It is hoped that further research will indicate whether the processes of creative reflection can take sufficient cognisance of these complexities to support teachers in recognising and expressing their creativity. References Assagioli, R. (1999) The Act of Will: A Guide to Self-Actualization and Self-Realization, Knaphill, David Platts Publishing Company Balzac, F. (2006) ‘Exploring the Brain’s Role in Creativity’,Neuropsychiatry Reviews, Vol. 7, no. 5, May 2006. http://www. neuropsychiatryreviews. com/may06/einstein. html Accessed 14/11/2006 Buxton Foreman, H. (1895, Complete revised edition) The Letters of John Keats, London : Reeves Turner Craft, A. (2001)’ â€Å"Little c Creativity†Ã¢â‚¬â„¢, Craft, A. Jeffrey, B, and Leibling, M. (eds. ), Creativity in Education, London and New York, Continuum, pp 45-61 Craft, A. (1996a) ‘Nourishing educator creativity: a holistic approach to CPD’, British Journal of In-Service Education, 22 (3), 309-322. Craft, A. and Lyons, T. (1996) Nourishing the Educator, Milton Keynes: The Open University Seminar Network Occasional Paper Series Csikszentmihalyi, M. (1997) Creativity. Flow and the Psychology of Discovery and Invention. New York, HarperPerennial. Csikszentmihalyi, M. (1991) Flow: the psychology of optimal experience. 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(1992) Art as medicine: creating a therapy of the imagination Boston, MA. : London: Shambhala Moreno, J. L. (1994, Fourth Edition) Psychodrama and Group Psychotherapy, Mental Health Resources. Progoff, I (1980) The Practice of Process Meditation: The Intensive Journal Way to Spiritual Experience, New York: Dialogue House Library.