Censoring Young Adult Literature - Free Essay Example

Sample details Pages: 5 Words: 1476 Downloads: 5 Date added: 2019/05/29 Category Society Essay Level High school Tags: Censorship Essay To Kill a Mockingbird Essay Did you like this example? Raise your hand if you have never heard of the word ?rape, called out my sixth grade teacher as she introduced Harper Leers To Kill a Mockingbird. Luckily, my best friend briskly intercepted my eager, curious hand and adamantly shook her head. It was one of those moments that turns your cheeks warm and etches itself into your memory, taunting you for years to come. After sensing the look on my puzzled, rose-colored face, she reassured me while signaling that she would disclose the mystery term at a later time. Whether we would like to admit it to ourselves or not, the world today is filled with intolerance that is all too prevalent in forms of mass-shootings, sexual assaults, and hate speech that we are reminded of each time we tune into the news. I look back fondly on the days where my eyes were unscathed by the harsh realities of a world in which we turn a blind eye to those that look, think, speak, or worship differently than we do. Sadly, my twelve-year old self would have likely encountered the meaning of this once mystery word all too soon, regardless of whether or not my teacher had prompted the discussion in our classroom that day. Don’t waste time! Our writers will create an original "Censoring Young Adult Literature" essay for you Create order Novels such as To Kill a Mockingbird serve as windows from which readers can examine controversial topics and perspectives that may differ from their own personal experiences (Denzin, p. 8). Yet, these works are frequently included on the laundry list of books that are banned from classrooms across the country in hopes of censoring the information that our young adults are consuming. Although those who contend books in the classroom are not necessarily ill-intentioned, it prompts us to examine how this reveals a host of questions regarding who holds power over our classrooms and whether filtering knowledge is a productive and beneficial process for our students. A Look at Targeted Books The American Library Association (ALA) defines censorship as the attempt to restrict a personrs right to read, view, listen to, and disseminate constitutionally protected ideas (ALA, 2012). The ALA sponsors banned book week annually, in order to unite the literary community against censorship by celebrating and embracing books that cross boundaries. As Americans, we boast a land of freedom and opportunity, however, when engaging in the process of selectively choosing material which students are permitted access to, we are actively violating our own First Amendment rights (Raskin, p. 64). Most often, the books are removed from classrooms and libraries due to profane word(s), a particular lifestyle, or a concept that may be deemed as offensive to certain parties or groups of people (Boyd et. al, p. 656). In response to his novel, Looking for Alaskars appearance on the banned book list, John Green unpacks the misconception that books corrupt people and encourages readers to open books with a lens of accepting a challenge (Hauser, 2017). Greenrs novel has been added to the list time and time again labeled with so-called pornographic content. In response, the author makes the point that books, including his own, are often targeted based off of one page that is taken out of context of the piece as a whole. In this case, critics wag their finger at one particular scene which contains sexually explicit content in order to illustrate the point that it is not required in order to develop a strong, emotional partnership (Hauser, 2017). Ironically, people who dismiss this book immediately due to one isolated scene are denying the presence of a beneficial message to young adults that physical demonstrations of affection are not the sole form of human connection. The Adolescent Profile Parents and policy-makers often point to the impressionability and vulnerability which characterize the teenaged-years as they decipher which books contain content that merits elimination from the curriculum (Freedman et. al., p 357). When considering the adolescent profile, it is important to remember that they are in the thick of self-discovery, navigating daily situations that prompt them to question identity, spirituality, and a host of values that make us who we are. Although most would express an interest for students to learn about thought-provoking topics in the nurturing environment of the class walls, 52 percent of the most-often banned or challenged books from 2000 to 2014 either addressed issues of race, sexuality, or disability, or included characters who are non-White, LGBTQ, or have disabilities (Flannery, 2015). While teachers have a great deal of control over students during the school hours, it is not possible to censor or protect what they will encounter beyond the school building. If the majority of texts that portray diversity are being excluded from the libraries, it is clear that many of our adolescents will not have held discussions in a constructive environment that open their eyes to situations, people, and ideas that are prevalent all around us. In a stage of life which is consistently recognized as a time of exploration, it is critical that we are providing insights into experiences which they are bound to encounter, so that students are given the opportunity to develop thoughts, opinions, and value-systems. The Implications of Censorship Literature serves as a key into a new world which contains stories and experiences that both reflect our own and also ones that take us on the road less-traveled. Arguably, the most important part of being an educator is teaching students to be critical, passionate consumers of content, whether it be through social media platforms, digital content, or print information (Freedman et. al. p. 365) Yet, by dictating a prescriptive curriculum, this is sending a message that undermines teacher professionalism and inhibits their abilities to teach students who they know on a personal basis. When teachers arent free to offer ?controversial materials to supplement the content the state has endorsed without fear of repercussions, students experience a diminished range of ideas One reason for exposing students to material some people regard as controversial is to stimulate a cornucopia of images and arguments. Another is to let students practice the art of forming their own opinions. As one judge observed about controversial books, the reactions they elicit are ?what makes them worth reading (Ross, p.113). In order to help our students develop voice, assert opinions, and critically analyze issues of social justice, it is imperative that the teacher is permitted to appropriately share content that students are excited to read (Denzin, p. 10). The topics that peak student interest, along with realistically any reader, is content that contains conflict and takes us along the journey of how the characters in the story go about responding to the action in the story. What Censorship Reveals Indeed, our classrooms serve as a microcosm of the beliefs and values of our Nation, as the standards are controlled by state government (Lent, p. 63). By excluding novels such as The Outsiders, The Hunger Games, Lord of the Flies, Perks of Being a Wallflower, and so on, we are sending a message to students that reveals that we are uncomfortable to engage in discussions that make us uncomfortable, including themes such as racism, gender-identity, religion, among others. In order to cultivate classrooms that embrace diversity and freedom of expression, maintaining transparency with our students is critical (Sulzer et. al., p. 164). The books included on the American Library Association website each year do not as much indicate our yearning to lookout for our students, but rather , they demonstrate how we internalize our very own insecurities and prejudices (ALA, 2012). It is important to recognize the topics that cause some discomfort or controversy, while simultaneously presenting the content to students in an unbiased, appropriate manner. By letting go of the desire to remove books off of our students shelves, we may cultivate groups of students that are increasingly aware and tolerant of those who hold different views and life experiences. When teachers present novels containing themes dubbed as taboo, they are doing no more than revealing the times that we live in and extending an invitation to students to become inquisitive, active readers that critically examine alternative perspectives and ideas (Hauser, 2017). In a commentary on censorship, Boyd and Bailey draw a connection between censored material and a barbed wire fence. When protecting students in an unsolicited manner, we illuminate how censors evoke barriers to free thought and speech when they block knowledge acquisition, intellectual development, as well as creative and critical thinking by calling for books to be removed from libraries, classrooms, schools, and districts (Boyd et. al., p. 655). I feel fortunate to have gained exposure to particularly difficult topics within the nurturing walls of the classroom prior to inevitably stumbling upon situations in the harsh realities of the world. As we assist in shaping the next generation, it is imperative that we assure that they are equipped with the knowledge, tools, and skills that enable them to critically evaluate contentious content in order to take action against issues regarding social justice.

The Problem Of Evil An Argument Against The Existence Of...

Notes †¢ The problem of evil (the problem of suffering) is an argument against the existence of God †¢ The argument against the existence of God is incompatible with the existence of an all-loving, all-powerful God. Greek Philosopher Epicurus The Epicurean Paradox †¢ Is God willing, but not able to prevent evil? †¢ Answer: Then he is not omnipotent †¢ Is God able but not willing? †¢ Then he is malevolent †¢ Is he both able and willing? †¢ Then whence cometh evil? †¢ Is he neither able nor willing? Then why call him god? J.L Mackie The Inconsistent Triad †¢ God is All-Good (benevolent) †¢ God is all-powerful (omnipotent) †¢ But since evil exists, then it must be the case that evil exists The above argument is the logical problem of evil They are deductive arguments that try to prove Gods existence is logically incompatible with Evil The second argument is the evidential problem of evil William Rowe The existence of evil makes God’s existence unlikely or improbable Important point: Evil does not mean God does NOT exist, but only implies that God’s probably has a lesser chance of existing. This argument is inductive, as it doesn’t try to prove its conclusion. Premise 1: Evil and suffering exist Premise 2: God is all loving and all powerful Premise 3: An all loving powerful God, if he existed, would remove evil and suffering Conclusion: God does not exist This is a deductive argument. Advantage: if premise is true, we have to accept the conclusionShow MoreRelatedMccloskey Responses1660 Words   |  7 PagesIntroduction H. J. McCloskey gets most of his strong statements against the belief by asking the atheist to provide sufficient proof that God exists. However, McCloskey is not the only person who is unsure and asks questions God’s existence based on personal beliefs or influence. From the beginning many people have had questions about God and his existence. He wrote numerous books on atheism between 1960 and 1980 including the famous book, God and Evil. This paper evaluates the credibility of McCloskey’s articleRead MoreThe Problem Of Evil And The Existence Of God1636 Words   |  7 PagesThe Problem of Evil is one of the most influential and common arguments in modern philosophy against the existence of a Greater Being, God (Trakakis, 2006). Both Theist, those who believe in the existence of God, and Atheist, those who don’t believe in the existence of God, argue that evil exists in the world. The Problem of Evil explores whether the existence of evil and suffering constit utes significance evidence for atheism. When looking at the definition of the greater being, most refer to theRead MorePhilosophy And Philosophy Of Religion Essay1681 Words   |  7 Pagesquestions regarding the religion, the nature and the existence of god and also the religious vocabulary and texts followed by the people. The religious philosophy and philosophy of religion are very different from each other, in philosophy of religion we discuss the questions regarding the nature of religion as a whole rather than seeking the problems brought by a particular religious system. 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I will do this by discussing fallacious nature of the premise that if God were omnipotent and knew he could prevent the existence of evil without sacrificing some greater good he would then necessarily prevent it. The essay will proposeRead MoreThe Existence Of God : Evil1297 Words   |  6 PagesThe Existence of God Throughout the years as the human species keeps learning about the world we live in, we are finding out that we are surrounded everywhere by evil. This seems to conflict with the belief of theism, one who believes in a God or Gods, especially a personal God who’s in control of the world. If there was an all-omnipotent, all-omniscient, and all-benevolent God, then he should have consummate knowledge that there’s evil in the world. Given that, if he knows there’s corruptionRead MoreThe Question Of God s Existence1575 Words   |  7 PagesPHIL 201 Date: 12/13/2015 INTRODUCTION The question of God’s existence has been challenged by many philosophers and non-philosophers alike over the years. If I am honest with myself, during many hard times I have questioned Gods existence myself. Arguments that have been used to support the existence of a divine being includes; the cosmological argument and the theological argument. However, there are some who oppose these arguments and philosopher H.J. McCloskey is among this group. In the articleRead More J.L. Mackies Evil and Omnipotence Essay1652 Words   |  7 PagesJ.L. Mackies Evil and Omnipotence The philosopher J.L. Mackie wrote a very convincing piece on the problem of evil called â€Å"Evil and Omnipotence,† in which he attempts to show that one of the following premises must be false in order for them to be consistent with each other. #1. God is omnipotent. #2. God is morally perfect. #3. Evil exists. The problem of evil is a deductive a priori argument who’s goal is to prove the non-existence of God. In addition to Mackie’s three main premisesRead MoreAnalysis Of The Article On Being An Atheist 1290 Words   |  6 PagesGod’s existence has been challenged by many philosophers and non-philosophers alike. Arguments that have been used to support the existence of a divine being includes the cosmological argument and the theological argument. However there are some who oppose these arguments and philosopher H.J. McCloskey is among this group. In the article â€Å"On Being an Atheist† written by H.J. McCloskey, he argues that both these arguments are false and insufficient as it relates to â€Å"proof† of God’s existence. McCloskeyRead MoreDoes God Exist1483 Words   |  6 PagesDoes God Exist The question of God’s existence has lingered in the mind of man since the dawn of religion. The simple fact that billions of people consider themselves to have some allegiance to a deity means that this question deserves to be seriously considered. In this paper I will argue for the sake that God does exist and the reasons why. I will include many of the arguments found in our philosophy book and those covered in class as well as other subjects such as human suffering and the reasons

Mindfulness Based Stress Reduction †Free Samples to Students

Question: Discuss about the Mindfulness Based Stress Reduction. Answer: Introduction: Breast cancer is one of the most dreaded disorders that affects women not only resulting in the threatening of her life but makes her go though severe physical pain due to various surgeries, diagnostic and medical treatments (Speca et al., 2014). The fear of such treatments often makes a patient weak and emotionally stressed. Moreover uncertainty about life due to the attack of cancer develops a feeling where the patient feels lonely and feels that no one around her can understand her pain. Moreover, breast cancer also results in destroying a sense of self confidence in the patient as she feels her desirability is affected and body image gets hampered (Thornton et al., 2014). Therefore, the essay will show that how it is often important for the nurse to help the patient in every way so that her emotional, cognitive as well as her behavioral responses are properly addressed and taken care of. Therefore the nurse should also look over the various risk and protective factors associated with the patients condition so that she can handle the crisis properly. In case of Mary, one can easily understand that she has a very difficult life where she lives alone with her twin babies who are just eight months old. Presence of relatives and more often husbands are extremely important for overcoming women from postpartum depression. However in case of Mary, she has no one to provide her mental support and to infuse a sense of confidence in her. Talking with relatives over Skype may relieve her for sometime but she will not be able to feel secured in life. Psycho-oncologists have often been found to say that recognition of a patient suffering from cancer indeed has a very negative impact on her health (Lederbag, Greenstein Holland, 2015). The initial reaction that the researchers have noted is that it often creates a shock as well as disbelief in the person and this often needs huge mental and physical support from partner, friends and relatives to help her cope with it. In case of Mary, she has very few chances of getting such supports which wil l in turn lead her to different mental issues like depression. This is often accompanied by symptoms of anxiety, anger and also others. Mary will definitely enter into a phase of sadness as she will feel that her life has become vulnerable in a way that may result in harming herself. She may become apprehensive about the future of the children and how they will be able to cope up with the absence of their mother when she will be undergoing treatments. Often lack of proper knowledge may make her more anxious about how things will shape up. A mothers main attention at this time will be the health of her children as there is no one to take care of them. Many researchers have often said that such patients also get weaker besides the outcomes of the breast cancer due to development of fatigue, difficulty in concentrating in her different activities, making proper decisions with rationales and others (Manning et al., 2016). Other researchers have also said that different types of other pr oblems like insomnia or oversleeping along with weight loss and appetite loss and also restlessness and irritability. A very astonishing factor is also found where a person holds themselves guilty for the entire reason of the occurrences. This feeling creates a sense of loneliness and this leads to several depressive symptoms. Besides post partum depression and continuous loneliness due to staying away from family and husband, her life had become more difficult by the occurrence of the disorders (Manne et al., 2014). As a nurse, one should first try to understand about the emotional and cognitive attributes that Mary is going through. She should first try to reduce the levels of the stress that are present in Mary. The reduction of stress will mainly help Mary to be calm and composed. Once the nurse becomes successful, she should try to educate the Mary about the different procedures that she needs to follow to treat her ailment (Kangas, Milross Bryant, 2014). At first her negativity would be handled properly by the nurses, infusing the fact that Breast cancer in early stage is not much harmful and proper surgeries with medication treatment will help (Fischer et al., 2015). She can make her understand about how the medicine of tamoxifen if taken for about five to ten years will help the patient to overcome her issues. the nurse before helping her understand the different regimes that she has to go through, she has to look over certain of the behaviors and emotions of Mary that needs to be addres sed. Emotional as well as the social support would mainly include a number of interventions that will automatically help Mary to come out of the stress because of the diagnosis of breast cancer that she had faced (Lyons et al., 2015). Only after providing this support, she can be made ready to undergo her medical treatments. First of all, the nurse should train her to feel relaxed and teach her the important aspects of meditation as well as Management of stress. The nurse can counsel the patent or can fix an appointment with the counselor who would give her suggestion about how to cope up with this crisis situation. Talk therapy would help her to change her behaviors that would be harmful for them. She would be advised to take assistants from social and community settings so that she can appoint care takers for her baby when she would be attending healthcare sectors (Leventhal et al., 2016). The nurse should provide her with cancer education so that different types of fear and inhib itions which are reflected in her behaviour can be removed. Besides the nurse should also provide her the right medications of depression so that she can be relieved from there. Moreover the nurse should also teach her exercises that will help het to be physically and mentally fit (Evans et al., 2016). Mary is in a critical situation as she is diagnosed with early stage breast cancer but she has two eight month old babies to take care of. Moreover she does not have her husband and relatives with her in this crisis situation. As a result she is found to have different emotional as well as behavioral alterations as she was not being able to accept the reality of the fact. Therefore it is the duty of the nurse to take care of her condition in such a way so that she can gain her self-confidence and thereby help her to come out of the situation. References: Evans, C., Hamilton, R. J., Tercyak, K. P., Peshkin, B. N., Rabemananjara, K., Isaacs, C., ONeill, S. C. (2016, June). Understanding the needs of young women regarding breast Cancer risk assessment and genetic testing: convergence and divergence among patient-counselor perceptions and the promise of peer support. InHealthcare(Vol. 4, No. 3, p. 35). Multidisciplinary Digital Publishing Institute. Fischer, M.S., Baucom, D.H., Baucom, B.R., Weusthoff, S., Hahlweg, K., Atkins, D.C., Porter, L.S. Zimmermann, T., (2015). Emotional arousal predicts observed social support in German and American couples talking about breast cancer.Journal of Family Psychology,29(5), pp.744-754. Kangas, M., Milross, C. Bryant, R.A., (2014). A brief, early cognitive-behavioral program for cancer-related PTSD, anxiety, and comorbid depression.Cognitive and Behavioral Practice,21(4), pp.416-431. Lederberg, M. S., Greenstein, M., Holland, J. C. (2015). Supportive Psychotherapy and Cancer.Psycho-Oncology, 443. Leventhal, H., (2014), January. The integration of emotion and cognition: a view from the perceptualmotor theory of emotion. InAffect and cognition: the 17th annual Carnegie Symposium on cognition. Hillsdale (NJ)(Vol. 7, pp. 121-56). Leventhal, H., Jessica, S. Y., Leventhal, E. A., Bodnar-Deren, S. M. (2016). Cognitive Mechanisms and Common-Sense Management of Cancer Risk: Do Patients Make Decisions?. InHandbook of Health Decision Science(pp. 87-108). Springer New York. Lyons, K. D., Hull, J. G., Kaufman, P. A., Li, Z., Seville, J. L., Ahles, T. A., ... Hegel, M. T. (2015). Development and initial evaluation of a telephone-delivered, behavioral activation, and problem-solving treatment program to address functional goals of breast cancer survivors.Journal of psychosocial oncology,33(2), 199-218. Manne, S., Kashy, D. A., Siegel, S., Myers Virtue, S., Heckman, C., Ryan, D. (2014). Unsupportive partner behaviors, social-cognitive processing, and psychological outcomes in couples coping with early stage breast cancer.Journal of Family Psychology,28(2), 214. Manning, M., Albrecht, T. L., Yilmaz-Saab, Z., Shultz, J., Purrington, K. (2016). Influences of race and breast density on related cognitive and emotion outcomes before mandated breast density notification.Social Science Medicine,169, 171-179. Speca, M., Carlson, L. E., Mackenzie, M. J., Angen, M. (2014). Mindfulness-Based Cancer Recovery: An Adaptation of Mindfulness-Based Stress Reduction (MBSR) for Cancer Patients.Mindfulness-Based Treatment Approaches: Clinician's Guide to Evidence Base and Applications,293. Thornton, L. M., Levin, A. O., Dorfman, C. S., Godiwala, N., Heitzmann, C., Andersen, B. L. (2014). Emotions and social relationships for breast and gynecologic patients: a qualitative study of coping with recurrence.Psycho?Oncology,23(4), 382-389.