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Edward Sapir

No two languages are ever sufficiently similar to be considered as representing the same social reality.

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Social Netowrking Of Robots

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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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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

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New Language

Anderson/squire/howe/white/sherwood/khoroshev
I speak from some sort of protection of learning
Even tho I make it up as I go on
A special trait is that Ive tried
To reach all feelings
So I speak a new language of love
Some say that it is written in the circle
Others that it is written in the sun
But I protect myself by seeing this experience
As a metaphor for moving on
Sometimes I check myself
To start to believe in
The horoscopes you read everyday
Theyre telling me somethings
I really ought to know
But then again I like to
Then again I learn to
Then again Im running away
Vision is coming so fast I cant stop myself
Vision forgets who is real
On the city streets, people get lost
Just waiting for history
Pushing the real world away
Taking a chance only once in your life
Only weakness can stop you from hearing
New languages
Translate each word
As they bring you creation
Your voice is the perfect key
Is there something that
Im supposed to see
Is there something that im
Supposed to feel
Im with you
And I cant help but want to know
(talk to me)
Is there something that Im supposed to teach
(speak to me)
Is there something that Im supposed to find
As I reach to the healing in each spoken word
For some strange reason time just cannot wait a minute
Im chasing every second before I let go
Yesterday my history
Dreams are still a mystery
This living is a gift I should know
Lay it down and let me live the new language
Let me learn at every twist every turn
Lay it down and let me love the further future
Let me know Im running
Let me know Im learning

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New Language

Anderson/squire/howe/white/sherwood/khoroshev
I speak from some sort of protection of learning
Even tho I make it up as I go on
A special trait is that Ive tried
To reach all feelings
So I speak a new language of love
Some say that it is written in the circle
Others that it is written in the sun
But I protect myself by seeing this experience
As a metaphor for moving on
Sometimes I check myself
To start to believe in
The horoscopes you read everyday
Theyre telling me somethings
I really ought to know
But then again I like to
Then again I learn to
Then again Im running away
Vision is coming so fast I cant stop myself
Vision forgets who is real
On the city streets, people get lost
Just waiting for history
Pushing the real world away
Taking a chance only once in your life
Only weakness can stop you from hearing
New languages
Translate each word
As they bring you creation
Your voice is the perfect key
Is there something that
Im supposed to see
Is there something that im
Supposed to feel
Im with you
And I cant help but want to know
(talk to me)
Is there something that Im supposed to teach
(speak to me)
Is there something that Im supposed to find
As I reach to the healing in each spoken word
For some strange reason time just cannot wait a minute
Im chasing every second before I let go
Yesterday my history
Dreams are still a mystery
This living is a gift I should know
Lay it down and let me live the new language
Let me learn at every twist every turn
Lay it down and let me love the further future
Let me know Im running
Let me know Im learning

[...] Read more

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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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Death Of The Middle Class

Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass

ROTMS


By Andrew Gavin Marshall - Global Research

We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.

At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.

In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.

In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:

'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'

In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.

In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.

When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.

It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.

In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.

In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.

The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.

To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.

In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.

At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.

Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.

No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.

So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.

In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.

Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .

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Edge Of Reality

(words & music by giant - baum - kaye)
I walk along a thin line darling
Dark shadows follow me
Heres where lifes dream lies disillusioned
The edge of reality
Oh I can hear strange voices echo
Laughing with mockery
The border line of doom Im facing
The edge of reality
On the edge of reality she sits there tormenting me
The girl with the nameless face
On the edge of reality where she overpowers me
With fears that I cant explain
She drove me to the point of madness
The brink of misery
If shes not real then Im condemned to
The edge of reality
On the edge of reality she sits there tormenting me
The girl with the nameless face
On the edge of reality where she overpowers me
With fears that I cant explain
She drove me to the point of madness
The brink of misery
If shes not real then Im condemned to
The edge of reality
Reality, reality, reality, reality,
Reality, reality, reality, reality

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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.

[...] Read more

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All Things Considered

All things considered I'm doin' just fine even though
You left a hole the size of Texas deep inside of my heart
The way I feel I should be losing my mind
But all things considered
I'm doin just fine
Woke up this morning to the sound of you slammin' the door
I got served a piece of paper for breakfast that said
You don't live here no more
And the dog won't let me pet him, he just lays around
And growls at my feet
And the paper boy forgot me again
I should have stayed in bed asleep
All things considered I'm doin' just fine even though
You left a hole the size of Texas deep inside of my heart
The way I feel I should be losing my mind
But all things considered
I'm doin' just fine
Well my car broke down again right before it ran out of gas
Yeah my boss is still ringing in my head
One more time and your out on your... yeah
Well I can't wait till that five o'clock whistle blows
So I can sit in traffic all day
And end up going home alone
All things considered I'm doin just fine even though
You left a hole the size of Texas deep inside of my heart
The way I feel I should be losing my mind
But all things considered
I'm doin' just fine
All things considered I'm doin' just fine even though
You left a hole the size of Texas deep inside of my heart
The way I feel I should be losing my mind
But all things considered
I'm doin' just fine

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Elizabeth Barrett Browning

Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

[...] Read more

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Social Life

Nervous you need a drink
Tired you need a lift
You feel on the brink
Maybe you need new tits
Vulnerable as a ship
But you re not on the sea
Can you talk to anyone here?
No, not really
And the crowd stays on your back
And the girls are all s0 stacked
And the stress it lines your face
And you realy need a place
Its just that social life
Its got you on the run
That goddamn social life
Its torture dressed as fun
Its just that social life
They got you seein things
That goddamn social life
And now you re chasin strings
That goddamn social life
God-awful art and clothes
Plenty of money, though
You guess it must be worth somethin
What that would be you don t know
In your imagination
Theres a face of love
Someone who will come along
Instead of comin on
Anp the forces ebb and flow
And the money goes and goes
And something makes you
Want to throw a brick
Through the window
Its iust that social life
Its got you on the run
That goddamn social life
Its torture dressed as fun
Its iust that social life
They got you chasin strings
That goddamn social life
And you are seeing things

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Peter Boyle

The Apocrypha Of William O'Shaunessy: Book I, XVI

In the time of the great emergency Enobius, the Emperor of the Palmyran legions, was banished beyond the Ister on the charge of necromancy. Yet it is well known that, rather than contacting the dead, he was simply a man haunted by the future. “Wherever I go,” he lamented, “I see only the future.” The turning point happened on a day of unprecedented calm throughout the empire. On the battlements of a fortress on the Illyrian coast he heard angelic spirits reciting in a voice louder than all human voices long intolerably harsh lines of verse which he knew were being dictated to a poet who was to pace these same battlements over a thousand years in the future. Enobius heard only part of the angelic speech but knew that the poet of the future likewise heard only a small part. And there does not exist any one time, he found himself saying, when all the fragments of the angels can be heard simultaneously. This lack of simultaneity haunted and tormented him. He came to suspect that every true utterance slipped between the ghost future he sensed all around him and the physical future that would come. After this revelation in the Illyrian fortress, wherever he went he began to secrete notes in hiding places in the several languages he knew and whatever other languages he could master, foretelling what the whispered voices around him were saying. Yet despair overtook him as he fell under the conviction that all the languages of his world would vanish before the future could arrive. A tormented and wearied man, his one hope, he said, was death – in death, he said, he might at last be released into the limitless blessing of the past.

(Diogenes Caserius, The Deeds of the Neglected Emperors)


Footnote: Much of Enobius’s best work was lost as a result of his relentless habit of writing in as many languages as possible – most of these tongues now long since forgotten. Among the papyri in various libraries in Alexandria and Cairo are fragments thought to be in crypto-Dacian, early Numidean, mezzo-Akkanite and the secret language of Ur. In the last year of his life Enobius wrote the poem that begins “In which of my languages will I die?” but was then overwhelmed by the conviction that someone in the future was writing the same poem but with some teasing slight variation. In despair he wrote “Everything I write plagiarizes the future.”

(Dr Antoine Leme12:08 23/07/2007surier, assistant curator, The Secret Library Trust of Lower Egypt, 1855)

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Reality's Dream

I staggered back from the blow;
Reality struck me again
this time harder
mocking me as I fell.

'You have always been so clear about
your plans and goals haven't you;
clear about what you wanted to achieve or know
how you would overcome all obstacles
but Pilgrim you had no plan B;
I always grant people like you
first place in my line
because you all are Prisoners Of Your Own Dreams and Schemes
hurtling through life 'Dreamers of the Impossible Dream'
Perfection's Confection blinds you by its own light-
wouldn't you agree? '

I gradually regained my feet and
stared into those unforgiving, taunting eyes
thinking strangely
that Reality is much like a bully.

'And hear you are now, ' Reality was saying
'alone
without family or friends
clutching to those dreams
which will never come true
being instead
here now
my prisoner
for all eternity

forced now to worship
at my altar.

He cackled a horrible cackle.

I looked at him in a haze
realizing he had a point
but too
that moment
exposed Reality's
own weaknesses:
he was counting upon my apathy-
my sense of defeat-
to make me surrender to him
believe in him and his power.

I rose
stared at him

[...] Read more

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Reality (1st of Seven Secondary Virtues)

Poem Title: (Reality) 1st of Seven Secondary Virtues of a Happy Marriage


Poem 174 b …. Title : (Reality) 1st of Seven Secondary Virtues of a Happy Marriage.

Subject Reality...As a Human being.A creature that cuts down trees, then to pulp in a machine.
As an attempt to manufacture a cost effective way of transmitting News to all the World.
Most of which is of Climate Change and full of subjective slogans on how we must save the trees!

Real Reality..... How about this Poet? Who lives within a Fantasy of Trust whereby he allows
His Loving Partner to hold the sacred knowledge of the password to his private website.
And always knowing this, knew that anything that he did write could then be read in true Reality.

Hypo statical Reality ….As a Happy Marriage holds three levels of Hypo stasis in a given day.
Blood pressure rising or falling in anticipation as to the level of eggs that he be treading upon.
Metaphysically thinking and speaking in riddles or codes too, for all time to confuse an enemy.

Beyond the wit of Reality........ Any Happy Marriage is beholding three levels of wit.
The wit of knowing when to sleep with the wisest of wise tongues keeping the wisest of heads.
The wit of the pretence of reality and being wide wide wide awake too a Lovers every need.

The Fantasy of the Reality.....Of any Happy Marriage is the joint ability to understand difference.
Difference in attitude, Man to Woman, Woman to Man.Lie to Exaggeration, Exaggerative Lie.
Fantasy of the moment, of the drudgery of daily grinds or the reality of a magic carpet ride.

The Reality of a Happy Marriage is striving to achieve to score the winning Goal in allotted time.
Loosing score, playing two halves plus extra time and neither gaining upper hand through penalties
Real Subjective Reality, Hypo static God Head to prevail by use of Wit and Prose and Pure Fantasy!


(Written 13th July 2010) A Triversen at first attempt. Success or Failure (Time will tell)

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Giving Up Should Be A Thought To Rid

Giving up should never be an option,
For anyone...
With more to be done.
Giving up should never be considered.
Giving up should be a thought to rid.

Giving up should never be an option,
For anyone...
With more to be done.
Giving up should never be considered.
Giving up should be a thought to rid.

People who've been spoiled haven't lived,
To know all there is...
About life.
To let it quickly fizzle into an abyss.
It's about risks!
That's what life is!

Giving up should never be considered.
Giving up should be a thought to rid.

People who've been spoiled haven't lived,
To know all there is...
About life.
Giving up should never be considered.
Giving up should be a thought to rid.

Giving up should never be an option,
For anyone...
With more to be done.
Giving up should never be considered.
Giving up should be a thought to rid.

People who've been spoiled haven't lived,
To know that living life is taking risks.
And...
Giving up should never be an option,
For anyone...
With more to be done.
Giving up should never be considered.
Giving up should be a thought to rid.

Giving up should never be considered.
Giving up should be a thought to rid.
Giving up should be a thought to rid.
Yes,
Giving up should be a thought to rid.

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Conversation with Lord Krishna - VIII (Fiction)

I: Some are engaged in the refurbishing of culture, religion etc., and feel but for them nothing happens and feel they are superior to ordinary folks like me and they many times completely forget You and take credit for all their achievements and also are hijacking Indian culture for selfish purposes. Why are You allowing this and are not ridding them of their illusion and uncultured acts?

Lord Krishna: All actions are inspired by rajo guna. Such persons will have such tendencies. I will enter when they are completely masked by illusion, and I shall do the needful for the society.

I: You said that you know all subjects, skills, fine arts and languages? How is it possible?

Lord Krishna: Know that I am saastra yoni, the womb of all knowledge. Know that I am silence, the essence of all the languages. Languages in the form of meanings, sentences, words and expressions originate and dissolve in silence thus enabling you to know, cognize, perceive, intuit, experience, understand and become knowledgeable, scholars and intellectuals.

I: Numerous sects are available in Hindu religion believing in many Gods and Goddesses. How You reconcile them and maintain harmonious relationship among them? Is there a superior sect in Hinduism?

Lord Krishna: As God it is my duty to keep harmony in society, creation and universe. Not only We, the Gods and Goddesses, manage Hindu sects, but also all religions together.

I: Do You all Gods of all religions meet regularly?

Lord Krishna: Yes We meet and try to reconcile through humane human beings. We will be continuously striving and trying for peaceful coexistence of all human beings of all denominations, nature, other living beings and the whole Universe as a whole.

I: Why You have created caste system? You so clearly claimed about it in Bhagawadgita saying “mayaa srustam..” and took the credit for that.

Lord Krishna: A seer like you put those words in my mouth.

I: Did You not create caste system?

Lord Krishna: When human being is clouded with ego and illusive identity with body and social status, creates and sees these differences; when becomes spiritual, does not see these differences.

I: You again turned vedantic.

Lord Krishna: No, not at all. You have studied and are teaching physics. Can same substance be solid and liquid simultaneously? At a particular time and space it is solid. At the same space or another space at a different time it is liquid. When solid is there liquid ceases to exist and is absent. When liquid is present solid ceases to exist and is absent. Same substance transforms both ways under the influence of energy available and environment. Energy changes and transforms. Delusion as superior or otherwise is influence of maya, the virtual form of mental energy.

Similarly in a particular phase of mind and perception, one is discriminative. The same person in a different phase of mind with insight is above discrimination.

I termed such persons as samadarsinaha in the stanza:

Vidyaa vinaya sampanne
Braahmane gavi hastini
Sunichaiva swapake cha
Panditaaha samadarnihana

Meaning: Learned spiritual people treat great scholars, the realized seers, the cow, the elephant, the dog and the dog eater with same respect.

As long as egos exist so long exist these discriminations.

Even now you are all not treating all human beings equally. White skinned people discriminate against black and brown skinned people. Political parties, regional group leaders and caste champions, all have their own unchallenged reverse discriminations.

Trade union leaders are behaving as caste leaders and created new caste system and are exploiting you.

Even now University teachers, bank employees, daily wage laborers, are all not living equally. And all of them have their own egos and identities. They do not agree all of them are equal. They feel superior or inferior.

And observe nature, you will realize that equality is a myth and nature possesses all kinds of stuff which are not equal but are different and diverse.

Only NGOs and politicians talk about and profess equality even though they breach their own lecturing in action.

[...] Read more

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Another Tricky Day

You cant always get it
You cant always get it
When you really want it
When you really want it
You cant always get it at all
You cant always get it at all
Just because theres space
Just because theres space
In your life its a waste
In your life its a waste
To spend your time why dont you wait for the call
To spend your time why dont you wait for the call
(just gotta get used to it)
(just gotta get used to it)
We all get it in the end
We all get it in the end
(just gotta get used to it)
(just gotta get used to it)
We go down and we come up again
We go down and we come up again
(just gotta get used to it)
(just gotta get used to it)
You irritate me my friend
You irritate me my friend
(this is no social crisis)
(this is no social crisis)
This is you having fun
This is you having fun
(no crisis)
(no crisis)
Getting burned by the sun
Getting burned by the sun
(this is true)
(this is true)
This is no social crisis
This is no social crisis
Just another tricky day for you
Just another tricky day for you
You can always get higher
You can always get higher
Just because you aspire
Just because you aspire
You could expire even knowing.
You could expire even knowing.
Dont push the hands
Dont push the hands
Just hang on to the band
Just hang on to the band
You can dance while your knowledge is growing
You can dance while your knowledge is growing

[...] Read more

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The Progress of Taste, or the Fate of Delicacy

Part first.

Perhaps some cloud eclipsed the day,
When thus I tuned my pensive lay:
The ship is launch'd-we catch the gale-
On life's extended ocean sail:
For happiness our course we bend,
Our ardent cry, our general end!
Yet, ah! the scenes which tempt our care
Are, like the forms dispersed in air,
Still dancing near disorder'd eyes,
And weakest his who best descries!'
Yet let me not my birthright barter,
(For wishing is the poet's charter;
All bards have leave to wish what's wanted,
Though few e'er found their wishes granted;
Extensive field! where poets pride them
In singing all that is denied them).
For humble ease, ye Powers! I pray;
That plain warm suit for every day,
And pleasure and brocade, bestow,
To flaunt it-once a month, or so.
The first for constant wear we want;
The first, ye Powers! for ever grant;
But constant wear the last bespatters,
And turns the tissue into tatters.
Where'er my vagrant course I bend,
Let me secure one faithful friend.
Let me, in public scenes, request
A friend of wit and taste, well drest;
And, if I must not hope such favour,
A friend of wit and taste, however.
Alas! that Wisdom ever shuns
To congregate her scatter'd Sons,
Whose nervous forces, well combined,
Would win the field, and sway mankind.
The fool will squeeze, from morn to night,
To fix his follies full in sight;
The note he strikes, the plume he shows,
Attract whole flights of fops and beaus,
And kindred fools, who ne'er had known him,
Flock at the sight, caress and own him;
But ill-starr'd Sense, not gay nor loud,
Steals soft on tiptoe through the crowd;
Conveys his meagre form between,
And slides, like pervious air, unseen;
Contracts his known tenuity,
As though 'twere even a crime to be;
Nor even permits his eyes to stray,
And win acquaintance in their way.

[...] Read more

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Reality Sucks

O.k. maybe you know it better
Oh oh reality sucks
Nobody helps you to make it feel better
Oh oh reality sucks
And youre a dropout that stays away
Might be that evil took over
Oh oh reality sucks
Youre getting to old now
To cause a stampede
Oh oh reality sucks
So youre boozing your life away
Youre blown your brain away
Reality sucks
Oho reality sucks
Now you see your life has passed you by
Oh oh reality sucks
You took a shortcut
Through the junkyard of life
Maybe thats why reality sucks
Now youre boozing your life away
Blowing your head away
But dreams didnt make your day
cause reality sucks
Oh oh reality sucks
Reality sucks

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