I am alone, and feel the charm of existence in this spot, which was created for the bliss of souls like mine. I am so happy, my dear friend, so absorbed in the exquisite sense of mere tranquil existence, that I neglect my talents.
Continue reading “But who has any right to find of existence in present”Author: Admin
have is days together meat fill for give you’re
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we are able to create beautifull and amazing things
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Wherein life sea years lights fill kind midst Spirit
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Events Held In Paris Beautifull And Amazing Things
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Make Realtionship Years Lights Fill Kind In USA
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The GIFT Box – Help Unwrap Human Trafficking In 2016
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| Source: London Olympics 2012 – UN |
With each passing year, we see a growth in awareness of the plight of the less fortunate, particularly those suffering at the hands of human traffickers. We’ve written posts about the topic of slavery and Human Rights, but recently we came across the GIFT box project that is currently on view at The Cathedral Church of Saint John the Divine in New York City.
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| Source: UN GIFT |
The United Nations Global Initiative to Fight Human Trafficking and STOP THE TRAFFIK worked together to create the GIFT box to raise awareness of the more than 21 million people forced into labor. The GIFT box project was launched during the London 2012 Olympics.
Since that time, STOP THE TRAFFIK partnered with other organizations and governments to build more GIFT boxes around the globe. To date, its journey has introduced over 55,000 people in approximately 100 locations across 6 countries to the issue of human trafficking.
At this time of year when gift giving is so much a part of the holiday spirit, it seemed fitting to write about it as we close out the year of 2015 to help this effort. The beautifully wrapped GIFT box on the outside reveals the horrors that plague the victims of human trafficking on the inside. The exterior promises a better life, an education, a good job, and a loving relationship, but the interior presents a very different reality.
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| Source: UN GIFT |
Build human rights into the curricula at your school. The Youth for Human Rights website makes it easy to take any of the 30 principles all individuals are entitled to under The Universal Declaration of Human Rights and incorporate them into a learning environment. It offers teachers a wealth of resources that can be easily downloaded to use in the classroom. It also provides short video clips for each of the rights. If your school is has a 1:1 program, we encourage educators to use its free app with students.
Let’s make 2016 the year we all help to unwrap the dreadful truth about human trafficking.
For other resources, please see:
We're Big Fans: World Sketchnote Day 2016
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| Source: Sketchnote Army |
Sketchnoting plays an integral part in our curricula, and we incorporate them whenever we can to help learners connect to content. This personal form of note-taking allows students to use the visual thinking process to design information in real-time through words and images. So it is with great pleasure that we recognize the inaugural, kick-off event for World Sketchnote Day. Follow the day on Twitter using the hashtag #SNDay2016 to see some amazing examples.
We’ve been huge fans of the process and have witnessed its extraordinary appeal to our students. While we encourage them to use sketchnotes whenever they choose, we often hear cheers of delight when we make it an active part of a lesson.
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| Source: ASIDE 2016 |
Our students understand that the visual cues in the sketchnote process help them connect to the material and enhance their recall of the content. Visually engaging with the information broadens connections and opens up the design process to think about the relationships between text and image.
We’ve watched the evolution in how students use sketchnotes to visually organize their information and to create a structural framework for the content they are learning.
There are lots of resources available to educators, and one of the most comprehensive is Kathy Shrock’s guide to using Sketchnoting In The Classroom.
For a quick reference to help our students, we developed the one-page cheat sheet in this post as a handy guide to keep in their binders. Click here to download the PDF.
For other posts about sketchnoting in the classroom, please see:
Powerful Visualization On Gun Violence And Why We Should Show This To Our Students
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| Source: Washington Post |
With the continual barrage of news about gun violence in America, it’s important that we use all available resources to help students give context to content, and visualizations help us do that. This motion graphic titled, 2015: A Year In Mass Shooting and produced by The Washington Post, is a powerful tool to educate young people about this issue. The headline, “374 mass shooting in 365 days in one extraordinary graphic,” travels across the calendar year, pausing only once for the longest period without a shooting. As you watch, the headlines from newspapers around the country appear as the timeline progresses, but it is the voices from the 911 calls that capture the enormity of the human toll.
This motion graphic could easily be tied into any media or news literacy lesson using the headlines connected with the timeline of events. It is worth the watch with middle and high school students, and it is guaranteed to invite and spur discussions about the topic.
Teaching Tolerance: America's Story Is An Immigration Story
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| Source: ASIDE 2016 |
With the continual debate in our nation’s government over the immigration policy, and the political rhetoric of the current crop of presidential candidates, it is no wonder that our students have misinformation and questions about immigration. No matter how you slice it, the United States is a nation of immigrants who contributed their blood, sweat, and tears to build the country we are today. America’s story is an immigration story, of people who continue to become productive citizens, defend our country, work hard, and help this country grow.
We are increasingly alarmed by the lack of understanding of just how much immigrants have contributed to who we are as a nation. The following motion graphic, entitled “Immigration and Growth,” was produced by the George W. Bush Institute, and the statistical information brings to light just how much of an impact immigrants have made to the economy. The students are surprised to learn that immigrants account for one-third of new small business owners, or that 40 percent of Fortune 500 companies were founded by first or second generation immigrants.
The motion graphic called Just The Facts provides an additional, straightforward delivery of information about immigration in order to try to debunk some of the misinformation that leads people to make assumptions based on political alliances. It offers some enlightening statistics about who’s here, who commits crimes, and who works.
Lastly, the recent article titled “The Secret Of Immigration Genius” by Eric Weiner in The Wall Street Journal sheds further light on the geography of genius that results from the influx of foreigners. He drives home the point that having your world turned upside down sparks creative thinking. Weiner points to recent research on the role of “schema violations” in intellectual development.
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| Source: The Wall Street Journal |
This occurs when your world is full of turmoil, causing temporal and spacial cues to be thrown off balance. People uprooted from the familiar see the world from a different angle, giving them another perspective that enables them to surpass the merely talented, including Albert Einstein, Sigmund Freud, and Marie Curie to name a few.
Weiner refers to studies based on historical analysis that support how creativity is spurred by the intermingling of cultures, and perhaps “we should be wise to view the welcome mat not as charity, but, rather, as enlightened self-interest.”
As we enter into a presidential year, which from the outset seems more combative that ever, we need to constantly provide our students with a variety of viewpoints and build a learning community that questions information by not accepting everything they hear as gospel truth. As a nation built on the contributions of immigrants, it is our responsibility.
Born Digital, Live Digital, And Our Students' Obsession With Documenting Their Lives
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| Source: Spencer Brown |
Does our obsession with technology and documentation go too far? This powerful, short film titled “The Boy With The Camera Face” by filmmaker Spencer Brown is a satirical fairy tale about a boy born with a camera instead of a head who cannot escape the lens. From the moment of his birth, everything about his life is recorded. Does this sound like our students, or maybe you?
The Boy with a Camera for a Face from Spencer Brown on Vimeo.
The narration by Steven Berkoff tells the story in a nursery rhyme or somewhat Seussical way. As the tale unfolds, it’s clear that the effect on people’s fixation with the daily life of the “Camera Boy” is hypnotic. They stop noticing things around them and become transfixed as if in a catatonic state — a scenario we witness on a daily basis with our students on their devices.
Perhaps even more important is the issue of privacy in the always-on world. As educators, we want to take advantage of the liminal web while still preserving the anonymity of our learners. That task is a lot harder today then it was a decade ago.
This award-winning film is worth 14 minutes of your time. It puts modern reality into focus in a beautiful, strange, and moving way.
The Great Homework Debate: Where Does Authenticity Meet Redundancy?
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| Source: anotherplace.tv |
This same push-and-pull continues in faculty meetings where educators wrestle with “how much is too much.” The rebranding of homework as “flipping the classroom” has only muddied the waters. Now instead of reading 20 pages of the textbook, kids watch 20 minutes of instructional videos. At bedtime, though, the question still lingers: where do authentic practice and independent learning meet redundant worksheets and desultory assignments?
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| Source: anotherplace.tv |
We’ve offered ideas before about ways to teach without worksheets. This concept can hopefully apply to homework, too. Some terrific ideas come from this Jo Townsend “60 Minutes” video from Australia. It addresses the decline in time spent with friends and hobbies. It also mentions that 71 percent of parents feel they aren’t spending enough quality time with their children. They are instead worrying with homework and running the household. The video ends by referencing Finland, where students have no homework at all, and which consistently outranks other nations in its literacy achievements.
60 Minutes, ‘Homework’ infographic. from anotherplace.tv on Vim
Using Brain Science To Study Smarter, Not Harder
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| Source: ASIDE 2016 |
Finding the optimum study technique is the holy grail for educators. Parents and teachers alike are joined in their quest to discover the most effective yet the most efficient process for helping their children learn. Countless conversations in the weekly parent-teacher Twitter chat (#ptchat), one of our favorites, have been dedicated to pinpointing the ideal strategies for evening study.
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| Source: Benedict Carey |
Several peer-reviewed scientific studies have actually conducted real-world experiments to determine which methods are the most successful. The terrific explainer video, “How to study smarter, not harder,” offers some surprising findings about what helps children retain information. This animated infographic comes from Benedict Carey’s book, How We Learn: The Surprising Truth About When, Where, and Why It Happens (Random House, 2015). An award-winning science reporter, Carey explains the benefits of daydreaming and distraction to amplify learning – both of which are anathema to the conventional thinking about nighttime study.
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| Source: Benedict Carey |
Carey clarifies that the brain is not a muscle. It doesn’t grow simply from hard work. Most educational theorists state that the more studying, the better – the more hours of focus, the deeper the memorization. Brain-based research, though, says the opposite. Consistency is often the enemy of learning. In fact, a control-based study proved that a simple change in venue can yield a measurable increase in the internalization of material.
Parents and teachers owe it to their children to take advantage of scientific findings to aid young people’s development. If proven data points to more salient learning techniques, then the skill-and-drill mentality of flashcard homework deserves to be shuttered.
For more ideas about effective learning, check out:
Types of Regions
A region is an area on Earth’s surface marked by a degree of formal, functional, or perceptual homogeneity of some phenomenon. The three main types of regions are formal, functional, and vernacular regions. A formal region, also known as a uniform or homogeneous region, is an area in which everyone shares in common one or more distinctive characteristics. This common characteristic could be a cultural value such as language, an economic activity such as production of a certain crop, or an environmental property such as climate and weather patterns. Whatever the common characteristic is, it sis present throughout the selected region. In certain formal regions, the characteristic may be predominant rather than universal, such as the wheat belt in North America, it is an area in which the predominant crop is wheat, but other crops are grown here as well.
A functional region, also known as a nodal region, is a region organized around a node or focal point. The characteristic chosen to define a functional region dominates at a central focus or node and diminishes in importance outward. The region is tied to the central point by transportation, communication systems or by economic or functional associations. An example of a functional region is the circulation area of a newspaper. That area is centered around the city in which the newspaper is published in. The farther away from the city of circulation, the less people that read the newspaper (this phenomenon is known as distance decay). A vernacular region, also known as perceptual region, is a place that people exists as part of their cultural identity. Perceptual regions vary from person to person. They emerge from a person’ s informal sense of place. An example of a vernacular region would be the South. My idea of the southern states may be different than my friend’s idea of southern states.
Types of Regions on the Basis of Stages of Economic Development
1) Developed / Development Regions
Developed regions are naturally those which are having a high rate of accretion in goods and services i.e., their share in the GDP of the country is relatively higher. This may be with or without rich natural resources by most certainly because of the use of upgraded technology by highly skilled and motivated persons. A developed region may become ‘overdeveloped’ in certain respects e.g., it may suffer from the diseconomies of congestion. Infrastructure costs become very high and people can go into the jitters due to pollution and stresses of various types. A developed region is the counterpart of the backward region: the ‘positive’ side is emphasized in case of the developed region while ‘negative’ aspects are emphasized in case of the backward region.
A developed region is one, which has exploited its potentialities fully, which has removed the bottlenecks and speed breakers of development. Developed regions emerge of their own because of the comparative advantage or may emerge as a result of the diversion of funds by the government. In many cases imbalances emerge between developed and backward regions and these imbalances can be the creation of planners also. Many times disproportionately high amounts of investment are made in the constituencies of the influential politicians and some regions become far more developed than the neighboring regions.
2) Backward Regions
There can be ‘backward or depressed’ regions in the developing as well as the developed economies. Backward economies are thoroughly depressed regions. There is development even in these regions but these regions have not come out of the low level equilibrium trap. There can be region, which may not be at subsistence level but may be relatively backward. Lack of infrastructure facilities, adverse geo-climate conditions, low investment rate, high rate of growth of population and low levels of urbanization and industrialization are causes and consequences of backwardness.
In less developed countries, even the most ancient occupation (agriculture) is backward and unless it is made progressive with massive real and financial input support, the region cannot come out of backwardness. Some vestigial regions (as the regions inhabited by the red Indians in USA/ or tribal in India) can remain backward and may even remain near the subsistence level. The inhibitions may have ancient traditions and may be smug in their surroundings, but the per capita income may be much lower than in the neighboring regions. A region can be backward because of the high population density or even without it.
3) Neutral Regions/ Intermediate Regions
New towns and satellite belts are designated as ‘neutral’ regions and they promise good prospects of further development because here further employment generation and income propagation is possible without congestion. Such regions can be demarcated around urban centers. Intermediate regions are those regions, which are ‘islands of development around a sea of stagnation’.
Types of Regions Based on the Activity Status Analysis
1) Mineral regions
Many mineral regions promise high growth rates for the region as well as for the prosperity of the country. If mineral- based industries can be developed in the region itself, then industrial development will be less costly because much of the load shedding will be done in the region at low cost. The iron ore deposits of Bailadeela (Bastar District of Madhya Pradesh) are exported abroad, a plant could be established near the ore deposits, it would have brought tremendous development for the region. As the mines continue to yield sufficient minerals and the costs are also not prohibitive, not only the mineral producing region develops but it helps other regions also to develop.
After the minerals exhaust, the region will bear degraded look, people will move away to other areas and the erstwhile area will bear a deserted look. Germany took great pains to rehabilitate such areas and vast pits and trenches were suitably reclaimed for various purposes like water storage, eco-forestry and even cultivation after enriching the soil. If new deposits of minerals cannot be discovered, there can be several ways of reclaiming wasteland and developing non-mineral based activities. Regional planning will require a long-term plan for developing such regions after extraction is no longer a profitable activity. The Middle East countries have made adequate planning to diversify their economies so that after the oil wealth exhausts their economies do not relapse to backwardness.
2) Manufacturing Regions and Congested Regions
Some regions become big manufacturing regions not because they have natural resources but because of the infrastructure development, momentum of an early start, continued government support etc. Autonomous, imitative, supplementary, complementary, induced and speculative investments keep in giving strength to the manufacturing regions. It would be prudent not to develop narrow manufacturing base, otherwise territorial specialization can become a problem if the crop supplying the raw materials fails or if the minerals which are base for the industries, exhaust. In such regions the internal and external economies are available in ever greater measure and such regions keep on developing. When all the thresholds are crossed, such regions become too congested and the diseconomies overwhelm the economies of production – high density, increasing pollution, reduction in the quality of life etc.
3) Cultural Regions
A cultural region can also be quite well demarcated. (French Canada and English Canada are such regions). In India various states are demarcated on the basis of language and culture primarily. There are affinities of cultural origin in such region. A rich cultured region should be rich in economic terms also.
Regions in Regional Economics
1) Homogenous Region
They are formal regions and on the basis of homogeneity in topography, rainfall, climate or other geo-physical characteristic. Economic homogeneity is more relevant for planning. The structure of employment, the occupational pattern, the net migration, the density of population, the resource and industrial structure, if similar in a space, the regions become homogeneous in economic sense. The greater the economic similarities, the greater the interest the economists will have in homogeneous regions. Internal differences in a region are unimportant. Sometimes, a clear cut homogeneous region may have, many differences in sub-regions as to make them quite different yet a region may remain ‘homogeneous’.
Scotland or Uttar Pradesh are clear cut homogeneous regions but in topography the hilly districts of Uttar Pradesh have nothing in common with the districts of the plains. Eastern and Western districts are also different but Uttar Pradesh remains a homogeneous region in administrative terms. Thus a homogeneous economic region can have differing physical characteristics. Homogeneous region on economic or political criterion may have a lot of heterogeneity from several other stand points.
Ø Formal Regions
Regions defined formally, often by government or other structures, are called formal regions. Cities, towns, states, and countries are all formal regions, as are things like mountain ranges. Formal regions often nest inside one another, so that when you are standing in the middle of Trivandrum, you are in the city of Trivandrum, which is part of state of Kerala, which rests inside the southern region of India, which is in the country of India, which is on the continent of Asia. All of those are formal regions.
A formal region is homogeneous with reference to some geo-physical characteristic such as topography, climate of vegetation. This is physical formal region. Later on there was a shift from this narrow approach to a broader approach and economic, social and political criteria were also applied. An industrial or agricultural or plantation region is a formal economic region; or a state governed by a particular party is a formal political region.
Ø Functional regions
It consist of a central place and the surrounding areas that are dependent upon that place, such as a metropolitan area. The functional region is concerned with interdependence. This is a geographical area in which there is economic interdependence. The nodal regions are functional regions between which there are flows of men, material and money.
Ø Vernacular regions
A vernacular region is an area that has been identified based on people’s perception of culture.
2) Polarized / Nodal / Heterogeneous / Functional Regions
Polarized or nodal regions look to a centre-a large town usually-for service. Its influence extends beyond the area of the city. The villages are dependent upon it for services and marketing. There is little concern for uniformity when a polarized or nodal region is taken. The city region need not correspond to the administrative region because hinterland of several clear cut regions may be served by a city. (For example even the persons of Gwalior may visit Delhi for buying some consumer durables of high value. A capital city may attract customers form several districts around the capital city.)
A nodal region will have heterogeneous economy around it. Regional economists are more concerned with what happens within a nodal region and spatial dimension of the nodal region assumes importance. Population and industries agglomerate and there are core regions with higher per capita income generation through higher production of goods and services. Within regions there are dominant cities or nodes to which flows of inputs, goods, people and traffic gravitate. Within the cities there are nuclei that form business and social centres and which are discernible at a glance from an intra-metropolitan traffic-flow density map.
As the distance increases, the costs of overcoming frictions will rise and the people of different areas will look for a different nodal point. Each region will have one or more dominant nodes and it will be interesting to find and record as to which interior areas form the areas of influence of one or the other node. Nodal regions provide an understanding of the functional relationship between settlements, which fill up the space. These heterogeneous units in rural and urban areas are functionally related because each settlement cannot have all the functions and facilities. All functions require a particular threshold population and other facilities (Each settlement cannot have a college or unless there is electricity, there cannot be cinema hall or a bank branch).
3) Planning Regions
Planning regions depend upon the type of multi-level planning in the country. A very small country will naturally have one level planning. A planning region in a multi-level setup requires regional plan, which is a spatial plan for the systematic location of functions and facilities in relation to human settlements so that people may use them to their maximum advantages. In fact more important than reducing the regional disparities is the task of ensuring that backward region and rural areas have basic minimum needs. Planning region for different activities can be different and a regional plan will be locational in character for that activity/function.
For comprehensive planning, there has to be a national plan and then a state plan and finally district/block plans. Since a planning region is a sub national area demarcated for the purpose of translating national objectives into regional programs and policies, and since plan formulation and implementation need administrative machinery, administrative regions are generally accepted as planning regions.
The hierarchy of planning region would be (i) national level (ii) macro level (iii) state level (iv) meso level (v) and micro level. A planning region must be large enough to take investment decisions of an economic size, must be able to apply its own industry with the necessary labor, should have a homogeneous economic structure, contain at least one growth point and have a common approach to and awareness of its problems. In short, a planning region should be defined according to the purpose of one’s analysis. Ideally a planning region should have adequate resources to establish a satisfactory pattern of savings, capital formation, investment, production, employment, income generation and consumption pattern. It means that the area should be economically viable.
Types of Regions in Multi-Level Planning Perspective
1) Macro Region
Macro region is naturally bigger. Macro region can be a state of even a group of states, if the states of a country are not big enough. For example, in India there are East, West, North, South and Central Zones and ‘Zonal Councils’ of which function is mutual consultation, developing cooperation and mutual counseling. In a sense macro regions are second in hierarchy, next to the national level. It is also possible that a physical macro region may comprise parts of different states of a country for project planning purposes (e.g. big river valley projects, an electric grid of different states and for the purpose of a particular activity planning).
State boundaries are not respected in the sense that the macro region may transcend or cut across administrative boundaries of the states of a country. A macro region may not be uniform or homogeneous in all respects. It may have homogeneity in one respect (physical complementarity) and may have heterogeneity in other respect (administrative boundaries). A macro region should have a common resource base and specialization in that resource base, so that production activities can develop on the principle of comparative advantage based on territorial division of labor (India has been divided into 11 to 20 macro regions, agro-climate or resource regions). The planning Commission of India would have just 5 zonal councils-Eastern, Northern, Central, Western and Southern comprising of certain states but beyond this there is no macro-regionalization in India. These so-called macro regions of India have to have interstate cooperation in the matter of utilization of river water and electricity grids etc.
2) Meso Region
Meso region can be identified with a ‘division’ of a state. Chattisgarh region, Bundelkhand region, Baghelkahand region, Mahakoshal region is usually a sub-division of a state, comprising of several districts. There should be some identifiable affinity in the area which may even facilitate planning. It can be cultural or administrative region and it will be even better if it is a homogeneous physical region (resource) region. A meso region can also become a nodal region provided the combined micro regions or parts thereof can be developed in a complementary manner.
3) Micro Region
In multi-level planning, district is the micro region. It becomes the lowest territorial unit of planning in the hierarchy of planning regions. The most important reason why district is the most viable micro region for planning is the existence of database and compact administration. This is the area, which is viable for plan formulation with administration for plan implementation and monitoring. A metropolitan area can be one micro region and the area of influence can be another micro region. A nodal point is also a micro region, though in many cases micro regions are basically rural areas, which may have a number of minor nodes without any organizational hierarchy influencing the entire area. The basic characteristic of a micro region is its smallness.
4) Micro – Minor Region
This is the region which is associated with, what is called, the grass-root planning. A micro-minor region can be a block for which also data exists now and for which there may be a plan. The block level plan is integrated with the national plan, through the district and state level plans. A block level plan is not surgically cut portion of the district plan, which has its own logic and linkage. At block level, most of the officers will be more concerned with the implementation of the plans than formulating the plans. At block level, the main exercise will be to take into account of the physical and human resources and to find out the prime moving activities which will enable the block people to make best use of the development potential of the block to meet the basic needs of the people.
Minimum needs can be satisfied with the production of basic goods with the help of low entropy local resources. In fact, planning of the development of the transport, communication, banking, education, medical and many service facilities has got to be done at the national level. At the panchayat level, basic goods and services can be arranged through the efforts of the local people. Many activities can be so planned that they improve the socio-economic conditions of the people without being the part of the national plan.
Several activities can be undertaken with the cooperation of the local people, with minimum of financial and real resource support from outside e.g., development of dairying, animal husbandry, pisciculture, poultry, soil conservation measures, optimization of the cropping pattern, production of inputs locally, improving the storage and transport facilities can be done at the micro minor level. Many agro based industries and tiny sector guild-type activities can be developed at the micro-minor level. A good planning can secure ‘ruralization of the industries’ instead of ‘industrialization of rural area’. This will involve production of goods ‘by the masses for the masses and near the masses’.
A Conservative Explains the Virtue of America
The confrontation with Islam should lead to similar soul-searching. What makes the West superior? What distinguishing principle underlies our successes – particularly in the Anglosphere where we find a long uninterrupted tradition of civility? What makes life flourish in abundance for ourselves and our families while Islamic societies wallow in poverty, irrational hatred, and cynicism? The old Cold War conservative paradigm – religion vs. secular materialist atheism – fails miserably in the current context. Indeed, the revival of Islam, like the revival of Christianity in America, is also a reaction to the failures of socialism. Conservatives, having adopted an easy but incorrect analysis of what they called Godless-communism, were caught unprepared as God-filled Islam reared its ugly head. How will traditionalist conservatives handle this challenge? Let’s consider one of the more reasonable conservative writers.
Dinesh D’Souza is a moderate sounding conservative who has written many respectable commentaries on politics and culture. They tend to be level-headed, calm, and comforting. Overall, he favors individualism and the liberal economy. His conservatism is selective but he generally favors the more libertarian parts of our country’s history. While he isn’t strict about the restoration of rights he can be friendly towards attempts to preserve and revive the core of our tradition. You can get a sense of his worldview from his book, “Letters to a Young Conservative.” Recently D’Souza has written a letter giving advice to young Muslims. Its importance lies in what it says about traditionalist conservatives and their view of America.
D’Souza begins by considering the complaints of devout Muslims starting with bin Laden’s spiritual father, Sayyid Qutb. Among the charges against America are “materialism,” “sexual promiscuity,” “rejection of divine authority,” man-made laws, a lack of prohibitions against vice, etc. Summing up Qutb’s critique, D’Souza says, “In his view, this is because Western society is based on freedom whereas Islamic society is based on virtue.” If all this sounds familiar, it is because these complaints are also standard on the religious right. Not too surprisingly, D’Souza addresses the Muslim critic as a kindred spirit. “Given the warped timber of humanity, freedom becomes the forum for the expression of human flaws and weaknesses. On this point Qutb and his fundamentalist followers are quite correct.”
What, then, does D’Souza have to offer the young devout Muslim? “Even amid the temptations that a rich and free society offers, they [most Americans] have remained on the straight path. Their virtue has special luster because it is freely chosen.” Of course, we all want our virtue to have that extra special shine. However, let’s pause for a moment and think how often conservatives talk about temptations in just this manner.
How often do conservatives respond to something of an objectionable sexual nature with “that’s great, resistance to temptation enhances my virtue?” It wasn’t conservatives who championed the repeal of laws against homosexuality, welcomed the legalization of abortion, or readily accepted the freedom to publish sexually explicit material. And when such changes did occur, I don’t remember their response being “great, now my choice is more meaningful because it isn’t the only allowed.” Look at the special luster heterosexual marriages will acquire when gay marriages are possible! That’s not exactly an argument we hear very often.
Fortunately, as D’Souza continues, he provides a more compelling argument well worth our attention. “Compulsion cannot produce virtue; it can only produce the outward semblance of virtue.” It’s unusual today to come across this Classical argument – that the cultivation of a virtuous disposition and a virtuous character requires freedom. He continues, “the theocratic and authoritarian society that Islamic fundamentalists advocate undermines the possibility of virtue. … [O]nce the reins of coercion are released … the worst impulses of human nature break loose.”
To appreciate D’Souza’s point consider the weaker argument, common among conservative commentators, that moral acts must be chosen for the individual to receive credit. While valid, this argument has never been a force for the advancement of liberty; avoiding immortal sin and eternal damnation were often seen as too important to allow failure. Thus, earthly freedom seemed so besides the point in the history of religion. George H. Nash summarizes the viewpoint of L. Brent Bozell, Jr., a prominent conservative writer for National Reivew, as follows: “What, after all, was virtue? If as Bozell argued, it meant conformity with human nature and the divine pattern of order, then Freedom was not necessary to virtue per se. An act could be virtuous even if it were instinctive or coerced. The quest was less important than the achievement.” Of course, the left feels that way about altruism.
Can D’Souza convince fundamentalist Muslims to seek their religious virtue in a free society? It’s doubtful that he can even convince his fellow conservatives. When he turns Pat Robertson and Jerry Falwell into crusaders to abolish laws against victimless crimes, we might, at that point, consider sending D’Souza to Al Azhar University in Cairo, the oldest and most authoritative school in the Islamic world, and let his powerful critique reform Islam.
Not only is this absurd, but Mr. D’Souza is addressing the wrong Muslims. The promise for change in the Islamic world is not with the devout, but with the everyday Muslim who only pays lip-service to Islam; he looks to the West for the hope of living well and enjoying life. One does not win them over by holding out the prospect of a voluntary life of self-denial, suffering, and devout submission. Nor does one ask them to return to their religion – essentially an imperialist warrior religion that is collectivist in nature. One wished conservatives would actually read about this religion and not assume it is similar to Christianity.
Now for the main problem with the conservative approach! Virtue, for D’Souza, is not tied to a vital function of human life. One continuously gets the impression that virtue is an extracurricular activity of living – unrelated to the central focus of survival. Why does one cultivate virtue? What is virtue for? One wonders if these questions are even intelligible to D’Souza. His sympathy with the devout life-hating materialist-bashing paradise-seeking Muslims doesn’t give one hope that conservatives understand what is at stake.
What does D’Souza fail to understand about the virtuous life? The most important part: acquiring virtue is attaining the capacity and power to live, prosper, and be justifiably proud. It’s not about getting Brownie points or approaching the Pearly Gates with a high score card. It’s about living this life to the fullest. The central virtue, rationality, is man’s essential power to know and conquer nature. Cultivating virtue creates a character appropriate to the challenges of a flourishing life – to be lived among civilized people in a just and prosperous society. The moral is practical – it is powerful!
Muslims see the power of the freedom in the West. What they don’t hear is the moral case for our success. Conservatives give short shrift to the virtues of rationality, productiveness, sexual fulfillment, and the rest that attracts immigrants to our shores from around the world. You can avoid practicing vices of promiscuity, gluttonous indulgence, lying, and blasphemy in any hellhole on earth. What you can’t do is be free to actualize your potential and live well.
This, ladies and gentlemen, is why conservatism is floundering today. They just don’t understand that America is a moral achievement – one that goes to the core of the needs and rights of a rational being – i.e. individual liberty. This is a prerequisite to the cultivation of the character and skills that enable one to tackle the challenges of life. And the result of a dedication to this ethos has been the development of industry, commerce, medicine, and knowledge on a vast scale unparalleled in history.
Our best conservative writers have so little to offer as an explanation of our greatness. Our achievement is trivialized as materialistic in the face of intellectual attacks from savage tribal mystics. They concede the moral aspirations of the most backwards, violent, and unreformed religion with superficial slogans that amount to “things go better with freedom.”
We need new intellectual leadership. We are treading water, neither going down that old road to serfdom nor reviving the culture of liberty our founders desired. It is often in times of war that one often takes stock of one’s assets. This can be an opportunity to address the important question: what makes us great?
Originally published hereDuring the 20th century, as we faced the ravages of totalitarianism – wars, concentration camps, enslavement and death on a vast scale – we re-examined the principles and practices that kept our country from a similar fate. For many, this led to a reaffirmation of the tradition of individual rights. The concept of individual liberty, born in the soil of Hellenic rationalism and Roman law, reached its maturation in the rigorous and clear exposition of the Anglo-American Enlightenment – and climaxed with the founding of the United States of America. We, or at least many of our fellow citizens, came to appreciate these principles at work in stable civilized countries, primarily English speaking, where reason and rhetoric were the main tools of social discourse; and we saw the diametrically opposite principles leading vast parts of the world down “the road to serfdom” where coercion led to an impoverished existence on every level.
The confrontation with Islam should lead to similar soul-searching. What makes the West superior? What distinguishing principle underlies our successes – particularly in the Anglosphere where we find a long uninterrupted tradition of civility? What makes life flourish in abundance for ourselves and our families while Islamic societies wallow in poverty, irrational hatred, and cynicism? The old Cold War conservative paradigm – religion vs. secular materialist atheism – fails miserably in the current context. Indeed, the revival of Islam, like the revival of Christianity in America, is also a reaction to the failures of socialism. Conservatives, having adopted an easy but incorrect analysis of what they called Godless-communism, were caught unprepared as God-filled Islam reared its ugly head. How will traditionalist conservatives handle this challenge? Let’s consider one of the more reasonable conservative writers.
Dinesh D’Souza is a moderate sounding conservative who has written many respectable commentaries on politics and culture. They tend to be level-headed, calm, and comforting. Overall, he favors individualism and the liberal economy. His conservatism is selective but he generally favors the more libertarian parts of our country’s history. While he isn’t strict about the restoration of rights he can be friendly towards attempts to preserve and revive the core of our tradition. You can get a sense of his worldview from his book, “Letters to a Young Conservative.” Recently D’Souza has written a letter giving advice to young Muslims. Its importance lies in what it says about traditionalist conservatives and their view of America.
D’Souza begins by considering the complaints of devout Muslims starting with bin Laden’s spiritual father, Sayyid Qutb. Among the charges against America are “materialism,” “sexual promiscuity,” “rejection of divine authority,” man-made laws, a lack of prohibitions against vice, etc. Summing up Qutb’s critique, D’Souza says, “In his view, this is because Western society is based on freedom whereas Islamic society is based on virtue.” If all this sounds familiar, it is because these complaints are also standard on the religious right. Not too surprisingly, D’Souza addresses the Muslim critic as a kindred spirit. “Given the warped timber of humanity, freedom becomes the forum for the expression of human flaws and weaknesses. On this point Qutb and his fundamentalist followers are quite correct.”
What, then, does D’Souza have to offer the young devout Muslim? “Even amid the temptations that a rich and free society offers, they [most Americans] have remained on the straight path. Their virtue has special luster because it is freely chosen.” Of course, we all want our virtue to have that extra special shine. However, let’s pause for a moment and think how often conservatives talk about temptations in just this manner.
How often do conservatives respond to something of an objectionable sexual nature with “that’s great, resistance to temptation enhances my virtue?” It wasn’t conservatives who championed the repeal of laws against homosexuality, welcomed the legalization of abortion, or readily accepted the freedom to publish sexually explicit material. And when such changes did occur, I don’t remember their response being “great, now my choice is more meaningful because it isn’t the only allowed.” Look at the special luster heterosexual marriages will acquire when gay marriages are possible! That’s not exactly an argument we hear very often.
Fortunately, as D’Souza continues, he provides a more compelling argument well worth our attention. “Compulsion cannot produce virtue; it can only produce the outward semblance of virtue.” It’s unusual today to come across this Classical argument – that the cultivation of a virtuous disposition and a virtuous character requires freedom. He continues, “the theocratic and authoritarian society that Islamic fundamentalists advocate undermines the possibility of virtue. … [O]nce the reins of coercion are released … the worst impulses of human nature break loose.”
To appreciate D’Souza’s point consider the weaker argument, common among conservative commentators, that moral acts must be chosen for the individual to receive credit. While valid, this argument has never been a force for the advancement of liberty; avoiding immortal sin and eternal damnation were often seen as too important to allow failure. Thus, earthly freedom seemed so besides the point in the history of religion. George H. Nash summarizes the viewpoint of L. Brent Bozell, Jr., a prominent conservative writer for National Reivew, as follows: “What, after all, was virtue? If as Bozell argued, it meant conformity with human nature and the divine pattern of order, then Freedom was not necessary to virtue per se. An act could be virtuous even if it were instinctive or coerced. The quest was less important than the achievement.” Of course, the left feels that way about altruism.
Can D’Souza convince fundamentalist Muslims to seek their religious virtue in a free society? It’s doubtful that he can even convince his fellow conservatives. When he turns Pat Robertson and Jerry Falwell into crusaders to abolish laws against victimless crimes, we might, at that point, consider sending D’Souza to Al Azhar University in Cairo, the oldest and most authoritative school in the Islamic world, and let his powerful critique reform Islam.
Not only is this absurd, but Mr. D’Souza is addressing the wrong Muslims. The promise for change in the Islamic world is not with the devout, but with the everyday Muslim who only pays lip-service to Islam; he looks to the West for the hope of living well and enjoying life. One does not win them over by holding out the prospect of a voluntary life of self-denial, suffering, and devout submission. Nor does one ask them to return to their religion – essentially an imperialist warrior religion that is collectivist in nature. One wished conservatives would actually read about this religion and not assume it is similar to Christianity.
Now for the main problem with the conservative approach! Virtue, for D’Souza, is not tied to a vital function of human life. One continuously gets the impression that virtue is an extracurricular activity of living – unrelated to the central focus of survival. Why does one cultivate virtue? What is virtue for? One wonders if these questions are even intelligible to D’Souza. His sympathy with the devout life-hating materialist-bashing paradise-seeking Muslims doesn’t give one hope that conservatives understand what is at stake.
What does D’Souza fail to understand about the virtuous life? The most important part: acquiring virtue is attaining the capacity and power to live, prosper, and be justifiably proud. It’s not about getting Brownie points or approaching the Pearly Gates with a high score card. It’s about living this life to the fullest. The central virtue, rationality, is man’s essential power to know and conquer nature. Cultivating virtue creates a character appropriate to the challenges of a flourishing life – to be lived among civilized people in a just and prosperous society. The moral is practical – it is powerful!
Muslims see the power of the freedom in the West. What they don’t hear is the moral case for our success. Conservatives give short shrift to the virtues of rationality, productiveness, sexual fulfillment, and the rest that attracts immigrants to our shores from around the world. You can avoid practicing vices of promiscuity, gluttonous indulgence, lying, and blasphemy in any hellhole on earth. What you can’t do is be free to actualize your potential and live well.
This, ladies and gentlemen, is why conservatism is floundering today. They just don’t understand that America is a moral achievement – one that goes to the core of the needs and rights of a rational being – i.e. individual liberty. This is a prerequisite to the cultivation of the character and skills that enable one to tackle the challenges of life. And the result of a dedication to this ethos has been the development of industry, commerce, medicine, and knowledge on a vast scale unparalleled in history.
Our best conservative writers have so little to offer as an explanation of our greatness. Our achievement is trivialized as materialistic in the face of intellectual attacks from savage tribal mystics. They concede the moral aspirations of the most backwards, violent, and unreformed religion with superficial slogans that amount to “things go better with freedom.”
We need new intellectual leadership. We are treading water, neither going down that old road to serfdom nor reviving the culture of liberty our founders desired. It is often in times of war that one often takes stock of one’s assets. This can be an opportunity to address the important question: what makes us great?
Originally published here
















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