REFLECTIONS ON WEEK 1

1. There are some factors that can affect my participation and experience in this class, but I won't let them. I'm not very intelligent when it comes to computers and I usually like to keep my thoughts and opinions off the internet to prevent controversy. I understand, however, that controversy is a part of the class so I will learn to open up more. My schedule is very compacted with dance, tutor sessions, guitar lessons, etc. so I am concerned about posting everything on time, but I'll try my best. Right now I have dance Mondays and Wednesdays from 7-11pm, SAT tutoring Tuesdays and Sundays from 7-9pm, dance Thursdays from 5:30-8:30pm, and Saturdays from 1-3pm. My schedule is completely compacted, but I'm going to be dedicated and persevere through. On a positive note, I have an iphone, transportation, and a laptop at home so that will be beneficial for this class. I also have a very supportive family that stands by my side and is very encouraging toward my studies. 

2. Life is full of various learning experiences. The best learning experience that changed me forever was not in a classroom, but in a hospital room. My older sister was diagnosed with Crohn's Disease. Her condition was so severe that we had to say our last goodbyes to her. It was then that I realized the value of life and what I was here for. I learned that day of the importance of family, love, and grew my faith in God like never before. The surgeon was there and was talking to my parents about my sister's health, but I wasn't allowed to hear the news. I was only seven years old and was so confused about what Crohn's Disease was. My parents didn't want to talk about it with me because they were busy with so many other things and my siblings couldn't leave my sister's side to explain what exactly was happening. So, I took it upon myself and researched the disease. I researched all the possible symptoms, related diseases, types of Crohn's diseases, medications, surgeries, and more and more to find out what my sister was going through. It was when I thought I was going to lose my sister that I learned the most. I learned what hard work was, that I wanted to become a surgeon, more about my sister, my faith, my family, and more about Crohn's Disease. This was life changing. My sister is still battling Crohn's Disease, but whenever I dedicate myself to academics, I feel like I am helping her and other Crohn's Disease patients so I can help them as their surgeon. 

3.  I am excited most about collaborating with people that share the same interests as me. I believe that will prepare me for college and inform me more on my topic of interest; medicine. I'm looking forward to learning about other people's passions in life and understanding people a little better. I believe that building relationships with others proves beneficial for one's future because it provides connections that might be needed for opportunities later in life. 

My Opinion Isn't (A) Right

Reflecting back on the Socratic Seminar concerning the document, "The Right To Your Opinion," I feel that there was a lot of controversy over the definition of a "right." Dr. Preston taught us that a "Right" is a moral or legal entitlement to have or obtain something or act in a certain way. Many people get the definition confused and think that having a right means being capable of doing something, yet they are false. No one can go to court and be defended by their opinion on something because internal, personal actions cannot be protected by the government or any law. In other circumstances such as the right to practice religion, then the government has to protect this action of the citizen in case their right is violated. The difference between these two examples is that one is internal/opinions/feelings while the other has to do with actions. This controversy over whether a right means capability or entitlement/government protection was the highlight in the Socratic Seminar.

From Legend to History Textbook Notes (pages 4-14)

Historical Background
*The Conquest of Britain (800-600 B.C.)
-Celts: farmers and hunters
     Brythons/Britons settled on largest island, Britain and Gaels settled on second largest, Ireland
-Druids: class of priests who settled Celts' disputes
-Second conquerors of Britain: Romans
     -Julius Caesar made hasty invasions in 55 B.C.
     - Roman rule lasted 300 years until northern European tribes invaded Italy
-Anglo-Saxons: deep-sea fishermen and farmers who existed in Germany, but took over more of England, today
*The Coming of Christianity
-accepted by Romans beginning in the fourth century
-Columba: gained converts to Christianity in sixth century and established monasteries in the north
-Saint Augustine: (597) converted King Ethelbert of Kent, England, to Christianity and set up monasteries
-Church: promoted peace and helped unify English people
*Danish Invasion
-Pirates: Norse of Norway invaded Northumbria, Scotland, Wales, and Ireland whereas the Danes targeted eastern and southern England
     -by mid 199th century, most northern, eastern, and central England fell to invaders
-King Edward (aka: The Confessor) because he was deeply religious
*The Norman Conquest
-aka: "north men" were descendants of Vikings who invaded coast of France in 19th century
-William killed Harold at the Battle of Hastings to claim crown
-William suppressed the Anglo-Saxon nobility and confiscated their lands
-Feudal System: exchange of property for personal service. All land belonged to King
*The Reign of Plantagenets
-Henry Plantagenet, Count of Anjou, came to thrown as Henry II
-Henry's concern with legal matters created problems with the Church and Pope sided with Becket
-Henry's knights murdered Becket in his cathedral
*The Magna Carta
-Richard I: staged military expeditions overseas
-Content: restrictions on royal power in magna carta marked the beginning of constitutional government in England
*Landcasters, Yorks, and Tudors
-Landcastrian Kings: Henry IV, Henry V, and Henry VI
-Wars of the Roses (1455-1885): House of York contested Lancastrian rule
-Henry Tudor: distant cousin and supporter of the Landcastrian Kings, led a rebellion against the unpopular Yorkist King, Richard II, and killed him
*Decline of the Feudal System
-Great Plague (aka: Black Death) from 1348-1349
-labor shortage increased value of peasant's work after plague
-Free peasantry replaced the serfs of Middle Ages

Literature of the Period
*Anglo-Saxon Literature
-began with spoken verse and incantations
-Anglo Saxon Poetry: heroic poetry and elegiac poetry
     Ex) Beowulf and "The Wanderer"
-Beowulf: epic. long heroic poem of a great legendary warrior renowned for his courage, strength, and dignity
-     -unknown author, Christian ideas and Latin classic references
-Anglo-Saxon Prose
-first written in Latin and vernacular/"vulgar tongue."
*Literature of the English Middle Ages
-Medieval Drama: first performed in churches and then began as miracle plays/mystery plays that retold sories from the Bible of dealt with Saint stories. Morality plays offered moral lessons to ordinary people's lives
-An Emerging National Identity: Johann Gutenberg perfected the printing process to a movable type in 1476. William Caxton began movable printing type in England.
-Geoffrey Chaucer: poet and administrator in London. He wrote The Canterbury Tales
-Romances, Lyrics, and Ballads

The Changing English Language: The Beginnings of English
-English: Teutonic plunderers invaded Britannia and brought with them a  Low Germanic tongue/Old English
-Middle English: Norman French conquered English after Egbert ruled, invaded England, and English was flooded by the French-spoken Normans

The Seafarer. The Wanderer. The Wife's Lament
-Scops: traveling storytellers who memorized, adapted, and passed along an oral tradition of stories and songs
-Exeter Book: collection of manuscripts that includes pieces of this oral tradition
-Anglo-Saxon Culture: expert seafarers who sailed the ocean to raid or settle other lands. They settled in England in the 500s, converted to Christianity, and retained a pagan conviction in the power of fate and retold Germanic and Scandinavian tales of heroes and monsters.

VOCABULARY #1

Adumbrate: (verb) to give to understand; describe roughly or give main points or summary of.

Ex) The ending of the novel is already adumbrated in the first chapter.

Apotheosis: (noun) the elevation of a person (as to the status of a God); model of excellence or perfection of a kind; one having no equal.

Ascetic: (adj.) practicing great self-denial; pertaining to or characteristic of the practice of rigorous self-discipline. (noun) someone who practices self-denial as a spiritual discipline.

Ex) Nuns and Ministers live a very ascetic life.

Bauble: (noun) a mock scepter carried by a court jester; cheap showy jewelry or ornament on clothing

Ex) I inherited a trinket or bauble from a family member and have had it for over twenty years.

Beguile: (verb) attract; cause to be enamored; influence by slyness.

Ex) They frequently beguile their toil with carols.

Burgeon: (verb) grow and flourish.

Ex) A very useful addition to my already burgeoning "cookery book" shelf.

Complement: (noun) a thing that completes/brings to perfection. A number/quality of something required to make a group complete. (verb) add to (something) in a way that enhances or improves it; make perfect.

Contumacious: (adj.) willfully obstinate; stubbornly disobedient.

Ex) His contumacious behavior got him arrested.

Curmudgeon: (noun) a crusty irascible cantankerous old person full of stubborn ideas/bad-tempered person.

Ex) He was a grumpy old curmudgeon and could never be pleased.

Didactic: (adj.) instructive (especially excessively)

Ex) Her "Novels for Children" are very didactic and are very moral.

Disingenuous: (adj.) not straightforward or candid; giving a false appearance of frankness.

Ex) This, I know, sounds disingenuous, but it's true, this book was not written to be published.

Exculpate: (verb) pronounce not guilty of criminal charges.

Ex) Both men were endeavoring to exculpate themselves, and therefore both statements are subject to suspicion.

Faux pas: (adj.) not genuine or real; being an imitation of the genuine.

Ex) It commits the ultimate faux pas of judging the past by the standards of the present.

Fulminate: (noun) a salt or ester of fulminic acid. (verb) cause to explode violently and with loud noise; come on suddenly and intensely; criticize severely.

Ex) If I fulminate against the teacher, then I will probably get a detention.

Fustian:(noun) a strong cotton and linen fabric with a slight nap; pompous or pretentious talk or writing.

Ex) They are a short of stately fustian, and lofty childishness.

Hauteur: (noun) overbearing pride evidenced by superior manner towards inferiors

Ex) The Kind behaved with such a hauteur that he intimidated everyone around him.

Inhibit: (verb) limit the range or extent of; to put down by force or authority.

Ex) Coffee is said to inhibit one's growth.

Jeremiad: (noun) a long and mournful complaint.

Ex) She gave a jeremiad when the teacher handed her the pop-quiz.

Opportunist: (adj.) taking immediate advantage; often unethically, of any circumstance of possible benefit. (noun) a person who places expediency above principle.

Ex) The plant is considered a hardy opportunist and, left unchecked, will out-compete native shrubs and trees.

Unconscionable: (adj.) greatly exceeding bounds of reason or moderation; lacking a conscience

Ex) The way he treated you was unconscionable, and it won't happen again.

I CAN READ!

https://www.youtube.com/watch?v=YZ7D-G90T_U

I CAN READ!

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MONTAIGNE/ AUSTEN ESSAY

          They are two different writers with two different styles that share one goal. This applies directly to Michel de Montaigne’s Essays and Jane Austen’s Pride and Prejudice. Montaigne attempted to explore his thoughts, life, and learning in these essays while tending specifically to the treatment of issues, events and concerns from the past, present life of the sixteenth century, and future. Jane Austen’s primary focus in Pride and Prejudice provides insight into humanity, as well, but with a different writing style. While Montaigne’s Essays provide strong themes, they are unnaturally complex and difficult to follow, whereas Austen provides a unique and fresh style with a clear plot to portray the theme. The two classics couldn't be more opposite with the exception of their similar theme and purpose in their novels.

            Montaigne and Austen’s styles, I believe, I more different than similar. Montaigne used his Essays to cover a wide variety of topics. He wrote anything and everything from liars to clothing to doctors to people to friendships, and tons of other unrelated topics vesting a good one hundred and seven chapters long. Not to mention, within the individual essays there are sentences that Montaigne added into paragraphs years later that is thought to contribute to this chaos of words. This caused for an unorganized and confusing novel through his use of stream of consciousness. Although his work lacked in organization, the didactic nature of his work, philosophical reflections, crafted rhetoric, and references to Ancient Greek, Latin, and Italian quotes gave authority and respect to his work. Jane Austen’s style in Pride and Prejudice offered a clear sense of direction due to her organization and structure throughout her novel. Austen’s clear style was exercised in her organization of chapters which differed in Montaigne’s works that had no relationship between his chapters. Her work was structured with a plot consisting of the orderly setting, climax, resolution, etc. which made it an easier read despite the old English dialogue. In contrast, Montaigne and Austen different greatly as the essays provided for a nonchalant style and use of stream of consciousness while Austen’s novel was more developed and structured.

            While Montaigne and Austen differ in style, they are harmonious in their attempts to analyze and provide insight and explore the psychology of humanity. Both authors seem to express their dedication in trying to fathom the intrinsic complexities of life and human mentality. Through Montaigne’s literary technique of self-reflection and Austen’s use of characters, they both explore questions of human nature bringing them closer to understanding humanity. Pride and Prejudice uses self-expression in as Austen expresses her feelings through the novel’s main characters like Elizabeth while Montaigne expresses his feelings directly in his essays. Immortality and flaws are uncovered to help fully understand humanity and all its features by Montaigne’s criticism towards tyrannical kings and even Austen’s use of Elizabeth’s hatred of Mr. Collins and quick judgment towards Mr. Darcy. In comparison, Montaigne and Jane Austen share their reflections through their own voiced styles for the goal of understanding the intrinsic complexities of human nature.

            Jane Austen and Michel de Montaigne provide contrasting styles, yet share the goal in perceiving their own individual societies of which they live in to its core. Both authors take their individual communities and create a bigger concept of life and evaluation of humanity. Montaigne’s nonfiction essays develop this theme through his use of stream of consciousness and allusions. Austen’s Pride and Prejudice differs in her structured, organized style of writing with a distinct plot and dialogue creating an easier read. As contrasting as both authors perceive to be in their styles, they share a common theme through their individual ways of self-expression whether it be through characters like Austen uses, or direct thoughts like Montaigne is known for. Together, the two authors cannot be more similarly different and differently similar. As David Foster Wallace once wrote, “What goes on inside is just too fast and huge and all interconnected for words to do more than barely sketch the outlines of at most one tiny part of it at any given instant.” It is evident that Montaigne’s web of thoughts supports Foster’s notion, yet both Austen and Montaigne were able to capture such a thought as to the concept of humanity, and address such a simple phrase into a potent meaning.        

Big Question

-What makes us generous? Does the desire to be generous mean we are born innately good or evil?

-Should infants get a choice in their own abortion like mothers get a choice of their own body? 

-Is it harder to believe in a God than the belief that humans evolved from scum? If humans evolved so rapidly in the past, why are we not evolving as rapidly today? 

-What hurts more... physical pain or emotional pain?

POETRY #1

1. The poem is titled "The Laughing Heart" by author Charles Bukowski.
2. The use of this poem by a corporation might be considered ironic because the words are much too insightful and deep to even remotely be connected to jeans.
3. The poem reflects the reputation of the author because Charles Bukowski was a bit of a rogue; however, his honest work, identifying the dark side existing in humanity, has proven inspiring to artists such as Tom Waits, Bono, and Sean Penn, for example. Bukowski dismisses the negatives in life with poetic and wise advice. My favorite line is, "you can't beat death, but you can beat death in life sometimes." This provides support, hope, and encouragement to move forward, past the negatives we encounter on our individual journeys.
4. I found the answer to #1 by taking a few phrases from the poem and entering them into Google.com which brought me to a YouTube video titled "The Laughing Heart" by Charles Bukowski. I found the answer to #3 by Google searching "Charles Bukowski Biography" and reading over the differed biographies offered.

ESSAY #1

Edward Said wrote, “Exile is strangely compelling to think about, but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home; its essential sadness can never be surmounted.” He then continues, clarifying exile can be “potent, even enriching,” as well. The Poisonwood Bible by Barbara Kingsolver serves as a perfect example by identifying characters who struggle with understanding new African cultural and ideology. Although the struggle is real and hardships go as far as death for some, the growth in developing this global vision and open mind to society is also powerfully meritorious and beneficial.

                While Nathan Price’s secular tunnel vision of the Congolese’s cultural beliefs results in alienation, such stubborn behavior serves as an enriching, beneficial model to his daughters of what not to be; narrow-minded or “globally blind.” World War Two wounded Nathan Price’s left eye resulting in this symbolic characterization of having a limited vision of the diversity of cultures in the world, specifically Congo, Africa where the Price family served as missionaries. Nathan Price’s alienation began immediately in the Demonstration Garden as Mr. Price denied Mama Tataba’s advice concerning the appropriate way to plant the Poisonwood seeds. Such dismissal to the traditional African farming techniques retaliated Price with a painful rash. While such torment was diseased upon Nathan Price, his daughters learned to admire Mama Tataba and admire the natives’ ways to help adapt to their new environment in the Congo. Nathan’s characterization evoked the major theme of global vision and the acceptance and understanding to new cultures such as that of the Congolese.

                Nathan Price is also alienated in his attempt to justify the world through missionary work in hopes of enlightening the Congolese on the basis of religion. Price’s persistent and obtrusive radicalism toward “saving their souls” creates a rift in the relationship between Nathan and the natives. Mr. Price’s persistence of baptism is a perfect example of such attempt to justify the Congolese which consequentially lead to his very own death and the death of several children killed by crocodiles during this baptism ceremony. Such justification to the world has taught his daughters the impossibility of absolute and unambiguous justice on a global scale. Adah reflects her understanding of this concept of justification in her revert from Christianity to Scientology; believing in life’s natural balance without intentional human interception. Although Nathan Price suffered such a terrible experience, it served potent to his daughters, such as Adah, who learned of the unrealistic idea of creating justice globally.

                While exile may be remote and result in unfortunate experiences, it can also serve to be “potent, even enriching” as Edward Said suggests. Barbara Kingsolver uses characterization in The Poisonwood Bible to portray the themes of global vision and the impossibility of absolute and unambiguous justice on a global scale. Readers observe this initial alienation characters experience as they journey internationally to Congo, Africa, then, finally connecting Kingsolver’s ironic eloquence in making an alienation replicate and evolve, through influence, to dominant potency.