A technical solution may be defined as one that requires a change only in the techniques of the natural sciences, demanding little or nothing in the way of change in human values or ideas of morality.
quote by Garrett Hardin
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Related quotes
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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poem by Sir Francis Bacon
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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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poem by Nyein Way
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Soccer Under 20
soccer teams close to pa
soccer teams cartoons
soccer teams england
soccer teams aurora co age 11
soccer teams for ren jacksonville fl
soccer teams for girls in atlanta
soccer teams for ren
soccer teams aurora co
soccer teams fo age 11
soccer teams from europe
soccer teams for toddlers
soccer teams from spain
soccer teams girls massachusetts
soccer teams in alberta
soccer teams for women in massachusetts
soccer teams for women n massachusetts
soccer teams for the facup 2007
soccer teams for toddlers in california
soccer teams from colombia and argentina
soccer teams for winfield
soccer teams games in sarasota florida
soccer teams hotels brescia
soccer teams for s in delaware
soccer teams in allen texas
soccer teams for undder 14s girls
soccer teams in 1987 varsity
soccer teams from mexico
soccer teams for s
soccer teams for youth in newark
soccer teams in clifton new jersey
soccer teams in chaicago
soccer teams in brazil
soccer teams in around chicago
soccer teams in cocoa
soccer teams in central america
soccer teams in chamblee georgia
soccer teams in chula vista
soccer teams in carrollton tx
soccer teams in canada
soccer teams in central valley
soccer teams in charlotte nc
soccer teams in athens greece
soccer teams in charlotte
soccer teams in chile
soccer teams in argintina
soccer teams in arizona
soccer teams in argentina and chile
soccer teams in argentina
soccer teams in concord mass
soccer teams in dundee il
[...] Read more
poem by Rwetewrt Erwtwer
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No Values
I hear them telling me that youre selling off the furniture
And even keep my personalized autographs
You might as well go all the way and sell your granny to the zoo
And while youre at it, may I go to my psychiatrist ?
Hes making money out of making me laugh
But I dont mind , I wish that I could say the same about you
It seems to me that youve still got no values
Oh you know youre not so hot, no values
And Ill be glad if you went away again
No values . . . no values . . . no values at all
The city shark is at the dark and of the alleyway
You pays your money and you takes your choice
The artful dodger says he wants to pick a pocket or two
But you, youve taken up a place in high society
A personal friend of messrs rolls and royce
Got them all convinced that everything you say to them is true
It seems to me that youve still got no values
Oh you know youre not so hot, no values
You know youve got a lot, but no values
And Id be glad if you went away again
No values . . . no values . . . no values at all
I like your wifes smile, I like her car
If I had your lifestyle, I wouldnt go far wrong
On the waters of life you row your boat
Into the strongest tide that you can find
On the darkest of nights we were two of a kind
We went through it all before the tide went out
And left us stranded on the shore
How was I to know
How was I to know
Well you aint got no values
You know you think youre hot, no values
You know youve got a lot, but no values
And Id be glad if you went away again
No values . . . no values . . . no values at all
song performed by Paul McCartney
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No Values / No More Lonely Nights
I hear them telling me that you're selling off the furniture
And even keep my personalized autographs
You might as well go all the way and sell your granny to the zoo
And while you're at it, may I go to my psychiatrist ?
He's making money out of making me laugh
But I don't mind , I wish that I could say the same about you
It seems to me that you've still got no values
Oh you know you're not so hot, no values
And I'll be glad if you went away again
No values . . . no values . . . no values at all
The city shark is at the dark and of the alleyway
You pays your money and you takes your choice
The artful dodger says he wants to pick a pocket or two
But you, you've taken up a place in high society
A personal friend of messrs rolls and royce
Got them all convinced that everything you say to them is true
It seems to me that you've still got no values
Oh you know you're not so hot, no values
You know you've got a lot, but no values
And I'd be glad if you went away again
No values . . . no values . . . no values at all
I like your wife's smile, I like her car
If I had your lifestyle, I wouldn't go far wrong
On the waters of life you row your boat
Into the strongest tide that you can find
On the darkest of nights we were two of a kind
We went through it all before the tide went out
And left us stranded on the shore
How was I to know
How was I to know
Well you ain't got no values
You know you think you're hot, no values
You know you've got a lot, but no values
And I'd be glad if you went away again
No values . . . no values . . . no values at all
song performed by Paul McCartney
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Ideas For Walls
So many things in my head, Ive always had them before
No reason to be upset, theyre just ideas for walls
Now Im standing inside, outside, which is the right side
Im standing, demanding that the nightlife be called the right life
Like putting paint on my feet & walking sideways in rows
My walls could be so complete, complete with patterns of toes
Now Im standing inside, outside, which is the right side
Im standing the left side, right side, which is the right side
Now-ideas
Ideas for walls
Ideas for walls
Ideas for walls
A little m for the mirror, a double u for the wall
To make things perfectly clear, a great big h in the hall
Now Im standing inside, outside, which is the right side
Im standing, demanding that the nightlife be called the right life
Is everybody confused? (no) Im making no sense at all
You want a room with a view you need ideas for walls
Now Im standing inside, outside, which is the right side
Im standing inside, outside, outside, right side
Inside, outside, which is the right side
Now -- ideas
Ideas for walls
Ideas for walls
Ideas for walls
Ideas
Theyre just ideas for walls
Ideas for walls
Ideas for walls
Ideas for walls
Ideas for walls
song performed by Men Without Hats
Added by Lucian Velea
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Value Society
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
values, coolness, calmness and peace
poem by Nyein Way
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In the New Year, Let’s Change …
Change is something that must come;
Change is good for everyone.
Change is something that will come;
Change is one we must welcome!
Change is good if one’s better;
Change is better to be best;
Change is nice if life’s better;
Change is the key to all success!
Let’s change our attitudes in life;
Let’s change our outlooks, behavior;
Let’s change if it can help us fare;
Let’s change the way, we see the world!
But change, we must anticipate in life;
We must be ready to take up change;
We ought to change if change we must;
But let us first believe in change!
Let change not remove identity;
Let change not weaken traditions;
Let change not ‘shake the tree by roots! ’
Let change bring effects desired by us.
Let changes come in the New Year;
Let changes make a man better;
Let changes better humanity;
Let changes not undo our gains!
Rein in the changes, advantageous;
Bring in the changes essential;
Take up the changes, we must make;
Let changes bolster life’s purpose!
Let New Year change the heart of man;
Let New Year change the mind and thoughts;
Let New Year change our living styles;
Let New Year change our sinful soul.
Let’s change and change the world around;
Let’s change our inner world and home;
Let’s change the things, we need to change;
Let’s change our lack of trust in God.
The more we change, ’tis good for us;
The less, we change, our life stagnates;
Changes are a part of life;
By changing, culture keeps alive!
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poem by John Celes
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Pricelessly Impregnable Humanity
You’ve taken my very own scarlet blood O! heavenly son; so its irrefutably natural and nothing great; that you’re exactly my astoundingly pristine and timelessly priceless; duplicate,
You’ve taken my very own venerated milk O! beautiful son; so its irrefutably natural and nothing great; that you’re exactly my bountifully blossoming and unabashedly impeccable; duplicate,
You’ve taken my very own intriguing brain O! enamoring son; so its irrefutably natural and nothing great; that you’re exactly my celestially amazing and mischievously bouncing; duplicate,
You’ve taken my very own silken shadow O! stupendous son; so its irrefutably natural and nothing great; that you’re exactly my wonderfully untainted and jubilantly ecstatic; duplicate,
You’ve taken my very own uninhibited smile O! majestic son; so its irrefutably natural and nothing great; that you’re exactly my inimitably magnetic and fabulously effulgent; duplicate,
You’ve taken my very own inscrutable destiny lines O! effervescent son; so its irrefutably natural and nothing great; that you’re exactly my incredulously handsome and victoriously unimpeachable; duplicate,
You’ve taken my very own inimitably humble name O! royal son; so its irrefutably natural and nothing great; that you’re exactly my poignantly iridescent and eternally fructifying; duplicate,
You’ve taken my very own romantic artistry O! blazing son; so its irrefutably natural and nothing great; that you’re exactly my triumphantly unfettered and symbiotically innocent; duplicate,
You’ve taken my very own mellifluous voice O! charismatic son; so its irrefutably natural and nothing great; that you’re exactly my bounteously emollient and euphorically fearless; duplicate,
You’ve taken my very own towering height O! regale son; so its irrefutably natural and nothing great; that you’re exactly my indisputably peerless and synergistically truthful; duplicate,
You’ve taken my very own passionate eyes O! resplendent son; so its irrefutably natural and nothing great; that you’re exactly my fearlessly humanitarian and tirelessly discovering; duplicate,
You’ve taken my very own chocolate brown color O! holistic son; so its irrefutably natural and nothing great; that you’re exactly my invincibly wondrous and spell-bindingly ecstatic; duplicate,
You’ve taken my very own ebullient body contours O! benign son; so its irrefutably natural and nothing great; that you’re exactly my immaculately benevolent and magnanimously humanitarian; duplicate,
You’ve taken my very own fiery breath O! rhapsodic son; so its irrefutably natural and nothing great; that you’re exactly my blissfully unadulterated and interminably bubby; duplicate,
You’ve taken my very own optimistic face O! vivacious son; so its irrefutably natural and nothing great; that you’re exactly my timelessly flowering and melodiously rejuvenated; duplicate,
You’ve taken my very own broadened shoulders O! magical son; so its irrefutably natural and nothing great; that you’re exactly my gloriously unprejudiced and nostalgically rueful; duplicate,
You’ve taken my very own princely dimples O! victorious son; so its irrefutably natural and nothing great; that you’re exactly my spotlessly unbiased and surreally panoramic; duplicate,
You’ve taken my very own compassionate heart O! unshakable son; so its irrefutably natural and nothing great; that you’re exactly my adorably sensitive and ubiquitously indomitable; duplicate,
So whereas it was absolutely natural and nothing great that you were my exactly astounding duplicate O! heavenly son;
The greatest of all virtues; the greatest of all gifts; the greatest of all endowment; the greatest of all power; the greatest of all virility; the greatest of all divinity; was infact given to you by the Omniscient Lord; who miraculously blessed you and every organism alike with the pricelessly impregnable religion of “Humanity” to symbiotically survive for an infinite more of your destined lifetimes…
poem by Nikhil Parekh
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Christmas-Eve
I.
OUT of the little chapel I burst
Into the fresh night air again.
I had waited a good five minutes first
In the doorway, to escape the rain
That drove in gusts down the common’s centre,
At the edge of which the chapel stands,
Before I plucked up heart to enter:
Heaven knows how many sorts of hands
Reached past me, groping for the latch
Of the inner door that hung on catch,
More obstinate the more they fumbled,
Till, giving way at last with a scold
Of the crazy hinge, in squeezed or tumbled
One sheep more to the rest in fold,
And left me irresolute, standing sentry
In the sheepfold’s lath-and-plaster entry,
Four feet long by two feet wide,
Partitioned off from the vast inside—
I blocked up half of it at least.
No remedy; the rain kept driving:
They eyed me much as some wild beast,
The congregation, still arriving,
Some of them by the mainroad, white
A long way past me into the night,
Skirting the common, then diverging;
Not a few suddenly emerging
From the common’s self thro’ the paling-gaps,—
—They house in the gravel-pits perhaps,
Where the road stops short with its safeguard border
Of lamps, as tired of such disorder;—
But the most turned in yet more abruptly
From a certain squalid knot of alleys,
Where the town’s bad blood once slept corruptly,
Which now the little chapel rallies
And leads into day again,—its priestliness
Lending itself to hide their beastliness
So cleverly (thanks in part to the mason),
And putting so cheery a whitewashed face on
Those neophytes too much in lack of it,
That, where you cross the common as I did,
And meet the party thus presided,
“Mount Zion,” with Love-lane at the back of it,
They front you as little disconcerted,
As, bound for the hills, her fate averted
And her wicked people made to mind him,
Lot might have marched with Gomorrah behind him.
II.
Well, from the road, the lanes or the common,
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poem by Robert Browning
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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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poem by Innocent Masina Nkhonyo
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Change Your Mind
When you get weak, and you need to test your will
When lifes complete, but theres something missing still
Distracting you from this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Distracting you (change your mind)
Supporting you (change your mind)
Embracing you (change your mind)
Convincing you (change your mind)
When youre confused and the world has got you down
When you feel used and you just cant play the clown
Protecting you from this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Protecting you (change your mind)
Restoring you (change your mind)
Revealing you (change your mind)
Soothing you (change your mind)
You hear the sound, you wait around and get the word
You see the picture changing everything youve heard
Destroying you with this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Destroying you (change your mind)
Embracing you (change your mind)
Protecting you (change your mind)
Confining you (change your mind)
Distracting you (change your mind)
Supporting you (change your mind)
Distorting you (change your mind)
Controlling you (change your mind)
Change your mind (change your mind)
Change your mind, change your mind (change your mind)
Change your mind (change your mind)
The morning comes and theres an odor in the room
The scent of love, more than a million roses bloom
Embracing you with this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Embracing you (change your mind)
Concealing you (change your mind)
Protecting you (change your mind)
Revealing you (change your mind)
Change your mind, change your mind (change your mind)
Change your mind (change your mind)
Change your mind, change your mind (change your mind)
Change your mind (change your mind)
Change your mind, change your mind
Change your mind
Change your mind, change your mind
[...] Read more
song performed by Neil Young
Added by Lucian Velea
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XI. Guido
You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Problem of the Idea
The Philosopher:
'The Problem of the 21st century
is the problem of the Origins of the Idea.'
The Idea has driven much
of human history-
a major motivator
many taken together are
Articulators;
Ideas compose all Human Dreams.
But ask what is this Idea
and silence ensues;
ask where is it
in the human mind
and we'll get charts of its activity centers
but nothing about what it is
or where it comes from.
The Scientist:
Well, we don't have to know what a thing is
to utilize it.
We can identify behaviors and integrate
them-
harness them to purpose.
Philosopher:
Sure like the Atomic Bomb. It was built because
we could integrate various disciplines
and make things go bang
without thinking of Consequence.
technical Ideas-too have consequences.
Scientist:
So you would hold up all human progress
until the over-arching Idea comes along
before we act?
Philosopher:
Ah, but note that progress that destroys
the planet is not
progress at all
but only a blind mistake;
one I might add,
that did not have
an Idea or Clue
[...] Read more
poem by Lonnie Hicks
Added by Poetry Lover
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Chill Out (Things Gonna Change)
One of these days,
Things gonna change
One of these days
Tings gonna change
Youll try no w baby
Afterwhile gonna be mine, gonna be mine
One of these days
Morning dawnin,
Try try try
Wont be long long
Things gonna change
Sometime, in the middle of the night
Its so long, its so long its so long
Tings gonna change, things gonna change
Change change change
Tings gonna change,
Further on up the road baby, things gonna change
Change change change
Change change change
Change baby
Youll try not to leave
After while Gonna be mine
My time my time baby
Things gonna change
Change change change
Change change change
Things gonna change
Yes it is
Things gonna change
Change change change
Change change change
Change change change
Change change change
Things gonna change
Things gonna change
Things gonna change
Things gonna change change change change
Things gonna change
song performed by Santana
Added by Lucian Velea
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Revolution
More calm than a heartbeat that flat lines
Quiet like a dark street under the moonlight
A phrase of action that's been screamed from the guts of men
Ever since they're first experienced
Injustice, prejudice, discrimination
A word louder than a gunshot
And softer than a baby's laugh, it will pass
Just like it always has. Until it spits off the lips of
The next man who's had it up to here.
Did somebody say a Revolution?
Or is it all in my head?
Is that what it takes to make a solution
solution
not the first or the last to imagine it
Acknowledge the concepts, question and grasp it
Rebel against the I, and bring down the self.
Mutiny me! overthrow you
Rebellion starts within, the time is now
Did somebody say a Revolution?
Or is it all in my head?
Is that what it takes to make a solution, solution
Did somebody say a Revolution?
Or is it all in my head?
Is that what it takes to make a solution
Your Revolution
Purple skies, Devil eyes, Hypnotize
Little lies, Compromise, Fireflies
Samurias, Parasite, Fly by night, After light, Materialize,
Look alive, Stereotype, Do with die, lullaby, black and white
Did somebody say a Revolution?
Or is it all in my head? your revolution
Is that what it takes to make a solution, solution, your revolution
Did somebody say a Revolution?
Or at least it's been said, your revolution
Is that what it takes to make a solution?
Your Revolution
No resolution -Your Revolution
what's your solution? -Your Revolution
And no substitution -Your Revolution
And no resolution -Your Revolution
not your solution
song performed by P.O.D.
Added by Lucian Velea
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We Have A Technical
We have a random on the westside
Personality malfunction
He says I cant give you anything at all
Just a room with a bad view of you
He sent a letter to a downstat
Saying sorry that I missed you
But I cant think of anything to do
Hes addicted to the time track
We have a technical
We have a technical
Hes in a hotel where they all go
Saying boy, Ive lost my memory
Its so surprising
Just how quickly things can end
Like a hero on a platform of friends
This table is so crowded
With people that I dont know
And I never really turn
My thoughts on you
So the image breaks down again
We have a technical
We have a technical
I suppose its very shady
At least until the lights go out
Advertising posters on the wall
And the young boys singing softly
Do they ever come back
Or is it always at the wrong time
I could crawl around the floor
Just like Im real
And move a hand in front of my eyes
We have a technical
We have a technical
song performed by Gary Numan
Added by Lucian Velea
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Fifth Book
AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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King's Highway
Ugh Yeah You should really turn this up
Natural Bridge and King's Highway
as loud as possible (that's what I'm talkin about)
Natural Bridge and King's Highway yeah
ask em' Where you headed?
Natural Bridge and King's Highway (yeah)
Natural Bridge and King's Highway
Come one with it
It's me and my derrty we just got back home
in the blue grey Bently with the cellular phone
Callin' up the 'tics time to get it jumpin'
smoke comin' out the sunroof to let em know we're comin'
Errebody lookin' if you're jealous turn around
21 inches keep me further from the ground
I'm gettin good grip from the Dunlop Tires
The F1's bumpin' but I need the volume higher
Cause there ain't no way get on the basement beat hits
J.E. and Wally got an wanna get some
I heard them haters talkin' but what am I to do?
I'm the men that little hate the Bill Clinton of the Lou'
Picked up some shorties on Skinker towards roastin'
Headed for the castlelot muskada got me croachin
Bently kinda crowded ol car was leanin' back
Shandra watchin' TV with two gurlies on their lap
Martin Luther King the setence kinda dead
Made a left on King's Highway
Natural Bridge is just ahead
So fresh and so clean
U City representin'
the St Lunatics on castlelot set
(Chorus)
Where you headed?
Natural Bridge and King's Highway
Natural Bridge and King's Highway
Come on with it
Where you headed?
Natural Bridge and King's Highway
(Basement beats gon' make it rock the tic's gon make it rock)
Natural Bridge and King's Highway
come on with it
Now rollin' with the tics you know we never bored
show me another click when more points scored
we walk around with criminals a bunch of big gorillas
My derrty Murphy Lee he's a teenage lady killer
Keyjuan is on my left side dancin' with this freak
The way she clap that *** make my knees get weak
JD is the white guy people think he's funny
Been down long time way before we had the money
But now we collectin' dollars from platinum to white gold
Swervin' in this Bentley and ain't got no place to go
[...] Read more
song performed by Nelly
Added by Lucian Velea
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