Hemingways The Sun Also Rises Essay -- Hemingway Sun Also Rises Essay

Hemingway's The Sun Also Rises The title and narrative focus of Ernest Hemingway’s The Sun Also Rises are rooted in a passage from the Ecclesiastes. In referencing this book of the Hebrew Bible, Hemingway resorts to aged scripture to unearth steadfast truths. His novel uses old-world beliefs to provide a solution for modern day issues, asserting the undeniable value of tradition. The applicability of the Ecclesiastes passage to Hemingway’s portrait of hopelessness in the post-Great War generation demonstrates that a reconnection with the natural world will reverse the unnatural consequences of a meaningless war and permit the reestablishment of hope within the following generation. The historicity and context of Hemingway’s opening reference to the Ecclesiastes demonstrates that an attachment to the natural world enables renewal. By reusing an ancient text to precede an interpretation of changes in 20th century expatriates, Hemingway illustrates the everlasting pertinence of its context. This effect establishes that textual traditions endure throughout time. To substantiate this inference, the context of Hemingway’s reference employs the likeminded rational that the overriding nature of the earth is everlasting simultaneous to alterations in generations of its inhabitants. To emphasize the enduring quality of the earth, the Ecclesiastes excerpt illustrates the interminably cyclical route traveled by the sun, wind, and rivers. In contrast to the linear quality of the Ecclesiastical observation that, â€Å"one generation passeth away, and another generation cometh† (p. 7), the earth retains its cycle, unaffected by the mortality of pas sing generations. By referencing a relationship between man and the earth that is define... ...xample of a reduced product of the war. His castration inhibits natural progression and, consequently, his attachment with nature. In Hemingway’s conclusion, Jake pursues the desire to reconnect with Brett, yet the effects of the war inhibit a return to tradition. Brett’s statement â€Å"we could have had such a damned good time together† (p. 251) illustrates the undeniable strain of Jake’s castration that prevents the realization of natural emotions. Nevertheless, the Ecclesiastes preference projects hope with, â€Å"all the rivers run into the sea; yet the sea is not full† (p. 7). This generation, harmed by the unnatural and purposeless war, has great obstacles in reconnecting with the natural world. Yet, subsequent generations will continue traditions begun before this unnatural intrusion. Works Cited: Hemingway, Ernest. The Sun Also Rises. New York: Scribner, 1926.

Buddhist schools Essay

The earliest and the most basic form of schools were Theravada and Mahayana which have been derived from the basic teachings of Buddha. These are actually same teachings but with different interpretations. Both of them have Dharma which is the basic teaching of Buddha. Both of these schools have some animosity between them. All the southern Asian countries and Vietnam have accepted the principles of Theravada. Any differences between the schools are minor matters are do not hinder in one basic belief of Buddha’s teachings. It is one of the earliest forms of teaching found in the history of Buddhism and is one of the most orthodox also . Theravada school emphasizes on meditation and helps in understanding the psychological nature of a human being. According to Mahayana school of teachings, salvation can only be achieved if we trust Amitabha. Such person longs to be born in the paradise, because he has done good deeds and followed the teachings of Buddha. The philosophy of this school is very unique. According to them in order to gain enlightenment a person should inward and not outward. Intuition is one thing this school emphasizes upon, as intuition is purely inward. Mahayana was previously known as Mahasanghikas and after a few decades of its formation it became so popular that it revolutionized the Buddhist teachings. Sutra and Vinaya were translated according to them, and in the due process they also had to reject some texts. The Mahayana philosophy grew more with the concept that Buddhas are lokottara. This means that they are connected to the world only by some external force and it has no impact internally . Why did Mahayana become more accepted? It is because the Mahayana ritual and imagery attracted the Vietnamese. Its ceremonies were in conformity with original Vietnamese beliefs and rituals. This school of Buddhism also combined folklore with Taoist teachings. The enlightened ones in Buddhism were respected as animist spirits. In 7th century C. E, Mahayana school became a little more developed. It was then called Vajrayana. This had an influence of Hinduism also but had similar teachings as of Mahayana. The aim of Vajrayana is the same as that in Mahayana, that is to attain Buddhahood, but the tantric practices showed a quick way to achieve this end . CONCLUSION From very early period Buddhists are concerned about education. In third century almost 9 Dhamma missionaries were sent to different areas of south East Asia in order to teach people about Buddhism . This is the oldest example telling Buddhists concern about Buddhist studies. These 9 Dhamma missionaries started a wave of missionaries. These were sent to Sri Lanka, Thailand and china etc. Today, due to these missionaries and Buddhist schools, Buddhists are present in very corner of the world. Vietnamese Buddhist education leaders are very much concerned about the global demands and needs of Buddhist education. In 1975, when the country got united, there already was a higher education institution in South; it was named Van Hanh University. This university was popular internationally and had close interaction with many other universities of the world. After 1980s two advanced schools were established in Ha Noi and Ho Chi Minh City. These schools trained monks and nuns at B. A level. Due to growing demand these two higher education schools were later turned in to universities. These now trained monks and nuns at not only undergraduate level but also postgraduate level. In 1997, one more Buddhist university was formed, this time in Hue city. Today, there are almost 40, 000 monks and nuns. There are almost six colleges and 31 high schools teaching Buddhism . Buddhism has made great progress in Vietnam. A national calligraphic system which replaced Chinese was also introduced. This helped everybody get on the same platform and understand each other well. Before that it was difficult to have the entire nation on the same page, as the Vietnamese language lacked its own script. People, who did not understand Chinese, could not read books, as all the books were in Chinese. In Vietnam, the Buddhist studies do not influence just art, philosophy or painting. Theatre also serves as a conveyer of the legends, stories and facts about Buddhism. Buddhism is not only a source which quenches the thirst of the intellectuals. It quenches the thirst of the spirit also. Buddhist studies have changed the past and present of Vietnam. The Vietnamese Buddhists go far and wide in order to give a vent to the knowledge and impart it to the others. Buddhism has prospered leaps and bounds in the country. Though there are many rival religions in the country, Buddhism is by far the most popular one. As mentioned earlier, almost two thirds of the population practices Buddhism. During 968 it was made the state religion. Buddhism in Vietnam is no wonder superior than any other religion there, as it is not only accepted publicly but also helped in the moral and spiritual training of the general public. People believe it and accept it by heart. They call it the religion of compassion. The imprint of Buddhism can be seen in art and literature as well. Music has also been inspired from it. Today there are almost 15,000 worship places in Vietnam as compared to none in the beginning. There are almost ten million Buddhists all over the world. Vietnam alone has some 40,000 nuns. It was only 20,000 twenty years back. The development Buddhist studies have done can be clearly understood from the fact that today there are almost four Buddhist universities as compared to only one in 1981. Van Hanh was the first Buddhist school. Today there are schools all over Hanoi, Hue, Ho Chi Minh City and Can Tho. There are almost six colleges and 31 high schools for Buddhists. There are uncountable numbers of grassroots schools in many other provinces. This clearly shows that Buddhism has made a lot of progress since Buddhism first entered Vietnam . Buddhist monks are now not only studyin Buddhism in monasteries and colleges but are getting higher education all over the world. They are studying various subjects and religion in order to increase their knowledge. Not only have they had attained worldly knowledge, but spiritual knowledge which will lead them to enlightenment. References Anson, Binh. (n. d). Theravada Buddhism in Vietnam. Retrieved January 31, 2008 from: http://www. budsas. org/ebud/vn_thera. htm Brough, John. (n. d). Gandhari Dharmapada. India (n. p). Clark, Laura and Brown, Suzanne. (n. d). Buddhism in Vietnam. Retrieved January 31, 2008 from: http://journals. iranscience. net:800/mcel. pacificu. edu/mcel. pacificu. edu/as/students/vb/INDEX. HTM.

The Phenomena of Conformity, Obedience, and Deviance

Effects of Social Influence on Ones Self This essay defines the phenomenon of Conformity, Obedience and Deviance in the light of historic research and contemporary experiments. Concluding to the fact that deviance is a valuable Human attribute that makes our life what it is today. Introduction: Man is a social animal and among his other social needs, is to be socially recognized and acclaimed by his fellow society members. This desire is so overwhelming that one might go to any extent to be part of a social group. Thus ones opinions, expressions and behavior might change in order to obtain coherence with the group norm. The desire to be part of a group can be so daunting that one may base their major decisions on this desire of others. In fact we tend to provide justifications of our own actions by comparing them with other and thus getting our validation. The behavior/ decision seem more reasonable to us if we find others doing it too. Since our childhood we have been taught about the behavior which are acceptable by the society, this tends to decide what is right or wrong for us. The two most visible attitudes discovered by extensive research, are conformity and obedience. Two might appear to be one and the same. However, historic researches have helped us analyze a major difference between them: Conformity: Conformity is the extent to which the individual will change his/ her perception and attitude to be in accordance with the group norms. Now these normsShow MoreRelatedProsocial Behavior And Its Effect On Society2661 Words   |  11 Pagestowards the direction of helping people or society as a whole. It encourages the initiation and maintenance of relationships and balance. Obedience is defined as succumbing to the demands of a powerful, authority figure. The idea of submitting to another’s orders has taken a negative connotation both in the past and today. However, contrary to popular belief, with obedience comes along guidelines, rules and order. Therefore, though yielding to the demands of authority does not necessarily mean an individualRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages496 Myth or Science? â€Å"Employees Resent Outsourcing† 500 Point/Counterpoint The En d of Management 503 Questions for Review 504 Experiential Exercise Dismantling a Bureaucracy 504 Ethical Dilemma Directing the Directors 505 Case Incident 1 Creative Deviance: Bucking the Hierarchy? 506 Case Incident 2 Siemens’ Simple Structure—Not 506 4 16 The Organization System Organizational Culture 511 What Is Organizational Culture? 512 A Definition of Organizational Culture 512 †¢ Culture Is a DescriptiveRead MoreDeveloping Management Skills404131 Words   |  1617 PagesExercising influence Motivating Others Managing Conflict Initiating Responding Mediating Empowering and Delegating Empowering Delegating Building Effective Teams and Teamwork Leading teams Team membership Teamwork Leading Positive Change Foster positive deviance Lead positive change Mobilize others ITEMS 1–5 1–2 3–5 6–11 6–7 8–9 10–11 12–23 12–14 15–19 20–23 24–32 24–25 26–28 29–32 33–40 33–37 38–40 41–49 50–58 50–52 53–55 56–58 59–67 59–62 63–67 68–77 68–71 72–73 74–77 78–84 78–80 81–82 83–84 ASSESSMENT