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Final Paper My Philosophy of Life Amber DeNooy Colorado Christian

Final Paper My Philosophy of Life Amber DeNooy Colorado Christian
Final Paper My Philosophy of Life Amber DeNooy Colorado Christian

Final Paper: My Philosophy of Life

Amber DeNooy Colorado Christian University

HUM 425

Professor: David Mullaney

June 7, 2003

Over the past 13 months that I have been attending CCU, I have learned a great deal about myself. This has been especially true during the past five weeks while in the Personal and Social Ethics course. Our philosophy of life greatly influences our ethical decision-making. This paper will discuss several areas related to my philosophy of life, including my character traits, worldview, theory of knowledge and truth, and principals and values that direct my life. Section 1: Character Traits

Who am I? The complete answer to this question would be far too long to discuss in the context of this paper. Therefore, in this section, I will focus on one of my most defining characteristics and two other areas that define who I am.

I consider being a Christian my most defining characteristic. My beliefs impact everything in my life. Because my beliefs impact my view on life, they will be discussed in greater detail in section two of this paper.

Over the course of this Management of Human Resources (MHR) program, I have learned more about two other areas that define who I am. In one of the MHR courses, we took the Myers-Briggs Type Indicator (MBTI) (Myers & Briggs, 1993). The MBTI measures personality preferences in four different areas: extraversion (E) versus introversion (I), sensing (S) versus intuition (N), thinking (T) versus feeling (F), and judging (J) versus perceiving (P). When I took the MBTI, I learned that my profile is I, N, F, J/P. The INFJ profile reads: Seek meaning and connection in ideas, relationships, and material possessions. Want to understand what motivates people and are insightful about others. Con scientious and

committed to their firm values. Develop a clear vision about how best to serve the

common good. Organized and decisive in implementing their vision (p. 2).

The INFP profile reads:

Idealistic, loyal to their values and to people who are important to them. Want an

external life that is congruent with their values. Curious, quick to see possibilities, can be catalysts for implementing ideas. Seek to understand people and to help them fulfill their potential. Adaptable, flexible, and accepting unless a value is threatened (p. 2).

I think these profiles are fairly accurate descriptors of my personality.

In another MHR course, we took the Leadership Effectiveness and Adaptability Description (LEAD) instrument. The LEAD instrument profiles personal leadership styles. My primary leadership styles are S3, participating, and S2, selling. These leadership styles are appropriate for followers who are able but unwilling or insecure and unable but willing or confident, respectively. My secondary leadership style is S1, telling, and is appropriate for followers who are unable and unwilling or insecure (Center for Leadership Studies, 1998). Like my MBTI profile, I also agree with my LEAD profile.

Both the MBTI and the LEAD helped me to gain insight into my personality preferences and leadership styles. While no particular profile is superior to another, both instruments point to areas for growth, and in that way, I found both to be very helpful tools.

Section 2: Worldview

I have been taught the Christian theistic worldview my entire life. However, over the past 18 months, the beliefs that make up my worldview have become more solidified and more personal due to a variety of reasons.

The first tenet of my worldview is the belief that God created the world. I have always believed that God created this world. Up until recently, I believed this due to the words of Genesis 1:1, “In the beginning God created the heavens and the earth” (Holy Bible, 1995). Recently, I have become aware of scientific evidence backing this belief. This evidence includes

the anthropic principle, which states that Earth has just the right combination of features to support life. The concept of irreducible complexity says that organisms are too complex to have evolved step by step, because without any of their structures, organisms cannot survive (Colson, 1999). In addition, the fossil record is incomplete, showing no signs of transitional life forms. This is a fact that even Darwin himself pointed out (Intelligent Design and Evolution Awareness Club, 2001).

The second tenet of my worldview is that God is a personal, loving, all-knowing, all-powerful God. I grew up hearing Bible stories that taught me about a personal, loving, all-knowing, all-powerful God. Over the past 18 months due to a variety of circumstances and experiences, I found this to be ever so much more true of God. He is always faithful, loving and guiding us down the paths that we take. And even more, nothing is impossible for God; He can take any situation, no matter how desperate it seems and work things out for good (Romans 8:28.

The third major tenet of my worldview is that at the time of death, our spirits live on in one of two places: heaven or hell. Christ is needed for an eternity in heaven: “A man may go to heaven without health, without riches, without honors, without learning, without friends, but he can never go there without Christ” (Hughey and Hughey, 1994, p. 166). This statement is not just a creative quip; it is based on Biblical truth. The Bible tells us that the penalty for sin is death and separation from God. Paul taught about this in Romans. He said, “For all have sinned and fall short of the glory of God, and are justified freely by his grace through the redemption that came by Christ Jesus” (Romans 3:23-24). How gracious God is to have provided a way for us to be with Him despite our sinful nature.

My worldview has been shaped and molded throughout my life. It influences both my decisions and my outlook on life. I am so grateful for God’s mercy and grace and I hope that I

never lose sight of what He has done for me.

Section 3: Theory of Knowledge and Truth

Knowledge and truth can be attained and discovered through a variety of methods – too many methods to be discussed in th e context of this paper. As a result, I will focus on how I believe ultimate Truth can be known. I believe that ultimate Truth comes from God; therefore ultimate Truth can be known through reading and studying God’s word, revelation from God, and having a relationship with God.

Since I believe Truth comes from God, one way to learn about Truth is by reading and studying God’s word. The most amazing Truths are found in scripture. From reading and studying scripture, I have come to know with certainty th at God loves me, I have a direct line to God through the Holy Spirit, all things work together for good, Christ died for my sins, I am forgiven, and I have a future in the presence of God. I think the most important piece of knowledge to be gained from Biblical Truths is the fact that we are free from sin because of what Christ did for us. This freedom brings joy because I know I have eternal life. Joy, in turn, can be seen by others and hopefully will lead others to know the Truth and the joy that the Truth brings.

The other ways that I think we can know about ultimate Truth include revelations from God and having a relationship with God. To me the two go together. In order to fully understand if something is a revelation from God, we must first hav e a relationship with God. This way, we will recognize His voice and know that what we are hearing is the Truth. I have been fortunate enough to have received revelations from God concerning my well being as well as my future. I know the voice that God speaks to me in, so I have come to recognize it when I hear it. For me, it is a small, quiet voice, so it is important to quiet my own mind when I am

conversing with God so that I do not miss what He wants to share with me.

God’s Truths provide me with a compass with which to direct my life. There are many scientific truths, but when it all boils down, God’s Truths are the only ones that really matter. God’s Truths bring “beauty for ashes, strength for fear, gladness for mourning, and peace for despair” (Lewis, 1996, based on Isaiah 61:3). God’s Truths have eternal significance. I would much rather put my faith in unfailing God than faith in a failing world. As a result, I desire to follow God’s Truths rather than worldly truths. I hope that my ethical decisions reflect my desire to follow God’s Truths.

Section 4: Real Life Ethical Case Study

Recently, on 48 Hours Investigates, correspondent Harold Dow reported a story on the Canal Street Brothel in New Orleans, Lousiana (Zirinsky, 2003). This section will discuss the facts of this ethical case study, the issues, the alternatives, and what I would do and why.

What are the facts?

The Canal Street Brothel in New Orleans was part of a nationwide ring of brothels. The Canal Street Brothel was a “family business” that involved three generations of women. Tommie Taylor worked the phones; her daughter, Jeanette Maier was the madam; and Jeanette’s daughter, Monica Montemayor was a working girl. Tommie got involved in the brothel because she was unemployed and was about to be evicted out of her apartment. She heard that the brothel needed someone to work the phones, so she took the job. When Jeanette was a child, she was hungry and needed some food. She knew that one of her neighbors gave girls presents if they did what he wanted them too. This neighbor gave Jeanette 25 cents for turning her first trick at the age of eight. This became a pattern in Jeanette’s life and subsequently, she got involved in the brothel as the madam, as she felt this was all she deserved. Years later,

Jeanette’s daughter, Monica, became a working girl at the brothel, following in her mother’s footsteps. In 2001, the FBI arrested the women on charges of conspiracy prostitution. None of their customers were arrested, even though they too were involved in the prostitution (Zirinsky, 2003).

What are the issues?

The first ethical issue revolves around women selling their bodies for money. It is true that prostitution brings quite a lot of money, but that does not make it right or honorable. The second ethical issue revolves around the men who engage in prostitution, including the man who paid Jeanette 25 cents for having sex with him at the age of eight. The third ethical issue involves the prosecutors in this case. The three generations of women are facing a possible five years in prison. The men who paid for their services are not facing any penalties, because they hold prominent positions in the community.

What are the alternatives?

Each woman involved in the brothel had a choice on how to earn money. They could have found other jobs elsewhere. The men had a choice as to whether or not to be involved in prostitution in the manner that they were involved. The prosecutors had the choice to prosecute everyone involved, since the men were involved in the same crime as the women.

What I would do and why

I do not think sex should come with a price, nor should it occur outside of the union of marriage. Therefore, I would have found a different type of work, even if it meant cleaning toilets. If I were one of the prosecutors, I would have charged everyone involved equally, since the people involved are guilty of the same crime. I would not have a different set of standards for the men who hold prominent roles in the community.

In this country, it is an unfortunate reality that sex sells – in more ways than one. However, in my eyes, unethical situations do not become more ethical just because some people in this culture find certain behaviors to be acceptable.

Section 5: A Comparison of My Ethical Values and the Ethical Values of the Groups I Belong To

To a large extent, my own ethical values line up closely with the ethical values of my organization, my church, my school, and other groups I am involved in. This is probably due to the fact that I belong to each group that I am involved in by choice and I would not choose to be a part of a group whose ethical values were in stark contrast to the ethical values that I hold.

A good summary of my ethical values would be that I let God direct my decisions. As a result, when it comes to ethical decision making, I am likely to decide based on Biblical standards or truths. Another thing that I frequently do when I am faced with ethical dilemmas is to turn to God in prayer and be directed by the Holy Spirit. The central value that ethical decisions seem to revolve around is honesty. Since God’s standards are the basis for my ethical values, I often consider if lying or cheating would be the outcomes of an ethical decision. Lying and cheating are not things that God looks upon favorably; therefore, I make ethical decisions based on honesty and integrity.

I believe that my ethical values are most closely aligned with the ethical values of my church. This is likely due to the fact that my beliefs are in line with the beliefs in my church’s statement of faith. I am not aware of the ethical decisions that are made by the leaders of my church. But, I do know that the leaders of my church are men after God’s own heart. Therefore, I believe that ethical decisions made by the leaders of my church would be made based on God’s standards.

Since CCU is a Christian school and most, if not all, students are Christians, my ethical values are also closely aligned with the ethical values of the stu dents in my CCU cohort group. This again is probably due to the fact that we most likely share the same beliefs. I am pretty confident in saying that the other students in my cohort group are guided by God’s standards.

My organization’s ethical values are largely aligned with my own. I did run into one interesting ethical value stated by my supervisor recently. She basically said something along the lines of the ends justifying the means. This is a statement I do not agree with. As I have stated before, the value of honesty is something that largely influences my ethical decision-making. I am not going to lie, cheat, and steal in order to attain the ends I hope to attain. This difference is likely due to the fact that my organization is not guided by the same beliefs that I am directed by.

I think honesty is an important value to direct ethical decision-making. I hope that my ethical decisions have reflected this belief and will continue to reflect this belief in the future. Section 6: The Principles, Values, and Ethical Standards that Direct My Life As I have stated many times in this paper, the principles, values, and ethical standards that direct my life are based on God’s standards. In this section, I will discuss the specific principles, values, and ethical standards that direct my life, as well as the sources that have informed me.

As has been previously stated, the source that provides me with the principles, values, and ethical standards that direct my life is God. Through God’s word an d the direction of the Holy Spirit, I have been directed to make the decisions that I have made. Several of the basic principles, values, and ethical standards that direct my life come from Galatians 5:16-26. Paul says that if we live by the Spirit, we will not succumb to sinful acts. Galatians 5:22-23 states that

the fruit of the Spirit is “love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control”. When we live by the Spirit, we are directed by God rather than by the law. Since I choose to follow God, I am guided by the values of love, joy, peace, patience, kindness, goodness, faithfulness, gentleness and self-control.

Jesus taught another value or principle that directs my life when he was talking about having love for your enemies. In Luke 6:31, he tells us to “Do to others as you would have them do to you”. This is a principle that is not always easy to live by, especially because not everyone else lives by this principle. It is often tempting to be rude or seek revenge when someone has mistreated us. But Jesus calls us to “do good to those who hate [us], bless those who curse [us], pray for those who mistreat [us]” (Luke 6:27-28).

One final principle that guides my life that I would like to discuss is that God is in control. If we trust in Him, leaning not on our own understanding, and acknowledge Him in all of our ways, He will make our paths straight (Proverbs 3:5-6). It is not always easy to realize the God is in control when times are tough. But, it has been my experience that God’s way always works out better than my way ever could have and I need to trust Him because He is trustworthy.

To me, God’s standards are the only standards worth following. I am grateful that I have been raised with and have grown in my knowledge of God’s standards.

Section 7: How My MHR Experience Has Contributed to My Determination and Potential Realization of My Short-Range and Long-Range Objectives

My MHR experience has come with many benefits. I am very grateful that I learned about CCU’s Fort Collins campus and about the MHR program. My experience at CCU has increased my determination to realize both my short-term and long-term goals.

For some strange reason, I have always thought that once I completed a bachelor’s degree

program, I would have the knowledge necessary for the careers that are related to bachelor’s degrees. I am at the point where I am extremely close to receiving my bachelor’s degree, yet I do not feel like I will magically have all of the knowledge that is necessary to go into the human resource field. It is not as though I have not learned anything in the past 13 months I have been at CCU. I have learned a great deal about leadership, management, and human resources while at CCU. More importantly, however, my education at CCU has taught me that knowledge is not the only thing that will help you in your chosen career. And fortunately, my education at CCU has provided me with knowledge, plus the tools and resources that I need to do well in the field of human resources.

One of my short-term goals includes taking the GRE and going into the Organizational Change and Performance graduate program at Colorado State University. My long-term career goals include obtaining and excelling in a human resou rce position. I used to be very intimidated by both of these goals. As I stated before, my education at CCU has provided me with the tools and resources that I need in order to attain these goals. This is worth far more than a vast amount of knowledge.

More importantly, because of the way CCU classes are structured, I have experienced spiritual growth as well as intellectual growth. Spiritual growth is something I place high value on and is something that I will carry throughout my life. A strong spiritual base and strong relationship with God is something that I know will help me navigate through the good and bad times in life. For that, I am very grateful for my CCU MHR experience.

In conclusion, since our philosophies of life contribute so much to the decisions we make, it is important to understand the philosophy we hold. I have enjoyed learning about my philosophy of life and hope that I will continue to hold onto the Godly values that direct my life.

References

Center for Leadership Studies. (1998). LEAD: Leadership style perception of self [Assessment].

San Diego: MJ International.

Colson, C. (1999). How now shall we live? Wheaton, IL: Tyndale House Publishers, Inc.

Holy Bible (1995). NIV study Bible edition. Grand Rapids, MI: Zondervan.

Hughey, B., & Hughey J. (1994). A rainbow of hope. El Reno, OK: Rainbow Studies, Inc. Intelligent Design and Evolution Awareness Club (2001). Fossil Record Quotes. Retrieved July 18, 2002, from https://www.doczj.com/doc/3c9988646.html,/~idea/fossquotes.htm

Lewis, C. (1996). B eauty for ashes. On Beauty for ashes [compact disk]. Newport Beach, CA: Metro One.

Myers, I. & Briggs, K. (1993). Myers-Briggs type indicator [Assessment]. Palo Alto, CA: Consulting Psychologists Press.

Zirinski, S (Executive Producer). (2003). 48 hours investigates. New York: CBS.

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逊那样有志气、有毅力、爱劳动,凭自己的双手创造财富,创造奇迹,取得最后的胜利。这样的例子在我们的生活中屡见不鲜。 《史记》的作者司马迁含冤入狱,可它依然在狱中完成《史记》一书,他之所以能完成此书,靠的也是他心中那顽强的毅力,永不放弃的不断努力的精神。著名作家爱迪生从小就生活在一个贫困的家庭中,可是他从小就表现出了科学方面的天赋。长大后爱迪生着力于电灯的发明与研究,他经过了九百多次的失败,可它依然没有放弃,不断努力,最后终于在第一千次实验中取得了成功。 鲁宾逊在岛上生活了二十八年,他面对了各种各样的困难和挫折,克服了许多常人无法想象的困难,自己动手,丰衣足食,以惊人的毅力,顽强的活了下来。他自从大船失事后,找了一些木材,在岛上盖了一间房屋,为防止野兽,还在房子周围打了木桩,来到荒岛,面对着的首要的就是吃的问题,船上的东西吃完以后,鲁宾逊开始打猎,有时可能会饿肚子,一是他决定播种,几年后他终于可以吃到自己的劳动成果,其实学习也是这样,也有这样一个循序渐进的过程,现在的社会,竞争无处不在,我们要懂得只有付出才会有收获,要勇于付出,在战胜困难的同时不断取得好成绩。要知道只有付出,才会有收获。鲁宾逊在失败后总结教训,终于成果;磨粮食没有石磨,他就用木头代替;没有筛子,就用围巾。鲁宾逊在荒岛上解决了自己的生存难题,面对人生挫折,鲁宾逊的所作所为充分显示了他坚毅的性格和顽强的精神。同样我们在学习上也可以做一些创新,养成一种创新精神,把鲁宾逊在荒岛,不畏艰险,不怕失败挫折,艰苦奋斗的精

高中英语选修课:英语文学欣赏 Sister Carrie 学生版讲义资料

Chapter III WEE QUESTION OF FORTUNE--FOUR-FIFTY A WEEK Once across the river and into the wholesale district, she glanced about her for some likely door at which to apply. As she contemplated the wide windows and imposing signs, she became conscious of being gazed upon and understood for what she was--a wage-seeker. She had never done this thing before, and lacked courage. To avoid a certain indefinable shame she felt at being caught spying about for a position, she quickened her steps and assumed an air of indifference supposedly common to one upon an errand. In this way she passed many manufacturing and wholesale houses without once glancing in. At last, after several blocks of walking, she felt that this would not do, and began to look about again, though without relaxing her pace. A little way on she saw a great door which, for some reason, attracted her attention. It was ornamented by a small brass sign, and seemed to be the entrance to a vast hive of six or seven floors. "Perhaps," she thought, "They may want some one," and crossed over to enter. When she came within a score of feet of the desired goal, she saw through the window a young man in a grey checked suit. That he had anything to do with the concern, she could not tell, but because he happened to be looking in her direction her weakening heart misgave her and she hurried by, too overcome with shame to enter. Over the way stood a great six- story structure, labelled Storm and King, which she viewed with rising hope. It was a wholesale dry goods concern and employed women. She could see them moving about now and then upon the upper floors. This place she decided to enter, no matter what. She crossed over and walked directly toward the entrance. As she did so, two men came out and paused in the door. A telegraph messenger in blue dashed past her and up the few steps that led to the entrance and disappeared. Several pedestrians out of the hurrying throng which filled the sidewalks passed about her as she paused, hesitating. She looked helplessly around, and then, seeing herself observed, retreated. It was too difficult a task. She could not go past them. So severe a defeat told sadly upon her nerves. Her feet carried her mechanically forward, every foot of her progress being a satisfactory portion of a flight which she gladly made. Block after block passed by. Upon streetlamps at the various corners she read names such as Madison, Monroe, La Salle, Clark, Dearborn, State, and still she went, her feet beginning to tire upon the broad stone flagging. She was pleased in part that the streets were bright and clean. The morning sun, shining down with steadily increasing warmth, made the shady side of the streets pleasantly cool. She looked at the blue sky overhead with more realisation of its charm than had ever come to her before. Her cowardice began to trouble her in a way. She turned back, resolving to hunt up Storm and King and enter. On the way, she encountered a great wholesale shoe company, through the broad plate windows of which she saw an enclosed executive

2008年浙师大《外国文学名著鉴赏》期末考试答案

(一)文学常识 一、古希腊罗马 1.(1)宙斯(罗马神话称为朱庇特),希腊神话中最高的天神,掌管雷电云雨,是人和神的主宰。 (2)阿波罗,希腊神话中宙斯的儿子,主管光明、青春、音乐、诗歌等,常以手持弓箭的少年形象出现。 (3)雅典那,希腊神话中的智慧女神,雅典城邦的保护神。 (4)潘多拉,希腊神话中的第一个女人,貌美性诈。私自打开了宙斯送她的一只盒子,里面装的疾病、疯狂、罪恶、嫉妒等祸患,一齐飞出,只有希望留在盒底,人间因此充满灾难。“潘多拉的盒子”成为“祸灾的来源”的同义语。 (5)普罗米修斯,希腊神话中造福人间的神。盗取天火带到人间,并传授给人类多种手艺,触怒宙斯,被锁在高加索山崖,受神鹰啄食,是一个反抗强暴、不惜为人类牺牲一切的英雄。 (6)斯芬克司,希腊神话中的狮身女怪。常叫过路行人猜谜,猜不出即将行人杀害;后因谜底被俄底浦斯道破,即自杀。后常喻“谜”一样的人物。与埃及狮身人面像同名。 2.荷马,古希腊盲诗人。主要作品有《伊利亚特》和《奥德赛》,被称为荷马史诗。《伊利亚特》叙述十年特洛伊战争。《奥德赛》写特洛伊战争结束后,希腊英雄奥德赛历险回乡的故事。马克思称赞它“显示出永久的魅力”。 3.埃斯库罗斯,古希腊悲剧之父,代表作《被缚的普罗米修斯》。6.阿里斯托芬,古希腊“喜剧之父”代表作《阿卡奈人》。 4.索福克勒斯,古希腊重要悲剧作家,代表作《俄狄浦斯王》。5.欧里庇得斯,古希腊重要悲剧作家,代表作《美狄亚》。 二、中世纪文学 但丁,意大利人,伟大诗人,文艺复兴的先驱。恩格斯称他是“中世纪的最后一位诗人,同时又是新时代的最初一位诗人”。主要作品有叙事长诗《神曲》,由地狱、炼狱、天堂三部分组成。《神曲》以幻想形式,写但丁迷路,被人导引神游三界。在地狱中见到贪官污吏等受着惩罚,在净界中见到贪色贪财等较轻罪人,在天堂里见到殉道者等高贵的灵魂。 三、文艺复兴时期 1.薄迦丘意大利人短篇小说家,著有《十日谈》拉伯雷,法国人,著《巨人传》塞万提斯,西班牙人,著《堂?吉诃德》。 2.莎士比亚,16-17世纪文艺复兴时期英国伟大的剧作家和诗人,主要作品有四大悲剧——《哈姆雷特》、《奥赛罗》《麦克白》、《李尔王》,另有悲剧《罗密欧与朱丽叶》等,喜剧有《威尼斯商人》《第十二夜》《皆大欢喜》等,历史剧有《理查二世》、《亨利四世》等。马克思称之为“人类最伟大的戏剧天才”。 四、17世纪古典主义 9.笛福,17-18世纪英国著名小说家,被誉为“英国和欧洲小说之父”,主要作品《鲁滨逊漂流记》,是英国第一部现实主义长篇小说。10.弥尔顿,17世纪英国诗人,代表作:长诗《失乐园》,《失乐园》,表现了资产阶级清教徒的革命理想和英雄气概。 25.拉伯雷,16世纪法国作家,代表作:长篇小说《巨人传》。 26.莫里哀,法国17世纪古典主义文学最重要的作家,法国古典主义喜剧的创建者,主要作品为《伪君子》《悭吝人》(主人公叫阿巴公)等喜剧。 五、18世纪启蒙运动 1)歌德,德国文学最高成就的代表者。主要作品有书信体小说《少年维特之烦恼》,诗剧《浮士德》。 11.斯威夫特,18世纪英国作家,代表作:《格列佛游记》,以荒诞的情节讽刺了英国现实。 12.亨利·菲尔丁,18世纪英国作家,代表作:《汤姆·琼斯》。 六、19世纪浪漫主义 (1拜伦, 19世纪初期英国伟大的浪漫主义诗人,代表作为诗体小说《唐璜》通过青年贵族唐璜的种种经历,抨击欧洲反动的封建势力。《恰尔德。哈洛尔游记》 (2雨果,伟大作家,欧洲19世纪浪漫主义文学最卓越的代表。主要作品有长篇小说《巴黎圣母院》、《悲惨世界》、《笑面人》、《九三年》等。《悲惨世界》写的是失业短工冉阿让因偷吃一片面包被抓进监狱,后改名换姓,当上企业主和市长,但终不能摆脱迫害的故事。《巴黎圣母院》 弃儿伽西莫多,在一个偶然的场合被副主教克洛德.孚罗洛收养为义子,长大后有让他当上了巴黎圣母院的敲钟人。他虽然十分丑陋而且有多种残疾,心灵却异常高尚纯洁。 长年流浪街头的波希米亚姑娘拉.爱斯梅拉达,能歌善舞,天真貌美而心地淳厚。青年贫诗人尔比埃尔.甘果瓦偶然同她相遇,并在一个更偶然的场合成了她名义上的丈夫。很有名望的副教主本来一向专心于"圣职",忽然有一天欣赏到波希米亚姑娘的歌舞,忧千方百计要把她据为己有,对她进行了种种威胁甚至陷害,同时还为此不惜玩弄卑鄙手段,去欺骗利用他的义子伽西莫多和学生甘果瓦。眼看无论如何也实现不了占有爱斯梅拉达的罪恶企图,最后竟亲手把那可爱的少女送上了绞刑架。 另一方面,伽西莫多私下也爱慕着波希米亚姑娘。她遭到陷害,被伽西莫多巧计救出,在圣母院一间密室里避难,敲钟人用十分纯朴和真诚的感情去安慰她,保护她。当她再次处于危急中时,敲钟人为了援助她,表现出非凡的英勇和机智。而当他无意中发现自己的"义父"和"恩人"远望着高挂在绞刑架上的波希米亚姑娘而发出恶魔般的狞笑时,伽西莫多立即对那个伪善者下了最后的判决,亲手把克洛德.孚罗洛从高耸入云的钟塔上推下,使他摔的粉身碎骨。 (3司汤达,批判现实主义作家。代表作《红与黑》,写的是不满封建制度的平民青年于连,千方百计向上爬,最终被送上断头台的故事。“红”是将军服色,指“入军界”的道路;“黑”是主教服色,指当神父、主教的道路。 14.雪莱,19世纪积极浪漫主义诗人,欧洲文学史上最早歌颂空想社会主义的诗人之一,主要作品为诗剧《解放了的普罗米修斯》,抒情诗《西风颂》等。 15.托马斯·哈代,19世纪英国作家,代表作:长篇小说《德伯家的苔丝》。 16.萨克雷,19世纪英国作家,代表作:《名利场》 17.盖斯凯尔夫人,19世纪英国作家,代表作:《玛丽·巴顿》。 18.夏洛蒂?勃朗特,19世纪英国女作家,代表作:长篇小说《简?爱》19艾米丽?勃朗特,19世纪英国女作家,夏洛蒂?勃朗特之妹,代表作:长篇小说《呼啸山庄》。 20.狄更斯,19世纪英国批判现实主义文学的重要代表,主要作品为长篇小说《大卫?科波菲尔》、《艰难时世》《双城记》《雾都孤儿》。21.柯南道尔,19世纪英国著名侦探小说家,代表作品侦探小说集《福尔摩斯探案》是世界上最著名的侦探小说。 七、19世纪现实主义 1、巴尔扎克,19世纪上半叶法国和欧洲批判现实主义文学的杰出代表。主要作品有《人间喜剧》,包括《高老头》、《欧也妮·葛朗台》、《贝姨》、《邦斯舅舅》等。《人间喜剧》是世界文学中规模最宏伟的创作之一,也是人类思维劳动最辉煌的成果之一。马克思称其“提供了一部法国社会特别是巴黎上流社会的卓越的现实主义历史”。

_嘉莉妹妹_中自然主义赏析

目的。笔者曾进行了这方面的一个实验;对乐理、视唱程度相当的A、B两个班,在讲小调式时,A班此时视唱只唱小调式作品,边唱边分析;B班只在乐理课上选一些典型作品作简单分析,而视唱课对小调作品概不介绍,结果发现A班大部分同学对小调式的特点掌握清晰、分析作品透彻,而B班多数同学对小调式作品的分析仍感糊涂。 (二)乐理和视唱由同一老师任教,选用乐理与视唱进度相当、联系密切的教材。 两门课由同一老师任教,这样就使老师对两门课的进度有更好的把握,从而做到在教学内容上的衔接,使乐理教学与视唱教学融为一体。现在有些院校已开始了这方面的尝试,如河南的黄河科技学院,商丘师院等。据笔者了解,由同一个老师任教班级学生的乐理视唱学习效果明显好于非同一教师任教的班级。 教材的选择对教学影响极大,原来的视唱教材极少有乐理内容,而乐理教材中的谱例也不多。目前新的教材已改变了这种状况,现在视唱教材中有了很好的理论知识讲授,如许敬行、孙虹编著,高教出版社出版的《视唱练习》。乐理教材有了更多的谱例,如贾方爵编著、 西南师大出版社出版的《基本乐理》。选用此种联系密切的教材, 教师在教学的过程中更易做到理论联系实际,学生在自学时也更易理解。 (三)加强乐理、视唱教学与其他科目的横向联系 音乐中的许多课程,如欣赏、民族民间音乐、合唱、音乐史等的学习对学生综合专业素质的提高有很大帮助,对它们的学习与对乐理和视唱的学习又能达到互相促进的目的。在乐理学教学中,学生最易迷惑的就是调式调性的判断,而进行调式判断时首先要靠听觉分辨作品的五声性和西方性。但如何能够分辨其是五声性作品还是西方调式体系作品,靠的是学生对音乐的基本鉴赏力。这就要求学生平时在欣赏课上要认真去听、去辨别,而欣赏老师也应该对不同体裁的音乐作品进行详细的讲解,并引导学生去辨别。经过这样长期的训练,学生对于不同地域、不同风格的音乐作品都有了了解和掌握,辨别调式的问题自然迎刃而解。同样,民族民间课程的学习对于学生了解和掌握各民族的音乐风格、特点起重要作用。经过同学们对民歌、戏曲等曲型片断的实际训练,在视唱这些有特点的作品时,其音乐风格的把握就会更好一些,因律制原因产生的音准问题也会大大减少,学生对民族风格的视唱会唱得更有味,把握得更准确。在这方面,如果乐理和视唱课需要,可会同其他科目的教师对教学进度、教学内容作一些适当的调整,使之与乐理、视唱教学相适应。如有必要,也可请这方面的专家,就某一问题进行一次讲座,以加深同学们对某些问题的理解。教师亦可有目的地向学生介绍一些此方面的书籍,让学生去阅读;介绍一些音响资料,让学生有目的地听,从而拓宽学生的知识面,进而更好地学习和掌握乐理和视唱。 总之,视唱与乐理相结合并密切联系相关科目的教学方法,不仅可以使学生增加对音乐理论的感性认识,加强视唱时的理论指导,更增加了视唱课的趣味性,使乐理不再枯燥,视唱课不再单调。 当然,加强乐理、视唱与其他科目教学的联系并不是说这些课程什么地方都可以互融。有些乐理知识如音律很难让学生唱出来。但这并不能否认加强视唱、乐理与其他学科教学联系的必要性。 作者简介:刘建坤,商丘师范学院音乐系教师。 一、美国自然主义的产生 内战之后,美国处于一段相对和平的时期,资本主义经济蓬勃发展。然而,在经济发展的背后,人们却普遍产生了一种悲观情绪,传统的理想主义被抛弃,宇宙的在规律性和机械性中蕴涵的漠然性使其变成了人类的敌人,至少已经不是人类慈祥的朋友。斯蒂芬?克莱恩(Stephen Crane(1871-1900))的一首小诗God is cold[1] 便生动地反映了这种状况: 一个人对宇宙说:/“阁下,我存在的!”/“不过,”传来宇宙的回答,/“你的存在虽是事实,却/并没有使我产生义务感。” 对这一思潮起决定性作用的是达尔文的进化论(Theory of Evolution)。达尔文认为:影响生物进化的因素有三种,即:自然选择、性的选择及个体有生之期获得特性的遗传。进化论的诞生,是对传统神学及理想主义神学的全盘否定,它取消了上帝设计师和创造者的地位,进而强调人类产生过程的机械性,以及人类进化过程的因果循环性。受其影响,悲观、忧郁的新自然哲学应运而生。新自然哲学指出,自然是一座对人类遭遇无动于衷的庞大机器,人类在自然中必然要为生存而相互竞争,而且,部分人的毁灭是人类进步中不可避免的现象。 悲观的新自然哲学在文学中的反映就是产生悲观宿命的自然主义文学。英国哲学家赫伯特?斯宾塞(HerbertSpencer)的“社会达尔文主义” (Social Darwinism)以及美国内战后的社会状况,对自然主义在美国的产生和发展起了极大的作用。当时的主要作家往往把人置于庞大的自然和社会背景中,从而显示其渺小、脆弱以及无可奈何。 "生存"是人类活动的最高目标,道德规范对于实际生活已经毫无意义。 在美国自然主义文学中,最为突出的代表是西奥多?德莱塞。 二、德莱塞在美国文学史上的地位 西奥多?德莱塞 [Theodore Dreiser (1871-1945)]是美国现代小说的先驱和代表作家,被认为是同海明威、福《嘉莉妹妹》是美国自然主义文学大师西奥多?德莱塞的处女作和成名作。自然主义在书中 主要表现为作者对失败者的深刻同情。 《嘉莉妹妹》中 自然主义赏析 文/姚晓鸣 编辑:冯彬彬 69 美与时代 2003.11下

外国名著赏析论文

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《Sister Carrie》 The author of the book is Theodore Dreiser, a famous realistic writer in Amaican literature history .Realism follows the rule of nature “survival of fittest”.《Sister Carrie》is a representative of realism which describes a poor countryside girl′s life change after her arrival to Chicago.However ,cruel reality makes Carrie feel lonely and unhappy.Then she cohabited with Drouet,a young playboy ,Drouet offered her a easier life .Later,she married with Hrustwood ,who had married.They didn′t have a better life in New York. after they spent the money Hurstwood stole from his ex-wife .At the end of the book, Hrustwood died in a shabby little hotel,and Carrie became a famous star and be in high social classes. Lost the job in shoe-making factory is just the turning point in Carrie′s life ,the turning point of her final success and tragedy.To survie she had to rely on someone .On the surface, writer is describing Carrie′s miserable suffering telling readers that is always very hard for woman .However ,to explore the deep meaning .Carrie is just a representative of the people from working-class who are oppressed by the capitalist .Dreiser shows sympathy to them and reveals the social contradictions.Carrie′s success is driven by dream and money.She wants to change her destiny she is eager to climb into the high social class.No matter how pimping you are ,dream is important and essential to future success because dream or ambution has the power to drive you forward. It is right to pursue for material life , but not everything,In fact it is never wrong to pursue for high standard and high class life.

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