The Holocaust is a prime example of genocide. Adolf Hitler was against Jews; he dehumanized them and deprived them of everything they were worth. He turned Germany against them, resulting in extermination-genocide of the Jews. Its ridiculous how many people could be influenced to disobey any morals they may have, and do the unimaginable. Their thoughts are corrupted by prejudice.
The eight stages of genocide are classification, symbolization, dehumanization, organization, polarization, preparation, extermination, and denial. This happened in the holocaust. First, everyone was classified by their ethnicity, race, religion, or nationality. Then, the Jews were symbolized as the Jews. Next, Hitler dehumanized the Jews. After dehumanizing the Jews, Hitler organized his own government. Hitler separated the Jews from the rest of society, and made them were a Jewish symbol. Hitler prepared to exterminate all Jews. I don’t know if Hitler did or did not deny what he did.
There are books, documentaries, pictures, videos, concentration camps, and even holocaust survivors. How can anyone deny an event in history with so much evidence that it happened. I assume the people who refuse to believe the holocaust didn’t happen must want some attention and/or money. These people must be messed up psychologically. Some people believe the facts about the holocaust are exaggerated or made up, despite all the proof.
There are certain individuals who publicly announced they do not believe the holocaust happened. Some of them wrote books, made a speech, etc. Because I am not a denier I have no idea how they can deny something with so much proof. If they believe in God I would be surprised. It takes faith to believe in something you don’t see. On the other hand, maybe the deniers weren’t educated on this topic. Who really knows? What is the core of their disbelief, how could they deny history. It is a terrifying event. One of my History teachers said, we must learn history, so we can prevent it from happening again. The problem is the world keeps repeating itself with different situations.
Saturday, October 31, 2009
Friday, October 30, 2009
Extra Credit (Emmett Till)
Institutional racism is horrifying because it means the rejective behaviors of prejudice would not be considered a crime since it is allowed by the law. No matter how degrading or brutal the act is it would not matter because the beliefs, values and attitudes are racist.
Emmett Tills case was full of institutional racism; the court didn’t justify what happened. His mother saw the darkness, but believed and knew there was going to be light. Emmett Tills death became “fuel for an endless journey of collective growth.” This event is one of the leading events that provoked the American Civil Rights Movement.
I never learned about Emmett Till, until EDF2085. I almost shed tears while I was reading and watching the movie because of all the details. I also smiled because Mammie Till lived to see how America transformed. This is an event I will never forget.
Emmett Tills case was full of institutional racism; the court didn’t justify what happened. His mother saw the darkness, but believed and knew there was going to be light. Emmett Tills death became “fuel for an endless journey of collective growth.” This event is one of the leading events that provoked the American Civil Rights Movement.
I never learned about Emmett Till, until EDF2085. I almost shed tears while I was reading and watching the movie because of all the details. I also smiled because Mammie Till lived to see how America transformed. This is an event I will never forget.
Thursday, October 29, 2009
Saturday, October 17, 2009
Reflection #14
The stereotype that our parents teach us as children is when prejudice starts forming. The stereotypes are facts, and we behave as if they are the truth because we do not question our parents, the only authority we know of as children. When situations happen with our stereotypes, what we learn is not evaluated and probably won’t be changed. Later in life, we acquire and learn new things. We evaluate, discuss and compare what we have learned and new learnings.
My mother didn’t raise me to be prejudice against race, gender, age, religion, etc. I know I was raised with certain stereotypes, but can seem to figure out what I am prejudice about. I am prejudice sometimes about people who body odor isn’t appealing to my senses. That is all I can think of. And I am only prejudice about being safe. For example, I only will feel uncomfortable if I do not lock the car door, or the house. I will lock it because no matter where I am I have learned that I can not really trust people with my personal belongings. I sincerely have an open heart and trust practically everyone, but I will not act as if I live in a crimeless area. And even if I go in a luxurious neighborhood I feel I still must lock up, or the worst could happen.
I am looking in my actions and my thoughts for any sort of prejudice. Through my eyes and through my mind, I do not show any kind of behavior of prejudice like: antilocution, avoidance, discrimination, physical attack, or extermination I don’t feel I commit intentional prejudice, and extremely doubt if I commit any prejudice that is unintentional.
My mother didn’t raise me to be prejudice against race, gender, age, religion, etc. I know I was raised with certain stereotypes, but can seem to figure out what I am prejudice about. I am prejudice sometimes about people who body odor isn’t appealing to my senses. That is all I can think of. And I am only prejudice about being safe. For example, I only will feel uncomfortable if I do not lock the car door, or the house. I will lock it because no matter where I am I have learned that I can not really trust people with my personal belongings. I sincerely have an open heart and trust practically everyone, but I will not act as if I live in a crimeless area. And even if I go in a luxurious neighborhood I feel I still must lock up, or the worst could happen.
I am looking in my actions and my thoughts for any sort of prejudice. Through my eyes and through my mind, I do not show any kind of behavior of prejudice like: antilocution, avoidance, discrimination, physical attack, or extermination I don’t feel I commit intentional prejudice, and extremely doubt if I commit any prejudice that is unintentional.
Reflection #13
Auditory cues, physical sensations, body image cues, and personal memories leads to an awareness of oneself. Oneself is composed of two basic components: self-as-object (the known) and self-as-doer (the knower). The two components make up primary attributes. The self-as-object primary attributes are physical, social, emotional, and intellectual. The self-as-doer primary attributes are perceiving, performing, thinking, and remembering. The known constitutes the “ME,” and the knower constitutes the “I;” which combined, leads to development of the self-concept (ideas about oneself) and self-esteem (feelings about oneself) which equals the personality. This is about self development adapted by Don Hamachek.
This idea about self development starts around eight months and ends at three years: it’s very important in human being development. When someone achieves a sense of their self it is accomplishing, their accomplishments develop and is shaped over time by complex understandings. Our development doesn’t stop at three years old it continues throughout life. Evolution is a process of our self development. We constantly continue to change through this process that is long and complex. Being surrounded by different people, places and things helps forms and transforms oneself.
I am always fascinated about early childhood development. Hamachek stated infants develop a sense of self when they realize they are their own person. One important concept about infants Hamachek said is knowing that loved ones in our lives exist even when we are not around them; and our loved ones will be who they are as we remembered them when they return. As an infant knowing this it can free them to be their self.
This idea about self development starts around eight months and ends at three years: it’s very important in human being development. When someone achieves a sense of their self it is accomplishing, their accomplishments develop and is shaped over time by complex understandings. Our development doesn’t stop at three years old it continues throughout life. Evolution is a process of our self development. We constantly continue to change through this process that is long and complex. Being surrounded by different people, places and things helps forms and transforms oneself.
I am always fascinated about early childhood development. Hamachek stated infants develop a sense of self when they realize they are their own person. One important concept about infants Hamachek said is knowing that loved ones in our lives exist even when we are not around them; and our loved ones will be who they are as we remembered them when they return. As an infant knowing this it can free them to be their self.
Thursday, October 15, 2009
Reflection #12
Freud starts off his theory with basic instincts that is within us. It is called the Id; it is primitive and infantile. Every experience we have is motivated by all our thoughts, emotions and behavior stimulated by two basic drives: sex and aggression. Through all this, we develop ego, and a superego.
My professor said when Freuds idea of sex is “tension built up and then a release.” When you’re hungry tension is being built, and when you eat there is a release known as satisfying hunger. This idea of sex can go towards any topic such as using the bathroom, getting homework done, paying bills, sex, etc. I agree completely with Freud’s theory on sex.
The animal kingdom is basically based on two drives: sex and aggression, which are two main theories by Freud implying the idea of “Survival of the fittest.” Animals have such a simple life compared to humans, or so we think. All animals need to do is procreate in order to keep their species alive and assure the continuation of their bloodline. They also have to be aggressive to protect themselves, as well as finding a food source.
Everything I learned about the Freud’s theory I can agree with. I can understand why some people would never agree with Freud’s work. Some people would never want to relate their life to an animal and disagree completely with Freud. These people who disagree with Freud’s work would probably be people who still keep think sex shouldn’t be discussed. Also people who are educated about neurology, psychology and subjects like that who have their own beliefs on the conscious, unconscious etc.
My professor said when Freuds idea of sex is “tension built up and then a release.” When you’re hungry tension is being built, and when you eat there is a release known as satisfying hunger. This idea of sex can go towards any topic such as using the bathroom, getting homework done, paying bills, sex, etc. I agree completely with Freud’s theory on sex.
The animal kingdom is basically based on two drives: sex and aggression, which are two main theories by Freud implying the idea of “Survival of the fittest.” Animals have such a simple life compared to humans, or so we think. All animals need to do is procreate in order to keep their species alive and assure the continuation of their bloodline. They also have to be aggressive to protect themselves, as well as finding a food source.
Everything I learned about the Freud’s theory I can agree with. I can understand why some people would never agree with Freud’s work. Some people would never want to relate their life to an animal and disagree completely with Freud. These people who disagree with Freud’s work would probably be people who still keep think sex shouldn’t be discussed. Also people who are educated about neurology, psychology and subjects like that who have their own beliefs on the conscious, unconscious etc.
Saturday, October 10, 2009
Friday, October 9, 2009
Reflection #11
In a classroom a teacher gets about twenty five to forty children. Each child will be unique. A teacher could not predict how much diversity he/she will have in the class. Everyone has a different ethnic and racial identity, as well as different beliefs, values and attitudes. All kids are raised with essential fundamentals of their cultures thought which will reflect in the kid’s behavior. As a teacher I will have to transmit a message without offending anyone’s beliefs, values and attitudes. To teach inclusively I must let the students be aware that everyone is entitled to their own beliefs, values, attitudes and physical differnce. But no matter the culture there is a common set of values that I will have to instill to my students.
We grow up valuing that the common in our culture is good; and what’s not common in our culture is bad. When an individual, situation or object is identified to be different (bad) by another person, there is a tendency to express hatred, or prejudice to that object, person or situation. People who behave negatively (according to American ethics); do not consider they are doing anything wrong because their culture considers it right thing to do. Although the negative beliefs, values and attitudes result in antilocution, avoidance, physical attack, discrimination, and/or genocide.
The most important thing that I have learned in order to develop multicultural awareness/consciousness it is necessary to change ones beliefs, values and attitudes. This is one of the reasons why change is essential to become multicultural awareness/consciousness. Operative values are unwilling to change, however conceived values are susceptible to change. People will not change unless presented with factual information. However, people respond to change and take many forms. Operative values will be refined when someone’s knowledge and understanding grows, and living conditions alter.
We grow up valuing that the common in our culture is good; and what’s not common in our culture is bad. When an individual, situation or object is identified to be different (bad) by another person, there is a tendency to express hatred, or prejudice to that object, person or situation. People who behave negatively (according to American ethics); do not consider they are doing anything wrong because their culture considers it right thing to do. Although the negative beliefs, values and attitudes result in antilocution, avoidance, physical attack, discrimination, and/or genocide.
The most important thing that I have learned in order to develop multicultural awareness/consciousness it is necessary to change ones beliefs, values and attitudes. This is one of the reasons why change is essential to become multicultural awareness/consciousness. Operative values are unwilling to change, however conceived values are susceptible to change. People will not change unless presented with factual information. However, people respond to change and take many forms. Operative values will be refined when someone’s knowledge and understanding grows, and living conditions alter.
Sunday, October 4, 2009
Reflection #10
The most important thing for a teacher to do is teach each individual. In order to teach and respect each individual, the teacher should get to know the students on the first day. Every student is going to be different physically, mentally, intellectually, spiritually, and emotionally. A teacher should not ignore or single out anyone during a discussion. All students have different experiences, interests, beliefs and goals that a teacher must consider, and meet the diverse learning styles of each student. Diverse class is defined as a group of students with differences such as: race, gender, religion, ability, sexuality and nationality. Students in a teacher’s class should be aware of the differences and respect it even though students may have different thoughts and beliefs.
Teaching inclusively means setting some ground rules to set a zone. A zone that is comfortable for a diverse class. Make sure course goals are clear to all students and respond to the students who are meeting them. If statements that are injurious to another student, a teacher should comment and clarify. Allow students to have a debate, but within the rules to set the zone that promote a learning atmosphere suitable for each individual in the classroom.
Teaching inclusively should involve a variety of teaching techniques like: calling on student and taking volunteers. This is a strategy to get the class more involved. It’s a way for teachers to get to know each individual student. Group work and assigning groups is another way to get students to participate. In order to accommodate students who learn differently, there are plenty of teaching resources to result in inclusive teaching such as using: anecdotes, humor, visual aids, role plays.
Teaching inclusively means setting some ground rules to set a zone. A zone that is comfortable for a diverse class. Make sure course goals are clear to all students and respond to the students who are meeting them. If statements that are injurious to another student, a teacher should comment and clarify. Allow students to have a debate, but within the rules to set the zone that promote a learning atmosphere suitable for each individual in the classroom.
Teaching inclusively should involve a variety of teaching techniques like: calling on student and taking volunteers. This is a strategy to get the class more involved. It’s a way for teachers to get to know each individual student. Group work and assigning groups is another way to get students to participate. In order to accommodate students who learn differently, there are plenty of teaching resources to result in inclusive teaching such as using: anecdotes, humor, visual aids, role plays.
Saturday, October 3, 2009
Reflection #9
Conscious and awareness are two words that can be easily mixed up into one. After reading about it, I am still having difficulty comprehending it. It’s just like understanding the difference between character and personality. Through many discussions with friends I have come to the understanding that character is displayed by personality. Without personality, there would be no character.
If you were to look for the synonym of the word conscious, you would find aware. If you were to do the same with aware you will find conscious. If you look up the synonym for character, you would find personality; and vice versa. Consciousness and awareness can be intertwined.
For example, sleep is an example of the distinction between consciousness and awareness. While we are sleep, our conscious is turned off; however, we are aware of sounds. If the sound has any significance, our consciousness turns back on, and makes us aware of the sound. Sleepers wouldn’t wake up to a conversation, but they would wake up to their name. As a result, when we are aware of something, we are conscious of it.
If you were to look for the synonym of the word conscious, you would find aware. If you were to do the same with aware you will find conscious. If you look up the synonym for character, you would find personality; and vice versa. Consciousness and awareness can be intertwined.
For example, sleep is an example of the distinction between consciousness and awareness. While we are sleep, our conscious is turned off; however, we are aware of sounds. If the sound has any significance, our consciousness turns back on, and makes us aware of the sound. Sleepers wouldn’t wake up to a conversation, but they would wake up to their name. As a result, when we are aware of something, we are conscious of it.
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