Blake is the enemy of all authority(TM) Essay Example for Free

Blake is the enemy of all authority(TM) Essay Blakes poetry often serves to propagate his anti-authoritarian views and loathing of institutional power. Furthermore, his views often impress upon the reader his belief in the human right for both spiritual and social freedom, unconstrained by established convention. Blakes treatment of the institution of the church and religion is often contemptuous and shows his attitude to what he sees as the hypocrisy of an uncompromising establishment which in his eyes causes misery, rather than nurturing the human sole. In The Garden of Love Blake conveys his anti-clerical message in the stanza the gates of this chapel were shut and reflects his view of the church as exclusionary. Moreover, the shut gates imply that the path to heaven and God does not start at the foot of the alter, but in individual belief and spirituality. The idea is further reinforced in the poem by the image of priests binding with briars my joys and desires and thereby placing the priests in the position of Christs oppressors, making them seem malevolent in robbing people of their natural joyful impulse. The alliteration and assonance within the binding with briars further reinforces the idea of a cruel path to supposed salvation. The Marriage of Heaven and Hell challenges traditional Christian theology and makes the statement that Prisons are built with stones of Law, Brothels with bricks of Religion, this conveys his belief that whilst society may restrain immorality, religion can create it. The prisons built with stones of law also symbolise how traditional doctrinal teaching has imprisoned personal individuality. Furthermore Good is the passive which obeys reason. Evil is the active springing from energy epitomises the teaching of the Church of Blakes time and is contrary to the sentiments of most contemporary readers in an age prizing individuality and condemnatory of passive indolence. The Marriage of Heaven and Hell was composed after the 1789 French Revolution and in a period of radical ideological and political conflict, therefore Blakes condemnation of apathy is aimed to promulgate his vision of anarchic energy free from the restrain of authority. Reason is the bound or outward circumference of energy suggests that living purely through ones intellect is what constrains boundless energy, which to him is eternal delight. So in this respect it is evident that the traditional authority given to rationality is seen as preventative to living life to its full as the restrainer or reason governs the unwilling. This indicates Blakes view that the natural human instinct is to oppose reason and that to act according to reason is tantamount to acting under duress, in the mistaken belief that to oppose reason is to go against the Good [which] is the passive that obeys reason. In the poem The school Boy Blake condemns school- an institution which tries to teach reason as restricting the childs vivacity in his natural environment. How can the bird that is born for joy sit in a cage and sing? is a metaphor for human imprisonment to show that the environment of the classroom cannot cultivate the unrestrained and joyful energy which Blake reveres. This is in contrast to the sky-lark [which] sings with the boy when he rise[s] in a summer morn When the birds sing on every tree. This illustrates the bucolic setting, filled with aural imagery and how joy prevails in the boundless confines of nature. The repression of man-created institutions such as school can be contrasted to the freedom provided by nature, where arguably God is the only authority. The nurses song centres on the liberating environment of nature where the voices of children are heard on the green and laughing is heard on the hill. This evokes the abundance of delight created by Gods creation of the natural world and how in Blakes time the idyllic countryside of England was yet largely unspoiled by large, polluting manufacturers seeking profit maximisation. The laughing of the children in The Nurses Song almost becomes as natural as the song of the little birds and shows that in such pastoral surroundings the childrens freedom is boundless just as that of the birds. However, this freedom is circumscribed by the watchful nurse in The Nurses Song in Songs of Experience who reprimands the children saying your spring and your day are wasted in play and in contrast to the well intentioned protection of the children in the first Nurses Song, this poem presages the eventual loss of the childrens natural freedom. However, Blake does not oppose parental authority arising from love, that is in the best interests of the child. Whilst he may rightfully condemn the parents in The Chimney Sweeper (experience) who clothed [their child] in the clothes of death And taught [him] to sing the notes of woe, this is because they are uncaring and hostile to their childs happiness that is anathema to them. Consequently, their authority is destructive and oppressive. But, Blake does not condemn the guiding role of the mother in The Little Black Boy, who taught [him] underneath a tree, as her teaching is not institutionalised and rigidly doctrinal, but done outdoors in the natural environment that Blake so venerates. Moreover, at a time when slavery was still legal in England and the general perception of other races was of a racist sort, Blakes portrayal of the boy and his mother in an affectionate manner, devoid of savagery would have challenged the notions of his day. In another radical step away from the customs of his time the introduction to Songs of Innocence gives authority to the child, to which the piper assents. Pipe a song about a lamb. / So I piped with merry cheer paints the child was the origin of creativity and beautiful, with the piper as his instrument. The reference to the lamb suggests that the child has a moral and spiritual purpose and that his youthful innocence makes him more adept than the piper to whom he shoes how to convey the message through song. However the transience of the childs authority is conveyed in the words so he vanished from my sight which re-establishes the reality of Blakes time when children were powerless to resist the demands of their elders and could not dictate their own wishes or destinies. Blakes focus on authority is intended to make a social and political statement about the customs of his day. Arguably, he does not oppose all authority but merely the kind arising from self-interest and requiring the sacrifice of fellow human beings. His poetry advocates individuality and unrestrained vivacity for life rare for his time and fundamentally preaches unbridled equality.

Wittgensteins 1913 Objections To Russells Theory of Belief: A Dialectical Reading :: Philosophy Philosophical Papers

Wittgenstein's 1913 Objections To Russell's Theory of Belief: A Dialectical Reading ABSTRACT: In what follows, I give (following Burton Dreben) a dialectical reading of his dismissal of metaphysics and of Wittgenstein's objections to Russell in 1913. I argue that Wittgenstein must be read as advocating no particular theory or doctrine — that is, philosophy is an activity and not a body of truths. Furthermore, this insistence is thoroughgoing. Put differently, a dialectical reading must be applied to one's own thought and talk. Characteristically, this sort of dialectical philosophy begins with the question, Is there any definiteness to what I am doing in my own thinking and speaking? Such a question undercuts the easy assumption that what we are doing may be expressed in a body of meaningful statements. In particular, I argue that Wittgenstein does not advocate any particular theory of language. A common reading of Wittgenstein is that he aims to prevent us from misusing language. This view assumes that, for Wittgenstein, the notion of a correct, acceptable o r meaningful use of language may be taken for granted. In my view, Wittgenstein does not take the notions of use of language and grammar and its misuse for granted. For Wittgenstein grammar underdetermines what it is to use or misuse language. I argue that an ethical critique is implicit in Wittgenstein's objections to any attempt to speak a priori about language and thought. Distrust of grammar is the first requisite of philosophizing. Notebooks, p. 106. The purpose of my talk this afternoon is to make clear what I shall call, following Burton Dreben, a dialectical reading of Wittgenstein's dismissal of metaphysics in the context of his pre-Tractatus objections to Russell's 1913 theory of belief. The earliest letters to Russell by Wittgenstein read naturally as presentations or proposals, to be read straightforwardly, as they stand. In this spirit, many authors interpret Wittgenstein as rejecting Russell. s attempts to talk about the structure of language and facts, and, further, as insisting that any attempt to state the limits of language is itself nonsense. On such a reading, Wittgenstein is reacting to Russell. s realist attempts to analyze the structure of facts into constituents and the structure of propositions into names by eliminating certain apparent symbols. Wittgenstein relegates their pseudo-uses to what is shown in the use of propositions. Ricketts writes: ....Russell takes relations to be a type of thing — they are constituents of facts, objects of acquaintance, and the designata of names.

Planning in Early Childhood

The observation of children is performed by teachers and educators, to help understand each child, and their characteristics. Along with assessment and evaluation, educators are able to understand each child’s development, and make decisions about appropriate activities and experience to offer each child, to help foster their individual development. (Veale, A. and Piscitelli, B. 1988) This essay will discuss the Value of the Observation Process in Planning for early childhood settings, and the role of each teacher in facilitating children’s individual learning and development. Observation is a very valuable and important part of the planning process as each child is different. Observation and Record Keeping in Early Childhood Programs (Veale, A. and Piscitelli, B. 1988,) Suggests that in order for educators to provide proper learning experience for children, they must know each child’s strengths, weaknesses, interests, fears, joys, ideas and individual interests to plan stimulating and appropriate learning experiences. Through observation, Educators can gather this information on what each child is capable of, how each child behaves under a range of different circumstances and how the child interacts with other children, and adults. The information collected from observation helps educators to develop objectives and plans to â€Å"enhance children’s learning and development† (Planning and Learning, NZTC pg. 5). Effective Planning and developing of learning outcomes for children is a collaborated effort between colleagues, children, Parents/Whanau and the community. DOP 6 outlines that importance of collaboration between colleagues when it comes to forming an effective plan in the early childhood environment. Open relationships and free discussions amongst each other empowers educators to become reflective practitioners and to understand different perspectives (MoE, 1998) By collaborating with parents/ Whanau educators can increase their understanding of the child’s â€Å"thinking and learning, parents and carers become wiser about the child† (Stonehouse, cited in Hanna, 2006, p. 3) and planning becomes more effective and purposeful for the child. Te Whariki states under the principle of Family and Community, â€Å"The wellbeing of children is interdependent with the well-being and culture of local communities and neighborhoods. Children’s learning and development are fostered it the well-being of their family and community is supported. †(MoE, 1996, p. 42) Society is constantly changing, and children grow and change with the community, so educators need to plan for the growth and change. And most importantly the children need to be considered while planning. Children are individuals and their voice needs to be heard. Educators need to be aware of the child’s capabilities, interests and learning needs to provide efficient learning activities that will be effective and enjoyable for the child. â€Å"The purpose of assessment is to give useful information about children’s learning and development to the adults providing the program and to children and their families. † (MoE, 1996 pg. 9) Assessment of the effectiveness of the program and keeping track of the child’s development helps educators to make decisions so effective changes can be made as needed to help the child’s personal progress and learning objectives. Likewise with planning, assessment needs to consider the changes in the community, consider the needs of the child and the parents/whanau to be the most effective for the child’s learning. Evaluation is the final step in the on-going planning of children’s learning. The purpose of evaluation is to make informed judgments about the quality and effectiveness of the program. † (MoE, 1996 Pg. 29) Evaluation is a crucial part of the planning process as it gives educators a chance to assess and evaluate the effectiveness of their program planning and to be better informed for future planning. Educators need to use a range of methods to evaluate the program. This can be done by reflections, regularly updating what works well and monitoring effectiveness, consulting with patents/whanau, and most importantly making appropriate changes. Educators hold the important role of supporting and facilitating each child’s development, one method of facilitating for the child is by recognizing and providing an optimal learning environment. An optimal learning environment is a safe environment specifically designed to facilitate a child’s learning and developmental needs. Educators need to provide time and opportunity for children to respond and experience the world creatively, it also needs to offer exposure to a variety of experience, to be secure and offer stimulating experiences so children can take risks and investigate the world around them safely. Olds (2001) suggests that children need to feel comfortable in their environment for them to explore. Educators need to be vigilant in making sure that each individuals needs are met so the child feels safe and comfortable in the learning environment. Creating an optimal learning environment means educators need to consider the aspects that create this environment. Harris Helm suggests that the overall effectiveness of an early childhood program is dependant on quality of staff, suitable environment, consistent schedules and parent involvement. Another aspect educators need to consider while facilitating learning is the importance of the interpersonal environment. â€Å"Interpersonal environment refers to the relationships established in the environment. † (Planning and Learning, NZTC, 2009, pg 49. ) Educators need to provide an environment that will allow children to learn through responsive and reciprocal relationships with people (MoE, 1996). Children must feel comfortable safe and secure in order to engage in efficient and meaningful learning. Fu (2004) believes that establishing supportive, responsive relationships with children and parents/whanau helps with the development of knowledge, social skills and attitudes and reinforces learning. Building a relationship with the child and their family will help educators to have a clear understanding of the child’s development and the holistic needs of the child. Educators need to engage in constant interactions with parents to gain proper insight into the child’s individual beliefs, rituals, preference and values, so to build a personal and meaningful relationship with the child. Relationships are the heart of learning. By Building a close relationship with the child allows educators to respond sensitively to each child’s needs. By building this Positive and sensitive relationships, research has shown that it enhance a child’s development and is the base of early childhood education. Vygotsky social constructive theory of the Zone of Proximal Development can effectively help educators with providing the best support and to develop strategies to assist the learning and development of the children. The Zone of Proximal Development is described by Vygotsky as â€Å"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peer† (L. S. Vygotsky, p. 86) Vygotsky observed that when an individual was tested on tasks alone, they rarely did as well as when they were working in collaboration with an adult. The process of involvement by the adult enabled them to refine their thinking or their performance to make it more effective. James Atherton, 2009) by observing a child, educators can observe what a child needs individually, find out what is changeling for the child and work collaboratively alongside with the child and develop strategies to help further the child’s learning. From this theory the teaching strategy of Co-construction was developed. Con-construction is described as a â€Å"collabora tive process from which new understanding and concepts emerge. (Planning and Learning NZTC, 2009, Pg. 39)By collaborating together to find new understanding and concepts between the child, peers, and adults can develop strategies to offer new ideas and concepts to activities. Educators have the important role of providing a co-constructive environment by listening to the child, playing with the child, and have an active participation in their learning, to help develop a child’s interests in learning further. Educators also need to encourage children â€Å"to share what they think and know† (Planning and Learning, NZTC, 2009, pg. 39) . â€Å"Planning the curriculum should be a continuing process, involving careful observation, identification of needs and capabilities, provision of resources, assessment and evaluation† (MoE, 1996, p. 8) Observation, planning, assessment, and evaluation is an ongoing process that must be part of a daily routine. Every educator will be different in how they plan, but thru collaboration with colleagues, parents/whanau, the child, and consideration of the community will help educators to plan as effectively as they can for each individual and help them to grow and improve, and learn how to provide children with the best possible environment to learn and develop in.

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