I tried to stir the imagination and enthusiasms of students to take risks, to do what they were most afraid of doing, to widen their horizons of action.
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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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The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
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poem by Innocent Masina Nkhonyo
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Stop The Train (feat. Peter Tosh)
Stir it up little darling, stir it up
Come on baby come on and stir it up little darling, stir it up
It's been a long long time since I've got you on my mind
And now you are here
I say it's so clear
To see what we can do, honey, just me and you
Come on and stir it up, little darling, stir it up
Come on baby come on and stir it up little darling, stir it up
I'll push the wood, I'll blaze your fire
Then I'll satisfy your heart's desire
Said I'll stir it up, yeah, ev'ry minute, yeah
All you got to do is keep it in, baby
And stir it up, little darling, stir it up
Come on and stir it up, oh, little darling, stir it up, yeah
Oh, will you quench me while I'm thirsty?
Come and cool me down when I'm hot?
Your recipe, darling, is so tasty
And you sure can stir your pot
So stir it up, little darling, stir it up
Come on and stir it up, oh, little darling, stir it up
Come on and stir it up, oh, little darling, stir it up
song performed by Bob Marley
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Im Afraid
Afraid of the dark
Afraid of the light
Dont walk in the park
Afraid of the night
Afraid to get stabbed
Or hit by a car
Afraid of the streets
Afraid to go far
Afraid of the sky
Dont like to be high
I dont want to fall
Afraid I might die
Afraid of my friends
Dont like to be seen
Afraid to be nice
Afraid to be mean
Afraid that the wind
Will knock over trees
Afraid of my dog
Afraid of his fleas
[chorus]
Peace of mind
Hard to keep
Hard to find
Look ahead
Look behind
Looking for
Peace of mind
Cant relax
Cant unwind
Deep inside
Secret mind
Oh no!
Afraid to be caught
Afraid to be free
Afraid to make love
Afraid of vd
Afraid of the rain
Dont like to get wet
Afraid to take drugs
They make me forget
Afraid that the air
Will make me get sick
Afraid that a girl
Will cut off my....oh!
Someone tell me how it happened
Why my head is so confused
Can it be my circuits finally blew a fuse
Can a human being really change into a humanoid
Or is my imagination paranoid
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song performed by Oingo Boingo
Added by Lucian Velea
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Fundamental of Liar Chapter XCVI: Fear
I don’t afraid of being old, I’m only afraid of being weak
I don’t afraid of being ugly, I’m only afraid of being useless
I don’t afraid of being nameless, I’m only afraid of being not loved
I don’t afraid of being lost, I’m only afraid of being blind
I don’t afraid of being dumb, I’m only afraid of being hopeless
I don’t afraid of being poor, I’m only afraid of being ungrateful
I don’t afraid of being loser, I’m only afraid of being coward
I don’t afraid of being bound, I’m only afraid of being fake
I don’t afraid of being wrong, I’m only afraid of being oblivious
I don’t afraid of being suffered, I’m only afraid of being surrender
I don’t afraid of being alone, I’m only afraid of being bored
I don't afraid of being loss, I'm only afraid of being lied
poem by Maria Sudibyo
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Social Netowrking Of Robots
end of world war
end of world war 11
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poem by Rwetewrt Erwtwer
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Frightening Conclusion
In a pickle sizzling because of recent risks.
And unable to face or come to grips with it,
For fear of other unsuspecting hits.
Can be a frightening conclusion,
For the one who pitches a fit.
This can be frightening to someone,
Unprepared for it even a little bit.
The one who smiles on the outside,
May hide inside their moping.
As they do their best to cope.
To make each day for them okay.
The one who smiles on the outside,
May hide inside their moping.
As they do their best,
Not to confess trials they face...
On a daily basis.
This is a frightening conclusion,
For someone unprepared for this!
This can be frightening for anyone,
In a pickle sizzling because of recent risks.
Frightening conclusion,
For someone unprepared for this!
This can be frightening for anyone,
In a pickle sizzling because of recent risks.
The one who smiles on the outside,
May hide inside their moping.
As they do their best to cope.
To make each day for them okay.
The one who smiles on the outside,
May hide inside their moping.
As they do their best,
Not to confess trials they face...
On a daily basis.
This is a frightening conclusion,
For someone unprepared for this!
This can be frightening for anyone,
In a pickle sizzling because of recent risks.
Frightening conclusion,
For someone unprepared for this!
This can be frightening for anyone,
In a pickle sizzling because of recent risks.
[...] Read more
poem by Lawrence S. Pertillar
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Sympathetic Character
I was afraid you'd hit me if i'd spoken up I was
afraid of your physical strength I was afraid
you'd hit below the belt I was afraid of your
sucker punch I was afraid of you reducing me
I was afraid of your alocohol breath I was afraid
of your complete disregard for me I was afraid
of your temper I was afraid of handles being
flown off of I was afraid of holes being punched
into walls I was afraid of your testosterone
I have as much rage as you have
I have as much pain as you do
I've lived as much hell as you have
and i've kept mine bubbling under for you
you were my best friend
you were my lover
you were my mentor
you were my brother
you were my partner
you were my teacher
you were my very own sympathetic character
I was afraid of verbal daggers I was afraid of the
calm before the storm I was afraid for my own
bones I was afraid of your seduction I was afraid
of your coersion I was afraid of your rejection
I was afraid of your intimidation I was afraid of
your punishment I was afraid of your icy silences
I was afraid of your volume I was afraid of your
manipulation I was afraid of your explosions
I have as much rage as you have
I have as much pain as you do
I've lived as much hell as you have
and i've kept mine bubbling under for you
[chorus]
you were my keeper
you were my anchor
you were my family
you were my saviour
and therein lay the issue
and therein lay the problem
song performed by Alanis Morissette from Supposed Former Infatuation Junkie
Added by Lucian Velea
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Les cordiers
Dans son village, au pied des digues,
Qui l'entourent de leurs fatigues
De lignes et de courbes vers la mer,
Le blanc cordier visionnaire
A reculons, sur le chemin,
Combine, avec prudence, entre ses mains,
Le jeu tournant de fils lointains
Venant vers lui de l'infini.
Là-bas, En ces heures de soir ardent et las,
Un ronflement de roue encor s'écoute.
Quelqu'un la meut qu'on ne voit pas ;
Mais parallèlement, sur des râteaux,
Qui jalonnent, à points égaux,
De l'un à l'autre bout la route,
Les chanvres clairs tendent leurs chaînes
Continuement, durant des jours et des semaines.
Avec ses pauvres doigts qui sont prestes encor,
Ayant crainte parfois de casser le peu d'or
Que mêle à son travail la glissante lumière,
Au long des clos et des maisons,
Le blanc cordier visionnaire,
Du fond du soir tourbillonnaire,
Attire à lui les horizons.
Les horizons ? ils sont là-bas :
Regrets, fureurs, haines, combats,
Pleurs de terreurs, sanglots de voix,
Les horizons des autrefois,
Sereins ou convulsés :
Tels les gestes dans le passé.
Jadis - c'était la vie errante et somnambule,
A travers les matins et les soirs fabuleux,
Quand la droite de Dieu, vers les Chanaans bleus,
Traçait la route en or, au fond des crépuscules.
Jadis - c'était la vie énorme, exaspérée,
Sauvagement pendue aux crins des étalons,
Soudaine, avec de grands éclairs à ses talons
Et vers l'espace immense, immensément cabrée.
Jadis - c'était la vie ardente, évocatoire ;
La Croix blanche de ciel, la Croix rouge d'enfer
Marchaient, à la clarté des armures de fer,
Chacune à travers sang, vers son ciel de victoire.
Jadis - c'était la vie écumante et livide,
Vécue et morte, à coups de crime et de tocsin,
[...] Read more
poem by Emile Verhaeren
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Today-the most cursed day
Ordinarily the soles of my feet didn’t bleed an
infinitesimal trifle; even as I traversed over a
blanket of a billion acrimoniously venomous thorns,
But today; the 3rd of April; they just disdainfully
crumbled an infinite feet beneath soil; as the sound
of your invincibly triumphant and gloriously
impeccable footsteps; had disappeared forever from the
horizons of my veritable sight…
Ordinarily the hair on my skin didn’t relent an
inconspicuous iota; even as the most diabolical of
dinosaurs and war; indiscriminately paraded around my
persona,
But today; the 3rd of April; they just shriveled into
pathetic oblivion at the tiniest insinuation of
flaccid wind; as your uninhibitedly untamed valley of
sensuousness; had disappeared forever from the
horizons of my veritable sight…
Ordinarily the blood in my veins didn’t quaver an
evanescent bit; even as the most unsparingly
hedonistic apocalypses of the devil perpetuated into
my soul,
But today; the 3rd of April; it just metamorphosed
into a grotesquely frigid white; as your brilliantly
unhindered compassion; had disappeared forever from
the horizons of my veritable sight…
Ordinarily the hollows of my ears didn’t flutter an
ethereal inch; even as unbelievably thunderous roars
of vindictive lightening; flashed left; right and
center from the belly of the murderously ballistic
sky,
But today; the 3rd of April; they just miserably
withered to each of my commands; as your inimitably
divinely and beautifully unparalleled voice; had
disappeared forever from the horizons of my veritable
sight…
Ordinarily the bones of my demeanor didn’t rattle an
infidel centimeter; even as the coffins of inevitable
death scurrilously slandered at me a countless times,
But today; the 3rd of April; they just dissolved into
fecklessly meaningless pulp at the sound of my very
own voice; as your Omnipotently everlasting tenacity;
had disappeared forever from the horizons of my
veritable sight…
Ordinarily the whites and blacks of my eye didn’t
[...] Read more
poem by Nikhil Parekh
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Reaction To Action
(spoken: check 1, 1, 1)
Alright
Its hard getting through to me
Im truly elusive
I got my own point of view
I am the one of a kind
And I tell you lil girl
Im fascinated by you
Theres something about you
That makes all the difference
Like the night is to day
Well I can get along without you
But I know that within you
Youve got what Im missing
And Ill find a way
To get reaction to action
Hey, say the word that would thrill me
Yeah, I need reaction to action
Just one look that would kill me
You got a way of drawing attention to you
You know you stand out in a crowd
But the way that you play
With any mans affections
Should never be allowed
See I consider myself
The one who will show you
Id go as far as to say
Girl, I aint leaving here without you
But you better understand
Theres only one rule in this game were gonna play
And thats reaction to action
Maybe like a word that would thrill me
I need reaction to action
One look that would kill me
Give me reaction to action
Its getting late Id better make a definite move
Reaction to action
And after that baby, its up to you
I need reaction to action
Just a word that would thrill me
I need reaction to action
You know what Im talking about
Give me some reaction to action
You got a look, you got a way thatll kill me
Reaction to action, reaction to action, action
Baby, dont think about it, just react
Reaction to action
Reaction to action
Reaction to action
Reaction to action
[...] Read more
song performed by Foreigner
Added by Lucian Velea
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Lets See Action
Lets see action, lets see people,
Lets see action, lets see people,
Lets see freedom, lets see who cares,
Lets see freedom, lets see who cares,
Take me with you when you leave me
Take me with you when you leave me
And my shell behind us there.
And my shell behind us there.
I have learned it, known who burned me,
I have learned it, known who burned me,
Avatar has warmed my feet,
Avatar has warmed my feet,
Take me with you, let me see you,
Take me with you, let me see you,
Time and life can meet.
Time and life can meet.
Nothing is everything, everything is, nothing is,
Nothing is everything, everything is, nothing is,
Please the people, audiences,
Please the people, audiences,
Break the fences,
Break the fences,
Nothing is.
Nothing is.
Lets see action, lets see people,
Lets see action, lets see people,
Lets see freedom up in the air,
Lets see freedom up in the air,
Lets see action, lets see people,
Lets see action, lets see people,
Lets be free, lets see who cares.
Lets be free, lets see who cares.
Lets see action, lets see people,
Lets see action, lets see people,
Lets see freedom up in the air,
Lets see freedom up in the air,
Lets see action, lets see people,
Lets see action, lets see people,
Lets be free, lets see who cares.
Lets be free, lets see who cares.
Give me a drink boy, wash my feet,
Give me a drink boy, wash my feet,
Im so tired of running from my own heat,
Im so tired of running from my own heat,
Take this package and heres what you do,
Take this package and heres what you do,
Gonna get this information through.
Gonna get this information through.
I dont know where Im going,
I dont know where Im going,
[...] Read more
song performed by Who
Added by Lucian Velea
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Fear Of Dying
I'm not afraid of standing still
I'm just afraid of being bored
I'm not afraid of speaking my mind
I'm just afraid of being ignored
I'm not afraid of feeling
and I'm not afraid of trying
I'm just afraid of losing
And I am afraid of dying
Without you yes I do and I hope that you do too
Without you yes I do
Without you yes I do and I hope that you do too
Without you yes I...
I'm not afraid of being sick
I'm more afraid of being well
I'm not afraid
Put the gun in my hand
I'm just afraid it will hurt like (hurt like) hell
I'm not afraid of screaming
and I'm not afraid of crying
I'm just afraid of forgetting
And I am afraid of dying
Without you yes I do and I hope that you do too
Without you yes I do
Without you yes I do and I hope that you do too
Without you yes I...
Fear of
Fear of
Fear of
Fear of
I'm not afraid of looking ugly
I couldn't care what they say
I'm not afraid of happy endings
I'm just afraid my life won't work that way
I'm not afraid of forgiveness
I absolve you everything
I'm not afraid of lying...
But I am afraid of dying
Without you yes I do and I hope that you do too
Without you yes I do
Without you all I do is sit and think about you
Without you yes I...
[...] Read more
song performed by Jack Off Jill from Clear Hearts Grey Flowers
Added by Lucian Velea
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Few Can Pick Them To Then Run
How can one live without risks.
Or prevent risks to exist.
Risk taking is a part of this life lived,
As it is...
For everyone.
Few can pick them to then run.
Few can pick them to then run.
Few can pick them to then run...
To be undone.
Few can pick them to then run.
Few can pick them to then run.
Few can pick them to then run...
To be undone.
How can one live without risks.
Or prevent risks to exist.
Risk taking is a part of this life lived,
As it is...
For everyone.
Few can pick them to then run.
Few can pick them to then run.
Few can pick them to then run...
To be undone.
Few can pick them to then run.
Few can pick them to then run.
Few can pick them to then run...
To be undone.
Living life is taking risks.
And no one living can resist...
Those risks.
Few can pick them to then run,
From those risks.
Few can pick them to then run,
From those risks.
Few can pick them to then run...
To be undone.
poem by Lawrence S. Pertillar
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Im Afraid Of Americans
Johnnys in america, low-techs at the
Wheel
No-one needs anyone, they dont even
Just pretend
Johnnys in america
Im afraid of americans
Im afraid of the world
Im afraid I cant help it
Im afraid I cant
Johnnys in america
Johnny wants a brain, johnny wants to
Suck on a coke
Johnny wants a woman, johnny wants
To think of a joke
Johnnys in america
Im afraid of americans
Im afraid of the world
Im afraid I cant help it
Im afraid I cant
Johnnys in america
Johnnys in america, johnny looks up at
The stars
Johnny combs his hair and johnny
Wants pussy and cars
Johnnys in america
Im afraid of americans
Im afraid of the world
Im afraid I cant help it
Im afraid I cant
Johnnys in america
God is an american
Im afraid of americans
Im afraid of the world
Im afraid I cant help it
Im afraid I cant
Im afraid of americans
Im afraid of the words
Im afraid I cant help it
Im afraid I cant
Johnnys in america
Johnnys in america
song performed by David Bowie
Added by Lucian Velea
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Creative Perceptions
Artist appropriate palette prepares
as poet intuitive channels and shares -
perceptions highlighted in paint or in rhyme,
on screen, paper, canvas, [b]rushed, touched outside Time.
Each reaches out writing, foresighting, prepares
stalls [f]rigid for music of spirit sublime.
But few can interpret the talent they praise
in the style of an artist in true paraphrase.
(24 September 2005 robi03_1306)
Bridgework
Artists palette, paints, prepare,
poets channel insight rare.
One canvas fills, one paper inks,
imagination interlinks.
Each respective stream compares
perceptions, self-respecting, thinks
perspectives sensitively, shares
intuitive fruition, links
symphonic patterns, well aware
individuals everywhere
sense beauty way beyond time's brink -
horizons widen, never shrink.
Images accompany
free originality.
(7 May 2008 variant of As Artist, Poet robi03_1396_robi03_0986 16 February 2002 robi03_0986 and also variant of Creative Perceptions
24 September 2005 robi03_1306_robi03_0986)
As Artist, Poet
As artists palette, paints, prepare
so poets channel insight rare.
One canvas fills, one paper inks,
the foremost and the least of links.
Both tune respective streams, compare
perspective, sensitively share
where, true to self there neither sinks
as each through intuitions thinks
the way to harmony, aware
that perfect strangers anywhere
may beauty sense beyond time's brink -
horizons widen, never shrink.
Both pictures form, accompany
creative thrust with spirit free.
[...] Read more
poem by Jonathan Robin
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Home Train Improvisation 04 02 2004
HOME TRAIN:
Improvisation Number 01 24 04
From city light horizons she is going to become my day-lady
rising too soon sprung spouting with tulips and the early spring
on the home train my heart beats fiddle bass tones and sings
desperate reasoning in the heart: why her whole body stands on
my soul softly resting upon that generation of secret separate trusts
intended in the passing smile for the joy of being alive being alive
for just one more day from distant light horizons on the home train
from distant city light horizons my city leaves me with my lady
my joy on the home train to soon sprung early tulips crocus in
the rain in the solar fun my lady to soon sprung in the early spring
all rise to spread the joy and join the fun on the home train for just
one more day from distant light horizons my city leaves me with
my lady on the home train to soon my heartbeats fiddle bass tones
and sings she is too soon sprung joyously into spring my heart beat
sings for her whole body stands on my soul softly resting in my joy
time is passing rapaciously through the night passing city after city
the home train races out of light horizons sucking my city away
fading into the rhythm of the blues quietly my lady to soon sprung
begins to make her midnight move joyously leaping into spring
blooming with the rising sun with tulips and the joy of passing time
rapaciously through the night I will hold her softly for nothing more
than the repetitious passing of time while she will hold me too; city
after city the home train races out of light horizons onto spirit lifted
tracks with my lady to soon sprung from city light horizons on
the home train from distant light horizons the city leaves a mellow
glowing cinder each time I leave her she is the love that draws me
back; city after city now nearer home where my love to soon sprung
in springs come and gone she is my wife my mistress my platonic
friend city after city wherever she lets me in; she’s with me every day
she sits with me on the home train she sits a seat away at the cinema
on the benches in the park in the lobby the dining and the sleeping car
the lounge and café I sleep where the memories stay -on the home train.
Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.
poem by Lee B Mack
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Those Sexual Innuendos
Innocence has blown up in a puff!
Those,
Sexual innuendos...
Can stir things up!
And addict a kid to lust.
With a stirring that corrupts.
All those sexual innuendos,
Can stir things up.
And when children think of chicken...
They want to know if the rooster plucks.
And in what position does a chicken cluck.
Those,
Sexual innuendos...
Can stir things up!
And addict a kid to lust.
With a stirring that corrupts.
Those sexual innuendos...
That stir things up.
Are fed to feed attraction,
With a stirring things up!
And made to trap...
Weak minds to keep attracted.
Those sexual innuendos...
That stir things up.
Are fed to feed attraction,
With a stirring things up!
And made to trap...
Weak minds to keep attracted.
Those,
Sexual innuendos...
Can stir things up!
And addict a kid to lust.
With a stirring that corrupts.
All those sexual innuendos,
Can stir things up.
And when children think of chicken...
They want to know if the rooster plucks.
And in what position does a chicken cluck.
All those sexual innuendos,
Can stir things up.
[...] Read more
poem by Lawrence S. Pertillar
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Lazarus
“No, Mary, there was nothing—not a word.
Nothing, and always nothing. Go again
Yourself, and he may listen—or at least
Look up at you, and let you see his eyes.
I might as well have been the sound of rain,
A wind among the cedars, or a bird;
Or nothing. Mary, make him look at you;
And even if he should say that we are nothing,
To know that you have heard him will be something.
And yet he loved us, and it was for love
The Master gave him back. Why did he wait
So long before he came? Why did he weep?
I thought he would be glad—and Lazarus—
To see us all again as he had left us—
All as it was, all as it was before.”
Mary, who felt her sister’s frightened arms
Like those of someone drowning who had seized her,
Fearing at last they were to fail and sink
Together in this fog-stricken sea of strangeness,
Fought sadly, with bereaved indignant eyes,
To find again the fading shores of home
That she had seen but now could see no longer
Now she could only gaze into the twilight,
And in the dimness know that he was there,
Like someone that was not. He who had been
Their brother, and was dead, now seemed alive
Only in death again—or worse than death;
For tombs at least, always until today,
Though sad were certain. There was nothing certain
For man or God in such a day as this;
For there they were alone, and there was he—
Alone; and somewhere out of Bethany,
The Master—who had come to them so late,
Only for love of them and then so slowly,
And was for their sake hunted now by men
Who feared Him as they feared no other prey—
For the world’s sake was hidden. “Better the tomb
For Lazarus than life, if this be life,”
She thought; and then to Martha, “No, my dear,”
She said aloud; “not as it was before.
Nothing is ever as it was before,
Where Time has been. Here there is more than Time;
And we that are so lonely and so far
From home, since he is with us here again,
Are farther now from him and from ourselves
Than we are from the stars. He will not speak
Until the spirit that is in him speaks;
And we must wait for all we are to know,
Or even to learn that we are not to know.
[...] Read more
poem by Edwin Arlington Robinson
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Afraid
Do you, do you wanna bleed?
Do you, do you wanna live in vain?
Its only life
Shes so afraid to kiss
An so afraid to laugh
Is she runnin from her past?
Its only life
Shes so afraid of love
Is so afraid of hate
Whats she runnin from now? ?
Do you, do you wanna scream?
Do you, do you wanna face the strange?
Do you, do you believe?
Are you, are you afraid of change?
Its only life
Shes so afraid of this
And so afraid to ask
She hides behind her mask
Nothings ever right
Shes so afraid of pain
So afraid of blame
Its driving her insane
So insecure
There is no cure
Well, shes so afraid
Shes so afraid of death
Shes so afraid, afraid of life
The drama in her head
Getting louder all the time
Getting louder all the time
Shes so afraid, afraid to lose
Been so afraid of fame
Everyday she feels the same
Its driven her insane...
Its driven her...
Its driven...
Its...
Another broken pretty thing
song performed by Motley Crue
Added by Lucian Velea
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