A Feminist Perspective of Othello Essay -- Feminism Feminist Women Cr

A Feminist Perspective of   Othello      Ã‚   Throughout the length of Shakespeare’s tragedy Othello there is a steady undercurrent of sexism. It is originating from not one, but rather various male characters in the play, who manifest prejudicial, discriminatory attitudes toward women.    In the opening scene, while Iago is expressing his hatred for the general Othello for his having chosen Michael Cassio for the lieutenancy, he contrives a plan to partially avenge himself (â€Å"I follow him to serve my turn upon him†), with Roderigo’s assistance, by alerting Desdemona’s father, Brabantio, to the fact of his daughter’s elopement with Othello: â€Å"Call up her father, / Rouse him: make after him, poison his delight [. . .] .† Implied in this move is the fact of a father’s assumed control over the daughter’s choice of a marriage partner. Iago’s warning to the senator follows closely: â€Å"'Zounds, sir, you're robb'd; for shame, put on your gown; / Your heart is burst, you have lost half your soul.† This statement also implies that the father has authority over the daughter. Brabantio’s admonition to Roderigo implicitly expresses the same message:    The worser welcome:   Ã‚  Ã‚  Ã‚   I have charged thee not to haunt about my doors:   Ã‚  Ã‚  Ã‚   In honest plainness thou hast heard me say   Ã‚  Ã‚  Ã‚   My daughter is not for thee [. . .] . (1.1)    Iago’s continuing earthy appraisals of the situation all seem to bestow upon the father the power to make decisions for the daughter. Roderigo even calls Desdemona’s action a â€Å"revolt† against paternal authority: â€Å"Your daughter, if you have not given her leave, /   I say again, hath made a gross revolt [. . .] .† Upon verifying the absence of his daughter from the home, Brabantio exhorts all fathe... ...view, LXIV, 1 (Winter 1956), 1-4, 8-10; and Arizona Quarterly (Spring 1956), pp.5-16.    Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Muir, Kenneth. Introduction. William Shakespeare: Othello. New York: Penguin Books, 1968.    Neely, Carol. "Women and Men in Othello" Critical Essays on Shakespeare's Othello. Ed. Anthony G. Barthelemy Pub. Macmillan New York, NY 1994. (page 68-90)       Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wayne, Valerie. â€Å"Historical Differences: Misogyny and Othello.† The Matter of Difference: Materialist Feminist Criticism of Shakespeare. Ed Valerie Wayne. Ithaca, NY: Cornell University Press, 1991.

A Book Review on “The Wisdom of Confucius”

† When you see a good man, try to emulate his example, and when you see a bad man, search yourself for his faults. † That quote is one of the many morals stated by the ancient Chinese philosopher, Confucius, which we still live by today. The Wisdom of Confucius, edited and translated by Lin Yutang, takes the best things said and said about Confucius and put them into one three hundred page book. It follows his life, from his lowly birth in the small town of Tsou, to his death as one of the world†s greatest philosophers. The book also shows his ideas and beliefs on such subjects as education, politics, and music, subjects still evident in modern day society. The book is mainly comprised of sections and chapters taken from ancient Chinese literature and translated into English by Yutang. He has also added his own commentary and a very lengthy introduction. Some of the books that Yutang used were: The Analects, written by one of Confucius† disciples Mencius, Spring and Autumn, written by Confucius himself, and The Book of Songs, which includes over three hundred Chinese songs and anthems edited by Confucius. Confucius was born in the small town of Tsou, Lu in 551 BC. His real name was Ch†iu K†ung. Ch†iu literally meant â€Å"hill†, and he was named this because he was born with a large bump on his head. The name Confucius means â€Å"K†ung the master. † When he was a young boy, Confucius† father and mother died and were buried together at Fangshan, a town in eastern Lu. While he was still grieving a corrupt official told Confucius that the baron of his city was giving a banquet for all of the scholars and he as not invited. This upset Confucius greatly so he left Lu. On his deathbed , the baron of Lu, Li Meng, told his son, Yi Meng, that Confucius was the descendant of a great nobleman. He also told him that Confucius would grow up to be a great philosopher, and Confucius returned to his home country of Lu, and more and more disciples came to study under him. He never stayed in the same spot for a long time. He would travel from place to place in China for long periods of time. The books calls these times as â€Å"periods of wanderings. It was during these periods of wanderings that the books were written that recorded his sayings and teachings to his disciples. These books are what has made him one of the most famous philosophers. The book does not go into any detail about where he went or what he was doing during the periods of wanderings. It only talks about what was going on in China at that period of time. The rest of the book has Confucius opinions and sayings on certain subjects. It is mostly â€Å"Confucius said this, and Confucius said that. There were a lot of interesting uotes in this part of the book, but it was extremely hard to read without falling asleep. On the subject of education, Confucius said â€Å"Forever occupy your thoughts with education. † He is telling the reader that you should always think about learning something new. You should be open to learning something from anyone you meet, no matter how old or smart you think you are. He also said â€Å"Teaching is half learning. † This means that the person who is teaching is also learning from their students. When asked the question â€Å"What do you think of repaying evil with kindness? Confucius replied â€Å"Then what are you going to repay kindness with? Repay kindness with kindness, but repay evil with justice. † Confucius† main teaching subject was gentlemen like conduct. He believed the best way to live you life was being kind . I thought this book was very hard to read. The beginning was alright when it was talking about his life, but when it got to his quotes it got tiring to read the same thing over and over. It would be a good book to read if you wanted to find a quote to make yourself sound cool in conversation or to do a report on philosophy.

Value of Education - 1441 Words

Value of Education In his essay â€Å"Is College Worth the Money?†, Daniel S. Cheever, Jr. contends that, â€Å"The real question is whether students are getting their money’s worth† (102). He emphasizes the value of education and not only the cost. Higher education is the focus of Cheever’s essay, but I believe the same question of worth can be asked concerning elementary through high school education as well. Both public and private schools offer distinctive educational opportunities and each individual needs to resolve the question of value. There are many facets that give value to an education; however, the cost cannot be ignored. Parents make the initial choices for their children’s education. The choice is primarily based on economics,†¦show more content†¦Our school included them in the extra-curricular activities offered which provided an avenue for greater social interaction. Nevertheless, there appears to be value in the custo mized approach to education that home-schooling allows. Another aspect of valuing an education, in particular a college education, is a monetary one. The earnings potential of receiving a college degree drives many students to pursue a post-secondary education. Cheever points out that college graduates are likely to make much more money in their lifetimes than those with only a high school education (103). One thing that needs to be factored into that calculation though is the amount of debt a student will have to repay after graduating. Student loans usually have a 5% to 6% interest rate that adds up through the years. For example, one of my cousins who graduated from college in 2000 is still repaying student loans. Even though they may be earning a decent salary, in our current economy, it may make it more difficult for a college graduate to purchase a home, have a family or save for retirement when overloaded with educational debt. This issue makes a case that the cost of ed ucation may be too high for those that cannot pay the tuition without going into debt. Students and parents should be expected to pay for the largest portion of a college education; however, the costs need to be lessShow MoreRelatedThe Idea Of Learning Knowledge And Value From Education1953 Words   |  8 PagesThe idea of learning knowledge and value from education had been an important part of our modern society since our Greek ancestors began inquiring. Value is anything that we desire, that we people may benefit from it (Simmons, 1977). People from different part of the world value things differently because of cultural differences. 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Each Ã'€erson looks at things differently. But there is a grouÃ'€ that can not be severely criticized and is considered as a very imÃ'€ortant Ã'€art of our lives - it is education. Liberal education is one of the basic values of modern society and it Ã'€lays a very imÃ'€ortant role in our lives. Liberal educationRead MoreThe Value Of Culture Of Education Essay1519 Words   |  7 Pages The Value of Culture in Education All individuals are affected in one way or another by the culture, or the beliefs and traditions of our society. The various layers of culture assist in designing the future of an individual, but more importantly the educational culture affects the success of the student. Cathy Davidson, author of Project Classroom Makeover, claims that the current culture of education is negatively affecting the students by narrowing the spectrum of success. Susan Faludi, authorRead MoreThe Precious Value Of Education952 Words   |  4 Pages The precious Value of education 7:25 to 2:15. We spend 180 days a year here. We spend 900 hours here. We spend the majority of our adolescence here. School. We ,the millennial generation, are in our prime time for intellectual development, ready to forment our opinions, beliefs, and our perspectives on life. The information we process flows into our thoughts, then into our actions, then into our habits. These habits become our identity. We can not help but absorb and evaluate the flow