Group 6 - General essasy blog

 Role of kinescis in communication skill

by PRESHETHA A P

2113312005028

What is kinesic communication:

Kinesic communication is the technical term for body language, i.e., communicating by body movement. We call the study of kinesic communication kinesics. Kinesic communication

is a non-verbal form of communication. However, it is not the only non-verbal way of communicating with other people.

When we communicate with others, we can speak, i.e., utter words. We can use body movements such as gestures and facial expressions. We can also write letters, texts, and emails to other people.

People in one ship can communicate with those in another ship using Morse code or flags.

Kinesic communication is one of the many ways we can communicate non-verbally. Non-verbal communication is one of the processes of conveying messages without writing or uttering words.

Kinesic communication – body language

Kinesics or kinesic communication is all about communication through body movements, such as gestures and facial expressions. It is all about non-verbal behavior using any part of the body. It also includes communicating using the body as a whole.

In popular culture, we call this ‘body language’. In fact, the founder of kinesics, American anthropologist Ray Birdwhistell (1918-1994), never used the term ‘body language’.

He did not like the term, insisting that our bodies do not convey what linguists define as ‘language.’

Birdwhistell said kinesics meant:

“Facial expression, gestures, posture and gait, and visible arm and body movements.”

Birdwhistell filmed people in social situations and analyzed them. He showed how humans communicate in ways we had not clearly seen before.

He argued that all body movements convey meaning. In fact, he believed that non-verbal behavior had a grammar. A grammar that we could analyze in similar terms to spoken or written language.

Kinesic communication in interviews

Interviewers and police interrogators study kinesic communication. They say it helps them determine whether people they are interviewing are telling the truth.

Law enforcement officers say that suspects and witnesses involuntarily present telling indicators of deception through body language. They also present indicators of nervousness and receptiveness.

According to Birdwhistell, kinesics has become an integral part of police interrogations.

In a Chron article, David Lipscomb writes:

“Law enforcement officers, corporate investigators and others who need to investigate reports of wrongdoing can improve their career prospects by becoming proficient in kinesic interview techniques.”

Police interrogators look for ‘confession behaviors,’ i.e., certain behaviors that indicate guilt.

Examples of confession behaviors include crying, talking using an explanatory tone of voice, or slumping on a chair.

In fact, even seemingly innocent actions such as pointing thumbs upward with clasped hands is a sign of lying in a statement.

Police interrogators and corporate interviewers use kinesic communication and verbal cues when talking to their interviewees.

Apart from helping them determine the veracity of what people are telling them, kinesics helps them glean other factors. For example, it helps them determine how keen or hesitant a job applicant is.

People who work in human resources are trained in many aspects of kinesics. Human resources is the department of a company or organization that hires, trains, and administers its workforce.

The role of culture in kinesics communication:

Kinesics communication can vary greatly across different cultures. What might be a friendly gesture in one culture could be seen as rude or inappropriate in another. For example, in some cultures, it's common to make eye contact when speaking to a person as a sign of respect and attentiveness, while in other cultures, avoiding eye contact can be seen as a sign of respect.

Many different cultures have their own unique gestures and body language cues. For example, in many Asian countries such as China and Japan, people frequently use a "nodding" head gesture to indicate agreement or acceptance, whereas in other cultures the same gesture could be interpreted as a sign of disagreement or disapproval. Similarly, in many African cultures, the head tilt is considered a sign of respect and deference, whereas in Western cultures the same gesture may be interpret the meaning as somewhat submissive.

It's important to be aware of these cultural differences and other factors in nonverbal communication and to be sensitive to them in order to avoid misunderstandings. It's also important to be open to learning about different cultural norms and to be willing to adapt your own nonverbal communication accordingly in a new social space.

Using nonverbal communication to enhance verbal communication

Nonverbal communication is a powerful tool used to complement verbal communication. It can help add clarity, emphasize certain points, and express emotions when conversation alone cannot. Here are some examples to keep in mind when attempting to use nonverbal communication effectively:

Make sure your body language is consistent with your message

If you're trying to convey enthusiasm, for example, make sure your body language reflects this. Use hand gestures that match the energy of what you're saying, and keep a relaxed yet upright form to convey interest and attentiveness. Be mindful of your use of space as well; a person might interpret someone being in their "personal space" as rude or overbearing.

Pay attention to facial expressions and eye contact

Facial expressions are an important element of non verbal communication, so be sure to use them as needed. For example, if you're trying to convince a person that something is true or important, try making eye contact and using an earnest expression to help convey your message.

Use tone of voice effectively

Tone can be used in a number of ways to enhance nonverbal messages. For example, if you want to show empathy or understanding, use a gentle or soothing tone of voice. Similarly, if you want to show confidence and authority, try using firm or direct vocal qualities.

Be aware that certain nonverbal cues can have multiple meanings

In some cases, the meaning of a nonverbal cue may be unclear based on its context. For example, if a person crosses their arms, it may be interpreted as being defensive or closed off, but it can also simply be a sign of comfort or relaxation. As such, it's important to pay close attention to the cues you're sending and how others are responding in order to effectively use nonverbal communication.

By focusing on these key elements of non verbal communication, you can improve your ability to effectively use this often-overlooked aspect of communication. Keep in mind that nonverbal cues are only one piece of the puzzle and should be used in conjunction with other forms of communication, such as tone, body language, and facial expressions. With a little practice and attention to detail, you'll be able to enhance your verbal communication skills in no time.

A HISTORY OF INDIAN ENGLISH LITERATURE BY M.K NAIK - REVIEW by SAHANAA PARI 2113312005032

INTRODUCTION:

Indian English is a variety of English that has developed in India due to the historical and cultural influences of the country. It is a unique and dynamic form of the language that reflects the linguistic diversity and cultural richness of India. In this essay, we will explore the characteristics of Indian English in detail.

Pronunciation:

One of the most prominent features of Indian English is its pronunciation. Indian English has a distinct accent that is influenced by the native languages of India. This accent is characterized by the use of the retroflex consonants, which are pronounced with the tongue curled back towards the roof of the mouth. This can lead to the substitution of sounds, such as 't' and 'd', with the retroflex sounds 'ṭ' and 'ḍ'. For example, "water" may be pronounced as "waṭer" and "father" may be pronounced as "faḍer". Additionally, Indian English speakers tend to use a different intonation pattern than native English speakers, with a rising inflection at the end of statements and questions.

Vocabulary:

Indian English has a unique vocabulary that is influenced by the native languages of India. Many words from Hindi, Urdu, and other Indian languages have been incorporated into Indian English, creating a distinct lexicon. For example, "chai" (tea), "jugaad" (a makeshift solution), and "namaste" (hello) are all commonly used words in Indian English. Additionally, Indian English speakers may use different words or phrases than native English speakers for certain concepts. For example, "prepone" (to reschedule to an earlier time) is a word that is used in Indian English but is not commonly used in other varieties of English.

Grammar:

Indian English also has unique grammatical features that distinguish it from other varieties of English. One of the most notable features is the use of the present continuous tense to indicate future events. For example, "I am going to the movies tomorrow" may be expressed as "I am going to the movies tomorrow evening". Additionally, Indian English speakers may use different prepositions than native English speakers. For example, "passing out" is used to refer to graduating from university, while "passing away" is used to refer to someone's death.

Syntax:

Indian English also has a unique syntax that reflects the influence of native languages. One common feature is the use of the reduplicated adjective, in which an adjective is repeated for emphasis. For example, "the weather is very very hot" is a common construction in Indian English. Additionally, Indian English speakers may use different word order than native English speakers. For example, "what is your good name?" is a common question in India, but it is not commonly used in other varieties of English.

Idioms and expressions:

Indian English also has a unique set of idioms and expressions that reflect the cultural context of India. For example, "no issues" is a common expression used to indicate that there are no problems or concerns. Additionally, Indian English speakers may use metaphors or idioms that are not commonly used in other varieties of English. For example, "like a fish out of water" may be expressed as "like a monkey in a circus" in Indian English.

Code-switching:

Another characteristic of Indian English is the use of code-switching, which refers to the alternation between two or more languages or language varieties within a single conversation or sentence. Indian English speakers may switch between English and their native language, or between different varieties of English, depending on the context and the interlocutors. Code-switching is a common feature of bilingual or multilingual communities and reflects the fluidity and complexity of language use in India.

The development of Indian English is influenced by a variety of social and cultural factors that have shaped the language and its use in India. Here are some of the key factors that have contributed to the unique characteristics of Indian English:

Colonialism:

The history of British colonialism in India is a major factor in the development of Indian English. British colonialism had a profound impact on the linguistic and cultural landscape of India, introducing English as a language of administration, education, and commerce. As a result, English became an important language in India, and Indian English developed as a distinct variety of the language.

Bilingualism and Multilingualism:

India is a linguistically diverse country with over 22 official languages and many more regional languages and dialects. Bilingualism and multilingualism are common features of Indian society, and many Indians are fluent in multiple languages. This linguistic diversity has had a significant impact on the development of Indian English, as speakers of Indian English often borrow vocabulary, grammar, and syntax from their native languages.

Cultural identity:

The use of Indian English is also influenced by cultural identity and national pride. Indians often use Indian English as a way to express their unique cultural identity and distinguish themselves from other English-speaking countries. Indian English reflects the cultural richness and diversity of India, and many Indians view it as a source of pride.

Educational system:

The educational system in India also plays a significant role in the development of Indian English. English is a compulsory subject in Indian schools, and many Indians receive their education in English. This exposure to English at an early age has led to the widespread use of Indian English, as many Indians feel more comfortable speaking English than their native languages.

Media and entertainment:

The media and entertainment industry in India also plays a role in the development of Indian English. Indian English is commonly used in Indian films, music, and television shows, and many popular actors and actresses are fluent in Indian English. The use of Indian English in the media and entertainment industry has contributed to its widespread use and acceptance in India.

Globalization:

The process of globalization has also had an impact on the use of Indian English. With the increasing globalization of the Indian economy, Indian English has become an important language for business and commerce. As a result, many Indians are exposed to international English and use it in their professional lives. This exposure to international English has influenced the development of Indian English, leading to the incorporation of new vocabulary and grammatical structures.

In conclusion, the development of Indian English is influenced by a variety of social and cultural factors that have shaped the language and its use in India. The history of colonialism, linguistic diversity, cultural identity, the educational system, media and entertainment, and globalization have all contributed to the unique characteristics of Indian English. As a result, Indian English is a dynamic and evolving variety of English that reflects the complexity and richness of Indian society and culture.

REVIEW AND CRITICISM:

M.K. Naik's "A History of Indian English Literature" is a comprehensive book that covers the development of Indian English literature from its beginnings to the contemporary era. The book is divided into four parts, with each part focusing on a different time period.

Part one covers the early phase of Indian English literature, which began in the late 18th century and continued until the mid-19th century. This phase was marked by the emergence of the first Indian English writers, such as Henry Derozio, Kasiprasad Ghose, and Michael Madhusudan Dutt.

Part two focuses on the second phase of Indian English literature, which began in the late 19th century and continued until the end of World War I. This phase saw the emergence of a group of writers who were influenced by the Indian renaissance, such as Bankim Chandra Chatterjee, Rabindranath Tagore, and Sarojini Naidu.

Part three covers the period from the 1920s to the 1960s, which saw the emergence of a new generation of Indian English writers, such as R.K. Narayan, Mulk Raj Anand, and Raja Rao. This period was marked by the development of a distinct Indian English literary tradition, which was characterized by a focus on the Indian experience and an attempt to create a new literary language that was rooted in Indian culture.

Part four focuses on the contemporary era of Indian English literature, which began in the 1960s and continues to the present day. This period has seen the emergence of a diverse group of writers, such as Salman Rushdie, Arundhati Roy, and Amitav Ghosh, who have achieved international recognition for their work.

Naik's book is divided into several sections, each focusing on a particular period in the history of Indian English literature. The book covers a wide range of literary genres, including poetry, fiction, drama, and non-fiction, and examines the works of both established and emerging writers.

One of the strengths of Naik's book is his ability to provide a historical and cultural context for Indian English literature. He explores how Indian English literature emerged as a distinct literary tradition, influenced by the historical, social, and political context of India. He also examines how Indian English literature has been shaped by various literary movements and theories, such as postcolonialism, feminism, and Marxism.

Another strength of Naik's book is his critical analysis of the works of various Indian English writers. He provides insightful and nuanced interpretations of the works of writers such as R.K. Narayan, Mulk Raj Anand, Salman Rushdie, and Arundhati Roy, among others. He also examines the contributions of lesser-known writers and provides a balanced and comprehensive view of Indian English literature as a whole.

However, some critics have pointed out that Naik's book is limited in its scope, as it primarily focuses on the works of writers who write in English and does not explore the contributions of writers who write in other Indian languages. Additionally, some critics have argued that Naik's book is too focused on literary history and does not provide enough analysis of contemporary Indian English literature.

Overall, "A History of Indian English Literature" is a valuable resource for anyone interested in the development of Indian English literature. Naik's insights and critical analysis provide a deeper understanding of the complexities and nuances of Indian English literature, and his book remains a seminal work in the field.

 

Indian English literature has been shaped by various literary theories and movements over the years. Some of the major literary theories and movements that have influenced Indian English literature include:

1. Postcolonial theory: Postcolonial theory has had a significant impact on Indian English literature. This theory explores the impact of colonialism on the colonized, and how it has influenced their culture, politics, and identity. Indian English writers have often used postcolonial theory to explore the themes of identity, hybridity, and cultural assimilation.

2. Feminist theory: Feminist theory has also had a significant impact on Indian English literature. Indian English women writers have used feminist theory to explore issues related to gender, patriarchy, and female empowerment. They have also challenged the patriarchal norms of Indian society through their writing.

3. Marxist theory: Marxist theory has also influenced Indian English literature. Marxist critics have used this theory to explore issues related to class, power, and economic inequality in Indian society. Indian English writers have often used Marxist theory to explore the themes of social injustice, poverty, and inequality.

4. Cultural theory: Cultural theory has played an important role in shaping Indian English literature. This theory explores the ways in which culture shapes our identity, beliefs, and values. Indian English writers have often used cultural theory to explore the themes of tradition, modernity, and cultural conflict.

5. Ecocriticism: Ecocriticism is a relatively new literary theory that has gained popularity in recent years. This theory explores the relationship between literature and the environment. Indian English writers have often used ecocriticism to explore the themes of nature, ecology, and environmental degradation.

These are just a few examples of the literary theories and movements that have influenced Indian English literature. Indian English writers have drawn from a diverse range of literary theories and movements to create a unique and vibrant literary tradition that reflects the complexities of Indian culture and society.

Indian English literature has gained recognition and prominence in the world literature scenario in recent years. The emergence of Indian English literature as a distinct literary tradition has provided a unique perspective on contemporary issues and has enabled cross-cultural understanding and communication. Some of the ways in which Indian English literature interacts with world literature are:

1. Transnationalism: Indian English literature has transcended national boundaries and has become a part of world literature. The themes and motifs explored in Indian English literature resonate with readers across the globe.

2. Translation: Indian English literature has been translated into several languages, making it accessible to readers across the world. This has helped in promoting cross-cultural understanding and dialogue.

3. Comparative Studies: Indian English literature is often studied comparatively with other literatures, which helps in exploring the similarities and differences between different literary traditions.

4. Awards and Recognition: Indian English writers have won several prestigious literary awards, such as the Man Booker Prize, the Commonwealth Writers' Prize, and the Sahitya Akademi Award. This has helped in increasing the visibility of Indian English literature in the world literary scene.

5. Literary Festivals: Literary festivals such as the Jaipur Literature Festival and the Kolkata Literary Meet have provided a platform for Indian English writers to interact with writers from different parts of the world and share their perspectives on contemporary issues.

In conclusion, Indian English literature has established itself as a significant literary tradition in the world literature scenario. Its unique perspective on contemporary issues, cross-cultural understanding, and dialogue, and recognition by prestigious literary awards have helped in establishing its position in world literature.

Maria Montessori and Her Three Education Theories Review by RESHMA P - 2113312005030

Table of Contents

Theory of learning

Theory of opportunity

Theory of knowledge

Personal teaching philosophy in relation to the theories

Conclusion

 

Maria Montessori transformed early childhood education through her theories of early childhood education. Scholars consider Montessori to be among the earliest and accomplished educators. Currently, educators use Montessori ideas and methods in teaching from early childhood to university level. Montessori was an Italian native of Chiaravalle origin.

 

Several studies refer to Montessori as a person who wanted much from society. This is because Montessori grew up in Italy, a society under the influence of patriarchal practices. At the time, society expected women to do chores related to motherhood and house chores. However, Montessori defied these expectations of society on women. Montessori decided to study engineering, a male-dominated field at her time. She also went to a medical school.

 

The medical school experiencees provided a new insight that drew her towards the study of diseases associated with degenerate children. Montessori discovered the link between education and psychology. These discoveries led Montessori to study the different aspects of children’s needs and wants with special needs. Consequently, Montessori invented a teaching method she referred to as degenerate for children.

 

Theory of learning

Montessori viewed learning as a process that emanated from controlling the environment and acquiring knowledge through senses. Montessori believed that every child had an Absorbent Mind (Montessori, 1967). The Absorbent Mind enables the child to take the environment as it is and then analyze it. The stages of analysis enabled the child to recall, understand, and think. Teachers encouraged children to undertake their projects and discover their knowledge. In these processes, children make mistakes. According to Montessori, mistakes give children opportunities to critically analyze their problems and solve them independently without assistance. Feedback from the project itself was useful in acquiring new knowledge.

 

Consequently, teachers avoided the identification of mistakes to enable children to do their self-evaluation. Simultaneously, teachers gave children the freedom to choose their learning materials for the projects. In short, Montessori insisted that knowledge acquisition occurred only through socialization, proper environment, and through practice and mistakes (Gutek, 2004).

 

Both the direct and indirect means of teaching, according to Montessori, allow children to learn concepts from their environment and make meaning out of them. Montessori also insisted that children’s physical movement enables them to learn much faster from the environment as their young minds began to understand their surroundings. First, children explore the environment with their hands, then play and finally work from it.

 

Hands enable every child to learn. Hands provide the child with an opportunity to move and manipulate their surroundings. This active involvement allows children to acquire new insights from their environment. This is because when children play, they choose particular objects to fit their specific needs and situations. Subsequently, they acquire new knowledge and skills. Therefore, Montessori insists that a learning environment must facilitate learning and socialization and provide opportunities for children to generate knowledge independently through analysis of their own mistakes and feedback.

 

According to Montessori, The Absorbent Mind provides the basis for knowledge acquisition among children. For instance, teachers create encouraging and relaxed environments to enable children to learn through interactions, working alone, and in groups. These processes allow children to acquire knowledge from the environment. Therefore, learning must occur in reality, in a practical and organized environment.

 

Theory of opportunity

Montessori’s theory of opportunity stresses that any child in society can learn regardless of disability and become a contributing member of society. Montessori developed this theory when she was working with children with special needs. During that time, society did not provide any education to children with disabilities and special needs. Montessori proved that these children could learn like other normal children (Morrison, 2009).

 

Montessori believed in providing an opportunity for every child to acquire knowledge from schooling. This idea led Montessori to start a school among the low-income earners of the society in Rome. According to Montessori, a children’s school was ideal for children with special needs and from poor backgrounds to acquire education.

 

Montessori showed society that all children should acquire education irrespective of disabilities. Children’s schools acted as a foundation for later life in traditional schools. Montessori viewed school as a part of a family with no barriers, such as gender, race, disability, or class. The school was to provide a rich experience for children to enhance their lives. Montessori ideas of schooling provided opportunities to all children of diverse abilities and socioeconomic backgrounds. The fundamental idea is that schooling should be open to any person who wants to learn irrespective of other factors like disabilities or poor socioeconomic conditions.

 

It Is crucial to highlight that when Montessori started concentrating on education for all children, society’s trends did not approve the provision of opportunities to all children. The culture of the time only provided learning opportunities to well-to-do members of society, and the poor masses had no chances of accessing education (Montessori, 1967).

 

The Montessori approach was to change the system and provide education to every child ready to learn. The society model provided education opportunities for rich families, whereas the poor class had no access to education. Montessori’s approach to education aimed to provide individualistic attention to all children to acquire knowledge and skills.

 

The current Montessori model of education views the family as an extension of learning. This model facilitates the relations between school and family where education occurs both at school and in a family setting. This will enable children to collect useful information from both environments to understand society and the environment around them.

 

This theory is necessary for teaching children of different races, abilities, classes, and gender. Montessori viewed education as a lifelong process. She observed that children who never acquired education did not make any progress in society. Teachers use this theory to accommodate all learners in their classrooms. These learners include low achievers and high achievers and slow and fast learners alike. Opportunity is necessary because education is a matter of an individual’s experiences.

 

Theory of knowledge

Montessori viewed knowledge as life. The knowledge people acquire from training their senses, and the environment enables them to be productive members of the community. According to Montessori, children must be able to control their environment to gain and understand the world processes (Gutek, 2004). Montessori believed that “practical knowledge from the environment was the best tool in preparing the individual for a better life in society” (Montessori, 1967).

 

Also, Montessori stressed that people create knowledge from their ability to examine, analyze, observe, criticize, and get meaningful information from the environment (Hainstock, 1997). Therefore, early childhood education is critical of this theory. Teachers give children opportunities to explore their environment by using their senses and deriving meaning from the environment. For the effective acquisition of knowledge, educators encourage research and practical application in learning situations. At the same time, educators also motivate and encourage learners to work hard and advance their learning interests.

 

According to Montessori, the environment has a profound influence on knowledge and skills acquisitions. Therefore, school becomes a suitable place for children to acquire these experiences in the world. Montessori insists that both the social and physical phenomena of the environment give children opportunities to manipulate their surroundings and enhance their knowledge. To enhance this knowledge, Montessori realized the need to develop suitable learning materials to allow children to experience their classrooms. These learning resources included cards of different colors, objects of 3d dimensions, and counting rods, among other materials.

 

In a classroom setup, the teacher displays these materials in conspicuous places to enable them to explore them during their leisure time. According to Montessori, “these materials enable children to develop better approaches to the acquisition of academic skills, interest, problem-solving, and a sense of independence in learning processes” (Montessori, 1967). These interactions enabled children to gain knowledge and skills. Therefore, knowledge occurred as a result of learning activities.

 

Montessori also aimed at distinguishing between belief and knowledge. According to Montessori, knowledge has the proofs of research, whereas belief has no such proofs. She notes that beliefs come from influences from others and individual passion. Therefore, children develop their knowledge by manipulating their surroundings. On the other hand, beliefs come from other people and influences. Montessori insisted that children should use their knowledge to analyze the beliefs they acquire from others. In this regard, knowledge is vital than belief (Hainstock, 1997).

 

In education, mistakes serve as learning tools, while lies enable the learner to apply critical information analysis. In this process, a lie becomes a part of the mistake, which gives the learner opportunity to criticize the process. Montessori categorized mistakes as part of learning, which was natural in learning situations. Therefore, mistakes have vital roles in enhancing knowledge acquisitions.

 

Teachers must give learners opportunities to make mistakes and chances to improve on their own mistakes since mistakes naturally occur in any learning situation. In the end, learners will gain experience through repetition and mastery of concepts. Since lies are untruth but are mistakes, they also give a learner an opportunity to discover their own knowledge and skills. This process is similar to the learning process.

 

Personal teaching philosophy in relation to the theories

I have based my teaching philosophy on the core Montessori theories of learning, opportunity, and knowledge. In my opinion, a helpful teacher is one who creates and inspires students to be their best. Teachers need extra creativity, motivation, and flexibility in order to handle new thoughts and ideas emerging in the course of learning.

 

The theory of opportunity enables me to instill virtues into students, such as respect for authority, respect for others’ culture, economic, and class background. Incorporating the theory of opportunity into my philosophy enables me to approach teaching with practicality to accommodate both faster and slower learners, advantaged, and disadvantaged learners alike. Students will also take cognizant of others’ cultures and socioeconomic factors.

 

The theory of learning will promote respect for individual students in my class. The formation of discussion groups, exchange of ideas, class participation, and provision of practical examples will enable my students to learn through interacting with one another. My students will learn through class participation and group discussions. The problem-solving method incorporated in the teaching plan provides opportunities for students to be effective problem-solvers through their mistakes. This will be an ongoing process of learning and growth among students.

 

The theory of knowledge takes into account classroom management tools. A conducive classroom environment serves as a motivating factor among the learners. My aim is to create necessary reinforcers in order to establish standard norms within the classroom to facilitate learning. This theory will ensure that students are learning listening skills from the environment and choosing their own tools and materials to solve their problems with minimal intervention from the teacher.

 

Conclusion

No doubt, the theories, and practices of Maria Montessori continue to shape education today at various levels. In fact, the Montessori certificate has become recognized in some countries as a basis for teaching children in kindergarten schools. We must also note that the above theories are not exhaustive since Montessori developed many theories to enhance education among the degenerate kids. She applied both scientific methods and practical approaches to promote education.

 

The vital points to note in the above theories are that learning and knowledge acquisition must occur in a suitable environment and socially stable situations. Therefore, teachers must note the importance of the environment (classroom) to their learners. Consequently, they must provide such learning conditions regardless of the learners’ abilities and socioeconomic background.

 

References

Gutek, G. L. (2004). The Montessori Method: The Origins of an Educational Innovation. New York: Rowman & Littlefield Publishers, Inc.

 

Hainstock, E. (1997). The essential Montessori. New York: Plume Publishing.

 

Montessori, M. (1967). The absorbent mind. New York: Henry Holt and Company, LLC.

 

Morrison, G. S. (2009). Early childhood education today, 11th ed. Upper Saddle River: Pearson.

We should all be Feminists by Chimamanda Ngozi Adichie Book review by RACHANA R 2113312005029

We Should All Be Feminists is a book-length essay by the Nigerian author Chimamanda Ngozi Adichie. First published in 2014 by Fourth Estate, it talks about the definition of feminism for the 21st century.

We Should All Be Feminists includes anecdotes and analyses about what it means to be a feminist. She argues that "feminist" isn't an insult, but rather a label that should be embraced by all. While feminism advocates for equity and equality between men and women in all aspects of life, the fiercest opponents of women's liberation believe that feminism is a social movement that focuses on reversing gender roles and making men inferior.

Adichie's "We Should All Be Feminists" succinctly unearths the need to transform social beliefs and gender constructs that promote the disparity between men and women. In essence, we should all be feminists not only as a commitment to women's liberation but also as a way of encouraging men to engage in conversations with women on sexuality, appearance, roles, and success. Being a feminist entails championing for the rights of women and trying to make the world a better place for women. Feminism does not entirely challenge the biological roles of each gender as it only intends to revolutionize sexism by creating equal chances and opportunities for women and men. Feminism views people as human beings and aims to tackle the social injustices that silence people's will and power to exceed social expectations. Therefore, becoming a feminist normalizes women's success and allows men to strive to achieve even more in life.

Participating in the contemporary feminism paves the way for a prosperous and all-inclusive future society. Empowering women is not equivalent to taking away opportunities from men. Teaching the community to accord equal respect to women creates a conducive environment for success. Therefore, encouraging people to become feminists tunes their minds away from cultural and social constructs that limit their understanding of gender on sexuality and roles and allows men and women to become who they want to be without restrictions. The book is critical of the way masculinity is constructed, suggesting that society as a whole must change if we are to reach equality.

The book received overwhelmingly positive reviews. Rupert Hawksley said: "it just might be the most important book you read all year" in The Telegraph.[4] The Independent selected it as a book of the year, for it "would be the book I'd press into the hands of girls and boys, as an inspiration for a future 'world of happier men and happier women who are truer to themselves'".[8]

In December 2015, the Swedish Women's Lobby and publisher Albert Bonniers revealed the book is to be distributed to every 16-year-old high school student in Sweden, with the intention that it will "work as a stepping stone for a discussion about gender equality and feminism".[2][9][10] The effort is supported by the UN Association of Sweden, the Swedish Trade Union Conferation, the Order of the Teaspoon, Unizon and Gertrud Åström. They "hope that teachers will integrate We Should All Be Feminists into their teaching, and will be distributing discussion guidelines to help".

In September 2016, designer Maria Grazia Chiuri, the first female creative director in the 70-year history of the fashion house Dior, at her premiere show for the brand featured a T-shirt bearing the statement: "We Should All Be Feminists".[11][12]

The essay is excerpted in Margaret Busby's 2019 anthology New Daughters of Africa.

This book is a very short adaptation of the TED talk by Chimamanda Ngozi Adichie of the same name. She talks of her experience of sexism growing up in Nigeria and how it has effected her life. It discusses why we still need feminism and why each and every person should be a feminist.

It’s a great introduction into the topic of feminism and gives a brief insight into how it can go unnoticed in society. As it is only 50 pages long it’s impossible to discuss anything in any detail in this book, however I think it highlights different things for different people and inspires them to learn more about that area of the issue afterwards.

Personally, I love the eloquent way this essay is worded; it’s persuasive but doesn’t pressure you or force you into agreeing with her. It doesn’t have to because her story speaks for itself. What I think is really important is how she emphasises the way that feminism is about equality between both sexes, something which is at the core of feminism but is overlooked so often in today’s society.

This book is tiny, insightful and would make a perfect present as it also looks gorgeous. I highly recommend this to teenagers and young adults who are just being introduced to the concept on feminism, but equally anyone with an interest in the subject would also love it. It’s a great short read and one I wish every person was made to read.

Shakespearean criticism in the twentieth century Review by Saboor Aafrin Rizwana 2113312005031

Michael Taylor's "Shakespeare Criticism in the Twentieth Century" provides an insightful overview of the major trends and movements in Shakespearean criticism throughout the twentieth century. Taylor analyzes the ways in which literary and critical theory influenced the interpretation of Shakespeare's works and the formation of the Shakespearean canon.

Taylor begins his study by examining the rise of "New Criticism" in the early twentieth century, which emphasized close reading and the importance of the text itself rather than historical context or authorial intention. He traces the development of this approach in the works of critics such as T.S. Eliot, Cleanth Brooks, and F.R. Leavis, who sought to establish Shakespeare's works as timeless and universal, free from the constraints of their historical and cultural context.

Taylor then turns to the impact of Marxist and feminist theory on Shakespearean criticism in the latter half of the century. He argues that Marxist critics such as Raymond Williams and Terry Eagleton emphasized the social and political dimensions of Shakespeare's plays, reading them as critiques of class oppression and capitalism. Meanwhile, feminist critics such as Janet Adelman and Coppelia Kahn sought to reclaim Shakespeare's female characters from the patriarchal assumptions of traditional criticism.

In the final section of his study, Taylor examines the rise of postmodern and cultural studies approaches to Shakespearean criticism, which emphasized the importance of context and cultural meaning in the interpretation of literary texts. He highlights the works of critics such as Stephen Greenblatt and Jonathan Dollimore, who sought to locate Shakespeare's works within the broader cultural and historical contexts of their production and reception.

Overall, Taylor's study provides a nuanced and detailed analysis of the major trends and movements in Shakespearean criticism throughout the twentieth century. He effectively demonstrates how these various approaches to Shakespeare's works have been shaped by broader developments in literary and critical theory, and how they have contributed to the ongoing debates over the meaning and significance of Shakespeare's works.

One strength of Taylor's study is his ability to engage with complex theoretical concepts while still making his analysis accessible to a wider audience. He provides clear explanations of key terms and ideas, and uses concrete examples from Shakespeare's plays to illustrate his points. This approach allows readers to better understand the nuances of each critical approach and its impact on the interpretation of Shakespeare's works.

Another strength of Taylor's study is his emphasis on the ongoing debates within Shakespearean criticism. He does not present any one approach as the definitive interpretation of Shakespeare's works, but instead acknowledges the multiple perspectives and debates that continue to shape our understanding of these plays. This approach encourages readers to engage critically with the various approaches to Shakespearean criticism, and to consider the ways in which different perspectives can enrich our understanding of these works.

One potential limitation of Taylor's study is its focus on Western and primarily English-language criticism. While he briefly acknowledges the contributions of non-Western and non-English-speaking scholars to Shakespearean criticism, he does not explore these perspectives in depth. This may limit the scope of his analysis and overlook important contributions to the field.

In conclusion, Michael Taylor's "Shakespeare Criticism in the Twentieth Century" provides a comprehensive and engaging overview of the major trends and movements in Shakespearean criticism throughout the twentieth century. His analysis is nuanced and accessible, and his emphasis on ongoing debates encourages readers to engage critically with these various approaches to Shakespeare's works. While the study may be limited in its focus on Western and primarily English-language criticism, it remains a valuable resource for anyone interested in the interpretation of Shakespeare's plays.