The Grand Inquisitor Poem Theology Religion Essay

The Grand Inquisitor Poem Theology Religion Essay The Grand Inquisitor is part of the stories found in the book by Fyodor Dostoevsky entitled Brothers Karamozov. Dostoevsky concerns himself in analyzing the psychological consequences of engaging in crime, and the moral consequences of engaging in such kind of vices. In the grand Inquisitor, the characters question the validity of religion, free will and morality. The main dilemma that these characters ask, is it prudent for man, to observe the laws of religion? The other questions that linger on the minds of these people is whether they should take the role of God, and ignore the various religious believes or traditions. The poet identifies the various degrees of freedom, and this includes positive and negative freedom, rational egoism, Christian idealism, and nihism. He does this through the various characters in his poem the Grand Inquisitor (Dostoyevsky,, Richard and Larrisa, 27). The Grand Inquisitor is based on the idea of freedom and human nature. In the poem, Alysha is a monk, and Ivan questions the benevolence of God. According to the Grand Inquisitor, the notion of freedom does not exist. The Grand Inquisitor observes that people need to be selfish, and by doing that the whole society will benefit. This is because the needs of individuals are the same and complement each other. On this basis, the freedom the Jesus Christ brings to the world is not freedom but slavery. This aspect is denoted in the poem when the Grand Inquisitor tells Jesus that by coming again, he is destroying the church. He further tells Jesus that the devil tempted him with three items, food, power, and divine authority (Dostoyevsky and Constance, 33). For instance, the devil told Jesus to turn stone into bread. According to the Grand Inquisitor, Jesus should have done that. According to him, men will only follow people who feed their bellies. By turning stone into bread, Jesus will demonstrate his ability to feed the multitudes. The Grand Inquisitor further tells Jesus that he should have cast himself down from the temple and caught by angels. This would have demonstrated his godhead abilities, therefore acquiring worship and trust from the people. Finally, the Grand Inquisitor believes that had Jesus accepted to rule over the world, then the world would have seen salvation (Leatherbarrow, 24). On this basis, the Grand Inquisitor accuses Jesus of giving humanity freedom to choose. According to him, the masses do not have the capability of choosing what is right or wrong. This freedom has led to the destruction of mankind. The Grand Inquisitor therefore believes that the freedom that Jesus gave to mankind, by refusing to oblige to the temptations of the devil, was too much for the people. On this basis therefore, the Grand Inquisitor advocates for selfishness of an individual. However, this freedom that comes with selfishness is an illusion, and does not exist in Christianity. The Christian teachings advocate for love, and humanity. For instance, the Inquisitor believes in giving people bread, in exchange of their souls. According to this teaching, the freedom of people will only come through coercion. On this basis, the Grand Inquisitor takes the role of God, instead of man. In my own opinion, the kind of freedom that the Grand Inquisitor advocates for is the negative freedom. The Inquisitor tries to justify his believes by identifying the roles of Satan in providing real freedom. He does this by denoting that the catholic church long left the teachings of Jesus, and followed the teachings of Satan. In his own opinion, freedom that comes from the devil is sufficient in taking care of the needs of humanity. This is because the devil gives authority to the few, who have the capability of handling their freedom. By doing, the devil manages to end the suffering of humanity, and uniting the world, through the church, i.e. the Catholic Church (Crane and Faynia, 19). No matter what justification the Grand Inquisitor gives, this is negative freedom. This is because it is against humanity to act in a selfish manner. For people to stay together, they must satisfy the various needs of others. There is no way leadership by a few people and through coercion can result to the promotion of humanity, and hence positive freedom. This is because people will always be dissatisfied by the selfishness of individuals, resulting to rebellions. Dostoevsky presents the freedom denoted as Christian idealism through the actions of Jesus Christ. For instance, the Grand Inquisitor accuses Jesus of allowing people to choose on what they want and what they donà ¢Ã¢â€š ¬Ã¢â€ž ¢t want (Davis, Gary, David, John, 28). For instance, the Grand Inquisitor argues that by refusing to accept the temptations that the devil offered to Jesus Christ, he gave mankind the freedom to choose. This is what Christian idealism is all about. To Christians, they have a role to play in their lives, in regard to worshiping God. They can choose either choose to worship God, and achieve eternal life, or to go against God, and be lead to eternal death (Dostoyevsky, 33). The Grand Inquisitor acknowledges these teachings, and he tell Jesus that even though the devil is leading them to death and destruction, the freedom that he gives is for the benefit of humanity. This kind of freedom is the elimination of the free will of individuals, in exchange of providing for their needs, and happiness. In conclusion, Dostoevsky manages to highlight religious bondage in the manner in which the Grand Inquisitor argues about the freedom. The Grand Inquisitor is under religious bondage because of his assumptions that freedom to choose is limited to a few individual. In reality, this is not freedom but bondage. This is because an individual will not have the capability of acting by himself. The person will always live in fear of need, because the authority will fail to provide for her due to disobedience. On this basis, the notion of harmony does not exist; instead individuals are under spiritual bondage, in the name of self-gratification, and self-love.

Statistic: Sampling and Research Design

Carlene Reyes 809000173 Question 2: Describe the relationship between research design and sample design Before examining both sample design and research design it is important to be clear about the role and purposes of each design. Research design is a plan for collecting and utilizing data so that desired information can be obtained with sufficient precision or so that a hypothesis can be tested properly. Every type of empirical research has a form of implicit research design.A design is a logical sequence that connects to empirical data to a study’s initial research question and ultimately it, to its conclusion. According to Adam G Bluman in his book Elementary Statistic define research design as a logical plan from getting from here to there, where here may be defined as initial questions to be answered , and there is some conclusion (answers) to these questions . Another text book has described research design as a plan that guides the investigator in the process of collec ting analyzing and interpreting observations.It is a logical method of proof that allows the researcher to draw inreferences concerning causal relations among the variables under investigations (Nachmias andNachmaias 1992 pp. 77-78). Research design can be seen as the â€Å"blue print† for your research, dealing with at least four problems what question to study, what data are relevant, what data to collect and how to analyze the results. As a result research design is more than just a work plan it is what makes social science scientific.In addition there are various forms of research design that can be broken up into both quantitative and qualitative research design. Qualitative research follows a naturalistic paradigm which is based on the idea that reality is not predetermined, but is constructed by the participants in the research (Vishnevsky and Beanlands 2004, p. 235). It aims at exploring the phenomenon in question by focusing on the individuals who experience it, assu ming that it is possible to maximize the understanding of the phenomenon by minimizing the interpersonal distance between the researcher and the participant.Qualitative research in non-experimental, with no dependent or independent variables. The idea is to understand phenomena as a whole. Qualitative research is done â€Å"in the field† and requires ongoing data collection and analysis. The data collection and methodology are flexible, and allow for modifications throughout the research process, gathering subjective data that includes thoughts and perceptions of the participants and the researchers alike.Qualitative research does not choose a representative sample of the population, but only chooses as participants those who have rich experiences in the phenomena of concern, and the sample size is rarely predetermined, because researchers include as many participants as necessary to give an understanding of the phenomena (Vishnevsky and Beanlands, 2004, p. 235). Whereas, in quantitative research the researcher aim is to determines the relationships between one thing (an independent variable) and another (a dependent or outcome variable) in a population.Quantitative research designs are either descriptive (subjects usually measured once) or experimental (subjects measured before and after a treatment). Descriptive studies are also called observational, because you observe the subjects without otherwise intervening. Descriptive research provides answers to the questions of who, what, when, where, and how for example a study measuring various attributes of salespeople, a training program, or a retailing situation.Experimental studies are also known as longitudinal or repeated measures studies, for obvious reasons. They are also referred to as interventions, because you do more than just observe the subjects. However the sample design provides information on the target and final sample sizes, strata definitions and the sample selection methodology. It†™s a relatively small subset selected from a population. Sampling design is a process of selecting a member of a unit for a study in such a way that the unit represents the larger group from which they are selected.Sampling makes possible the study of a large heterogeneous population. There are different forms of sampling design it can be classified as probability sampling and non-probability sampling. Probability sampling is a proportion and such sample is selected from the population by means of some systematic way in which every elements of the population has a chance of being included in the sample. With this research it is more complex its time consuming and more costly.Non probability sample is not a proportion of the population which there is no system in selecting the sample. The selection depends upon the situations no assurance is given that each has a chance of being included as a sample. The first form of probability sampling is Random sampling this type of sampling is one in which everyone in the population of the inquiry has an equal chance of being selected to be included in the sample. Its main advantage of this technique of sampling is that it is easy to understand and it is easy to apply too.Its disadvantage is that it is hard to use with too large a population because of the difficulty encountered in writing the names of the person involved. Another form of sample design is systematic sampling a technique of sampling in which every kth member of a list may be selected to be included. This form of sampling is called interval sampling there is a gap or interval between each selected unit in the sample. Its main advantage is that it is more convenient faster and more economical. Its disadvantage is that if the sample might become biased.Stratified sampling is another form of sampling the process of selecting randomly , samples from different strata of the population used in the study a sample obtained by dividing the population into groups, c alled strata according to the various homogeneous characteristic and then selecting members from each stratum for the sample . Its advantage is that it contributes much to the representative of the sample. Cluster sampling also called multi-stage sampling are used when the population is so big or the geographical area of the research is so large, it is therefore efficient to use.Its disadvantage is that it reduced accuracy or representativeness on the account of the fact that every stage there is a sampling error. Non probability sampling methods into two broad types are accidental and purposive. Most sampling methods are purposive in nature because we usually approach the sampling problem with a specific plan in mind. The most important distinctions among these types of sampling methods are the ones between the different types of purposive sampling approaches. In purposive sampling, researchers sample with a purpose in mind.We usually would have one or more specific predefined grou ps we are seeking. Accidental sampling is where the first set of available appropriate sample are used. To conclude research design function is to ensure evidence obtained enables us to answer the initial question as unambiguously as possible. Thus, we need to ask what kind of evidence is needed to answer these questions. Research design is thus equated with both qualitative designs whereas sample design is equated with both probability and non probability sampling. Sampling design involves taking a proportion of the population to do your research project.

How Does Homosexuality And Heterosexuality Evolve Essay

Science is uncovered origins a lot of things over the centuries and the human created much great inventions and even explored the surface of the moon; however, one question still on everyone’s mind and science may have solved one of greatest mysteries yet which is: how did homosexuality and heterosexuality evolve? Many psychologist, biologist and scientist may agree with sexual orientation is output from a combination of biological, hormonal, environmental and emotional factors and those many factors that influence to a development of human sexual orientation. However, being homosexual or bisexual is not mentally ill or abnormal in certain ways, although sexual minority is part of social problems that makes output from misinformation or prejudicial attitude. Diversity in sexual orientation has been a subject that has been seen in different perspectives by the different people (LeVay, 2010). 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Facilitating and Encouraging Learning A Teaching Guide

Teachers can facilitate learning by making the educational process easier for students. This does not mean watering down the curriculum or lowering standards. Rather, facilitating learning involves teaching students to  think critically  and understand how the learning process works.  Students need to learn how to go beyond the basic facts (who, what, where, when) and question the world around them. Methods of Instruction A number of instructional methods can help a teacher  move away from standard lesson delivery and toward facilitating a true learning experience. Teachers, for example, can vary methods to respond to different learning styles. Lessons can be designed around tactile learners one day and visual learners the next. Teachers can also give students a chance to work both independently and in groups to meet the many needs of the children in their class. Some students prefer to work alone, while others excel when working cooperatively, also known as peer-to-peer learning. If you want students to take a greater interest in the topics being taught, give them different choices to access classroom lessons. Some children may seize the chance to write creatively about a story they read in class, while others may want to debate the storys themes with their classmates. Increasing the amount of talk in the classroom can appeal to verbal and aural learners. Its also important to make your lessons relevant to the real world. If students have just learned about a scientific concept, ask them if theyve witnessed it play out in nature or tell them when theyre likely to observe the scientific principle unfold, be it condensation or a certain phase of the moon. Make thematic connections, so students dont learn information in isolation. If youre going over vocabulary words, give students examples of when that word is likely to be used in real life. Review a literary passage or listen to an audio clip in which the new vocabulary is used in context. This increases the likelihood that students will absorb the information. Varying Instruction During the Educational Process Varying instruction means using different methods to deliver lessons to students. Each way of facilitating learning has its merits and helps immerse students in the learning process by tapping into their interests and abilities. Lecturing might seem boring, as its the most traditional way that teachers disseminate information to students. But for some students this method has benefits. It can tap into students  linguistic intelligence. You can lecture for a bit and then open up the conversation to the whole class or have students break up into groups. Getting students to interact with each other helps them access their interpersonal intelligence, a social skill that will be important well beyond the classroom. For kinesthetic learners, roleplaying might be the key to help them connect with the lesson. Some students enjoy acting out important events in history, for instance. But children can also roleplay characters in a novel or short story to help them better grasp the material. Students who dont feel comfortable playacting in front of their peers can alternatively write from the perspective of a historical figure or book character. Simulations are another engaging way to help students better understand lessons. Consider permitting them to participate in immersive experiences, like creating a model legislature or classroom government. And for your visual learners, consider multimedia presentations which can tap into their spatial intelligence. For students who just dont understand why a particular subject applies to the real world, outside speakers can help. Bring in a mathematician who can explain the importance of algebra or a journalist to discuss how writing well is a key life skill. Its always a great idea to expose students to role models who can give them different perspectives on various issues. Providing Students With Choice When students feel empowered in their learning, they are more likely to accept ownership of it. If a teacher simply delivers the material to the students through lecture, they may feel no attachment to it. You can provide students with the ability to make choices by giving them multiple writing prompts. Similarly, let students complete research on a topic of their choosing and then report back to the class. You might also consider providing them with a selection of books for book reports and reading assignments. In some cases, you might allow students to choose their own partners for a class project. Even class-wide assignments can leave room for student choice. Have the class work on a historical newspaper and allow the children to pick which section of the paper theyll cover. Facilitating Critical Thinking Teaching students to think critically takes practice. Rather than focusing on facts and figures, students should be able to make observations in all disciplines.  After those observations, they need to be able to analyze materials and evaluate information. In practicing critical thinking, students recognize different contexts and points of view. Finally, they interpret information, draw conclusions, and then develop an explanation.   Teachers can offer students problems to solve and chances to make decisions to practice their critical thinking skills. Once students offer solutions and make decisions, they should have a chance to reflect on what made them successful or not. Establishing a regular routine of observation, analysis, interpretation, conclusion, and reflection in each academic discipline improves students critical thinking skills, which they will need in the real world. Real-World and Thematic Connections Making learning relevant to the real world helps students form important connections. For example, if you are teaching about  supply and demand  from a textbook, students may learn the information for the moment. However, if you provide them with examples that relate to purchases they make all of the time, the information becomes applicable to their own lives. Similarly, thematic connections help students see that learning does not happen in isolation. For example, an American history teacher and a chemistry instructor might collaborate on a lesson about the development of the  atomic bombs  that the U.S. dropped on Hiroshima and Nagasaki at the end of World War II. This lesson could be extended into English by including a creative writing assignment on the topic and also into environmental science to look at the effects on the two cities after the bombs were dropped.