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The Importance Of Anthopology
The Importance Of Anthopology
The Importance Of Anthopology
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Anthropologist Ruth Benedict is attributed to stating "The purpose of anthropology is to make the world safe for human differences." Her insightful ascription of the purpose of anthropology is much debated, as it is not cited in any of her published writings. However, that notion could be extrapolated from a passage on page 15 from her noted work The Chrysanthemum and the Sword (1946). It states, “The tough-minded are content that differences should exist. They respect differences. Their goal is a world made safe for differences, where the United States may be American to the hilt without threatening the peace of the world, and France may be France, and Japan may be Japan on the same conditions.” In the 21st century religion, race, gender, social class, inequality, immigration, women’s rights and sexual orientation and national identity etc. are at the forefront of social issues. My interpretation of Benedicts’ ****intent of anthropology is that through the process of knowing and understanding the contrast of humanity within its own context and the richness it adds to the human experience, the world will become place were diversity is not under siege but appreciated …show more content…
They were high achievers, but many were not accustomed to interacting with other ethnicities. Dealing with diversity can be challenging and the reality that we all have are bias that are linked to (often) inherited set of values and beliefs. As the instructor it was my role to help or guide them in overcoming those discomforts by proving an engaging, inclusive environment, and designing group based discussions and collaborative projects. In that environment they learn to view issues or problems from multiple perspectives, it pushes them expand their worldview and work as a team towards an
Due to the multicultural backgrounds in the school, there was a lot of separation between cultures. The differences were bridged through diversity in the school.
... Their attitude and tone is something that can be contrasted in the two stories.
Courageous Conversations About Race: Chapter 5. Authors Glenn E. Singleton and Curtis Linton in Chapter Five of Courageous Conversations About Race broach the topic of race, by asking the reader to evaluate his or her own consciousness of race. According to the authors, in order to address the achievement gaps between African American students and White students, educators should shift their energy towards focusing on the factors that they have direct control of inside the classroom rather than on the factors that influence this achievement disparity between races outside the classroom. The first step towards addressing the racial achievement gap begins with educators addressing their individual racial attitudes for, as the authors purport, “As we become personally aware of our own racialized existence, we can more deeply understand the racial experiences of others” (Singleton, Linton, 2006). In all honesty, I think Singleton and Linton hit the bull’s eye by suggesting that the first step towards initiating culturally relevant teaching is for the teacher to really examine his or her attitudes, values, and principles.
Initially, John Steinbeck’s short story, “The Chrysanthemums” illustrates the internal conflict a sorrowful housewife faces. The day-to-day life of character, Elisa, seems like a boring one and Steinbeck attempts to remind the reader to not give into temptation and cherish loved ones. During the dialogue, Elisa’s husband, Henry, offers an idea to go out to dinner and the less than enthusiastic response of, “I’ll have plenty of time to transplant some of these sets” (Steinbeck 435) proves that Elisa cares more about her garden than spending time with her husband. Rather than make an effort to bond with her spouse, she appears to be reluctant when asked to go out and enjoy a simple night on the town. Additionally, the failure of a connection between the couple gives the Tinker an opening to make an impact on Elisa’s mental state. Once the Tinker gives her the least bit of attention, Elisa’s entire demeanor starts to change. When Elisa is first described to us, she is unwomanly: “her figure looked blocked and heavy, and she wore a “man’s black hat pulled low down over her eyes” (Steinbeck 438). Although, she is not portrayed as a strong symbol of femininity, the Tinker has spiked an interest in her taboo ways. In the web article “Symbolism in ‘The Chrysanthemums’,” Elizabeth Kassim classifies the tinker as the “catalyst in Elisa’s life”(http://www.lonestar.edu). The admiration of the flowers leads the tinker to admire Elisa. Her sexuality is defined by the chrysanthemums and she “tears off the battered hat and shakes out her dark pretty hair” (Steinbeck 441). With a few kind and well-placed remarks by the Tinker, Elisa thinks there could be a new beginning all aspects of her life. Elisa’s marriage and the way she feels about herself ...
Elisa is alone: physically, emotionally, and sexually. She lives on a farm far from town, and is unable to socialize with others except when they visit her, or when her husband drives her around. In the same way, she is a victim of emotional isolation - it is clear throughout the story that her private, inner life is not one her husband could understand, even if she were to give him access to it.
...h identification and then through the implementation of a program such as the Intergroup Relations Program expanded on a larger scale such as the Michigan Student Study, can we decrease bias and promote cultural acceptance by implementing programs that cultivate cultural diversity and discussion in the classroom. The study proposes that the although implicit biases may exist in the DoDEA facilities, the classroom environment fosters a cultural experiential dynamic that allows minorities to flourish academically without bias for racial or ethnic differences in learning outcomes. Furthermore, implementation of diversifying programs like the IRP in a public high school can determine if greater SAT scores can be achieved by minorities who have participated in the program. Elevating the academic performance of SAT’s in minorities can provide lasting educational benefits.
The short story "The Chrysanthemums" gives insight into the life of its author. John Steinbeck was born on February 27, 1902, in Salinas, California. The locale of the story is of key resemblance to the Salinas in which Steinbeck was born and bread. "Salinas was a typical American small town, [differing] only in location and a few distinctive features" (McCarthy 3). The protagonist of this story, Elisa Allen, also resembles Steinbeck's first wife. "Steinbeck probably based the character of Elisa Allen on his own first wife, Carol Henning Steinbeck. Like Elisa, Carol was a woman of considerable talent and energy who wore 'masculine clothes' and was 'strong, large-boned' and 'handsome rather than pretty'" (Hughes 23). Similar to the time frame in which Steinbeck lived, the theme of the story comes across as being male dominant and the rustic setting allows us to visualize this.
John Steinbeck’s, The Chrysanthemums, was published in 1938 in a book of short stories, entitled The Long Valley. The Chrysanthemums has been a rather powerful draw for scholars because of its wide gap for interpretations and analysis of its main protagonist character, Elisa Allen and also the unique descriptions used to portray the deeper meaning behind the setting of the story. Themes of sexuality, oppression of women, as well as other numerous types of conflict portrayed in this rather somber short story have made it a popular study among scholars and students alike. Steinbeck also uses literary elements including a dramatic tone, rich symbolism, and personification which increase the stories feeling and value exponentially. Steinbeck was critically acclaimed for his portrayal of the “common man” through his ability to illustrate in a “realistic style rich with symbolism,” the essence of life in the 1930’s (Price, Victoria).
The traditional role of women in the American society has transformed as society has trended towards sexual equality. In the past women were expected to be submissive to the man and were looked upon as homemakers rather then providers. Modern day women enjoy the freedom of individuality and are considered as capable as men in many regards. John Steinbeck’s short story, “The Chrysanthemums,” portrays a woman’s struggle with accepting her life and role as a female (459). Through the protagonist-female character, Elisa Allen, and the symbolism of chrysanthemums, Steinbeck displays the gender roles that define past generations of women’s lives in the United States.
“It has always seemed strange to me... the things we admire in men, kindness and generosity, openness, honesty, understanding and feeling, are the concomitants of failure in our system. And those traits we detest, sharpness, greed, acquisitiveness, meanness, egotism and self-interest, are the traits of success. And while men admire the quality of the first they love the produce of the second.” This quote was once said by an amazing author, who described the world’s society today so perfectly that one may forget that he had was describing his society in the early and mid-nineteenth hundreds. John Steinbeck is considered one of America’s greatest author of literature. Many of his work is still read today as required reading in most high schools and college literature classes throughout the United States. His most famous story that had outlived him was the Grapes of Wrath, which led to him receive the Nobel Prize in Literature and the Pulitzer Prize in 1940. Many of John Steinbeck told in a realistic view of life and how men lived in them. Steinbeck grew up in California's Salinas Valley, a diverse area with a rich history. His upbringing help shape his writing, which gave many of his works a sense of place. The Chrysanthemums is a short story a part of John Steinbeck collection of The Long Valley. In his short story, The Chrysanthemums, it deal with different problems in society; however, some problems stand out more than others. Many people have interpret the story into many different ways, but my interpretation of the story depicts the inequality of gender in society, the analysis of the character Elisa , and the symbolic meaning of the Chrysanthemums.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).
As a learner who has grown continually in a brand new learning environment, I’ve often represented different variables than that of the majority group. While attending Boston University in education class discussion groups my background was vastly different than that of many of my east coast based peers. Attending a large high school in Southern California as a minority compared to their experience with a smaller east coast school with a greater degree of
Now that we have explored my past, present, and future experiences with diversity, it is time to see how they are present within and effect each other. Firstly, let’s look into how my future is present in my past. The most obvious portion of my future that is in my past is my willingness and efforts to love and include everyone and to spread this world view. It took a fellow classmate of mine to demonstrate to my third grade self that we are all human beings and we all deserve to be treated as such. In my future, I aspire to demonstrate this world view to my students and inspire them to treat each other accordingly. This aspiration directly reflects my world view struggles I went through in third grade, for I want to help my students come to