How Can Civic Education Enhances Civil Society Essay Example for Free

How Can Civic Education Enhances Civil Society Essay Civic education is very essential to each and every citizen in a civil society. Therefore it must be noticeable. Civic education contributes to the well-being of society. This presentation is aimed at discussing how civic education can enhance civil society. The key concepts in this presentation are civic education and civil society. Therefore it is important to know the meaning of these two terms. Civic education is the field of study dealing with rights and responsibilities of citizenship as well as the responsibilities of the government. It deals with the commitment, assumptions, values and challenges of the national and civil society at large (Mwaipaya 1980). A Civil society is a public place between the states the market and the ordinary household, in which people debate and tackles action. Civic education enhances civil society in many ways, as one of the components is civic knowledge which it imparts in the citizen of the civil society. If the civil society are aware of their rights and if they know what to do it is very easy for them to participate in various activities of the civil society. Civic education imparts knowledge on democracy among the citizen of the civil society; democracy simply means a dialogue, a discussion, and a deliberative process in which citizen engage themselves in question about civic knowledge like what are the foundation of that particular civil society, and if the civil society will have knowledge on democracy issues it will improve. Hence this knowledge about democracy can only be imparted to the civil society through civic education and by doing so it is enhancing the needs of a civil society (Brookers etal 1980). Civic education also enhances civil society in terms of democracy because it is through civic education that we know and explain to others on how democracy acts and depends on certain basic values like respect for individual, the right to participate in the implementation of politics and development programmes, therefore if people in a civil society have knowledge about these rights and responsibilities, the civil society will be improved. Civic education can enhance the civil society because of its civic skills, if citizens are able to exercise their rights and discharge their responsibilities as members of self-governing communities, they are only need to acquire relevant intellectual and participatory skills, when we say intellectual skills these are essential for informed, effective and inseparable citizen from content, to be able to think critically about contemporary relevance as well as command of a set of an intellectual tools or considerations useful in dealing with such an issue. Hence if the society will have civic skills it will automatically be enhanced and there will be quick development in that particular civil society (Z.C.E.A, 2004). Another intellectual skill which good civic education fosters is that of describing. The ability to describe functions and processes such as legislative checks and balances or judicial review is indicative of understanding, describing trends like participation in civil lif e, immigration or employment helps the citizens fit current events into longer term pattern (Patterson, 2001). Civic education seeks to develop competence in explaining and analyzing issues, if citizen can explain how something should work, they will be able to analyze things as the components and consequences of ideals, social, political or economic processes and institutions. The ability to analyze enables one to distinguish between facts and opinion or between means and ends. It also helps the citizen to clarify responsibilities such as those between personal and public responsibilities or those between elected or appointed officials and citizens, therefore this can only happens if people in a civil society have civil skills and by having these skills in a civil society means that civic education is doing its job of enhancing the civil society (African Development Bank Achieving Millennium Development Goals in Global poverty, 2002). Furthermore, civic education enhances civil society through the component of civic skills, in such a way that education for citizenship in a democratic society focuses on civic skills that are required for informed, effective and responsible participation in the political process and in civil society, those skills can be categorized as interacting, monitoring and influencing. Interacting pertains to the skills citizen need to communicate and to work cooperatively with others. To interact is to be responsive to one’s fellow citizens, to interact is to question, to answer and to deliberate with civility, therefore if people be able to interact and question others toward certain common good the civil society will be enhanced. Monitoring politics and government simply refers to the skills citizens need to track the handling of issues by the political process and by the government. Monitoring also means the exercising of over sight functions on the part of citizens. Finally the participatory skill of influencing refers to the capacity to affect the process of politics and governance, both the formal processes of governance in the community (Mwaipaya, 1986). Civic education can improve and enhance our civil society through the component of civic dispositions essential traits of private and public character. This is important to the maintenance and improvement of constitutional democracy. Civic dispositions, like civic skills, develop slowly overtime and as a result of what one learns and experience in the home, school and organizations of civil society. These experiences should engender understanding that democracy requires the responsible self -governance of each individual worth and their dignity. One cannot exist without the other. Traits of private character such as moral responsibility, self -discipline and respect for the worth and human dignity of every individuals are no less consequential. Such traits as public spiritedness, civility, and respect for the rule of law, critical mindedness to listen, negotiate and compromise are indispensible to democracy success (Patterson, 2001). Civic education can enhance civil society due to civic dispositions that contribute to the political efficiency of the individual, the healthy functioning of the political system, a sense of dignity and worthy as well as the common good were identified in national standards for civics and government. In the interest of brevity, these dispositions are private and public character might be described as becoming an independent member of the society, assuming the personal, political and economic responsibilities of a citizen, respecting individual worth and human dignity (respecting others and listen to their opinions). Also participating in civil affairs in a thoughtful and effective manner as well as promoting the healthy functioning of constitutional democracy (Todaro etal 2009) Therefore, it can be noted that civic dispositions as a component or the habits of the heart , the traits of the public and private character that under-greed democracy are in the long run, probably of more consequence than the knowledge or skills a citizen may command (Z.C.E.A, 2004). In conclusion, civil society can be enhanced by civic education through its components (civic knowledge, civic skills and civic dispositions). Civic education is therefore very important to the lives of citizens in a civil society and it must be noticeable.

Depression Essay -- essays research papers

Depression Consider this: Elizabeth Wurtzel has struggled with depression throughout her life. She has a history of suicide attempts, self-mutilations, and serious mood swings. She took numerous antidepressants and medications in an attempt to regulate her irregular behavior. She quit using the medications due to the multiple side effects the drugs had on her. The result was chaos; after Elizabeth quit taking her medication her body experienced episodes of withdrawal. Despite her continued attempts to combat her illness, she experienced nervous breakdowns and alienation from her friends and family. Elizabeth Wurtzel reluctantly went back to taking medication despite the potentially serious side effects of taking so many drugs (Kim 46). â€Å" In the news, on the streets, and in neighborhoods, individuals are confronted with a variety of social problems†(Kim 7). A person may watch a loved one battle cancer, suspect a friend of having bulimia, or he/she may struggle daily with depression (Kim 7). The National Institute of Mental Health estimates that as many as 17 million Americans each year suffer from depression. About one in twenty-five of these sufferers is under the age of 18, and one in seven women will experience depression in her lifetime. The illness strikes regardless of age, gender, class, culture, or ethnic background (Kim 9). The occurrence and distribution of depression in a population may be related to a variety of factors. Such factors include a wide range of possibilities such as sex, age, living in the town, living in the country, nutrition, marital status, socioeconomic background, and genetic factors (Winokur 18). â€Å"Many people who are depressed do not seek treatment either because the y are unaware that their condition can be helped or because they are all too aware of the stigma and shame associated with depression†(Kim 9). Discovering and analyzing the complexities of issues that are associated with depression is a necessity in the goal of obtaining a comprehensive understanding of depression and of those who suffer from the disease (Kim 13). In order to completely understand the illness of depression, people should understand what the disease is, what factors cause the disease, and the how disease is treated. â€Å"Feelings of hopelessness, sadness, or discouragement occasionally tug at us all† (Kim 13), but those feelings eventually fade away. Th... ... therapists a depression patient decides to see, the first step in getting help â€Å" is to find a suitable therapist to guide the patient through the process† (Kim 87) of recovery. In conclusion, depression is a psychological â€Å"condition of general emotional dejection and withdrawal† (Webster 311). Depression affects people both mentally and physically (Kim 14). In order for a person to enter the realm of depression different biological, psychological, and sociological risk factors must exist (Kim 89). The severity of the depression experienced by a person is predispositioned by the severity of the risk factors experienced by that person. Even the most severe cases of depression can be treated with the help of professionals. Psychiatrists can prescribe drugs and biological means of treatment (Kim 90); psychologists offer psychotherapy as a means of help (Kim 90). â€Å"It is (also) important to look at what is happening in life from a perspective that does not turn everyday problems into overwhelming ones.........Remember that everyone has bad days. The trick is to take them in stride. Research tells us that people who don’t catastrophize are less likely to become depressed† (Robbins 180).

How Much Ado About Nothing uses the comic genre to allow Shakespeare to expose and criticise Human Flaws

When Benedict states that ‘happy are they that hear their distractions and can put them to mending’, he is stating that characters are able to recognise flaws within their own character and, more importantly, are able to fix them. One conventional aspect of Elizabethan society, that is very much evident within ‘Much Ado’ About Nothing’, is social inequality. â€Å"In Shakespeare’s play, women are portrayed as being powerless in their own lives and in everything around them. † In Elizabethan society, men were dominant over women and made all the important decisions. In ‘Much Ado’ About Nothing’, the men frequently make bad decisions, and is a recurring theme throughout the play. Although Shakespeare was a product of his time, and accepted social norms and values, he demonstrated an understanding of women’s subjection by men in his work. The comic genre allows Shakespeare to push the boundaries when challenging social conventions. For example, Shakespeare is able to portray Beatrice as a feisty, sharp, intelligent woman. The audience are naturally, more open-minded because they realise that the play is a comedy and they're suppose to find it funny. As a consequence, this gives Shakespeare more freedom to create comedy within the play. In Shakespeare’s Much Ado’ About Nothing, Claudio is flawed character, although not appearing so initially: he is shown as a distinguished soldier under the command of Don Pedro, Prince of Arragon. In the first act, Claudio is introduced to the audience via a discussion between Leonato and a messenger in the presence of Leonato’s daughter, Hero, and his niece Beatrice, whereby the audience hear of Claudio’s heroism and admirability during the war and that Don Pedro regards him highly and has, â€Å"bestowed much honor† upon him. The messenger also suggests that Claudio has done tremendously well, as â€Å"He hath borne himself beyond the promise of his age†, suggesting Claudio is a mature character. The absence of Claudio from this scene means that the audience judge him based on what they have heard about him, as a consequence their first impression of Claudio is very positive. However, throughout the play the audience are introduced to his flaws of immaturity, haste and pride which all contradict with their first impression of him. Although the audience’s introduction to Claudio suggests maturity, this is proven to be false throughout the play. In a discussion between Claudio and Benedick, Claudio recognises that falling in love too quickly is a mark of immaturity, concerned that â€Å"liking might too sudden seem†. However, after one silent get-together of characters, Claudio finds himself in love with Hero and immediately talks longing that, â€Å"Hero would be my wife†. Therefore, Claudio seems to do the exact opposite to the statement in the question and adopts a distraction that he has already heard, acting in a contradictory manner and emphasises his immaturity. As well as this, Claudio is gullible, and allows he to be deceived by Don John into believing that Don Pedro has wooed Hero for himself, â€Å"my brother is amorous on Hero, and hath withdrawn her father to break with him about it. † Through Shakespeare’s use of dramatic irony, the audience feel frustrated with Claudio, as he instantly believes this false allegation without question, â€Å"Tis certain so, the prince woos for himself†. Furthermore, Claudio lacks the courage to confront Don Pedro about the allegation, hence choosing to blindly believe Don John over Don Pedro and Benedick, without seeking the truth, â€Å"Ho now you strike like the blind man. The audience feel frustrated because they know that Don Pedro is innocent, however they can't pass this information onto Claudio and are forced to watch the consequences unfold. Additionally, the audience feel frustrated with Claudio because it doesn’t seem likely that Don Pedro would betray Claudio due to the fact they have fought alongside each other at war and share a good relationship. However, the audience can sympathise with Claudio because his encounter with Don John at the masked ball was a setup in order to trick him. Due to the theme of the ball, whereby everyone had to wear masks and conceal their identity, Claudio thought that by pretending to be Benedick, he could deceive Don John and Borachio. By way of contrast, the opposite happens as Claudio believes that Don John thinks he is speaking with Benedick, â€Å"Are not you Signor Benedick†, â€Å"You know me well, I am he†. As a consequence, Don John finds it much easier to deceive Claudio. When Don Pedro asks Claudio, â€Å"wherefore are you sad†, Claudio intentionally replies with very brief, indirect responses that forces Don Pedro to investigate into the matter further. I believe by doing this, Claudio fulfils his need for attention, which in itself is a sign of immaturity. For example, Claudio replies with â€Å"Not sad, my lord†, stopping to allow Don Pedro to continue asking questions. As expected, Don Pedro replies, â€Å"How then? Sick? † In which Claudio replies â€Å"Neither, my lord†, again, allowing room for Don Pedro to investigate. However, Beatrice who allows the conversation to carry on, interrupts this process, â€Å"The count is neither sad, nor sick, nor merry, nor well: but civil†. After Claudio realises that Don John has deceived him at the masked ball, the audience expect Claudio to put his flaw ‘to mending’. However, Claudio fails to do this and allows himself to be deceived by Don John once again. The night before the wedding, Don John deceives both Don Pedro and Claudio into believing that Hero â€Å"is disloyal† and has slept with another man. Don Pedro questions the allegation at first â€Å"I will not think it† whereas Claudio is quick to believe it to an extent â€Å"May this be so? The fact Don Pedro is able to question the allegation shines a negative light upon Claudio who should not question Hero’s dishonesty. The audience feel frustrated with Claudio through Shakespeare’s use of dramatic irony, allowing the audience to know the truth that Hero is innocent, especially when Claudio rushes to plan his revenge, whereby he will â€Å"wed, there will I shame her. † Women in Elizabethan times were objectif ied and became possessions of their husbands. They would not have attended school and their â€Å"education would have been purely of domestic nature† in preparation for marriage. As men were seen as the superior figure that provided for him and his family, their pride and dignity meant the world to them. Therefore, to be a cuckold (a man married to an unfaithful wife) associated much shame and brought down the male’s social standing. Baring this in mind, a contemporary audience would be more sympathetic with Claudio’s rash decision as they would share a better understanding of Claudio’s fear of shame. On the other hand, a modern audience would not be as sympathetic because social norms and values, especially gender inequality, has changed. However, the audience cannot entirely blame Claudio because he believes that he actually witnessed the supposed affair. On the other hand, the audience blame him for not confronting Hero, just like he failed to confront Don Pedro after the masked ball. Evidently, Claudio has not recognised his flaw of being deceptable to lies and failing to confront them, therefore failing to fix it. Through dramatic irony, the audience know that Hero is completely innocent. In addition to this, they also know that Claudio intends to publically humiliate her at the wedding. The audience sympathise with Hero, especially when they see how excited she is before the wedding, â€Å"God give me joy to wear it! for my heart is exceeding heavy. † On the day of the wedding ceremony, Leonato shows that he shares the tendency to rush into conclusions like Claudio. When Claudio publicly shames Hero, â€Å"Not to be married, not to knit my soul to an approved wanton†. Leonato at first defends Hero’s honor, â€Å"Dear my lord, if you in your own proof†¦ made defeat of her virginity. It’s only when Don Pedro supports the claim made by Claudio that his daughter has slept with another man that Leonato suddenly believes the claims made and turns against his own daughter. Leonato even goes as far as saying that he regrets having a daughter, and â€Å"Death is the fairest cover for her shame†. Leonato understands that no other man will marry Hero because they will become a cuckold, bringing shame to himself; therefore Hero has nobod y to support her, as she is unable to support herself due to the conventional norms of the Elizabethan period. The audience are shocked by Leonato’s reaction because through dramatic irony, they know Hero is innocent. However, the audience also know that by comparing the ending of a comedy to a tragedy, that no serious consequences will be inflicted upon her. It is not until Friar Francis is introduced that Leonato seems like a failed father, because Friar Francis doubts Hero’s disloyalty and so offers a chance of redemption, with a practical plan to prove her honesty. Leonato is unable to believe his own daughter over the Prince and Claudio whereas a stranger can, emphasising his failure as a father. It is also arguable that Leonato’s pride clouded his judgement when choosing to believe his daughter’s innocence and is the reason why he was quick to believe the allegation when Don Pedro supported it, suggesting that â€Å"maturity is the trait most lacking in all of the play’s characters†; their susceptibility to pride and deception, and their â€Å"inability to think before drawing their conclusions†, are more about immaturity than any other quality. However, towards the end of the play Leonato loses interest in pride, replacing it with the determination to be a better father. Leonato confronts Don Pedro and Claudio with resentment, whilst trying to remain courteous, over publicly shaming his daughter whilst she was innocent. In confrontation, Leonato addresses Claudio as immature, stating that â€Å"If thou kill’st me, boy, thou shalt kill a man. † Leonato reminds Claudio that â€Å"thou hast kill'd my child†, and expresses that if he kills Leonato, he will at least kill a man and not an innocent child. Similarly, Leonato isn’t the only character in the play to call Claudio a ‘boy’, for example Antonio calls Claudio a ‘boy’ a few times when he demands Claudio to â€Å"come, follow me, boy; come, sir boy, come, follow me†. As well as this, Benedick later on says to Claudio, â€Å"Fare you well, boy†¦ I will leave you now to your gossip-like humour. † This evidence suggests that many other characters, as well as the audience see Claudio as an immature character. Although Leonato must talk with respect to the Prince, he speaks with sarcasm, â€Å"Are you so hasty now? well, all is one†. Therefore, it’s evident that Leonato has learned his lesson that his pride and loyalty to the Prince can turn him against his own family and that he shouldn’t let anyone influence his own judgment. Additionally, the view of ‘susceptibility to pride and deception’ is strengthened from the point of view of a modern audie nce, because to criticise the characters on the grounds of being susceptible to pride is contradictory to the social norms of the Elizabethan period. For example, an Elizabethan man’s good name was of considerable worth to him and any action that tarnished it, would affect his social standing. However, Shakespeare highlights that ‘susceptibility to pride and deception’ and ‘the inability to think before drawing conclusions’ are major flaws found within the play and within Shakespearean society. It is through the comic genre that Shakespeare is able to portray his message that all of us, to some extent, have our own character-flaw(s) and it’s those who can fix them that benefit – like Leonato. Furthermore, as the audience watch ‘Much Ado’ About Nothing’ and laugh at the character-flaws found within it, it makes them realise that their own character flaws can just as easily, be made fun of, as â€Å"Comedy is intimidating and encourages complacency in those who laugh†. Many people have a fear of being laughed at because it makes them feel inferior. This is known as superiority theory, whereby people laugh at something or someone to make themselves seem superior. Due to this fear of being laughed at, people are more encouraged to fix the things that are comical, such as their human flaws.

Comparison between The handmaids Tale and 1894...

Both the novels 1984 and The Handmaids Tale provide warnings of how each author sees certain problems in society leading to dystopian states. Dystopian genres exist in both novels, but arise for different reasons. Resulting from Atwoods concerns about political groups and aspects of feminism; The Handmaids Tale illustrates how declining birth rates could lead to a state where women are forced into bearing children. In contrast, 1984 depicts a terror state where poverty is rife and tyrannical leaders force citizens to live by their rules. Although both novels share such themes as surveillance, deprivation and loss of identity, they describe two very different dystopian worlds, often by using identical literary techniques but also†¦show more content†¦There is no destruction of antonyms, comparatives or superlatives in The Handmaids Tale, as Gilead powers are not eradicating aspects of language, merely preventing people from speaking them, by enforced use of religious discours e. Atwood does, however, use prefixes to describe certain things, indicating state control. Words such as unwomen and unbaby denote failure. If a handmaids child is branded, unbaby, it shows failure to produce healthy offspring. Handmaids wish to produce healthy children, preventing transportation to the colonies. These prefixes therefore scare them into conforming, and trying to produce children as the authorities wish. In both 1984 and The Handmaids Tale, connotations are used to re-define the states powers. Big Brother and Aunts suggest protective figures which protect society; however connotations have been re-defined, neither figure having the security of the people in mind. These names, however, result in people believing themselves safe under their rulers, having been manipulated in many ways to produce this misconception. We are able to see that language in both the texts maintain the dystopian societies. However as well as authoritarian manipulation of language, the dystopian genre is created through the authors styles of writing. The styles of Both Atwood and Orwell differ, Orwell tending to a blunt style with few metaphors, described as