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What makes a great teacher? This question resonates as I consider the virtues that shape the qualities and characteristics of the great ancient instructors. In the following reflection I will be writing about the story of a “great teacher” before 500BCE, and what attracts me most about his or her image.
Imhotep was considered one of the great teachers of antiquity. His versatility and knowledge was considered second to known. With skills in architecture, medicine, poetry, writing, sciences, religion, and administration he embodied wisdom and understanding. His ingenuity and character enabled him to rise to the top of the aristocratic pyramid of history, and for many years was considered a deity figure. It was not until the end of the nineteenth century that he was established and considered a real historical being.
Imhotep religious beliefs also paralleled his knowledge and wisdom. A “master” teacher, a student of theology, and a scholar of moral behavior won him the title “hereditary noble”. By respecting the “Gods" and not considering himself a deity provoked and inspired him to build the first pyramid of Egypt and achieve an eternal place in Egyptian history. Learning and mastering large amounts of information and performing unmatched skills gave him advantages that others only fathom to achieve. With the belt of nobility around his waist, Imhotep mirrored the image of a skilled and wise noble.
Looking closer at the elements that personified this renowned individual, we can safely contend that his mastery, competence, versatility, and virtuous character had its place in forming a bright and successful future. Imhotep’s names has echoed through time, and are titled the “great builder”, the “chief carpenter”, and the one under the king”. For in all of these, we see that prestige and honor followed his legacy.
Like Imhotep, I do not intend on achieving a form of deification (by any means), but a respect and place amongst my colleagues and generation. I value the work and personification of excellence by which he lived and pursued. Earning the title “Master” doesn’t necessarily have an inferior connotation, but one of respect and competence. Being a student of life and pursuing knowledge is my ultimate goal, and learning a little bit about everything wouldn’t hurt. For I noticed that versatility, wisdom, humility, and competence has its place in the academic and real world. I am encouraged to believe that “one can do all things” if you have the hunger to learn, the humility to be instructed, and the perseverance to endure.
Aristotle was ingenious when presenting philosophical concepts that changed, shaped, and rattled the philosophical minds of the western world. Being considered the greatest “intellect”, he impacted his generation and those who succeeded him by leaving his mark in the history books. In the following reflection I will be commenting on Aristotle’s influence in education when it comes in the form of his concepts of “realism”, the “great chain of being”, the “unmoved mover”, and the “four causes”.
Aristotle introduced the concept of “Realism” when his speculations lead him to believe that “It would seem impossible for the substance and that which is the substance to exist in separation”. This notion was contrary to Plato’s belief of idealism and the theory that knowledge was infallible, eternal and could not be determined through the senses. Aristotle argued that reality is based on the things you do see, and that its full function and form is interrelated and even predetermined in the matter in which it exists. This rattled the minds of many during this time period, and still challenges the concepts of whether tangible things have a direct contact with the intangible things.
In the concept “The Great Chain of Being”, the great philosopher Aristotle tried to classify or categorize the relationship among living things and the universe. His idea was that all species could be placed in an order beginning with the “lowest” to the “highest”, and that they are all interrelated. In this Great Chain of categorization, worms were found at the bottom and man at the top. His concept of the universe was that it was ultimately perfect, and therefore the Great Chain was perfect. With no room for speculation, everything had form and function and no species or link was missing or meaningless.
The “Unmoved Mover” was another concept that rattled the minds of philosophers during Aristotle’s time, and which holds today. In view of the Gods, Aristotle viewed the universe as having a mediator or force which transforms and transcends the shape of a substance into its ultimate form or function, this force is not necessarily a deity. In other words, that by which something is changed is the considered the “mover”, that which is changed is the “matter”, and that into which it is changed is the “form”. Having introduced this concept Aristotle was questioned about how many possible “movers” were there? He concluded that the total amount of movers is proportional to the total amount of movements. This in today’s religious terminologies could be considered polytheism, even though Aristotle made no notion of that, he did mention that the force was perfectly beautiful, indivisible, and un-contemplateable.
Finally, the “Four Causes” happens to be one of the most famous philosophical concepts introduced by Aristotle. In his view, there are Four Causes of nature which are interrelated; the Material Cause, the Formal Cause, the Efficient Cause, and the Final Cause. The Material Cause is the actual matter of which something is composed; this could be understood as a gold necklace being made from a precious metal. The second would be the Formal Cause, this is understood to mean that the idea could be conceived in the mind of a sculptor, but also intrinsic and embodied in the matter from which it is formed. The third would be the Efficient Cause, which is the mediator or driving force that produces the form. In conclusion we have the Final Cause, this concept focuses on the actual purpose or function of why the matter was formed, the understanding that everything is made from something, and for something.
In the evolution of knowledge and education we find the interaction of different civilizations collating the principles of each other progress and successes. As we learn of the first schools in Sumer found in the article “First Schools” written by Samuel Noah Kramer it is clear that the ancient world had an advanced and developed system of education which competitively resembles that of ancient Egypt. In the following reflection I will be comparing these first schools with Ancient Egyptian Education. And, what are my thoughts on teacher effectiveness today in comparison?
Even though there may be much debate about who developed the first schools in the ancient world, there is certainly enough evidence to prove that they existed and that they shared in similar practices from enculturation to vocationalism. In the “first schools” in Sumer we find several dynamic principles which were the cornerstone of its educational system. First, were there cuneiform writing systems which reflected there development of language, linguistics, symbols, sounds, writing, and instruction. This discovery gave us a better understanding of the importance of training, and revealed Sumer’s economical and vocational advances which began in the early 3000 B.C. These advancements lead to a development of more profound studies such as theology, zoology, mineralogy, grammaticism and others. Due to the dexterity of these subjects much of the commoners of Sumer were unable to achieve elite status because of their financial and educational burdens or limitations.
Also found in this great city was the establishment of mentors (elders or school fathers) who adopted the trainees, and who had the responsibility of preparing and instructing these future apprentices for success. The progress of each student reflected the success of his mentor, this coalition was so important that mentors practiced great forms of discipline which guaranteed success. Not succeeding could have meant time lost, and perhaps even discipline in “the forms see fit” by the hierarchy.
In contrast, we see Egypt with its mighty edifices and government performing much of the same practices as Sumer. Egypt and all its riches depended on the success of its apprentices. Schools were not any different, nor were the learning styles. Students would embark in a long educational journey which brought with it discipline, instruction, correction, and repetition. Excellence was not an option, and “school fathers” were responsible for the development of the next generation of successors. From the hieroglyphics writings to the construction of the great pyramids Egypt didn’t fall behind any other civilization. Their accomplishments depicted the achievements of the hierarchy (elites) and left markers in the history of education. From scribal vocations to agricultural pioneers we see a development of knowledgeable students and need for a well developed education system.
Analyzing more closely the effectiveness of these ancient teachers compared to the modern day instructor we find some similarities in the philosophical approach of how to conduct effective classrooms. It is my contention that Sumer and its counterpart (Egypt) used a philosophical approach of education called “direct teaching” and “mastery learning”. These two approaches focus much of its attention on “structured lessons in which presentation of new information is followed by student practice and teacher feedback” and “programs committed to the credo that, given the right tools, all children can learn". In the later, a behavioral objective is required where students are then taught the skill or material and then they are tested to determine if the objective has been reached. These principles secured that the most elite students would move on to greater success and begin their lifelong vocation.
Early in history, we find that homeschooling was the official practice of enculturation, and education (the imparting of knowledge and skill) in the ancient civilizations. As we study the first schools of Egypt, Mesopotamia, and specifically Sumer we find enormous amounts of evidence that confirms the existence of home schools as early as 3000B.C. In the following reflection I will be comparing home schooling today with home schooling in the classic ancient civilizations.
Much has not changed in the ideologies which frame the philosophical foundations of practicing home schooling in the ancient world as compared to the modern world. As we look through the lens of time we see that the children of the ancient civilizations began their educational journey at an early age. Parent s, or the schools adopted elders also known as “school fathers”, were entrusted with the task of preparing these early trainees with the ability and skills necessary to meet the economical and vocational demands of the time. This intimate practice (one on one training) allowed for students to receive more attention in the advancement of their lifelong careers. Even though these trainees did not decide on his or her vocation, but rather depended on the acquisition of previous generational successes, they were trained at home.
Being the children of important public officials could have played an important role in the preparation of these “elite” individuals, but make it clear they were highly disciplined in their educational development and teachers did not “spare the rod”. In most cases this form of education assured that there was no room for error and students were ultimately the best prepared for the job.
Today, in this modern civilization, we find that nearly two million children are being educated in this arena (home school). Perhaps there are many reasons why parents choose to educate their children at home, but they are still being held responsible to meet the standard criteria mandated by the educational systems and society. Looking at the issues that urges parents to remove their children from a secular or public educational system into a more private home school setting can extend from religious beliefs to security issues. The lack of attention or the dissimilarity of values being taught in our public schools can be an obstacle in the progress of most students. This dissimilarity can be challenging in the enculturation process because, an acculturation of secular beliefs may be transforming the paradigms which traditional beliefs are based on.
In comparison, many may argue that this acculturation can be positive in the educational development of children because, they would be better prepared for a sociological setting compared to their home schooled colleagues. In the other hand, departing from some traditional values can rattle the mind frame of most students. In either case, parents still have an important role to play in schools. We find that in ancient Egypt and Mesopotamia such values and instruction was given regarding ethical principles found in the “Book of Instructions”. These principles became part of the “core curriculum” found in Egypt’s academicals programs. Programs and subjects such as “justice, wisdom, obedience, humanity and restraint” offered trainees the virtues of living a well ordered life.
Unfortunately, since moral instruction is no longer being taught in the core curriculum of public schools we do find that there are moral lessons found in the hidden curriculum (lessons) of most classrooms. We may also contend that educational ethics may be found on most class syllabuses handout by professors early in the term. These standards, rules, and responsibilities can be viewed as the ethical framework which will governs the class setting. Either way, society is still faced with the challenge of viewing our home school colleagues as competitors or educational partner in the development of the next generation of students.
Define opportunity cost and Comparative advantage.
1. Opportunity Cost is defined as the value of the next preferred alternative. In other words, if an asset such as capital is used for one purpose, the “opportunity cost” is the value of the next best purpose the asset could have been used for.
2. Comparative Advantage can be defined as the ability for a business entity or person to produce a product or service at a lower opportunity cost then another business entity or person.
Explain why we buy Mexican oranges, even if we believe that we can produce them as well.
In a macro economic prospective, when we participate in foreign trading and we import items such as Mexican oranges several positive results occur. The first is, given all things constant, the difference in the opportunity cost increases the profitability and the ability to produce in our economy and gives us the ability to meet the consumption or demand levels of our consumers. Secondly participating in an open public market system, we increase the real output and income among our trading partners and their economy. This increase in income and output creates wealth for our trading partners and opens the door to open commerce. The wealth of our trading partners enables them now to buy more of our exported goods which increase our income and enabling us to buy more foreign imports. This “commerce cycle” is the benefit of international trade which is very profitable for any economy. Finally, a simple reason why we would purchase Mexican oranges even if we believe that we can produce them is because it’s simply cost effective. Mexico may very well have better technology then we do (doubt it) and therefore have the ability to produce greater quantities for a cost effective price. This will in turn allow us to invest more capital in other markets.
Who might get hurt in the process?
In international trading there are also disadvantages. The first is the thought of unemployment in the particular market. This reduction of output levels within the particular market will immediately decrease the amount of jobs or need of them. Even though new jobs would be required to now accommodate the international requirements of trade, unemployment may increase for periods of time. Second, if our foreign trading partners begin to impose higher level tariffs they can depress our economy. This depressing will affect our export levels and minimize profitability and even productivity which in turn decrease our GDP (Gross Domestic Product).
Describe the Philips Curve and its implications. What is the relationship between unemployment and inflation.
The “Philips Curve” was created by A.W.H Philips and assumed that the lower the unemployment rate (when employment is high) firms will raise wages to attract scarce labor. In change if the unemployment rate was high (when employment is low) then wages increased slowly or were lower. Economists later applied this rule to the price inflation factor which implied that the lower the unemployment rate the higher the price inflation. Invert, if the unemployment rate was high the lower the price inflation. In a long term view, the economy or market affected by the Philips curve will adapt to the price levels and find themselves at an economical constant.
Exlain how each of the following will affect the consumption and saving shcedules (as they relate to GDP):
A. A large increase in the value of real estate, including private housing. An increase in the value of real estate will effect the GDP positively, due to higher value of real estate this is a sign of a healthy economy and firms are willing to invest more increasing the amount of spendig which will result in a higher GDP.
B. A decline in the real interest rate. A decline in the real interest rate will also effect the GDP positively, due to lower interest rates allowing for more disposible income which in turn will allow families to spend more increasing the GDP.
C. A sharp, sustained decline in stock prices. A sharp decline of stock prices means that the economy may be very volatile and vulnerable, investment will be limited and disposable income will be limited effecting the GDP negatively.
D. An increase in the rate of population growth. An increase in the rate of population growth will effect the GDP positively because higher levels of disposable income will be available,assuming that firms will increase in investment to meet the higher level of demand, which will increase the GDP.
E. The development of a cheaper method of manufacturing computer chips. An development of a cheaper method of manufacturing computer chips will effect the GDP positively because technology has become a necessity in a growing economy which influences investors positively to increase investment therefore allowing and increase in spending which would in turn increase GDP.
F. A sizable increase in the retirement age for collecting Social Security Benefits. This particular change in the retireent age for collecting social security benefits may effect the GDP in a positive or negative way. Considering that individuals of older age continue to work longer will effect the GDP positively because higher income levels in older families will mean higher speding if they remain employeed. In contrast if individuals of older age are not employeed and the time to receive social security has increased means that there will be less disposable income effecting spending negatively which will effect the GDP negatively.
G. An increase in the Federal personal income tax. An increase in the Federal personal income tax, will effect the GDP negatively because most individuals will have limited disposable income which will decrease spending therefore effecting the GDP negatively in the short run, in the long run GDP will balance because in the return of the personal income tax families will be more willing to spend on future investments.
There is much to say in the practice of “temple learning” in the ancient world. For we see that attaining the highest level of education was the ultimate achievement of any trainee in his or her time. In the following reflection I will be comparing temple learning in the classic ancient civilizations with University Education today.
Searching through the pages of history, we find that in Mesopotamia much emphasizes was given to the development of the priesthood. Most of these “elite” individuals dominated the intellectual and educational arena within the walls of the temple. Temples were not necessarily used for worship, but to house the group of elite students who pursued the highest form of proficiency, knowledge, education, and trade. Even the sight of such edifices reflected the grandeur of status and achievement. In researching the curriculums of such institutions we find that scribes, books, writing, medicine, science, agriculture, trade, language, and other subjects ruled the academic arena. Providing an array of subjects was significant in the development of the economy and society. In order to attain “social supremacy” trainees (students) had to sacrifice, demonstrate, and attain the skills and knowledge that reigned higher than their counterparts (locals). This produced a social hierarchy in the ancient world.
In temple learning we also find that space, and seating arrangements were provided only for those who were capable of affording this vigorous training. This also put heavy constraints on commoners who were looking for an opportunity at attaining vocational success. Contracts were signed by the trainees, the trainee’s parents, and adopted school parents in order that mutual rights were given to instructors in the development and discipline of their children. Tutors and even teachers ruled the ancient classroom and academic disciplines were put in place in order to gear the student into excellence. Failure did not become an option.
Today we see much of our Universities being operated like the “school temples” of the ancient world. Universities are considered the highest educational systems of our society, and their curriculums can be as vigorous as those in the ancient civilizations. From associates, bachelors, masters and doctrines we see an evolution of knowledge and education arising. In many cases, contracts and other agreements are signed by financial institutions, parents, students, teachers, and even colleges in order that mutual rights are given to the institution regarding disciplines, placing, and instruction. Once students attain their “mastery” in the field of interest they are than considered sociably as the elite in society. They are given, in most cases, the best opportunities, jobs, and respect. From the formal “priestly gowns” of the early temple institutions, to the graduation gowns that adorn the academic arena we see that award, honor, and respect are given only to those who demonstrate and attain academic success.
Education and training has always been fundamental in the development of skill and proficiency. Dating back as early as 4000 B.C., in Babylon, we find early systems of apprenticeship that gave young trainees the opportunity to develop and master a skill or trade. In the following reflection I will be comparing apprenticeship today with apprenticeship in the classic ancient civilizations.
For thousands of year’s people, societies, tools, and vocations have changed. “Change” has been considered the essential theme of the apprenticeship philosophy. While early civilizations learned how to develop tools and other crafts, it became necessary to develop learning systems in order to replicate and learn how to use and develop these tools. This replication gave rise to the apprenticeship system in the ancient world. It was vital for the proficiency of skill to be achieved in order that the early civilization may have a chance in developing its economy and wealth. Without these apprenticeship systems all existing civilizations were doomed for failure and even stagnicity. With the need and development for instruction and learning, production increased and so did knowledge. This knowledge gave way to new techniques of training and new forms of vocational interests. In all, we see through the lens of time, that the thirst for knowledge and the need to spread that knowledge through training and education was vital for that civilizations success.
Even though “change” may have been considered the essential theme that governs the development of the apprenticeship process, there still remain some fundamental principles that barricade the core values of apprenticeship. Apprenticeship reflects status; in the ancient and modern world those who achieved success were those who demonstrated mastery in their skill or vocation. This “mastery” process in many instances meant sacrifice, years, discipline, teaching, instruction, and even humility. In attaining these virtues an apprentice was rewarded with security, vocation, and respect. Not attaining these virtues may have promised you hardship, lower class status, and even slavery in many instances. For it has been said “a journeyman or master who had his tools and had his skills was worthy of sitting with the King.”
In our modern society much has not changed in the process of attaining instruction and education. For we as the populace still see large edifices, institutions, and systems which still govern the learning principles. Our techniques may be more advanced or widely easier to attain, but the course is still the same. Training, education, apprenticeship, homeschooling, and even in some cases “temple” learning still exists. “Masters” and “school fathers” are equivalent of today’s instructors and teachers. All of these characteristics of apprenticeship reflect the evolving stages of such a needed system. We are reminded in our society today that without demonstrating proficiency and aptitude we are promised curb and “confinement”.
Mesopotamia, similar to Egypt, was known as the “cradle of civilization”. This appellation was possibly affixed to this ancient civilization because of the advancement which was reflected in its writings, education, architecture and religion(s). Just like Egypt, this well developed society stunned it’s counterparts with the ability to construct governments, systems and edifices which still stand as of today. Education, of course, played a very important role in the cultural development of this ancient society. In the following reflection I will be commenting on what strikes me as most important in reading about education in ancient Mesopotamia? And how does the philosophy of education relate to ancient this civilization?
We could safely say that due to possible commercial trading and interaction of both these ancient civilizations (Egypt and Mesopotamia), Mesopotamia may have shared or even adopted certain systems, principles, and values which is parallel to that of its counterpart. In the study of ancient Mesopotamia’s educational development, I find it interesting that the priests of this civilization dominated the intellectual and educational domain found in this culture. It was very clear that their educational programs involved teaching their priests and scribes reading, writing, religion, medicine and other sciences in order to establish a priestly supremacy. Examining this could reflect how important religion and the priestly post were in the core values of this ancient civilization. With most of Mesopotamia educational institutions being temples, it is said that “schools for priests were as numerous as temples” in this ancient empire.
Another interesting study was the various trades and subjects offered in the cradle of this civilization. With a list of curriculums ranging from writing to astrology we see an expansion of knowledge in the midst of this study. Similar to Egypt they offered and practiced homeschooling, apprenticeship and temple institutionalization, but incredibly they had an extended knowledge of other practices. I am sure many scholars can argue that Egypt was as competitively developed, but with trades such as copyists, librarians and teachers we see a dynamic evolution of culture developing in Mesopotamia. Librarians became one of the key vocations, as well as scribes, because books were now being established at perhaps a larger rate or more frequently. We can even see a possible transition from homeschooling to and institutionalized education. Students now had to develop more reading and writing in order to achieve vocational success, which now could be found through scribal book and subjects.
Conclusive to everything I have mentioned about education in Mesopotamia, in the study of the five main Western educational philosophies it may be safe to say that we can find similarities in the adopted philosophical form of education practiced by this ancient empire. Mesopotamia with its strong religious, cultural, and scribal practices may be categorized as an empire that used an essentialism and perennialism system of education. These types of philosophy, again urges that “traditional disciplines” and “teacher centered philosophies” be implemented. The transferring of knowledge, information, vocations and skills from the older generation to the younger generation was vital in the development and success of the students and the enculturation of the empire.
Whenever we view the civilizations of the past we find processes and developments which were essential to the success of that culture or society. In the case of ancient Egypt, education was fundamental in its advancements. In the following reflection I will be commenting on what strikes me as most important in reading about education in ancient Egypt? And how does the philosophy of education relate to ancient Egypt?
Egypt, one of the most advance civilizations of the ancient world, used a threefold approach in education which until modern times has not been able to produce the results which were achieved in this empire. With limited machinery, technology, and resources we see this ancient empire construct and establish laws, systems, and edifices which are to be envied. Much of their success depended on ability, skill, wisdom and divine guidance. Throughout its history, we learn that Egyptians established the homeschooling, apprenticeship, and temple institution as a means to impart and attain knowledge. In their academic development we find something uniquely rich in the establishment and rules of their educational programs. Children began their vocational practices at an early age in which, their parents and adopted elders were invoked to participate in the development of their skills. This strikes me as interesting because much of the lifelong vocation that a young Egyptian adult would perform would have been handed down from previous generations. This, in many instances, meant that the trainee did not decide on his or her own vocation but would have been already destined to perform certain functions in society because of previous generational successes. This brings to light the cultural differences found in today’s society. The influence of culture was very important in the framework of how these ancient schools functioned.
Another element that strikes me interesting is the implementation of ethical principles found in the “Book of Instructions”. These principles were part of the “core curriculum” found in Egypt’s academicals programs. Trainees were also instructed in the areas of “justice, wisdom, obedience, humanity and restraint” which was offered as components of living a well ordered life. Most of these components had ethical and religious foundations which we see playing an important part of the Egyptian culture. Having these types of academic virtues could have very well meant the difference in social status. For we see that education had its rewards even in ancient Egypt.
In the study of educational philosophy we have learned that through the development of education and in each distinct classroom, teachers and programs may possess philosophical bases which form the teaching and program styles. These philosophical values forms the platform of teaching in which the institution base their curriculum courses. Evaluating the different Westernized philosophies found in teaching which range from “essentialism, perennialism, progressivism, social reconstructionism, existentialism, and others”, it is my contention that Egyptians had formed or adopted an academic philosophy that closely resembled that of essentialism and perennialism. These types of philosophy urges that “traditional disciplines” and “teacher centered philosophies” are implemented. The transferring of knowledge, information, vocations and skills from the older generation to the younger generation was vital in the development and success of the students. The importance of cultural literacy was also prominent in the “core curriculum” of these Egyptian trainees, and to make sure of this enculturation cultural book, ideas, and concepts remained the cornerstone of the educational program.
In the following essay I will be commenting and sharing about my feelings, opinions or impressions about cultural differences in America.
For years America has been considered the “melting pot” of all cultures from all corners of the earth. We as “Americans” can be proud of some of the progress in the area of diversity. Looking back at the history of the United States we learn that in view of all the existing cultures and civilizations, we continue to be a fairly young nation. To state that our country has not made errors along the way which has cost many innocent lives, and have been ignorant about racial and diverse differences is an understatement. Comparatively, it is my contention that we still continue to be a rich, progressing, and caring generation of Americans interested in developing and adapting to the differences in society and cultures.
The diversity in America is something to be “envied”. You can seek through the streets of Africa, Europe, Asia, Latin America and others, and not find the immense numbers of colors, languages and faces in any part of this world. Diversity is a rich part of our identity and culture as Americans. From the different flavors, fashions, dialects, traditions and music we are part of a wealth of people who are looking to share a common dream and succeed. Even though diversity brings about great challenges, the spirit to “achieve and overcome” is part of the DNA found in most us. Statistics have proven that even though the ignorance of oppression, racism, and prejudices has been a plaque in the progress of this nation it could not stop the numbers of migrations occurring daily in this country. Soon, the “minority” will ultimately become the “majority”. This information may be staggering but true, looking back at the last 20 years even English as a first language has been at risk.
So what does this mean? Whether or not we like it or not, Americans are faced with the reality that diversity is an important social issue that we have to overcome. Embracing the things that unite us and not divide us is going to be vital if we are going to pull together as a country. Recently, I was able to play a small role in changing history. As millions watched from their televisions, sports bars, computers and even footsteps at Washington, we watched with anticipation the first African American President take the office of the Presidency. If this is not a, “dream in the making”, I would be foolish to not take notice. America has taken a leap in the area of racial differences and diversities but we still need to instill this in our classrooms and homes. As each society continues to develop, the thirst for knowledge continues to mature. In this knowledge we have a responsibility to teach and instruct in the area of embracing diversity as a new “norm” for the next generation of citizens.
Great men and women from diverse backgrounds surrendered their own freedoms so that we can enjoy this land call America. Looking at the spectrum of colors which adorn our communities, classrooms, and even churches, this would make for a beautiful portrait. We are a people of many colors, but we share one common goal and that is to live and succeed. In the core of all diverse groups we still have a need to feel appreciated for who we are and accepted for what we are. These common desires and human values are what unite us as a people. One Love!
The rich sounds of Jazz and Blues is a genre of music which has its roots planted in the echoes of the original African slave hymns. It expresses and vocalizes the sounds of a history of peoples, and culture which is so richly found in the African American ethnicity. Breaking the chains of racial tensions and telling the stories of relationships, love, and soul expression these sounds unites us all because it tells of life’s stories that goes beyond the color barriers. Joan Cartwright is one of the leading Jazz and Blues artists and composer who is still with us today, and I had the privilege of meeting her and participating in this rich history of music.
As we studied about “Women in Jazz”, Joan Cartwright made it clear that women had their place in the origins of Jazz Music. From the West Coast of Africa to the Clubs of Harlem she tells the story of greats such as, Betty Carter, Duke Ellington, Billie Holiday, Cole Porter and others. I enjoyed very much singing along her famous song “Love Translation” which speaks of how love unites us all through the trail of life, country, continent, world, and universe. With her charisma and smiles she ignited the floor and brought us the rich sounds that with its history, imparted in us all a rich experience and feeling of pride. For some of us, it reminded us of the early sixties and seventies and perhaps for others she gave a great history lesson. With tambourine in hand, she made us dance and feel the joy of participating in a diverse event not focusing on our difference but in our similarities.
Listening to the history of Jazz and Blues, we continue to see an evolution of sound, music and message which embraces its history. From the drums of Africa to the trumpets of Jazz it is so clear that we have evolved into a diverse group of people with a diverse ability to share history from the lens of time. It is not usual to see a lady saxophonist play her tunes while “lady melody” played her keyboard. Yes, I must say women have come a long way and they are here to stay. They had rime, they had rhythm, and they had blues. Much prettier than their counterparts, these women had style. Culturally this event was rich in information, and brought to life the history, emotions and feelings of the great women of Jazz.
By embarking in this event in “Black History Month”, I learned, laughed and participated in the sounds of my ancestral background. I took my sandals off and sang along in some of the song such as “I sing because I’m happy”. It reminded me that we all come from one, we all are one, and we share in one common goal called “life”.
Imhotep religious beliefs also paralleled his knowledge and wisdom. A “master” teacher, a student of theology, and a scholar of moral behavior won him the title “hereditary noble”. By respecting the “Gods" and not considering himself a deity provoked and inspired him to build the first pyramid of Egypt and achieve an eternal place in Egyptian history. Learning and mastering large amounts of information and performing unmatched skills gave him advantages that others only fathom to achieve. With the belt of nobility around his waist, Imhotep mirrored the image of a skilled and wise noble.
