Literature does not exist in a vacuum. Writers as such have a definite social function exactly proportional to their ability as writers. This is their main use.
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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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poem by Rwetewrt Erwtwer
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People Everywhere: Social Music (Original 11 03 2009)
PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009
People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.
Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.
poem by Lee B. Mack
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The Columbiad: Book I
The Argument
Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.
I sing the Mariner who first unfurl'd
An eastern banner o'er the western world,
And taught mankind where future empires lay
In these fair confines of descending day;
Who sway'd a moment, with vicarious power,
Iberia's sceptre on the new found shore,
Then saw the paths his virtuous steps had trod
Pursued by avarice and defiled with blood,
The tribes he foster'd with paternal toil
Snatch'd from his hand, and slaughter'd for their spoil.
Slaves, kings, adventurers, envious of his name,
Enjoy'd his labours and purloin'd his fame,
And gave the Viceroy, from his high seat hurl'd.
Chains for a crown, a prison for a world
Long overwhelm'd in woes, and sickening there,
He met the slow still march of black despair,
Sought the last refuge from his hopeless doom,
And wish'd from thankless men a peaceful tomb:
Till vision'd ages, opening on his eyes,
Cheer'd his sad soul, and bade new nations rise;
He saw the Atlantic heaven with light o'ercast,
And Freedom crown his glorious work at last.
Almighty Freedom! give my venturous song
The force, the charm that to thy voice belong;
Tis thine to shape my course, to light my way,
To nerve my country with the patriot lay,
To teach all men where all their interest lies,
How rulers may be just and nations wise:
Strong in thy strength I bend no suppliant knee,
Invoke no miracle, no Muse but thee.
Night held on old Castile her silent reign,
Her half orb'd moon declining to the main;
O'er Valladolid's regal turrets hazed
The drizzly fogs from dull Pisuerga raised;
Whose hovering sheets, along the welkin driven,
Thinn'd the pale stars, and shut the eye from heaven.
Cold-hearted Ferdinand his pillow prest,
Nor dream'd of those his mandates robb'd of rest,
Of him who gemm'd his crown, who stretch'd his reign
To realms that weigh'd the tenfold poise of Spain;
Who now beneath his tower indungeon'd lies,
Sweats the chill sod and breathes inclement skies.
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poem by Joel Barlow
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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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Vision Of Columbus - Book 4
In one dark age, beneath a single hand,
Thus rose an empire in the savage land.
Her golden seats, with following years, increase,
Her growing nations spread the walks of peace,
Her sacred rites display the purest plan,
That e'er adorn'd the unguided mind of man.
Yet all the pomp, the extended climes unfold,
The fields of verdure and the towers of gold,
Those works of peace, and sovereign scenes of state,
In short-lived glory, hasten to their fate.
Thy followers, rushing like an angry flood,
Shall whelm the fields and stain the shrines in blood;
Nor thou, Las Casas, best of men, shalt stay
The ravening legions from their guardless prey.
Oh! hapless prelate, hero, saint and sage,
Doom'd with hard guilt a fruitless war to wage,
To see, with grief (thy life of virtues run)
A realm unpeopled and a world undone.
While impious Valverde, mock of priesthood, stands,
Guilt in his heart, the gospel in his hands,
Bids, in one field, unnumber'd squadrons bleed,
Smiles o'er the scene and sanctifies the deed.
And thou, brave Gasca, with thy virtuous train,
Shalt lift the sword and urge thy power in vain;
Vain, the late task, the sinking land to save,
Or call her slaughter'd millions from the grave.
The Seraph spoke. Columbus, with a sigh,
Cast o'er the hapless climes his moisten'd eye,
And thus return'd: Oh, hide me in the tomb;
Why should I live to view the impending doom?
If such dread scenes the scheme of heaven compose,
And virtuous toils induce redoubled woes,
Unfold no more; but grant a kind release,
Give me, 'tis all I ask, to rest in peace.
Thy soul shall rest in peace, the Power rejoin'd,
Ere these conflicting shades involve mankind:
But nobler views shall first thy mind engage,
Beyond the bounds of this destructive age;
Where happier fruits of thy unwearied toil,
Thro' future years, and other empires, smile.
Europe's contending realms shall soon behold
These fruitful plains and hills of opening gold,
Fair in the path of thy adventurous fail,
Their countless navies float in every gale,
For wealth and commerce, sweep the extended shore,
And load the ocean with the shining ore.
As, up the orient heaven, the dawning ray
Smiles o'er the world and gives the promised day;
Drives fraud and rapine from their nightly spoil,
And social nature wakes to peaceful toil;
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poem by Joel Barlow
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Bubblehead
Spinning on a mound of battered and rival fools, and freaks look out
We really are the same behind our smiles of plasticene
Siting on a sofa, going over catch me in your hands
Stuck inside a vacuum tube, I've lost control
I can't get out
I can't break my bubblehead
And now the world is caving in
I can't break this bubblehead
The vacuum tube has sucked me in
No sense of gravity I'm drifting off into the heat again
Makes this river tease my paranoia bleeds inside my head
Bobbing in a submarine feels like I'm in an acid trail again
Wish that I could pinch myself and wake up from this bubblehead
I can't break my bubblehead
And now the world is caving in
I can't break this bubblehead
The vacuum tube has sucked me in
I can't break my bubblehead
And now the world is caving in
I can't break this bubblehead
The vacuum tube has sucked me in
Pull it back together, heal reflections in our broken bones
We're so ridiculous, we dress it up with smiles and frowns
Anticipating, always waiting for the weather still to shine
Gazing in a crystal to the future as we lose our minds
I can't break my bubblehead
And now the world is caving in
I can't break this bubblehead
The vacuum tube has sucked me in
I can't break my bubblehead
And now the world is caving in
I can't break this bubblehead
The vacuum tube has sucked me in
I can't break my bubblehead
And now the world is caving in
I can't break this bubblehead
The vacuum tube has sucked me in
I can't break my bubblehead
I can't break this bubblehead
I can't break my bubblehead
I can't break this bubblehead
song performed by Feeder
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The Scripture of the Golden Eternity
1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.
2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.
3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.
4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.
5
I am the golden eternity in mortal animate form.
6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.
7
This truth law has no more reality than the world.
8
You are the golden eternity because there is no me and no you, only one golden eternity.
9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.
10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.
11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.
12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.
13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.
14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.
15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.
16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.
17
It came on time.
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poem by Jack Kerouac
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Vision Of Columbus - Book 1
Long had the Sage, the first who dared to brave
The unknown dangers of the western wave,
Who taught mankind where future empires lay
In these fair confines of descending day,
With cares o'erwhelm'd, in life's distressing gloom,
Wish'd from a thankless world a peaceful tomb;
While kings and nations, envious of his name,
Enjoy'd his toils and triumph'd o'er his fame,
And gave the chief, from promised empire hurl'd,
Chains for a crown, a prison for a world.
Now night and silence held their lonely reign,
The half-orb'd moon declining to the main;
Descending clouds, o'er varying ether driven,
Obscured the stars and shut the eye from heaven;
Cold mists through opening grates the cell invade,
And deathlike terrors haunt the midnight shade;
When from a visionary, short repose,
That raised new cares and temper'd keener woes,
Columbus woke, and to the walls address'd
The deep-felt sorrows of his manly breast.
Here lies the purchase, here the wretched spoil,
Of painful years and persevering toil:
For these dread walks, this hideous haunt of pain,
I traced new regions o'er the pathless main,
Dared all the dangers of the dreary wave,
Hung o'er its clefts and topp'd the surging grave,
Saw billowy seas, in swelling mountains roll,
And bursting thunders rock the reddening pole,
Death rear his front in every dreadful form,
Gape from beneath and blacken in the storm;
Till, tost far onward to the skirts of day,
Where milder suns dispens'd a smiling ray,
Through brighter skies my happier sails descry'd
The golden banks that bound the western tide,
And gave the admiring world that bounteous shore
Their wealth to nations and to kings their power
Oh land of transport! dear, delusive coast,
To these fond, aged eyes forever lost!
No more thy gladdening vales I travel o'er,
For me thy mountains rear the head no more,
For me thy rocks no sparkling gems unfold,
Or streams luxuriant wear their paths in gold;
From realms of promised peace forever borne,
I hail dread anguish, and in secret mourn
But dangers past, fair climes explored in vain,
And foes triumphant shew but half my pain
Dissembling friends, each earlier joy who gave,
[...] Read more
poem by Joel Barlow
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The Columbiad: Book IV
The Argument
Destruction of Peru foretold. Grief of Columbus. He is comforte the promise of a vision of future ages. All Europe appears in vision. Effect of the discovery of America upon the affairs of Europe. Improvement in commerce; government. Revival of letters. Order of the Jesuits. Religious persecution. Inquisition. Rise and progress of more liberal principles. Character of Raleigh; who plans the settlement of North America. Formation of the coast by the gulph stream. Nature of the colonial establishments, the first great asylum and infant empire of Liberty. Liberty the necessary foundation of morals. Delaware arrives with a reinforcement of new settlers, to consolidate the colony of Virginia. Night scene, as contemplated by these patriarchs, while they are sailing up the Chesapeak, and are saluted by the river gods. Prophetic speech of Potowmak. Fleets of settlers from seyeral parts of Europe steering for America.
In one dark age, beneath a single hand,
Thus rose an empire in the savage land.
Its wealth and power with following years increase,
Its growing nations spread the walks of peace;
Religion here, that universal name,
Man's proudest passion, most ungovern'd flame,
Erects her altars on the same bright base,
That dazzled erst, and still deludes the race;
Sun, moon, all powers that forceful strike his eyes,
Earth-shaking storms and constellated skies.
Yet all the pomp his labors here unfold,
The vales of verdure and the towers of gold,
Those infant arts and sovereign seats of state,
In short-lived glory hasten to their fate.
Thy followers, rushing like an angry flood,
Too soon shall drench them in the nation's blood;
Nor thou, Las Casas, best of men, shalt stay
The ravening legions from their guardless prey.
O hapless prelate! hero, saint and sage,
Foredoom'd with crimes a fruitless war to wage,
To see at last (thy life of virtue run)
A realm unpeopled and a world undone!
While pious Valverde mock of priesthood stands,
Guilt in his heart, the gospel in his hands,
Bids, in one field, their unarm'd thousands bleed,
Smiles o'er the scene and sanctifies the deed.
And thou, brave Gasca, with persuasive strain,
Shalt lift thy voice and urge thy power in vain;
Vain are thy hopes the sinking land to save,
Or call her slaughter'd millions from the grave.
Here Hesper paused. Columbus with a sigh
Cast o'er the continent his moisten'd eye,
And thus replied: Ah, hide me in the tomb;
Why should I live to see the impending doom?
If such foul deeds the scheme of heaven compose,
And virtue's toils induce redoubled woes,
Unfold no more; but grant a kind release;
Give me, tis all I ask, to rest in peace.
And thou shalt rest in peace, the Saint rejoin'd,
Ere these conflicting shades involve mankind.
But broader views shall first thy mind engage,
[...] Read more
poem by Joel Barlow
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The Columbiad: Book X
The vision resumed, and extended over the whole earth. Present character of different nations. Future progress of society with respect to commerce; discoveries; inland navigation; philosophical, med and political knowledge. Science of government. Assimilation and final union of all languages. Its effect on education, and on the advancement of physical and moral science. The physical precedes the moral, as Phosphor precedes the Sun. View of a general Congress from all nations, assembled to establish the political harmony of mankind. Conclusion.
Hesper again his heavenly power display'd,
And shook the yielding canopy of shade.
Sudden the stars their trembling fires withdrew.
Returning splendors burst upon the view,
Floods of unfolding light the skies adorn,
And more than midday glories grace the morn.
So shone the earth, as if the sideral train,
Broad as full suns, had sail'd the ethereal plain;
When no distinguisht orb could strike the sight,
But one clear blaze of all-surrounding light
O'erflow'd the vault of heaven. For now in view
Remoter climes and future ages drew;
Whose deeds of happier fame, in long array,
Call'd into vision, fill the newborn day.
Far as seraphic power could lift the eye,
Or earth or ocean bend the yielding sky,
Or circling sutis awake the breathing gale,
Drake lead the way, or Cook extend the sail;
Where Behren sever'd, with adventurous prow,
Hesperia's headland from Tartaria's brow;
Where sage Vancouvre's patient leads were hurl'd,
Where Deimen stretch'd his solitary world;
All lands, all seas that boast a present name,
And all that unborn time shall give to fame,
Around the Pair in bright expansion rise,
And earth, in one vast level, bounds the skies.
They saw the nations tread their different shores,
Ply their own toils and wield their local powers,
Their present state in all its views disclose,
Their gleams of happiness, their shades of woes,
Plodding in various stages thro the range
Of man's unheeded but unceasing change.
Columbus traced them with experienced eye,
And class'd and counted all the flags that fly;
He mark'd what tribes still rove the savage waste,
What cultured realms the sweets of plenty taste;
Where arts and virtues fix their golden reign,
Or peace adorns, or slaughter dyes the plain.
He saw the restless Tartar, proud to roam,
Move with his herds and pitch a transient home;
Tibet's long tracts and China's fixt domain,
Dull as their despots, yield their cultured grain;
Cambodia, Siam, Asia's myriad isles
And old Indostan, with their wealthy spoils
[...] Read more
poem by Joel Barlow
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Death Of The Middle Class
Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass
ROTMS
By Andrew Gavin Marshall - Global Research
We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.
At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.
In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.
In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:
'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'
In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.
In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.
When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.
It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.
In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.
In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.
The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.
To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.
In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.
At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.
Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.
No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.
So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.
In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.
Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .
poem by Ray Lucero
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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:
[...] Read more
poem by Robert Browning (1871)
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Literature and Quantum Physics
Mind spoke:
I have been the Driver of all history
for animal and man,
I've fueled Progress,
built cities,
discovered science
literature, poetry
all of this due to me:
Mind.
Imagination Spoke:
You Mind
are not of consequence
without me
Imagination.
Whatever spark might have
fired your brain
came from my fashioning
events in you Mind
to creativity,
to art
for you are merely physical seat
the vehicle,
But I Imagination
am the driver.
Body Spoke:
The two of you have no independent existence,
no living space
without me Body.
I am that temple
which houses you.
I am the physical portal
which interacts with the
world.
Whatever you can see or think Mind
or you Imagination, can imagine
is filtered thorough me Body
and flesh though I am
few doubt my ultimate power.
For surely as you both have your place
but both of you are mental most
and cannot walk or run,
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poem by Lonnie Hicks
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Jesus Is The Main Man
Jesus is the main man.
That's it.
No more comments!
Jesus is the main man.
You can zip your parted lips, now!
Jesus is the main man.
Forget those pity stops at pits.
Jesus is the main man.
This you 'must' admit, now!
Jesus is the main man.
That's it.
No more comments on it made...
To degrade or say what else may fit.
Jesus is the main man.
Know this,
And get lifted quick!
Jesus is the main man.
Understand this as best you can.
Jesus is the main man.
Commanded when you pray,
Now!
Jesus is the main man.
That's it...
No need for further comments on it!
Jesus is the main man.
He's like a gift one gets,
To share unlimited!
Jesus is the main man.
It's hard to sit still,
When something received
Is known
To be real!
poem by Lawrence S. Pertillar
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Definite Maybe
Got a letter through the post that says I dont exist.
Apparently the new computer thinks I wont be missed.
We need more facts, perhaps you would find out and forward them.
Theres no proof or trace or date or place or where or when.
Central informations got no news today (today).
Is there a change in my position?
No decision, no decision.
All I ever get is a definite maybe.
Head office thinks Im dead,
But Im not even ill.
How do I get attention,
Tell me who I have to kill.
Is there a change in my condition?
Not today.
The answer comes with repetition,
No decision, no decision.
round and round the circle goes,
Stood in line but the counter was closed.
And when I ask who is responsible,
Nobody knows, try one of those.
All I want is a yes or a no,
(all he wants is a yes or a no).
But all I ever get is a definite maybe.
Tried to make my life a misery,
But they dont want to know,
They dont want to know,
They dont want to know.
And all I ever get is a definite maybe.
No decision, no decision.
Surely there must be a way to open all the doors,
And wade through all the petty bureaucratic little laws.
Frustration everywhere I turn, I just get more and more.
Everyones got problems and theyve heard all mine before.
Oh, Im tired of making endless calls.
(somebody help this poor man.)
Banging my head against the wall.
I walk along an endless corridor,
Then I knock on the door, then I realize
That Ive been there before.
No one here can hear my case.
So all I ever get is a definite maybe.
When they say, no news today, get back in the queue,
What can I do? what can I do? what can I do?
No decision, no decision.
No decision.
All I ever get (no decision) is a definite maybe (no decision).
song performed by Kinks
Added by Lucian Velea
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Four Main Types of Writers (personal opinion)
The Lonely Writer
Some writings tell me
This person is lonely
And is reaching out
For the touch of a friendly comment
These writers are sad, solitary,
Isolated, but good persons
And quite often very good writers
The needy juvenile writer
Some writings contain words
Or language meant to shock
And to offend.
These writers are lonely also
But in a different way.
These writers are simply saying
Like a little child
“hey! I exist! Someone better
Acknowledge me! ”
These writers can often write well
But usually don’t, can’t, or choose not to
The Spite Writer
This writer can be of either gender
But seems to be in a female majority
They’ve been spurned or rejected
Two-timed or lied to.
And they are going to vent their ire
In the most public way they can.
These writers can also be very good writers
But too often let their anger get in the way.
The Religious Writer
These writers show people passionate
And zealously devoted to singing the praises
Of the Lord and goodness and charity.
They’re probably austere, honest people
Who almost always write very well.
For the most part these writers seem
To want to spread the word and
At the same time tend to be rather singular
In the subject matter of their writings,
Rarely attempting other genres.
poem by David Whalen
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Le Mendiant
C'était quand le printemps a reverdi les prés.
La fille de Lycus, vierge aux cheveux dorés,
Sous les monts Achéens, non loin de Cérynée,
Errait à l'ombre, aux bords du faible et pur Crathis,
Car les eaux du Crathis, sous des berceaux de frêne,
Entouraient de Lycus le fertile domaine.
Soudain, à l'autre bord,
Du fond d'un bois épais, un noir fantôme sort,
Tout pâle, demi-nu, la barbe hérissée:
Il remuait à peine une lèvre glacée,
Des hommes et des dieux implorait le secours,
Et dans la forêt sombre errait depuis deux jours;
Il se traîne, il n'attend qu'une mort douloureuse;
Il succombe. L'enfant, interdite et peureuse,
A ce hideux aspect sorti du fond des bois,
Veut fuir; mais elle entend sa lamentable voix.
Il tend les bras, il tombe à genoux; il lui crie
Qu'au nom de tous les dieux il la conjure, il prie,
Et qu'il n'est point à craindre, et qu'une ardente faim
L'aiguillonne et le tue, et qu'il expire enfin.
'Si, comme je le crois, belle dès ton enfance,
C'est le dieu de ces eaux qui t'a donné naissance,
Nymphe, souvent les voeux des malheureux humains
Ouvrent des immortels les bienfaisantes mains,
Ou si c'est quelque front porteur d'une couronne
Qui te nomme sa fille et te destine au trône,
Souviens-toi, jeune enfant, que le ciel quelquefois
Venge les opprimés sur la tête des rois.
Belle vierge, sans doute enfant d'une déesse,
Crains de laisser périr l'étranger en détresse:
L'étranger qui supplie est envoyé des dieux.'
Elle reste. A le voir, elle enhardit ses yeux,
. . . . . . . . et d'une voix encore
Tremblante: 'Ami, le ciel écoute qui l'implore.
Mais ce soir, quand la nuit descend sur l'horizon,
Passe le pont mobile, entre dans la maison;
J'aurai soin qu'on te laisse entrer sans méfiance.
Pour la douzième fois célébrant ma naissance,
Mon père doit donner une fête aujourd'hui.
Il m'aime, il n'a que moi: viens t'adresser à lui,
C'est le riche Lycus. Viens ce soir; il est tendre,
Il est humain: il pleure aux pleurs qu'il voit répandre.'
Elle achève ces mots, et, le coeur palpitant,
S'enfuit; car l'étranger sur elle, en l'écoutant,
Fixait de ses yeux creux l'attention avide.
Elle rentre, cherchant dans le palais splendide
L'esclave près de qui toujours ses jeunes ans
[...] Read more
poem by Andre Marie de Chenier
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