The Gospel Of Matthew In Depth Analysis Religion Essay

The Gospel Of Matthew In Depth Analysis Religion Essay In my analysis of the Gospel of Matthew, I found out that it was written with a focus on the King and His Kingdom. Significantly, the concept of the Kingdom that comes from the Greek word ÃŽÂ ²ÃƒÅ½Ã‚ ±Ãƒ Ã†â€™ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ »ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ¯ÃƒÅ½Ã‚ ± appears 55 times in the Gospel of Matthew, 55/126=43.65%. Jesus clearly said that All authority in heaven and on earth has been given to me. (28:18). Likewise, the term kingdom of heaven transcends in the Gospel of Matthew by appearing at least 33 times. Interestingly, this phrase is found only in Matthew. In this sense, I believe that Matthew introduces the Christ and His Kingdom as the fulfillment of the messianic prophecies of the Old Testament. His approach to the way of salvation is a call to repentance for entry into the Kingdom, to a commitment of a person to the King as His follower. Jesus stated many will come from the east and west, and sit down with Abraham, Isaac, and Jacob in the kingdom of heaven (Matt. 8:11). It becomes clear that Jesus not only moves the meaning of the Kingdom beyond the Jewish community, but He also moves the mission of the Kingdom beyond family ties. For instance, when Jesus emphasizes on whoever does the will of My Father lays the meaning of Kingdom membership open to other people than the Jewish community. Jesus took His disciples to Caesarea Philippi to ask the question, Who do men say that I am (16:13). In this context He stated that He would build His church in the world. Another idea is if we are to be participants in the kingdom of heaven, then we are to live by the rule of the King. a) The Lineage of the King Matthew uses language that relates the rule of Christ to peoples lives by mentioning the lineage of the King (1:1-17). The genealogy of Jesus is presented in three sections with fourteen periods for each. The summary marks off fourteen generations from Abraham to David, fourteen from David to the captivity, and fourteen from the captivity to the coming of Christ (1:17). Through this lineage God fulfills Hs promise to Abraham that in his seed, all the earth would be blessed and that the Messiah would come through the seed of Abraham. In addition, Matthew is showing Jesus as born of Mary and not begotten by Joseph (1:16). b) The Birth of the King The birth of the King is referred to in three ways. First, Matthew points out Jesus Christ as the Messiah (1:18). Second, Jesus is the Savior (1:21). Third, Jesus is Immanuel, meaning God with us (1:23). In verse 22 is a statement frequently used by Matthew: that is might be fulfilled which was spoken by the Lord through the prophet, sayingà ¢Ã¢â€š ¬Ã‚ ¦ Matthew selected a passage from Isaiah which states that the birth of the Messiah would come through a young woman, and that His name would be called Immanuel, God with us. Matthew quotes Isaiah as saying that the virgin will be with child, and will bring forth a Son (1:23). In Matthew, the word à Ã¢â€š ¬ÃƒÅ½Ã‚ ±Ãƒ Ã‚ ÃƒÅ½Ã‚ ¸ÃƒÅ½Ã‚ ­ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ¿Ãƒ Ã¢â‚¬Å¡ is interpreted as virgin. The birth of the Jesus through a virgin is the biblical affirmation that God actually became man (1:25), and that God entered the world in the person of Jesus (1:21). Matthew affirms that Jesus Christ was born of the Virgin Mary. He also affirms that He was conceived by the Holy Spirit (1:18), which means that in some miraculous way the Holy Spirit ushered the life of the eternal Christ into the body of Mary and here a person was conceived and born who is the true expression of God and the one expression of true man, Jesus. Matthew affirms that the birth of Jesus was confirmed by the angel of the Lord (1:20-21), and contextualized by the Scriptures (1:22-23). c) Johns Announcement of the King John the Baptist was upon the Jewish scene like a flaming voice from God. He came preaching in the wilderness of Judea, acclaimed by the people as a prophet of God (3:1). He saw himself as only a slave for the coming Messiah and as the voice to prepare the way (3:11). His ministry was respected and understood because people came from Jerusalem and from the total region to Johns ministry (3:5-6). His baptism was understood as a baptism of repentance (3:11). Matthew notes the character of John the Baptist as the forerunner of the Messiah. John was indeed a voice of transition from the old covenant to the new (1:11-14). John announced that the baptism with the Spirit and the baptism with fire as superior to his baptism with water (3:11). d) The Inauguration of the King Matthew describes the transition made from John the Baptist to the proclamation of the Messiah Himself. John had been the announcer of the coming of the King and His Kingdom (4:12-17). In this passage, Matthew describes the context and content of His ministry. The context is Galilee with Jesus moving from Nazareth to Capernaum by the sea (4:12-13). Not only did Jesus begin His ministry in a setting where many people might hear Him, but His move to Capernaum from Nazareth was a breaking of the ties with His home and community. The content of the Jesus message is stated in verse 17. Jesus preached the same message which John the Baptist had been announcing: Repent, for the Kingdom of heaven is at hand (4:17). The word preach is translated from the Greek word ÃŽÂ ºÃƒÅ½Ã‚ ·Ãƒ Ã‚ Ãƒ Ã‚ Ãƒ Ã†â€™Ãƒ Ã†â€™ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ½ that means the heralds proclamation. I believe that preaching is an announcement with both certainty and authority. Jesus proclaimed the gospel of the kingd om (9:35). Church A significant emphasis in the Gospel of Matthew is the church. In all of the Synoptic Gospels, the concept of church as ekklesia is found only in Matthew. It is clear that Matthew introduced the church as the fellowship of disciples who evidence the rule of Christ, or the reality of the Kingdom. In this sense, Jesus introduced the church in response to Peters confession, as the ultimate redemptive purpose of the Christ. It was when He introduced it that Jesus also told His disciples of His coming death and resurrection. It seems appropriate to affirm that Matthew expressed the acts of God in salvation history. The church is not parenthesis in salvation history as we wait for the coming Kingdom of God, but it is rather the activity of the Kingdom of God in the world. It is this Kingdom that penetrates all nations, Jew and Gentile, to extend the grace of God to all people. a) The Disciple Community I believe that Jesus strategy to establish His church was to develop a disciple community. He called a group of associates who would be with Him and learn from Him (4:13-21). Jesus began by calling Peter and Andrew (4:18). Matthew states that Jesus said to them, Follow me, and I will make you fishers of men (4:19). He was moving these men from their occupation as fishermen to recognize the vocation to be disciples. Jesus next called the two brothers, James and John, sons of Zebedee, from their occupation of fishing, asking them likewise to follow Him (4:21). At least the reference in Matthew tells us that upon Jesus call, they immediately followed Him (4:22). Jesus called disciples who would in turn disciple others. He called them to be fishers of men (4:19). Jesus called disciples and asked them to put Him and His will above all else (8:18-22). Another clear example was the calling of Matthew, the tax collector (9:9). His calling to be a disciple places the authority of Jesus over o ccupation. Matthew gives the list of the twelve disciples called by Jesus and gave them power over unclean spirits, cast them out, and heal sicknesses and diseases (10:1-4). b) Discipline in the Church Women God has created man and woman under His image. The writer of the Gospel of Matthew highlights the events when Jesus ministered to women throughout the Gospel. The word ÃŽÂ ³Ãƒ Ã¢â‚¬ ¦ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ · has two connotations. The first connotation of ÃŽÂ ³Ãƒ Ã¢â‚¬ ¦ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ · with the meaning woman in the singular form appears 9/49 in the Gospels representing the 18.36%. The second connotation of ÃŽÂ ³Ãƒ Ã¢â‚¬ ¦ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ · has to do with the term wife. This term appears 14/35 in the Gospels representing 40%. The last connotation of ÃŽÂ ³Ãƒ Ã¢â‚¬ ¦ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ · found in Matthew means women. The times that Matthew uses the term women in his gospel are 5/15 representing 33.33%. a) Jesus view on women The question that I have always had is: How did Jesus view women during His ministry? In my analysis of the Gospel of Matthew, I found several references that serve as evidences that Jesus had a clear perspective on women. In fact, prominence is given to four women who are named in the Messiahs lineage such as Tamar of whom Judah begot Perez and Zerah (1:3); Rahab who is spoken of as the harlot of Jericho in Joshua 2:1-7 (1:5); Ruth who was a Moabite (1:5); and Bathsheba the mother of Solomon, the woman whom David seduced, and whose husband Uriah he afterwards killed in an attempt to cover his sin (1:6). Jesus elevates the status of women by stating that the marriage commitment is binding for life and that the only exception is immorality, which has already broken covenant (5:31-32; 19:1-12). Jesus made no distinction between women and men even though He often addressed men, holding them accountable for their responsibilities. Miracles Jesus not only preached and taught. Matthew records that He healed all kinds of sicknesses and diseases among the people (4:23-25). His ministry was one of restoring people to wholeness. The man who preached radical change, who announced the Kingdom, was performing deeds of mercy. He healed and restored common people to wholeness and elevated them to a sense of worth. He restored their spiritual well being as He preached and their physical well being as He administered healing (4:24). Matthew concludes this section to show how popular the ministry of Jesus actually was (4:25). This description is an affirmation of Jesus popularity as a teacher. He attracted people from all over the land of Palestine to both learn from Him and to be healed by Him (4:24). Furthermore, Jesus touched persons at their point of need and from that point of need led them to the experience of faith. The ten miracles reported in chapter 8 and 9 express Christs authority over disease, over demons, over destructive forces of nature and over death. They were performed out of compassion and confirmed the authority of the Christ. a) Healing Diseases Jesus expressed His authority in miracles over illnesses and diseases. After Jesus came down from the mountain where He had delivered His sermon, Matthew says that great crowds followed Him and became witnesses to His deeds (8:1). Matthew inserts the story of the leper coming through the crowd and worshipping Jesus (8:2), and Jesus reached out, touched, and healed him (8:3-4). Then, the writer inserts the story of the centurion approaching to Jesus in humility and asking to heal his servant from paralysis (8:5-6). Without going to the mans home, Jesus simply said, Go your way and healed him that very moment (8:13). Jesus also healed Peters wife mother that suffered from fever (8:14-17). There is another miracle over paralysis in Matthew 9:1-8 that is more brief than that of either Mark or Luke, emphasizing on the teaching and meaning of Jesus acts. Later, Matthew shares three consecutive stories of miracles including the ruler of the synagogue, the woman with a hemorrhage, and the bl ind men (9:18-31). b) Casting Out Demons Matthew records the story of the demon-possessed. The Greek word ÃŽÂ ´ÃƒÅ½Ã‚ ±ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ¼ÃƒÅ½Ã‚ ¿ÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ¹ÃƒÅ½Ã‚ ¶Ãƒ Ã…’ÃŽÂ ¼ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ½ÃƒÅ½Ã‚ ¿ÃƒÅ½Ã‚ ¹ indicates the presence of demons inside of a person. Matthew states that Jesus cast out demons with a word (8:16). In another account, the story involves two men who were living among the tombs that presented signs of violence (8:28). The men were so fierce that people were afraid to pass near them. There is an indication that the two demon-possessed knew who Jesus was (8:29). Matthew records that the demons came out and went into the pigs and the pigs perished (8:32). Matthew gives us another testimony of Jesus casting out a demon in a mute man (9:32-33). c) Miracles Over Nature While crossing the Lake of Galilee a great storm swept down upon them. The Greek word à Ã†â€™ÃƒÅ½Ã‚ µÃƒÅ½Ã‚ ¹Ãƒ Ã†â€™ÃƒÅ½Ã‚ ¼Ãƒ ¡Ã‚ ½Ã‚ ¸Ãƒ Ã¢â‚¬Å¡ means earthquake emphasizing the violence of the storm (8:24). The disciple had great fear and awaked Jesus to cry, Save us, Lord; we are perishing! (8:25). Jesus first tested their fear, emphasizing their little faith (8:26). He recognized the faith they had, and He rebuked the storm (8:27). Discipleship The Sermon on the Mount is recorded in Matthew 5:1-7:29. Matthew presents Jesus as the Messiah of word and deed. The sermon, as recorded by Matthew, includes numerous passages that Jesus gave, recalled by Matthew under the guidance of the Holy Spirit to give us a presentation of the teachings of Jesus. The message was given primarily to His disciples, although doubtless the crowd listened as he introduced the sermon (5:1-2). In presenting this sermon, I believe that Jesus called for a change in the thinking of the disciples about the Kingdom of God. Jesus calls His disciples to be humble (5:3), living with repentant spirit (5:4), showing meekness (5:5), longing for God (5:6), mercy (5:7), purity (5:8), peace (5:9), and gladness (5:11). The calling of disciples was a central aspect of Jesus ministry. a) The Influence of Being a Disciple Jesus followed the beatitudes with two designations of the disciple: salt and light. I believe both designate a service beyond itself, and both are important in human experience. Jesus addresses them as characteristics of the people that live in His Kingdom. In my understanding, when Jesus says, You are the salt of the earth (5:13), it has to do with purity, preservation, and flavor. The disciple as the salt of the earth makes the earth more authentically as it should be. On the other hand, I understand that when Jesus says, You are the light of the world (5:14), it has to do with radiance, openness, and joy. What an incredible calling from Jesus to His disciples to be salt and light in the world. They obtain the light from the One who is the light of the world, Jesus. For this light to be seen we live openly in the midst of the world as His disciples witnessing His ruling and presence of His Kingdom. Jesus gives a clear reminder about the harvest. Sowing and reaping go on together. Jesus speaks on reaping the harvest of Gods acts in salvation. The message to His disciples is clear: the harvest is great, the laborers are few (9:37). With this in mind, Jesus commissions His disciples to have influence over the world (10:5-15). b) The Spirit of a Disciple Jesus introduces us to some of the more important ethical teachings in the New Testament. The first is the prohibition against killing (5:21). He teaches that anything that leads to killing is sin, and He calls His disciples to be free from anger and take the initiative of reconciliation (5:23-26). The second issue that Jesus addresses is about adultery and the importance of keeping the covenant of marriage (5:27-30). The sacredness of marriage is emphasized in the prohibition against divorce (5:31-32). Another teaching is that Jesus calls for honesty without the oath. In other words, the disciple is to be honest and trustworthy making the swearing of an oath unnecessary (5:33-37). In addition, the disciple is to live by the higher law of love and respond to the treatment he receives from others in a way that reflects the freedom and love of Christ (5:38-42). Jesus also teaches us on loving our enemies as an expression of Christ love (5:43-48). Not only that but He also calls to love on the very nature and practice of the Father (5:45). There is a remarkable teaching from Jesus to His disciples in regards to the relationship between disciple and master. A disciple learns and identifies with His teacher, and the servant is not over His master. Jesus calls them to continue to learn from Him, to continue to follow Him, to continue to serve Him (10:24-25). c) The Lifestyle of a Disciple Having called the disciple to be mature in love, Jesus then turned to the matter of the lifestyle that a disciple should have (6:1-7:29). The beauty of this prayer, called the Lords Prayer, has been the model prayer (6:9-13). In this sense, I believe that prayer is opening our lives to God. It is inviting Him to acts in our lives. Prayer is relational (6:9). For His Kingdom to come is the experience we can have of His full reign now (6:10). He always sustains us with provision (6:11). He forgives us of all of our sins so we can forgive our debtors (6:12). It is a prayer to deliver us from the evil thoughts and actions we have committed and are not according to Gods purposes (6:13). Jesus also teaches that fasting is not to be a ritual, done by the calendar, but it is a voluntary time of meditation, or drawing near to God (6:16-18). In Matthew 7:7-11 there is a threefold command to ask, seek, and knock. These three words Αà ¡Ã‚ ¼Ã‚ °Ãƒ Ã¢â‚¬Å¾ÃƒÅ½Ã‚ µÃƒ ¡Ã‚ ¿-à Ã¢â‚¬Å¾Ãƒ ŽÂ µ, ÃŽÂ ¶ÃƒÅ½Ã‚ ·Ãƒ Ã¢â‚¬Å¾ÃƒÅ½Ã‚ µÃƒ ¡Ã‚ ¿-à Ã¢â‚¬Å¾ÃƒÅ½Ã‚ µ, and ÃŽÂ ºÃƒ Ã‚ ÃƒÅ½Ã‚ ¿Ãƒ Ã‚ ÃƒÅ½Ã‚ µÃƒ Ã¢â‚¬Å¾ÃƒÅ½Ã‚ µ are present imperatives in the Greek, which means continuous action (7:7). Another important aspect that Jesus wants as our lifestyle is our attitude toward others (6:14-15). Also in chapter 18, Matthew shares some very searching words from Jesus on forgiveness (18:21-29). Jesus expects from his disciples to have clear goals in life. He said that where a mans treasure is, there his heart is. When ones goals are set on the eternal will of God, his values reflect the same (6:19-21). In fact, He states, no body can serve two masters (6:24). We should have clear that the disciple is to give undivided loyalty to the Master. On the other hand, I strongly believe that respect for others is an indication on our self-understanding. In this sense, Jesus asks His disciples to avoid prejudgment or prejudice from stereotyping people (7:1-6).

Historical Accuracy of Gone with the Wind Essay

In the decades following the civil war, many factors altered the American city. As urbanization and industrialization developed simultaneously, cities were provided with supply of labor for factories and improved transportation. Commercial farming, followed by a shift in population of people relocating from rural areas to more modern cities greatly influenced the evolution of the America city. As well as a significant increase in immigration to the states, these are the most prominent factors influencing the development of the American city. A number of improvements in urbanization and industrialization made the growth of cities possible. Cities gave way to streetcar cities because people had little choice but to live in walking distances. By the 1890s, both horse-drawn cars and cable cars were being replaced by electric trolleys, elevated railroads and subways, which could transport people to urban residence. These improvements in urban transportation made it possible for more people to immigrate into the cities making it even bigger. As cities expanded outward, they also soared upward, since increasing land values in the central business district dictated the construction. Skyscrapers had replaced church spires as the dominant feature of American urban skylines and the buildings mostly had electric lights for commercial purposes. Urbanization and industrialization greatly changed the American city to what it is today. Commercial farming greatly impacted the development of the American city towards the end of the nineteenth century. The need for a massive number of farmhands diminished over time, and forced a majority of people living in rural areas of the states to more modern cities to seek work opportunities. This offered more jobs to be available for the newly arrivals, and in turn shaped how the cities operated. Commercial farmers also contained the ability to raise a single cash crop for the single purpose to make profit. This greatly improved the economy of cities across America. Commercial farming had a prominent change on the American city. As immigration to the states increased to the more modern cities, the cities changed significantly. New immigrants greatly increased the population of these cities, forcing them to expand. The growth of American metropolis was magnificent. In 1860, no city in the United States could boast one million inhabitants. But by 1900, New York held about 3.5 million citizens. A growing immigrant population to meet the increased need for workers led to overcrowding and unsanitary conditions within urban areas. Immigrants also developed ethnic neighborhoods that helped to change the character of the American city. Immigration played an important part into the change of the American city. Many key factors played roles into the evolution of the American cities across the nation. The most prominent of these were the era of urbanization and industrialization, commercial farmers bringing a rich economy to the city life, and newly arriving immigrants forcing the American cities to thrive. All of these factors shaped cities across the states to what they became today.

Computer Based Learning †The Vikings Essay

The paper analyzes the effectiveness of computer based learning, factors that influence the learning process and the means of enhancing the technology towards a better instructional model. The Vikings – a learning package designed for history students is the base for this study. An evaluation of the package, its level of interactivity, the development model, its learning impact, and shortcomings are discussed in this paper. The paper also elaborates the changes in the design that will improve the learning model adopted in the Vikings package. The purpose of this paper is to establish the parameters that affect the learning process and how the computer based learning system can be used to make this learning process an enriching experience for the students. Computer Based Learning – A Brief The conventional classroom is slowly giving way to the computer based training applications that is universally accessible via the Internet. The personalized learning environment that this method offers has great potentials and can influence the learning process to a considerable degree. A successful prototype of this form of learning needs a high level of interactive media in tandem with an effective presentation of content that is simple to use and easy to relate. The market for this medium of learning has witnessed tremendous growth in the recent years with a wide variety of multimedia based learning tools available for the users. The use of multimedia and flash has not only made learning fun but has also facilitated retention and easy understanding of concepts. Many web based learning environments use innovative technologies that have revolutionized the learning process considerably over the past few years. Joyce A. Overfield and Lesley Bryan Lluka(2003) in their research article on evaluation of factors affecting computer based learning observe that computer based learning can be a valuable learning and teaching resource providing consideration is given to the nature of the student group. Availability and accessibility of computers is essential and students are unhappy if the support is lacking. These are some of the views that can aptly explain the effectiveness of the computer based learning system. This learning tool has improved learning experiences to a considerable extent as it does away with tedious conventional system of learning. The emergence of new technologies in this sector has collaborated to create a unique learning model for the students. This has not only set a new trend in learning but has revolutionized the way a student looks at his classroom project. Vikings – The Package The Vikings package is meant for students of history. The objective of the package is to impart historical facts and milestones to the students in a fun filled learning environment that makes the learning process easy and memorable. History has been labeled as a boring subject for many students and it can be a little tricky remembering facts and figures that relate to the distant past. The package uses maps and graphics to instill interest in the learner. The use of grid lines to mark specific study points and provide relevant information to the learner is a key feature of this package. The user needs to click on the relevant grid line to get details of the particular artefact related to the Vikings era. Terms used in the section are highlighted in red – a click on the highlighted term gives the user an explanation of the same. The developers of â€Å"The Vikings† claim that the package is highly interactive and excellent learning tool for students of history. The presentation of historical facts in a manner that facilitates learning is of prime importance in this application. The tool applies the concept of learning through activity and context based learning that ensures the involvement of the student throughout the learning process. This is in sharp contrast to the classroom learning process that is mostly abstract. A review of the two scenario presented below will make the contrast in both the learning modes clearer: Scenario 1: A teacher giving a lecture on the Vikings era and stating the facts verbally where the student has to be very attentive to relate the facts presented before him. Scenario 2: A student going through the Vikings package where a click of the mouse will give him the relevant information – pictorial description and maps on the screen relate to his cognitive senses and learning happens faster. The application uses the interactive instruction model that is designed to elicit some response in the user in the form of a mouse click. The programmed instruction with the aid of well-designed stimuli in the form of graphics acts as the user interface. A few basic factors that set the scenario 2 apart from scenario 1 are learner control, interaction level, learner motivation, collaborative learning, and navigation system that are discussed below. Learner Control Vaughan (1998) has described Computer Based Learning interactivity as empowering the end user of the package by letting them have control of the content and flow of information. The learning tool, â€Å"The Vikings†, simulates an environment where the control over learning is not completely in the hands of the student. The student decides the pace of learning but the path of learning is guided. In scenario 1 the student has to attend classes at the pre-defined timings and the teacher decides the topic of learning. In contrast the application allows the student the liberty to choose his topic of study and the sequence that he wants to follow at his own pace. It has been observed that by handing over the control of learning to the students enhances the learning experience. The advantages of learner control include greater individualization of instruction, increased sense of personal responsibility for learning, and the potential to optimize learning efficiency. (Interactivity: What is it and What can it do for computer based instruction? Terry K Borsook and Nancy Higginbotham-Wheat – Hannafin and Colamaio, 1987). A student who is a quick learner will have no problem going through the package and grasp the contents in one or two sittings. However, a slow learner will need time to grasp the information handed out – but he has the advantage of taking things slow and pacing his learning to his comfort level. The control of the learner over the entire learning process is seen as a positive reinforcement. The application should allow the student to decide his path of learning. An ideal learning application provides regulated control to the learner with the scope of browsing through the modules, set his learning objectives and pace of learning. Any additional related information or links to these should be provided to enable the student to look up on these extra bits of information. This not only enriches the learning experience but also boosts the confidence level of the learner. A systematic approach and relevant content packaged with attractive and compelling presentation will result in a satisfying learning experience. One of the concerns that have been observed is that giving too much of control over the learning experience may not be good since the learner does not know what is best for him. Borsook and Higginbotham-Wheat (1991) state that too much of control in the hands of the learner can shift the locus of control from one party to another and that diminishes true interactivity. Regulated control with guided flow of information is a better option. The Vikings package gives very less control to the student – the flow of information is directed by the package but this is one of the shortcomings of the tool. Allowing more leverage to the learner will make the learning tool more effective as this results in positive attitude towards learning and motivates them towards their learning goals. Interaction level The most effective teaching method involves a high level of interaction between the teacher and the student. A dedicated teacher is one who understands the student’s learning capacity and his shortcomings and guides him through with effective feedback. A two-way communication between the teacher and the student is very effective in the learning process. Computer based learning applications are continually striving to achieve the human to human interactivity level and have been quite successful in this venture with the aid of multimedia based technologies. The level of interactivity in the learning application tool is of prime importance for it to be effective. The representation of information through graphics and on screen presentation is the required stimuli that elicit some sort of response from the user, such as a mouse click. The application tool then responds to the user with relevant data. This process of interactivity in the application makes the learning process effective. Feedback is an integral part of interactivity. Berlo (1960) states in his work â€Å"feedback provides the source with information concerning his success in accomplishing his objective. † A classroom lecture where the teacher gives lecture to the class without class participation is quite ineffective. It is difficult to gauge in such a situation if the learning process was successful. An understanding of the student’s perception of the contents is essential. This is one of the essential features that a learning application tool should incorporate for it to be a successful learning model. The instructional design should take care that the learning model has scope to interact closely with the learner and guide him through the process for effective learning experience. The level of interactivity and feedback element present in â€Å"The Vikings† application is not substantial. A student going through the package is only following instructions that are being presented to him. Statements like â€Å"Click here to begin† and â€Å"Choose your artefact and click on the square to travel back in time† – these are some of the instructions that are provided to the student. This generates response from the student in the mode of mouse-click and the application narrates the relevant contents on the screen. The student needs to go through this text but this does not ensure learning. The application has no way of evaluating if the student has perceived the information presented to him correctly. There is no feedback mechanism that is applied in this model. This leaves the learning model incomplete. Proper feedback and evaluation gives the student a sense of his learning objectives and how much he has succeeded in this direction. Constructive feedback gives the student a clear picture of how much he has learnt, where he went wrong and what he should do to correct his mistake. Modes of interaction between the learner and the learning application model can be identified at different levels. The basic form of interaction is one that presents the stimuli to the learner and elicits some kind of response in the form of a mouse click or key press. A higher level of interaction that ensures the effectiveness of the learning process involves evaluating activities presented to the learner at the end of a module to gauge his understanding and performance level. This form of interaction gives a clear picture of the learner’s progress as feedback. The inclusion of this parameter in the instructional design of the learning application model is vital. Directing the learner to key learning points and providing links to related concepts enhances the quality of learning and promotes better understanding of the subject matter. Instances of such interactivity are problem-solving modules, puzzles, quiz, and brain twisters that ensure active participation from the learner. Engaging the learner in different kinds of activities related to the context enhances the learning process. This not only ensures that the learner has successfully grasped the contents but also increases the effectiveness of the model. One of the benefits of such activities is the interest level that is created in this type of learning environment. Learning becomes a fun activity and not a dreaded cumbersome experience that one goes through reluctantly. Once the interest level is high the learner is ready for more. He is willing to explore the unknown territories in pursuit of an in-depth understanding of the context. The learning process in such cases is unintentional and not deliberate and hence more effective. The multimedia and other high-end technology available have the potential to achieve this dream-learning model. Another key feature that determines the effectiveness of the learning application model is the quality of content. An application may provide all the features of good interactivity and presentation in terms of graphics and display, but a poor quality of content will negate all the rest. A package rich relevant content with suitable links to additional related information will ensure learning effectiveness. This leaves the control of learning in the hands of the learner. An individual may wish to go beyond the realms of his subject matter and explore other related areas in this way. Simulated learning environment in computer-based interaction is another excellent tool for learning. Simulations use selected elements of some world, real or imaginary, which operate together according to rules (Greenblat 1988). In such cases the learner can experience an imaginary sequence in which he can interact and learn. This kind of learning experience is a gradual process where the learner is allowed to make mistakes and learn. Teaching the history of Vikings era using this mechanism is not only an interesting option but also a powerful learning tool. It might be adventurous to move into the Vikings era and view the events of the past unfold in front of the student. The narration of the events in the background in synchronization with suitable graphics and animation will surely captivate the student’s attention and allow for greater learning experience. But it must be kept in mind that simply viewing the events of the past as an audience is not enough – the active participation of the learner is equally important to hold his interest level and retain the subject matter. Learner Motivation Kruse (2007) states that the success of any computer based learning package depends on learner motivation and even the most sophisticated package will fail if it does not motivate the students to learn. Computer games have managed to captivate the user’s attention to such an extent that everything else is forgotten. This is a classic example of motivation and interest that this type of software generates in the user. Educational models too can apply this theory while designing the learning package. The essential ingredient that is required to hold the learner’s attention is the active role of the learner in the learning process. There are several ways of ensuring that the learner actively takes the control of learning in his own hands. The interactivity of the learning package is one of the deciding factors that motivate the learner to proceed. The system should allow the learner to steer the path of learning. Enabling the student to browse the information and guiding him through the learning process will hold the student’s interest and motivate him to learn more. Structuring the learning content into a story telling format with compelling dramatic sequence will keep the student highly engrossed. The absorption of the learning material will be faster and effective. The Vikings package does not include this feature and the presentation of facts is in form of text that the student needs to go through. The effect of presenting the same facts through narration in the background will hold the student’s attention and interest. The ARCS Model of Motivational Design by Keller provides the direction to successful instructional design in this context. The ARCS model identifies four strategic components for motivating instruction. One of the basic parameters for keeping the student interested and motivated in the subject matter is his attention. Computer based learning has an edge over other conventional tools of learning like books in this context. The visibility and presentation of information through attention grabbing graphics and multimedia tool make this a more effective learning platform. Once the attention of the student is on the learning tool the application needs to stimulate the learner’s curiosity that in turn leads to search for answers and in-depth study of the learning module. The relevance of the content is another aspect that is important in learner motivation. This is a more goal centric strategy that appeals to the objective needs of the student. The objectivity of the study needs to be defined so that the student is aware of the purpose behind this learning activity. This keeps the student focused on his goal and helps him in the learning process. The application needs to arrange the information in such a manner that the student finds it easy to approach and understand. The sequencing and relevance of the information presented to him is vital. Correlating the tasks and facts in the learning module need to be very precise. The next step in motivating students is confidence-building strategy. The goal of this mechanism is to instill confidence in the learner that he is on the right track and that his learning objectives are being met. There are various technologies available that can be effectively used to evaluate the student’s understanding level of the module and based on this evaluation effective feedback is given to the student regarding his progress. Tasks for evaluating should range from simple to challenging levels that test the student’s perception. This challenges the student to go from one level to the other and enhances the learning process. The satisfaction of the learning experience is critical for measuring the effectiveness of the overall package. The achievement of meeting the goals of learning forms the base for a satisfying learning experience. Positive reinforcement and constructive feedback mechanism are instrumental in achieving this strategy. The Vikings package will attract the attention of the user with its graphical and pictorial representation but that is not enough. It is difficult to hold the interest of the learner with only graphical presentation of information. The student will very easily get bored with the facts presented in this manner. The package needs to adopt novel strategies to hold the student’s attention for a longer period of time. Use of storytelling mechanism, simulations and activity based learning modules as discussed earlier will motivate the student and enrich the learning experience. Collaborative Learning When students are able to participate in active learning activities, they find the learning more pleasurable and satisfying than non participative events (Fry and Coe,1980). The principle of collaborative learning provides many learning opportunities and enriches the learning experience considerably. A learning environment that allows interaction between the learners is highly conducive. A classroom environment provides this kind of scope to the students where a group of students sharing the same learning goal coordinate with each other, communicate their ideas, and share their understanding of the subject matter. Jonassen (1988) has stated in his works that the effectiveness of any learning environment is based on the types and levels of cognitive and metacognitive activity engendered in the learners. It is widely accepted that learning is enhanced in instructional settings where students are engaged in processing personally relevant content and are reflective during the learning process. Another feature of this learning principle as suggested by Slavin (1997) is that the reward structures inherent in collaborative environments have been found to have a positive effect on student motivation. Computers provide a stimulus for learning by increasing social interactions and cooperation (eg. Hoyles, Healy & Pozzi, 1992). The application of this mode of learning can be effectively used in computer based learning with the aid of various multimedia and authoring technologies available. The Vikings uses one such strategy in its learning application – the principle of situated learning or situated cognition. This is defined as â€Å"the notion of learning knowledge and skills in contexts that reflect the way the knowledge will be useful in real life† (Brown, Collins and Dugiud, 1989). The application is meant for two or more students at a time with the same learning objectives. The discussion of the facts and information between the groups of learners ensures the understanding of the subject matter. The collaboration between the students and the package offer an effective learning environment. One of the discrepancies of this learning principle is that collaborative learning may not have the desired outcome if the learners do not share the learning goals. Exchange of views and ideas may not enrich the learning experience, as some of the learners may not be attentive to what is being discussed around him. History is a subject that explores the past and discovers the roots of civilization and the world. The Vikings application aims to present the facts from the Vikings era to enable the students an understanding of how things were in those times. As such the application should aim at providing facts from the past that enables a better understanding of the world today. The Vikings package can implement some more principles of collaborative learning to create and effective learning environment. Use of interactive multimedia packages that enable the application to converse with the student and provide scope for evaluating the student’s knowledge and understanding of the subject matter is one method. Other methods involve the use of audio and visual depictions that is bound to impact the learner’s cognitive senses.

Ruth Benedict - 1108 Words

Ruth Benedicts anthropological book, Patterns of Culture explores the dualism of culture and personality. Benedict studies different cultures such as the Zuni tribe and the Dobu Indians. Each culture she finds is so different and distinctive in relation to the norm of our society. Each difference is what makes it unique. Benedict compares the likenesses of culture and individuality, A culture, like an individual, is a more or less consistent pattern of thought or action (46), but note, they are not the same by use of the word, like. Benedict is saying that figuratively, cultures are like personalities. Culture and individuality are intertwined and dependent upon each other for survival. The Zunis, according to Benedict, are†¦show more content†¦According to Benedict, it is not important to stress what sets culture and individual apart. It is important to concentrate on what it is that brings them together, It is always a give-and-take. The problem of the individual is not clarified by stressing the antagonism between culture and the individual, but by stressing their mutual reinforcement (253). It is the differences between culture and individuality that allow for a healthy friction to occur. In the process of give-and-take, culture is fed into the individual at a very early age and as the child grows he is able to have feedback into culture (either by adapting or rebelling). When Benedict says that cultures are like personalities she means this figuratively. Benedict seems to blend individuality and culture in The Individual and Culture. Perhaps what Benedict means is that individuality and culture work so closely that they can be confused as the same. His culture provides the raw material of which the individual makes his life. If it is meagre, the individual suffers; if it is rich, the individual has a chance to rise to his opportunity (252). Benedict clarifies perfectly in this statement. Culture acts as the starting point for an individual. If an individual is blessed with the riches of a particular culture, then they are that much better off. However, if a person is not blessed with the riches of their culture, they are at a disadvantage and must workShow MoreRelated Ruth Benedict Essay1093 Words   |  5 PagesRuth Benedict Ruth Benedict’s anthropological book, Patterns of Culture explores the dualism of culture and personality. Benedict studies different cultures such as the Zuni tribe and the Dobu Indians. Each culture she finds is so different and distinctive in relation to the norm of our society. Each difference is what makes it unique. Benedict compares the likenesses of culture and individuality, â€Å"A culture, like an individual, is a more or less consistent pattern of thought or action† (46),Read MoreRuth Fulton Benedict Essay2030 Words   |  9 PagesConsidered a pioneer in her time, Ruth Fulton Benedict was an American anthropologist who helped to popularize anthropology while introducing such terms as culture and racism into common place language. As an advocate against discriminatory attitudes, Benedict advocated for tolerance and individuality within social norms and expectations and sought to determine that each culture has its own moral imperatives. Considered her most f amous written work, Patterns of Culture, Benedict explores the differences betweenRead MoreRuth Benedict813 Words   |  4 PagesAre Ethics Relative? Ruth Benedict: Ethics Are Relative ID # : 0804014743 â€Å"Ruth Benedict: Ethics Are Relative †¦ Morality is culturally relative.† In this paper, I’m going to discuss the argument that the famous American anthropologist, Ruth Benedict, has put forth regarding ‘ethical relativism’. Ethical relativism is the theory that holds that morality is relative to the norms and values of ones culture or society. That is, whether an action is classified as right or wrong depends on the moralRead MoreIs Ruth F Benedict?1946 Words   |  8 PagesRuth F Benedict, one of the first scholars to use the term â€Å"racism† defines it as â€Å"the dogma that one ethnic group is condemned by nature to congenital inferiority and another group is defined to congenital superiority†. Essentially racism is the prejudice and ignorance within individuals that causes them to judge others based on the way they â€Å"look†. Since the early times of Australia, this country has been home to various ethnicities such as the Dutch, British, Chinese and Indians. Although theseRead MoreThe Culture And Concept Of Culture1665 Words   |  7 Pagesparticular approach. I would also like to examine how the current time period in which the cultural relativist approach emerged truly conflicts with the dominant politics. In specifics, I would like to examine Franz Boas himself, but most notably Ruth Benedict, and the paradoxes that have occurred within the period after her publications. Franz Boas (1858-1942) was a famous anthropologist credited with the founding of the cultural relativist approach, which is a major theory within the discipline ofRead MoreFranz Boas : Cultural Anthropology Essay817 Words   |  4 Pagesleft behind no grant theories or left behind and momentous work, he can easily have been called one of the greatest and most pivotal figures in what anthropology is today. Ruth Benedict was one of the people who studied under Franz Boas and eventually inherited his chair at Columbia University. In Patterns of Culture Benedict expresses her shared belief in cultural relativism and uses the Kwakiutl of the Northwest in an attempt to show that each culture has its own moral imperatives that can be understoodRead MoreMorality Essay565 Words   |  3 PagesMorality Is morality relative? Ruth Benedict and James Rachels have opposing views on this conroversial question. Benedict, a foremost American anthropologist who taught at Columbia University (Pojman 370) believes that morality is relative to ones culture and that ones behavior which is deemed moral or immoral is dependent upon cultural norms. Her argument is as such: 1. Different cultures have radically different moral codes 2. There are no objective moral principles i.e. allRead MoreThe Cultural Anthropology : Margaret Mead890 Words   |  4 PagesFranz Boas anthropology classroom Mead decided to become an anthropologist. Soon after wanting to be an anthropologist she received her doctorate at Columbia. She worked along side Franz Boas her mentor in decided to become an anthropologist and Ruth Benedict. Her first work as an anthropologist was in 1925-she set out for the American Samoa. Her main focus in observing the American Samoa was on adolescent girls. She was with them for about a year then went off to an island in New Guinea. Her main focusRead MoreGed 210 Unit 1 Examination Answers960 Words   |  4 Pagesparticular kind of behavior. †¢ values that are accepted by every human society. †¢ a given society’s rules for right and wrong behavior. †¢ individuals who look like the majority of people. 1. In her classic work Patterns of Culture (1934), Ruth Benedict used the terms â€Å"apollonian† and â€Å"dionysian† to describe: †¢ cultural â€Å"personalities† of pueblo and plains Indians. †¢ religious cults of northern and southern Greece. †¢ rituals of warfare and celebration in the South Pacifi †¢ contrasting modelsRead MoreThe Culture of Today and the Dionysian Society Essays646 Words   |  3 Pages Foreseeing the future, pain, drugs and alcohol. It all sounds like elements in the plot of a Hollywood movie. These elements, however, are not of a movie, but of the past of a society. â€Å"The Pueblos of New Mexico†, an essay written by Ruth Benedict talks of these different societies. Dionysian, derived from the Greek god of wine Dionysus, perceives values through â€Å"the annihilation of the ordinary bounds and limits of existence† (517). The Dionysian culture holds values that approve recklessness