Women and Marriage Essay Example for Free

Women and Marriage Essay Women are confusing, complicated, and they can stress you out sometimes. On the other hand, they can make your entire day better whether it is a smile, hug, or just to give you extra support in life. That brings up the topic of marriage and for what reasons women ever think of getting married. The word marriage can be misinterpreted, and thought about very differently depending on your culture. Marriage in the eyes of most Americans is to represent a legal way of which to express how much you love and care for your partner. Most Americans never realize that marriage in other cultures can be put in to play for much different reasons. One other form of marriage is called marriage of convenience which is a marriage or joint undertaking arranged for political, economic, or social benefit in which rather than to love each other you get married to gain more power. All things a side marriage in general takes much time, effort, and most importantly understanding. Marriage, if looked at without bias, most people conclude that women are the main targets in society for the fact that they lose much freedom, rights, and not to mention their dignity. Men, on the other hand, gain things from the experience and do not have to worry about losing anything. I know that seems like a very unfair statement for all the men out there, but not only have I done surveys to prove it but all men know the facts. In the past, women would hand over everything to their husbands once they got married in which they didn’t have much of a choice. If the women would not have gotten married they would have had to live with their parents until they did get married, rarely did women live on their own and if they did they had little to no rights. The husband would work in the fields and bring home the money; while the women (wife) with no say in the matter, would have to stay home watching the children, cooking, and cleaning. Women not only were mentally treated like slaves, but were physically enslaved; if the husband got angry and hit his wife, she would have no choice but to just take the beating. Also, in that matter if the husband wanted sex he could force his wife to have sex with no consequences for his inhumane actions. For this matter, in the past the men had full control and power over his wife in ways that if those actions were performed in the present times the husband would not only be ridiculed but punished several times for his ridiculous mindset. Women in time became more powerful and started to declare their independence from the current mindset of American men that tried to degrade women. Men always thought they were superior to women, but they never could have imagined that women would stand up demanding the same fairness as men throughout the entire United States. Women were not even able to vote or even make any decisions in life in the recent past. Men had all the power to make not only his own decisions but also make his wife’s’ decisions. During World War 1 when the men were fighting over seas the women took it upon themselves to go work in the factories to prove how much independence they really had. At that time women started to realize how great life could be making decisions and having dignity. After that period of time women started forcing America to change for the better and women started gaining extensive amounts of respect. Over time women started wanting equal rights throughout the United States so in time women started gaining rights including voting, working, and even having the right to live on their own. Many men thought that women were not capable of fulfilling the same duties as men but are slowly finding out that there philosophy is completely wrong. Over time men have been working in the same careers as women and even to this day gender problems still occur on a daily basis. In fact a huge change in gender stereotypes came when fathers would become a stay at home father as the women would work to support the household. The women of America have created a total revolution in the framework of our society. When women get married in present times they still lose some freedom, but much dignity is kept for the sake of womens’ fight in society through the years.

What Is The Definition Of Marr :: essays research papers

What is the definition of marriage? What is marriage? In Webster’s Dictionary marriage is defined as the institution whereby men and women are joined in special kind of social and legal dependence for the purpose of founding and maintaining a family. The definition states â€Å"a man and a woman not a man and a man†. Some people believe same gender marriages should be allowed. But right now the law doesn’t allow same gender marriages. I guess only time will tell if that law will ever change. Marriage has always been an evolving institution, bent and shaped by the historical moment and the needs and demands of its participants (Johnson 266). The Romans recognized the phenomenon we call â€Å"falling in love,† but they considered it a hindrance to the establishment of stable households (266). Marriages certified by the state had their foundations not in religion or romance but in pragmatics-e.g., the joining of socially prominent households (266). At the beg inning of the thirteenth century, facing schisms and heresies, and seeking to consolidate its power, the Catholic Church institutionalized marriage, confirming it as a sacrament and requring that a priest officiate-a crucial step in the intrusion of organized religion into what had previously been a private transaction (266). So instead of just having any person marry a couple you now have to have a priests officiate the couple. This is another issue that makes a marriage more difficult besides the gender issue. To be an official marriage a couple must have a license and the right person to perform the wedding, like a justice of the peace or a priests. Throughout the U.S. same-gender marriages are illegal. The state of Hawaii tried recently to allow these marriages. However, Congress overwhelmingly passed the Defense of Marriage Act. This act undercut Hawaii’s effort and made it practically useless. The Defense of Marriage Act permitted states not to recognize same-gender mar riages performed in other states. There is a separation between church and state in this country (Sullivan 260). Andrew Sullivan states â€Å"we are asking only that when the government gives out civil marriage licenses, those of us who are gay should be treated like anybody else† (260). Many people just don’t believe marriage should be between two people of the same sex. Throughout history marriage has always been between a man and a woman and that’s the way many want to keep it.

John Dewey’s Education Essay

The future of our civilization depends upon the widening spread and deepening hold of the scientific habit of mind. ~John Dewey Science as Subject-Matter and as Method The salient and noteworthy features that highlight the significance of educational significance from 1880 through 1920 in regards to progressive education and pragmatism can best be described as engaging not only the students in an era of academic discipline but also on the levels of teachers and administrators. The lesson of cooperation is one that is a shared in each academic approach; progressive and pragmatism thus the development of education at the turn of America’s twentieth century entailed a refreshed focus on the individual student. The following paper will analyze the commonalities and differences of progressive education and pragmatism and how progressive education has many ties with other philosophies such as humanism and liberalism. Thus, the two main but subtle theorists who will be discussed in this paper are Dewey and Plato. Although structure of Dewey’s belief of progressive education over pragmatic education is different from Plato’s pragmatism and humanism the paper will seek to show how these philosophies are shared in education but how progressive education is needed in order for the student to learn how to adapt to certain situations as well as to find their own route of learning. Education at the turn of the twentieth century must be approached through the achievement of common goals; not through students’ learning alone, but by teachers and administrators. As such, typical classroom schematics that have in that past previous to the concepts of progressive education pointed towards competition, and independent work ethic must be overruled by the more efficient cooperative small group learning dynamic which is one definition of pragmatism. Pragmatism is similar to the concept and theories involved with child psychology prevalent today. The student then with regards to pragmatism is viewed as learning by their own set of standards and by relating current progress to past mistakes. Thus, in the discipline of pragmatism, a student is judged and allowed to learn at their own pace. While other disciplines heightened learning through an array of tests and were exclusively subject oriented, pragmatism guided the student at the early turn of the twentieth century through a varied education in several genres which would ultimately be considered a type of social studies education; combining subject matter into a common arena of education. Schools that have focused on working to deprive others through competitive classroom activities initiate a win/lose strategy that only heightens the disappointment in the kids that lose instead of pointing towards the positive aspects of learning new materials that kids should be excited to learn which was the interest of other schools of thought instead of the curriculum evolution presented by pragmatism. Although pragmatism did present new ideas about citizenship, social conduct, and evolution into the classroom, there was still hesitation on the part of the American about its utilization in the classroom. Progressive education teaches that every child learns differently and must be treated as an individual, and it is through pragmatism that the individual is taught in a scientific fashion to explore their surroundings. No child learns in the same manner and thus, progressive education was essential in the split from America’s past that education was singular in nature and disconnected. Cooperation, however, is the key by which a progressive education was being presented and it is truly through cooperation that progressive education takes it role. It is thus through the individual observation of the world that pragmatism was developed in an educational way. Learning goals in regards to pragmatism can only be realized if consensus is constantly challenged. That is what is meant by ‘Do not block the way of inquiry’. By generalizing education into separate genres the sociology and interrelated issues of each subject become a chaotic discord. Through this type of group learning, individuals learn that nothing is related and that one subject cannot breach another subject. This limits the possibilities of science, math, art, etc. By interrelating subjects, one student who is not interested in a certain genre may see how their study of choice hinges upon another subject such as math calculations to art (i.e. M.C. Escher’s tessellation). Dewey brought to the foreground of early American pragmatism in the 1900’s that teachers should teach according to how the student learns. Thus, the teacher must know the interest of the student, and therefore, the student will make an effort to learn if it is something for which they already have a propensity. Unlike Herbart, Dewey taught that a teacher cannot force a child to learn or even been interested in a subject, it is something the student has to choose. There are five components by which progressive education has worked: positive interdependence, promotive interaction, individual accountability, interpersonal and small-group skills, and group processing. Each of these components teaches students and teachers that learning is not achieved through route memorization but through actively taking part in lessons and developing independent thought. Active learning should be a base by which each classroom is structured. In analysis, active learning simply means that students aren’t spoon-fed the correct answers but instead they question the subject and come up with their own hypothesis and then are allowed to check to see if it is correct: They are not handed the answers and taught to memorize but instead are taught to actively engage in each school subject and come to their own conclusions through proper problem solving techniques (this is applicable in any genre). In active learning, questions are just as important as the answers. Plato highlighted that learners need to think as well as learn for themselves and take what they learn in a classroom setting as a guideline to real life as is stated in his forms. Teachers then are given the duty of making sure they engage students in becoming active learners. Through formal and informal learning, this accomplished. Progressive education in American History is then implemented in the learning strategy of all classrooms together. Cooperation means learning with a group and giving succor to everyone participating in that group. A school then, is merely a larger extension of the classroom group which in turn is an extension of the smaller learning groups within the classroom. The focal point of pragmatism then become the welding of Fine Arts in education. That is, fine arts as the fusion between art, math, history, languages and science. It is with Dewey’s definition of pragmatism that art is a bases by which teachers teach (he considered teaching an art) and how students learn (also an art form) and thus, subject matters were understood through art concepts. Â  Congruency is a term that permeates both progressive education and pragmatism, for the students and teachers. With the diverse relation of subject matters implemented in progressive education Dewey came to identify the hands on experience, thus Dewey believed that learning was manipulative in which the learner abided by the laws of situation in order to be properly stimulated and it is through this that Plato’s system of inquiry is found. In a progressive education then, the common and ultimate goal of the entire system is to improve learning, and the avenues by which material is learned by the students. Progressive education also entailed elements of Humanism as thought of by other philosophers and educators of the time period. In the concern for the individual that pragmatists exhibited, it was only natural that Humanism be involved in the philosophy. Humanism is the value of each person and that feeling extended throughout the human race. Dewey as well as Plato’s belief in humanism was only part of the interdisciplinary status of progressive education. Another strong element within the understanding of progressivism was liberalism. That is to say that liberalism combined with progressive education formed a cohesion of social justice and advocacy consent. Progressive education should be understood within a social context, and not be misguided by ideas pertaining to Constructivism which is similar but models itself towards pupils gaining their knowledge based purely and solely on individualistic efforts, instead of the hands on experience involved with pragmatism. Progressive education, as it is involved with the education system of America from the 1880’s throughout the 1920’s was a system in which pupils were encouraged to challenge themselves with their own knowledge paired with the knowledge they gained in a classroom. Pragmatism was about finding new solutions to old problems and continually challenging those solutions to find better answers. The combining of all subjects through fine arts application was essential to the development of pragmatism in the classroom and enabled students to find interest in areas which would otherwise be off limits because of their lack of attention in subjects which they were not interested. Progressive education has its origins in pragmatism and the separation of the two is problematic to the understanding of American education during the specified time period.

London and England in 1819 as Expressions of Rebellion

Late 18th and early 19th century England faced both political and economic instability at the hands of King George III. Conflicts with the future United States and later France brought into question his ability to run a country. While the government was enjoying revenue gained through taxes, the people were suffering in the streets. Concern grew after the French Revolution about the power of the people to rise up against their government. Supporters of the revolution â€Å"herald the fall of an oppressive aristocracy and the birth of democratic and egalitarian ideals, a new era, shaped by the rights of man rather than the entailments of wealth and privilege, while skeptics and reactionaries rued the end of chivalry, lamented the erosion of order, and foresaw the decline of civilization.† (7). In order to prevent a similar revolution in England, King George III issued â€Å"a Royal Proclamation banning seditious writings† in 1792. (6). Only two years later, with the susp ension of habeus corpus, people could be sent to prison without a trial. This combination made it a very dangerous time to be speaking out against the government. The threat of imprisonment or death did not stop William Blake or Percy Shelley. Both of these writers rebelled against their government: in 1803, Blake found himself facing charges of â€Å"seditious threats against the crown. With England at war with France, this was a capital offense for which the penalty could have been death.† (171). He also had â€Å"beenShow MoreRelatedFrancis Bacon15624 Words   |  63 Pagesthe readers a great pleasure. The compactness of thought and conciseness of expression was a virtue in an age when looseness in thought and language was the rule. The essays are enriched with maxims and proverbs. He supports his ideas and arguments with innumerable quotations, allusions and analogies which prove his wide knowledge and learning. The aptness of the similes, the witty turn of phrases and the compact expression of weighty thoughts are evidence enough of the brightness of his intellectRead MoreFounding Brothers9626 Words   |  39 Pagesand began to feel afraid. Hamilton was very different from Madison. He was very energetic, imposing his own personality on events in an ostentatious, out-of-my-way style. He thought that economics needed to be well overseen, and he used England, with its national bank, powerful finance ministers as a model. The others wanted the economy to run its coarse. Hamilton thought money needed to be concentrated in the hands of the select few. Hamilton liked merchants and investors, while MadisonRead MoreInstitution as the Fundamental Cause of Long Tern Growth39832 Words   |  160 Pageschanges in the economic and political institutions that paved the way for the development of property rights and limits on monarchs’ power, especially in England after the Civil War of 1642 and the Glorious Revolution of 1688, and in the Netherlands after the Dutch Revolt against the Hapsburgs. How did these major institutional changes take place? In England, for example, until the sixteenth century the king also possessed a substantial amount of de facto political power, and leaving aside civil wars related