Critical Reflection on Professional Practice | Education

Critical Reflection on Professional Practice | Education In this essay I will critically review the literature on the role of the modern educator. To this end I will consider the history of teaching and the impact of modern educational theory before defining â€Å"reflective teaching†. I will then go on to consider the ramifications of critical reflectivity at different granularities. The concept of a â€Å"teacher† in the modern sense mayhave originated with the ancient Greeks. The Socratic Method set out byPlato and Xenophon encourages the learner to become an independentthinker through a process of elimination of working hypotheses.Throughout the European â€Å"dark ages† scholarly pursuits were largely thedomain of the clergy, who developed the school system and theprofessional school educator came into being. By Victorian times,however, the role of the educator was that of an instructorwho, in the spirit of John Locke, perceived children as â€Å"blank slatesonto which knowledge can be written† . Then, in the 20th Century, the view of education, and consequently the role of the educator, changed dramatically. The concept of a â€Å"teacher† in the modern sense mayhave originated with the ancient Greeks. The Socratic Method set out byPlato and Xenophon encourages the learner to become an independentthinker through a process of elimination of working hypotheses.Throughout the European â€Å"dark ages† scholarly pursuits were largely thedomain of the clergy, who developed the school system and theprofessional school educator came into being. By Victorian times,however, the role of the educator was that of an instructorwho, in the spirit of John Locke, perceived children as â€Å"blank slatesonto which knowledge can be written† . Then, in the 20th Century, the view of education, and consequently the role of the educator, changed dramatically. Educational theory in the 20thCentury was influenced by, amongst others, Piaget, Vygotsky and Dewey.It will be worth briefly reviewing their ideas. Jean Piaget developed the notion of constructivism in which learnersare considered to construct their own â€Å"theories† of the world.  Constructivism acknowledges the need to build upon and modify existingknowledge rather than simply to fill learners heads with knowledge. Lev Vygotsky emphasised the importance of scaffolding for childrenscognitive development in which the sociocultural environment isinternalised as knowledge is constructed.   As such learning was nolonger situated exclusively in the head but became an interactionbetween the child, peers and educators. John Dewey endorsed Vygotskys sociocultural approach and highlightedthe subjective nature of communal learning.   He is credited withpopularising socioconstructivist ideas into what became known asprogressive education. Another important influence came from cultural theory in the form ofwhat is known as postmodernism. Postmodernism is not a theory butrather a rejection of the â€Å"certain†. Instead, â€Å"meaning is always inprocess†,   and that which seems to be external reality is a culturalconstruct. Postmodernism demands a shift in perspective. Derrida   wrote: â€Å"The center is at the center of the totality, and yet, since the centerdoes not belong to the totality (is not part of the totality), thetotality has its center elsewhere. The center is not the center.† Perhaps the most important contribution of postmodernism to education,then, is the identification and questioning of underlying assumptionsand a blurring of focus from naà ¯ve clarity to reflective holism. As thinking human beings it isnear-on impossible to not be reflective in an everyday sense of theword. However the term â€Å"reflective teaching† refers to something moreprofound something systematically undertaken by practitioners thatâ€Å"implies flexibility, rigorous analysis and social awareness.†Ã‚   I willnow consider how a teacher might be critically reflective at threegranularities: (i) the fine-grain which occurs whilst teaching; (ii)the medium-grain which occurs retrospectively; (iii) the large-grainwhich considers teaching in the context of wider society. Fine-grain reflection relates to whatSchà ¶n calls â€Å"reflection-in-action† . I interpret reflection-in-actionto be a sociocultural process that is not located solely in theteachers head. Indeed it is a process of which the (experienced)teacher is not consciously aware. Rather, it relates to concepts suchas routines, attention and making judgments. It is a subtle teachingskill that is often at odds with the fashionable notion ofâ€Å"well-planned lessons†. The long-term refinement of fine-grain reflection over time is perhapswhat distinguishes the â€Å"expert† from the â€Å"novice† practitioner.Luntley   investigated the nature of expertise which he defines asâ€Å"attention-based knowledge†. He reports on an experienced teacher in amathematics lesson who drew shapes on the board and asked the classwhich ones were similar. She received answers that made no sense (toher) and reflected afterwards: â€Å"I was beginning to think: Oh God! There is something I am missinghere. [Laughter] Something that is obvious to them but not obvious tome.† The teacher then took action to resolve the issue because she: â€Å"recognised a mismatch between the pupils focus of attention and herown, and was able to interrogate this in order to respond in a waywhich changed the direction of the lesson, but enabled her to re-focusthe pupils ideas.† It is difficult to imagine how a trainee teacher might instantlyimprove their â€Å"expertise† and reflect instinctively at the chalk facelike this. Sheer experience seems necessary but it may be that thisexperience can be enhanced through systematic medium-grain reflection. Medium-grain reflection has profoundimplications. Postmodernism suggests the need to be mercilesslyself-critical.   A consequence of this is the lack of a yard-stickagainst which to measure progress. For example, one cannot simplyreflect on how to improve test scores without reflecting that anenvironment engineered for passing tests may actually damage childrenslearning by other standards.   Similarly, one cannot simply reflect onhow to reduce classroom noise levels as a way to â€Å"improve† behaviour.Rather we must identify and reflect on the complex power relations atplay in the classroom. Given these shifting-sands and the opaque nature of presuppositions, itis clear that reflective teaching at the medium grain size is no simpletask. There is no formula or recipe to follow rather it is therejection of such. Practitioners retrospective reflection is in factan attitude that encompasses many areas. Here I will attempt to listjust a few of them. The teacher must consider his or her own â€Å"wholeness†Ã‚   in thesociocultural context of the classroom. Age, gender, ethnicity,class-background, culture, religion, political views are relevant.Similar holistic consideration must be given to the pupils. Furthermorethe classroom itself is a complex sociocultural environment demanding aholistic reflection. The teacher must also consider the nature of the curriculum : how it isto be implemented and what is meant by learning and how we assess it.Policies and models and recipes and formulas abound, both voluntary andcompulsory (such as the 1988 Education Reform act which introduced aNational Curriculum). Reflective practice can be valuable in helpingteachers remain cool-headed amidst passing frenzies such as the currentunsubstantiated craze for â€Å"Accelerated Learning†. However it is no good the teacher merely being aware of thesociocultural nature of the environment, or the possible flaws in thecurriculum, as though this might vaccinate her from problems. Theentire purpose of reflective teaching is to inform practice throughâ€Å"evidence-informed professional practice†Ã‚   such as reflective markingof pupils work, discussion with colleagues, classroom observations,journal keeping and so on. Another aspect is how critical reflective practice might inform ateachers professional development, such as the acquisition offine-grained â€Å"knowledge-based attention† mentioned above. Professionaldevelopment should be considered holistically in a wider socioculturalcontext as a â€Å"process of enlightenment† that is â€Å"a reflective andcommunal process†.   The next step up after school and career focused critical reflection isteachers reflecting on their role in wider society which I discuss inthe following section.   Large-grain reflection refers tocritically considering ones role as a teacher within wider society. Itcan involve quite pragmatic issues such as joining a union, decidinghow to vote and keeping an eye on political developments such as thecurrent â€Å"dominant managerialist ideology†Ã‚   in the work place. It can also involve philosophical and ideological considerations aboutthe future of education. During the ‘cultural revolution of 1960sAmerica many teachers (e.g. Herbert Kohl ) came to reject the ideal ofschool altogether, imagining a future utopia in which society educatesits young without institutionalisation. Other educationalists havevisions of how the nature of learning might be revolutionised in anincreasingly complex and technological society (e.g. Seymour Papert ). Considering that the teaching profession does not offer the greatestfinancial returns, working conditions or status the higher ideals areessential to me personally. Teaching must be seen as a holisticlifestyle an attempt to â€Å"save the world† even to be enjoyable. For me reflective teaching contains an inherent paradox -yet this is its strength. It is a ‘formula for thinking that teachesus to reject formulae for thinking. It is an ongoing questioning andanalysis at all granularities in which our attitude should be aholistic, dynamic process rather than a static set of commandments.Although critical reflection should be painful to a degree, the returns are enriching and invaluable. Research Proposal: Child Attachment with Care Providers Research Proposal: Child Attachment with Care Providers Rationale The author has chosen to focus on the area of nursery care for children aged six months to five years, chiefly because it is an area of personal and professional interest, and because despite a wealth of research on parenting attachment, child development, behavioural development and the like, the field of study is still lacking in good, applied research which explores how children become acclimatised to a nursery environment, and what factors may affect this process. Because of social and societal changes â€Å"many infants tart their out-of-home lives at an early age with non-familial caregivers in childcare settings† (Lee, 2006 p 133). This care setting has potentially long-term implications for the child, the family, and for society as a whole. â€Å"The infant-caregiver relationship is crucial for infants since this first relationship with a caregiver will not only provide a working model for the subsequent relationships with teachers but will also set the stage for adju stment, development, and learning in the current setting and for later school life† (Lee, 2006 p 134). Attachment theories explore how attachment between child and caregiver affect these issues.The focus on attachment theories is also related to the need for nursery workers to engage in partnership working with parents in order to ensure good supportive exchanges of information from both sides, and to promote the best possible experience for the child (and their peers). The author has observed great differences between different children in the ways that they settle into the nursery environment. Some children adapt quickly to the new situation, the caregivers and the activities, while others take much longer, displaying ongoing signs of separation anxiety and other behaviours which indicate they are not fully acclimatised to the nursery environment and carers. While there are arguments here about whether or not childcare workers and parents should expect certain levels of conformity from such young children, and about the individual needs of children being met in a flexible, responsive manner, there is no doubt that children do need to learn to interact in peer groups and to integrate into environments other than the home environment at some point during their developmental processes. The adaptation to the new environment may be related to parenting styles, attachment, or the characteristics of caregivers. Literature Review A range of variables might affect the child’s ability to settle into the childcare environment. Some of these are potentially derived from the home setting, from attachment to parents and other caregivers, and from the kinds of parenting styles that the child has already experienced and from the family situation (David et al, 2003). Other variables are related to (potentially) biology and the social behaviours which reinforce gender. Turner (1991) explores the complex relationships between attachment and gender and child integration with peers in preschool environments, and shows that there are gender differences in these phenomena. How much this is due to carer and peer preconceptions of appropriate child behaviour is not clear, but Phillipsen et al (1999) show that social acceptance, and carers’ perceptions of behaviour and peer interactions are mediated by preconceptions about expected behaviours. This author is concerned that children’s individuality and indi vidual circumstances are perhaps, on the basis of such studies, not being given enough attention, and that this drive for behavioural conformity is perhaps serving a different purpose to the expressed, child-focused aims of nursery providers. McKown and Weinstein (2002) also relate teacher expectations to gender and to ethnicity in early years environments, and so the kinds of demographic information that would be needed in an exploratory study of this kind would include gender and ethnicity questions. Other authors have researched relationships between children and their childcare providers, and shown that the relationship between these may vary according to the perceptions of different childcare workers (Howes et al, 2000), and according to the sensitivity and characteristics of the childcare workers (Gerber et al, 2007). This study would focus on the kinds of perceptions of attachment identified by Howes et al (2000). A more useful study would employ an objective observer to measure and record attachment behaviours (Delamont, 2002), but this is a small scale academic piece, and there are insufficient resources to employ an objective, skilled observer. Other variables affecting the child’s ability to settle must obviously derive from the nursery environment. These may be characteristics of caregivers and caregiver-child relationships, which may be in turn influenced by nursery policies, by organisational culture and norms and managerial practices, and also by the personalities of the caregivers (Cryer et al, 2005). Resources may also affect this environment. Lee (2006) found that â€Å"infants and their key caregivers did build firm (close, secure, synchronous) relationships in the relationship-valued and supportive childcare context† (p 140). This suggests that the context may affect this process in significant ways. However, it is the characteristics of the child his or herself, and their parents or their attachment to their parents which may be the issue here, hence the focus on attachment theory. Rydell et al (2005) suggest that â€Å"a central prediction from attachment theory is that the quality of the child’s attachment to parents will be related to the quality of relationships with other people† (p 188). Therefore, it is important as part of the proposed study to assess the parenting experience and any markers of attachment from the point of view of the parent(s). This may be important in identifying children’s ability to develop secure relationships with other carers (Rydell et al, 2005). Bowlby (2007) argues that babies and toddlers will have their attachment seeking response activated in the absence of a primary or a secondary attachment figure when they are in the presence of a stranger and in unfamiliar surroundings, which is what may happen in nurseries when children do not ‘settle’. This attachment seeking response may be terminated if the child is able to develop an attachment to a secondary carer (Bowlby, 2007). Bowlby (2007) suggests a model of childcare that actively promotes and monitors long-term secondary attachment bonds between baby and carer. This kind of model is shown in the theory of having a key person identified for each child within the setting, which has benefits for the baby/child, in terms of affection and attachment, for parents, and for the key person (Elfer, 2002). Understanding this in the context of the child-caregiver relationship is challenging, because this relationship is multidimensional (Lee, 2006). Aims The aims of this study are: to answer the following question: Why do some children settle in nursery in a short space of time and some take longer, using the same settling in method?; and to model the complex interactions between the factors which may be seen as affecting this process. Theories of attachment will be used as a framework to inform and support the design of the study, but a range of potential variables will be explored in order to fully develop a model of understanding which may answer the key research question. Other aims of this study are that it should improve understanding in order to help childcare workers and parents support children’s transition into the childcare environment Methodology While an ethnographical methodology would be a logical choice of research methodology in this case (Massey, 1998), there are some issues around this kind of approach, including the potential bias of the researcher and the issues cited elsewhere about observation and participant observation. Perspectives other than that of the researcher need to be addressed, and data from parents and from the childcare setting needs to be incorporated. A Grounded Theory approach will be used, chiefly because of the way that this methodology supports the inclusion of a range of qualitative data sources along with quantitative data in the form of descriptive statistics and demographic characteristics (Borgatti, 2005; Glaser and Strauss, 1967). Grounded Theory sets out to develop models of knowledge and explication which are ‘grounded’ in the data under investigation, the nature of which always include ‘rich’ qualitative data (Charmaz, 1994). The complexity of Grounded Theory m odels lies in their derivation from the data themselves, and so would serve well this attempt to address a complex phenomenon likely to be affected by a range of variables. Grounded Theory allows the researcher to make full use of the data (Bell and Opie, 2002; D’Onofrio, 2001). Data analysis is via a process of constant comparison of the data with each other, through stages of analysis towards an end model (Charmaz, 1994; Glaser and Strauss, 1967). The kinds of complexities, the human nature of the interactions within the childcare environment, and the many variables that would likely affect the child’s interactions within that environment, do not lend themselves to a quantitative methodology, particularly one carried out on so small a scale. Nor would it be ethical to carry out quantitative research on vulnerable children when there is no hope of gaining a statistically significant sample size for a good quality quantitative study. Therefore, a qualitative study, which supports and exploratory approach, has been deemed more suitable. Methods which collect talk and conversation would be suitable for this kind of research (Adelman, 1981), but due to the vulnerability of the children involved, the data collection methods must be chosen with care. Similarly, the data collection methods and sources have been selected to include all relevant information which might indicate factors which impinge upon the infant or child’s ability to settle into the nursery environment. Because of the issues of perception discussed above, participant observation was ruled out as a data collection approach (Arnould, 1998). The data collection methods were chosen to minimse the impact on children, parents and childcare workers. These will include exploratory questionnaires given to parents and semi-structured interviews with nursery caregivers, documentary data in the form of the children’s nursery records, nursery policies, mission statements and staff training and orientation documents, and interviews with staff. All these kinds of data sources are suitable to a Grounded Theory Approach (Glaser and Strauss, 1967). It is important to take into account the complexities and details of the context, both physical and behavioural, within which the child behaviours are taking place, because this may indicate factors within the nursery itself which affect the child’s orientation into that environment. The data collection tools, which consist of a parental questionnaire and a pro-forma for the semi-structured interviews with childcare providers, will be informed by the use of established measures, including the Q-Set measure (Moss et al, 2006). Other studies have applied such measures to a similar situation in relation to attachment theory (Moss et al, 2006). Interviews will be audio-taped, anonymised at point of recording, and then transcribed as text documents. All data, from questionnaires, interviews and documentary sources will be transferred into an electronic qualitative data analysis programme such as NVivo, for ease of management and improved analysis (Drisko, 2004). NVivo allows for the development of models from qualitative data, but also supports the integration of quantitative and demographic data to develop correlations between these data and qualitative concepts and findings (Drisko, 2004). Because Grounded Theory tends to treat the literature review as a concurrent process (Glaser and Strauss, 1967), and literature sources as a form of data in themselves (D’Onofrio, 2001), the use of NVivo also supports and aids this process in terms of the management of large amounts of textual data (Drisko, 2004). Ethical Considerations It is important that the quality of the research is such that it is justifiable to carry it out within this setting (see methodology section above). Ethical considerations include the ethics of carrying out research on small children who are unable to give consent, and the affects the research might have on their caregivers. Research that distracts the childcare workers or affects their ability to take care of children would not be ethical. Participant observation was deemed as unsuitable (Arnould, 1998).Having a ‘strange’ adult (the researcher) in the environment might also disturb the ‘status quo’. Therefore, an observational method was not chosen, and parents given full information sheets and consent forms for participation in the study. Only those parents who consent will be included, and data will only be gathered pertaining to their children. Ethical approval will be sought from the researcher’s place of study (via normal ethics committee approv al). Permission will be gained from the child care organisation’s manager, and staff will be recruited via information sheets and consent forms in the same way that parents were. Staff interviews will be carried out at a location convenient to the place of work, and at agreed times which do not interfere with their normal workload. All interviews and demographic data including even the location and name of the childcare setting will be anonymised. Timescale Because of the data collection methods chosen, the timescale is adjusted to take into account the difficulties in gaining good response rates from questionnaires and in fitting in the interviews with the childcare providers in a way that does not place them under undue stress or affecting their working lives. A three month timescale (from the point of ethical approval) is projected for the data collection phase of this project, which will allow for an initial recruitment of the sample, distribution of questionnaires, a second round of questionnaires to improve response rates, and concurrent interviews with childcare providers and collection of documentary evidence from the childcare setting. The concurrent literature review must also take place within this timescale, and so literature searching, identification and collection will occur during the data collection phase, and critical literature review and analysis will commence during this phase and continue through the data analysis p hase of the research. This second phase, data analysis, should take a further three months, from initial analysis to completion of a model. Writing up should take a further two weeks. Conclusion It is anticipated that this study will illuminate the still murky waters of attachment with childcare providers, the potential benefits of the â€Å"key person† in relation to attachment and to promoting the adjustment of the child to the childcare setting. It should also shed light on demographic and other characteristics which may affect this process, thereby, at the very least, identifying key areas for further, more in-depth or targeted research. Because this is an exploratory study, the potential richness of the data should allow for some insight and discovery about issues affecting attachment and adjustment. Attachment theories would need to be explored in much greater detail than this brief proposal allows, and the quality of the existing research on these theories applied to this setting appraised. The resultant model should incorporate the evidence from the literature with the evidence from the study data into a model which may inform future approaches to caring for c hildren within this setting. Bibliography Adelman, C. (1981) Uttering Muttering : collecting, using and reporting talk for social and educational research. London:Grant McIntyre Arnould, E.J. (1998) Ethical Concerns in Participant Observation/Ethnography. Advances in Consumer Research 25 72 Asher, S.R., Pankhurts, J.T., Hymel, S. and Williams, G. (1990) Peer rejection and loneliness in childhood. In Asher, S.R. and Cole, J.D. (eds) Peer rejection in childhood. Cambridge studies in social and emotional development (253-273) New York: Cambridge University Press. Bell, J. and Opie, C. (2002) Learning from Research : getting more from your data Buckingham: Open University Press. Birch, S.H. and Ladd, G.W. (1997) The teacher-child relationship and children’s early school adjustment. Journal of School Psychology 35 61-79. Birch, S.H. and Ladd, G.W. (1997) Children’s interpersonal behaviours and the teacher-child relationship. Developmental Psychology 34 934-946. Borgatti, S. (2005) Introduction to Grounded Theory www.analytictech.com accessed 12-07-08. Charmaz, K. (1994)The grounded theory method: An explication and interpretation. In Glaser,, B. (ed) More grounded theory methodology: A reader p 95-115 Mill Valley, CA: Sociology Press. Coady, M. (2001) Ethics in early childhood research in: MacNaughton, G., Rolfe, S. and Siraj-Blaqtchford, S. (2001) Doing Early childhood Research: international perspectives on theory and practice Oxford: Oxford University Press. Cryer, D., Wagner-Moore, L., Burchinal, M. et al (2005) Effects of transitions to new child care classes on infant/toddler distress and behaviour. Early Childhood Research Quarterly 20 37-56. David, T., Goouch, K., Powell, S. and Abbott, L. (2003) Birth to Three Matters: a Review of the Literature Nottingham: Queen’s Printer. Delamont, S. (2002) Fieldwork in educational settings London: Falmer Press DeMulder, E.K., Denham, S., Schmidt, M. and Mitchell, J. (2000) Q-sort assessment of attachment security during the preschool years: links from home to school. Developmental Psychology D’Onofrio, A. (2001) â€Å"Grounded Theory† Qualitative Research Methods in Education Spring/Summer http://muse.widener.edu accessed 10-7-08. Drisko, J.W. (2004) Qualitative Data Analysis Software: A User’s Appraisal.† In Padgett, D. (ed) The Qualitative Research Experience p 193-209. Belmont, CA: Wadsworth. Gerber, E.B., Whitebook, M. and Wienstein, R.S. (2007) At the heart of childcare: predictors of teacher sensitivity in center-based child care. Early Childhood Research Quarterly22 327-346. Glaser, B.G. Strauss, A.L. (1967) The discovery of grounded theory: strategies for qualitative research. Chicago: Aldine Goossens, F.A., and van Ijzendom, M.H. (1990) Quality of infants’ attachments to prorfessional caregivers: relation to infant-parent attachment and day-care characteristics. Child Development 61 832-857. Howes, C, Phillipsen, L.C. and Peisner-Feinberg, E. (2000) The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology 38 113-132. Howes, C. (1999) Attachment relationships in the context of multiple caregivers. In Cassidy, J. and Shaver, P.R. (eds) Attachment Theory: research and clinical applications9671-687). New York: Guilford Press. Lee, S.Y. (2006) A journey to a close, secure and synchronous relationship: infant-caregiver relationship development in a childcare context. Journal of Early Childhood Research. 4 (2) 133-151. Massey, A. (1998) â€Å"The way we do things around here: the culture of ethnography.† Ethnography and Education Conference, Oxford University www.voicewisdom.co.uk accessed 13-07-08. McKown, C. and Weinstein, R.S. (2002) Modeling the role of child ethnicity and gender in children’s differential response to teacher expectations. Journal of Applied Social Psychology 32 (1) 159-184. Moss, E., Bureau, J-F., Cyr, C. and Dubious-Comtois, K. (2006) Is maternal Q-Set a valid measure of preschool child attachment behaviour? International Journal of Behavioural Development 30 (6) 488-497. Phillipsen, L.C., Bridges, S.K., McLemore, T.G. and Saponaro, L.A. (1999) Perceptions of social behaviour and peer acceptance in kindergarten. Journal of Research in Childhood Education. 14 68-77. Rydell, A-M., Bohlin, G. and Thorell, L.B. (2005) Representations of attachment to parents and shyness as predictors of children’s relationships with teachers and peer competence in preschool.† Attachment and Human Development 7 (2) 187-204. Turner, P. (1991) Relations between attachment, gender and behaviour with peers in preschool. Child Development 62 1475-1488.

Characters in Animal Farm Essay

The over worked and malnourished animals over throw the humans in charge and took power; only to find that the obligation of freedom maybe more dangerous. Out of all the animals, however, one is sure to stand out. That animal is Boxer, the farm’s hardest and strongest worker. George Orwell’s novel, Animal Farm, is an allegory that reflects events leading up to the Russian Revolution of 1917, and then on into the Stalinist Era in the Soviet Union. Through a depiction of Boxer, George Orwell allows the reader to make a discernment of the Russian proletariat’s loyalty and hardworking skills, by presenting him as an allegiant, reputable, diligent worker. From the beginning to the end, Boxer remains a diligent worker despite the abundance of toil. After the Rebellion, â€Å"Boxer [seems] more like three horses than one; [and] there [are] days when the entire work of the farm seems to rest on his mighty shoulders.† (46) Therefore, Boxer is precisely the hardest worker on the farm for the reason that he agrees to do the majority of the labor on the farm. In comparison to Mollie and Moses, who depart from the farm without doing any work, Boxer agrees to do additional tasks. Furthermore, after Boxer’s severe depravity, â€Å"Boxer [refuses] to take even a day off work, and [makes] it a point of honor not to let it be seen that he [is] in pain.† (114) Thus, Boxer is an eager worker for the reason that he never renounces his job. On the contrary, Mollie â€Å"[is] late for work every morning and [excuses] herself by saying that she [has] overslept.† This proves that Boxer loves to work. When the going gets bad he sees working as the solution. Boxer is truly the farm’s hero because of his hard work. In addition to his resolution to work harder, Boxer demonstrates fidelity. After Snowball’s expulsion, Boxer is worried about the farm, but he is not smart enough to figure things out on his own. Rather than thinking for himself, Boxer forces himself to believe others. Boxer tries to think things  over for himself, but all he can come up with is, â€Å"If Comrade Napoleon says it, it must be right,† and he takes up a new personal motto: â€Å"I will work harder.† (70) For this reason, Boxer illustrates allegiance for coinciding with authority. Furthermore, when Napoleon begins executing other animals, Boxer can only say, â€Å"I would not have believed that such things could happen on our farm. It must be due to some fault in ourselves. The solution, as I see it, is to work harder.† (94) Therefore, Boxer is devoted considering that he always falls back on his personal motto: Napoleon is always right. Boxer is loyal to the farm animals and allegiance is w hat makes a worker a good worker. Throughout the most troublesome times on Animal Farm, Boxer is praised by the animals. As time goes on, the animals are much inspired by Boxer’s work ethic than by Squealer’s clever speeches. â€Å"With his tremendous muscles [Boxer] always [pulls] them through. Boxer [is] the admiration of everybody.† (46) Hence, Boxer is admired by the other animals for the reason that he is an inspiration for them. Unlike the pigs who are considered the most intelligent, it is Boxer, who commands the animals simply because of his work ethic. Moreover, during the winter, little progress is made; the animals can not feel so impelled about it as they felt before. However Boxer never loses heart, â€Å"the other animals [find] more inspiration in Boxer’s strength and his never-failing cry of ‘I will work harder!’† (85) Ultimately, Boxer is honored by the other animals as a result of the animals being propelled by Boxer. In comparison to Squealer’s adroit speeches, the other animals find more inspiration in Boxer. This clearly identifies that Boxer’s role and personality is highly respected by the animals. These are just some of the examples that prove why Boxer is am allegiant, reputable, diligent worker. These three traits are what make Boxer unique. Unfortunately, his loyalty makes him easy to manipulate. Boxer is a very important character and without him Animal Farm would not exist. Boxer is the one who gives everyone hope and a reason to work harder. For these reasons Boxer is the farm’s hero and is one of the most beloved characters in Animal Farm.

Succubus Dreams CHAPTER 26

New Year's Eve. Warren, Emerald City's owner, had thrown a swank party at his house and invited the whole staff, along with about fifty others. His house was enormous, and he'd spared no expense. Waiters worked the crowd. A bartender made drinks with great flourish. A DJ spun music in the corner. It was probably the most elaborate party I'd been to all year. Everyone was having a great time. Well, except me, naturally. Maddie and Seth were there. Together. It was strange to see them out as a couple so openly, after all the time he and I had spent hiding our relationship. But when she'd arrived back in Seattle a few days ago, she'd made no attempts at secrecy. Everyone at the store had known within twenty-four hours, and it was still a source of much buzzing and speculation. The general consensus was that they were cute. And, watching them, I supposed that if I weren't so intimately involved, I'd think they were cute too. Mostly they made me want to go throw up the caviar I'd just eaten. They stood together with a few other staff across the room, holding hands. Maddie glowed like a succubus, talking animatedly to Beth about something. Seth, dressed up for a change and looking gorgeous, listened with a small smile – though there was something solemn in his eyes. He looked uncomfortable, and I strongly suspected he'd been brought here at Maddie's urging. I didn't think he was the type who'd come and rub their relationship in my face, but then, I'd never thought he'd break up with me either. Just then, he glanced up to scan the room and met my gaze. By accident or on purpose, I couldn't say. We held each other's eyes for a moment. His expression grew troubled, wistful. I don't know what mine looked like. A moment later, he turned his attention back to the others. But the small smile was gone. â€Å"Makes you want to brush your teeth, doesn't it?† Doug approached me, holding what I believed to be his fifth rum and coke. I pointed to it. â€Å"What, all that sugar you're drinking?† He grinned. â€Å"I mean my sister and Mortensen, as well you know.† I gave them one more glance, then turned back to him. â€Å"Everyone thinks they're cute.† â€Å"I guess. I can't decide how to feel.† He knocked back his drink. â€Å"I mean, he's sleeping with my sister, right? I'm supposed to be, like, outraged and want to defend her honor. Or something. But part of me's thinking maybe they'll hit it off so well that she'll move in with him. And that kind of makes me†¦happy.† Ugh. Bad enough they were dating at all. Moving in together? I couldn't even think that far ahead. They'd only been an item for a week. I silently counted to five and tried not to say something I'd regret. â€Å"Who can say?† I murmured vaguely. Doug tilted his head as he regarded me. â€Å"Always figured you'd be the one going after him, what with your hero worship and his erotic stories about you.† He was referring to a short story of Seth's that had appeared in a magazine not too long ago. The kinky heroine bore an uncanny – and completely coincidental – resemblance to me. I could tell by his voice and face that Doug was joking. He'd never believed there had been anything between Seth and me. Little did he know how close to home his joke hit. â€Å"Well,† I told him. â€Å"Looks like your sister's going to be the one in the erotic stories now.† Doug paled. â€Å"Oh my God. I never thought of that.† He glanced at his empty glass. â€Å"I gotta get another one.† I watched him go and felt a smile tug at my lips, despite my resolution to be miserable. And I was definitely doing a good job at the miserable part. I didn't approach anyone at the party and only spoke a few words to those who tried to engage me in conversation. I'd already turned down several men who'd tried to fetch me a drink or get me to dance. I just wanted to be alone. Really, I shouldn't have come. â€Å"Never thought I'd see you alone at an event like this.† I'd felt his presence behind me before I heard him. â€Å"Carter, you party crasher. I know you didn't get an invitation.† â€Å"Hey, I heard this was the place to be.† â€Å"Isn't crashing one of the seven deadly – holy shit.† The angel had stepped in front of me. His chin-length blond hair was washed and brushed, and he wore khakis and a blue polo shirt. The ensemble was utterly casual and also the nicest thing I'd ever seen him in. He laughed, knowing what had surprised me. â€Å"I couldn't show up like I usually do. I'm still underdressed compared to you.† I had on a form-fitting satin dress with a collar that went all the way up to my neck. Black. Like my mood. â€Å"Yeah,† I said, â€Å"but if we're measuring comparison to our normal ware, you're the best-dressed person in here.† â€Å"This is a great party,† he said, eyeing the room. He had a drink in his hand that I swore he hadn't had a moment ago. â€Å"You don't look like you're having a very good time.† I wasn't ready to talk about that yet, not to him. Averting my eyes, I stared absentmindedly to where Doug was hitting on some woman about twenty years older than he was. The DJ's current song ended, and the guitar notes of a new one kicked up. â€Å"Sweet Home Alabama.† â€Å"Oh, fuck,† I said. â€Å"What?† asked Carter. â€Å"I hate this song.† â€Å"Really? I've always liked it.† I sighed. â€Å"What happened to Yasmine?† His mocking humor faded. â€Å"You know what happened to her. She belongs to Hell now. I'm sure they'll make good use of her.† â€Å"But will she do it?† I asked. â€Å"Will she really turn her back on Heaven and fight?† â€Å"They always do.† It was exactly what Vincent had said. â€Å"Once she's spent enough time shunned by other angels and denied the face of the divine†¦well, she'll want to fight against Heaven.† â€Å"That's stupid. It's like she's†¦I don't know. Like she's being forced to go bad.† â€Å"She made the decision to fall.† â€Å"She did it out of love! You're always telling me that love is the most wonderful thing in the universe.† â€Å"It is. But an angel's love must be given to the power above first, then to humanity as a whole second. It can't be bestowed on just one person – human or nephilim.† â€Å"That's stupid. I think the nephilim have it right thinking all of us are messed up.† I handed my glass to a passing waitress. It had been empty for a while. Hesitantly, I brought up something that was still troubling me, something this song wouldn't let me forget. â€Å"Carter†¦about Nyx. Her visions†¦are they always true?† â€Å"As far as I know. They don't always play out like people think, though. Why do you ask?† â€Å"No reason. Well, I mean, just curious about what she showed me.† â€Å"Ah. Yeah, that's tricky.† He frowned. â€Å"Since she was actually manipulating you, it's hard to say†¦I don't know everything about her. What'd she show you?† â€Å"It's not impor – â€Å" The music abruptly stopped, and from across the room, I heard someone shouting numbers. â€Å"Ten†¦nine†¦Ã¢â‚¬  I looked at a nearby clock. Nearly midnight. â€Å"Eight†¦seven†¦Ã¢â‚¬  People were getting out noise makers and drinks. Couples were getting close. â€Å"Six†¦five†¦Ã¢â‚¬  Maddie drew close to Seth. He leaned down toward her, looking nervous. â€Å"Four†¦three†¦Ã¢â‚¬  I clutched Carter's arm. I couldn't watch this. I couldn't watch Seth and Maddie kiss. â€Å"Get me out of here,† I gasped, suddenly having trouble breathing. â€Å"Two†¦Ã¢â‚¬  â€Å"Carter! Get me – â€Å" The world exploded in color around me. Cold night air blasted my face. Disoriented, I staggered and felt Carter catch my arm to steady me. We stood on top of a roof, directly facing the Space Needle. Fireworks burst around it in showers of rainbow sparks. The accompanying noise startled me, and I gasped. Farther away, other fireworks sparkled on the horizon. â€Å"Best view in the city,† joked Carter. I stared around, still confused, until I was finally able to triangulate our position. â€Å"We're on top of the bookstore.† He released my arm, and we stood there watching the fireworks for several minutes. We were so close to the Space Needle that I could soon smell the smoke as the wind blew over us. I started to rub my arms, then remembered to shape-shift on a coat. â€Å"A new year has all sorts of possibilities, Georgina,† Carter finally said, eyes still on the show. â€Å"Not for me. I've lost all mine. I've lost Seth. I screwed up.† â€Å"It's not all your fault. Relationships are symbiotic. Takes two to make them work, two to make them fall apart. Seth's got plenty of blame in this.† I shook my head. â€Å"No†¦the things he did. It was my fault.† â€Å"You're missing the big picture, Daughter of Lilith. You're forgetting Niphon's role. What was he trying to do?† â€Å"Ruin my life,† I said bitterly. â€Å"He had a part, yeah, but he complicated what I'd already messed up.† â€Å"Why? Why'd he do it?† â€Å"Because he hates me.† Carter sighed. â€Å"You're not getting it.† I turned toward him. â€Å"What do you mean? What more is there to get?† â€Å"Only so much I can tell you. Only so much I can interfere.† He fell silent as a particularly showy burst of silver sparkles lit the night sky. The deli conversation with Hugh came back to me. â€Å"Did†¦did he really mess something up with my contract? Is it flawed?† â€Å"That's your side's business. I can't tell you anything about that.† He sighed once more. â€Å"I can tell you that eternity is an awfully long time to keep accruing and carrying around guilt.† â€Å"Why do you care so much?† I demanded. â€Å"Why do you care so much about what happens to me and Seth?† He looked back down at me. â€Å"I like happy endings. I like helping make them happen.† â€Å"Yeah, well. You kind of fucked this one up.† His old, cynical smile returned. â€Å"You want to go home?† I turned toward the Space Needle. â€Å"I want to finish the show.† â€Å"Okay.† â€Å"Oh, hey. Wait.† I reached into my purse and pulled out a cashmere knit hat. I handed it to him. â€Å"Merry Christmas. Sorry I didn't wrap it.† Carter examined his Secret Santa present, then put it on. â€Å"Neat.† When he did finally take me home, he used the same angelic teleportation that always made me slightly nauseous. Aubrey greeted my entrance, rubbing against my legs as I fumbled for the lights. Beneath the floor, it sounded like my neighbors were having a party. I kicked my heels off in the middle of the living room floor and walked toward my bedroom, unbuttoning my dress as I went. I let it fall to the floor, happy to be free of the tight fabric. Opening my closet door, I knelt down and began rummaging through it until I unearthed the old shoe box again. Reaching up to the spot just above my breastbone, I found Seth's ring on its chain. I unfastened it and held the ring in one hand for a long time, staring at its smooth, shining surface and winking sapphires. I took out the old worn ring from the box and held it in my other hand. For a while, I just sat there, looking back and forth between the two. They were different†¦and yet so alike. You were destined for heartache. And are going to repeat that forever. You aren't learning. You aren't changing. With a sigh, I placed both rings into the box, next to a heavy gold cross. I closed the lid and shoved it all back into the closet. It was over. It was all over. Still half-naked, I walked back to where I'd dropped my purse and found my cell phone. I dialed a number and waited. â€Å"Hello?† â€Å"Dante? This is Georgina.† â€Å"Who?† With a start, I realized I'd never actually told him my name. â€Å"The succubus.† â€Å"Oh.† I had a feeling he'd already recognized my voice. â€Å"Happy New Year.† I took a deep breath. â€Å"Are you free tonight?† There was a long, pregnant pause. â€Å"What about the man in the dream?† he finally asked. â€Å"There is no man in the dream.†

The Path to Enlightenment Platos Allegory of the Cave

The Allegory of the Cave is a story from Book VII in the Greek philosopher Platos masterpiece The Republic, written in B.C.E. 517. It is probably Platos best-known story, and its placement in The Republic is significant. The Republic is the centerpiece of Platos philosophy, centrally concerned with how people acquire knowledge about beauty, justice, and good. The Allegory of the Cave uses the metaphor of prisoners chained in the dark to explain the difficulties of reaching and sustaining a just and intellectual spirit. A Dialogue The allegory is set forth in a dialogue as a conversation between Socrates and his disciple Glaucon. Socrates tells Glaucon to imagine people living in a great underground cave, which is only open to the outside at the end of a steep and difficult ascent. Most of the people in the cave are prisoners chained facing the back wall of the cave so that they can neither move nor turn their heads. A great fire burns behind them, and all the prisoners can see are the shadows playing on the wall in front of them. They have been chained in that position all their lives. There are others in the cave, carrying objects, but all the prisoners can see of them is their shadows. Some of the others speak, but there are echoes in the cave that make it difficult for the prisoners to understand which person is saying what. Freedom From Chains Socrates then describes the difficulties a prisoner might have adapting to being freed. When he sees that there are solid objects in the cave, not just shadows, he is confused. Instructors can tell him that what he saw before was an illusion, but at first, hell assume his shadow life was the reality. Eventually, he will be dragged out into the sun, be painfully dazzled by the brightness, and stunned by the beauty of the moon and the stars. Once he becomes accustomed to the light, he will pity the people in the cave and want to stay above and apart from them, but think of them and his own past no longer. The new arrivals will choose to remain in the light, but, says Socrates, they must not. Because for true enlightenment, to understand and apply what is goodness and justice, they must descend back into the darkness, join the men chained to the wall, and share that knowledge with them. The Allegorical Meaning In the next chapter of The Republic, Socrates explains what he meant, that the cave represents the world, the region of life which is revealed to us only through the sense of sight. The ascent out of the cave is the journey of the soul into the region of the intelligible. The path to enlightenment is painful and arduous, says Plato, and requires that we make four stages in our development. Imprisonment in the cave (the imaginary world)Release from chains (the real, sensual world)Ascent out of the cave (the world of ideas)The way back to help our fellows Resources and Further Reading Buckle, Stephen. â€Å"Descartes, Plato and the Cave.† Philosophy, vol. 82, no. 320, Apr. 2007, pp. 301-337. JSTOR.Juge, Carole. â€Å"The Road to the Sun They Cannot See: Platos Allegory of the Cave, Oblivion, and Guidance in Cormac McCarthys ‘The Road. The Cormac McCarthy Journal, vol. 7, no. 1, 2009, pp. 16-30. JSTOR.Ursic, Marko, and Andrew Louth. â€Å"The Allegory of the Cave: Transcendence in Platonism and Christianity.† Hermathena, no. 165, 1998, pp. 85-107. JSTOR.