Critical And Reflective Thinking In Schools Education Essay

Critical And Reflective Thinking In Schools Education Essay The literatures review the literature of current main approaches to teaching philosophy in schools, particularly in the United Kingdom. Dictionaries correctly, inspiringly, but unhelpfully define philosophy as love of wisdom, but a better definition would be reflective and critical inquiryà ¢Ã¢â€š ¬Ã‚ ¦.A training in critical and reflective thought, a training in handling ideas, is of the essence in this new and demanding environment. Philosophy thus provides both the individual development and enrichment, and a bright set of apt intellectual tools for meeting the worlds challenges Grayling 2008: viii Over the past ten years there has been a growing interest in developing approaches to help pupils develop their reflective and critical skills in order to help them cope with the challenges of modern life. In the UK primary schools keen on developing these skill have employed three distinct approaches i) Thinking Skills ii) Inquiry based Philosophy and less commonly iii) Academic Philosophy. This chapter begins with an outline of the context to the interest in creative and critical thinking and then continues with a review and evaluation of the literature of the three approaches. 2.1.2 Context There has been an increasing interest in developing thinking skills which stem from the changing opinions of the skills needed in modern society (Rose 1997; Abbot and Ryan, 2000). One of the stated values and purposes of the National Curriculum in England and Wales is that à ¢Ã¢â€š ¬Ã‚ ¦ education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we live and work. In particular, we need to be prepared to engage as individuals, parents, workers and citizens with economic, social and cultural change, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid expansion of communication technologies. Increasingly, countries in Europe, have reduced the requirements to teach a body of knowledge and have promoted the use of transferrable skills such as critical and creative thinking and problem solving to develop deep learning and life skills relevant for the 21st Century (MacBeath 1999; Scottish Executive Department 2000). Abbot Ryan (2000) and Powney Lowden (date) contend the need for this change of emphasis in education is also recognised by employers who wish to have flexible and adaptable workers who have an open mind to change and a commitment to lifelong learning However, the aim to improve critical and creative thinking without specialised programmes may be limited according to recent study findings. The Study of Interactive Learning (SPRINT) project (Hargreaves Moyles 2002) showed that teachers increased the ratio of their questions to statements. However, pupil responses were rarely extended and dialogue remained dominated and controlled by the teacher. Hargreaves and Moyles expressed reservations about the limited demand for extended thinking in the National Literacy Strategy in England and other areas of the curriculum. Black and Wiliam (1998) concluded that challenging pupils to think independently and explore understanding through thoughtful reflective dialogue were central requirements for raising standards, but he adds a note of caution: there is no quick fix with promises of rapid rewards. Watkins (2001) analysed 66 studies and concluded that an emphasis on learning and thinking processes improved learning performances, while an e mphasis on performance targets could depress learning performance. 2.1.3 Thinking Skills. The QCA (2004) places great emphasis on thinking skills (e.g. synthesising, analysing, evaluating and justifying) and attitudes (e.g. open-mindedness and respect for all) and concepts (e.g. God goodness) in Religious Education. Lake and Needham (1995) publish a popular text-book, Top Ten Thinking Tactics and is designed to develop the capabilities of 8-10 year olds with ten cognitive strategies. Feurerstein et als (1980) Instrumental Enrichment Programme (IEP) provides decontextualised paper and pencil exercises that develop in complexity through 14 instruments. The Somerset Thinking Skills course (Blagg and others., 1988) consists of eight cognitive processes drawn from Feuersteins IEP and has the ambition of developing positive beliefs about learning to learn, strengthening problem solving ideas, communication and self-esteem De Bonos (1987) Cognitive Research Trust (CoRT) Thinking programme aims to improve thinking skills in a series of carefully structured lessons. Research into Thinking Skills show that nearly all the thinking skills programmes and practices studied were found to make a positive difference in the achievement levels of participating students. Such studies have included Adey Shayer, 1994; Sternberg Bhana, 1996; McGuinness, 1999; Triceky 2000; Wilson, 2000. Cotton (2002) reviewed fifty-six studies and found all to varying degrees reported benefits to the pupils. Studies which looked at achievement over time found that thinking skills instruction hastened the learning gains of participants, and those with true or quasi-experimental designs generally found that experimental students outperformed control groups significantly While the research for Thinking Skills programmes produce improved results, Tickey and Topping (2004) note that few studies have entailed short or long-term follow-up. McGuinness (1999) warns that such benefits produced by these programmes may only be short-term, while Adey Shayer, 1994 optimistically suggest that perhaps there may be sleeper gains that could come into effect, long after the project has ended. However, Bonnet (date) is suspicious of the thinking skills approach which he characterises as an instrumentalist approach to empowering pupils, by the transmission of core skills. He questions whether the identified skills outlined in the programmes actually exist as discrete competencies and abilities. He is not convinced that they can be taught; separate from the world as specific skills which can then be applied to real problems. For him this creates a false separation between thinker and the world, and may even encourage us to see the environment as a resource at the service of humankind. Haynes (2002) is also critical of the thinking skills movement, regarding it as too mechanistic and favours the communities of philosophy inquiry approach If we are concerned to develop our thinking, we need to move beyond an overly structured, narrow and rigid tradition of logical thinking and argument. This is particularly the case when that type of thinking takes us always in the direction of closure, polarisation and the irreconcilable, and away from solution, decision or ambiguity and suspended judgement. Our habitual ways of thinking must allow us to live, in the full sense of the word, with rapid change and uncertainty, with unprecedented adjustments in time and motion as well as with the ordinariness of everyday life, with highly intelligent technology and with the enormous power of information management. (Haynes 2002: 40) The community of philosophic inquiry may offer a way out of instrumentalism as it still offers critical thinking as it claims to offer the virtues of offer a more philosophic approach to problem solving (Delghausen: 2004). 2.1.4 Community of philosophical inquiry The idea of community is a central theme in current educational practice and appears in a wide range of approaches. Community of learners (Rogoff, Matusovn White, 1996), classroom community (Bridges 1995), Community of practice (Wenger 1998) are examples of this. The idea of a community of philosophical inquiry began with the work of Pierce (date). Pierce, a scientist and philosopher had the goal of bringing scientific rigour and logic to philosophy. Pierce (date), a pragmatist rejected the dominance of Cartesianism in modern philosophy, whereby the lone mind can reflect on the world and uncover truth by the process of reasoning. The philosopher/scientist assertedà ¢Ã¢â€š ¬Ã‚ ¦.to make single individuals absolute judges of truth is most pernicious (Pierce: 229) In sciences in which men come to agreement when a theory has been broached, it is considered to be on probation until this agreement is reached. After it is reached, the question of certainty becomes an idles one, because there is no one left who doubts it. We individually cannot reasonably hope to attain the ultimate philosophy which we pursue; we can only seek it, therefore, for the community of philosophers. Hence, if disciplined and candid minds carefully examine a theory and refuse to accept it, and ought to create doubts in the mind of the author of the theory himself (Pierce: 229 date page no) The community of philosophic inquiry involves a group of people joining to form a jury to judge ideas and hypothesis. Murphy (1990) explains that when the group involved in the inquiry reaches a consensus, one can speak of knowledge, truth and reality, but these concepts will be grounded in the community of inquirers, not in the individual consciousness. Pierce believed the model of production of knowledge will be refined over time by the community of inquiry and would eventually lead us to the real, that is rock-bottom reality. A popular form of community of philosophical inquiry in Germany and the Netherlands, and to a much lesser extent, England is the Socratic Method which is based on the work of Leonard Nelson (date) and Gustav Heckmann. (1981) Nelson believed the Socratic Method promoted the forcing of minds to freedom. Only persistent pressure to speak ones mind, to meet every counter-question, and to state the reasons for every assertion transforms the power of that allure into an irresible compulsion (date: page). The aim of the inquiry is to press the pupils to clearly express their thoughts, to use logic and to offer their views for critique by others. The teachers role is to use probing questions to draw out the ideas of the pupils and then to finish with a group vote to reach a majority view. A community of inquiry approach, Philosophy for Children (P4C) was pioneered in America by Mathew Lipman in the 1960s at Montclaire State University in New Jersey and was further refined by Gareth Matthews at the University of Massachusetts. Lipman (2003) used Pierces idea of a community of inquiry as the central methodology for philosophy lessons with children, and he also shared Pierces pragmatism in his approach. In addition, he drew on theories of John Dewey (1916), a pragmatist philosopher, who believed in the need of educating pupils to play an active role in democracy. For Dewey (employing the theories of Vygotskys socio-constructivist perspective), the importance of drawing on pupils interests and using real-life contexts were key in devising a pedagogy for citizenship. Lipman was disappointed with his students during the political unrest of 1968 that spread too many universities in America. He believed his students were unable to engage critically to the events that had begu n in Paris in that year. Lipman (2003) believed the younger generation needed to acquire deeper thinking skills for them to democratically resolve the many problems emerging in society. Lipman felt that schools should begin a structured approach to develop the necessary skills for democracy and proposed teaching philosophy to pupils as young as six or seven years old. He devised a teaching programme, Philosophy for Children which contained lessons and stories to start philosophical inquiry. The programme aims to develop pupils creative, caring and collaborative skills (Lipman 2003). Typically philosophy sessions (usually called inquiries) begin with a stimulus which could be a short story, poem, object or music and pupils are encouraged to think of philosophical questions. An early pioneer in the UK, Karin Murris developed picture books as she found Lipmans stories dated (Murris and Haynes 2000). A vote is taken on the most favoured question and the inquiry is chaired by a facilitat or whose purpose is to encourage a skilful and democratic debate. Jones (2008), a P4C trainer notes the aim of the inquiry is not to reach a consensus but rather to allow pupils the experience of collaborative dialogue and to deepen their thinking skills. Disagreements are treated as valuable opportunities to learn to respect different points of view. The P4C approach to philosophy does not require a formal qualification in the subject and can be taught to teachers in a few days. It has attracted a dedicated and enthusiastic following worldwide. It has spread across the world to such locations as Australia, China, South Korea, Mexico, Norway and South Africa. P4C continues to grow in popularity over the past two decades and particularly since the governments Excellence and Enjoyment (2006) paper whereby schools are encouraged to develop more creativity and innovation in teaching and learning approaches. Sutcliff (2006)states that in England and Wales that approximately 2000 primary schools offer P4C, together with 200 secondary schools (ICPIC: 2006) . Catherine McCall maintains that 10,000 children are involved in P4C lessons in Scotland, (http://sophia.eu.org). Teaching philosophy to children is promoted in the UK by the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPHRE), which advocates intellectually rigorous communal dialogic inquiry into central, common and contestable concepts. A flagship school for the UK is Galleons Primary School, London which promotes a video that enthusiastically contends the use of P4C has been the most significant factor in helping the school achieve an outstanding OFSTED report. The video repeatedly reminds us that the outstanding OFSTED grade has been achieved despite the fact the intake draws on those who live in social housing. The inspectors note:quote Sternberg and Bhana (1996) studied twenty evaluation studies of P4C and expressed reservations over the many positive benefits cited. They argued that most of the evaluations lacked a firm control group. They write: issues of subject drop-out, class selection durability, transfer, subject population, and experimenter bias were generally not addressed. Statistical analysis was often reported in only the most minimal detail: in some cases, significance levels were presented with no descriptive or inferential statistics (Sternberg and Bhana: 1996 64) However, despite their reservations they were favourably disposed toward the data reported. They acknowledged the improved gains on verbal tests of critical thinking skills and believed that P4C and similar programmes were more stimulating and motivating than most thinking skills programmes. Fisher (1999) argues that it is problematic to evaluate P4C because it has a wide variety of objectives and therefore is unsuitable to be fairly judged by most evaluative instruments. Barron and Sternberg, (1987) support this view, noting that Lipman constantly changed the criteria he used to evaluate P4C which included, the ability of students to provide examples to support their views, to be able articulate a challenge to a peer, to ask probing questions, to use their own experience to justify a view and the ability to look for connections. Lacewing (2007) distinguishes P4C from academic philosophy by highlighting the role of product. He claims that each P4C inquiry begins anew and the product is very provisional and has the tendency to result in a reinvention of the wheel, Whilst academic philosophy incorporates the philosophical skills of P4C, it has the advantage of drawing upon a wide range of philosophers to deepen or broaden the inquiry. I agree with Lacewing and with Rorty (date) who notes, access to knowledge of key philosophers and philosophical movement, allows the philosopher to be aware of all the moves and arguments. The influence of Deweys self-discovery methods is strong in the inquiry approach, and whilst the practice of exploring thinking by first-hand experience is vital, the movement, I believe underplays the roll of enriching thinking by tapping into the ideas of present and past philosophers. Wilson (cited in Murris 2007a) differentiates P4C by stressing the abstraction and the higher-order thinking and reasoning of the latter. Academic philosophy is underpinned by abstract philosophising about general principles. P4C is marked, he upholds, by philosophizing about concrete examples. Wilson (date) argues that P4C suffers from educational ideology. That is, it assumes that philosophy is merely questioning, reasoning and inquiry. Yet not all reasoning, questioning and inquiry are philosophic. 2 .1.5 Academic Philosophy I shall use the term academic philosophy as the study of critical and reflective thinking taught with reference to philosophers, philosophical vocabulary and key ideas. According to mmmmm(date) pupils learn the skills of creative and critical thinking but are also able be able to link their ideas to the broader tradition the subject. The UK Qualifications and Curriculum Authority (QCA) and Eurydice at the National Foundation for Educational Research (NFER) hold records of the curriculum syllabuses offered in 20 economically developed countries. The countries are: Australia, Canada, France, Germany, Hungry, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Northern Ireland, Scotland, Singapore, Spain, Sweden, Switzerland, the USA and Wales (www.inca.org.uk). None of these countries offers philosophy as a national subject for the primary and lower-secondary age-range. In Brazil, however philosophy is a compulsory subject in most secondary and in some primary schools. In 2004 in Norway White Paper has suggested introducing philosophy as a statutory subject. The subject is being tested in primary and secondary schools. In countries where the subject is taught, it usually offered as an optional subject for the post-compulsory age group. Enrolment rates for this course are usually a few the total student population (Hand Winstanley 2008). For instance in the U.K. there is only one public examination board offering Advance Level General Certificate of Education in philosophy. In 2007, only 3,001 students finished the course, with a further 2,009 in the same year completing a critical thinking course (which has a large philosophy module). .With so few pupils studying academic philosophy in secondary schools, it is unsurprising there is a limited amount of literature of teaching academic philosophy in primaries. However there are some materials for those wishing to develop academic philosophy for the 7-11 age group: The few teachers who train in philosophy have specialised at the upper-end of secondary schools and therefore they have not had an opportunity to influence or share good practice in the primary sector. The popularity of P4C and Thinking Skills is due to the fact that teachers can receive some initial brief training (typically 1-3 days) and can begin lessons immediately. Few teachers in primary schools would have a degree in the subject and in England there is no national organisation dedicated to teaching academic philosophy to this age group. However, in England a small group of pioneers (based around the Philosophy Shop company) who are enthusiastic about academic (or as they call it practical) philosophy and regard P4C as a dilution of the discipline. Worley (2008) is an enthusiastic promoter of practical philosophy, which he regards as real philosophy and for him; the second-best choice is P4C. He is the director of a commercial website The Philosophy Shop and offers training courses in teaching philosophy for those with a background in the subject. Unlike P4C training which is intended for trained teachers, Worleys courses are aimed at philosophers who wish to be employed as peripatetic teachers in schools. He makes the distinction between inquiry (which he regards as the concern of P4C) and practical philosophy which should only be taught by educators qualified in the discipline. He acknowledges the work of Lipmans and uses many of his ideas to promote inquiries but he feels it is important to introduce pupils to canonical philosophers and some of the key questions posed by the subject, . His claims that his work with children (currently he teaches in 13 primary schools) shows that they can develop a range of philosophical skills and competencies. These include: conceptual analysis; abstract thinking, generality, complex reasoning, non-empirical reasoning, an understanding of the history of philosophy and the ability to revaluate (2008). I believe the work of Worley and his colleagues offer a fruitful avenue of inquiry to develop philosophy. I agree with Worley that it important to have good subject knowledge of philosophy to teach it effectively. Indeed, a teacher should be knowledgeable about any subject he or she teachers, and I do not feel an exception should be made with philosophy. I also agree with him that philosophy should developed in the spirit of Socrates be concerned with helping us to live the good life by exploring ones values. Philosophy lessons should focus on issues to help pupils that children can apply to their daily lives and to get them thinking about their role as future citizens. However, the drawback of teaching academic philosophy, the history of the famous dead may end up being a dry subject. However, I believe Worleys (2008) instincts are correct in his acknowledgment of the strengths of Lipmans philosophical inquiry approach. Despite the limitations of inquiry methods, the strength is the varied and stimulating teaching methods that have been developed over the past forty years. Since they have been designed for the non-specialist, care has been placed into developing a pedagogical approach that works with pupils. Thus the use of their materials and courses with gives advice on useful information such as introductory games, suitable literature and other starting points, developing pupils responses, assessment and leading an inquiry. SAPHERE run a website that provides teachers with ideas and an opportunity for teachers to network, and to share good practice with one another. I agree with Worley that the next key ingredient is a teacher who loves the subj ect of philosophy and who can relate the responses of children to the wider thoughts of the tradition. This avoids the reinvention of the wheel and allows those pupils drawn to the subject to consult philosophical texts to deepen their understanding. Worelys practical philosophy, the inquiry approach and aspects of thinking skills have much to offer. I support their goal of producing more responsible and caring citizens who are able to take an active part in (as AC Grayling puts it) meeting the worlds challenges (2008). However, I believe this cannot be achieved by better thinking alone, but instead we need to develop a critical awareness of the largely hidden role that power has to play in the generation of knowledge or truth claims. The philosophies of Jacques Derrida and Michel Foucault have done much to bring to our attention the way power, disguised as truth or common sense restricts our capacity to think or express innovative thoughts. Chapter 3 contains an account of the theories of Foucault and Derrida This variant of philosophy would keep the core skills of the above programmes, namely reflective, reflexive critical thinking but would include a consideration of the politics of knowledge. ,. Bonnet, M 1995 Teaching Thinking Skills and the Sanctity of Content, Journal of Philosophy of Education, 29 (3): 295-309 DFEE 2006 Excellence and Enjoyment De Bono, E (1987) CoRT Thinking Programme: Blagg, N., Ballinger, M. Gardner R. (1988) Somerset thinking skills course (Oxford, Basil Blackwell) Delgehausen, I., 2004 Experiences with Socratic Dialogue in primary schools in Enquiring Minds Socratic Dialogue in Education ed. Rene Saran and Barbara Neisser UK: Trenham Books Dewey J (1916) Democracy and Education. An introduction to the Philosophy of Education (1966 edn) New York: Free Press. Feuerstein R., Rand, Y., Hoffman, M., Miller, M. (1980) Instrumental enrichment: An intervention programme for cognitive modifiability (Baltimore, MD, University Park Press) Jones, H (2008) Philosophy for Children Learning Teaching Update Optimus Professional Publishing Ltd: London Hand, M., Winstanley 2008 Philosophy in Schools London: Continuum Haynes, J., Children as Philosophers Learning Through Enquiry and Dialogue in the Primary Classroom London: RoutledgeFalmer Heckmann 1981 Socratic Dialoge (In inquiring minds 5) Lake, M., Needham, M.,(1995) Top Ten thinking tactics (Birmingham, Questions Publishing Company) Law, Stephen (2006) The War for Childrens Minds London: Routledge Lipman, M (2003) Thinking in Education, Cambridge University Press Millet S, (2006) Coming in from the margins: teaching philosophy in Australian schools. Paper presented at the Philosophy in Schools: Developing a Community of Inquiry, Conference, Singapore, April 2006 (refs in Phil in schools: 162) Murris, K. and Haynes J., (2000), Storywise: Thinking Through Stories, Dialogue Work Nelson, L.,

Major Historical Developments of the Early Renaissance

According to Perry in his book, during the Middle Ages people praised the greatness of God.   They saw preparation for heaven as the most important reason for life.   The beginning of the change from the medieval outlook to a modern one is called the Renaissance, or rebirth.   It was the time of gradual change, not a sharp break in the Middle Ages.   They continued to believe in the teachings of the Church.   But to their religious beliefs they added many worldly interests and activities. During the Medieval Europe, we can say that the Church plays an important role in the society, particularly the Christian belief.   It is said that it was the foundation of medieval civilization.   It gives form, direction and unity in the society.   The people believe that the path to heaven is through the church. The church was the center of life among medieval people.   It was used as a community center.   The church services were part of medieval people’s daily lives.   The priests also play as the teacher among villagers.   They taught them the sacraments and teachings of the church.   They provided services among the villagers like mass, provided care for the needy and sick, and taught children Latin.   The Monks and Nuns were the finest examples of the Christian way of life according to the people during this period. One contribution to civilizations of the Middle Ages was that the convents and monasteries during this time established hospitals and provided shelter for travelers.   It is also consider as the center of learning.   They converted pagans to Christianity.   Mendicants were visible in towns and even on open roads. They preach and they meet their needs by begging.   Among those mendicants were Franciscans, Poor Clares and the Dominicans.   The Dominicans main goal was not only to preach but also to convert every individual. The Church during this time insisted that people should obey the rules and doctrines of the Church in order to reached heaven. They tried to persuade heretics to return to the fold.   If that failed, it would threaten them with excommunication.   An excommunicated person would be expelled from the church and denied the sacraments.   In the Age of Faith no punishment could be worse than this one. Renaissance Renaissance is the term used during the beginning of change from the medieval outlook to a modern one; it also means rebirth.   It was also the time of gradual change.   Renaissance people during this time were neither nonbelievers nor heretics.   They still believe in the teachings of the church.   But as time goes by, changes have brought to their beliefs that affect their activities and worldly interests.   Renaissance does not only bring some changes in the beliefs of the people.   Humanism is one example of this.   There are individuals who were known as humanists. The first great humanist of the Renaissance was Francesco Petrarch.   He collected ancient Latin and Greek manuscripts and imitated the style of Great Roman poets.   He explored and sought his innermost feelings.  Desiderius Erasmus, a gentle Dutchman was one of the respected Christian humanists.   He was interested in studying human behavior.   He wanted people to be kind and reasonable.   He was consider as a Christian humanist because he spread the new learning and sought a deeper and purer religious devotion. There were medieval artists that were known during this time like Raphael, Michael Angelo Buonarotti, and Leonardo da Vinci.   They express their feelings through paintings.   Their work of art focuses on religion.   Among their work of art were Madonna by Raphael; the paintings of Michael Angelo in the ceiling of the Sistine Chapel; and even Mona Lisa of Leonardo da Vinci.   All of this was reflections of the Christian religion.  Like the Renaissance, the Reformation plays a big role during this time.   Reformation was the time when many Christians left the Catholic Church. There are people that led to this reformation. One is John Wycliffe, he was from England who questions the basic teaching of the church – – that people can reached heaven through the Church.   Another reformist was John Huss of Bohemia who was influenced by Wycliffe.   He challenged the authority of the Pope, denounced the wealth of the clergy and called the deepening of spiritual feeling.   The third reformist was Martin Luther, who was a German Monk who believes that people could reach God by Faith alone. He also nailed on the door of Wittenberg his Ninety-Nine Theses which denounces the indulgences of the Church. As a whole I can say that reformation plays a big role in the changes that occur to the religious beliefs of the people.   It divided the unity of faith among westerners from Catholicism emerge Protestantism.   The Reformation also helps to develop modern economics attitudes.   The secular attitude of the Renaissance contributed in the politics and the economic life of people in the society. Reference: Unfinished Journey: A World History. 1983. Marvin Perry. Houghton Mifflin Company. Boston, Massachusetts. ISBN: 971-11-0125-4      

Turning Point In The Kite Runner - 1568 Words

Marc Forster’s The Kite Runner is a 2007 American drama film based on the novel of the same name by Khalid Hosseini. Marc Forster is Film Director, screenwriter and producer. Of the several films directed by Forster, his breakthrough film; Monsters Ball (2001), received several oscar nominations including Best Picture. The Kite Runner beautifully depicts the friendship between Amir and Hassan, and portrays the raw turning point in their friendship which will forever change the both of them. The theme of guilt and redemption is strongly evident through-out the film and in the end, the kite not only serves as a symbol of friendship but that of triumph. The opening scene is of two boys flying kites. Kite running was an ancient Afghan†¦show more content†¦Amir lives with his father Baba and Hassan, with his father Ali. Ali has been the families longtime servant. Both are treated very kindly. We meet Baba and Rahim Khan; Baba’s friend. During a conversation, Baba is telling Rahim that he is concerned something is missing in Amir as he will not stand up for himself. It is Hassan who steps in to defend Amir. Rahim says â€Å"My friend, children aren’t like coloring books, you don’t get to fill them with your favorite colors†. The conversation provides some insight on the workings of the father/son relationship. Amir overhears conversation, is upset and questions his fathers love for him. It is Rahim who reminds him that Baba loves him. I enjoyed this scene as the film depicts what a pivotal character Rahim plays in Amir’s life and gives us a better understanding of how proud Amir felt seeing his book. After the boys see their favorite movie, we meet Assef, the neighbor hood bully. Assef and his sidekicks do not like Amir and Hassan for various reasons. It is obvious Hassan truly loves Amir and will defend him at any cost. On Hassan’s birthday, we see them by the tree in the yard where Amir carves â€Å"Amir and Hassan, the Sultans of Kabul† and Amir agrees to read Rostam and Sohrab. It would have been helpful if the film briefly mentioned why this was the story Hassan chose, but it peeked my interest enough that I felt it important to look it up. After doing so, I felt like Forster’s mentioning the book wasShow MoreRelatedTheme Of Friendship And Culture In The Kite Runner1248 Words   |  5 Pages The Death of Friendship and Culture in The Kite Runner Cultural influences impact the creation of an individual’s identity. Countries rely on culture to join citizens together; however, the destruction of a culture results in the disfigurement of a country and the impairment of its citizens’ identities. In Khaled Hosseini’s novel, The Kite Runner, the author depicts a dark and calamitous period during the 20th century in Afghanistan. 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Most people will not have the courage or the motivation to deal with and fix theirRead MoreThe Kite Runner Literary Analysis Essay831 Words   |  4 PagesThe Kite Runner Analysis The expression riddled with guilt is a good way to describe the main characters life, Amir, in the book The Kite Runner, written by Khaled Hosseini. The Kite Runner is a story about an Afghan boy, Amir, who has many hardships throughout his life as he grows from a boy living in war-torn Afghanistan, to a successful writer living in America. Amir experiences many events that caused him to carry a great amount of guilt throughout his life. So much guilt that it evenRead MoreThe Kite Runner by by Khaled Hosseini: Blinded by Guilt795 Words   |  4 PagesThe Kite Runner: Blinded by Guilt A person’s childhood is the foundation that paves the way for the rest of one’s life. Memorable events can trigger certain emotions in a child and, as a result, change the nature of that person as an adult. Set in the 1970s in California, the novel The Kite Runner by Khaled Hosseini is told in flashbacks as the reader follows the main character through his resolutions to lifelong conflicts. The novel traces Amir’s mixed feelings of love and jealousy towards

Essay on Leni Riefenstahl’s Triumph of the Will Propaganda

Leni Riefenstahl’s Triumph of the Will Propaganda I am going to discuss whether Leni Riefenstahl’s Triumph of the Will (1934) was propaganda, or a representational recording of an event. Riefenstahl was considered â€Å"an intricate part of the Third Reichs propaganda machine[1]†, yet she claimed that: If you see this film again today you ascertain that it doesnt contain a single reconstructed scene. Everything in it is true. And it contains no tendentious commentary at all. It is history. A pure historical film... it is film-và ©rità ©. It reflects the truth that was then in 1934, history. It is therefore a documentary[2]† It is clear that there are two very different parts to this story, with†¦show more content†¦Ã¢â‚¬Å"The Germans gave Hitler full credit for the improvement of the economic situation.[5]† The fact that Hitler was adored throughout Germany for his apparent ‘rescue’ of their situation meant that he was incredibly influential. People would listen to his every last word, but Riefenstahl was not somebody who liked to work to anybody’s tune. â€Å"I’ll try it. But only if I can be free after completing this project and do not have to make any more films to order[6]† This compromise lead to a lot of tension between Hitler and Riefenstahl, and Hitler’s idea for the opening of the film was believed ‘terrible’ by Riefenstahl, due to its lack of artistic merit â€Å"I [Hitler] would therefore like to make the following suggestion: I will ask the most important generals and members of the party to come to a film studio – I will be present too. Then we will line up, and the camera will move slowly down the line. This will make it possible to emphasise the contributions of each person with a few words. That could be the opening credits of your film[7]† This idea for the opening implies that there would be no emotion at all, and would not be something that would influence people. It appears that Hitler’s idea wasShow MoreRelatedFilm Triumph Of The Will1558 Words   |  7 PagesAssignment 1 The Perceptible Propaganda in the film Triumph of the Will (Triumph des Willens) JS 233: The Holocaust and Film Prof. James Diamond Monday, February 2nd, 2015 The film Triumph of the Will was created in 1934 after Hitler was named Fuhrer of Germany. At the time, Hitler was eager to improve the public image of the NSDP (National Socialist German Workers Party). After his election as chancellor in Early January 1933, Hitler gave Leni Riefenstahl the job of filmingRead MoreLeni Riefenstahl3703 Words   |  15 PagesPersonality in the Twentieth Century: Leni Riefenstahl a) Describe the major influences that led to the rise to prominence of your chosen personality in her nation’s history. The major influences that led to Leni Riefenstahl’s rise to prominence includes a fateful event that kindles her fascination with film, the continual influence of mountain (Berg) films and acclaimed director Dr Arnold Fanck as well as her first dà ©but as a director and producer. In 1925 Leni Riefenstahl injured her knee whilstRead MoreThe Art Within The Film The Triumph Of The Will 1353 Words   |  6 Pagesshown to civilians and the military as propaganda on March 13 , 1933, and intended to censor German cinema to make the people believe that they were fascist. Numerous movies in that period of time tried to steer clear of talking about the Holocaust to distract people from what was really happening and to make Hitler seem almost godlike. One film in particular directed by Leni Riefenstahl called The Triumph of the Will became a well known example of propaganda in film history. Throughout the film,Read MoreEssay on Propaganda1215 Words   |  5 Pages Distorted Mirror of Reality â€Å"All propaganda must be popular and its intellectual level must be adjusted to the most limited intelligence among those it is addressed to, consequently, the greater the mass it is intended to reach, the lower its purely intellectual level will have to be.† ~Adolf Hitler Mein Kampf â€Å"Psychology of Propaganda† Fascism is a form of counter-revolutionary politics that first arose in the early part of the twentieth-century in Europe. It was a response to the rapid socialRead MoreEssay about Politics and the Modern Olympics1984 Words   |  8 Pagespolitical motive was Adolph Hitler with the 1936 Summer Games. For two weeks in August of that year, Germany was the site of the most lavish Olympic games that had been held up to that point. Hitler knew that hosting the Olympics was a virtual propaganda coup. His regime aimed to exploit the Games with the intention of dazzling the thousands of foreign spectators and journalists into believing that Germany was peaceful and tolerant instead of the racist and militant country which it actually wasRead MoreAnalysis Of The Film Leni Riefenstahl 1880 Words   |  8 PagesHaving directed and acted in many films, Leni Riefenstahl has become a major figure of the Nazi film industry. Her most well-known film Triumph of the Will (Triumph des Willens, 1 935) is still considered the greatest propaganda film of all time. While Riefenstahl claims that the film is a documentary and based on â€Å"history†. Susan Sontag s response is that the film it is seen as a portrayal of a fascist society. A Nazi propaganda tool and not necessarily intended as a fascist viewpoint. Sontag reasonsRead MoreArt And Its Impact On Society2359 Words   |  10 Pagesartwork adopts a hidden agenda to manipulate its viewer by taking advantage of its creative expression, the work transforms from political art to propaganda art. The art’s function transforms from a culturally unveiling force to art that serves a particular purpose. The effectiveness of the ability of art to implement the hidden intent of the propaganda is due to the use of the power of visual imagery. â€Å"Art affects life because it teaches us how to see, how to hear, how to feel; because it createsRead MoreThe Main Character And Hero Of This Play By Alexander Hamilton1746 Words   |  7 Pagesspend more time watching the film, Triumph of the Will, directed by Leni Riefenstahl, which we were shown in our political ideologies class as an example of fascist film. The film is about the 1934 Nazi Party Congress in Nuremberg and shows parts of speeches of Nazi leaders, as well as Hitler, and shows different types of footage of the German Nazi supporters getting excited for Hitler in the streets of Germany (Triumph of the Will (German: Triumph Des Willens) : Leni Riefenstahl : Free Download StreamingRead MoreEssay about Nazi Politics: A Work of Art1315 Words   |  6 Pagesexperienced between the years of 1928 and 1933. Organizational tactics allowed the party on a local level to determine what was and was not most pertinent in specific areas of Germany and allowed the Nazis to focus their efforts accordingly. Nazi propaganda offices were...quite adept at tailoring themes or slogans to local audiences ... One such case occurred in 1932. When unemployment rose from 1.3 million unemployed to over 6.0 million, Nazis began to find support in areas they never expectedRead MoreNazi Propaganda Was A Well Know Thing During The Holocaust1800 Words   |  8 PagesNazi Propaganda was a well know thing during the holocaust. Hitler and Joseph Goebbels were the ring leaders. Hitler became the German chancellor, and in March of that year he appointed Goebbels the country’s minister for public enlightenment and propaganda. Goebbels had complete jurisdiction over the content of German newspapers, magazines, books, music, films, stage plays, radio programs and fine arts. His mission was to censor all opposition to Hitler and present the chancellor and the Nazi Party