Spirituality and Nature Essay - 1154 Words

Spirituality and Nature Praise the Lord from the earth, you great sea creatures and all ocean depths, lightning and hail, snow and clouds, stormy winds that do his bidding, you mountains and all hills, fruit trees and all cedars, wild animals and all cattle, small creatures and flying birds, kings of the earth and all nations, you princes and all rulers on earth, young men and maidens, old men and children. (Psalm 148:7-12) When considering the reading that we have done so far in class I am struck by the relationship that is drawn in many of them, between the appreciation of nature and spirituality. While I am not a Christian in the typical sense there is still no doubt in my mind that there is a benevolent and†¦show more content†¦While there is absolutely no way to prove scientifically that this feeling is legitimate or correlated directly with our interaction with our environment it seems impossible to dismiss such an overwhelming response to the landscape. Furthermore, belief in accessing God through nature is not confined to the Romantic era. Nature is implicated in the worship of God in the Bible, and in many other of the major religions. Philosophical beliefs such as theosophy, popular among artists in the late 19th early 20th century maintained that there was an underlying spirit that ran through every living thing and that could be captured through art, writing, dancing, etc. The react ion seems innate, uncontrollable and seems to link the past to the present to the future, aspects of the experience that are explored by William Wordsworth in his poetry, and by Radcliffe, in her novel Mysteries of Udolpho. In Radcliffs Mysteries of Udolpho there is no doubt in the narrators mind that one can feel closer to God through interaction with nature. The novels heroine delights in the wild wood-walks, that skirted the mountain; and still more the mountains stupendous recesses, where the silence and grandeur of solitude impressed a sacred awe upon her heart, and lifted her thoughts to the GOD OF HEAVEN AND EARTH (10). Emily turns to nature when her father is on the verge of death for comfort, dwelling on the night sky as the worlds, perhaps, of spirits,Show MoreRelatedEssay about The Material Nature of Spirituality1611 Words   |  7 PagesThe Material Nature of Spirituality It was observed from the time to think experiments done in Biology 103 lab, that thinking is material. Thinking was associated with material changes and activities in the brain and the connected nervous system. This promulgates the brain=behavior notion. According to this notion, all aspects of human behavior and experiences are functions of a material structure, the brain. Who one is, is determined by his or her brain. Nevertheless, many peopleRead MoreThe Nature Of Spirituality : The Iroquois Nation Of The Eastern Woodlands1684 Words   |  7 PagesThe nature of spirituality may be difficult for someone outside of their culture to understand. Many Native Americans are visionary, dreamers, and mystic in animated worlds of spirits. Indians have encouraged the seeking of visions and dreams through various practices and beliefs. The Iroquois Nation of the eastern woodlands was one of the most highly organized civilizations that developed among Native American tribes in North America. Their religion was based off on an all power known as â€Å"The GreatRead MoreThe Nature Of God And Which Lense One Helps View Religion Or Spirituality1685 Words   |  7 PagesThere are many different views about the nature of god and which lense one chooses to view religion or spirituality. The nine that will be discussed are animism, polytheism, henotheism, pantheism, religious dualism, deism, theism, atheism, and agnosticism. 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Sustainability Reporting For Hotel Companies A Tool For...

I choose sustainability in the lodging industry because with this being relevant in most of my major classes this semester. I wanted to do more research and become more knowledgeable on why sustainability is so important and the impact it has on this generation and generations to come. The three pillars of sustainability are the environmental, physical and social aspects that all affect one another, especially in terms of tourism and hospitality. The industry is only growing and if continues to expand while hurting the environment and using up resources that are scarce in one or more state or countries is questionable. These three articles are all relatable to the making hotels more green with research and steps taken before making short or long-term decisions within an organization that goes all the way down from developer to staff. Article 1: â€Å"Sustainability reporting for Hotel companies: A Tool For Overcoming The Crisis† The study of Croatia focuses on how to keep sustainability an increasing trend throughout the hotel industry. Trying to bring hotels in due to the amount of benefits both the environment and hoteling will get if sustainable action is taken. There would be an increase in revenue, visits and overnight stays by reducing costs and gaining competitive advantage against other hotels that are not helping preserve the environment. Taking steps that in the long run will only help its short longevity with sustainability being the root of this problem.Show MoreRelatedCase Study148348 Words   |  594 Pages978-0-273-73552-6 (web) ï £ © Pearson Education Limited 2011 Lecturers adopting the main text are permitted to download and photocopy the manual as required. Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies around the world. 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Multiple Intelligence Theory and Its Application to Education Free Essays

The discourse surrounding multiple intelligence theory (MI) and its integration into education has been that of much debate. Written as an opposition to IQ testing, MI was originally developed as an alternate account of cognitive function, initially identifying seven distinct intelligences (verbal-linguistic, logical-mathematical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and musical), and later acquiring two more (naturalist and existential). Applied to an educational context, the main aim of MI theory is to demonstrate the insufficiencies of IQ measurements and traditional testing methods as evaluations of student intelligence and the grounds for planning programs and curricula suitable for all students (Moran, Kornhaber, Gardner, 2007). We will write a custom essay sample on Multiple Intelligence Theory and Its Application to Education or any similar topic only for you Order Now MI theory is attractive to many because it offers â€Å"a more pluralistic cognitive universe† (Gardner, 1995b, p. 16). However, vigorous debate challenges MI theory, whilst the lack of clear instruction for its integration into pedagogy has led to misconceptions and unfaithful application of its key elements. Some of the arguments pertaining to the integration of MI in schools, and in art and design classrooms in particular, will be explored below, firstly examining critiques of the theory itself. The first debate considers the empirical aspects of MI. In Frames of Mind (1983), Gardner presents his investigation of numerous empirical studies, from which he identified the initial seven intelligences. Thus, it can be said that MI theory is formed solely on empirical evidence. Since there can be no permanence to any empirically based theory, MI can be modified in accordance to new studies, openly allowing for discussion and constant reconceptualisation (Gardner, 1995a). Whilst Kevin Williams (2000) highlights the intuitively appealing natureof MI theory, Robert J. Sternberg identifies the need for a basis for testing and comparing these â€Å"attractive† empirical theories (1984, p. 700). Klein (1998, p. 06) points out that Gardner, whilst expanding the claims of MI theory, â€Å"provides no evidence for them,† but further demonstrates the virtually â€Å"untestable† nature of MI theory that continued to exist over a decade after Sternberg’s critique. This means that whilst it difficult to prove that MI is wrong, it is equally difficult to prove that it is correct, which questions the validity of the theory in educational contexts. Secondly, MI theory has been accused of confusing intelligence with domain and discipline. Gardner (1995a, p. 02) explains that on the contrary, â€Å"an intelligence is a biological and psychological potential†¦ capable of being realized†¦ as a consequence of the experiential, cultural, and motivational factors that affect a person. † This definition is dissimilar to that of â€Å"domain,† which is a cultural concept, relating to culturally organized activities, in which individuals are involved. In the art and design context, sculpture, painting and woodwork would be examples of domains, which, according to MI, can be accomplished through the utilization if intelligences such as spatial, bodily-kinesthetic and logical mathematical. In saying that, Gardiner argues that intelligences can operate in many diverse domains(Gardner, 1995a; Gardner, 1998). Logical mathematical intelligence must be applied in planning and constructing a table, for instance, to attain correct measurements and angles. Perry D. Klein accuses MI of linguistic redundancy on the basis that each intelligence is defined â€Å"as an ability in a corresponding set of domains,† and an ability in each domain is explained â€Å"with reference to the intelligence† (Klein, 1997, p. 103). Gardner (1998) believes that Klein has confused these concepts, as each domain involves several intelligences, not just one by which it is defined. For example, a student who possesses high spatial intelligence might not necessarily produce an effective poster design without also incorporating a degree of bodily-kinesthetic intelligence, cultural support, practice and good instruction. Gardner strongly disagrees with a third critique that MI theory â€Å"so broadens the notion of intelligence that it includes all psychological constructs and thus vitiates the usefulness, as well as the usual connotation, of the term,† (Gardner, 1995a, p. 03). His argument stems from allegations that the traditional definition of intelligence provides a thin and incomplete observation of its nature, touching on only psychometric capacity and disregarding other cognitive aspects. MI deals only with matters of the intellect and Gardner believes that a more useful comprehension of cognition can be gained by considering multiple semi-independent intelligences than what is offered by the hypothesis of a single â€Å"bell curve† model of intelligence. Conversely, some critics show concern that MI regiments the variety of human intelligences due to the restriction of categories. The formation of categories and intelligences they include is, in the opinion of John White, based â€Å"on Gardner’s own value preferences† (White in Williams, 2000, P. 107). Williams (2000), however, asserts that White may have misjudged the way in which MI can allow for the diverse combinations of intelligences in the classroom. MI encourages that key concepts or disciplines be approached in a multiple ways to enhance a students experience of ideas and implications in a way that is familiar to them. In art and design, topics can be taught using a range of approaches, from narration of an artists or designers experience (interpersonal), class discussion (verbal-linguistic) and individual reflection (interpersonal and intrapersonal) to practical experimentation or stimulation (logical-mathematical, spatial and bodily-kinesthetic). By approaching content from different perspectives, teachers can increase their access to the intelligences of more students and allow students to see that they are capable of representing content and their knowledge in different ways (Gardner, 1995a) A fourth concern takes the form of what Gardner (1995a, p. 203) deems a myth: â€Å"MI theory is incompatible with g (general intelligence), with hereditarian accounts, or with environmental accounts of the nature and causes of intelligence. † His response is that MI theory is primarily concerned with exploring the intelligences and intellectual procedures that g does not take into account. MI examines the scope of g, not it’s actual existence. Similarly, MI theory focuses on exploring the interaction between genetic and environmental elements, impartial on the issue of whether particular intelligences are heritable. MI’s exploration of the unique intelligences of individuals allows them to understand that they have potential to be â€Å"intelligent† in multiple ways and are no longer restricted to the â€Å"smart† or dumb† categories that are often ascribed to g (Moran, Kornhaber, Gardner, 2007). Considering the above arguments, MI practice should not be considered in separation of MI theory and teachers should be aware of the discourse surrounding MI theory in order to make a more educated integration of its principles into their classrooms. The almost immediate attempt to integrate MI theory into educational contexts has generated positive results in its development. However, Burke (2007) also notes that many teachers have acquired information about MI that is in contradiction to what the theory actually suggests. Written in the context of psychology, Frames of Mind relates only six paragraphs to MI practice in education (Burke, 2007). Gardner denies that MI attempts to instruct pedagogy and sees it as the educator’s role to decide how MI will best serve students (Gardner, 1995a). Considering MI theory is not the result of standardized tests, any testing that claims to be MI based, should use an â€Å"intelligent-fair† method, as opposed to linguistic or logical methods of pen and paper testing, so that each individual intelligence is directly examined. For instance, if a student is to be assessed in aspects of spatial intelligence, it should be done based on their practical interaction with and application of visual arrangements and materials, rather than written assessment. Gardner points out that the assessment of MI’s is not always a main concern in education, but if it is appropriate for testing to occur, it should exist within an environment where the student feels comfortable and is provided with familiar materials (Gardner, 1995a). Misguided notions of MI have led to the concern that teachers need â€Å"to plan eight or nine different entry points or approaches for each lesson† (Moran, Kornhaber, Gardner, 2007, p. 26). Burke (2007) reports that in art classes where teachers attempted to teach to every intelligence, students began to complain about far-fetched lessons. It is not always feasible, nor appropriate to attempt to conduct lessons in this way, and Gardner (1995a) agrees that to do so would be a waste of time and effort. Klein points out that the complication of growing class sizes combined with the â€Å"supposed existence of eight intelligences† and their various levels of operation, would result in an â€Å"explosion in the workload of the teachers who would have to plan and deliver these programs† (1997, p. 38). Whilst the identification of â€Å"strong† areas of intelligence in individuals can be beneficial, Klein (1997) predicts that this could also mean that students will avoid areas where their intelligence is deemed â€Å"weak. † Within an art program, for example, a student with strong verbal linguistic intelligence and weak spatial intelligence might f ocus their efforts more heavily in developing a written report on an artist case study and avoid tasks that require them to create or interpret compositions or work with 3D modeling. Furthermore, if a student ascribes their strong logical-mathematical intelligence to an ability such as the careful planning of measurements for a project, and the calculations prove to be more difficult then they expected, Klein suggests that they often quit as they â€Å"interpret failure as a lack of this ability† (1997, p. 389). MI has also been applied to classrooms in trivial ways. This includes the practices that exercise aspects of particular intelligence without cultivating the mind (Gardner, 1995a). An example of this would be to have students thrash their limbs about to make random marks on a surface without informing them of what energized mark-making is about and how it is relevant to art. In order to achieve deep learning, applications of MI should be student-focused, considering the intellectual attributes of each individual in order to plan educational programs that are relevant, appropriate, fair and engaging (Gardner, 1995b). Understanding the dynamics of intelligences within a classroom can assist teachers in their provision of rich learning experiences. This means understanding which intelligences, both on an individual and class level, will create interference, compensation or enhancement (Moran, Kornhaber, Gardner, 2007). Having students work collaboratively on projects can allow for intelligences to operate â€Å"across students†¦ to build shared strengths† (Moran, Kornhaber, Gardner, 2007, p. 28). In concluding, Gardner (1998) maintains the position that MI theory can provide a rich, flexible and useful set of tools and ideas for teaching that allow educators to meet the needs of increasingly diverse classrooms by utilizing knowledge of and tapping into the specific intelligences and ubskills of individual students. MI can be useful in explaining the behavior of individuals and identifying obstacles in their learning with the aim of making teaching and learning relevant for more students in order to achieve deeper learning. However, to avoid misconception and subsequent misapplication of MI theory, educators must b e aware of the debate that surrounds it and its progress as a continually developing empirical theory. How to cite Multiple Intelligence Theory and Its Application to Education, Papers

Globalists V Sceptics free essay sample

The debate centres over whether the effects of globalization have played a significant role in constraining the ability of ‘national actors’ to influence the employment relations policies in a controlled and measured way on a national scale. ‘National actors’ refers to the three main bodies which have traditionally influenced employment relations and work policies: Capital (business, employers); the State (employment legislature, government departments and the judiciary of the Republic of Ireland) and Labour (employees, trade unions). Traditionally it has been the role of the government, trade unions and employers to negotiate work policies and debate national employment relations. ‘Globalists’ argue that the dawn of globalization has led to a diminished role for these national actors in deciding national work practices, being replaced instead by multinational corporations and the effects of decisions by more powerful international forces such as the G7 (Hirst Thompson, 2003, p. 42). ‘Globalists’ argue the diminishing role of the trade union in Ireland (62% membership in 1980 to 31% in 2007) is as a result of both the increasing multinational sector which has imported an American style of labour relations to Ireland and the drastic change in the balance of power between capital and labour caused by a shift in location of production, this has allowed for the adoption of a new strategy for labour control. We will write a custom essay sample on Globalists V Sceptics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Through the vast improvements in communication and transport technologies, employers have become more effective at using the threat of moving production as a means of controlling pay, benefits and labour grievances taking control from the hand of the traditional national actors (McDonough, 2012, p. 3). ‘Sceptics’ view globalization as an unsustainable trend, they argue that the current state of international interconnectedness is not unprecedented such as the ‘belle epoque’ era in which there was a period of unprecedented international cooperation, trade and culture. However they point to the fact that ‘all previous episodes of integration have generated a backlash and have ended in the regression of international trade and investment’ (Hirst Thompson, 1999, p. 17). ‘Sceptics’ believe that the national actors still wield the majority of power in influencing national work policies and employment relations. The ‘Croke Park Agreement’ which reduced the number of public sector layoffs and further pay cuts in exchange for no industrial action and employee cooperation on increased efficiency and flexibility is an example of the continued influence of the national actors on influencing national work policies. Although the influence of the labour trade unions has waned over the last number of decades they have still managed to leverage power through Ireland’s social partnership model (McDonough, 2012). As this model works off a negotiation partnership forum they have been able to retain an equal share of power allowing them to broker wages and working conditions instead of the global neo-liberal tendency to leave the determination of wages and working conditions to the market. In Conclusion the evidence of an increasingly globalized world is clear. However the role played by national actors in determining employment relations and work policies is still up for discussion.