The Theory of Social Contracts Essay Example

The Theory of Social Contracts Essay The period of Enlightenment ushered in an age of intellectual development as well as theoretical formations on the concept of society. English political thinker Thomas Hobbes and French philosopher Jean-Jacques Rousseau posit political treatises on the formation of social contracts as a necessity of man and eventually leads to the establishment of an ideal government. The paper will discuss first the concept of man’s nature according to both philosophers in order to determine the reason behind the formation of such contracts which will subsequently lead to the conception of governments and sovereignty. Hobbes proposes that man is essentially at war with other men, motivated by personal desire and fear of death that inhibits the formation of a peaceful society. Rousseau however, contradicts Hobbes argument of man as naturally at war but looks into a different state wherein man possesses compassion which enables the formation of ideal relationships and eventually, social contrac ts. We look into Hobbes’s viewpoint in his treatise Leviathan and compare and contrast several arguments with Rousseau’s On The Origin of Inequality and Social Contracts. Hobbes’ Natural Man and Covenants Hobbes’ political theory in Leviathan stipulates the formation of covenants as the final end of man’s actions, transgressing from his natural state wherein man is in constant war with himself and with others. First, we define Hobbes’ argument on the natural state of man that provides the basis of conflict. In comparison with Rousseau’s viewpoint, the nature of social contracts is reversed, wherein Rousseau’s notion of social conventions is negative compared to Hobbes’ notion of contracts as a deviation from the erring state of human nature. Hobbes argues: â€Å"For every man look that his companion should value him at the same rate he sets upon himself, and upon all signs of contempt or undervaluing naturally endeavor to extort a greater value from his condemners. So that in the nature of man, we find three principal causes of quarrel. First, competition; secondly, diffidence; thirdly, glory (Hobbes 84). The primitive state of man is bordere d on Hobbes’ statement â€Å"where every man is enemy to every man† (Hobbes 85). Each individual is focused on the aspiration for personal gain, thus creating conflict or an unharmonious relationship because of completion (gain), diffidence (safety, self-preservation), and glory (reputation). The chaotic context provided in Hobbes argument consequently inhibits the concept of justice in a particular social setting. Since man is motivated by personal gain, the fear of death through self-preservation, and personal glory, there is no concept of right and wrong or even justice. â€Å"Where there is no common power, there is no law; where no law, no injustice† (Hobbes 85). Thus, we see Hobbes attempt to present his first law on man’s natural state: that man, motivated by personal gain, sets himself in conflict with other men who pursue the same object. He then narrates â€Å"the passions that incline men to peace are: fear of death; desire of such things as a re necessary to commodious living; and a hope by their industry to obtain them† (Hobbes 86). We will write a custom essay sample on The Theory of Social Contracts specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Theory of Social Contracts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Theory of Social Contracts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Hobbes, the natural law governing social relationships is motivated by the passions; specifically, man’s fear of death. Thus, the first natural law, in context with the natural state, is that every man has innate rights or liberty to will himself to self-preservation and that one can do anything to his body, even to another person. As long as this natural law exists, there can be no harmonious buildup of society. The second law then obligates man to create peace or to achieve peace through any means necessary and from here, man is then obligated to set such rule to all and that every right of man is necessary to be withdrawn or transferred in order to build peace; since to maintain the second rule, man will be constantly at war. The renouncement of rights is essentially good in itself because it aspires for the majority rather than the self, governed by selfish passions. However, such rights are not to be taken away by force or for an individual to force himself o f withdrawing his own, since â€Å"he cannot be understood to aim thereby at any good to himself† (Hobbes 91). Renouncement of rights should be voluntary and by choice, in order to determine the goodness which will benefit the majority. Thus, social contracts or covenants are formed. Hobbes argues that for a man to achieve peace, it is necessary to break away, through the tenets of reason, from the natural state wherein every individual is motivated by personal gain and fear of death. This fear motivates the individual, in relation to self-preservation, to create contracts with other men in order to achieve peace, wherein the value of life becomes the unifying factor for all; thus creating peace and harmony. Covenants are then considered to be the agreements that will benefit two parties aspiring for different objects. Justice then presents itself in the presence of covenants, for justice occurs when an individual performs or acts upon the agreement or covenant while injustic e is the failure to establish covenants which inadvertently places the individual in his former natural state. Hobbes definition of the natural state and the natural law focuses on the importance of self-preservation or the fear of the death in relation to the individual. In contrast with Rousseau, the formation of contract is that of beneficial to man rather than Rousseau’s argument that society itself that provides inequality and conflict. Contracts, through reason, necessitate a societal framework that is governed by the inexpressible right of every man to survival and preservation of life. The Commonwealth For Hobbes, the ideal form of government is the formation of the commonwealth which acts as the â€Å"final cause, end or design of men (who naturally love liberty and dominion over others) in the introduction of that restraint upon themselves, in which we see them live in Commonwealths, is the foresight of their own preservation, and of a more contented life thereby† (Hobbes 116). The formation of covenants, which represent a duty-bound notion to aspire for peaceful societal conditions, inevitably leads to its conception wherein the withdrawal of individual rights is penultimate toward its formation. Conventions serve the function as a mean toward the aspiration of the common power or will of the majority. Common power acts as a protection against external attack or injuries that an individual may cause upon the other and is formed through the transcendence of personal right to a man or an assembly: â€Å"Confer all their power and strength upon one man, or upon one assembly of men, that may reduce all their will, by plurality of their voice, unto one will: which is as much to say, to appoint one man, or assembly of men, to bear their person† (Hobbes 118). Every man should then willingly state: â€Å"I authorize and give up my right of governing myself to this man, or to this assembly of men, on this condition; that thou give up thy right to him and authorize all his action in like manner† (Hobbes 118). We take into context a mix between a democracy (representation of the few) and monarchy (rule by a sovereign). However, Hobbes’ monarchy is not entirely absolute, ruled by the elite or loyalty; rather Hobbes’ conception of monarchy focuses on the rule of a sovereign where powers are granted by the conventions of the majority. From such, the sovereign is then obligated to perform the powers bestowed upon the social covenants; the sovereign itself being a representation of the general will of the people. The Commonwealth The sovereign, either instituted in one man or an assembly of men, is bestowed power of the withheld rights by society or subjects. As sovereign, its responsibility lies on any action or authorization to ensure the presence of duration of peace and to create any means necessary to protect individuals from others as well as to protect attacks from other societies. According to Hobbes, there are only three kinds of commonwealth and nothing else; a democracy, monarchy, or aristocracy. Hobbes does not believe that no man aspires for a turbulent and rocky society. However, Hobbes is partial toward a monarchial government, which, according to him, generally embodies the conventions made by man, and in essence, the nature of a commonwealth: â€Å"The riches power and honor of a monarch arise only from the riches, strength, and reputation of his subject. For no king can be rich nor glorious, nor secure, whose subjects are either poor, or contemptible, or too weak through want, or dissension† (Hobbes 130). Amor Propre and Civil Society On the other hand, Jean-Jacques Rousseau’s work Discourse on Inequality and Social Contract primarily present arguments against Hobbes’ definition on the natural state of man in contrast with social systems and conventions. Rousseau argues on the condition of the human soul as it progresses from its distinct natural form up until the pure state of man is transformed through social relationships or systems. First, he argues the physical differences of man, which in essence, does not ultimately provide a firm basis of inequality: I conceive that there are two kinds of inequality among the human species; one which I call natural or physical, because it is established by nature, and consists in a difference of age, health, bodily strength, and the qualities of the mind or the soul; and another, which may be called moral or political inequality, because it depends on a kind of convention. (Rousseau 1) Apart from physical differences, inequality falls under the moral or political sense. In the context of social structure, inequality lies on the ladder of power and wealth, wherein the notion of civil society is created by the rich in order to suppress the poor of wealth and maintain power among the elite few. In contrast with Hobbes, Rousseau presents a different view of man’s natural state wherein man is savage in nature wherein ideas are generated by sense experience. But in opposition to regular animals, man has reason that establishes himself apart from common animals. The natural behavior of man is similar to that of Hobbes’ viewpoint but differs in motivation. According to Rousseau, the basic instinct of man is self-preservation, free will and compassion; the last being the most important part in man’s natural state wherein Hobbes contends to man’s natural war with the other. He contends Hobbes’ view of man’s nature which compels him w ith the fear of death. However, Rousseau argues: â€Å"the knowledge of death and its terrors being one of the first acquisitions made by man in departing from an animal state† (Rousseau 17). In contrast, Hobbes’ provides death as a motivator for withdrawing personal rights in order to achieve peace while Rousseau presents reason as a way of fighting the irrational passions that push him out of his natural state. In addition, compassion is the important natural virtue that contradicts selfish impulses or vices which come from the passions or irrational tendencies of man. Rousseau narrates that Hobbes’ definition of man does not provide himself with an idea of goodness, that man may be considered as evil. Rousseau’s view presents man, in his primitive state, as essentially good, and possesses virtue. â€Å"so many writers have hastily concluded that man is naturally cruel, and requires civil institutions to make him more mild; whereas nothing is more gent le than man in his primitive state, as he is placed by nature at an equal distance from the stupidity of brutes† (Rousseau 47). Compassion is the most important aspect of man, along with innate desires of preservation, reason and free will. â€Å"It is this compassion that hurries us without reflection to the relief of those who are in distress: it is this which in a state of nature supplies the place of laws, morals, and virtue, with the advantage that none are tempted to disobey its gentle voice† (Rousseau 31). Compassion generates interaction with other men and the natural instinct of self-preservation, as times continue to progress, enables the individual to improve living conditions. Thus, the combination of compassion, reason, self-preservation enables the individual to form conventions with other men. However, the problem lies with the development of amour propre, the subsequent regularity of conventions where man’s reason is garbled to a false sense of dependency on the individuals through improvement of self-perception and acquiring favor. The natural, non-invasive self-love is transformed to a more self-centered and jealous love of others. â€Å"Man must now, therefore, have been perpetually employed in getting others to interest themselves in his lot and in making them, apparently at least, if not really, find their advantage in promoting his own† (Rousseau 51). This corrosive notion of self-love produces competition, comparison with others, hatred, and the continuous search of ambition and power: â€Å"In a word, there arose rivalry and competition on the one hand and conflicting interests on the other, together with a secret desire on both profiting at the expense of others† (Rousseau 51). The Social Contract Thus, Rousseau defines man’s state of nature as it develops amour propre. To deviate from the natural state, the formation of social contract is evident in order to rid of the evils pertaining civil society. According to Rousseau, the conception of social contracts delimits the individual from inequality and therefore frees himself from the trappings of social classification. The purpose of the contract is to establish a body that will inadvertently defend the rights of the individual and the right of society as a while. Similar to that of Hobbes’ notion, social contracts are meant to deviate the condition of human nature from its amoral/evil sense in order to create society focused on peace. The social contract, in Rousseau’s perspective, is founded on the presence of the general will: â€Å"Each of us puts his person and all his power in common under the supreme direction of the general will, and in our corporate capacity, we receive each member as an indivisi ble part of the whole† (Rousseau Social Contract, 59). The general will is the summation of all opinions of the majority, which in turn acts as an abstract form that aims toward the good of all. Rousseau also posits the idea of a sovereign which acts a representative of the people. The people however, in Rousseau’s form of government, are not represented by senators or magistrates but represent themselves as a symbol of the general will. Sovereign Similarities Both philosophers argue on the importance of social contracts in establishing relationships with people in order to construct an acceptable and peaceful social framework. Both stress the importance of the ‘natural’ law of man to deviate himself from his primary state and is obligated to create a world without indifference and conflict through commonality of opinions and desire. The difference lies on both philosophers account of man’s nature, wherein Hobbes argues that man is essentially evil and it is through civil relationship that man refines himself and achieves peace. Rousseau contradicts Hobbes’ arguments that he had failed to include compassion as a virtue in man’s natural state. Rousseau opines negatively toward civil societies, that conventions itself ruin man’s natural state through social classification and levels of power. Instead, Rousseau posits man as a docile creature until society corrupts his natural state. On the subject of contracts, both thinkers apply the same rule for the formation of social agreement as majority of society transfers its rights toward a sovereign that which governs and protects them. However, Hobbes is partial toward a monarchial government wherein it is suited with the embodiment of his covenants while Rousseau proposes the same powers for a sovereign but also adds the presence of the government to mitigate the function of the sovereign who acts as the representation of the general will while the government attends to particular or private wills. Smith’s Theory of Moral Sentiments Economic theorist Adam Smith proposes on his treatise Theory of Moral Sentiments the formation of a consciousness in the perspective of a leader, or in Rousseau’s/Hobbes’ context, a sovereign, in order to determine, apart from proper behavior, the rules and regulations that one must impose upon the subjects of society. Smith narrates: â€Å"We suppose ourselves the spectators of our own behavior, and to endeavor to imagine what effect it would, in this light produce upon us† (Smith 112). In context of a sovereign, it is essential, according to Smith, to examine actions and decisions through a detached position wherein the leader supposes himself to be a common citizen that according to theory, provides the power and responsibility of governance. Thus, rules imposed upon the subjects of sovereignty should be taken into proper consideration by the sovereign, so as to measure the worth and value of behavior reflection upon society, according to Smith. For example, a ruler’s ethical behavior is dependent on the laws in which he imposes over the ruled. Harsh policies that generally disfavor society imply that the ruler may be arrogant and selfish and therefore does not suit the position. Lenient policies on the other hand may imply a carefree attitude with the lack of seriousness that a good leader must possess. Thus, rules and impositions should situate itself in the middle rather than the extreme and through Smith’s propositions, the leader must then view rules as an ordinary citizen. In relation to Hobbes’ and Rousseau’s social theories, the concept of the sovereign is created by the people and represents the general will. Therefore, there is an implication of a natural balance of power between the governed and the sovereign. In Hobbes view, the sovereign’s duty is dictated or authored by the subjects and therefore cannot harm the governed whether through abuse or dereliction of duty; rather, the formation o f laws and policies are in relation toward the fulfillment of the commonwealth’s purpose – that is, the preservation of peace. However, Hobbes monarchial standpoint does not entirely agree with Smith’s proposition since the monarch, utilizing the commonwealth’s purpose, has the power of censorship on speech, publication or any other form of expression that may disturb the peaceful status quo. Thus, Smith’s proposal cannot be applied with Hobbes’s notion of government. However, Rousseau takes into consideration the general will of the populace that also gives right and power to the sovereign. But Rousseau does not imply the purpose of peace in his government; rather, he focuses on the general will as given power. The sovereign has then the duty to make sure that laws do not violate the freedom of every individual for it is they who had created power in the first place. Works Cited Hobbes, Thomas. Leviathan. Mineola, N.Y. Dover Publications, 2006. Rousseau, Jean-Jacques. Discourse on the Origin of Inequality. Mineola, New York: Dover Publications, 2004. Rousseau, Jean-Jacques. The Social Contract. New York: Penguin Classics, 1968. Smith, Adam. The Theory of Moral Sentiments. Washington, D.C.: Regnery Publications, 1997.

Dissecting Beckham essays

Dissecting Beckham essays The movie we are going to dissect is Bend it Like Beckham. There are a plethora of things going in the movie, as far cultural criticism goes. In this paper I would like to talk about a few of those. Access to education, access to wealth, access to knowledge, gender, ethnicity, and sexual orientation. I want to begin by giving you the general outline of the movie. The movie takes place in Europe; the main characters are Jess and Jewls. Jess is a young India woman who adores the game of futbol, what we in America call soccer. The only problem with that is that her family believes in tradition and expects their children to do the same. On the other hand you have Jewls whose parents or should I say a parent who supports her very much. In this movie you have your typical older sister who is lady like, chases the boys and wants to get married. Then on the other hand you have Jess who is the tom boyish younger sister who loves to play her sport. This is where I like to touch basis on the gender and sexual orientation issues. Jess and Jewls become real good friends and along the lines somewhere, there is this misconception that they are in someway attracted to one another. But, this is hardly the case. Jewls mother is going through a lot of heartache throughout the movie because she believes that Jewls is a lesbian and that her and Jess are dating. So this is the reason why Jewls mom isnt so supportive of Jewls decision to play soccer. The situation with Jess is that her family believes that a woman should be home cooking and cleaning, and making sure that the family is taking care of. Not out playing some sport that is made for men. Theres a point in the movie where Jess and her coach becomes very fond of one another. Jess tells her friend about this and he tells her Jess you cant control who you love you know? And then makes the notion to tell h ...

Answers to Questions About Possessives

Answers to Questions About Possessives Answers to Questions About Possessives Answers to Questions About Possessives By Mark Nichol Here are three queries from DailyWritingTips.com readers about pesky apostrophes, followed by my responses. 1. Please tell me the proper placement of an apostrophe when making possessive a singular abbreviation that ends in an s. In other words, for â€Å"Office of Financial Services,† should it be written OFS’s or OFS’, or something different? Either form is correct, depending on which style you use. Associated Press style, for example, which prevails in newspaper journalism and other less formal contexts, requires the possessive form for the spelled-out name as shown here: â€Å"The Office of Financial Services’ report has been delayed,† so the abbreviated form is â€Å"The OFS’ report has been delayed.† However, The Chicago Manual of Style, which prevails in book publishing and other more formal contexts, and similar style guides recommend, for example, â€Å"The Office of Financial Services’s report has been delayed.† The abbreviated form is â€Å"The OFS’s report has been delayed.† I recommend this style. (Note that an s follows the apostrophe even when a word or an abbreviation ends in s, such as in â€Å"Thomas’s report has been delayed.†) 2. I edit corporate documents that use this rule: The first time a government name appears in the document, spell out the name for example, National Institutes of Health and follow it in parentheses with its acronym (NIH). But when the name’s first appearance in the document is in the possessive form, do I use the possessive form in the parentheses? For example, should it read, â€Å"The National Institutes of Health’s (NIH’s) new mandate is clear† or â€Å"The National Institutes of Health’s (NIH) new mandate is clear†? The Chicago Manual of Style does not cover this issue, but its website recommends what I suggest to resolve the related issue in this post: Recast the sentence to avoid the possessive form (â€Å"The new mandate of the National Institutes of Health is clear†). 3. The title of a brochure I’m designing is â€Å"Wholesale Buyer’s Guide.† Is the possessive apostrophe needed on Buyer’s, or is it just â€Å"Wholesale Buyers Guide†? Or, perhaps, â€Å"Wholesale Buyers’ Guide†? â€Å"Buyers Guide,† â€Å"Buyer’s Guide,† and â€Å"Buyers’ Guide† are all common, and they all have some merit, though I favor the latter. In â€Å"Buyers Guide,† Buyers is an attributive noun one that serves as an adjective (just like school in â€Å"school bus† or window in â€Å"window seat†). It means, essentially, â€Å"guide of the buyers,† which I don’t think sufficiently expresses that idea that it’s something offered for someone’s use. â€Å"Buyer’s Guide† suggests that it’s for one person technically correct, but the guide was created for all buyers, not just one, so I think â€Å"Buyers’ Guide† is the best option. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†Yay, Hooray, Woo-hoo and Other Acclamations10 Varieties of Syntax to Improve Your Writing

INDIAN NEGOTIATION STYLES Essay Example | Topics and Well Written Essays - 750 words - 1

INDIAN NEGOTIATION STYLES - Essay Example In essence, Indian negotiating styles combines the values of culture honesty and details in ways that focus largely on the results rather than the processes. Business is considered as a culture and not simply a means towards profits. Success and failure are assessed in terms of the character and ability of agents rather than logical outcomes of strategies and processes (Martin, & Chaney, 2009). In the context of international business, the negotiation process in India is considered, in many circles, as a process of balance of power and an adjustment of equilibriums between the presumed cultural greatness of the west and Indian culture. Cultural balance and cultural universalism acquire more prominence to challenge the negative assumptions resident in theories of cultural relativism as understood in business context. Indian negotiating styles significantly rely on the details (Zubko, & Sahay, 2010). Issues are broken down into their constituent parts and analyzed in accordance with the manner in which they relate to the bigger picture. In essence, the process entails the realization of a range of issues that connect with outcomes. Usually, the focus begins with the bigger picture before attention is given to the driving factors and the specifics of the deal. Clarity and order in the details of the deal becomes necessary for purposes of assessing the feasibility of the deal. Naturally, Indians prefer the guidance of clear data and mathematical procedure towards the attainment of a given goal. This trait is consistent with the cultural attachment to matters of mathematical and scientific importance. Studies have connected these traits to the flourishing IT and medicine culture in the country. Family and business comprise the uniform continuum that forms part of the Indian culture (Desai, 2012). Appreciating the family connections behind India’s corporate world remains a key starting point of developing insights into the working of the system. Usually,

Oil Markets Essay Example | Topics and Well Written Essays - 1000 words

Oil Markets - Essay Example The most important and active exchanges where such transactions take place are the New York Mercantile Exchange and the International Petroleum Exchange, London. Spot and futures prices are transparent, and are available on the internet and a host of other media sources. All Physical trade in oil is through 'contract arrangements' that are formal contracts drawn up between the buyer and the seller for a specified quantity and quality of oil delivered at a fixed place and time and at a fixed price. Usually the spot and futures prices benchmark the contract price, to explain, the delivered price of the oil depends upon the spot market at the agreed time of delivery plus or minus an agreed amount depending upon the other conditions of the contract, such as credit terms, quantity and quality. In the US, some sale of the domestic production of oil is at a 'Posted Price', a different method of pricing of the indigenous product (Transactions). Futures prices of crude are $ 69.59 per barrel for May 2006 delivery and $ 70.22 per barrel, for June delivery. These are the closing prices of May 8th trading on the NYMEX for Brent crude (Trading Quotes). 2. Some oil producing nations have formed a cartel to control the production, shipments and prices of crude. This organisation called the Organisation of Petroleum Exporting Countries (OPEC). Appendix-1 shows the countries that form part of OPEC and their average production over the past three years (2003-05). Appendix-2 provides details of countries that produce significant quantities of crude but who are no a part of the OPEC and their average production over the past three years (2003-05). Appendix 3 gives details of the major Exporters, Consumers and Importers of Oil (International Petroleum Monthly). Saudi Arabia, Russia, Iran and North Sea operations are the major producers of oil. The US is the largest consumer and importer of oil followed by China and Japan. 3. The world oil market is a Homogenous Co-operative Oligopoly. A broad definition of an oligopoly is a 'monopoly of many'. "The distinguishing characteristic of an oligopoly is that there are a few mutually interdependent firms that produce either identical products (homogeneous oligopoly) or heterogeneous products (differentiated oligopoly)" (Bookrags). Oil has no substitute. The consumer, has no alternative for the product, has no way of increasing total utility and with the supply and prices being controlled by a handful of suppliers has absolutely no way of influencing prices. This is a classic case of a monopolistic market. As is evident from the figure presented in Appendix 3, the largest exporters in the world, other than Russia, Norway, Mexico, Kazakhstan, and Qatar, are a part of the OPEC. The OPEC decides upon the levels of production and exports all with a view to control prices by maintaining a scarcity in the market. The non-availability of natural resources restricts e ntry of new players into the market. Since the product of all the players is essentially the same - crude petroleum oil, with only small variations in quality, the term Homogenous Oligopoly applies perfectly to this

Importance Of Critical Thinking In Higher Institutions Education Essay

Importance Of Critical Thinking In Higher Institutions Education Essay The term critical thinking began in the mid 20th century. It is an idea that has continuously developed for the past 2500 years. Critical thinking is a type of reflective thinking that helps someone in deciding what to do and how do it without any misconception. Developing the ability to read and understand critically is a very important aspect of education in university study.Critical thinking is a very important aspect in most professions. This essay is designed to help boost your knowledge on the ability to read, understand and evaluate texts critically. It will also help to develop and examine your thinking possibly to the fullest extent. B.K Beyer has defined who a critical thinker is. His own definition of critical thinkers is that, critical thinkers are skeptical, open-minded, respect evidence and reasoning, respect clarity and precision, look at different points of view and will change positions when reason leads them to do so(Beyer 12). Researches conducted so far, one can define critical thinking as the process of gathering, interpreting, evaluating and analyzing gathered information, skillfully and actively . It can also be seen as an aspect of someones life that helps him to go beyond just thinking so as to improve and clarify and improve it. Critical thinking helps someone to think clearly and rationally. It is also the ability of thinking clearly, independently and reflectively. It is lugubrious that most people misunderstand critical thinking and normal thinking. There is a great difference between critical and normal thinking. Below are some of the qualities of a good critical thinker. People with good critical thinking skills should be able to: Think actively and open mindedly Explores situations with questions Think Independently Raise important questions and formulate them clearly Views situations from different aspects of life Identify the relevance and advantages of ideas Supporting his views with evidence Critical thinking is not all about accumulating ideas. Not all people with good memory, who also have lot of facts are very good in critical thinking. A critical thinker should be able to make good use of what he/she knows to solve various problems, and seek various sources of information in order to inform himself. Critical thinking should not be compared or mistaken to being argumentative or being able to criticize other people. Though critical thinking skills can be used to expose false information and rumors, it can also play a very important role in cooperative and constructive tasks. Critical thinking helps people to acquire knowledge and strengthen ones arguments. Critical thinking skills can be used to improve social institutions and enhance work processes. In academics, critical thinking allows people to understand and apply things instead of just remembering and maybe later forgetting them. Being a good student requires thinking critically about what is going on in your school and other institutions. It can be argued that being a good human requires you to learn actively and make choices rationally. Critical thinking in education also helps people to analyze interpret, observe and explain concepts. Critical thinking also has deep effect to all the learning processes. In our lives, critical thinking is advantageous because it helps us to overcome any form of deception. Every successful university student is expected to be a very good critical thinker. Critical thinker can be seen as someone who has the ability and capacity to think at a higher level. Students are expected to think critically in such a way that their ideas would provide better life for themselves and the people around them. Lots of people take thinking for granted but it is very important. However, people tend to develop their thinking when they find out their weakness and strengths. When people think actively in schools, they are not just required to wait for something to happen. It can be said that people are engaging themselves in process of achieving your goal making their decision wisely and solving or finding possible solutions to their problems. Critical thinking also comes in when someone is talking about school environment. The school environment is different in terms of physical facilities, opportunities for pursuing academically enriched programs and classroom atmosphere. Students are required to know how to use their critical thinking skills to adapt to their environmental changes. Critical thinking also comes in because young people who really want to succeed are impeded not only by lack of talent or Clichà ©s, but by an academic environment that makes academic success vitally impossible. Students can also use their skills of critical thinking in examining their results. Examining ones result is a very important aspect in assessing students plans or ideas. This helps to tell people how particular method of learning has been so far. It also helps to tell if there is need for improving ones learning method, or to introduce a new one. Critical thinking also applies when someone is in search of competent school mate or class mate. People often find it difficult to search for a reasonable course mate while some others find it difficult in taking care of some academic challenges. This can be improved by attacking the complex course of studying and sharing of ideas between one another and charting each other understands to bring out best results. When people read textbooks and some other vital materials like legal method, government, history and so on, they are expected to use their skill in critical thinking to consider some notable events and dates as some of these courses like history as mentioned above deals with date and making precise description of the events that is being taught. In some academic writings specifically English, students are expected to get used to spellings correctly as English language is often seen as the universal language used nationwide for communicating and writings. Students in the university also use critical thinking when writing of notes and learning actively. People who take and make good note for themselves often success in universities. Some strategies a good college student can use when writing is jotting down main points when a lecturer or a tutor is presenting lectures. These main points mainly serve as a support when someone is trying to read what he must have learnt during the lectures. College students are also required to use their skills in critical thinking when writing assignments. Most students often plagiarise their assignments from friends, internet or sometimes books which is not advisable. Students often see plagiarism as a minor offence which is not true. Other people refer to plagiarism to as an academic fraud which am sure is true. Plagiarism is really not acceptable for someone to successfully pass and make good grades in the university. In absence of critical thinking, most university students will not be able to do anything reasonable in their academic environment. Thinking is very crucial to learning. Thinking requires entire personality in peoples learning process. As Kabilan rightly observes, To become proficient in a language learners need to use creative and critical thinking through the target language. Teaching students how to think rather than what to think is a way of assessing their ways of thinking, researching and learning independently. Critical thinking can therefore help in motivating students to learn and application of their knowledge. Most lecturers or tutors see students as empty vessels that needs refilling. They mostly focus on drilling students to memorise notes and make answers readily available. At times, they tend to ignore students personality. As a result of this, students critical thinking skill is never fully developed. Most students come into class silent minded and do not participate in the interactive academic sections. This teaching approach is highly criticised by a writer named Paulo Friere who sees it as the banking approach. Paulo rather suggested a dialogical approach method of teaching because he thinks that would be the best. From the essay above, critical thinking can simply be described as a desirable skill in ALL aspects of university work because it is the only skill that will allow someones knowledge and skill to develop and evolve. Its necessary for ones: Reading, Note making, Assignment writing, Presentations, And lastly, for students whose studies involve a practical component.

Compare and Contrast ‘Crow Lake’ and ‘Warren Pryor’

In the modern day, millions of students of all ages from around the globe attend schools and universities solely for the purpose of receiving an education. The reason as to why education is one of the most important elements in life is because it helps individuals gain wisdom and awareness, and essentially achieve more success in their lives. The importance of education also happens to be one of the central elements in Mary Lawson’s ‘Crow Lake’, as well as in ‘Warren Pryor’, a poem written by Alden Nowlan. To begin with, one most first realize the true value of education.We are introduced to this concept when we see the extents to which Warren’s parents go in order for their son to be able to receive an education, rather than to labour on a farm. In the first stanza of the poem, Alden describes: â€Å"His parents boarded him at school in town, slaving to free him from the stony fields† (Nowlan 2-3). Alden is able to achieve imagery in hi s reader’s mind by his use of diction. The selection of words such as ‘slaving’ creates a powerful evocative effect, as it highlights how much an education is truly worth. On the other hand, Kate is also making similar conclusions.While reflecting on her university education, she explains: â€Å"I had discovered by then that Great-Grandmother Morrison was more right than she knew about the power of education [†¦] she’d had no idea of the other doors it could open† (Lawson 187). This passage reveals Kate’s experiences with success and her realizations about the true potential of formal education. Another common element between the protagonists of the novel and the poem, is the financial struggles they have to face and the sacrifices they have to make. Alden Nowlan describes Warren’s situation with: â€Å"When every pencil meant a sacrifice† (Nowlan 1).This line introduces the reader to a taste of poverty, where something as uncostly as a pencil can mean a sacrifice. Similarly, Kate retells: â€Å"Money was too tight for me to go home for short breaks† (Lawson 188). This shortage of money in the Morrison family translates into separation of the members from each other. Therefore although the two characters are faced with different situations, the lack of money becomes an issue for both the protagonists, as well as their families. However, Kate and Warren begin to contrast each other in their attitude towards receiving an education.While Kate sees her university as the ultimate path to a brighter future, she explains: â€Å"The World was spreading itself out before me; I felt that I could go anywhere, do anything. Be anyone. † It is clear that she realizes her opportunity to change her life for the better, and she is prepared to take advantage of it. While on the other hand, Warren Pryor does not seem to be a man of books and learning. Although he was able to finish university and successfu lly get a job, the last stanza explains: â€Å"And he said nothing. Hard and serious like a young bear inside his teller’s cage† (Nowlan 13).While ironically this life of hard work and success means little to Warren, in order to avoid disappointment from his parents, he chooses to remain silently inside his teller’s cage. Although these two pieces of literature have a few differences and points of contrast, for most of the parts they’re significantly relevant. Mary Lawson and Alden Nowlan both use unique methods of bringing a subject to life, whether by in depth development of a character, or through biblical and religious references. Overall, both pieces deal with the central concept of the importance of education in today’s world, for both the individual and the society.