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Describe the nature of truth
Short note on the nature of truth
Ignorance vs knowledge
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The scholar is engaged in the interminable quest for truth. The knowledge that one can never understand everything makes a person wise. Ignorance is the assumption that one can understand all about the world around them. An ignorant person is so confident they comprehend the truth, that they are blind to the greater truth. Anton Chekhov and Sophocles deal with the idea of this sinful pride that leads to ignorance in their respective works, The Cherry Orchard and Oedipus Rex. In each drama, certain characters are slapped in the face with the truth; the light is revealed. However, these characters make the connection when it is too late. Their destruction is already destined to become a reality, a horrid fate that could have been prevented. Both Chekhov and Sophocles present the universal theme that an open mind, constantly in search for truth, is the mark of a worthy individual, and prideful stubbornness can only lead to demise.
The question must then be asked, what truths are evident in these texts? Oedipus is the proud king of a county called Thebes. However, his country has fallen on hard times as a result of angry gods displaying their wrath. The oracle reveals to Oedipus that the curse shall be lifted when the murderer of the former king is put to justice. As the incriminating evidence piles up against Oedipus, he remains ignorant of the truth that he is the killer whom he seeks. He stubbornly refuses to believe that he cannot escape his fate. Sophocles presents this ironic truth in light and dark imagery. The chorus dramatically demands, “Artemis, Huntress, / Race with flaring lights upon our mountains / […] Whirl upon Death, that all the Undying hate! / Come with blinding torches, come in joy!” (Sophocles l.198-204). The...
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...hile she awaits the news of what happened to the cherry orchard, she is still kidding herself with false hope, ignorant hope. She did not want to see the truth, and now her fate is sealed. Had she opened her eyes, things might have ended up differently. Trofimov tells her to look the dreadful truth straight in the eye because she “served [her] own destruction” (Sophocles l.1468. 20). And yet, despite the wisdom of our predecessors, do we not still find our vision obscured by a prideful stubbornness, our eyes sealed against the light of truth?
Works Cited
Chekhov, Anton. The Cherry Orchard. Four Plays. Trans. David Magarshack. New York: Hill & Wang, 1969.
Eekman, Thomas A. Critical Essays on Anton Chekhov. Boston: G.K. Hall & Co., 1989.
Sophocles. "Oedipus Rex." An Introduction to Literature, 11th ed.Eds. Sylvan Barnet, et al. New York: Longman, 1997.
Sophocles. "Oedipus the King." Literature: An Introduction to Fiction, Poetry, and Drama. Ed. X. J. Kennedy and Dana Gioia. 7th ed. New York: Longman, 1999. 1902.
There are many controversies in courtrooms about whether or not should intelligent design should be taught alongside evolution in public schools, which has been going on for a great amount of years. Intelligent design is the idea of nature's changes cannot be a random process, but a type of guidance must have lead to why nature is the way it is in today’s era. In most cases, that specific guidance is God. God has created the world for a purpose. Creationism is the same idea as intelligent design, believing that nature was created by a divine being, God. Evolution is the idea of natural selection. This idea means that specific characteristics of genes, has been chosen to last longer throughout generations having the ability to breed on those characteristics. Having those particular types of genes, allows the specific living organism to survive longer and be well adapted to its’ environment. Intelligent design and/or creationism are different from evolution, leading to why these two ideas should not be taught alongside with one another. The ideas should not be taught alongside with each other because it violates the first amendment, Establishment Clause of the Constitution, it can intervene with students' prior science knowledge of using corroboration, and religious related topics should not be introduced in science classes, especially if it is not scientifically proven.
This is not the right approach. Creationism, as exemplified in the book of Genesis, should not be taught in a science course. Science runs on a certain set of rules and principles being: (1) it is guided by natural law, (2) it has to be explanatory by reference to natural law, (3) its conclusions lack finality and therefore may be altered or changed, (4) it is also testable against the empirical world, and finally (5) it is falsifiable. These characteristics define the laws, boundaries, and guidelines that science follows. In a science course, all knowledge conveyed is shown, or has been shown in the past, to exemplify a strict adherence to these qualities. Creationism, unfortunately in the eyes of Christian fundamentalist, does not exemplify any adherence whatsoever to these rules and guidelines of science. Therefore, it should not be included in the science curriculum in public schools, even as an alternative to evolution.
In the beginning, Surrealism was primarily a literary movement, but it gave artists an access to new subject matter and a process for conjuring it. As Surrealist paintings began to emerge, it divi...
In 1859, Charles Darwin published his groundbreaking Origin of Species, which would introduce the seminal theory of evolution to the scientific community. Over 150 years later, the majority of scientists have come to a consensus in agreement with this theory, citing evidence in newer scientific research. In an average high school biology classroom, one may imagine an instructor that has devoted much of his life to science and a predominantly Christian class of about twenty-five students. On the topic of evolution, one of the students might ask, “Why would God have taken the long route by creating us through billion years of evolution?” while another student may claim “The Book of Genesis clearly says that the earth along with all living creatures was created in just six days, and Biblical dating has proven that the earth is only 6000 years old.” Finally a third student interjects with the remark “maybe the Bible really is just a book, and besides, science has basically already proven that evolution happened, and is continuing to happen as we speak.” A secular country like our own does and should treat each argument as valid. However, only the third student’s argument cites scientific backing. Is it fair that we are denying that intelligent design be taught as an alternative to evolution in our science classes? When a belief has no legitimate scientific backing, it is not science, but rather a philosophy, whereas biology is in fact science, which is why intelligent design does not belong in science classes in public schools.
For a long time the human races have been leaving in a capsule in which it has been tough that we evolved from monkeys, but with all the technological advance and all the biology breakthrough, great scientists that use to support the theory of evolution and the science field in general have been force to confront an issue that the though they have resolved, the question of the origin of life. Due to the great amount of information like the irreducible complexity system, scientists had to go out looking for an answer to the crucial question of life, and many scientists have come to the same conclusion and result, the theory of evolution do not answer all the question, but what does it? The theory that can answer one of the most important questions in science is calling Intelligent Design. Although many people and scientists do not accept it as the correct answer, when scientists measured the evidence and actual facts of both of the theory is clear to the naked eye that the Intelligent Design provide more data and is more congruent with what science know in the present. Furthermore, Intelligent Design is the correct answer to the question of the origin of life.
In Conclusion, intelligent design is unscientific and religiously based. The theory should not be taught in public schools because it directly confronts religious viewpoints, develops a less understanding of science, and puts an extra stress on educators to teach the subject.
Rene Magritte was an enigmatic and strange man who painted surrealism paintings. Little is known about his childhood except that his mother, Regine Magritte took her own life by drowning herself in the Sambre river. Young Magritte is thought to have discovered her body floating with her night garment covering her face. There is speculation that this trauma was an influence on many of Magritte’s works. When Rene Magritte took up his brushes, he created beautiful visual riddles that delight and bewilder the viewer. His clean lines and highly detailed finishes made his brush strokes nearly invisible; his paintings look as if they came from a printing press. Magritte referred to his paintings as “his labors.” He did labor over the paintings and the questions and answers that spawned them in his imagination. His art poses questions, seeks answers, and challenges the conventional definition of ideas. He came to the surrealist style of art in the 1920’s and has produced some of the most beautiful and moving art in the world. He was a shy and introverted man who loathed the social familiarity that society imposed on its celebrities. He liked to maintain social boundaries and was rather reclusive, ironically, he routinely used people as objects and removed the boundaries of association between objects to create his visual riddles. He did not like to be recognized and that came to be one of the running themes in his works. Always the enigmatic secret agent man, Magritte is as much a riddle as his paintings.
Creationism being taught in public schools is not right because there are many beliefs about how the earth was created. Many science teachers have different beliefs on this particular subject. Some believe it should not be taught in public schools but on one’s own time at home, church, or another place. Other science teachers think students should be taught all the believable theories about evolution and creationism. Some science teachers have gotten in trouble with the law by not obeying other laws regarding evolution and creationism. This has lead to a lot of controversy in the science world. Even though many students have different views on creationism, not all of them are very accurate in the ways they portray the teachings of evolution and creation. This is why others should stop fighting about creationism and start obeying and respecting laws regarding this topic.
It is said that the truth will set you free, but in the case of Sophocles’ Oedipus, the truth drives a man to imprison himself in a world of darkness by gouging out his eyes. As he scours the city for truth, Oedipus’ ruin is ironically mentioned and foreshadowed in the narrative. With these and other devices Sophocles illuminates the king’s tragic realization and creates a firm emotional bond with the audience.
Salvador Dalí is probably one of the most well-known artists of the Surrealist period, as well as a very influential figure in modern art. Even though he was formally expelled from the Surrealist movement years before his death, one could not consider him/herself a true Surrealist without having studied Dalí’s background, methods, philosophies, inspirations and influences.
Sophocles. "Oedipus Rex." An Introduction to Literature, 11th ed. Eds. Sylvan Barnet, et al. New York: Longman, 1997. 800-836.
While reading Kolb 's Learning Styles Model and Experiential Learning Theory, I have identified myself as an accommodating learner. At first I was somewhat surprised, but the more I read about the learning styles, particularly after I completed Kolb’s Learning Style Inventory it made more sense. I have a very hands-on style, which matches perfectly with my enjoyment of performing tests to find the root cause of behavior that I’m investigating. However, sometimes I rush to make decisions on the impulse of having the task at hand finished, failing to analyze all the options that are available. Another element of the accommodate learning style that identifies me is the fact that I enjoy a good challenge. I found very interesting to solve difficult
Freudian theory played a massive role in the development and ideas of the surrealists, as it supported their belief in finding and freeing ‘the superior reality, and in getting to the unconscious part of the mind which was always guarded by the waking disciplined mind….. Like an undeveloped photograph, the contents of the mind are latent, speaking in a secret language that is private……Surrealism sought this secret language through the fixing of dream images into art.’ (Willette, 2011)
While Darwin’s theory of Evolution is disbelieved by many followers of the Christian faith, various Catholic popes have taught that Creationism can in fact coexist with Catholic teaching. To illustrate, Darwin’s theory states that all organisms inhabiting our planet began at a lower level of advancement than how they currently exist. The theory continues on to explain that slowly, over the process of millions of years, organisms develop and evolve into more advanced, adaptive creatures. Contrarily, some Christians and Catholics who view the Bible literally believe that God created the Earth, and that science cannot possibly accompany religion or religious texts; this approach is called biblical literalism. Also contrary to Darwin’s theory, some Christians believe in Intelligent Design, meaning that God created everything on Earth as it currently exists. The Bible’s Creation Stories and Darwin’s Theory of Evolution are viewed by some as rivaling opponents, never to cooperate or connect. Although both concepts involve creation, one is supported by religion and one is supported by science, topics which are viewed by some as completely