History Of Our Fear Of Aging Philosophy Essay

History Of Our Fear Of Aging Philosophy Essay Abstract The fear of aging and death in America has grown into quite the headache. People today seem more concerned with their physical appearance and age than they are with their physical or mental health. Not only is this a factor, but the media, as well as the commercial sales industry, are taking advantage of this fear and using it to their advantage. This fear grips people for many reasons, but the 2 biggest are: 1.) they are afraid of the unknown, and 2.) they are afraid of being alone. Americas Fear of Aging Many people today are convinced that if they can just lift one more weight or just run one more mile, they will never get old. Even if they dont give in and end up getting cosmetic surgery or spend too much money on expensive anti-aging creams that dont work, there comes a day when its too much effort any longer to keep up the fantasy. What began with simply trying to look pretty has become a never-ending battle to be or to find the next fountain of youth in America. If someone has age spots, theres a cream that for that. If you have stretch marks or cellulite, theres a salve or lotion for that. Dark circles under your eyes? Theres a tonic for that as well. Give it time and Apple will develop an app for all your cosmetic woes! Fears and concerns about growing old are being addressed by those who are growing old. They arent content to sit idly by and let death come swooping in on them. Instead they have become more proactive in the fight against the clock (e.g. participating in more physical activities, sharpening their mental abilities via games, puzzles, being more socially interactive with others, etc.). Our Fear of Aging Americans today are in a constant push to keep up with trends. Buy this new car, try this kind of new weight loss shake, etc. Not only do they push you to buy their product, they also bombard you with reasons why their product is so much better than their Brand X competitor. The biggest culprits: The Cosmetic Industry. The message being broadcast by the cosmetic industry is if theres something you that you dont like, well fix it. Bayer (2004) said that from 1997 to 2001, cosmetic procedures increased 311% for women and 256% for men (p. 9). But why are we so afraid of being perceived as old? I have a rule that I can apply to practically anything in life: Everything is just a matter of perception. much like the dichotomy between good and evil. In a standard story or movie, the good guy perceives his actions as being in the good, but the bad guy also sees his actions to be in the good. And each perceives the others actions to be bad. But how they are perceived is determined not only by them, but by outside sources as well (e.g. the readers of the story, the viewers of the movie, etc.). In America, people are more concerned with the perceptions of others rather than of their own. But since when have we let the views of others govern our self-esteem? Growing old shouldnt be viewed as such a bad thing. In some cultures, being old is viewed in an opposite light. There are cultures in which aging is welcomed, as age signifies wisdom. This is usually accompanied by deep respect, honor, and reverence, which ensures that the elderly are well cared for by family members. This is the goal of people in these cultures; to live long enough to get to this place where they can be revered by the younger people for their knowledge and wisdom. In todays society, old people are laughed at and scoffed at by younger people. Old people have become a punch-line for numerous jokes and stereotypes. Rarely are they looked up to for their wisdom; they arent respected for what theyve done in their lives to be able to have the wisdom and knowledge that they do. Younger people laugh at them because they are afraid of getting old just like them, as well as being afraid of looking as old as them. But what drives this fear? The answer is simple: when we get old, we are afraid that we are more than likely going to end up being alone. As we age, our physical appearance drastically changes. Our hair loses its color, our skin loses elasticity which results in wrinkles, we get liver spots, and the list goes on. Its all centered around how we look, and most people think if they look old, no one will want to be with them. Maybe people are afraid of the inner physical changes that take place. As people age their bodies become more worn out, especially if they havent been very physically active or their diet hasnt been the best in the world. And what else accompanies all these aches and pains? Medications that have a dozen or more side-effects, numerous trips to the doctor for this and that ailment, which it-turn gets you MORE medications. Mark Twain once said Life would be infinitely happier if we could only be born at the age of eighty and gradually approach 18 (Drye, 2011.) In other words, we worry about losing our looks, our vitality, our strength, or our sexual energies. If what Mark Twain said were made into reality, we would instead be constantly looking forward to gaining these instead of losing them. The years between eighteen and twenty five are considered to be the best years of anyones life. During these years of early adulthood, humans are the strongest physically and sexually than they will be any other time in their life, and reliving those memories only reminds people of this joy (Berger, 2011.) Our Fear of Death Even worse than fearing growing old is fearing what is almost always associated with growing old: death. A theory by Dr. Sigmund Freud states that peoples fear of death was more of a disguise for some other hidden concern (Encyclopedia of Death and Dying, 2011.) Dr. Freud claimed that the unconscious cannot deal with the passing of time and the concept of life ended cannot register in our brain. With the mind being unable to register our own death, Dr. Freud theorized that everyone is convinced he or she is immortal (Encyclopedia of Death and Dying, 2011.)Â   But what about what happens when we die? Nobody truly knows what will happen or where we will end up, and this stirs peoples fear of the unknown. Will we end up in total annihilation (no afterlife, just non-existence), will we be reincarnated and if so what will we be, or will we go to heaven or hell? No one can really know until death happens to them, and by then its too late. People have always feared the unknown, which has been a severe detriment to humanity throughout history. This has also motivated them to look for answers to whatever it is that they dont know. In 1973, Ernest Beck theorized that the fear of death is real. Not only is the fear real, but it is so intense that the fear of death is the reason for all phobias that exist. Beck noted that people only function day to day because they are able to temporarily deny death. (Encyclopedia of Death and Dying, 2011.) Beck has a very good point, though, because practically all phobias involve death. Someone with Arachnophobia is more than likely afraid that a spider will bite them and theyll die. Someone with Hydrophobia may be afraid of dying from drowning. And someone with Kinemortophobia, even though they have probably watched way too many horror movies/ TV shows, is still afraid of dying at the mercy of a zombie attack. It all comes back to being afraid of death. But no matter which fear someone happens to fear the most, theres one thing that will always remain true: aging and death are inevitable. Theres nothing anyone can do to avoid them and theres nothing that can be done to stop or even slow the progression of either one. So you could ask yourself, If aging and death are going to happen whether I like it or not, should I be afraid all the time? Therapists usually tell people with major phobia issues that in order to conquer their fears, they must first face them. Facing this kind of fear would probably involve more understanding of the reality of the situation than anything else. Conclusion William Alexander Stiling once said Of all things that are feared, the last is death (Lockyer, 1969, p.209.) Aging and death are both facts of life, and theres nothing we can do about it. Changing your appearance in an attempt to look younger may help you hold on to your self-perception of youthfulness, but it wont have any effect on biological progression. The best therapy for this would be to just accept that aging and death will happen. Dont try to fight it; dont try to hide from it. Embrace the fact that theyre inevitable and prepare yourself mentally, spiritually, and physically.

Holocaust Awareness…Contemporary Lessons Essay

Few events in recent history have had as dramatic an impact on history as the mass murder of Jews in concentration camps during World War II, the Holocaust. The Holocaust appears to be a well documented event (Hilberg, 1992), yet today there are those who feel it is just a myth. When he discovered the concentration camps, General and future President Dwight David Eisenhower knew that a future day would come when people would claim that the Holocaust never happened, so he took great pains to document and record the events on film so that the world would never forget. Even so, his efforts did not eliminate what he knew would happen. In spite of evidence to the contrary, today, there are many who claim that the Holocaust did not occur and that there is no evidence that it did. Yet the evidence suggests that is did happen and similar events such as the murder of more than 2 million people by the Khmer Rouge in Cambodia plus mass murders ethnic intolerance in Iraq, the Sudan, Rwanda and Yugoslavia continue to take place even now. During the early hours of September 1, 1939, Adolph Hitler invaded Poland bringing about the Second World War. Historically, this war began because of Hitler’s contempt regarding the way Germans were treated at the end of the First World War and other related issues. At the time World War II began, there was a world wide depression that helped bring Hitler rose to power in Germany and President Franklin Delano Roosevelt to power in the U. S. It is generally viewed that Hitler used the issue of Jewish economic domination in Germany both to push for war and as an excuse for the economic woes of Germany. (Bartov, 2000; Friedman, 1993). Ultimately, Hitler blamed the Jews for Germany’s economic problems and to begin exterminating them in concentration camps—mass genocide. (Gigliotti and Lang, 2005) on a scale that surpassed anything that had ever happened up to that time within so short a time span. Does engraining memories of past atrocities into the public psyche eliminate future atrocities? Political campaigns demonstrate that by slinging mud candidates provide name recognition for their opponent(s). In a similar vain, perhaps remembering the events of the Holocaust and similar events throughout history (and unfortunately, still occurring around the world today) will only drive home the fact that those events exist and are continuing. Do we really want to do that? We could be reinforcing the Holocaust in the minds of individuals who might not otherwise be aware that any such thing has ever happened or ever will. We have every reason to believe that Hitler knew of the mass extermination of the millions of Jews but ironically, there is no documented evidence in writing to confirm this idea. (Irving, 1977) Most German citizens during WWII also claimed ignorance of the Jewish extermination in progress at the time. â€Å"How could such a widespread extermination and mass murder have gone unnoticed† and â€Å"Where are the documents to show that Hitler was aware of it? † Today, nearly seventy years after the beginning of WWII and Jewish extermination, the question is still asked, â€Å"Did Hitler even know about the Jewish extermination process underway? † The fact that anyone even asks this question is, perhaps, the greatest evidence that we need to teach that it is a real part of human history. While it seems irrational to assume that Hitler actually had no knowledge of what was going on, it appears to be equally true that few if any documents exist to demonstrate his knowledge of what was going on (Irving, 1977) even though there certainly appears to be a great deal of documentation about the war and the Holocaust (Wolfe, 1990). We can only wonder why these contradictory situations exist. In his 1977 book Hitler’s War, one noted British historian, David Irving, outlines why he feels that stories of the mass killings of European Jews in Death Camps are merely British and American inventions, war-time propaganda perpetrated by the Allies. Irving presents several lines of argument to support his claims. For example, he points out that there is no archival evidence anywhere for the gassings, no wartime German documents that refer to the gassings of human beings and there is no clear evidence as to who gave the orders to gas people. He also claims that forensic tests of the laboratories, crematoria, gas chambers and Auschwitz fail to find any trace or significant residue of a cyanide compound. Irving dismisses eye witness accounts on the grounds that there are equal numbers of eye witness accounts of the gas chambers in Dachau even though there weren’t any gas chambers in Dachau and he believes that photographs documenting the Holocaust have been misrepresented. Why is it so vital that we remember the Holocaust? Arguments can be made both for and against that stance, but certainly, the history of the Holocaust should not be slighted or overlooked. The repeated efforts to try to wipe the memory of the Holocaust out of the human psyche as if it never occurred may be one of the strongest points in favor or remembering it. The intended purpose of â€Å"engraining† events from the Holocaust into the mind of today’s generation is to allow them to learn the lessons of horror from the past and avoid them—so that we won’t repeat them. Whether this is true or not, we more or less taking comfort in the belief, right or wrong, that if people see the horrors of those events, they will make every effort to avoid them, prevent them and take precautions against repeating them whenever they see the signs in the future. Perhaps the way to combat future human atrocities is to focus on the opposite rather than to memorialize them. What lessons can we learn from the Holocaust? First, the Holocaust demonstrates how large groups and numbers of people, even on the scale of nations, can subtly be influenced into â€Å"groupthink† (i. e. , where groups of people think and behave alike because others are thinking and behaving the same way) (Janis, 1972) and manipulated by a very few influential individuals. Second, the Holocaust demonstrates that all too often, man treats his fellow man inhumanely. â€Å"How do we avoid this in the future? † I fear that there is no global answer. Whenever such a situation begins in the future, only then can we address the issue. Another lesson we can learn is that anyone can be the victim, so everyone should recognize and acknowledge it whenever it happens. When we recognize it, we must act together to stop it, and that, unfortunately, is much easier said then done. Perhaps there is no satisfactory solution to preventing future atrocities like the Holocaust. In he end, perhaps all be can do is to try to recognize such events when we see them approaching and then to do everything we can to prevent them. References Bartov, Omar. The Holocaust. Origin, Implementation, Aftermath. New York, NY: Routledge, 2000. Friedman, Saul S. Holocaust Literature. A Handbook of Critical, Historical and Literary Writing. Westport, CT: Greenwood Press, 1993.Gigliotti, Simone and Berel Lang. The Holocaust. A Reader. Oxford: Blackwell Publishing, 2005. Hilberg, Raul. Perpetrators Victims Bystanders. The Jewish Catastrophe 1933-1945. New York, NY: Aaron Asher Books, 1992. Irving, David. Hitler’s War. New York, NY: Viking Press, 1977. Janis, Irving L. Victims of Groupthink. Boston: Houghton Mifflin Company, 1972. Levi, Neil and Michael Rothberg. The Holocaust. Theoretical Readings. New Brunswick. NJ: Rutgers University Press, 2003. Wolfe, Robert. Holocaust. The Documentary Evidence. Washington, DC: National Archives and Records Administration, 1990.

Essay about Technology Integration in Schools - 1012 Words

The following paper will summarize the book reviews suggested for this class. Through this paper two questions will be answered. Do you see an immediate opportunity for technology integration into these school settings? What may be some barriers to integration? These questions will be answered after all book reviews have been read and analyzed. The following paragraphs will go into depth over these two questions. The first book review was completed by Theresa Richardson, Department of Educational Studies, at Ball State University. Richardson reviewed the book Revolution of the Margins: The Impact of Competition on Urban School Systems by Frederick M. Hess. This book looked at the differences between two public voucher programs and a†¦show more content†¦Although technology is a large part of our educational system today, some individuals in the private school system may not be as open to introducing new technology to the school. The phrase, if it isnt broke dont fix it, come s to mind. Schools may be slow to implement technology if they know there is a chance that the constituencies may refuse to fund the school if the curriculum or style of teaching, in the classroom, changes. The next review was completed by Marilynn M. Quick, about the book Against School Reform (And in Praise of Great Teaching): Getting Beyond Endless Testing, Regimentation, and Reform in Our Schools. In this article Temes focuses on the three dos of keeping great teachers in their positions. The first do that is explained by Quick is, emphasizing the individual. Quick stated that, â€Å"although schools can be improved, they are doing better than they did in the past† (Temes, 2002). Temes was pushing for focus on great teachers and not necessarily improving the entire school or district. The next do is, keep it real, meaning great teachers focus on relating to their students by using honesty and showing them that you care. The last do was, make it new, which involved class room experimentation. This is where technology could be implemented best. Great teachers will focus on new ways to engage their students, and technology is one way that this can beShow MoreRelatedShould Schools Be Resistant? Technology Integration?1340 Words   |  6 PagesAccording to Collins and Halverson (2009), schools can be resistant to technology integration, because it is inclined to intterupt traditional classroom practices. The teaching profession is known for its traditional procedures and practices. At the height of the technology boom, the majority of classroom teachers originated from a very different generation. According to National Commission on Teaching and America’s Future (2011), over half of today’s teachers are â€Å"baby boomers†, 50 years of ageRead MoreIntegration of Modern Technology in Schools Essay1699 Words   |  7 PagesA type of modern technology should be provided to the students in the classrooms at school. 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As a result of completing this artifact, I believe that our three main areas of focus should be on increasing parental involvement, the number of proficient digital tools availableRead MoreAnnotated Bibliography Of A Computer Lab1010 Words   |  5 PagesMasuma Hossain Observe the use of technology in your school and answer the questions below. 1. Does the school have a computer lab? If so, which grades use it and how often do they use it? From my observation, P.S. 152 has a computer lab with 35 computers. The media library has 5 computers and 15 laptops. The school also has 8 laptop carts (Apple) filled with 15-20 laptops. All grades use both lab and library plus have access to laptops. The whole school grades K-5th (except Pre-K) use theRead MoreChromebook Research Paper1330 Words   |  6 PagesExample Topic The Paradise Valley Unified School District uses Chromebooks throughout all its schools K-12. 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With same teaching level, teachers holdingRead MoreEssay on My Technology Integration Vision922 Words   |  4 PagesThe coursework I have completed through the Distance Educational Technology Masters Program at the University of Alaska Southeast (UAS), has immersed me in educational technology research supported by collegial discussions. Through the supervised field-based activities from the UAS program and my ongoing professional activities, I have developed a shared vision for the comprehensive integration of technology. Technology integration has been my priority focus academically and pr ofessionally. As I

Essay Analysis of Anthem for Doomed Youth - 1506 Words

Wilfred Owen the son of Tom and Susan Owen was born on March 18, 1893, in Oswetry, England. He was educated at the Birkenhead institute and at Shrewbury Technical School. At the age of 17, Owen began to show an interest in arts, and poetry. He worked as a pupil teacher at the Wyle Cop School while he was preparing for his exam to attend the University of London. After he failed the entrance exam he worked as an English teacher in the Berlitz School in Bordeaux. Wilfred Owen was a famous British war poet in World War I. The horrible violence of war turned Owen into a poetic genius. In a two-year period during the war, Owen published only four of his poems, and grew from a negligible minor poet into a famous English-language poet. His†¦show more content†¦It highlights the huge and crazy sacrifice that the soldiers gave. This opening line is an example of how Owen asks the questions of the reader in order to make them think more about the poem. ‘Only the monstrous anger of guns.’ Is the answer to this question, describing what the soldiers received. Through personification the guns responsible for taking so much human life are made out to be evil. The image that is created is that there is massive destruction and a force of exploding shells. ‘Guns’ is a loud and rhythmic word, creating the impression that war is fierce, like a monster. ‘Only the stuttering rifles’ rapid rattle can patter out their hasty orisons,’ are two effective lines that imply that instead of prayers, the soldiers received the firing of bullet.’ Stuttering’ is onomatopoeia to add the sound into the image that is formed in the readers mind. It also implies that the sound was not fluent, Alliteration is used on the ‘r’ sounds to emphasise the sounds of destruction that were occurring. ‘No mockeries no prayers nor bells nor choirs,’ is the opening to the second quatrain and illustrates the horrific way in which these soldier departs from this world and they do not even receive basic objects that would be expected in a traditional ceremony. Instead, these soldiers who have dies fighting for their country received ‘The shrill demented choirs of wailing shells and bugles.’ ‘Shrill’ isShow MoreRelatedAnalysis of Anthem for Doomed Youth1382 Words   |  6 PagesAnalysis of â€Å"Anthem for Doomed Youth† Originally published in 1920, shortly after World War I, â€Å"Anthem for Doomed Youth† demonstrates the horror of the unjust deaths of young soldiers. â€Å"Anthem for Doomed Youth† is a poem about Owen’s distain towards the honourless way in which young soldiers pass on, and the impact their deaths have on the loved ones they leave behind. The following essay will show that in the anti-war poem, â€Å"Anthem for Doomed Youth†, Owen uses sensational descriptionRead MoreAnthem for Doomed Youth - Analysis1143 Words   |  5 PagesAnthem for Doomed Youth - Analysis The very title that Wilfred Owen chose for his war poem, Anthem for Doomed Youth is an apt representation of what he wanted the poem to encapsulate and the emotions he wanted to evoke in the readers. The word anthem and doomed youth is a stark juxtaposition when placed in the same sentence. An anthem is supposed to be something revered, something that represents the glory of a country and is bursting with national pride. However, when placed rightRead MoreAnalysis Of The Poem Anthem For Doomed Youth Essay2140 Words   |  9 Pagesmost successful text is one which challenges us to re-asses out thinking. â€Å"Anthem for doomed youth† According to Google dictionary, an anthem is, â€Å"a rousing or uplifting song,† whereas this poem is more like a dismal song about mourning the deaths of those lost at war. Owen’s description of adolescent male soldiers being doomed augments his interpretation of young soldiers being extremely at risk within combat. ‘Doomed’ is a word that carries the effect and imagery of these young men being sentRead MoreWilfred Owen Anthem for Doomed Youth Analysis1000 Words   |  4 PagesAnthem of the Doomed Youth by Wilfred Owen The poem I chose to study is Anthem of the doomed youth by Wilfred Owen. Wilfred Owen, the son of a railway worker, was born in Plas Wilmot, near Oswestry, on 18th March, 1893. Owens youthful illusion of the glory of fighting as a soldier was reflected in his words to his mother on his return to England shortly before volunteering for the army...I now do most intensely want to fight. In the summer of 1917 Owen was badly concussed atRead MoreAnalysis Of Wilfred Owens Anthem For Doomed Youth911 Words   |  4 Pageshumanity sealed in its first global conflict, Wilfred Owen reveals the plight of soldiers to ‘warn’ those who remain oblivious of the ‘pity of war’. The poet delivers critique on the lack of empathy from authoritative institutions in his 1917 ‘Anthem for Doomed Youth’, educating the audience on information which had previously been withheld in its time. ‘Dulce et Decorum est’ enlightens further by expounding on the physical and mental trauma of his ‘generation’, questioning age old paradigms on warfareRead MoreEssay about Analysis of Anthem For Doomed Youth by Wilfred Owen937 Words   |  4 PagesAnalysis of Anthem For Doomed Youth by Wilfred Owen The first poem that I am to analyse is Anthem for Doomed Youth, written by Wilfred Owen. This poem is a sonnet. It has fourteen lines. In this poem, the first and fourth lines rhyme, as do the second and third. The first stanza is mainly about the battlefield, whereas the second stanza is more about the feelings of friends and family back at home. This poem starts off at a quick pace, and then slows down throughout Read MoreWilfred Owens Anthem for Doomed Youth Analysis Essay777 Words   |  4 PagesWilfred Owens Anthem for a Doomed Youth is exactly that, an anthem ( a solemn song) to commemorate the innocent youth, whose lives were taken to soon by war. By using the word anthem, he calls to mind the glory and honor of a national anthem, however; he goes on to explain that there is no honor or glory in death, pairing the words doomed and youth together creates so much sorrow as well, it provides a woeful impression as it foretells of young people having no hope. Written in sonnet form, it isRead MoreAnalysis Of Owen s Poem Anthem For Doomed Youth 831 Words   |  4 PagesIn Owen’s poem, â€Å"Anthem for Doomed Youth†, the speaker meditates on both the brevity and value of life. From the very beginning of the poem, it is evident that Owen (the author and speaker) has a negative view of the war, believing tha t the political powers that are using the soldiers do not value them either as people or as soldiers, either when they are living or as they die. As he reflects on how little effort is put forth to honor the death of the soldiers with funeral rites, he also pondersRead MoreAnalysis Of Poem Anthem For Doomed Youth By Wilfred Owen And Trench Duty927 Words   |  4 PagesThroughout history, wars have been an important factor affecting many people’s lives. The two sonnets â€Å"Anthem for Doomed Youth† by Wilfred Owen and â€Å"Trench Duty† by Siegfried Sassoon are two tales inspired by their experiences fighting in WW1 and all the horrors that war made them experience. Both poets use different sonnet structures, yet convey quite similar messages. In addition, these poets develop powerful images and metaphors, but in subtly different ways. Sassoon and Owen use structure, imageryRead MoreAnalysis Of Wilfred Owen s Anthem For Doomed Youth And Dulce Et Decorum Est 1224 Words   |  5 Pagesor wonderfully exciting and the most eloquent poems can leave anybody rewinding over the story of the poem for a time afterwards. Wilfred Owen was a poet who became well renowned after World War I where he unfortunately died in battle. Anthem for Doomed Youth (Anthem) and Dulce Et Decorum Est (Dulce) by Wilfred Owen both portray various themes including horrors of war, the futility of war and the pity and sadness of war. War is full of horrendous acts that every side of war commits, even if it is for