Daniel Defoes Robinson Crusoe Essay -- Daniel Defoe Robinson Crusoe E

Daniel Defoe's Robinson Crusoe The balance between agency and the challenges to it proposed by unexplained or supernatural occurrences is of central importance in Daniel Defoe’s Robinson Crusoe. Additionally, the question of human control over various surroundings seemingly develops commensurate to the title character’s increased reliance on and understanding of his faith. That particular conflict is a replication of the overall theme of the narrative — Crusoe’s finding increasing discomfort the more familiar he becomes with his environment. For Defoe, then, familiarity is nothing if not problematic. Crusoe’s at times prosperous (and later at least tolerable and regimented) routine is interrupted at almost regular intervals throughout the text, raising issues of the importance of temporality and ultimately the role of individual hegemony in the surrounding world, whether that world is England, Brazil, the lonely island or the ship that leaves Crusoe there. The underlying reason for Crusoe’s suffering, and one to which he continually refers and bemoans, is his filial disobedience. This defiance is treated by Defoe as a representation of Adam’s fall, especially since he opens the narrative in the fashion of Genesis, focusing on Crusoe’s beginnings as a way to contextualize his later dire straits. By defying his father, Crusoe initiates the chaos that will come to define most of his adult life — undergoing a physical and spiritual disembarkation from England and the relative safety it represents. During his time in Brazil as a plantation owner, Crusoe foreshadows a later paradox; that futile are attempts to reinvent civilization after rejecting a preexisting model such as the father, whether that of religion or family... .... Perhaps, then, Crusoe is not an exception to the supernatural; like Poll and the vision of a black figure, much of Crusoe’s success on the island goes unexplained in terms of so-called normality. Poll, who is transplanted mysteriously across the island, is a smaller version of Crusoe, and the language he is able to speak mirrors that of Crusoe early during his captivity. By the same account, the black figure who comes to kill Crusoe but refrains from doing so is representative of a later Crusoe, who hedges between killing and sparing new human inhabitants on the island. As important as is Crusoe’s transformation from a figure around whom the supernatural operates to the embodiment of its prophecies, however, equally vital to the narrative is merely the fact that Crusoe has the agency to undergo that change despite constant challenges to temporal structure.

The Banking Concept

Through Freire†s † The Banking Concept of Education,† we see the effects this concept has on it†s students and also we see the effects that the alternate concept, problem-posing has. The ‘banking† concept allows the students to become vessels of knowledge, not being able to learn at a creative pace. By using communism, seeing through how education is taught in the classroom, it is parallel to Freire†s ‘banking† concept. We can see that both ideas are similar and both were harmful to the human mind. While ‘banking† poses the threat of creative growth and power, Marxism, which applies Marx†s ideas to learning in a communistic way, it creates the threat of never being able to learn. The banking concept is † a gift bestowed by those who consider themselves knowledgeable upon those who they consider to know nothing† (Freire 213). The goal of the ‘banking† concept is to deposit as much information into the students as possible. This results in disconnected memorization without the real understanding and discouragement of creative thought. They cannot think for themselves. As Marx writes, just as there are two types of learning, ‘banking† and problem-posing, he explains that society is this way also. There is the upper class and subordinate classes. They both struggle for economic and political power and the primary way the upper class keeps its power is through their beliefs and values. They are allowed to think. The subordinate classes believe they are subordinate due to the upper classes prestige and way of thinking. Like Freire†s ‘banking† concept, education is the way to keep students down and this works because the students accept all knowledge from the teacher, just like the dominant class in Marx†s ideology, keeps the subordinate classes submissive. There are also things that make Freire†s ideas of teaching that leave Marx at a disadvantage. This is because most submissive people will eventually fight back to get their ideas heard. So therefore the ‘banking† concept has a flaw in itself. When Marx talks about the subordinate classes believing that they had to live up to the upper class, he forgot to mention that throughout time, an oppressed people will figure out that they deserve better than what they are receiving. Overthrowing a government or standing up to a figure of power allows the submissive to no longer not be able to learn. They learn through facing what they had been crushed by for so long. ‘Banking† will eventually fall to its demise, to its students. This will then pave the way to actually learning something that is useful and can be utilized. ‘Banking† and Marx both do not realize that you cannot keep something hidden out of sight, a people that can learn and live, without having to keep them subservient.

Critical And Creative Thinking The Work Place - 1818 Words

Critical and Creative Thinking In the Work Place Elizabeth Willis-Satele October 4, 2014, 2014 COM 600 Chad Millar Critical and Creative Thinking in the Work Place As adults, we may enter into careers that require us to use critical and creative thinking skills. In the workplace, situations such as teamwork, presentations, and crises require us to use those skills. In my previous employment, I was a crisis outreach worker working specifically with individuals who were developmentally disabled. I often received calls from individuals who either lived with a caretaker, particularly a family member, alone or in a care home. With every call that I received, there was always a new challenge. However, there was always that one client whom I would receive calls from for repetitious behavior. Case Study: Client Z Here, I would like to present client Z in order to demonstration how I used critical and creative thinking skills to deal with the same issue. 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