Theory Of The General And Fundamental Nature Of Reality

Philosophy is the study of the general and fundamental nature of reality, existence, knowledge, values, reason, mind and language. The main purpose of the philosophy is to reflect events intellectually rather than reacting to them emotionally. It is a general approach to a task or opinion on an issue. There are plenty of philosophers who have tried to generalize the broad sense of the philosophy in their own distinctive way. They have solved the philosophical problems and told the world that the philosophical problems or the disputes are not caused by the lack of factual information but they are caused by the difference of the meaning, value or interpretation about the certain things. And they have shown and written many evidences to support their evidences. We have studied about many philosophers and their perception about different parts of a philosophy and we also studied about the issues. Out of the few issues that we studied, I found egoism theory to be more argumentative and it stocked on my mind. Basically egoism is a theory that talks about one self and tells that one’s self is, or should be, the motivation and the goal of one’s own action. I can agree and disagree the concept of this theory. It is true that people should be motivated by their own interests and desires. The feeling of self should enrich the mind of the people. Motivation to perform certain tasks comes from inside and people can only perform that tasks properly if they think that it is for themShow MoreRelatedEssay on Theory Of Knowledge1523 Words   |  7 PagesTheory Of Knowledge In today’s society, science is regarded as being the most trusted form of knowledge, leading to many claiming it to be the supreme form of knowledge. To investigate whether or not this is justified we must compare science to other forms/areas of knowledge and consider what they each contribute. 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The Princess fairytales Free Essays

â€Å"How have I become who I am today? † This is a question that adults ponder on a daily basis. There is a large amount of resources such as authoritative figures, books and experiences, which can influence your character. There is however, an important force that contributes to a human’s characteristics today- fairytales. We will write a custom essay sample on The Princess fairytales or any similar topic only for you Order Now Fairytales are fanciful tale of legendary deeds and creatures, usually intended for children. What is not known though is what effect a fairytale has on a person today. Bruno Bettelheim’s The Uses of Enchantment, reveals a revelation on the enormous value of fairytales. In order to support Bettelheim’s theories the fairytales The Princess and the Frog, The Little Mermaid, The Mouse Princess and The Seventh Father of the House have been analyzed. Theories similar to Bettelheim’s by psychologists Sigmund Freud, Renee Hall and Jack Zipes are used to describe the meanings and importance of these fairytales. Characters representation in these fairytales support psychologists’ theories such as those in Bruno Bettelheim’s The Uses of Enchantment that suggest that fairytales have an influence on children through the principles of reality versus pleasure principle, self discovery and approach to problems. Representation of characters in the fairytales Princess and the Frog, The Little Mermaid and The Mouse Princess, support psychologists Bruno Bettelheim and Sigmund Freud’s theories that suggest fairytales contribute to progress in a child through recognition of pleasure to the reality of life. Bruno Bettelheim develops the concept of the moral conscience first explored by Sigmund Freud. Sigmund Freud’s theories says, † The commands of the moral conscience come from the personal perception and appropriation of values which we discover in the stories or examples of persons we want to be like†. SG1) Freud means to say that our thoughts come from our perceptions of stories or persons that we wish to be like. Bettelheim builds on this theory, and further explains, † Identification with [characters] teaches that there are developments-possibilities of progress from the pleasure principle to the reality principle†. (UE43) Bettelheim means that fairytale s can help a child realize the difference between pleasure and reality, through the solutions characters find to their problems. For example, in the fairytale The Princess and the Frog, the main character Tiana is characterized as a girl who wishes upon an Evening Star. Tiana therefore finds pleasure in believing that her dreams can come true by wishing on the star. Reality is shown to Tiana by her father though, when he says, † †¦ that old star can only take you part of the way, you’ve got to help it along with some hard work of your own. † (PF8) From this fairytale, a child can learn that success takes work and dedication, and that one must not believe in success coming instantly. Another fairytale where the reality versus pleasure principle can be shown is The Little Mermaid. Like Tiana, the little mermaid is a character who seeks pleasure in dreams of transforming from mermaid to human. The mermaid’s reality though, shows in the excerpt that says, † A two-edged sword seemed to thrust itself through her delicate body; she fainted, and lay as though dead. † (LM61) Children can learn that in reality, a sacrifice, big or small, sometimes has to be made in order to achieve your goals in life. In the story The Mouse Princess, pleasure is shown by the Prince’s brothers when they choose beauty in order to find success. Reality is shown to the brothers though, when the authors says,† Indeed, there was little to choose between them for looks and arrogance. (MP206/207) The Prince’s brothers find that their wives were not adequate enough. A child gets the message from this fairytale that there are consequences when one does not search for quality in order to gain their desires in life. CONCLUSION The character’s representation in the fairytales Princess and the Frog, The Seventh Father of the House, and The Little Mermaid, support t he theories of psychologists Bruno Bettelheim and Megge Hill Fitz-Randolph which suggest that fairytales contribute to a child’s progression through the process of self- discovery. In The Uses of Enchantment, Bettelheim states, â€Å"Children are searching for the solutions†¦ â€Å"Who am I? How ought I to deal with life’s problems? â€Å"†¦ the fairytale has a consistent structure with a definite beginning and a plot that moves toward a satisfying solution which is reached at the end. † (UE47/57) Bettelheim explains that fairytales provide answers to important questions that children begin to question when their lives begin. The answers that they obtain help to shape the child’s process of thought, leading him to discover his capabilities. The structure provided in the fairytale in turn gives the child a guideline to follow. A child identifies with the structures and characters, which both help the child understand why the child feels and thinks the way he or she does. Psychologist Megge Hill Fitz-Randolph, in her article entitled, Fairytales as Guide to Self Understanding, she says, â€Å"Due largely due to the work of Carl Jung, Marion Woodman, Joseph Campbell and others fairy tales along with myths have become a satisfying and surprising way to get a larger view of oneself†¦ Becoming one’s authentic self or Individuation is always the endgame of the fairy tale’s journey. † (MR1) Randolph simply states that through reading and understanding fairytales, one can find themselves by the end of the story. The process of self discovery is shown in the fairytale The Princess and the Frog, when Tiana is faced with the problem of being magically turned into a frog. Tiana finds herself when the story states, â€Å"There was something special about her. She knew that my daddy taught me well. He always knew what was important. â€Å"(PF54) Throughout the story, Tiana finds that her strength is staying focused to the task that she had originally planned to succeed at, which was having her own restaurant. From this experience, a child learns that there may be extraordinary problems that one may encounter, but at the end of the trial, one will always learn something about himself. In the fairytale The Seventh Father of the House, the traveller discovers that he has the drive to follow through with his plans to find a place to stay. The traveller must ask seven men in order to find a place to stay. By the end of the process, the traveller finally asks,† Good Evening Father! Will you put me up for the night? † (7F14) By the end stage of this fairytale, the traveller has learnt that he indeed has the drive to follow through on plans, even though he had to go through many men in order to get to where he has ended. From this ordeal, a child learns that in order to find yourself, or what you are good at, you must never give up. The process of self discovery can finally be seen in the fairytale The Little Mermaid. The mermaid almost lost her life in an attempt to figure out what she truly wanted in her life. In a turn of events, the fairytale states, â€Å"The knife quivered in her hand-then she flung it far out in the waves; she looked at the prince, she threw herself from the ship into the sea, where she felt her body dissolving into foam. † (LM68) The mermaid thought she knew what she wanted, then realized that the suffering she had gone through was not worth her dream. A child can learn that one has to go through ordeals, big or small, and some may even suffer in the hopes of finally becoming the person he would like to be. CONCLUSION A character’s representation in the fairytales The Princess and the Frog, The Mouse Princess and The Seventh Father of the House support psychologists Bruno Bettelheim and Jack Zipes theories that suggest fairytales contribute to the development of a child through the concept of the correct approach to problem solving. In The Uses of Enchantment, Bettelheim states that, † †¦ too many parents want their children’s mind to function as their own do.. f he becomes more able to understand others, and eventually can relate to them in ways which are mutually satisfying and meaningful. â€Å"(UE1) This means that fairytales can help a child’s mind function in a manner that is understanding to them and give the child proper problem solving skills that would be essential to them for the future. Jack Zipes analysis of problem solving through fairytales can be found in his work entitled, Why Fairytales Stick, Zipes says, † fairy tales were designed to communicate ideas about natural instinct, social relations, normative behaviour, character types†¦ (JZ99). Zipes suggests that a fairytale was meant to serve the function of helping to solve problems, therefore shadowing the beliefs of Bettelheim. In the fairytale The Princess and the Frog, when Tiana turns into a frog, the reader is introduced to an unrealistic situation, but still a process where problem solving tactics are involved. Tiana was able to solve her problems by asking questions and making sure she received answers that would help her solve the dilemma. A child can learn the important skill of problem solving from Tiana by following in her footsteps and asking for help from the right person in order to solve a problem. In the fairytale The Seventh Father of the House, problems arise between the Prince and his brothers. The story says, â€Å"But the Countess and the Duke’s daughter glared haughtily at one another over their bridegrooms’ heads, all their past friendship forgotten in their present rivalry. † (MP215) The Prince was able to successfully find a bride through this hard work and perseverance. The Prince was able to solve his problem and gain positive aspects when he earned his father’s crown, and earning the resentment of his lazy brothers. This story teaches children that without the correct problem solving skills, the result of the task will be negative. Similarly to Tiana, the traveller in The Seventh Father of the House was able to analyze the situation that he was put in, and ask a multitude of questions to several people, and finally able to find a healthy solution to his task- finding a place to stay. â€Å"How have I become who I am today? † This is a question that adults ponder on a daily basis. There is a large amount of resources such as authoritative figures, books and experiences, which can influence your character. There is however, an important force that contributes to a human’s characteristics today- fairytales. Fairytales are fanciful tale of legendary deeds and creatures, usually intended for children. What is not known though is what effect a fairytale has on a person today. Bruno Bettelheim’s The Uses of Enchantment, reveals a revelation on the enormous value of fairytales. In order to support Bettelheim’s theories the fairytales The Princess and the Frog, The Little Mermaid, The Mouse Princess and The Seventh Father of the House have been analyzed. Theories similar to Bettelheim’s by psychologists Sigmund Freud, Renee Hall and Jack Zipes are used to describe the meanings and importance of these fairytales. Characters representation in these fairytales support psychologists’ theories such as those in Bruno Bettelheim’s The Uses of Enchantment that suggest that fairytales have an influence on children through the principles of reality versus pleasure principle, self discovery and approach to problems. Representation of characters in the fairytales Princess and the Frog, The Little Mermaid and The Mouse Princess, support psychologists Bruno Bettelheim and Sigmund Freud’s theories that suggest fairytales contribute to progress in a child through recognition of pleasure to the reality of life. Bruno Bettelheim develops the concept of the moral conscience first explored by Sigmund Freud. Sigmund Freud’s theories says, † The commands of the moral conscience come from the personal perception and appropriation of values which we discover in the stories or examples of persons we want to be like†. SG1) Freud means to say that our thoughts come from our perceptions of stories or persons that we wish to be like. Bettelheim builds on this theory, and further explains, † Identification with [characters] teaches that there are developments-possibilities of progress from the pleasure principle to the reality principle†. (UE43) Bettelheim means that fairytale s can help a child realize the difference between pleasure and reality, through the solutions characters find to their problems. For example, in the fairytale The Princess and the Frog, the main character Tiana is characterized as a girl who wishes upon an Evening Star. Tiana therefore finds pleasure in believing that her dreams can come true by wishing on the star. Reality is shown to Tiana by her father though, when he says, † †¦ that old star can only take you part of the way, you’ve got to help it along with some hard work of your own. † (PF8) From this fairytale, a child can learn that success takes work and dedication, and that one must not believe in success coming instantly. Another fairytale where the reality versus pleasure principle can be shown is The Little Mermaid. Like Tiana, the little mermaid is a character who seeks pleasure in dreams of transforming from mermaid to human. The mermaid’s reality though, shows in the excerpt that says, † A two-edged sword seemed to thrust itself through her delicate body; she fainted, and lay as though dead. † (LM61) Children can learn that in reality, a sacrifice, big or small, sometimes has to be made in order to achieve your goals in life. In the story The Mouse Princess, pleasure is shown by the Prince’s brothers when they choose beauty in order to find success. Reality is shown to the brothers though, when the authors says,† Indeed, there was little to choose between them for looks and arrogance. (MP206/207) The Prince’s brothers find that their wives were not adequate enough. A child gets the message from this fairytale that there are consequences when one does not search for quality in order to gain their desires in life. CONCLUSION The character’s representation in the fairytales Princess and the Frog, The Seventh Father of the House, and The Little Mermaid, support t he theories of psychologists Bruno Bettelheim and Megge Hill Fitz-Randolph which suggest that fairytales contribute to a child’s progression through the process of self- discovery. In The Uses of Enchantment, Bettelheim states, â€Å"Children are searching for the solutions†¦ â€Å"Who am I? How ought I to deal with life’s problems? â€Å"†¦ the fairytale has a consistent structure with a definite beginning and a plot that moves toward a satisfying solution which is reached at the end. † (UE47/57) Bettelheim explains that fairytales provide answers to important questions that children begin to question when their lives begin. The answers that they obtain help to shape the child’s process of thought, leading him to discover his capabilities. The structure provided in the fairytale in turn gives the child a guideline to follow. A child identifies with the structures and characters, which both help the child understand why the child feels and thinks the way he or she does. Psychologist Megge Hill Fitz-Randolph, in her article entitled, Fairytales as Guide to Self Understanding, she says, â€Å"Due largely due to the work of Carl Jung, Marion Woodman, Joseph Campbell and others fairy tales along with myths have become a satisfying and surprising way to get a larger view of oneself†¦ Becoming one’s authentic self or Individuation is always the endgame of the fairy tale’s journey. † (MR1) Randolph simply states that through reading and understanding fairytales, one can find themselves by the end of the story. The process of self discovery is shown in the fairytale The Princess and the Frog, when Tiana is faced with the problem of being magically turned into a frog. Tiana finds herself when the story states, â€Å"There was something special about her. She knew that my daddy taught me well. He always knew what was important. â€Å"(PF54) Throughout the story, Tiana finds that her strength is staying focused to the task that she had originally planned to succeed at, which was having her own restaurant. From this experience, a child learns that there may be extraordinary problems that one may encounter, but at the end of the trial, one will always learn something about himself. In the fairytale The Seventh Father of the House, the traveller discovers that he has the drive to follow through with his plans to find a place to stay. The traveller must ask seven men in order to find a place to stay. By the end of the process, the traveller finally asks,† Good Evening Father! Will you put me up for the night? † (7F14) By the end stage of this fairytale, the traveller has learnt that he indeed has the drive to follow through on plans, even though he had to go through many men in order to get to where he has ended. From this ordeal, a child learns that in order to find yourself, or what you are good at, you must never give up. The process of self discovery can finally be seen in the fairytale The Little Mermaid. The mermaid almost lost her life in an attempt to figure out what she truly wanted in her life. In a turn of events, the fairytale states, â€Å"The knife quivered in her hand-then she flung it far out in the waves; she looked at the prince, she threw herself from the ship into the sea, where she felt her body dissolving into foam. † (LM68) The mermaid thought she knew what she wanted, then realized that the suffering she had gone through was not worth her dream. A child can learn that one has to go through ordeals, big or small, and some may even suffer in the hopes of finally becoming the person he would like to be. CONCLUSION A character’s representation in the fairytales The Princess and the Frog, The Mouse Princess and The Seventh Father of the House support psychologists Bruno Bettelheim and Jack Zipes theories that suggest fairytales contribute to the development of a child through the concept of the correct approach to problem solving. In The Uses of Enchantment, Bettelheim states that, † †¦ too many parents want their children’s mind to function as their own do.. f he becomes more able to understand others, and eventually can relate to them in ways which are mutually satisfying and meaningful. â€Å"(UE1) This means that fairytales can help a child’s mind function in a manner that is understanding to them and give the child proper problem solving skills that would be essential to them for the future. Jack Zipes analysis of problem solving through fairytales can be found in his work entitled, Why Fairytales Stick, Zipes says, † fairy tales were designed to communicate ideas about natural instinct, social relations, normative behaviour, character types†¦ (JZ99). Zipes suggests that a fairytale was meant to serve the function of helping to solve problems, therefore shadowing the beliefs of Bettelheim. In the fairytale The Princess and the Frog, when Tiana turns into a frog, the reader is introduced to an unrealistic situation, but still a process where problem solving tactics are involved. Tiana was able to solve her problems by asking questions and making sure she received answers that would help her solve the dilemma. A child can learn the important skill of problem solving from Tiana by following in her footsteps and asking for help from the right person in order to solve a problem. In the fairytale The Seventh Father of the House, problems arise between the Prince and his brothers. The story says, â€Å"But the Countess and the Duke’s daughter glared haughtily at one another over their bridegrooms’ heads, all their past friendship forgotten in their present rivalry. † (MP215) The Prince was able to successfully find a bride through this hard work and perseverance. The Prince was able to solve his problem and gain positive aspects when he earned his father’s crown, and earning the resentment of his lazy brothers. This story teaches children that without the correct problem solving skills, the result of the task will be negative. Similarly to Tiana, the traveller in The Seventh Father of the House was able to analyze the situation that he was put in, and ask a multitude of questions to several people, and finally able to find a healthy solution to his task- finding a place to stay. How to cite The Princess fairytales, Papers

Dissension in Sri Lanka Due to English Language for Economic Status

Question: Discuss about theDissension in Sri Lanka Due to English Language for Economic Status. Answer: Abstract English in Sri Lanka has been used as a measure of class, social, cultural and economic status. This has affected the country both positively and negatively, thereby promoting unity and divisiveness in equal measure. Since English is a global language, it has enabled Sri Lanka to connect and relate with the outside world, especially in its participation and role in world cricket, which is one of the most popular games, introduced into the country by British Colonialists in established schools. It has also sparked conflict and violence due to the inequalities emerging from its use in Sri Lanka. In 1948, Sri Lanka became independent from the British colonial rule. The education system in Sri Lanka was realized when it was assimilated into the British Colonial Territory in the nineteenth century. Sri Lankas former colonizers, the Dutch had previously incorporated a Christian primary school system, to which the British introduced the English language as a form of communication. English colonial schools that were set up by the British thereafter experienced low attendance since most Sri Lankans could not communicate in English. Local government schools were then established and they taught in the local dialect, mainly Sinhala and this led to a larger turnout since a majority of Sri Lankans were comfortable and familiar with the local language (Jaufer, 2017).The British Colonial schools were later converted to prestigious schools for the elite while other government schools were attended by the common Sri Lankan.This has led to English being a preserve for a few and it ws used a s a sign of social, economic and cultural prosperity. One could identify with being middle or upper middle class by speaking nothing else but Standard British English. This makes other people who borrowed words from Sinhala or Tamil Languages, which were the other mediums of communication to be termed as inferior or identified one as being from the lower class in Sri Lanka. English tainted with words borrowed from Sinhala was termed as broken English. Broken English in Sri Lankan was associated with not being educated in an elite school, and this, in turn, affected the perception of a person (Gunesekere, 2010). The act of mixing Standard English with other languages was also known as code mixing (Senaratne, 1972.) Many Sri Lankans did not speak Standard English and used its counterpart instead due to lack of exposure, thereby ended up speaking in English that was tainted with words from the local language. Colonial schools provided elite Sri Lankans with a forum to identify with the British, thereby segregating them from the rest of the country folks, with English playing a major part in it. These Sri Lankans educated in Colonial Schools were viewed by others as being intelligent and cultured just because they spoke British English. This elite also ended up being rich and wealthy since it was easier for them to access opportunities provided to them by the colonial administration. In the case provided in the article, Sangakkara was more recognized than Jayasuriya despite them being of equal measure in terms of cricket playing on a national and global level. This was simply because Sangakkara used English identified with the elite society and Jayasuriya used English used by the lower quartile of the society, leading to the latter being frowned upon. English led to social and economic segregation of Tamils in Sri Lanka since most British English speaking individuals in the government were the Sinhala leading to conflict (The Root Causes of the Ethnic Conflict in Sri Lanka). English was recognized as the official language of working in many institutions in the country. English Education was also a preserve for those in higher levels of governance and this led to only them accessing and holding on to higher positions of might and prestige (Saunders, 2007). Standard English speaking being viewed as a preserve for the elite is not only limited to Sri Lanka but also other former British colonies in the world. This makes it a requirement in the most prestigious universities and it guarantees getting a well-paying job anywhere in the world. English provides a platform for global business to prosper (Corradi, 2017). Conclusion In general, English speaking in Sri Lanka plays a major role in how other people perceive you. This is not only in Sri Lanka but also in other parts of the world. It brought a large rift between the Majority Sinhala and Minority Tamil, promoting violence and discrimination in the economic sector and also in governance. This in turn, led to the unequal distribution of government resources and opportunities to the minority people. References Jaufer, A. (2017).The Evolution of Education In Sri Lanka. Retrieved 19 April 2018, from https://roar.media/english/life/sponsored/the-evolution-of-education-in-sri-lanka/ Gunesekera, M. (2010).The postcolonial identity of Sri Lankan English(pp. https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1545-7249.2007.tb00111.x). Colombo: Vijitha Yapa Publ. Senaratne, C. (1972).Sinhala-English code-mixing in Sri Lanka A sociolinguistic study(pp. Chapter 1 page 4). Colombo, Sri Lanka. Retrieved from https://www.lotpublications.nl/Documents/217_fulltext.pdf The Root Causes of the Ethnic Conflict in Sri Lanka(p. page 2). Retrieved from https://siteresources.worldbank.org/INTSRILANKA/Resources/App1.pdf Corradi, A. (2017).The Linguistic Colonialism of English.BROWN POLITICAL REVIEW. Retrieved 19 April 2018, from https://www.brownpoliticalreview.org/2017/04/linguistic-colonialism-english/ Saunders, B. (2007). (Post)Colonial Language: English, Sinhala, and Tamil in Sri Lanka. Retrieved from https://homes.chass.utoronto.ca/~cpercy/courses/eng6365-saunders.htm