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Differences between mlk and malcolm x
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A big way for the truth to become lost would be institutionally speaking how teachers stray away from topics because there isn’t enough “time” or they don’t have enough knowledge to teach about a certain subject. Within an instructor’s power they can put things that they deem more important into the curriculum which then can cause erasure and misinformation. For example, in my history classes throughout K-12 there was always this framework of Martin Luther King Jr. vs. Malcom X and constantly belittling what Malcom X did. The institution was trying to teach that MLK Jr. was better than the “savage” Malcom X which always confused me because they both were activist making strides. If anything, Malcom X was hardly mentioned at all and it was
Chris’ article is considered a normative argument due to the fact that it is primarily focused around political as well as ethical matters. Because his argument is considered normative, it must have a warrant. According to Richard A. Quantz, “a warrant is a rule or principle that connects the rest of the premises to the claim” (Quantz, 2012, p.4). The warrant present in this article is that teachers should teach students information that prepares them for the future. While the claim supports the political aspect of a normative argument, the warrant supports the ethical aspect of a normative argument. The claim can be seen as political because it addresses the struggle for power. Likewise, the warrant can be seen as ethical because it addresses what is morally right. To be fair to children, teachers need to provide them with knowledge that will allow them prosper. Although his argument is labeled as normative, Chris Hedges uses a couple of kinds of other premises in order to strengthen and better support his argument. He includes empirical, and conceptual premises.
The Civil Rights movement was a movement against racial segregation and discrimination in the southern States that became nationally recognized in the middle of the 1950s. Though American slaves were given basic civil rights through the Fourteenth and Fifteenth amendments of the Constitution, African Americans still had a hard time trying to get federal protection of their newly found rights. A man by the name of Martin Luther King Jr. was one of the American Civil rights Leaders who used nonviolence in order to reach a social change. He used nonviolent resistance to overcome injustice against African Americans like segregation laws. He wasn’t just fighting for the equality of all African American but was also fighting for the equality of all men and women. Malcolm X is another great leader who fought for what he believed in. He was a black activist who, unlike King, promoted a little violence. Malcolm X wanted the nation (African Americans) to become more active in the civil rights protests. Both Malcolm X and Martin Luther King Jr. had different methods for gaining civil rights. I believe that Martin Luther King Jr. method was more effective thanMalcolm X methods. In King “’Letter from Birmingham Jail” King defends himself on writing about why he is using nonviolent resistance to racism. Throughout the letter he shows his reasoning using logic, emotion, and ethics. Throughout his life King used this same method to reach how to hundred of thousands of African Americans.
...ime of the author rather then accurate historical facts. (Lies?293) Textbooks are being written this way and history is being taught this way to show people how they should act and strive to be. This relays to the student what is deemed acceptable to everyone and what is not. When it comes to a student remembering historical lessons they normally do not remember what is being taught to them unless they are moved by it. (Lies?301) So what is the result to a society where our students are being taught this way? The number one result is that students do not know the true history of their country nor do they remember what they were taught in class. This is a sad conclusion but Mr. Loewen feels it is an accurate one given responses to questions he has asked his students throughout the years. What can we do to change this and reeducate the people out there? Sadly I feel nothing can be done for those of us out there who are not truly aware of this misinformed way of teaching. But, our children need not be sheltered from our true history, rather they should learn all that has happened so we can prevent the atrocities from reoccurring again.
Chris Bohjalian once said, “But history does matter. There is a line connecting the Armenians and the Jews and the Cambodians and the Bosnians and the Rwandans. There are obviously more, but, really, how much Genocide can one sentence handle?” and Elie Wiesel says, “To forget a Holocaust is to kill twice.” There is a connection between every genocide, but how much can one sentence actually handle? This is just a repeating thing that keeps on happening and it has gotten to the point where it is not getting any better. If we stop teaching about the Holocaust, it is to kill twice because there will always be that one person who can actually make a huge difference and make good and peace in the world. However, there will always be that one person that has no care for the world and wants to discriminate one race, gender, or religion for no reason, or even because of stereotypes. We should continue teaching about the Holocaust and
Martin Luther King Jr. and Malcolm X were very significant during the Civil Rights Movement. Both were excellent speakers and shared one goal but had two different ways of resolving it. Martin Luther King Jr. chose to resolve the issues by using non-violence to create equality amongst all races to accomplish the goal. Malcolm X also wanted to decrease discrimination and get of segregation but by using another tactic to successfully accomplish the similar goal. The backgrounds of both men were one of the main driven forces behind the ways they executed their plans to rise above the various mistreatments. Martin Luther King Jr. was a more pronounced orator, a more refined leader, and overall saw the larger picture than Malcolm X.
Many people try to think “back to the good old days,” when really they were not that good for most people who had no rights. With the advancement in technology, we were forced to open our eyes to what is going on in the world around us and the disadvantaged people face throughout the world. As a society once we start to working on damage control to clean up the mess we got into we can finally have true change. The damage control will take time and effort from all people involved on either end of the situation. One major move I feel we can make is by giving honest history lessons that cover every part of our history in schools. I feel that American History and World History should be more emphasized on in our school systems and curriculum. If the students get the full education of our history and how we got to where we are, then moving on will become easier. We expect for children to lead us into a bigger and better future, but how can we expect that without the truth coming to light for our diverse culture. We cannot expect to make this country better without knowing their full history and the mistakes we have made in our past. Looking for another way to move forward, Essence asked Dr. Joy DeGruy on what we could do moving forward, her answer was, “…more research, support, and assistance are needed to produce vital healing…that exceeds the injury
It has also been brought forth that there is too much content for the time typically allowed, but narrowing down the content and diving fully in is more productive and allows for more learning exploration than just exposing the content or skimming the surface. When taught in an immersive and non-biased manner, the Holocaust can be successfully taught to students in middle school.
Martin Luther King Jr. and Malcolm X paved a significant path towards a racially neutral society. There is no doubt that both Martin and Malcolm influenced a whole generation of rebels to fight racism and discrimination. Martin Luther King Jr. had a more peaceful standpoint to attempt to solve racism. Malcolm X on the other hand used violence and force to get the necessary results. They both shared a common objective, but took different actions to achieve the goal.
There have been many wars that the Unites States has been a part of. Some were fought on American soil, others fought abroad. But through it all, there has always been a need for the public’s support. And what better way to get that support than by putting information out there for the public. Now of course this is biased information that it put forth in front of the general public; just enough to get people caring and thinking about the war, but not enough to keep them fully educated on the subject. Once people start knowing too much and researching, it becomes something that they either feel has too much support, or they take stands that the government does not want. The different media that is out there is geared towards the general public knowing the truth. But I pose the question that “what is the truth?” especially back in the old days? Who, but those who put the information out, knew what was really going on when it came to wars and the enemies? This is why I thought it might be interesting to look at the way the citizens were swayed towards believing certain things during the war. Why was there such a scare about the Japanese being in the United States during WWII? The propaganda that was out at the time was highly against the Japanese, even the Japanese Americans, calling them the enemy. While it is sad to know that these sentiments are true, it is important to remember the past and to learn from it.
In the novel Fountain and Tomb by Naguib Mahfouz, the reader is thrown into a small alley in Cairo, Egypt in the 1920s. The narrator is an adult reliving his childhood through many random, interesting vignettes of his youth. We learn about many different aspects of Egyptian life from political rebellion, to arranged marriages, to religious devotion, to gang warfare. We are led to conclude that one of the major themes of the book is Truth. We come to question whether Truth is something that always needs to be known. Will the Truth ultimately do more harm than good? Is there ever a time when the Truth must be told? Are there times when it’s better for the Truth to never be known?
One thing that is argued is that children’s minds are young and innocent. While this may be true in some cases, it is not relevant. It would be better for the students to learn about the Holocaust when they are young then to coincidentally learn about it when they are older. Also, they are already learning about other things, and the first claim is an opinion. Another argument is that teachers may teach the Holocaust in a way that is different from a student’s family's beliefs. This could ruin the family's beliefs for the students, causing them to turn to the perspective taught in the school. While the students and their families may have different beliefs, they should still be taught about the Holocaust. Plus, if the beliefs are correct, then the parents or family members should not need to worry about what is being taught in the schools. This is important because these arguments could impact the teaching, The arguments from the families and other people should not impact teaching the
In Loewen’s book, Lies My Teacher Told Me, talks about the real point of view of textbooks in the classroom. Many textbooks create this idea of Heroification, were people from the past are perfect creatures without conflicts and pain. The idea is to influence the students to strive for great things and become like these people. However, by showing only the good side of people or events is misleading. We need to show both sides- the good and the bad in order to show a complete picture of the past. Another, thing textbooks do is hid events or makes them more simplistic. Many textbooks show the idea that racism is over, and hid the fact that society is still dealing with racism. The textbook companies do this because they want not to have students have the tough conversations. The la...
In order to succeed one needs truth. Everyone is capable of making decisions, however, truth is a key accessory to making such decisions better. One must be aware that what one believes, imagines, and desires to be true, are all different (Blackburn, 2009). Defining truth is difficult for some claim truth is concrete and can be proved in a structural manner. Others simply avoid the definition saying it is too abstract to be narrowed down into a single statement the world can agree on. For example, students have different ways of learning, thus to each student, a particular learning style is the best way to learn, and that is the student’s truth. Many have tried to tackle the definition of truth and from it came about the Correspondence Theory,
Some parents and teachers disagree with having books such as To Kill a Mockingbird in public libraries because of its suppressing ideas or words. For example, a piece of text from a BBC news article, "Its central characteristic is the suppression of an idea or image because it offends or disturbs someone, or because they disagree with it." This line from the text is saying that some teachers and parents believe that books like To Kill a Mocking Bird should be banned because someone might be offended or disagree with the books content. Or that the content in the book might be to damaging for the students to read about. Some parents want to shield their children from the real world and teach them that none of this information ever happened. But, what will happen when a child finds out that there was horrible events that happened in the past? They would not be able to cope with the reality of the real
I don’t know if I just had never really truly thought about this before, or if I just had not realized the profound impact that this rudimentary concept could have? The “Finnish Lessons” book helped me realized the true importance and correlation power of how highly regarded a society esteems education, has a strong profound impact on how the education system will perform and succeed. This to me is the lynch pin on how and why policy is created, and how education functions systematically, and politically. These very important concepts are the drivers of change and impact not only what we teach but how and why we teach