The Nature of Belief Essay Example for Free

The Nature of Belief Essay Describe the part which art plays in the worship and spiritual life of Islam In Islam, there is a very strong belief of never drawing any type of picture of Allah, Muhammad or animals. This is due to the worry of people worshiping the image rather than what it actually represents. Pictures similar to this are considered as blasphemous as they are misleading and unreliable. The quotation below describes the belief of Allah. No vision can grasp Him but His grasp is over all vision; He is above all comprehension, yet is acquainted with all things. (Surah 6:103) Giving a false impression of Muhammad would be wrong, however in the past if a picture were to be drawn, the face on the figure would be smudged. Allah has no form as he is beyond all images; he is transcendent. Pictures of Allah would limit his actions. As Muhammad is the last prophet he is never drawn nor worshipped. The concept of Tawhid is the most basic Muslim belief. Allah is one and not begotten. He is Allah, the One, Allah is Eternal and Absolute. None is born of Him, He is unborn. There is none like unto Him. (Surah 112) Originally the Quran was hand written and it is common to see Muslims copy this. However when copying out the Quran, Muslims take pride in the presentation and often use calligraphy (beautiful writing). Calligraphy is very important in Islam, as it is used for religious expression to decorate the mosques as pictures and statues are not allowed. It is the art of writing. It is the words written which are regarded as important not the art form. Commonly the shape of the writing is used to represent the words written, especially when writing any of the ninety-nine names of Allah. This is thought to be the best way to learn important aspects of the religion. Not only are the walls in the mosque decorated with calligraphy, but also prayer mats and also around the Islam homes. Their religion is important to Muslims at all times and in all places, and the common use of calligraphy art helps them to consistently stand by their faith. In September 1988, Salman Rushdie wrote the book Satanic Verse, covering the topic of Islam. He is now greatly hated by Muslims due to the way he chose to decorate his book cover. The book cover was decorated with calligraphy taken from the Quran and the words used were those of Allah, which is not acceptable. On Valentines Day 1989 the revolutionary leader Ayatollah Khomenei declared a fatwa, a religious ruling informing Muslims to carry out a death sentence on Salman Rushdie for committing blasphemy. Many artistic features in Islam, not only calligraphy, form geometric patterns and shapes, which follow mathematical principles. They are created in many different colours and can be found in both Muslim homes and mosques. Their geometric form replicate Allahs constant perfection. All of these artistic features are used to remind Muslims about their religion and help them focus on Allah. The perfection of their art is thought to be greatly important as it represents the magnitude of their faith.

Arapesh and Embedded vs. Disembedded economy :: Essays Papers

Arapesh and Embedded vs. Disembedded economy Polanyi says, regarding the economy, â€Å"the economic process†¦.is embedded in noneconomic institutions.† An embedded economy is an economy in which economic activities occur such as, production and distribution; however other activities, which are not economic also occur. Activities such as forming friendships or helping other people may be happening, but it might just seem like the normal economic process because it is an embedded economy. When Polanyi says that the economy is â€Å"embedded in noneconomic institutions† he means that while economic activity is occurring, it is occurring for noneconomic reasons. The economic activity may be occurring in order to continue a friendship or help someone. Activities in an embedded economy often seem like they are not economic activities. They seem like this because usually the reason the economic activity is occurring is for noneconomic reasons. For example, if two bakers both produce wheat bread, but do not eat their own, instead they exchange bread, because they want to have a reason to be friends. This situation does not seem like economic activity, it seems like two people sharing their food. It actually is economic activity, because the two bakers are both producing and distributing their bread. So, even though the bakers are only exchanging the bread because they want to maintain their friendship, what they are doing is an economic activity that would happen in an embedded economy. Today most economic activity is considered to be part of a disembedded economy. In a disembedded economy, economic activity occurs only for economic reasons, so it is the opposite of an embedded economy. Economic activity is completely independent from such institutions as family or friendship. An example, of activity in a disembedded economy is a person going to a grocery store and buying bread. There is no other institution involved in the economic process of production and distribution of the bread which is why this would occur in a disembedded economy. The producer of the bread is making the bread so that he can sell it and get money for it, the consumer is buying the bread so it will belong to him. Economic activities of production and distribution are perceived by the Arapesh to just be part of their society. Everything that the Arapesh use and take care of daily belongs to someone else, whether it is their trees or pigs. The Arapesh believe that they must share what they own with the other Arapesh to help them survive.

Contemporary Social Work Theory and Issues Essay

Assignment Title To what extent can social work be adequately conceptually understood in terms of a position at the interface between social exclusion and social inclusion? To what extent can social work be adequately conceptually understood in terms of a position at the interface between social exclusion and social inclusion? According to the International Federation of Social Workers (IFSW) the social work profession ‘promotes the empowerment and liberation of people to enhance wellbeing. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments’ (IFSW, 2000). However the social work role is questioned, in both its operational approach, and in terms of where it is positioned at the interface of individuals that are excluded and included within today’s society. This essay will aim, using relevant theories and concepts, to provide the opinion of the author, regarding their notion of how the social work role is delivered, and moreover, grasp an understanding of where this role is located, either working with the socially excluded or leaning towards the concept of inclusion. The term social exclusion was coined in France by Rene Lenoir in 1974, (Gore, 1995, Silver, 1995, Haan, 1998, cited in Islam, 2005: 4) and, in his opinion, referred to people who were omitted from employment-based social security systems. His reference to the excluded consisted of the ‘mentally and physically handicapped, suicidal people, aged individuals, abused children, drug addicts, delinquents, single parents, multi-problem households, marginal asocial persons and other social misfits’ (Silver, 1994-95: 532). Social exclusion did not replace poverty as a concept but referred to the ‘broader process of social disintegration – an increasing rupture of the bond between the individual and society’ (Islam, 2005: 4). As Lenoir suggests, social exclusion transpires in many forms; race, poverty and deprivation, employment, and class, and retains varied definitions. According to Sheppard (2006), the best definition that provides an understanding of all the dimensions of social exclusion was submitted by the Child Poverty Action Group (Walker and Walker, 1997, cited in Sheppard, 2006) ‘social exclusion refers to the dynamic process of being shut out, fully or partially, from any of the social, economic, political and cultural systems which determine the social integration of society’. However, the model of ‘social exclusion’ has only been in use in the UK for a relatively short time, and its extensive practice could indicate that it ‘describes a phenomenon that already existed, but lacked a suitable name’ (Page 2000: 4). Marx, for example, refers to the ‘underclasses in contemporary capitalist society. According to Marx members of the proletariat are compelled to sell their labour power to the bourgeoisie in order to ‘attain for themselves the means to their own subsistence’ (Ashley and Or enstein, 1998). Marx was aware of the growth of the middle classes, situated at the interface of proletariat on the one side and the bourgeoisie on the other, thus increasing the security and power of the upper class. Subsequently this produced a different division of the working class, Marx’s ‘lumpenproletariat’, for example; the migrant population, the indigents, the unemployed and those in poverty and deprivation, individuals that today would be the termed ‘socially excluded’. According to Marx, class structures are primary in determining the main social classes, the focal forms of struggle within societies, and the life experiences of people in these classes. However, secondary forms of inequality and oppression occur within each class, and these may take the form of racial and ethnic inequalities, or gender inequalities. Marxist feminists argue that, ‘within any class, women are less advantaged than men in their access to material goods, power, status, and possibilities for self-actualisation and the causes of this inequality lie in the organisation of capitalism itself’ (Ritzier, 1992: 468-9). , However, as Marxist theory distillates on class division, and is concentrated on the macro level only, this view of Social Work’s position at the interface of exclusion and inclusion is not conclusive. The Social Worker would be seen as working more in line with the ‘lumpenproletariat’ and not providing services to the ‘proletariat’ and certainly not the ‘bourgeoisie’, therefore places social work at the heart of the excluded and not the included. Moreover as social work from the Marxist perspective, is placed firmly within the macro level, the individualism and person centred approach that the social worker aims to provide the client cannot be fulfilled, as to do so would mean to be working at the micro level which the Marxist view discounts. The Functionalist stance referencing the concept of social exclusion is to describe a group, or groups, of people who are excluded from the normal activities of their society in multiple ways, thu s deviating from their societies ‘norms’ of behaviour (Sheppard, 2006). A functionalist perspective of social exclusion is, therefore, focussed upon the excluded persons being deviant and non- conforming to social norms. However, unlike the Marxist perspective, the Functionalist would concentrate on the social worker operational on the macro and the micro level, working with the individual, and also taking the clients wider social systems in to account, for example; family, friends, school and working environment. Emile Durkheim (1858-1917), and later Talcott Parsons (1951), suggests that societies were social ‘systems’, made up of interrelated social elements, and that these systems were ‘moral’ entities. Durkheim and Parsons argue that all human associations give rise to expectations in patterns of conduct, therefore producing restrictions on how a person should or shouldn’t behave. Hence emerges ‘collective consciousness’ which, in turn, constrains an individual and obliges them to act in particular ways ( Cuff, Sharrock and Francis, 1992). One way is that norms ‘effectively discipline individuals above all through their moral authority, relatively independent of any instrumentally significant consequences of conformity with them’ (Parsons 1951, p. 37). The other is that there is a tendency for individuals to ‘develop and maintain attachment to the same integrated system of norms and to find solidarity in the pursuit of shared goals’ (Parsons 1934: 295, Peacock 1976: 265). The Functionalist, therefore, would suggest that social work is very much concerned with the deviants in society, the individuals that do not conform to society’s norms. However this notion too could be contested, as, if the social work profession concerns itself with the deviants of society, the client could be at risk from labelling and of being further excluded by the social worker themselves. Sheppard (2006), asserts that social work is, in fact, exclusionary and that social workers ‘cannot engage in integration and inclusion because its innate functions involve labelling and marginalising people’ ( Sheppard, 2006). Functionalism also neglects the negative functions of an event, such as divorce, and does not encourage people to take an active role in changing their social environment, even when such change may benefit them. Conflict Theory also sees society as a social system, but unlike Functionalism who perceives society held together by social consensus or cohesion, Conflict Theory interprets society as held together through conflict and coercion. From this perspective, society is made up by competing interest groups, some more powerful than others (Andersen and Taylor, 2008). When Conflict Theorists look at society, they see the social domination of subordinate groups through the power, authority, and coercion of dominant groups. Randall Collins (1941) su ggests that power and status are fundamental relational dimensions at the micro level of social interaction and perhaps at the macro level as well. Collins concludes that coercion and the ability to force others to behave a certain way are the primary basis of conflict in society (Turner, 2000). Therefore in the conflict view, the elite members of the dominant groups create the rules for success and opportunity in society, often denying subordinate groups such success and opportunities, thus generating social division, and creating social exclusion, at the macro and the micro levels of society. In contrast to the conflict perspective, the strengths approach concentrates on building clients strong points in order for them to become empowered and initiate social change. Cowger and Snively (2001) favour the empowerment perspective as ‘central to social work practice, and see client strengths as providing the fuel and energy for that empowerment’ (Miley et al, 2004:91). Empowerment can be defined as ‘a construct that links individual strengths and competencies, natural helping systems, and proactive behaviours to social policy and social change’ (Rappaport, 1981, cited in Zimmerman, 1995: 569). However if the social worker is operational more within the context of empowering the socially excluded, rather than the included, what of the power and authority that a social worker holds over the client as an agent of social control? Moreover, if a social workers role involves empowering the client to take control of their own lives, how does the power transfer from the authoritative figure of the social worker, to the deprived, socially excluded client? Indeed, would the client want to be empowered, or be able to hold rational thought, capacity, to be open to empowerment? Rojek (1989) argues that empowering clients to focus on capacity building and not in making changes directly to the oppressive social structures affecting the client, places responsibility on the client to change whilst still facing social obstacles. Therefore, for the social worker to effectively practice empowerment, the client is presumed to have adequate rational capacity, and have only one risk factor influencing their lives. This is difficult, as, from researching this essay, it has become apparent, that the socially excluded individuals that social work operates with, has more than one disadvantage, problem, or need that they require support to cope with. Perhaps the term enablement would be more fitting than the harsh, power/powerless concept of empowerment and subsequently, that the social workers role should concentrate on maintaining the client According to Davies (1994: 58) ‘the social worker is contributing to the maintenance of society, by exercising control over deviant members, whilst allocating resources according to policies laid down by the state, on an individual basis’. This consensus approach ‘analyses structural inequalities in society and the role of social work in relation to such inequ alities’ (Lishman, 2005: 70). Davies idea of maintenance of the individual, and, therefore society, is simplistic, and, by using the term ‘maintain’ rather than ‘change’, dominates a proper conception of social work’ (Sheppard, 2006). However the radical social worker would discount Davies notion of maintenance as they perceive the state as serving particular dominant interests and therefore cannot play a neutral, humanitarian role in respect to vulnerable, disadvantaged, socially excluded people. They would argue that social workers using the maintenance role, with respect to state policies, will perpetrate inequality and its associated oppressions, disadvantages and stigma. Radicalists distinguish that social workers need to understand the nature of state power, and the role of social work as an element of state control and oppression (Lishman, 2005). If this is the case, and the social worker is operational in the form of an agent of social control, whilst holding the power and control over the client, may actually be alienating them further from society. Additionally, as the radical perspective, alongside Marxism, focusses on the class differences in society, it fails to take into account the multiple and varying oppression and disadvantage which operate in British Contemporary Society. According to Langham and Lee (1989: 9) radical social work texts and practice led to the failure to ‘recognise the systematic denial of power to women and black people and failed to recognise inequality arising from sexuality, disability or age’. There is much debate and confusion in reference to the definition of social work, and even more deliberation concerning the role of the social worker and of its operational position in today’s society. Taking into account, views from the Marxist, Radical and Functionalist perspectives, it has been the focus of this essay to decide upon the position of social work at the interface of social exclusion and social inclusion. It is of the author’s opinion, that social work should perform a maintenance role, working with socially excluded individuals. The notion of being an agent of social control is not very appealing, as it makes the social worker an authority figure, which clients would find oppressive. It doesn’t matter if the client is deviant or a conformist, the social worker should remain non-judgemental and focus on enabling and maintaining them to gain independence and improve their lives. References Andersen, M. Taylor, H. (2008), Sociology, Understanding a Diverse Society, 4th edn. USA: Thomson Higher Education. Ashley, D. Orenstein, D. (1998), Sociological Theory, Classical Statements. 4th edn. USA: Allyn and Bacon. Cuff, E. Sharrock, W. Francis, D. (1992), Perspectives in Sociology, 4th edn. London: Routledge. Davies, M. (1994), the Essential Social Worker, 3rd edn. Aldershot: Ashgate Publishing Ltd. International Federation of Social Workers, 2000, Definition of Social Work, [Online] Available at http://www.ifsw.org/f38000138.html (Accessed on 19/12/2011). Islam, A, (2005), ‘Sociology of Poverty: Quest for a New Horizon’, Bangladesh e-Journal of Sociology. 2, pp. 1. Lisman, J. (2005), Handbook of theory for practice teachers in social work, 10th edn. London: Jessica Kingsley Publishers. Miley, K. DuBois, B. (2004), Social work: an empowering profession, 5th edn. Boston: Pearson Publishers. Page, D. (2000), Communities in Balance, the reality of social exclusion on housing estates, York: Joseph Rowntree Foundation. Parsons, T. (1934), ‘the Place of Ultimate Values in Sociological Theory’, International Journal of Ethics, 45(3), pp. 282-316. Parsons, T. (1951), the Social System, New York: Free Press. Ritzier, G, (1992), Sociological Theory, 3rd edn. New York: McGraw-Hill. Rojek, C. Peacock, G. Collins, S. (1989) Social Work and Received Ideas, London: Routledge. Sheppard, M. (2006), Social Work and Social Exclusion, the Idea of Practice, Hampshire: Ashgate Publishing Ltd. Silver, H. (1994-95), ‘Social Exclusion and Social Solidarity: Three Paradigms’, International Labour Review, (133), pp. 531-578. Turner, J. (2000), Handbook of Sociological Theory, USA: Spring er Press. Zimmerman, M. Perkins, D. (1995), ‘Empowerment Theory Research and Application’, American Journal of Community Psychology, 23(5), pp. 569– 579.

Vygotsky s Theory On Cognitive Development Essay - 733 Words

â…“ of a page on vygotsky Lev Semionovich Vygotsky was a Russian psychologist and constructivist learning theorist who was known for arguing against the theories of psychologist Jean Piaget. Piaget believed that in order for any learning to occur there had to development within the individual first, but Vygotsky argued the contrary. He argued that in order for development to occur, the individual would first have to have learning take place through instruction and example in a given appropriate environment. Vygotsky’s theory on cognitive development is centralized on two key ideas known as scaffolding and the zone of proximal development which will be explored in this essay and how they contribute to the classroom.  ½ scaffolding Scaffolding is defined by Educational Psychology, 8th edition as: â€Å"Support for learning and problem solving; might include clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner (45).† The key concepts of scaffolding in the zone of proximal development is how Vygotsky believed the most learning can take place as the students are amongst peers whose â€Å"private speech† can be discussed among one another to come to new conclusions. (aka learning.) private speech Children s self-talk, which guides their thinking and action; eventually internalized as silent inner speech. For example, a teacher could introduce a concept requiring prompting,Show MoreRelatedVygotsky s Theory Of Cognitive Development917 Words   |  4 Pages Hoy and Margetts (2012) demonstrate that cognitive development is much more than the addition of new facts and idea s to an existing store of information - maturation, activity and social transmission influence cognitive development. One very respected researcher of cognitive development and, in particular, sociocultural effects on such development, was Lev Vygotsky, whose original Russian journal articles are now available in English. Vygotsky’s theory revolves around peer-mediated learning, andRead MoreVygotsky s Theory Of Cognitive Development1149 Words   |  5 Pages Piaget and Vygotsky are two well-known individuals in the history of psychology. The two psychologists held different beliefs regarding Cognitive Development in children. According to the text, â€Å"Piaget’s theory of cognitive development proposes that a child’s intellect, or cognitive ability, progress through four distinct stages† (Pg. 25). The stages are Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage, and Formal Operational Stage. Piaget found that each stage occurs as a childRead MoreVygotsky And Vygotsky s Theory Of Cognitive Development Of Thought And Language Essay1060 Words   |  5 PagesAilà ­n Florencia Thought and Language: independent processes. With the passing of time, the development of thought and language has been the object of study for psychologists such as Jean Piaget and Lev Vygotsky. The former drastically influenced the study of thought and speech with his theory of cognitive development and his clinical method. The latter also made his contribution with his sociocultural theory. Although language and thought may be analysed as associate one to the other, both of themRead MoreVygotsky s Theory Of Cognitive Development1365 Words   |  6 PagesVygotsky’s Theory of Cognitive Development the Biopsychosocial Framework In researching various development theories, one of those that stand out is cognitive development theory. Cognitive development theory studies â€Å"how people think and how thinking changes over time† (Kail Cavanaugh, 14). One of the leading theorists in this area was Russian psychologist Lev Vygotsky. He was one of the first theorists to consider the sociocultural influences on a child’s development. His research allowedRead MoreComparing Piaget And Vygotsky s Theory Of Cognitive Development813 Words   |  4 Pagesand Lev Vygotsky are considered to be very prominent figures in the area of cognitive development. Both of these men considered themselves a constructivist, which entails a viewpoint that is concerned with the nature of knowledge. In their lifetime, both of them made contributions in the area of education and even after death, their theories still influence teaching methods. The purpose of this paper is to show some similarities as well as differences in the theories of Piaget and Vygotsky and whatRead MorePiaget And Vygotsky s Cognitive Development Theory1114 Words   |  5 PagesWhen you think about cognitive development, you cannot help but to think about two specific contributors to this area of study, Jean Piaget and Lev Vygotsky. First, let us discuss what exactly is cognitive development. Cognitive development is the process of how thought is constructed. This includes language learning, problem solving, reasoning, decision-making, as well as any other mental abilities. Cognitive development begins in childhood and continues to develop all the way through adulthoodRead MoreVygotsky s Concepts Of Cognitive Development Theory2311 Words   |  10 Pagesthen, that I did want to end up like them. I also remember thinking that if I had any children that I would do my best not to expose them to the same environment I was exposed to when I was growing up. According to Vygotsky’s concepts of cognitive development theory, my interactions with others in my neighborhood caused me to alter my environment which guided me, regulate me and redefined who I am now. So to answer the question, why did I not end up like some of my friends? I don’t know. I think thatRead MoreJean Piaget And Vygotsky s Theory On Children s Cognitive Development1507 Words   |  7 PagesJean Piaget and Lev Vygotsky, have shared their knowledge on children’s cognitive development. Both psychologists had their own vision of what stimulates and helps a child grow. Jean Piaget s theory was shaped through the thinking and understanding of how knowledge is built through a series of four stages; preoperational, sensorimotor, formal operational and concrete operational. He believed that the development was with the child themselves. On the contrary, Lev Vygotsky s theory is shaped throughRead MorePiaget s Eight Stages Of Development And Vygotsky s Theory On Cognitive Development Essay2193 Words   |  9 Pagesthrough life has helped me to understand that everything that happens is just apart of life. Two theories that I would like to focus on that I believe have had the biggest impact in my life are, Erikson’s eight stages of development and Vygotsky’s theory on cognitive development. Erikson’s theory is based off of 8 stages ranging from ages â€Å"zero† (birth); where we learn to either trust our caregiver(s) or we develop mistrust where we may become suspicious or anxious. Up until death, where we end withRead MoreVygotsky And Piaget s Theory Of Cognitive Development Innate Or Learned?1241 Words   |  5 PagesComparing Vygotsky and Piaget Jayne Enneking Northcentral University Comparing Vygotsky and Piaget Which comes first, the chicken or the egg? Is cognitive development innate or learned? These are two age old questions that have been discusssed extensively. The purpose of this paper is to offer insight into the answer of the latter by briefly comparing and contrasting Lev Vygotsky and Jean Piaget’s cognitive developmental theories. Both psychologists’ theories will be outlined, as will the similarities