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The framework question, “What do we owe to each other?”, addresses complex issues of human existence. No matter the response, the answer is subjective, related to one’s own personal experiences and their understanding of morality and inequality. Yet, an individual’s answer can be further influenced by academic study and helping others in need. Philosophy, theology, and service influence the understanding of the question, “What do we owe to each other?” by allowing one to explore problems of human morality, experience human connection through theology, and feel sympathy for others.
Philosophy, the study of knowledge, reality, and existence, influences an understanding of what we owe to each other by prompting questions of how one should live. In particular, moral ethics, the principles on which one 's judgments of right and wrong are based, most directly influence understanding of the framework question. For example, in The Republic, Plato elucidates the nature of justice though associations in the human soul and social structures in the city. Through pontification, Plato evaluates the ways in which one should live in order to have a just and moral life, offering readers a guide to live better. By engaging in the academic study of philosophy such as reading Plato, people gain exposure to different moral philosophies, like the study of ethics, and learn how one should live by the concepts of what is right and wrong. From my personal experience in studying nursing ethics, I learned about the moral philosophy of nursing, why nursing exists and the ethical responsibilities of a nurse. Assuming that ethics can be interpreted in a similar way, the study of philosophy must allow some insight into the moral capabilities and responsibilitie...
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...g of the struggle of poverty and subsequent educational barriers. Though extremely grateful for all of the privilege in my life, it was difficult to realize my fortune until working with the teens at RYP who often do not have two parents, have limited adult influences, and live below the poverty line, making education an afterthought. From the perspective of a tutor and mentor, the educational support that the teens require is unquestionable, just like the injustices they face daily. Through service, not only does one gain perspective into the needs of the local community, but also insight into systemic issues of racism, poverty, crime, education and more. By participating in service and trying to counteract the sources of need for others, one will undoubtedly change their perspective of the framework question, knowing that the very least one should help others.
As Pollock states, “Equity efforts treat all young people as equally and infinitely valuable” (202). This book has made me realize that first and foremost: We must get to know each of our students on a personal level. Every student has been shaped by their own personal life experiences. We must take this into consideration for all situations. In life, I have learned that there is a reason why people act the way that they do. When people seem to have a “chip on their shoulder”, they have usually faced many hardships in life. “The goal of all such questions is deeper learning about real, respected lives: to encourage educators to learn more about (and build on) young people’s experiences in various communities, to consider their own such experiences, to avoid any premature assumptions about a young person’s “cultural practices,” and to consider their own reactions to young people as extremely consequential.” (3995) was also another excerpt from the book that was extremely powerful for me. Everyone wants to be heard and understood. I feel that I owe it to each of my students to know their stories and help them navigate through the hard times. On the other hand, even though a student seems like he/she has it all together, I shouldn’t just assume that they do. I must be sure that these students are receiving the attention and tools needed to succeed,
Raquel and Melanie are two poverty stricken students that attended University Height’s High School in the South Bronx, because their school was not federal funded, it lacked resources; so it does not come as a surprise, perspective students like Melanie and Raquel have more of a ...
Shorris wanted to explore on poverty in America and write a book based on opinions on what keeps people poor. Therefore, as results of varied conversations with special people in prison, Shorris came to support the prisoner, Viniece Walker’s, argument that destitute students are those most in need of a liberal education. Viniece introduced Shorris to the thought of the “moral life of downtown”, meaning to expose them to museums, lectures, etc. (Page 2), which he understood as the need for reflection for the poor. This emphasizes the very fact that in order for the poor to escape from their “surround of force” (Page 1) they must undergo a transformation rooted in reflection and self-realization. Shorris believes that “the surround of force is what keeps the poor from being political and the absence of politics in their lives is what keeps them poor.”(Page 1) He further explains that by political he means: “activity with other people at every level, from the family to the neighborhood to the broader community city-state”(Page 1). This idea of a different type of learning, instead of your everyday math and English, but a broader education where there isn’t always a right or wrong answer is what Shorris believes is the key difference maker. Thus with these new realizations, Shorris set up an experiment to verify his theory of the importa...
Especially in regard to educating children in poverty so they will not fall behind. Helping adults to understand how to help these children is vitally important because those in poverty have different needs and require a different means of motivation, “if poor people were exactly the same cognitively, socially, emotionally, and behaviorally as those from the middle class, then the exact same teaching provided to both middle-class students and students from poverty would bring the exact same results (Jensen).”
Nelson Mandela once said, "Overcoming poverty is not a task of charity, it is an act of justice. Like Slavery and Apartheid, poverty is not natural. It is man-made and it can be overcome and eradicated by the actions of human beings. Sometimes it falls on a generation to be great. YOU can be that great generation. Let your greatness blossom” (Make Poverty History, 2005). Gwinnett county is third in the country when it comes to a high poverty rate, with 14% of the population living below poverty (Family Promise of Gwinnet County, 2013). As an educator it is important to familiarize with the county of which one is to teach in, and poverty is an issue in Gwinnett county. One must understand the affects of poverty on children's learning, how to recognize children of poverty and how to help those students, and what rights those children have to an education.
Aristotle tries to draw a general understanding of the human good, exploring the causes of human actions, trying to identify the most common ultimate purpose of human actions. Indeed, Aristotelian’s ethics, also investigates through the psychological and the spiritual realms of human beings.
As many people will agree, Christ can be referred to, as Kierkegaard’s states it, “the prototype” (239). In other words, Christ lived in such an ethical and loving way that many people admire. Therefore, we can safely say that in following Christ’s “footprints” (238), we are closer to being more ethical and loving individuals. Consequently, in becoming involved with this service-learning project, I have come to realize that I, and everyone in general, do hold a moral responsibility towards complete strangers. This is most evident when regarding our religious background since I, and anyone else for that matter, cannot truly claim to being an ethical individual if we are stuck being admirers and do not alter in becoming imitators.
Philosophy can best be described as an abstract, scholarly discourse. According to the Greek, philosophia refers to ‘love of knowledge’. This is an aspect that has involved a great number of clever minds in the world’s history. They have sought to deal with issues surrounding the character of veracity and significantly exploring the endeavors to respond to these issues. This paper seeks to compare and contrast the philosophy of Aristotle with that of Confucius. This is with a clear concentration on the absolute functions of these philosophies and how they take care of the particular responsibility of a person and the broader society and the resultant effects on societies (Barnes, 1995).
The current movement in "applied philosophy" has helped to re-awaken the Socratic notion that philosophy is a way of living and not merely an academic pursuit. The crux of this movement has been that philosophical theories and methods can make valuable contributions to practical life problems. One very visible area of applied philosophy has been that of ethics. Thus, applied ethics today includes applications of philosoph...
Aristotle’s thoughts on ethics conclude that all humans must have a purpose in life in order to be happy. I believe that some of the basics of his ideas still hold true today. This essay points out some of those ideas.
There are countless social justice issues that Christian ethicists have the opportunity to address. The aim of Christian ethics is to determine one’s moral responsibility based off of a biblical framework. When discussing many social justice issues, it is easy to decipher precisely what scripture has to say, and what humanity’s moral stance should be. Yet, in many ways, humanity will still struggle to accept that moral and ethical responsibility, even when that moral stance is clearly mapped out in scripture. One such issue is poverty. This paper will look closely at the biblical teachings on poverty, the key ethical standpoints of sacredness of life, love, and justice, as well as the moral responsibilities Christians face. It seems,
Studying ethics today will eventually reveal 3 different ethical theories, the ancient ones of Plato and Aristotle, who vary very minimally different from each other and are largely very similar, and then the contemporary ones of Kantian Ethics and Utilitarianism, which have some similarities with each other but are very much different from the ancient ones.
The Golden Apple program prepares teachers to enrich the lives of students in need, show them how they can survive their current desperate situations, and help them grow into agents of change in their lives. This purpose is significant to me because I believe poverty can be viewed as a cycle repeated through generations, and that education has the potential to break or weaken this cycle of poverty for individual students. Firsthand experience has shown me that teachers can empower their students and instill in them the development of important life skills. Though teachers cannot satisfy their students’ physical needs, they still can give them hope, courage, knowledge, patience, inspiration, and the capacity to form healthy habits. When parents
More and more people are falling into insular poverty. Insular poverty is rapidly growing, in our nation, into a huge problem today. It’s affecting student’s education causing them to work so much harder than the average American. To get a higher education in a poverty stricken home is almost impossible. Research is showing that poverty negatively impacts students during their educational
“God does not love us because we are so valuable; we are valuable because God loves us”. (Sire, 2009) However, learning to integrate the two into our everyday lives can prove challenging by building and developing successfully and ethically sound relationships; everyone is accountable, not just responsible for something but also ultimately for our actions. How often we forget that we