Bible Studies Essay Example | Topics and Well Written Essays - 2500 words

Bible Studies - Essay Example a historical one or a literal one, it is clear that many of the themes of the individual stories are themes or problems that communities still deal with today. The Old Testament story of Ruth is one such Bible story that relates a serious community problem that is prevalent today, and a story that has several important themes that serve as the lesson learned for the community. It serves some purpose here to discuss interpretation. The Bible is replete with metaphors which serve to enlarge the stories and intrigue the reader and to demonstrate the pros and cons of faith, the moral of the story, and the â€Å"I told you so† concepts. â€Å"For example, when the Bible speaks of the arm of God, it is not suggesting that God has limbs in the sense that you or I have them.1 It is, rather, suggesting rather the arms of God are conceptually large, that they can extend from the heights of heaven and, metaphorically, embrace or release a person of faith, or of little faith respectively. The interpretation of the Bible has been debated since the time of the Bible. â€Å"The highly subjective school of Alexandria insisted that the Biblical writers were literalists; the more objective school of Antioch held, and showed, that these expressions are figures of speech.†2 For example, many of the individual Bible stories reflect on Jesus feeding the multitudes with a loaf of bread and a single fish. What this might suggest, from the perspective of the school of Antioch, is that Jesus satisfied the hunger of the multitudes, which were spiritually starved. That he did so with a single loaf of bread and a single fish, is metaphorically referring to the sustenance of faith. The school of Alexandria, however, would have us believe that Jesus indeed served the multitudes with but a loaf of bread and a single fish, and sustained their physical hunger. This serves the notion of the miraculous abilities of Jesus, who was the embodiment of God among mankind. Modern scholars and

Moby Dick or White Whale :: essays research papers

Ishmael, the narrator, announces his intent to ship aboard a whaling vessel. He has made several voyages as a sailor but none as a whaler. He travels to New Bedford, Massachusetts, where he stays in a whalers’ inn. Since the inn is rather full, he has to share a bed with a harpooner from the South Pacific named Queequeg. At first repulsed by Queequeg’s strange habits and shocking appearance, Ishmael eventually comes to appreciate the man’s generosity and kind spirit, and the two decide to seek work on a whaling vessel together.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  They take a ferry to Nantucket, the traditional capital of the whaling industry. There they secure work on the Pequod, a savage-looking ship adorned with the bones and teeth of sperm whales. Peleg and Bildad, the Pequod’s Quaker owners, drive a hard bargain in terms of salary. They also mention the ship’s mysterious captain, Ahab, who is still recovering from losing his leg in an encounter with a sperm whale on his last voyage.   Ã‚  Ã‚  Ã‚  Ã‚  The Pequod leaves Nantucket on a cold Christmas Day with a crew made up of men from many different countries and races. Soon the ship is in warmer waters, and Ahab makes his first appearance on deck, balancing gingerly on his false leg, which is made from a sperm whale’s jaw. He announces his desire to pursue and kill Moby Dick, the legendary great white whale who took his leg, because he sees this whale as the embodiment of evil. Ahab nails a gold doubloon to the mast and declares that it will be the prize for the first man to sight the whale.   Ã‚  Ã‚  Ã‚  Ã‚  As the Pequod sails toward the southern tip of Africa, whales are sighted and unsuccessfully hunted. During the hunt, a group of men, none of whom anyone on the ship’s crew has seen before on the voyage, emerges from the hold. The men’s leader is an exotic-looking man named Fedallah. These men constitute Ahab’s private harpoon crew, smuggled aboard in defiance of Bildad and Peleg. Ahab hopes that their skills and Fedallah’s prophetic abilities will help him in his hunt for Moby Dick.   Ã‚  Ã‚  Ã‚  Ã‚  The Pequod rounds Africa and enters the Indian Ocean. A few whales are successfully caught and processed for their oil. From time to time, the ship encounters other whaling vessels. Ahab always demands information about Moby Dick from their captains. One of the ships, the Jeroboam, carries Gabriel, a crazed prophet who predicts doom for anyone who threatens Moby Dick.

Motivated by applications Essay

Until the last century, mathematics was always motivated by applications (Kline, 1973: iv); it took humanity an enormous time span to reach the abstraction capacity necessary to become interested in ‘pure’ mathematics. It follows that children take some time to reach the necessary mental maturity to deal with the formalism and type of thinking involved in abstracts and mathematics. It is interesting to note that in many countries, 21 (the end of this 7-year period) is the age for a young person to become legally responsible. It is a recognition, that only at this age are all human capacities fully available, and the individual is able to control and be totally responsible for his or her actions (Steiner, 1982; Talbot, 1995 and Bronfenbrenner, 1995). In conclusion, this paper supported my aim to prove that the extensive implementation of computers in pre-high school education is having a detrimental effect on the development of children. The first argument I presented to support my aim is that computer technology is ecological and like all technology may have long reaching effects on children’s emotional, psychological, spiritual, moral and social sensibilities. Fostering a mechanical, rational view of social relationships. Secondly, I argued that a computer is a tool, and to be effective it is necessary children understand what it is and how it works. Just as a child’s physical development is stunted when muscles are not exercised, the development of disciplined thinking is stunted when the computer relieves the child of the responsibility for planning and organizing his/her thoughts before expressing them. It should be kept in mind that tools designed to aid the mature mind may hinder the maturation of the developing mind. Thirdly, I supported my aim by arguing that computers work with an extremely restricted class of children’s thoughts. It was demonstrated that early computer use and an emphasis on computer like thinking, is leading children’s development to be dominated by the rigid, logical, algorithmic thinking, that is characteristic of computer interaction. This accelerated, but isolated intellectual development, brings a child’s mental abilities to an adult level long before they have grown strong enough to restrain it and give it humane direction. The fourth argument presented to support my aim was, that how computers are used in education is detrimental to children’s development. Children need time for active, physical play; hands-on lessons of all kinds, especially in the arts; and direct experience of the natural world. The prevalent emphasis on technology is diverting us from the urgent social and liberal educational needs of children. A proper education requires attention to students from good teachers and active parents. It requires commitment to developmentally appropriate education and attention to the full range of children’s needs; physical, emotional, and social, as well as cognitive. Finally and most importantly I demonstrated that developmental stages in children are not compatible with computer use. Combining Steiner, Bloom and Krathwohl developmental concepts with the fact that computers are mathematical tools, forcing a purely abstract and mathematical type of thinking as well as use of symbolic formal language. Applying these concepts and properties of computers to proper educational goals we may surmise that they are unsuitable for extensive use by children in any form before approximately age 15, or high school. Convincing arguments have been presented to prove the extensive implementation of computers in pre-high school education is having a detrimental effect on the development of children. Bibliography: Bloom, B. and D. Krathwohl. Taxonomy of Educational Objectives: Handbook 1: The Cognitive Domain. New York: McKay, 1956. Bronfenbrenner, U. Developmental Ecology Through Time and Space: A Future Perspective in Examining Lives in Context: Perspectives on the Ecology of Human Development, (Moen, Elder and Luscher [Ed.]). Washington: American Psychology Association, 1995. Bowers, C. A. The Cultural Dimensions of Educational Computing – Understanding the Non-neutrality of Technology. New York: Teachers College Press, 1988 Coon, D. Essentials of Psychology: Exploration and Application (8th edition). USA: Wadsworth/Thomson Learning, 1999 Craig, G. , M. Kermis and N. Digdon. Children Today (2nd edition). Toronto: Prentice Hall. 2001 Kline, M. Why Johnny Can’t Add – the Failure of New Math. New York: St. Martin’s, 1973.

Malala Yousafzai on Education - 690 Words

Malala Yousafzai believes that education is a basic right for every person. Malala, born July twelfth, nineteen ninety-seven is an activist for girls education. She was shot at just fifteen years old as a result of her life as an activist. Malala was nominated for the twenty-thirteen Nobel Peace Prize, but she did not win it. Many people have mixed feelings about the outcome of her nomination for the prestigious award. Malala believes that education is the basic right of boys and girls, men and women everywhere. The controversy which surrounds her life is a direct result of these beliefs, and is the reason she was shot. October ninth, two-thousand twelve, fifteen year old Malala Yousafzai boarded a school bus which would take her and other students home from school. The school bus was stopped by two members of the Pakistani Taliban. One went to the front of the bus to interrogate the bus driver. The second man entered the passenger part of the bus, called for Malala by name and fired three times. One of the bullets hit Malala at point blank near her left eye, traveled down into her shoulder and became lodged. Malala was rushed to a military hospital for medical treatment. She was later transferred to another Pakistani hospital, where she continued to receive care. It was here that she was given a 70% chance of survival. After her stay in Pakistani hospitals over the period of six days, Malala was flown to the Queen Elizabeth hospital in Birmingham, England.Show MoreRelatedMalala Yousafzai : Fighting For Education Essay1177 Words   |  5 PagesPeriod 2nd November 6th, 2016 Malala Yousafzai: Fighting For Education The right to education is one important fundamental justice that everyone should have, but most times that right is denied. There s many reasons why people, states or countries may not take education seriously. Pakistan is one country that has the most curtailment on education towards women. Malala Yousafazi became a young activist, she stood up for her people in Pakistan to restore the rights of education to women. Her journey beganRead MoreMalala Yousafzai : The Leader Of Education1821 Words   |  8 PagesRonald W. Reagan Doral Senior High School Malala Yousafzai The Leader of Education Paula Gustin Language Arts 10 Ms. Marilyn Gonzalez 5/20/2016 Malala Yousafzai: The Leader of Education Abstract Malala Yousafzai is a courageous young woman fighting for the life and education of tomorrow. This paper outlines a number of events and facts which demonstrate her indomitability and unselfishness, while following the path towards her ambitions. During her early life and childhood years, sheRead MoreMalala Yousafzai Is A Muslim Activist For Female Education Essay2185 Words   |  9 Pagesthe world around them; Malala Yousafzai is one of them. 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Ignorance allowed politicians to fool people and bad administrators to be reelected.† (Yousafzai 41) Malala’s father, Ziauddin believes that without education, people