Karl Marx, Max Weber and Emile Durkheim offered differing perspectives on the role of religion Essay

Karl Marx, Max Weber and Emile Durkheim offered contrasting points of view on the job of religion. Pick the scholar whose experiences you like and framework how they saw religion working socially. Talk about why you picked your favored scholars sees over the others. Marx, Durkheim and Weber each had distinctive sociological perspectives on the job and capacity of Religion. My favored scholars view’s on Religion is Karl Marx’s as I feel his thoughts are increasingly pertinent to what Religion really is. Furthermore, I have picked Marx’s hypothesis on Religion as I feel that it is the most like my own perspectives regarding the matter. His perspectives are all the more fascinating to me as I don’t practice any Religion and his perspectives develop my very own portion musings that I have had about Religion. It likewise has more pertinence in the public eye today as individuals are presently battling because of the monetary down turn which is totally trying people’s confidence. There is a greater decrease in this century as the majority of the number of inhabitants on the planet have more assets and the right to speak freely of discourse, to choose how they truly feel about Religion and aren’t dazzle located by the congregation any longer. Regardless of whether individuals don't know about Marx’s thoughts regarding Religion I feel that most of individuals would have comparable perspectives dependent on these thoughts as times have gotten more earnestly in this way making individuals question their own convictions. I will likewise quickly plot each of the theorist’s functions on Religion and afterward talk about why I picked Karl Marx’s speculations. Karl Marx’s point of view toward Religion was that it was a duplicity of sorts, as it was to give individuals bogus any desire for something better hanging tight for them as they were being abused and persecuted by these strict goals. Marx thought it was an aftereffect of a class society in light of the fact that not exclusively was its expect to facilitate the agony of persecution it likewise went about as a device of that abuse. (McDonald, 2009) Emile Durkheim felt that Religion united networks and fortified them. That all religions went about as a ‘socialising agent’ and that they shared a ‘coherent arrangement of convictions and works on serving all inclusive human needs and purposes.’ He additionally led an investigation on the Australian Aborigines and inferred that ‘Religion was the wellspring of all amicable social life.’ (McDonald, 2009) He felt that religion changes between various social orders and can impact people’s everyday lives. In 1912 he composed the ‘Elementary types of the strict life’ which indicated that all religions share certain highlights for all intents and purpose. Max Weber had a view thatâ wasn’t excessively far off of Marx’s hypothesis on Religion as he felt that it simply was utilized to reinforced people’s hard working attitude and that accomplishment through difficult work would prompt people’s salvation. He felt that the different strict strategies didn’t fit with the improvement of Capitalism. Religion is characterized as ‘The confidence in and love of a superhuman controlling force, esp. an individual God or Gods.’ But when perusing Karl Marx’s musings regarding the matter it becomes more clear that in addition to the fact that you need a solid conviction to suffer what God’s plan is for you however that it can remove your feeling of distinction and power individuals into a socially managed bunch by rehearsing the church’s ‘norms’. One of his well known investigations of Religion was that it ‘Is the opium of the people.’(Goldstein,/McKinnon 2009) It’s entertaining that Marx utilized opium in correlation with religion seeing as it was utilized to help individuals for some time in the 1800’s however with more medications opening up, that the utilization of opium in the long run became disapproved of. Amusing at that point, this is what number of individuals would see the congregation in Ireland today. In Marx, Critical Theory and Religion Marx, McKinnon composes that ‘For most twenty-first century perusers, opium implies something very straightforward and self-evident, and the examination between the two terms appears to be entirely strict. Opium is a medication that kills the agony, misshapes reality, and a counterfeit wellspring of comfort to which some poor spirits can get dependent; so likewise religion.’ This analogy for me shows that of the three scholars Marx was the most sensible and could see through the sorted out industry that Religion was and is perpetually so today. Durkheim’s hypotheses bode well and are for me a quite feathery perspective on, however I have an inclination that if he somehow managed to see the course Religion has gone down in present day society would he despite everything feel the equivalent about most of Religions, for instance the scandal’s in the Catholic church in the course of recent years that are just truly surfacing now. What's more, Weber’s musings were increasingly sane as that what was relied upon of individuals was to hold their heads down and they would inevitably be compensated with Heaven. Regardless of whether in today’s society more numbers are in decay of rehearsing religion, Marx’s sees regarding the matter are unquestionably the most legitimate. There desires for individuals may not be as extraordinary as they were, harking back to the 1800’s of their supporters as they are currently, however of the three, Marx’s sees are the most reasonable of what Religion genuinely is. His capacity to perceive what religion was really doing to people’s lives in those days is wonderful and for hisâ words to in any case have such significance now in current society shows that he was incredibly keen of society. Marxism additionally expect that Religion will in the long run vanish and for somebody to visualize that from more than one hundred years prior is plainly somebody who recognized what they were discussing. What's more, that is the reason I picked Marx.

What Were the Causes of the Second World War Essay

What Were the Causes of the Second World War - Essay Example The primary driver of the Second World War are expansionism, issues with settlement of Versailles, rivalry for assets, issues with League of Nations and so forth. The incredible gloom is likewise one of the significant reasons for Second World War. The tipping purpose of the war was intrusion of Soviet Union by the Germans and the assault on Pearl Harbor. Every one of these causes will be talked about in extraordinary detail below.Expansionism The longing for regional development was omnipresent in the twentieth century. Nations needed to show their capacity of military through intrusions. It is likewise significant here that Germany didn't have any settlements like France and Britain. These two forces had settlements everywhere throughout the world and Germany needed a similar force. This craving of extension can be viewed as the significant reason for Second World War. The aspirations of Italy and Germany were to hold domains like other European forces. It was believed that it was the best way to make due over the long haul. Japan likewise was spurred by comparative wants of expansionism (Sir. Kershaw, I. 2011). Japan needed to broaden its impact in the pacific and that is the reason Japan assaulted the Pearl Harbor. It was done as a showcase of its boss aviation based armed forces. The principle of expansionism along these lines contributed significantly to the Second World War.Treaty of Versailles can securely be viewed as one of the fundamental driver of the Second World War. The bargain was marked not to dishearten future wars however to rebuff perpetuators of the First World War. The issue with the settlement was that it imparted contempt in the hearts of German individuals. This scorn assumed an essential job in the Second World War. The fundamental point of the settlement ought to have been to forestall future wars and to build up durable harmony rather it put money related weights on Germany to such an extent that the conventional individuals began to feel a feeling of shamefulness. Germany was constrained, in the Treaty of Versailles to pay harms of war to Britain and France. The harms were extraordinary so Germany began acquiring cash and printing Marks (German money) so as to take care of the harms. This made the life of ordinary individuals be upset by hyperinflation. These were the individuals who had nothing to do with the war yet were paying its expense. The issues looked by average citizens of Germany because of the Treaty of Versailles incredibly aroused the German masses to join against their foes to be specific the French and the Britain. Another outcome of the Treaty of Versailles was that it separated German ethnic gatherings in various areas and this is viewed as the best shortcoming of the Treaty of Versailles (Ross, S. 2003). The point of the bargain was to isolate the German country so as to forestall any future war undertakings. France needed Germany disarmed with the goal that it can hold its past status of th e greatest military force in Europe. By isolating and neutralization Germany it was felt that future wars would be made inconceivable. Sadly this never occurred rather German individuals joined themselves under Nazi Party and Hitler, and pursued another war to vindicate all shameful acts of the Treaty of Versailles. Rivalry for Resources and Markets One of the less talked about reasons for the

Economic Paper Example

Economic Paper Example Economic Paper â€" Case Study Example > Running head: APPLE COMPANY 11th April Introduction Apple Incorporation is an American based firm that embarks on designing, production as well as selling of quality consumer electronics, personal computers as well as software. Being headquartered in California, the company which was founded by Steve Jobs, Ronald Wayne and Steve Wozniak enjoys a competitive edge mostly due to its quality brands that are highly demanded in local and international markets. Some of the major brands that are significantly demanded include iPod media player, iPad tablet computer, iTunes media browser, iPhone smartphone and Mac computers among others. Globally, Apple Company is in the second position in the information technology in terms of revenue generation with Samsung electronics taking the first position. As the result of the company strategy to diversify its product portfolio, it has many competitors including Samsung Company, Microsoft, HP AND Acer among others. Firm and Industry structure Apple is faced with stiff competition from well established firms in an industry that is costly to enter. In this regard, the company is not able to entirely control the price in the market. On one hand, Apple operates in an oligopoly market structure. One of the major aspects of an oligopoly market structure is that it is under the control of small number of competitors. Being referred to as the oligopolists, firms in an oligopoly market structure are well established and have a strong influence in the market due to the fact that there are barriers to entry due to the high costs. The company oligopoly market structure falls in the Smartphone’s operating systems that includes Windows phone a product of Microsoft, Apple’s iOS and Android a brand produced by Google (Gil and William, 1999). On the other hand, Apple experiences a monopolistic competition as far as branded computers are concerned. In monopolistic market structure, there are many competitors. Major companies that com pete with Macbook and iMac, key Apple branded computers includes Dell, Acer, Toshiba and Asus. Nevertheless, Apple is more of an oligopoly firm rather than a monopolistic firm. One of the major aspects that make Apple to enjoy high revenue is due to the production of quality brands that meet immediate needs of the consumers globally. Strong brand loyalty in the international market has made the company to differentiate itself from the competitors. Additionally, the company has wide range of products that are highly demanded thus resulting to high sales and sustainable profitability. Recommendation As the result of the stiff competition in the information technology industry especially in the US market, my view is that Apple should come up with products that are of high quality but lower prices and introduce them in the developing economies. Based on the increased demand of computers and mobile especially in African market, Apple should utilize such an opportunity and produce brands that will suits the need of this market which is characterized by low incomes but many opportunities. To make the company more successful, I would also suggest that Apple should acquire more firms in the information technology industry in order to improve its marketing strategies as well as capital base. This will not only increase the company revenue through expanding market segment, but also it will make the company to have more funds to undertake more innovations. References Gil, A and William L. (1999). On the Firing Line: My 500 Days at Apple. New York: Macmillan Publishers.

Essay on The Role of Youth in Politics - 1291 Words

Cavins 1 Throughout the history of America young people have always played a crucial role in politics. The famous writer Srirangam Srinivas wrote, â€Å"Our country is not in the hands of lazy and corrupted old politicians, this country is ours i.e. youth†. Young people between the ages 18 to 25 are the future of this country and its political system. The young people of America have a responsibility to be involved with politics and with their civic duties. The youth in America must be involved in politics to ensure that America stays a country of freedom, and to combat the corruption in politics, they must also be involved with their civic duties in order to give back to their country and to leave a legacy of political and civic participation†¦show more content†¦When the founding fathers drafted the Constitution their main focus was creating a nation where everyone would be free from the restraints of a controlling government and treated equal. America has always been a nati on of freedom, and needs to remain that way. The youth in this country is charged with the task of ensuring that America remains the â€Å"land of the free†. Without involvement in politics this is not possible. If youth are to maintain the American ideals of freedom and equality it is imperative that they be involved in politics. Voting every four years for the president, who is more of a figure head than anything else, is simply not enough. Young people need to take a more active role in politics such as running for a political office, local or national. This is the only way they will be able to put their beliefs into action and ensure that America upholds it’s long standing values of freedom and equality. The youth need to start taking action as soon as they are old enough. However, young people need to be educated on politics and be firm in their beliefs before delving into the world of politics. In recent years the youth have shown a trend of disengagement and apa thy toward political involvement. According to â€Å"The Good Citizen†, a book written by Russell J. Dalton, political analysts and politicians agree that the youth are losing interest in politics andShow MoreRelatedThe Arab Spring Is A Term For A Series Of Protests, And Uprisings Essay1605 Words   |  7 Pagesseries of protests, and uprisings within the Middle East dating back to 2010. Some of the conditions in the Arab world on the eve of the Arab Uprisings include things such as the persistence of authoritarianism, high poverty and unemployment rates, and youth disenfranchisement. In regards to the persistence of authoritarianism, there are â€Å"5 major reasons that authoritarian governments were able to survive in the Middle East for so long. 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Mary Rowlandsons Captivity Narrative Essay - 1154 Words

The Puritans played a large role in early American history and society. Most Puritans escaped the tyrannical rule in England to gain religious freedom in America, which helped create an early American society. Not only did the Puritans help form the early American society and religion, they also contributed to the earliest stories and narratives to help create a rich literary history for America. Puritan literature has helped many scholars and readers learn about early American history. One of the most famous American narratives is from Mary Rowlandson, who was the wife of a Puritan Minister. Mary Rowlandson’s captivity narrative is about her story of how she was captured and treated by Native American captors. Throughout the†¦show more content†¦The passage also shows that God, according to the Puritans, is a very strict God. He does not tolerate evil acts, and requires that His followers obey His will, or they will be cut off from his presence and blessings. God is so intolerant of sin and evil, that Mary accepted that it was ok for God to take way her children and her lifestyle. On the other hand, God, according to the Puritans, is also merciful to His own people. At the end of the phrase, Mary stated that God showed mercy to her by helping her through her afflictions. Also, Mary again stated how merciful her God was in her following statement, â€Å"Now hath God fulfilled that precious Scripture which was such a comfort to me in my distressed condition† (Derounian 12-51). According to Mary, God is strict, demands righteousness among his followers, but is also merciful towards His own people. These different principles line up with the Puritan doctrine of the time as well. Since God was not tolerant of sinners and evil acts, Mary recounted many different acts that were considered evil or barbaric that the Native Americans did. For example, when the Native Americans attacked Mary’s town, she described the aftermath as, â€Å"a solemn sight to see so many Christians lying in their blood, some here and some there, like a company of sheep torn by wolves,† (Derounian 12-51). Mary separates theShow MoreRelatedMary Rowlandsons Captivity Narrative, The Sovereignty And Goodness Of God, And Edgar Huntly1815 Words   |  8 PagesMary Rowlandson’s captivity narrative, The Sovereignty and Goodness of God, and Charles Brockden Brown’s novel Edgar Huntly were both written during a time of discovery, exploration, and the questioning of identity in America. The frontier was considered the wild place of the unknown, and in these two works, the wilderness of the frontier and characters of â€Å"civilized† society interact to form com pelling stories. 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Whilst Rowlandson’s narrative follows the correct standards of a captivity narrative throughout the time given with each â€Å"remove†, â€Å"The Interesting Narrative of theRead MoreThe Narrative Of The Captivity And The Res toration Of Mrs. Mary Rowlandson1422 Words   |  6 Pages An Indian attack on Lancaster during King Phillip’s War resulted in the capture of twenty-four people. Mary Rowlandson was among these captives, and the resulting captivity narrative, titled The Narrative of the Captivity and the Restoration of Mrs. Mary Rowlandson, published in 1682, is formed based on her memory. Rowlandson’s captivity narrative carried great significance in that it came to be used as a didactic Jeremiad, leading its Calvinist audience back towards God’s path and away from anRead MoreThe Narrative Stories Of Mary Rowlandson And Mary Jemison780 Words   |  4 PagesI have found that I am most fascinated by the captivity narrative. I am most intrigued by the idea of the captivity narrative as much as I am by the actual narrative itself. The narratives did not begin with the stories of Native Americans kidnapping early American settlers, but it has its origins in the stories of men and women. The two narratives are appealing to me because they reveal the psychology to consider why they were captured in the first place and to determine whether they will make theirRead MoreThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson1600 Words   |  7 PagesThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson reveals that the ghastly depiction of the Indian religion (or what Rowlandson perceives as a lack of religion) in the narrative is directly related to the ideologies of her Puritan upbringing. Furthermore, Rowlandsons experiences in captivity and encounter with the new, or Other religion of the Indians cause her rethink, and question her past; her experiences do not however cause her to redirect her life or change her idealsRead More Compare Contrast Mary Rowlandson and Olaudah Equiano Essay1667 Words   |  7 Pagesvarious things that make up a piece of literature. For example: choice of diction, modes of discourse, and figurative language. Mary Rowlandson and Olaudah Equiano were great examples of authors that used these elements of literature. There are similarities and differences in A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson and From Africa to America. Though Mary Rowlandson and Olaudah Equiano shared similarities in experiences, they had different writing personalities, purposes, attitudesRead MoreCompare/Contrast Writers1706 Words   |  7 Pagesvarious things that make up a piece of literature. For example: choice of diction, modes of discourse, and figurative language. Mary Rowlandson and Olaudah Equiano were great examples of authors that used these elements of literature. There are similarities and differences in A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson and From Africa to America. Though Mary Rowlandson and Olaudah Equiano shared similarities in experiences, they had different writing personalities, purposes, attitudesRead MoreNative American W omen in The Fall of the House of Usher by Edgar Allan Poe1317 Words   |  5 PagesMary Rowlandson’s captivity narrative follows the tradition of stories of women from Anglican descents that are seized by Native Americans, a genre that was enormously popular in the US at the turn of the 17th century. A defining work of American literature that presented accounts of Indian barbarity, the gallantry and superiority of white male settlers, and the helplessness of white women in need of protection and rescue. Correspondingly, Madeline Usher, the entombed sister from Edgar Allan Poe’s

How Does Stevenson Create Intrigue Interest for Th E Reader Free Essays

Explore how Stevenson creates a sense of intrigue and engages the reader’s interest in ‘Dr Jekyll and Mr Hyde’. Throughout this novel Stevenson consistently uses his characters to create and engage the reader’s curiosity; Utterson first stokes the mystery of Dr Jekyll and Mr Hyde when he regards to Mr Enfield; ‘Did you ever remark that door? – Enfield returning with the recital of an unusual story in which Mr Hyde is mentioned for the first time. Stevenson uses Hyde’s brutal and seemingly horrifying mentality to arrest the reader’s attention; ensuring not to give the reader to much detail so as to capture their interest and leave them hanging on the end of every unanswered question. We will write a custom essay sample on How Does Stevenson Create Intrigue Interest for Th E Reader or any similar topic only for you Order Now As the story continues, Stevenson strategically places events and clues to give the reader a wider picture of the elusive Mr Hyde without giving them too much information; an example of the mystery being gradually expanded is in chapter two when Utterson is searching for Hyde – the reader discovers that Utterson has the will of Dr Henry Jekyll in which the reader learns that Hyde is entitled to Henry Jekyll’s inheritance and that he is allowed to pass freely in and out of Jekyll’s house; the will and Jekyll’s trust in Hyde being used in order to establish a link between the both of them. In chapter four the reader learns that Hyde has murdered Sir Danvers Carew; a man of high status, giving us further insight into Hyde’s true and careless nature and awarding the reader with a further link between Hyde and Jekyll. When the reader discovers in chapter five that Dr Jekyll has forged a letter for Mr Hyde it is important to note that Stevenson is constantly challenging the reader as to why Jekyll and Hyde are connected since the two are classed in different ranks of society; Jekyll was a respected doctor whom was described as a ‘large, well-made, smooth-faced man of fifty’ with every mark of capacity and kindness’ who lived in a ‘square of ancient, handsome houses’ whereas Hyde is hated by many and was ‘pale and dwarfish, he gave an impression of deformity without any nameable malformation’ who lived in ‘the dismal quarter of Soho’ ‘with its muddy ways, and slatternly passages’ – it’s a wonder to the reader what Jekyll saw in the lower class Hyde. Stevenson creates Dr Jekyll in contrast to Mr Hyde using vivid yet entirely opposite descriptions of the two men to create an interesting dynamic within the novel; chal lenging the reader as to whether the lower and higher class people within Victorian society can walk on an equal level. In the final two hapters Stevenson reveals to the reader that Henry Jekyll has been manipulating science in such a way that, using ‘unscientific balderdash’, he has split the human conscience; the good side of the conscience being Dr Jekyll and the evil side of the conscience being Mr Hyde – the reader is horrified that science has been used in such a way but the shock of the novel is stimulating and has been written in such a way that the raw brutality of the story gives the reader a thrill. The way in which Stevenson intrigues the reader is mainly down to the way in which he withholds and presents particular details from the reader so that through the novel they can only accumulate a shaded judgement of ‘The Strange Case of Dr Jekyll and Mr Hyde’ and that only in the final chapters, when every clue is given a meaning, can they tru ly understand Dr Jekyll’s true nature; it is in this way that Stevenson induces excitement, curiosity and mystery into his novel and creates an outstanding air of intrigue and interest. How to cite How Does Stevenson Create Intrigue Interest for Th E Reader, Papers

The poetry of Judith Wright Essay Example For Students

The poetry of Judith Wright Essay This treatment of using the landscape to convey feelings is used in South of My Days and Boar Ring. Wright also has a strong connection to the past, the heritage of Australia which reveals her Australian conscience, her link with Australias past coupled with her strong link to the land. Wrights Australian Identity is firmly established through per poetry with her use of ideas that have become synonymous with the Australian stereotype: what people recognize as being uniquely Australian. This includes her mention of bushmasters, the reference to the lost Aboriginal robber, the description of the stereotypical Australian outback and the attitudes shown by both herself and the characters in her poems: characteristics recognized as typically Australian. These features of her poetry have established Wright as a truly Australian poet. Judith Wright has a strong connection to the Australian landscape, and the ideas she conveys through her poetry are very much steeped in nature. We will write a custom essay on The poetry of Judith Wright specifically for you for only $16.38 $13.9/page Order now This link to the Australian landscape immediately distinguishes Wright as an Australian poet and this is especially evident in South of my Days. Wright describes this connection in he first line as part of my bloods country. The use of the word blood in connection to the land shows this strong bond, immediately identifying Wright as a part of the Australian landscape, rather than her being Just an admirer. This blood connection to the Australian landscape is an integral part of Wrights Australian Identity as it is created through her poetry. Wrights blood connection to the landscape thus enables her to express her feelings through descriptions of the landscape, allowing the land to become a metaphor for the way that she feels. The bony slopes wincing ender the winter aptly describes Wrights feelings towards the coming of winter and the feeling is emphasized through the use of Personification. Again this highlights Wrights bond to the land as elements of the landscape are described as if the poet herself were feeling it. Such a powerful connection to the land defines Wright as Australian as a result of such a strong link to the landscape. In Judith Wrights poetry the landscape acts metaphorically to describe her feelings towards what is being addressed in the poem. This is evident in Boar Ring where the landscape is used to describe Wrights sadness and sense of loss at the extinction of traditional Aboriginal culture caused white settlement in Australia. Judith Wright has an understanding of the Aboriginal culture and Boar Ring mourns the loss of Aboriginal culture at the hands of white settlers. The song is gone and with the white domination of Australia the tribal story (is)/ lost in an alien tale. An element of blame is passed on to the white population of Australia to recognize the social injustice that has caused such a loss of culture and traditions. The use of short phrases such as The song is gone and The nomad feet are still rive home the message of white responsibility for this loss. This message of blame is conveyed through nature images, acting to show Wrights feelings towards the abandoned traditions symbolized by the deserted dancing-ring marked only by standing grass. This and the posturing apple-gums miming a past corroboree alone with the broken chant act as a metaphor to describe Wrights sense of loss and devastation. Wrights use of the landscape to express her feelings towards the loss Aboriginal culture is strongly linked with her Australian identity: not only in the use f the Australian landscape to describe her feelings, but also in the recognition of t loss of Aboriginal culture at white hands. This shows that Wright not only has an innate understanding of the Australian landscape, but of the people whom this connection to the landscape is shared. .u7372a0d7c4a2b69af7ba69b8700852e0 , .u7372a0d7c4a2b69af7ba69b8700852e0 .postImageUrl , .u7372a0d7c4a2b69af7ba69b8700852e0 .centered-text-area { min-height: 80px; position: relative; } .u7372a0d7c4a2b69af7ba69b8700852e0 , .u7372a0d7c4a2b69af7ba69b8700852e0:hover , .u7372a0d7c4a2b69af7ba69b8700852e0:visited , .u7372a0d7c4a2b69af7ba69b8700852e0:active { border:0!important; } .u7372a0d7c4a2b69af7ba69b8700852e0 .clearfix:after { content: ""; display: table; clear: both; } .u7372a0d7c4a2b69af7ba69b8700852e0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7372a0d7c4a2b69af7ba69b8700852e0:active , .u7372a0d7c4a2b69af7ba69b8700852e0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7372a0d7c4a2b69af7ba69b8700852e0 .centered-text-area { width: 100%; position: relative ; } .u7372a0d7c4a2b69af7ba69b8700852e0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7372a0d7c4a2b69af7ba69b8700852e0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7372a0d7c4a2b69af7ba69b8700852e0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7372a0d7c4a2b69af7ba69b8700852e0:hover .ctaButton { background-color: #34495E!important; } .u7372a0d7c4a2b69af7ba69b8700852e0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7372a0d7c4a2b69af7ba69b8700852e0 .u7372a0d7c4a2b69af7ba69b8700852e0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7372a0d7c4a2b69af7ba69b8700852e0:after { content: ""; display: block; clear: both; } READ: Explain his aim in each poem and how he achieves it EssayJudith Wright shows typical Australian qualities in her poetry, as shown both by herself and by characters in her poems. Wrights support of the marginals aboriginal population in Boar Ring along with the blame pointed at society shows Wright to be sympathetic to the underdog: a typical Australian quality. Her connection with the Aboriginals stems back to her connection to the land, something the Aboriginals shared, as they too were protectors of the land. The recognition of such social injustice along with such an element of caring is an Australian trait and is an important facet of Wrights Australian identity. The remaining aboriginal culture remains an important part of Australian society, even though now it is a minority culture. Wrights concern with the loss of Aboriginal culture shows that her Australian identity comes from not only an understanding of Australias landscape UT an understanding of Australias culture which is demonstrated in her poetry. Australian traits are not shown only by Wright herself, but by characters in her poems. This is shown in South of my Days with the character of old Dan. In him the uniquely Australian laid back spirit is captured, with him letting Thunderbolt the bushmaster run free, giving him a wink, warning him of the police Just behind. The Australian characteristics of sympathy, compassion, and a relaxed spirit give Wrights poetry an Australian flavor and such contribute greatly to Wrights condensation as being an Australian poet. Australias heritage is an important concern in Judith Wrights poetry. Australias pa is seen by Wright as an important part of Australia and in her poetry Wright identified herself with Australias colonial past, the hardships suffered by Australias pioneers and the changes faced during the settlement of Australia. Wrights identification wit Australias past is seen in South of my Days with the stories of old Dan which become a part of Wrights feeling towards Australia and form an important part of her Australian Identity. Old Dawns stories are spun into a blanket against the winter and become a part of Wrights feeling towards her country. The tales of hardship suffered by Australias settlers are described in a drought with the mud round them/ hardened like iron And the river was dust. Through Dawns stories the past of Australia comes to life and thus constitutes an important significance in the poem as the past of Australia is etched in the land which Wright is so strongly connected to, and that lands part is equally important. This trait of Wrights poetry is also reflected n Boar Ring the changes that white settlement brings are highlighted through the abandonment and subsequent loss of traditional Aboriginal culture. This highlights another aspect of Wrights search into the past of Australia: Old Dawns stories depict the hardships the white settlers faced while building the nation whereas Boar Ring explores the consequences of white settlement on the indigenous population. The history of Australia becomes a part of Wright, describing Australia as the high lean country/ full of old stories that still go walking in my sleep. Judith Wrights Australian identity is firmly established through the use of ideas that have become synonymous with that one recognizes to be uniquely Australian. This is especially evident in South of my Days. In the first Stanza Wright describes her blood connection to outback Australia with the low trees blue-leaved and olive. This distinctive description of outback Australia instantly defines Wright as an Australian poet as the reader associates such a description with the typical Australian outback scene. It is not only Australias outward landscape that is stereotyped, but the harsh limited depicted in South of my Days is instantly recognized as Australian. .u34dbe6ddaab76136c1e470d7ebd89b40 , .u34dbe6ddaab76136c1e470d7ebd89b40 .postImageUrl , .u34dbe6ddaab76136c1e470d7ebd89b40 .centered-text-area { min-height: 80px; position: relative; } .u34dbe6ddaab76136c1e470d7ebd89b40 , .u34dbe6ddaab76136c1e470d7ebd89b40:hover , .u34dbe6ddaab76136c1e470d7ebd89b40:visited , .u34dbe6ddaab76136c1e470d7ebd89b40:active { border:0!important; } .u34dbe6ddaab76136c1e470d7ebd89b40 .clearfix:after { content: ""; display: table; clear: both; } .u34dbe6ddaab76136c1e470d7ebd89b40 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u34dbe6ddaab76136c1e470d7ebd89b40:active , .u34dbe6ddaab76136c1e470d7ebd89b40:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u34dbe6ddaab76136c1e470d7ebd89b40 .centered-text-area { width: 100%; position: relative ; } .u34dbe6ddaab76136c1e470d7ebd89b40 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u34dbe6ddaab76136c1e470d7ebd89b40 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u34dbe6ddaab76136c1e470d7ebd89b40 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u34dbe6ddaab76136c1e470d7ebd89b40:hover .ctaButton { background-color: #34495E!important; } .u34dbe6ddaab76136c1e470d7ebd89b40 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u34dbe6ddaab76136c1e470d7ebd89b40 .u34dbe6ddaab76136c1e470d7ebd89b40-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u34dbe6ddaab76136c1e470d7ebd89b40:after { content: ""; display: block; clear: both; } READ: Mountain Child poetry analysis EssayThe droughts with the hardened mud and the dried dusty rivers are Juxtaposed with the early blizzards show the extreme weather conditions that the outback areas of Australia are prone to. The mention of bushmasters along with the laid back attitude displayed by old Dan add to the unique Australian flavor that South of my Days holds. The use of these ideas that have become typically Australian show Judith Wright to be a truly Australian poet with an innate knowledge and feel for her country. Judith Wrights Australian identity is evident throughout all of her poetry. The poetry of Judith Wright Essay Example For Students The poetry of Judith Wright Essay That every poem relates Implicitly too particular dramatic situation Is a comment able to be accurately applied to the poetry of well-known Australian poet, Judith Wright. Whilst Wrights poetry covers many different themes relating to Australian society, it is clear that Wright, in many of her poems, makes clear reference to certain events. These are often, however, explored in deferent forms, be it a stage of life, an Intense experience or a critical event. This Is certainly true for two of Wrights well- known poems, The Dark Ones and A document, each relating to two entirely efferent situations and issues, but nonetheless relating to an important factual event which has shaped the poets opinion or a created event or situation which allows for the factional of expression of the Issues to be discussed. The Dark Ones relates clearly to a situation in the town which has obviously left a rather prominent imprint in Judith Wrights mind. We will write a custom essay on The poetry of Judith Wright specifically for you for only $16.38 $13.9/page Order now The theme explored is one of a certain shock at the situation of there being such a division In society and the fact that the Aboriginal people are, In the poem, being treated as second-class citizens homo are a little like the pests and certainly not like human beings. Wrights message, in the voice of the persona, is one of disgust that society thinks and behaves In this way, and points out the fact that change Is required and that until It Is made, life cannot go on. The structure is rather incoherent, as reflected by the different lines of thought expressed In each line, and creates a mood which is tense and rather awkward for both the Whites and Blacks, representing the fact that given the situation, they are unable to think properly and rationally. The persona makes clear the fact that the Anglo-Saxon population believes fully in their superiority and that they are being Inconvenienced by having these savages bombarding their town for the collection of their pension and shows the deep differences between the two cultures because even though they are on the other side of the road, life cannot continue on with the knowledge of their presence. In many respects, one can relate this to Wrights passionate fight for Reconciliation which was, and the poem represents a case: that for as long as there Is no recalculation, the lives of Anglo-Saxons will continue to be disrupted. Wright pays homage to numerous techniques which have the underlying goal to create a mood of disruption and dismay. The rhyming scheme is constant: for each four line stanza, with the first line rhyming with the third and the second with the fourth. The second stanza is constructed as two separate stanzas in rhyming scheme, often leaving the reader rather confused and unenlightened on the situation, strengthening Wrights message further of a society in utter dismay. Word Choice is imperative to the representation of society. The title clearly represents the impersonality attitude towards the other people with the use of entirely dissimilar. Dark, likewise, can be interpreted on different levels. On a rather superficial reading, it is clear that it is a reference to the Aboriginal populations dark skin. But by the same token, dark, in Anglo-Saxon society, brings a certain range of negative connotations of a rather secretive society which is unenlightened of the world, more specifically to the more prevalent set of Anglo-Saxon societal expectations and customs which have principally controlled Australian Society in the past 100 years. Symbolism too plays an important role in expressing this message. The persona sakes clear her belief that the Aboriginal people of Australia are looked upon by the Anglo-Saxon community negatively, alike a pest with something leaks in our blood in the first stanza, which can, depending on the reading, be interpreted a number of ways. .u5dbd81418f37b51f5c75c68159cbd4fe , .u5dbd81418f37b51f5c75c68159cbd4fe .postImageUrl , .u5dbd81418f37b51f5c75c68159cbd4fe .centered-text-area { min-height: 80px; position: relative; } .u5dbd81418f37b51f5c75c68159cbd4fe , .u5dbd81418f37b51f5c75c68159cbd4fe:hover , .u5dbd81418f37b51f5c75c68159cbd4fe:visited , .u5dbd81418f37b51f5c75c68159cbd4fe:active { border:0!important; } .u5dbd81418f37b51f5c75c68159cbd4fe .clearfix:after { content: ""; display: table; clear: both; } .u5dbd81418f37b51f5c75c68159cbd4fe { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5dbd81418f37b51f5c75c68159cbd4fe:active , .u5dbd81418f37b51f5c75c68159cbd4fe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5dbd81418f37b51f5c75c68159cbd4fe .centered-text-area { width: 100%; position: relative ; } .u5dbd81418f37b51f5c75c68159cbd4fe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5dbd81418f37b51f5c75c68159cbd4fe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5dbd81418f37b51f5c75c68159cbd4fe .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5dbd81418f37b51f5c75c68159cbd4fe:hover .ctaButton { background-color: #34495E!important; } .u5dbd81418f37b51f5c75c68159cbd4fe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5dbd81418f37b51f5c75c68159cbd4fe .u5dbd81418f37b51f5c75c68159cbd4fe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5dbd81418f37b51f5c75c68159cbd4fe:after { content: ""; display: block; clear: both; } READ: How Grace Nichols' Poetry uses figurative language to achieve EssayClear is the underlying message of unfinished business which will continue to ooze and cause problems, but moreover is the fact that the Anglo-Saxons believe the Aboriginals are poisoning society. The use of blood is symbolic of pain and trouble and it shows that unless treated, it has and will continue to be utterly problematic for tot people, causing a great deal of pain and anguish for the Aboriginal people, as reflected by the last line of the first stanza with like the ooze from a wound. In the second stanza, the Aboriginals are portrayed to be rather silent and dumb from the perspective of the Anglo-Saxon society with mute shadows glide, a powerful image which makes note of the dark nature of the Aboriginal people and the fact that they feel guilty and uncomfortable, not saying anything and people who are unable to lead themselves, but who must follow the direction of the Anglo-Saxon Australians who control the country. The portrayal of the Aborigines as being like shadows is exceptionally powerful and highly important to the construction of the poem, and it is again portrayed in the third stanza with like a shadow cast, imagery which suggests that the Anglo-Saxons are in fact scared of the Aboriginals and believe that they are a threat to them. One is, upon studying the third stanza, aware of the fact that the Aboriginals are identified as the night ghosts of a land only by day possessed, again indicating that they do not belong where they are, and also the fact that they are caught between woo worlds: their traditional Aboriginal Society and the contemporary Anglo-Saxon society which prevails. According to the third stanza, it is also portrayed that the Aboriginals are perceived as being night, a negative time when they are able to haunt the Whites, and a time which traditionally, Anglo-Saxon myths and fairytale have associated with terror and uncertainty, a further indication of the fear Wright represents the Anglo-Saxons as having. Despite this fear, however, Wright represents the Anglo-Saxons very negatively and the fourth stanza reveals the binomial opposition with new light. Day has another side represents the belief that the Anglo-Saxon population has a secret agenda. The fifth stanza is exceptionally powerful, making rather cutting remarks about the represents several attributes. Firstly, the imagery of stone represents a certain unwillingness to change and an inability to remold, perhaps a reference to reconciliation and the fact that they lack depth, are superficial, cold and unfeeling. Whilst The Dark Ones deals with an event focusing on the cultural battles between cultures, The Document can have its meaning and message interpreted on different bevels, but whilst still relating back to the overall theme of the Australian environment. The event of signing away the forest has obviously had deep impacts on the persona, and will most probably continue to do so. It highlights the difficulties society face, especially in terms of their mental thoughts, in a continuous battle against emotion and rationality and the events and consequences it will lead to. In able to portray this message of the human battle of the mind, a poets use of a specific dramatic event is imperative and, given Judith Wrights passionate love of the environment and her desire to protect it and educate society on it, the two topics work harmoniously to create a point of view, a way of life and the associated impacts of such actions. The tone set in A Document is one of very authority and formality and in a way represents the magnitude of importance a document possesses once it has been signed, it is the final word. But through this air of formality within the poem, the reader is also acutely aware of the struggle in the voice of the poem: a struggle between emotion and reason. This struggle is imperative to the understanding of the poem. .ubfd2404fbdb4b4db10c7495d7629c3a5 , .ubfd2404fbdb4b4db10c7495d7629c3a5 .postImageUrl , .ubfd2404fbdb4b4db10c7495d7629c3a5 .centered-text-area { min-height: 80px; position: relative; } .ubfd2404fbdb4b4db10c7495d7629c3a5 , .ubfd2404fbdb4b4db10c7495d7629c3a5:hover , .ubfd2404fbdb4b4db10c7495d7629c3a5:visited , .ubfd2404fbdb4b4db10c7495d7629c3a5:active { border:0!important; } .ubfd2404fbdb4b4db10c7495d7629c3a5 .clearfix:after { content: ""; display: table; clear: both; } .ubfd2404fbdb4b4db10c7495d7629c3a5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubfd2404fbdb4b4db10c7495d7629c3a5:active , .ubfd2404fbdb4b4db10c7495d7629c3a5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubfd2404fbdb4b4db10c7495d7629c3a5 .centered-text-area { width: 100%; position: relative ; } .ubfd2404fbdb4b4db10c7495d7629c3a5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubfd2404fbdb4b4db10c7495d7629c3a5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubfd2404fbdb4b4db10c7495d7629c3a5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubfd2404fbdb4b4db10c7495d7629c3a5:hover .ctaButton { background-color: #34495E!important; } .ubfd2404fbdb4b4db10c7495d7629c3a5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubfd2404fbdb4b4db10c7495d7629c3a5 .ubfd2404fbdb4b4db10c7495d7629c3a5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubfd2404fbdb4b4db10c7495d7629c3a5:after { content: ""; display: block; clear: both; } READ: "Poetry" by Marianne Moore EssayThe mood of unhappiness and formality is set immediately with the first line Sign there, I signed, but still uneasily which instantly captures the difficulty of having to carry out the deed and also the necessity of carrying out such an action in this struggle, with the different thought processes of rationality and emotion conflicting. The emotional connection with the forest and land in general is very evident and it is personified to great extents. A flesh-pink pliant wood gives the tree human qualities, being referred not as a biotic commodity, but rather a living and sensitive human being. In the last stanza, the bark smells sweetly whe n you wound the tree portrays the trees with a certain innocence and inability to protect themselves, furthering the readers understanding of Judith Wrights passionate battle to save them, and also the fact that few people around her were, at the time of writing, being of assistance, positioning the reader to be guilty of their actions, represented by the personas comment of wounding the trees. To add drama to the poem, the personas struggle of emotional against rational thoughts battle is represented by alternating these conflicting mental thoughts wrought the lines, creating a difficult and rather tense situation which is confusing and also testament to the difficulty such a situation possesses, able to be related to life in the twentieth century where by cutting down trees often brings a better economic situation but the difficult situation of being sentimental and preserving the insignificant document symbolisms a real and often worldwide problem facing the world 30 years ago and one which will face the world in 30 years to come. This dramatic battle is intensified by the rhythm which exemplifies a mind, heart and OLL caught between two decisions. But for much of the poem, emotion seems to rule the thoughts of the persona, but occasionally there are cases of enjambment when the rhythm is broken, allowing the rational side to come to light, and place the persona into a position of even greater difficulty, further heightening the dramatic nature of the poem. This is further heightened with the use of Caesuras which act as a chance for the persona to Justify their actions and feelings, as reflected by but to help the notion I signed the document, starting halfway through and ends halfway wrought a line, indicative of the personas Justification again. Simile is used in the first stanza Those pale-red calices like sunset light which refers to the calices uniting the petals which hold the flower represents the fact that it is nature which holds the world and society together and once it is destroyed, society will be destroyed with it. The struggle with reality is difficult and often results in contradictions and the end result of the poem is one of guilt that the persona feels but the fact that this guilt is not enough to stop the situation, and that life must put emotionality aside and focus on reality, as reflected by the signing of the document. That poems relate implicitly to particular events or a change of life is arguable, but less ambiguous is that they relate explicitly. It is clear that the poetry of Judith Wright relates to Australian society: its actions, its faults and its operations and much of this knowledge and understanding must have come from individual events experienced over her life. But more particularly, events are able to express the real situations faced and therefore act as a very powerful message of the issues a poet is trying to express.

Baby Quotes That Make All the Labor Pain Worth It

Baby Quotes That Make All the Labor Pain Worth It A baby in the house does make its presence felt. Its shrill cries, drooling mouth, smelly diapers, and gurgling laughter, can give any mother a feeling of ecstasy. There is no greater joy than watching a baby. A baby can make melt even the toughest heart. What makes a baby tug at our heartstrings? A baby has only one description. Cute! Babies make the cutest pictures. You can’t blame the newborn’s parents for suddenly metamorphosing into shutterbugs the moment they see their tiny tot smile, laugh or gurgle at them. You can’t help but notice  the innumerable baby pictures hanging on the walls of a pediatric hospital. When I was preparing for the birth of my first child, I was inundated with cute baby pictures cluttering my email box. It does not matter if this is your first baby or your fifth. Each baby brings its own share of pleasant surprises (and unpleasant ones) into your life. If you are expecting a baby, read some of these cute baby quotes to make that 1000-watt smile  brighter. Some of these baby quotes are so very true-to-life that you will find yourself completely agreeing with them. If one of your loved ones has just set out on the journey of parenthood, make their baby showers special with unique baby shower sayings. But if you’d rather stay out of all this baby fuss, just read and enjoy witty baby quotes in this collection. Mark TwainA baby is an inestimable blessing and bother.Tina BrownHaving a baby is like falling in love again, both with your husband and your child.BarrettoBabies are bits of stardust, blown from the hand of God.Eleanor RooseveltI think, at a childs birth, if a mother could ask a fairy godmother to endow it with the most useful gift, that gift would be curiosity.Louisa May AlcottFather asked us, What was Gods noblest work? Anna said, Men, but I said Babies. Men are often bad, but babies never are.Henry David ThoreauEvery child begins the world again.Charles DickensEvery baby born into the world is a finer one than the last.Kate Douglas WigginEvery child born into the world is a new thought of God, an ever-fresh and radiant possibility.Milton BerleIf evolution really works, how come mothers only have two hands?Robert OrbenI always wondered why babies spend so much time sucking their thumbs. Then I tasted baby food.Ronald KnoxA baby is a loud noise at one end and no sense of responsibi lity at the other. Jayne MansfieldCarrying a baby is the most rewarding experience a woman can enjoy.Natalie WoodThe only time a woman really succeeds in changing a man is when he is a baby.T. S. EliotIf you desire to drain to the dregs the fullest cup of scorn and hatred that a fellow human being can pour out for you, let a young mother hear you call dear baby it.William BlakeI have no name: I am but two days old. What shall I call thee? I happy am, Joy is my name. Sweet joy befall thee!Mark TwainMy mother had a great deal of trouble with me, but I think she enjoyed it.

Harry Bingham A Man Who Said No To the Worlds Biggest Publisher

Harry Bingham A Man Who Said No To the Worlds Biggest Publisher Saying "no" to the world’s biggest publisher - An interview with Harry Bingham For many first-time authors, indie publishing is rapidly becoming a natural decision when it comes to publishing their first book. But what happens when an experienced author who has published thirteen books with four traditional publishing houses decides to go it alone? Harry Bingham is one such author. Harry was first published by HarperCollins back in 2000 and over the last fifteen years has witnessed the all the excitement of the publishing evolution. In 2015, he decided to self-publish the US release of his latest book The Strange Death of Fiona Griffiths. Now, for the first time he has written about his experiences in Big Publishing and Me on his blog.Harry is also founder of The Writer’s Workshop - the world’s leading consultancy for first-time writers - and Agent Hunter - a comprehensive database of literary agents. He has also written books on Getting Published and How to Write among several others.With his unique experience, we had no choice: we simply had to talk to him. This morning Harry was kind enough to talk to him  about writing his latest book, his approach to marketing and the benefits of self-publishing. I’m very pleased to be interviewing Harry this morning and to ask him some questions about his latest book and his publishing process. So Harry, if you wouldn’t mind starting off by giving us a little teaser about your latest book.It’s called The Strange Death of Fiona Griffiths and it’s the third in the series I’ve been writing for a while. She’s a young Welsh detective who works in Cardiff, but that’s not really the USP. The USP is that she’s a really unusual person: the whole thing is written first person in her voice. She had a breakdown when she was a teenager and suffered from a real-life condition called Cotard’s Syndrome. In Cotard’s Syndrome, the sufferer believes themselves to be dead. So she’s a detective who spent two years thinking she was a dead person. And she’s got an interesting relationship with corpses and an interesting outlook on life, let’s put it that way†¦Sounds ama zing, wow! Written in the first person, how did that work?Yea, well the question I’m asked most actually is â€Å"You’re writing in the first person as a woman, don’t you think that’s quite hard?† I’m thinking, actually you know, I’m married to a woman, I know quite a lot of women and there are quite a lot of women in the world. Surely the question is: â€Å"You’re writing in the voice of somebody who used to think they were dead!† Isn’t that the bigger trick?In the end, writing fiction is make-believe and if you’re good at it, you should be able to make-believe. Of course, you should be able to write as a woman, or a man, or as people with weird conditions. Although this woman is very different from me, and she has a strong, emphatic voice of her own, I’ve never felt more comfortable writing everything, so what that says about me I don’t know!The most immediately striking thing about the book is the cover - it’s absolutely stunning. Can you tell me a little more about how you went about that?It’s slightly more complicated because I’m published all over the world. It’s published in Britain, France, Germany, Spain, Italy, America and other places too. Every publisher in their own market chooses their own cover and Orion in the UK has got a very strong look for the book and you can definitely tell there’s a series of books going on. In US I was published with Random House and I had a terrific editor there - the same editor who publishes Lee Child. Their cover for the book was fine, but not really stand out. Then for various reasons we will probably get into later, I started self-publishing in US - whereas I’m conventionally published everywhere else - and I commissioned that cover myself.I went to an outfit called 99 Designs, where you can put the design out to a large number of designers and people compete for a prize that you off er. I looked at literally dozens of high-quality designs, any of which could have graced the cover of any one of my books. The one I ended up picking is very striking: it works really well in thumbnail and it’s different - it doesn’t look like everything else there. Given that readers are looking at pages of Amazon thumbnails when they’re figuring out what next to buy, it had to work particularly well in that smaller size.Your publishing story is really fascinating. You’re clearly published with many traditional houses around the world and now this one’s partly self-published. How is it going, how are you finding the process?It’s early days. The minimal threshold for me is that I wanted to be able to publish the book properly, commission a good cover design, do some copy editing work and get the book properly formatted. I used proper professionals, I wasn’t using a â€Å"friend of my brother’s who knows something about photosh op†. By making the book available for sale before launch, I built up hundreds of pre-orders and the result was that on the day of publication I had paid off all my costs. So what I’m looking at now is how much money I make. It’s selling 20-30 copies a day, I’d like it to be selling 2-3 times that in due course.Readers don’t care when a book was published, so whereas in the print market you’re only on the shelves of the retailer in a prominent position for maybe 3-4 weeks, so that early window is everything for a regular publisher. Outside that window, you effectively get very little support from your traditional publisher. If you’re self-publishing, there is no window. The book is eternal and if I completely neglected the book for a year and then put some marketing energy behind it, no-one would particularly care. So it is early days and I’m not attaching too much significance to that early window, and at the moment things are g oing fine.You’ve written in your blog posts recently about how some books are very successful and that some can be published well and be great books but don’t work at all. Your attitude seems to be that â€Å"you can only do so much† since there are so many complex forces at play.Yes, to give it some background, I’ve been more-or-less a full time writer for 15 years or so. Not to boast, but in that time I have had significant relationships with significant publishers - I’m probably now on my fifth six-figure book deal with a conventional publisher, so I’ve played the big game with some big boys. As you know from my blogs, some of those things have worked out well, and some have been absolute car crashes. There is no certainty in this game. If you have a conventional deal with a publisher, you will get your advance, so in that sense there is certainty to traditional publishing. But the sales outcome is really a total unknown. I’ve had some absolute car crashes in traditional publishing, including instances where I’m certain I could have sold more copies of the book myself than via a traditional publisher. So there’s a roulette-wheel quality to the game, no matter if you self-publish or conventionally publish.One of the beauties of self-publishing is a) you retain control and b) if the first thing doesn’t work and the second thing doesn’t work, you can go onto the third and fourth thing - it never runs out like that. So at this stage I’m relaxed.Do you mean that in terms of retaining financial control, or creative control - which one is more important?Just everything! Certainly the book cover. Supposing I were to get negative feedback from readers on the cover, heck I could just change it! I wouldn’t have to be lobbying my publisher to do it, and my publisher would be intensely resistant because of the costs involved. Or if I needed to rewrite the ending I could do that. O r if I decided I was going to slash the price and put it out for free, or for 99c on Bookbub, I can do that and I can go on tweaking things whenever I want.Again one of the big tools in online promotion of any sort is email lists. Conventional publishers - I’ve really no idea why - but they make very little use of those things. With every book I’m selling, I’m asking people â€Å"If you enjoyed this, add your name to my email list.† I’m not going to fill their inboxes with corporate nonsense, but a couple of times a year they’ll get an email that a new book is coming out and if you’d like to buy that book, terrific.It’s those sorts of things that I can do. I can adjust my strategy and I don’t have to go through some sort of complicated corporate process to make those things happen. And the truth is, the author is largely outside that corporate process so that an author’s ability to impact on those things with a co nventional publisher is pretty restricted.Yes, a lot of what we’ve been trying to do at Reedsy is to make that process easier and to provide tools that will make the process of creating the book so much easier, so that authors can edit and have that flexibility.Exactly. At the moment there are three types of authors: conventionally published authors who are happy with the way things are - absolutely fine. There are indie-types who relish the process of designing covers and editing manuscripts - they like the entrepreneurial quality of all that. Then there’s definitely a group in the middle who think, logic says self-publish, but they don’t know how to put the whole package together and there will be services like yours who offer to integrate those in a pretty simple way, so that that blockage that is stopping some people making the leap, will become smaller.What is it that really lies behind your excitement for what you call the current â€Å"era† of publ ishing? Is the flexibility and freedom the biggest part, or is there more?I think often-enough big publishers have taken their authors for granted. Sure, they compete for them at that really early stage when a literary agent takes a book out for auction. But once that deal has been done, it’s pretty rare for authors to jump publisher unless something has gone badly wrong, which means the publishers can take their authors a little bit for granted.Some of the treatment I’ve had has been very very good indeed. Some of the treatment I’ve had from publishers has been not so good. And there’s never been a meaningful alternative to those Big-5 type publishers for the certain sort of books that I write. Just the existence now of self-pub, which really is only going to work for genre-type authors at the moment - there aren’t many signs it’s going to work for literary fiction yet - but for genre-type authors, we now for the first time have a meaningfu l alternative to just going with a regular publisher. Now there is another negotiating presence in the room: I don’t have to take your offer, there is an alternative. That has really not been present before, and I think that’s a fabulous thing for all authors, whether they take the self-publishing route or whether they don’t.From your position it’s interesting, because you’ve already established yourself for many years as an author working with traditional houses, your route to self-publishing means that you already have a name behind you. I think it will be interesting to see how authors who go straight into self-publishing establish a name for themselves: that is really interesting to me.Yes, and I think the emerging model of successful self-publishing is first of all, you probably need to be a genre author, secondly you need to be quite prolific, and third you need to apply the â€Å"write, publish, repeat† model. It’s possible, bu t not likely that your first book becomes a big viral hit, but let’s face it, loads and loads of good books never become viral hits: even though in principle they could, it just doesn’t happen. No one will ever be able to trace the reason why it doesn’t happen - in fact, the rule is that it doesn’t happen, it’s just that occasionally it does!So the â€Å"write, publish, repeat† model is incremental. It means your readership grows. Jumping from traditional publishing to self-publishing, yes sure I’ve got more interest in my books and more book reviews and so on than I would have otherwise. But in many ways it’s the same: I’m creating my email list from scratch and those things will just take time to build.The presence of an author’s back-catalogue online, that doesn’t disappear, means it’s much easier to bring back an older one, and a book that has been published previously could find an author that t hey’d not previously had.My first book The Moneymakers was published in the UK in 2000; I never sold the US rights. And I never sold the ebook rights, because no-one sold ebook rights back then. So, I retained the rights to that book, and I no longer had a manuscript because I’ve been through multiple computers since then. I sent the hard copy of the book off to a place in London that scans there things for  £10. They send me back a word document - that has some typos, so needs some careful copyediting. But for  £10 and a day of my time, I had a typescript of my original manuscript, popped it up online on Amazon and I make a couple of hundred quid a month. That’s not astonishing money, but hey, it’s a couple of hundred quid that I wasn’t getting otherwise.Exactly, your content goes so much further. How are you engaging with other online communities - what’s your approach?There’s an infinite amount of stuff that one could do. I thi nk there is relatively little evidence to suggest that Facebook and Twitter and that kind of thing is really a strong way of promoting books. There will be exceptions to every rule, but most books I don’t think achieve many sales like that. I have a couple of books-related websites: The Writer’s Workshop, which helps first time writers with their skills and Agent Hunter, which helps writers find literary agents. Between those two platforms, I’ve got websites that have traffic of 70-80 thousand visitors a month. I’ve got mailing lists of probably 15-20 thousand names. All of these people are writers, but therefore also presumably interested in reading books.I’ve used those things a bit, but not much: I don’t expect to get significant sales from them. It’s partly because I don’t want to contaminate those brands, but it’s also that I think people don’t like being marketed at and the online platforms that work well, w ork when there’s a really natural synchronicity between people’s interests in coming to the site, and the product you’re developing.So that means, if you like being active on Goodreads for example, that seems to me a really natural way to spend time. I don’t particularly enjoy it: that means I’m never going to be that committed to it, that probably means that’s not the right marketing route for me. But there are no general rules here: it really depends on each author and their own individual preferences, their own particular book, and what kind of existing digital presence they already have.It’s about authors remaining true to themselves.Yes! You can’t fake it can you? There are people who enjoy engaging in Twitter: they’ll make friends, engage in conversations, and when they do have something to market, they have a community of people who don’t feel they are being exploited for their wallets. They are Twitter fri ends and have been over the months and years. I’m just not like that. I hate Twitter. I use it as little as I can. I do pump stuff out now-and-again because I kind of think I have to, but it’s never going to be a strong channel for me. But there are online communities of every sort.And new ones which will develop in the future. The beauty of publishing is that so many different types of authors will find so many different types of routes: not just through various distribution channels, but routes that can create a much closer fit with online communities.Yes, in the end it’s always going to be a word-of-mouth thing. There will come a point where you might be able to initiate a fire, but in the end it’s going to come from readers, talking to friends about books they’ve recently enjoyed.You might be able to take sales from 2-3 a day to 20-30 a day, by really pushing the marketing routes that you have, but to achieve sales beyond that point, youâ€℠¢ve actually got to get a community of people going â€Å"Hey this book is great!† and they are talking about it with their friends and book groups. That’s how any viral process - whether traditionally or self-published - is created.Thanks so much. I think this is going to be of great help to so many of our readers on Reedsy.Just to end on a note that would be positive to both you and your community, which is, there is still a perception of self-publishing as â€Å"I wasn’t good enough for traditional publishing, so I’m self-publishing† and that perception has certainly changed, but there’s no question it’s still there. I am a conventionally published author and I’ve had some terrific book reviews, and I’m self-publishing because I want to, and for me it really isn’t because â€Å"I couldn’t cut it with the big boys†, but actually that I wasn’t prepared to take what the big boys were offering me. I didn’t want it.I preferred the risks and the rewards and the opportunities of self-publishing to working with what is the world’s biggest publisher. I’ve definitely hedged my bets, because I’m still conventionally published here in the UK, but I love this model of being a hybrid author and I think people will go both ways: successful self-pub authors will become hybrids in the other direction. I do think it’s a new world we’re now living in.That’s a very inspiring message to pass on to our readers. Thank you very much and best of luck with it all!Follow Harry and Reedsy on TwitterDo you think it’s better to be self-published today, or to go with a traditional publisher?

Cross Listing Literature review Example | Topics and Well Written Essays - 1250 words

Cross Listing - Literature review Example Cross Listing The researcher will take the help of the research work of previous research scholars in order to shed light on the topic. 1.2 Definition of Cross Listing Karolyi (2012) defined cross-listing or â€Å"dual-listing’ as the strategic measure taken by companies to list its equities in exchange of foreign countries and the process may or may not involve secondary or initial capital rising. The scholar has also pointed out that cross-listing involves customization or changing the disclosure measure, transparency, corporate governance requirement in accordance with nature of the business environment of the foreign country where equities are going to be listed. Jian et al. (2011) also pointed out that cross-listing is basically a strategic choice rather being a mere accounting trick performed by top level management of the firm to internationalize its business without involving any traditional international expansion policy such as merger & acquisition, exporting, licensing etc. In s uch context, Karolyi (2012) and Jian et al. (2011) agreed with the fact that cross-listing requires involvement of multiple capital market participants such as accountants, investment banks, custodian agency which undertakes clearance and settlement activities, strategic advisors etc. Hence it can be assumed that cross-listing is a lengthy and complex process. ... like getting access to a larger market, attracting cash rich investors, greater diversification of ownership base, opening door for liquid trading can influence a firm to go for cross listing. However, careful analysis of the research work of O’Connor (2009) shows that it is very difficult to assign one reason which might influence firms to go for cross listing. O’Connor (2009) has pointed out that nature disclosure in cross-sectional setting can even influence cross-listing decision. In such context, the study will shed light on empirical reasons behind cross listing with help of previous research work of research scholars. 1.3 Reasons for Cross Listing Cross-listing is one of the hotly debated topics among research scholars and identifying exact reason behind cross listing is a long debated issue among research scholars. Charitou et al. (2008) identified the fact that none of the research scholars have ever tried to understand the motivation behind cross- listing from managerial perspective. Charitou et al. (2008) argued that executives go for cross-listing in order to get higher equity based compensation. Hence, it can be assumed that listing equity of a firm in exchange of foreign markets is strategic decision which is taken by executives in order to fulfill the interest of shareholders. Listing equities in foreign exchange attracts foreign investors to invest money on the shares of the company and as a result of the investment of foreign investors, the firm gets able to provide better return to shareholders and subsequently board executives also get higher equity based compensation. Dodd (2013) pointed out that cross-listing helps firms to overcome the market segmentation, limitation of attracting investors and improvement of stock liquidity but these factors

BP Oil Marketing Plan(The Gulf of Mexico oil spill) Assignment

BP Oil Marketing Plan(The Gulf of Mexico oil spill) - Assignment Example The paper also suggests a marketing plan that can be adopted by the company to help recover from the ‘marketing disaster’ as well as try to regain its position in the markets. First it is crucial to gain a complete overview of the disaster – ‘Deep Water Horizon’. Overview of Disaster One of the largest marine oil accidents was seen on 20th April 2010. The oil spill went on to flow for a total of three months in the Gulf of Mexico. The explosion claimed eleven lives and injured seventeen people. The oils spill started from the sea floor oil gusher. Methane gas was found to be released from the well with high pressures and this went up into the drill column (Cleveland, 2011). The methane gas expanded on the platform and led to the explosion. The fire was intense and was not doused which led to the Deep Water Horizon to sink after 36 hours. The Deep Water was built in 2001, and was managed by BP in the Gulf of Mexico. The spill as a whole has caused exte nsive damage to the wildlife, as well as marine habitats and also damaged hundreds of miles of sea shore as well. The spill led to the close down of several small businesses in the fishing and tourism industry since tar balls were found to be present in the nets (Cleveland, 2011). ... This provides a date wise record of government and non government estimates. Estimates of Flow Rate of Oil in Spill (Cleveland, 2011) The overall impact of the spill has been intense, and the impact will be felt for years to come. Although in the current times, the main issue being faced is the spill on the sea shore and the dead marine and wildlife, this spill will have a major irreparable damage to the Gulf Stream and can cause global thermoregulation activities as well (Zangari, 2010). The damage has been caused to the environment as well as the company. BP has been faced with a major issue here as due to lack communication. A study concluded, â€Å"Better management of decision-making processes within BP and other companies, better communication within and between BP and its contractors and effective training of key engineering and rig personnel would have prevented the Macondo incident† (Belokas, 2011). Macro Environmental Factors Considering the major impact the spill ha s had on the company and the world as a whole, it is crucial to gain a detailed understanding of the environmental factors that can impact the strategic plans of the company. Here for the macro environmental factors, a SWOT and PESTLE analysis of the company has been developed. This helps gain a clearer idea of factors impacting the company and affecting the ability of the company to regain the position in the US of A markets. SWOT Analysis of BP Strengths: BP is one of the largest oil and Petroleum Company in the world The company has used a wide range of strategies pertaining the marketing of their refined products, trading gas, and also the liquefied natural gas and British Petroleum has grown to become a common household name. Wide spread operations and increasingly

The Story of the Crusades Essay -- Essays Papers

The Story of the Crusades The Story of the Crusades is a book that was written in 1963 by Alfred Duggan. The book’s title tells you what the book is about, the Crusades. The book follows the Western Christian’s perspective on the 200 year event, from 1095 to 1291. It starts out setting up the plot (which most good books do), then sets up the plot, and keeps on setting up the plot. The book is very slow at the beginning, then slowly starts to move but not fast enough. If I were rating this book on how exciting it was, I would not forget to count the number of times I almost fell asleep trying to read it. But the Crusades have always interested me, so I couldn’t give up on the book, The book covers all of the crusades, but it also covers all of the down time between the crusades, which is not interesting to read. I am sure it is very important to know about, but a book should be fun also, considering its written as a story, and not as the Bible. There were interesting parts though. Especially During the 3rd crusade, I never learned about the Muslim assassins who played a big part. Also I found it interesting to read more information about King Richard who was kidnapped by The Duke of Austria. Another interesting part of the book was the attitude the author took on the First Crusade. He named the Chapter â€Å"The Great Lords Ride Out†. Mr. Duggan portrays the first crusade a lot different than I have been taught in the past. The way I’ve been taught about the C...

Philosophy of Christian Education

Anthony Stockton Dr. Hayes CED 2020 21 Oct. 2012 Toward a Philosophy of Christian Education Christian education is one of the most important things an individual can participate in throughout their lifetime. It is a lifelong process, beginning when we reach an age of awareness and ability to learn, and does not end until we reach our physical deaths. This is an ever-evolving progression that changes over the course of a person’s life.People have the capability to constantly grow in spiritual maturity, and it is imperative as teachers and educators to aid students in perceiving, accepting, and fulfilling the Gospel. Jesus provided the Great Commission to make disciples until the day of his return. This is something we must consider carefully and intentionally. As Christian educators, we have the responsibility of first making disciples of Christ, and secondly to prepare them for their participation in our culture and society with God’s word at the center of all they do.E ducators should have a desire for others to be transformed into the likeness of Christ. People must learn how they can know God and follow him in their daily lives. â€Å"We . . . need to be clear on our purpose and creative in our design of educational strategies and use of methods that promote the knowledge of God and a growing relationship with Him† (Anthony 25). Every faucet of the purposes and goals of Christian education should be Christ-centered and biblical.According to Michael Anthony’s book, Christian Education, â€Å"the philosophical foundations of Christian education are derived from systematic theology, which in turn emerges from biblical theology† (26). A correct observation and high view of the Bible, as well as thinking and teaching according to Christ’s view of Scripture, is the Christian educator’s ultimate frame of reference. There has to be an awareness of the indispensable theological keystone of the faith for this education t o be successful. In the Bible, Jesus says, â€Å"Sanctify them by the truth; your word is truth† (John 17. 7). Therefore, teaching with the groundwork of God’s word is teaching the truth; the Bible tells Christians how to live in this world and gives His people morals to stand by and believe. An educational philosophy that is biblically informed provides stability in the midst of the never-ending changes in our society. â€Å"The only constants in our world are God and Scripture. The Lord of the church is the Lord of theology and philosophy† (Anthony 34). Educators need to use theology and the Bible as the foundation for moving toward any philosophy in their Christian education.The purpose of my first education program is to lead people in worship of our Lord and Savior through music, which evokes their feelings and emotions as they celebrate His greatness, unconditional love, and presence in their lives. The goals for worship are for individuals to feel free to express their love of Christ and thankfulness for His mercy, grace, and eternal salvation during Sunday morning services. They will learn the powerful words to these songs, and will then be able to feel the truthfulness in them, through the indwelling of the Holy Spirit.When people worship and celebrate God, those feelings are released, which then leads to them wanting to grow even closer in their relationship with Him; one goal from this experience is for them to bring others to church, becoming witnesses and bringing people who don’t know Christ to services, thus fulfilling the Great Commission. By singing songs with words that come from the Bible, they will become familiar with verses that are God-breathed, making it a strong foundation for Christian education.The purpose of my second education program, leading small group meetings for adults, is to create a safe environment and atmosphere, where students are surrounded by not only their peers, but friends, which allows f or a positive setting to learn. The goals are to educate people regarding the Bible and God, so they will know Him more intimately; they will feel the acceptance of others, and in this emotional climate, be able to openly ask questions they have regarding Christianity that they might not feel comfortable doing in a larger group, or among people outside their age range.They will be able to both know and feel the non-judgmental attitude of the group itself, as they get to know one another more as well. Also, just as with Worship, they will want to bring others to these meetings to experience it and become more involved. Through the use of biblical materials, this program and philosophy also has a solid foundation for education. To best educate people and implement these purposes and goals I have stated, it is vital to understand how individuals learn and grow in Christian faith. At the foundation of Christian education is iblical studies and theology, but it also seeks to integrate th em with knowledge that is gleaned from the social sciences of education, sociology, and psychology (Anthony 13). By utilizing various teaching strategies that encompass learning theory systems, such as cognitive, humanistic, and behavioral, teaching objectives can be created. These explain what the educator wants the students themselves to think, to feel, and to do; however, there needs to be a personal relationship with God, as the Holy Spirit helps one to grow in the image of Christ.When studying the social sciences of education, there is an emphasis on development; humans grow, mature, and develop in varying ways throughout their life spans. In an excerpt from Anthony’s book, â€Å"cognitive development refers to the orderly changes that occur in the way people understand and cope with their world. Cognitive theorists are concerned with how we know, that is, with how we obtain, process, and use information† (68).Jean Piaget first proposed the design of this type of growth, and maintained that there are four major periods, each age-related, of cognitive development: sensorimotor stage, preoperational stage, concrete operations, and formal operations. By knowing these stages in cognitive development, one can apply the concepts in teaching. The educator must focus on what the person at each stage can do, as well as avoid what they can’t understand. They need to be intentional and effective in comprehending and meeting learners’ needs. Moral development is also an important issue that Christian educators need to understand.Bonnidell Clouse noted four general approaches to this type of development: psychoanalytical, learning/conditioning, cognitive/moral reasoning, and moral potential (Anthony 73). The psychoanalytical approach was advocated by Sigmund Freud, and describes development that occurs due to psychological conflict between the ego, superego, and id, where morality results from conflict; B. F. Skinner supported the approach of conditioning, where development occurs due to the individual being exposed to external stimuli and subsequently conditioned with a behavioral response to a given situation, and morality results from action.The cognitive/moral reasoning approach that Jean Piaget proposed is a process that accompanies cognitive/intellectual development, where â€Å"higher† levels of authority make moral decisions, concluding that morality results from knowledge; the fourth and last approach of moral potential was campaigned by Carl Rogers, where development of morals is innate to humanity and is progressed through the process of self-actualization as needs, basic and advanced, are fulfilled, and morality results from potential. These four approaches to moral development are based on the scientific perspective.Though Christian educators have both praised and ridiculed these theories, one of the basic criticisms is that the definition of morality is simple, narrow, and solitary. â€Å"Christi an educators have often turned to Scripture and theology to supply the foundation for understanding moral development. Dennis Dirks notes the development framework presented in the metaphor of moral growth throughout the New Testament, as well as the concepts of internalization of values and moral transformation† (Anthony 78).Donald Joy describes moral development’s path as a pilgrimage, and believes it must have insights from theology, not just the social sciences, in order to provide a comprehensive view of the process. Since Christian educators have incorporated both the theorists’ approaches, as well as the theological ideals, their concept of moral development is more comprehensive. â€Å"It must include reasons, actions, and characters that require knowledge, behavior, virtues, and principles† (Anthony 81). Faith development is another issue for Christian educators to take into consideration.James W. Fowler is the founder of this theory, devoting his time to studying the nature of faith and its development. In order to understand his theory, it is necessary to realize that his primary conceptualization of faith is generic; he assumes that all human beings have some form of faith that proceeds through a rather predictable process of development (Anthony 83). According to Michael Anthony, â€Å"in faith development, a distinction is made between beliefs and faith. Beliefs are significant means by which faith is expressed.But faith is much deeper and includes both conscious and unconscious motivations† (83). Fowler defines faith in terms of loyalty and trust, such as devotion to ideas or persons that have worth to us (â€Å"centers of value†), loyalty to power centers in life that give a sense of security, and devotion to a â€Å"master story† that gives direction and hope in life (84). The calling of God upon believers is emphasized in relating the development of faith to Christianity, where vocation is the r esponse a person makes.The image of God is placed within each person, and the stages of faith symbolize one way in which the potential of that image unfolds. Conversion and transformation are two aspects of faith growth that correlate with New Testament teachings. These insights contribute to the process of Christian education, but one must also be aware of its weaknesses and limitations. â€Å"God’s perspective as given in Scripture must be the ultimate and most important benchmark by which faith development is measured† (Anthony 89).However, this theory does imply that the faith of adults has the potential to continue to develop throughout adulthood; this is a valid reason to include adult ministries, such as small group meetings, to the educational ministry of the church. As mentioned previously, there are multiple learning theory styles which are used to help teach the student and attain the goals and objectives in a curriculum, three significant ones being cogniti ve, humanistic, and behavioral theories. These describe ways in which people learn and grow, and should be utilized by Christian educators. While specific theories of learning do not translate directly into principles of teaching, they provide maps and compasses to aid the inexperienced teacher-traveler in charting the course to learning success† (Anthony 101). Educating is more than expressing subject matter and demonstrating the knowledge of the teacher; it is facilitating the convergence of the needs of the learner, as well as subject substance. These two aspects fall into three fundamental areas of life: what we think (meaningful understanding), what we value (personal convictions), and what we do (skilled behavior).There needs to be from any learner/student a deeper understanding, the development of appropriate values, and the sharpening of skills (101). The first primary area of life, what we think, involves the cognitive theory of learning. These focus on the internal m ental processes people use in their effort to make sense of the world. Cognitive theorists view learning as a reorganization of perceptions. Michael Anthony describes perception as â€Å"the meaning we attach to information we receive from the world around us. Perceptual reorganization allows learners to develop a clear understanding of the subject† (104).Jean Piaget is one advocate and leading thinker in this area, and describes the process through the use of terms, such as organization (the natural tendency to make sense of experiences by incorporating them into logically related cognitive structures), schemes (the cognitive structures produced as a result of this development process), equilibration (the natural tendency to maintain a balance between what one already knows and what one experiences in the world), and adaptation (the natural process of adjusting our thinking or environment so that balance exists between what we know and what we experience).Assimilation and ac commodation are two parts of adaptation; assimilation interprets experiences so they fit what we already know, and accommodation adjusts schemes so they fit what we experience (105). Another advocate in cognitive learning theory is Jerome Bruner, and â€Å"he believes the goal of teaching is to promote the general understanding of a subject and that the facts and relationships children discover through their own explorations are more usable and tend to be better retained than material they have merely committed to memory† (Anthony 105).In his research, he proposed that this discovery type of learning increases and creates improved problem-solving skills and a higher degree of confidence in the capability to learn as they â€Å"learn how to learn. † He proposed the structuring of subjects, allowing them to be arranged in a way to aid in student’s learning; this structure is facilitated by the three components of presentation, economy, and power. Discovery learnin g highlights student’s activity, initiative, and solutions. Later, Bruner’s theory was adjusted to include more teacher intervention and direction, called directed discovery.The second learning style incorporates what we value, and is called the humanistic theory. â€Å"Educational humanism, or affective education, emphasizes the affective domain of learning: receiving (personal openness), responding (personal response), valuing (personal conviction), organizing (personal value system), and characterizing (personal lifestyle)† (Anthony 107). In this theory, true human learning involves attitudes, emotions, and values, stressing the uniqueness of each learner. Three leading psychologists who influenced humanistic methods of education are Abraham Maslow, Carl Rogers, and Arthur Combs.Maslow focused his efforts on those who were mentally healthy (self-actualized), and believed that children make wise choices for their own learning when given the opportunity; teache rs assemble meaningful learning conditions, and students select from those they find personally valuable. Rogers created person-centered methods in his counseling as a psychotherapist, which revolves around the client, standing against directive therapy, which revolves around the counselor. â€Å"He focused more on phenomenology (the world as it is perceived by individuals) than reality (the world as it may actually be).In his view, teachers should trust students to do their work to the best of their ability and provide opportunities for learning† (Anthony 107). According to Rogers, students will then take responsibility for their own learning. Combs, in his specific beliefs on humanistic learning theory, accentuated and advocated that teachers should serve as catalysts for learning, facilitating the experience for students. His research is similar to Bruner’s, but Combs placed more emphasis on sharing personal views and less on objective problem solving. For Combs, me aning is not inherent in the subject matter; it is the individual who instills subject matter with its meaning. His dilemma was not how to present subject matter but how to help students derive personal meaning† (Anthony 107). All three of these specific theorists, Bruner, Rogers, and Combs, explored and researched certain ideals that encompass, in the broader view, humanistic principles of learning. The third and final fundamental area of life, what we do, involves the behavioral theory of learning. Ivan Pavlov (Classical Conditioning), E. L.Thorndike (Connectionism), and B. F. Skinner (Operant Conditioning) are three of the most prominent theorists of behavioral learning. Pavlov is the founder of classical conditioning, discovering through experimenting with dogs a connection between food, the stimulus, and salivation, the response; this connection is called a stimulus-response bond. â€Å"This link provided the foundation for behavior modification – behavior shaping as well as brainwashing . . . classical conditioning in classrooms focuses on involuntary behaviors that are outside conscious control† (Anthony 102).Thorndike, the second theorist, is known as the father of educational psychology. He demonstrated the mechanism by which new responses are formed, whereas the work of Pavlov emphasized only simple reflex actions; Thorndike showed that stimuli occurring after a behavior had an influence on future behaviors. He postulated three laws of learning: The Law of Readiness (stating that learning proceeds best when learners are prepared to respond), The Law of Exercise (stating that repetition strengthens the timulus-response bonds), and The Law of Effect (stating that any response followed by pleasure or reward is strengthened, whereas any response followed by pain is weakened). Skinner created the Operant Conditioning theory of behavioral learning, and it was an expansion of Thorndike’s Law of Effect. â€Å"In classical conditio ning, responses are involuntary and elicited by specific stimuli. Operant conditioning emphasizes the acquisition of new behaviors as organisms operate on their environment in order to reach goals. The responses are voluntary and emitted by people or animals† (Anthony 103).Skinner used pigeons in his research, placing them in observation cages; when they behaved desirably, he reinforced that behavior with food, and was able to teach them through providing reinforcing stimuli for the desirable behavior. This educational application is seen best in programmed instruction. Learning programs begin with a desired competency, and then breaks this competency into small steps of learning. â€Å"Programmed instruction maximizes learner reinforcement (reward) and also the amount of interaction between learner and information† (Anthony 103).These systems are used today, found in textbooks as well as some forms of Christian school curriculum (the Accelerated Christian Education). P avlov, Thorndike, and Skinner all used behavioral theories of learning, expounding on certain principles and ideas that are useful in teaching for educators. In terms of my own leading and teaching of Christian education, my focus will be through the use of Christ-centered music as I direct the worship and praise team for my church congregation; I will also teach and lead a more specific group of people, adults, in small group meetings.For the contemporary service, Sunday mornings at my church will begin and end in worship, with the people singing and praising God. There will be more modern and upbeat Christian music, with a live band that I intend to lead, and this genre of music is tailored toward the younger generations who attend this service; there will still be the formal church service, where hymns are sung, creating a more somber atmosphere for the elder generation who grew up and are accustomed with this type of music.I believe through the use of songs that are more recogni zable to the individuals, such as singing the music that many of the attendees (youth, teenagers, and young adults) love to sing with and listen to on Christian radio stations, they (the students, in this setting) will be inspired and feel the calling to lift their voices and hearts to the Lord in praise of His Glory. This is something our Heavenly Father has asked us to do, and pleases Him as a part of ministry. In 1 Chronicles 25, this entire chapter is devoted to listing â€Å"The Singers†, and was called a service. All these men were under the supervision of their fathers for the music of the temple of the Lord, with cymbals, lyres, and harps, for the ministry at the house of God† (1 Chr. 25. 6). As many of the verses of these songs come directly from scripture in the Bible, they will be singing out His words and the teachings from the Master Teacher, Jesus Christ; for people who don’t recognize the songs, the musicality and melodies themselves being current and upbeat will allow them to have a more enjoyable experience, while praising God through worship, as well as learning the powerful words.Music is something most everyone cares for, to varying degrees, and has the ability to evoke strong emotions and feelings. By leading this band, I will also be able to teach the members who are involved in this service to the church and its congregation, incorporating their ideas and musical talents into the worship each week. When I think upon social science’s influence concerning different learning theories for teaching, such as cognitive, humanistic, and behavioral learning as mentioned previously, I seem to be drawn more toward the humanistic view of how people learn.John Dewey is considered the father of progressive education, though the foundation had been laid for a new approach toward the teacher-learner process prior to him by people like Luther, Melanchthon, and Sturn, all of whom had advocated the importance placed upon students to have a firm understanding regarding education. Humanistic theories of learning are more personal, accenting the significance and role of feelings and emotions, which I find imperative for both the teacher and student in learning and teaching. Arthur Combs was one of the most prominent promoters of this theory. Effective facilitators, according to Combs, are well-informed, sensitive, believe in their students’ abilities to learn, have a positive self-concept, and use many methods to engage students in the learning process† (Anthony 107). The tendency is a desire to create an environment for learning that is free from fear, punishment, harsh discipline, and manipulative methods. In my opinion, these are all concepts that Jesus Himself used in his own teachings, and I will use this technique in my own teachings, and in leading worship for my church.I will also teach individuals attending small group meetings each week, leading them with the use of, and emphasis on, God ’s word. This will include a more particular set of people, as these meetings will be for young adults; the ages will range anywhere from 18 to 40’s, though most will be in their 20’s and 30’s, as there are small group meetings already created specifically for both the much younger adults, as well as for the older ones. However, anyone over the age of 18 will be welcomed.These meetings will be a much smaller target area in my teaching and leading, unlike worship, which includes the entire congregation – children, teens, young adults, as well as older adults who might choose to attend the contemporary service. This smaller setting will allow for individuals to be able to participate in discussions more easily than if it were a larger group; it will permit for one-on-one talks between myself and them (the students), as well as fellowship among themselves.Also, biblical material will be used, such as videos pertaining to themes that will be set up (la sting anywhere between four and eight weeks each); by utilizing courses created by other pastors and teachers, there will be the added benefit of learning important issues and studies through others, and I will lead the group in any discussion questions that arise. At these meetings, we will begin by â€Å"breaking bread† through eating together. Each individual will contribute, if able, to the meal every week; this will allow for great fellowship and people becoming more familiar and friendly with one another.As this will help to make everyone more comfortable prior to the lesson, I believe this will aid in the students being more open, feeling an acceptance from the group and encouraging them to ask questions and become involved in the studies. In the Gospel of Luke, The Last Supper is described, with Jesus speaking to his apostles. â€Å"And he took bread, gave thanks and broke it, and gave it to them, saying, ‘This is my body given for you; do this in remembrance o f me. ’ In the same way, after the supper he took the cup, saying, ‘This cup is the new covenant in my blood, which is poured out for you. † (Luke 22. 19-20). In the same way that Jesus shared meals, especially his last meal – which we observe during church services as Communion – we will share meals together as a group. My teaching strategies for these small group meetings will be more intense than for leading worship, as there will be studies and further available learning material. With this in mind, I believe that the cognitive theory of learning will be helpful, as I intend to aid my students in thinking through issues and discussions that will be presented.As mentioned, both Jean Piaget and Jerome Bruner shaped this learning theory system, and many fundamental perspectives come from them. Piaget believed that intelligence is not something given to people, and that understanding is structured by them; Bruner also proposed subjects are to be orga nized and structured, determining the primary principles and their relation to one another. Cognitive learning was also found in Gestalt psychology, which is the view that learning takes place best when people see the relationship or pattern of one element to another. Gestalt psychology stressed the significance of relationships in the learning experience. Three early German gestalt psychologists were Ernst Mach, Max Wertheimer, and Wolfgang Kohler† (Anthony 104). Ernest Mach held that human learning was determined by interaction between the world and our perception of it, not by mechanical bonds, like behaviorist John Watson believed. Max Wertheimer proposed that focusing on the smallest parts of learning was pointless, instead embracing that the whole gave meaning to the individual parts.Wolfgang Kohler, through his experiments with chimpanzees, demonstrated learning by insight, while behaviorist E. L. Thorndike had emphasized trial and error learning instead. â€Å"These d ifferences underscore the vast divide between behavioral and cognitive learning theories† (Anthony 104). Through reading about the various learning theories, I have found that, in my opinion, there is truth and insight to be gained from each; the cognitive, humanistic, and behavioral theorists’ opinions, research, and viewpoints all have the ability to aid in teaching.I want to take into account all I have myself learned, and use it in my small group meetings. I feel there is no need to limit myself to one specific theory or belief, but to acknowledge the various ideas that have been put forward by these prominent thinkers, and use them in my own teaching; people are different, and therefore learn in different ways, so having a firm grasp of these techniques is an asset in leading.While I intend to use the social sciences and psychological theories of learning in my teaching, I know that the ultimate teacher is Jesus Christ. He taught us to love one another, give forgiv eness to our enemies, to teach through gentleness and understanding, as well as giving us the Fruits of the Spirit; â€Å"But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control† (Gal. 5. 22-23).I want to be led by the Holy Spirit, walking the path that God has set for me, and allowing Him to work through me as I teach His word and promises to others. I will continue in my prayers, striving everyday for a closer relationship with Jesus, and ask Him to give me the wisdom to teach and lead; as I dig deeper into the Bible, I myself will increase in spiritual maturity. There must be attentiveness to this indispensable and crucial theological keystone of the faith for my Christian education program to be successful.In conclusion, my philosophy toward a Christian education through the medium of leading worship with Christ-centered music for my church congregation, as well as in teaching small group meetings for adult s, has been discussed throughout this paper. By creating my purposes and goals for students in these areas of teaching and leading, and by having a solid foundation in biblical principles, I address how I want my students to perceive, accept, and fulfill the gospel; that is, to think, to feel, and to do.These teaching and learning strategies encourage students to think (cognitive theory) about God, His word, and the promises He made to His children, to feel (humanistic theory) His presence in their lives and be on fire for the Lord, and to fulfill (behavioral theory) the Great Commission through going out into the community and spreading the good word, The Holy Bible, as well as developing a closer relationship with Jesus and allowing the Holy Spirit to guide them in their life decisions.These goals use the multiple social sciences’ theories on learning, and how people grow in their Christian faith; my beliefs and opinions on how to lead and teach in Christian education are a lso expressed, as I state the need to incorporate all information available to educators for the best outcome in teaching students.The most important aspect is to have a Christ-centered learning experience, utilizing biblical material and God’s word; this will have the most impact, as the Lord will lead me in leading and teaching others. Works Cited Anthony, Michael J. Introducing Christian Education: Foundations for the Twenty-first Century. Grand Rapids, MI: Baker Academic, 2001. Print. The Holy Bible. Intl. Bible Society. Grand Rapids: Zondervan, 1984. Print. New Intl. Vers. Philosophy of Christian Education My Philosophy of Christian Education Isaiah 54:13 â€Å"all your children shall be taught by the LORD, and great shall be the peace of your children. † Introduction: Upon examination of Jesus’ life and ministry here on earth, I find it to be very fascinating that He successfully engaged in a plethora of professional fields; including that of teaching. In fact, He holds the title of Master Teacher. He was indeed a highly sought after teacher whose passionate and holistic approach to the vocation of education is the basis of my philosophy of Christian Education.The Ohio Department of Education, Center for the Teaching Profession describes the Master Teacher as one who, respects students’ diversity, is knowledgeable in the content area, practices effective assessment, effects plans, communicates with all stake holders, promotes a learner friendly environment and assumes responsibility for his/her professional growth and development. Christ the master teacher exhibit ed all these qualities and as a Christian Educator we all should too. It is on this foundation that I will seek to base my philosophy of Christian Education.According to Guillemin and Beck (1998), a Christian philosophy of education is, â€Å"one that is determined by scriptures and bordered by the parameters, educational purpose, educational provider, the learner, curriculum or content and teaching,† giving rise to four specific tenets. These four tenets to the Christian Education process consist of; the learner, the teacher, the curriculum and the teaching process. Therefore in formulating my Philosophy of Christian Education, I will use scriptural references to support the four aforementioned tenets of the Christian Education process. The Body The LearnerThe Learner in the Christian Education process may either be a child in the home, a student in the formal classroom setting, or an adult member of a congregation. Sociologists have described the family as the first agent o f socialization and therefore parents are the first educators. God has given parents the mandate to, â€Å"Train up the child in the way he should go and when he is old he will not depart from it,† (Proverbs 22:6) also in Deuteronomy 6: 6-7 the Lord gave clear directions regarding the commandments; â€Å"These commandments given today are to be upon your hearts. Impress them upon your children.Talk about them when you sit at home and when you walk along the road. When you lie down and when you get up. †(NIV) The word parents can be extended to include other persons in the society who are responsible for guiding and facilitating learning. This includes teachers and so we too have this mandate in relation to the child in the formal classroom. The Christian teacher even more so, as we must not only facilitate the contents of the secular curriculum but also be able to integrate Biblical principles effectively so children can come to realize their purpose in God’s wo nderful plan.In college I was taught to do everything to avoid teaching ‘Christ’ in the classroom. This was frowned upon as being indoctrination and so, in the schools I have worked before, all that is done to fulfill the mandate is devotional exercise and even then, children are not mandated to attend. Some of these children demonstrated total lack of respect for persons in authority, lying, stealing, cheating among other despicable acts and when there is no intervention some ended up being juvenile delinquents. It was never intended by God for children to behave, nor end up in such a manner.After all, Jesus said, â€Å"Suffer the little children to come unto me: forbid them not, for of such is the kingdom of heaven. † (Matthew 19: 14). Teaching about Christ definitely should be the job of all teachers. It is for each learner too, to study to show himself approved to God. (2 Timothy 2:15). As leaders we are commanded by God to feed his sheep. (John 21:17). The G reat Commission is found in Mathew 28:19, Jesus gave His disciples direct instructions to go and teach all nations, make disciples, teach them to obey all the commandments that were given unto them.Therefore due to the reciprocal nature of the teaching learning process, I am of the view that both learners and teachers do have a very critical and equally important role to play, to guarantee success and the fulfillment of God’s plan. The Teacher Consequently, the teacher is accountable to God for the quality service that is offered to those in his/her care. In James 3:1, 2 it is stated, â€Å"Not many of you should presume to be teachers, my brothers, because we know that we who teach will be judged more strictly†¦. As teachers of Christian education we should seek to emulate Christ as we facilitate learning. He is the Master Teacher who exhibited consistent leadership. Jesus sought to his listeners’ wellbeing showing how much He cared; for example in the feeding o f the multitude. (Mathew 4:13-21). Jesus as teacher also aided his students in their decision making process. In Proverbs 11: 14, He clearly establishes the importance of guided decision making. â€Å"Where there is no guidance, a people falls, but in an abundance of counselors there is safety. He also in His many uses of parables made his teachings very applicable to real life situations, therefore understandable. He was a very innovative teacher who sought to influence, transform and empower people. His infinite knowledge made Him experienced in teaching. As Christian educators we too must have some experience of the power of the Holy Spirit in order to be able to communicate fully, to the learners, the importance of, and the difference having Jesus Christ in their lives can make. Therefore it is my conviction that, Christian Education is best taught by Christian Educators.Paul in first Corinthians one lived as a teacher in Christ and therefore was able to tell his charges, †Å"Be ye followers of me, even as I am also of Christ. † Therefore we should model Christ’s teachings as well as teaching them. Dr. Paul Cates, in his article entitled Transforming Teachers- Christian Philosophy of Education, postulated that, â€Å"The teacher is the communicator of truth, he must therefore be openly and boldly a Christian. † Teachers must be aware that teaching is a call to ministry. Teaching is one of the foremost gifts of the Holy Spirit. 1 Corinthians 12:28.It is to be used for the edification of the church or, in this case the learner. The Curriculum Additionally, it is my belief that the Bible forms the very core of the Christian Education curriculum. Guillemin and Beck (1998) argue that; â€Å"the content or curriculum of Christian Education is simply truth. Unless we know God we cannot know anything correctly. God is best understood through the revelation of Himself in scripture. Christian Education which is truly genuine begins, proceeds and ends with the concept of divine revelation. All other truths must be scrutinized by it. Author, Craig Rose uses the passage of scripture found in 1 Colossians 17 â€Å"In Him all things consists† as the premise on which his book titled â€Å"All Things Consists in Him: Teaching Christianity Using Biblical Integration† is based. Rose purports that; â€Å"we as Christian educators, should not relax within our safe environments, but should be diligent to utilize the opportunities provided to train up Spirit-filled students who know how God can use them in each of their respective fields of study-from athletics to acting, from law to literature and from math to ministry.Each field of study needs Christians who really believe they are to be identified with Christ first and their profession second-such as a Christian engineer, a Christian football player, and a Christian playwright. † This is similar to how we are recognized by both our first and last names. This will entrench in their minds and in the minds of their peers and colleagues that they are different, set aside, being built as a spiritual house, a holy priesthood, to offer spiritual sacrifices acceptable, to God through Jesus Christ. (I Peter 2:5). He further argues that the Bible is both the foundation upon which ideas are presented and the filter through which they are explored. For every topic in every subject a principle from the Bible can be had. It therefore stands to reason to say God supports the knowledge that we pass on to our charges. In Social Studies for example; there are principles to support every strand, and every topic within each strand. In the History strand we see where God wants us to develop a positive attitude towards historical events.We must learn about and pass on knowledge of these. Deuteronomy 31:19, 21, 22 shows God instructing Moses to, â€Å"write down this song for yourselves, and teach it to the children of Israel; put it in their mouths, that t his song may be a witness for me against the children of Israel. † There’s no doubt that God believes in the teaching of History, after all He was the one who inspired men to write the Bible which is to date, the greatest History book ever written.Similarly there are scriptures to support the other strands of Social Studies; geographical principle proves that God is responsible for the contours of the earth†¦Job 26:10, â€Å"He drew a circular horizon on the face of the waters, at the boundary of light and darkness. † For economics in dealing with money and possessions He reminded us in James 1:17, â€Å"Every good gift and every perfect gift is from above, and comes down from the father of lights†¦. † For the strand Government, we see where nations, governments and authorities were created by God and maintained by Him for His ultimate purposes.Job 12:23, â€Å"He increases the nations, and destroys them: He enlarges them and then straightens th em again†¦Ã¢â‚¬  In Language Arts there are Biblical principles and scriptures to also support each strand namely, Reading, writing, listening and speaking. God spoke the world into being and that is a miraculous use of language. The Bible totally supports the curriculum within the school and therefore it is for us as Christian educators to infuse our lessons with these principles thereby facilitating the plan of God that young men and women will come to serve Him in their youth. The Teaching ProcessGuillemin and Beck (1998), identified three principles in the teaching process. â€Å"Firstly, the objective content of truth directs us to the objective methods of teaching. Secondly, the fact those students are persons, demands personal approaches to teaching. Thirdly, the purpose of conforming to Christ’s image focuses the process of teaching on evaluation† As educators we are challenged to present objectivity in a relatively subjective world. While we train studen ts to reason and confront their biases, it is also important that they are made to understand that there is objective truth to be learned.Deuteronomy 6:25 provides a Biblical response to the question of subjectivity. In his book â€Å"Reclaiming the Future of Christian Education,† Greene (2003) declares, â€Å"Knowing God in and through the creation is what is important, and students must be helped to explore the creation along the lines of their own gifts. † Greene stresses, that it is important to reawaken to the biblical view of life and reality, we dare not fail to train our children, whether in Christian schools or in Christian home schools, in a transformed, biblical consciousness. † In other words, we must return to a biblical worldview.I firmly believe that it is imperative for Christian educators to model the desired behavior of the student in his/her care. Teachers must first live transformed lives if they desire to positively impact young lives. It is important for them not to send mixed signals to the students, as this will only contribute to chaos and confusion. And will negatively impact the teaching/ learning process. According to Dr. Cates, The Bible being the foundation of the school reveals the threefold features of Christian Education as, a purpose, method and result. The purpose is to put the believer into right relationship with God, man, self and his surroundings. † The method is the spirit’s support with the adoption of Biblical truth to the believer’s life resulting in a mature believer who is able to live a life in accordance with the teaching of God’s word. He postulates that; â€Å"Christian education is a process of guided learning where the teacher and the Holy Spirit combine efforts to help the learner, to spiritually grow and mature, to more and more conform to the image of Christ. † ConclusionIn conclusion, I wish to reiterate that a philosophy of Christian education must be based on a revelation of God through His word, His creation and His Son Jesus Christ. It includes the learner, the teacher, the curriculum and the teaching process. I deem it pertinent to also superimpose the Master teacher characteristics of Jesus; to be patterned by today’s Christian Educators. As we continue to impact lives and facilitate transformation, growth and development. It is of paramount importance to practice consistent leadership, focused in collaboration and a distinguished teaching.Finally it is important to always remember that we touch the future because we teach. Therefore, â€Å"all our children shall be taught by the LORD,† Through us, â€Å"and great shall be the peace of our children. † References Edlin, R. (2003). Core beliefs and values of a Christian philosophy of education. In J. Braley. , J. Layman. , & R. White. (Eds. ), Foundations of Christian school education (pp. 69-81). Colorado Springs, Colorado: Purposeful Design Publications. Greene, E. (2003). Reclaiming the future of Christian education.Colorado Springs, Colorado: Purposeful Design Publications. Guillermin, P. , & Beck, D. (1998). Christian philosophy of education. In P. Kienel. , O. Gibbs. & S. Berry. (Eds. ), Philosophy of Christian school education (pp. 105-129). Colorado Springs, Colorado: Association of Christian Schools International. Rose, Craig D. ( nd. ). In Him All Things Consist, Teaching Christianly using Biblical Integration Websites http://www. aiias. edu/ict/vol_21/21cc_377-394. htm http://www. transformingteachers. org/index. php? option=com_content&task=view&id=37