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Many legitimate forms of ownership, mainly cooperative and communal, had not been used to any effective extent mainly because of the imposition of Stalinist restrictions.

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If I Thought Of Restrictions To Limit

If I thought of restrictions to limit...
There would be no heights to reach.
There would be nothing sought to seek.

If I thought of restrictions to limit...
There would be no growth to see.
Or seeds to plant to bloom and be.

If I thought of restrictions to limit...
Expectations would not exist.
And life would be meaningless.

If I thought of restrictions to limit...
Life would be meaningless.
And expectations would not exist.

If I thought of restrictions to limit...
There would be no heights to reach.
There would be nothing sought to seek.
There would be no growth to see.
Or seeds to plant to bloom and be.

If I thought of restrictions to limit...
Commitments would not make sense.
Commitments would not make sense.

If I thought of restrictions to limit...
Commitments would not make sense.
Commitments would not make sense.

If I thought of restrictions to limit.
If I thought of restrictions to limit.
If I thought of restrictions to limit...
Commitments would not make sense.

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The Pleasures of Imagination: Book The First

With what attractive charms this goodly frame
Of nature touches the consenting hearts
Of mortal men; and what the pleasing stores
Which beauteous imitation thence derives
To deck the poet's, or the painter's toil;
My verse unfolds. Attend, ye gentle powers
Of musical delight! and while i sing
Your gifts, your honours, dance around my strain.
Thou, smiling queen of every tuneful breast,
Indulgent Fancy! from the fruitful banks
Of Avon, whence thy rosy fingers cull
Fresh flowers and dews to sprinkle on the turf
Where Shakespeare lies, be present: and with thee
Let Fiction come, upon her vagrant wings
Wafting ten thousand colours through the air,
Which, by the glances of her magic eye,
She blends and shifts at will, through countless forms,
Her wild creation. Goddess of the lyre,
Which rules the accents of the moving sphere,
Wilt thou, eternal Harmony! descend
And join this festive train? for with thee comes
The guide, the guardian of their lovely sports,
Majestic Truth; and where Truth deigns to come,
Her sister Liberty will not be far.
Be present all ye Genii, who conduct
The wandering footsteps of the youthful bard,
New to your springs and shades: who touch his ear
With finer sounds: who heighten to his eye
The bloom of nature, and before him turn
The gayest, happiest attitude of things.

Oft have the laws of each poetic strain
The critic-verse imploy'd; yet still unsung
Lay this prime subject, though importing most
A poet's name: for fruitless is the attempt,
By dull obedience and by creeping toil
Obscure to conquer the severe ascent
Of high Parnassus. Nature's kindling breath
Must fire the chosen genius; nature's hand
Must string his nerves, and imp his eagle-wings
Impatient of the painful steep, to soar
High as the summit; there to breathe at large
Æthereal air: with bards and sages old,
Immortal sons of praise. These flattering scenes
To this neglected labour court my song;
Yet not unconscious what a doubtful task
To paint the finest features of the mind,
And to most subtile and mysterious things
Give colour, strength, and motion. But the love
Of nature and the muses bids explore,

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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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With No Escapes From It To Exit

There is no other way to address truth,
But to be prepared to be stripped naked...
Bare,
With the exposing of every blemish.
Since truth is not seeking to be impressed.
Truth is on a mission to uncover honesty.
And many are still unbelieving,
The depth of which truth sees without explanation...
To deceive what is already revealed.
When truth is in one's presence and is fully awakened,
With no escapes from it to exit...
Foolish is the time taken to charade in masquerade,
To evade it with a wasting away of one's time.

With no escapes from it to exit,
Truth...
Is very effective!

With no escaping undetected,
Truth...
Is very effective.
Once fed truth it manifests.
And truth will not be neglected...
To reject!

With no escapes from it to exit,
Truth...
Is very effective!

With no escaping undetected,
Truth...
Is very effective.
Once fed truth it manifests.
And truth will not be neglected...
To reject!

With no escapes from it to exit,
Truth...
Is very effective!
With no escapes from it to exit,
Truth...
Is very effective!
And truth will not be neglected...
To reject!

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Lazyman's Wise Prayer

LAZYMAN'S WISE PRAYER

If to that extent RICH indeed
I need not have to toil hard instead

If to that extent SHREWD indeed
I would have skipped some years instead

If to that extent BRAVE indeed
I could'nt have lost on more counts instead

If to that extent READY indeed
I should'nt have to repent now instead

If to that extent FOUGHT indeed
I ought to have won fast instead

If to that extent all B A D indeed
Better I should'nt have the right to live instead


Louis Santhana

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The Restoration Of The Works Of Art In Italy

LAND of departed fame! whose classic plains
Have proudly echo'd to immortal strains;
Whose hallow'd soil hath given the great and brave
Daystars of life, a birth-place and a grave;
Home of the Arts! where glory's faded smile
Sheds lingering light o'er many a mouldering pile;
Proud wreck of vanish'd power, of splendour fled,
Majestic temple of the mighty dead!
Whose grandeur, yet contending with decay,
Gleams through the twilight of thy glorious day;
Though dimm'd thy brightness, riveted thy chain,
Yet, fallen Italy! rejoice again!
Lost, lovely realm! once more 'tis thine to gaze
On the rich relics of sublimer days.

Awake, ye Muses of Etrurian shades,
Or sacred Tivoli's romantic glades;
Wake, ye that slumber in the bowery gloom
Where the wild ivy shadows Virgil's tomb;
Or ye, whose voice, by Sorga's lonely wave,
Swell'd the deep echoes of the fountain's cave,
Or thrill'd the soul in Tasso's numbers high,
Those magic strains of love and chivalry:
If yet by classic streams ye fondly rove,
Haunting the myrtle vale, the laurel grove;
Oh ! rouse once more the daring soul of song,
Seize with bold hand the harp, forgot so long,
And hail, with wonted pride, those works revered
Hallow'd by time, by absence more endear'd.

And breathe to Those the strain, whose warrior-might
Each danger stemm'd, prevail'd in every fight;
Souls of unyielding power, to storms inured,
Sublimed by peril, and by toil matured.
Sing of that Leader, whose ascendant mind
Could rouse the slumbering spirit of mankind:
Whose banners track'd the vanquish'd Eagle's flight
O'er many a plain, and dark sierra's height;
Who bade once more the wild, heroic lay
Record the deeds of Roncesvalles' day;
Who, through each mountain-pass of rock and snow,
An Alpine huntsman chased the fear-struck foe;
Waved his proud standard to the balmy gales,
Rich Languedoc ! that fan thy glowing vales,
And 'midst those scenes renew'd the achievements high,
Bequeath'd to fame by England's ancestry.

Yet, when the storm seem'd hush'd, the conflict past,
One strife remain'd–the mightiest and the last!
Nerved for the struggle, in that fateful hour

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Economy, A Rhapsody, Addressed to Young Poets

Insanis; omnes gelidis quaecunqne lacernis
Sunt tibi, Nasones Virgiliosque vides.
~Mart.
Imitation.

--Thou know'st not what thou say'st;
In garments that scarce fence them from the cold
Our Ovids and our Virgils you behold.

Part first.

To you, ye Bards! whose lavish breast requires
This monitory lay, the strains belong;
Nor think some miser vents his sapient saw,
Or some dull cit, unfeeling of the charms
That tempt profusion, sings; while friendly Zeal,
To guard from fatal ills the tribe he loves,
Inspires the meanest of the Muse's train!
Like you I loathe the grovelling progeny,
Whose wily arts, by creeping time matured,
Advance them high on Power's tyrannic throne,
To lord it there in gorgeous uselessness,
And spurn successless Worth that pines below!
See the rich churl, amid the social sons
Of wine and wit, regaling! hark, he joins
In the free jest delighted! seems to show
A meliorated heart! he laughs, he sings!
Songs of gay import, madrigals of glee,
And drunken anthems, set agape the board,
Like Demea, in the play, benign and mild,
And pouring forth benevolence of soul,
Till Micio wonder; or, in Shakspeare's line,
Obstreperous Silence, drowning Shallow's voice,
And startling Falstaff, and his mad compeers.
He owns 'tis prudence, ever and anon
To smooth his careful brow, to let his purse
Ope to a sixpence's diameter!
He likes our ways; he owns the ways of wit
Are ways of pleasance, and deserve regard.
True, we are dainty good society,
But what art thou? Alas! consider well,
Thou bane of social pleasure, know thyself:
Thy fell approach, like some invasive damp
Breathed through the pores of earth from Stygian caves
Destroys the lamp of mirth; the lamp which we,
Its flamens, boast to guard: we know not how,
But at thy sight the fading flame assumes
A ghastly blue, and in a stench expires.
True, thou seem'st changed; all sainted, all enskied:
The trembling tears that charge thy melting eyes

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David

My thought, on views of admiration hung,
Intently ravish'd and depriv'd of tongue,
Now darts a while on earth, a while in air,
Here mov'd with praise and mov'd with glory there;
The joys entrancing and the mute surprize
Half fix the blood, and dim the moist'ning eyes;
Pleasure and praise on one another break,
And Exclamation longs at heart to speak;
When thus my Genius, on the work design'd
Awaiting closely, guides the wand'ring mind.

If while thy thanks wou'd in thy lays be wrought,
A bright astonishment involve the thought,
If yet thy temper wou'd attempt to sing,
Another's quill shall imp thy feebler wing;
Behold the name of royal David near,
Behold his musick and his measures here,
Whose harp Devotion in a rapture strung,
And left no state of pious souls unsung.

Him to the wond'ring world but newly shewn,
Celestial poetry pronounc'd her own;
A thousand hopes, on clouds adorn'd with rays,
Bent down their little beauteous forms to gaze;
Fair-blooming Innocence with tender years,
And native Sweetness for the ravish'd ears,
Prepar'd to smile within his early song,
And brought their rivers, groves, and plains along;
Majestick Honour at the palace bred,
Enrob'd in white, embroider'd o'er with red,
Reach'd forth the scepter of her royal state,
His forehead touch'd, and bid his lays be great;
Undaunted Courage deck'd with manly charms,
With waving-azure plumes, and gilded arms,
Displaid the glories, and the toils of fight,
Demanded fame, and call'd him forth to write.
To perfect these the sacred spirit came,
By mild infusion of celestial flame,
And mov'd with dove-like candour in his breast,
And breath'd his graces over all the rest.
Ah! where the daring flights of men aspire
To match his numbers with an equal fire;
In vain they strive to make proud Babel rise,
And with an earth-born labour touch the skies.
While I the glitt'ring page resolve to view,
That will the subject of my lines renew;
The Laurel wreath, my fames imagin'd shade,
Around my beating temples fears to fade;
My fainting fancy trembles on the brink,
And David's God must help or else I sink.

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The Pleasures of Imagination: Book The Third

What wonder therefore, since the indearing ties
Of passion link the universal kind
Of man so close, what wonder if to search
This common nature through the various change
Of sex, and age, and fortune, and the frame
Of each peculiar, draw the busy mind
With unresisted charms? The spacious west,
And all the teeming regions of the south
Hold not a quarry, to the curious flight
Of knowledge, half so tempting or so fair,
As man to man. Nor only where the smiles
Of love invite; nor only where the applause
Of cordial honour turns the attentive eye
On virtue's graceful deeds. For since the course
Of things external acts in different ways
On human apprehensions, as the hand
Of nature temper'd to a different frame.
Peculiar minds; so haply where the powers
Of fancy neither lessen nor enlarge
The images of things, but paint in all
Their genuine hues, the features which they wore
In nature; there opinion will be true,
And action right. For action treads the path
In which opinion says he follows good,
Or flies from evil; and opinion gives
Report of good or evil, as the scene
Was drawn by fancy, lovely or deform'd:
Thus her report can never there be true
Where fancy cheats the intellectual eye,
With glaring colours and distorted lines.
Is there a man, who at the sound of death
Sees ghastly shapes of terror conjur'd up,
And black before him; nought but death-bed groans
And fearful prayers, and plunging from the brink
Of light and being, down the gloomy air,
An unknown depth? Alas! in such a mind,
If no bright forms of excellence attend
The image of his country; nor the pomp
Of sacred senates, nor the guardian voice
Of justice on her throne, nor aught that wakes
The conscious bosom with a patriot's flame;
Will not opinion tell him, that to die,
Or stand the hazard, is a greater ill
Than to betray his country? And in act
Will he not chuse to be a wretch and live?
Here vice begins then. From the inchanting cup
Which fancy holds to all, the unwary thirst
Of youth oft swallows a Circæan draught,
That sheds a baleful tincture o'er the eye
Of reason, till no longer he discerns,

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Hyperactive

Shes got a date for lunch in Singapore,
Holds stock in I.B.M. and hates Dior.
She puts up her make-up on at 6.00am
She goes to work, gets home then puts it on again
And its a mystery how wild that girl can be;
Shes got so much energy;
Shes such an expert at surprising me.
Shes hyperactive when she starts to dance.
And shes so attracted to a wild romance,
And more effective than a stimulant -
Shes hyperactive.
Shes hyperactive when she starts to dance.
she never missed a beat or missed a chance,
And Im persuaded by her argument.
Shes hyperactive.
The other dancers hypervantilate and start to sweat.
One look at her - I know the nights not over yet.
She says Where are we going now?
Her voice is sweet and soft.
I think she lost the key that turns her motor off.
And its a mystery how wild that girl can be;
Shes got so much energy;
Shes such an expert at surprising me.
Shes hyperactive when she starts to dance.
She never missed a beat or missed a chance,
And Im persuaded by her argument.
Shes hyperactive.
Shes hyperactive when she starts to dance.
And shes so attracted to a wild romance,
And more effective than a stimulant -
Shes hyperactive.
And its a mystery how wild that girl can be;
Shes got do much energy;
Shes such an expert at suprising me.
Shes hyperactive when she starts to dance.
And shes so attracted to a wild romance,
And more effective than a stimulant -
Shes hyperactive.
Shes hyperactive when she starts to dance.
she never missed a beat or missed a chance,
And Im persuaded by her argument.
Shes hyperactive.
Shes hyperactive when she starts to dance.
She never missed a beat or missed a chance,
And more effective than a stimulant -
Shes hyperactive.
Shes hyperactive when she starts to dance.
She never missed a beat or missed a chance,
And more effective than a stimulant -
Shes hyperactive.

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A Map Of Culture

Culture


Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?



What is Culture?


I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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The Four Seasons : Summer

From brightening fields of ether fair disclosed,
Child of the Sun, refulgent Summer comes,
In pride of youth, and felt through Nature's depth:
He comes attended by the sultry Hours,
And ever fanning breezes, on his way;
While, from his ardent look, the turning Spring
Averts her blushful face; and earth, and skies,
All-smiling, to his hot dominion leaves.
Hence, let me haste into the mid-wood shade,
Where scarce a sunbeam wanders through the gloom;
And on the dark-green grass, beside the brink
Of haunted stream, that by the roots of oak
Rolls o'er the rocky channel, lie at large,
And sing the glories of the circling year.
Come, Inspiration! from thy hermit-seat,
By mortal seldom found: may Fancy dare,
From thy fix'd serious eye, and raptured glance
Shot on surrounding Heaven, to steal one look
Creative of the Poet, every power
Exalting to an ecstasy of soul.
And thou, my youthful Muse's early friend,
In whom the human graces all unite:
Pure light of mind, and tenderness of heart;
Genius, and wisdom; the gay social sense,
By decency chastised; goodness and wit,
In seldom-meeting harmony combined;
Unblemish'd honour, and an active zeal
For Britain's glory, liberty, and Man:
O Dodington! attend my rural song,
Stoop to my theme, inspirit every line,
And teach me to deserve thy just applause.
With what an awful world-revolving power
Were first the unwieldy planets launch'd along
The illimitable void! thus to remain,
Amid the flux of many thousand years,
That oft has swept the toiling race of men,
And all their labour'd monuments away,
Firm, unremitting, matchless, in their course;
To the kind-temper'd change of night and day,
And of the seasons ever stealing round,
Minutely faithful: such the All-perfect hand!
That poised, impels, and rules the steady whole.
When now no more the alternate Twins are fired,
And Cancer reddens with the solar blaze,
Short is the doubtful empire of the night;
And soon, observant of approaching day,
The meek'd-eyed Morn appears, mother of dews,
At first faint-gleaming in the dappled east:
Till far o'er ether spreads the widening glow;
And, from before the lustre of her face,

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Silence Of God Does Not Imply His Absence!

Can tree survive without sunlight,
It can send its roots down,
Can absorb water and minerals,
Yet that energy it has receive as grace
Air is around it, not seen,
its effect and necessity felt!

God around and within like air,
Or that strange flow of energy,
That flows through cells,
That brilliance of knowledge unknown,
God can't be an object of senses,
God is the one who drives them,
God is Not in objects with forms,
The formless behind all forms,
Neither an animal, nor animated,
Yet animate all forms,
God has no space to move,
As he fills every forms,
Fills universe and beyond,
God is Not felt, his effects can be,
As lightwaves, or matterwaves,
As fundamental particles,
Without mass or charge,
Smaller than photon, smaller than God_particle,
Subtle of subtle, friend of all,
All are his forms,
the forms breath the formless!
God is that beauty, may be Himalayan ice,
Flow of river, cooling wind, or may be Love,
in a beautiful heart he dwell!

How can one separate God from all forms,
Can Heartless man live,
But he is Not heartless,
But only deaf and blind,
to music of musings of his own heart!

Man can't bear a little pain,
A little insult, little failure in his experiments,
But God bears every thing,
Ever cool he was,
when his experiments
failed,
Dinosaurs appeared, simply cleaned his lab,
Started experiment with a new!

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Book First [Introduction-Childhood and School Time]

OH there is blessing in this gentle breeze,
A visitant that while it fans my cheek
Doth seem half-conscious of the joy it brings
From the green fields, and from yon azure sky.
Whate'er its mission, the soft breeze can come
To none more grateful than to me; escaped
From the vast city, where I long had pined
A discontented sojourner: now free,
Free as a bird to settle where I will.
What dwelling shall receive me? in what vale
Shall be my harbour? underneath what grove
Shall I take up my home? and what clear stream
Shall with its murmur lull me into rest?
The earth is all before me. With a heart
Joyous, nor scared at its own liberty,
I look about; and should the chosen guide
Be nothing better than a wandering cloud,
I cannot miss my way. I breathe again!
Trances of thought and mountings of the mind
Come fast upon me: it is shaken off,
That burthen of my own unnatural self,
The heavy weight of many a weary day
Not mine, and such as were not made for me.
Long months of peace (if such bold word accord
With any promises of human life),
Long months of ease and undisturbed delight
Are mine in prospect; whither shall I turn,
By road or pathway, or through trackless field,
Up hill or down, or shall some floating thing
Upon the river point me out my course?

Dear Liberty! Yet what would it avail
But for a gift that consecrates the joy?
For I, methought, while the sweet breath of heaven
Was blowing on my body, felt within
A correspondent breeze, that gently moved
With quickening virtue, but is now become
A tempest, a redundant energy,
Vexing its own creation. Thanks to both,
And their congenial powers, that, while they join
In breaking up a long-continued frost,
Bring with them vernal promises, the hope
Of active days urged on by flying hours,--
Days of sweet leisure, taxed with patient thought
Abstruse, nor wanting punctual service high,
Matins and vespers of harmonious verse!

Thus far, O Friend! did I, not used to make
A present joy the matter of a song,
Pour forth that day my soul in measured strains

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Book Sixth [Cambridge and the Alps]

THE leaves were fading when to Esthwaite's banks
And the simplicities of cottage life
I bade farewell; and, one among the youth
Who, summoned by that season, reunite
As scattered birds troop to the fowler's lure,
Went back to Granta's cloisters, not so prompt
Or eager, though as gay and undepressed
In mind, as when I thence had taken flight
A few short months before. I turned my face
Without repining from the coves and heights
Clothed in the sunshine of the withering fern;
Quitted, not loth, the mild magnificence
Of calmer lakes and louder streams; and you,
Frank-hearted maids of rocky Cumberland,
You and your not unwelcome days of mirth,
Relinquished, and your nights of revelry,
And in my own unlovely cell sate down
In lightsome mood--such privilege has youth
That cannot take long leave of pleasant thoughts.

The bonds of indolent society
Relaxing in their hold, henceforth I lived
More to myself. Two winters may be passed
Without a separate notice: many books
Were skimmed, devoured, or studiously perused,
But with no settled plan. I was detached
Internally from academic cares;
Yet independent study seemed a course
Of hardy disobedience toward friends
And kindred, proud rebellion and unkind.
This spurious virtue, rather let it bear
A name it now deserves, this cowardice,
Gave treacherous sanction to that over-love
Of freedom which encouraged me to turn
From regulations even of my own
As from restraints and bonds. Yet who can tell--
Who knows what thus may have been gained, both then
And at a later season, or preserved;
What love of nature, what original strength
Of contemplation, what intuitive truths
The deepest and the best, what keen research,
Unbiassed, unbewildered, and unawed?

The Poet's soul was with me at that time;
Sweet meditations, the still overflow
Of present happiness, while future years
Lacked not anticipations, tender dreams,
No few of which have since been realised;
And some remain, hopes for my future life.
Four years and thirty, told this very week,

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Open The Mouth

My partner opens his mouth,
Looking like a reposing man;
Men and women inspire others,
Bringing brilliant bags of decisions.
To derive the mathematics
Of relationships you must own fire
With ice that melts and causes
No more ownership.
This operation denies
The fault of surgeons or surgery.
Similarly, luck of a typical doctor
Justifies yet again too much healthiness.
To open your mouth
Is to talk about the world with words.
My ownership is of myself
And this soul of mine carries on believing.
For to believe is too much faith,
Pure are those in faith, the reality
Of ownership is great,
Purity lives within you.

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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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Caught Up In a Mess

What amazes is the feeding of the greed.
And the heat from the people raging,
That a payback is not needed.
Some say...
Accusations cause sensations deceived.
And we are caught up in a mess,
That is not cost effective.

Well, well...
What amazes is the feeding of the greed.
And the heat from the people raging,
That a payback is not needed.
Some say...
Accusations cause sensations deceived.
And we are caught up in a mess,
That is not cost effective.

Well, well...
We've been affected.
Well, well...
And disconnected.
Well, well...
From a secret kept,
Discreet and much deceiving.

Well, well...
We've been affected.
Well, well...
And disconnected.
Well, well...
From secrets kept,
Now destroying democracy.

What amazes is the feeding of the greed.
And the heat from the people raging,
That a payback is not needed.
Some say...
Accusations cause sensations deceived.
And we are caught up in a mess,
That is not cost effective.

Well, well...
No benefit comes to visit and stay.
And we are turned away,
From those questions we want answered.

Well, well...
We've been affected.
Well, well...
And disconnected.

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The NFL, and I've played a lot of years for them, and they have a lot of restrictions on their players, they have restrictions on their licensees, they have restrictions on everything.

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Sometimes

I wipe the night from my eyes
Block out the sunny day and I hide
Everythings falling down around us
Im just missing the rain
Im happier now today
Dont let me down
Dont let me go
A change of seasons inside her mind
In time Ill decide
In time Ill decide to move on
We change directions, we watch the tides
And we borrow too much
We form restrictions and we form lines
And we separate you from me
Sometimes, sometimes we carry more weight than we own
Oh but sometimes sometimes goes on
Night takes the light by the hand
Tunes out the boring day and cries out loud
Everyones hanging on, hanging on my words
It kills the thrill in being divine
But shes happier now today
Dont let her down
Dont let her go
There are no reasons there are no lies
We just bleed together
Thats how we realize
We change directions we watch the tides
And we borrow too much
We from restrictions and we form lines
We separate you from me
Sometimes sometimes we carry more weight than we own
Oh but sometimes sometimes goes on
Somehow well find a way weve got to paste it back together
These ripped out pages of old coloring books where your
Gold is silver, my blue is gray
Its all held together by cellophane tape
But we change directions, we watch the tides
And we borrow too much
We form restrictions and we form lines
We separate you from me
Sometimes sometimes we carry more weight than we own
Oh but sometimes sometimes goes on
In my head Ive got everything I want in you

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