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Problems with racism in literature
Problems with racism in literature
Race and its affects on society
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Which of your values has been challenged by something you encountered in this class? How do you plan to respond to that challenge? If none of your values have been challenged in class, why not?
Albert Atkin’s views on race and what constitutes as racism in his book, The Philosophy of Race, challenged my previous conceptions on what race is and how the effects of race such as racism should be dealt with. Prior to this class, I would have identified as an eliminativist. However, after reading Atkin’s book, I now consider myself a reconstructionist, although I do believe that eliminativism could be a plausible solution in the future. Previously, I was naive enough to believe that racial inequalities could be solved through the ignorance of race.
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If not, why not? If so, why?
Although many majors will never call upon the need for philosophy, I believe that it should be a required course. Philosophy should be required not because of its subject matter, but because of the skills it teaches. Unlike math, philosophy teaches students to look at problems from a variety of angles, to take various approaches to solutions, to keep their minds open to the beliefs of others and critical thinking skills. All of these skills can be applied to a students major of choice, and the outside world. Philosophy courses aid colleges in graduating well rounded young adults with the tools to succeed not only at their job but as a functioning community member. Otterbein as a liberal arts university especially benefits from the skills taught in philosophy, since they expose students to contentious ideas and new ways to observe the world. At the same time, philosophy courses that focus on how to lead better lives teach college students important life lessons and skills. College is a transitional phase between dependence and independence, and thus required philosophy courses that teach students how to live better lives would be beneficial. Regardless of the type of philosophy class taken, students are required to engage and analyze the subject matter in order to understand it. If such a skill was to be mastered as a young adult in undergraduate schooling, the learning of students would greatly
Shelby, T. (2002) “Is Racism in the Heart?” In G. L. Bowie, M. W. Michaels, and R. C. Solomon (Eds.), Twenty Questions: An Introduction to Philosophy (479-483). Boston, MA: Wadsworth.
Race-thinking: what is it? Isn’t the world past the issue of race? Do races even exist and if so, what does it mean to have a racial identity? Is colorblindness possible and how important is it? These are the questions Paul Taylor addresses in the book “Race: A Philosophical Introduction”. Paul Taylor is a self-proclaimed “radical constructionist” who will maintain that race is very real in our world and in the United States as a whole (p. 80). Taylor takes care to ensure he addresses the real needs concerning racial dynamics in the U.S., referencing historical events, prevailing policy affairs, and even pop culture to explain that everyone capable of forming opinions ought to have some sort of grasp of the concept of race-thinking. As Taylor will analyze, race and race-thinking “has shaped and continues to shape private interactions as well as the largest political choices” (p. 8). In other words, race-thinking encompasses everything we do and every interaction we have. In this paper I will attempt to interpret and expound Taylor’s views and definitions of race, concepts associated with race, and input my own interpretations as they are appropriate.
Imagine a cardiovascular surgeon about to crack the sternum of a dying patient; tension is high while the clock of life ticks desperately slower and softer for the poor soul on the cold steel table that saw death the hour before. Is it logical that at that moment the purveyor of life is contemplating whether his freshmen philosophy class back at SMU has thoroughly prepared him for what he is about to do? Not likely. In higher learning institutions, liberal art classes like philosophy are not meant to be directly applied to one’s life or career; however, they are structured and devised to be a strong base that the individual can expand upon through scientific learning and experience. This is precisely the reason colleges and universities require and place much emphasis on these classes; nevertheless, there has been a shift away from the liberal arts towards the direction of highly specialized areas of science and business because of their growing integration in everyday life. Although people need a limited number of liberal arts classes to attain a basic understanding of ourselves and our evolution, state universities are aptly moving towards technical education, because, in this fast paced world, many people don’t have the time or money to spend studying the humanities alone.
I had many personal connections to these values. I also had a lot of fun thinking of ways I will incorporate teaching these lessons to my students. One of the main examples that always came to mind was modeling the values with my students. They will be very influential at the ages I will be working with. Many of the students will think anything their teacher does is the coolest thing ever. This is a great way to get the values across to the students. I can model the values and show them how it looks on a daily basis. Just as I will demand respect from my students, I will also treat them with respect. It would be unreasonable to expect things from my students if I am not also willing to act the same
Fredrickson, George M., 1934-. Racism :A Short History. Princeton, N.J. : Princeton University Press, 2002. Print.
Throughout the history of the United States, the production of race and difference of people of color correlates with the implementation of prevalent ideologies and the laws produced in correspondence. This difference between the “whites” and the “others” creates a stigma still apparent in today’s society: racism. Despite the common misconception that the prejudice towards people of color, specifically those who are black, has always existed, evidence has proven that “whites and blacks found themselves with common problems, common work, common enemy” and “behaved toward one another as equals” (Zinn 31). Such evidence implies that the construct of race was not a natural phenomena, but rather an ideology established by self-determined individuals
Scientific racism, a concept created to enact racial classification during the new world, is purely based on instilling a certain ideology that places the Aryan people above everyone else, hence allowing a dictation of who is right and wrong within society. These pseudoscientists would even remark that society should not fear the inferior race’s death because their lives are not equal in value. Scientific ideas about race may have died off during the collapse of the Nazis in Germany, however, the basic ideology of whites having a natural superior over dark skinned people have never gone away and are still present in the minds of many individuals today. Furthermore, the history of science used to promote a racist doctrines have made racism a stronger ideology, though it is non-existent in the realm of modern science, the mark it has left in society is undeniably painful and perilous. Even though, racism back up by science has had long lasting effects that continue to influence the minds of many, some people may think that the substantial gains in the last 100 years by minorities are clearly indications of racism being
Racist and racism are provocative words in American society. To some, they become curse words. They are descriptive words of reality that cannot be denied. Some people believe that race is the primary determinant of human abilities and capacities and behave as if racial differences produce inherent superiorities. People of color are often injured by these judgements and actions whether they are directly or indirectly racist. Just as individuals can act in racist ways, so can institutions. Institutions can be overtly or inherently racist. Institutions can also injure people. The outcome is nonetheless racist, if not intentional (Randall).
Introduction We live in a society where race is seen as a vital part of our personalities, the lack of racial identity is very often an important factor which prevents people from not having their own identity (Omi & Winant, 1993). Racism is extremely ingrained in our society and it seems ordinary (Delgado & Stefanic, 2000). However, many people denounce the expression of any racist belief as immoral (Miles & Brown, 2003) highlighting the complicated nature of racism. Critical Race Theory tries to shed light on the issue of racism, claiming that racism is ingrained in our society both in legal, cultural, and psychological aspects of social life (Tate, 1997). This essay provides us with the opportunity to explore this theory and its influence in the field of education.
“There is a separation of colored people from white people in the United States. That separation is not a disease of colored people. It is a disease of white people” (Einstein, 1946). This quote from Albert Einstein introduces the controversial issue of race relations. Racial discrimination has been going on for centuries. Blacks are seen as the inferior race and have accumulated a negative connotation due to the issue of race relations. Many authors have given different views on race relations through their writings including W. E. B. Dubois in The Propaganda of History, Richard Wright in The Ethics of Living Jim Crow, and Gunnar Myrdal in An American Dilemma.
The concept of “race” has continuously evolved from where it stood 200 years before. Many approach race as dynamic instead of static currently, however I believe this changing perception and advancements in the philosophy of what “race” is hasn’t necessarily changed society’s hierarchal view of the largest social construct to exist.
Racism is defined by Beverly Daniel Tatum as prejudice + power, allowing a system of advantage based on race. Race usually connotes to ones skin color and their perceived stereotypical behavior as assigned to a particular “race”. 9th century Darwinist conceptions of race are made up, but there are clearly and obviously racial differences among people, due to inherited biological traits.
To conclude, I believe that I, as a future teacher, can promote good values among my students. To do this, I have outlined my personal views on education. These views include the nature of students; the nature of knowledge, the purpose of education; the method of teaching; and the curriculum. With these views, I hope to be a teacher that inspires her students to always strive to achieve knowledge and understanding.
2. How would you assess a forum response or a peer assignment which is counter to your personal values? What feedback would you give in this situation?
The classroom is a place in which the teacher should take complete responsibility for guiding the students. As the teacher, I feel it is my responsibility to install moral values that will help my students become model citizens who are educated to compete in the world, but in order to do this I would have to set an example for my students. I would like for my instruction and curriculum to be flexible with the different learning styles of my students, so they are all comfortable with the instruction and curriculum. I want my classroom to be a place where my students can develop and gain knowledge, so they will be better prepared for their future jobs or careers. I would also like for my classroom to be an environment in which my students can learn without interruptions and disruptive behavior.