Political philosophy Essay Example for Free

Political philosophy Essay KNOWLEDGE IS FORMED AND ACQUIRED IN THE COURSE OF OUR LIFE THOUGH COGNITION AND IT IS NOT INBORN AND DEVELOPS FROM OUR OWN IGNORANCE. JOHN LOCKE COMPARED IT WITH TABULA RASA OR SOME SORT OF A BLANK SHEET UPON WHICH NOTHING IS WRITTEN. THESE ARE DATA OR IMAGES OF THE OBJECT WHICH STIMULATED OUR SENSE-ORGANS-SIGHT, HEARING, TOUCH, TASTE AND SMELL ARE, IN A MANNER OF SPEAKING, RAW-MATERIALS WHICH OUR BRAIN FORMS, THROUGH ABSTRACTION, INTO CONCEPTS OR IDEAS, AND WHICH WE EXPRESS IN SIGNS OR LANGUAGE. THERE ARE TWO OBSTACLES TO COGNITION THE BIASES WHICH BECLOUD THE HUMAN MIND AS â€Å"IDOLS† AND THE ERRORS IN REASONING WHICH ARE THE SO CALLED FALLACIES. REASONING IS A MEANS FOR ACQUIRING KNOWLEDGE BUT IF IT IS FALLACIOUS IT CANNOT YIELD BUT DECEPTION. MOREOVER THERE ARE THREE THEORIES OF KNOWLEDGE NAMELY; EMPIRICISM, RATIONALISM AND INTUITIONISM. IN EMPIRICISM, KNOWLEDGE COMES FROM EXPERIENCE AND EXPERIENCE IS A SENSE OF PERCEPTION WHICH MAY BE UNDERSTOOD AS DIRECT OBSERVATION BY THE SENSES OR INDIRECT BY USING INSTRUMENT OR BY EXPERIMENTATION. EMPIRICISM TEACHES THAT WHAT WE SEE, HEAR, TOUCH, OR SMELL, IS ALL THAT WE CAN KNOW. OUTSTANDING EXPONENTS OF EMPIRICISM WERE JOHN LOCKE, GEORGE BERKELEY, DAVID HUME AND THE SO-CALLED LINGUISTIC PHILOSOPHERS. RATIONALISM MAINTAINS THAT REASON IS THE SOURCE AND TEST OF KNOWLEDGE AND NOT SENSE-PERCEPTION. KNOWLEDGE CONSISTS OF CONCEPTS WHICH GENERALIZE ABOUT THE NATURE OF REALITY SO THAT IT HAS A UNIVERSAL AND PERMANENT CHARACTER. IT IS THE REASON OR THE INTELLECT WHICH â€Å"MANUFACTURES† THE DATA INTO CONCEPTS, JUDGMENTS AND LAWS, AND THAT IS HOW OUR KNOWLEDGE IS FORMED. WHAT WE KNOW IS â€Å"WHAT WE HAVE THOUGHT OUT†, OR WHAT REASON HAS â€Å"ABSTRACTED† FROM THE DATA OF SENSE PERCEPTION. THE KNOWN DEFENDERS ARE PARMENIDES, PLATO OF ANCIENT GREECE, DESCARTES AND HEGEL OF THE MODERN WORLD. THE THIRD THEORY WHICH IS INTUITIONISM CLAIMS THAT THE SENSES CAN ONLY MIRROR THE APPEARANCE OF THINGS HENCE WHAT WE CALL SENSE-DATA, CANNOT TELL US WHAT THINGS ARE IN THEMSELVES. BUT THROUGH INTUITION, WE CAN HAVE â€Å"A FEEL† OF WHAT LIES BEYOND THE PHENOMENA CAPTURED BY OUR SENSES AND TRANSFORMED BY REASON INTO CONCEPTUAL SYMBOLS. INTUITION â€Å"INTUERE† (TO LOOK INTO) IS A DIRECT APPREHENSION OF KNOWLEDGE WHICH IS NOT THE RESULT OF CONSCIOUS REASONING OR IMMEDIATE PERCEPTION. ADD THE FACTS THAT THERE ARE TWO METHODS OF INTELLECTUAL INQUIRY, FIRST IS THE INTUITION THAT GRASPS THE ESSENTIAL NATURE OF REALITY AND â€Å"TIME† AND THE SECOND IS ANALYSIS WHICH IS THE STABILITY AND PREDICTABILITY, BUT OFFERS ONLY â€Å"A PHOTOGRAPH† OR â€Å"A SNAPSHOT† OF WHAT IS ESSENTIALLY A DYNAMIC, ACTIVE WORLD THE ONLY WAY TO BRIDGE THE DISTANCE BETWEEN THE â€Å"OBJECT KNOWN† AND â€Å"THE KNOWER†, WE MUST USE â€Å"INTELLECTUAL SYMPATHY† THAT EXPERIENCES BEING AS A WHOLE, AS â€Å"A DYNAMIC CONTINUUM†. LASTLY, THERE ARE DIFFERENT NOTIONS OF TRUTH NAMELY THE CORRESPONDENCE THEORY, COHERENCE THEORY, PRAGMATIC THEORY AND THE MARXIST THEORY. EDUCATION: THE WORD EDUCATION COMES FROM THE LATIN VERB â€Å"EDUCERE† (TO LEAD) OR FROM â€Å"EDUCARE† (DRAW OUT). EDUCATION IS THE ART OF LEADING OR GUIDING A PERSON TO SOCIAL CULTURE SO THAT BY EXPOSING HIM TO ITS COMPLEXITIES AND HE MAY ACTUALIZE HIS Introduction to Philosophy POTENTIALITIES. EVERY PERSON, REGARDLESS OF RACE, GENDER OR CLASS HAS A DORMANT POWER WHICH IF DRAWN OUT OR DEVELOPED COULD EQUIP THE INDIVIDUAL TO FILL A VARIETY OF ROLES IN SOCIETY. EDUCATION AND TRAINING IS OF DIFFERENT MEANING. EDUCATION HAS TO DO WITH THE DEVELOPMENT OF THE WHOLE PERSONALITY WHILE TRAINING DEALS WITH THE GAINING AND ACHIEVING OF SKILLS. THERE ARE AIMS OF EDUCATION; FIRST IS TO PREPARE. THE YOUNG FOR â€Å"CITIZENSHIP†-THE SUBTLE MEANS OF PROVIDING THE STATE IN ALONG RUN WITH FUTURE LEADERS AND FOLLOWERS WHO WOULD PUT INTEREST OF THE STATE AND NATION ABOVE SELF. SECOND AIM IS TO DEVELOP THE INDIVIDUAL â€Å"AS A MAN†- ENABLE THE INDIVIDUAL TO REALIZE HIS POTENTIAL POWERS AS A HUMAN BEING SO HE COULD BE FREE IN OUTLINING HIS OWN DESTINY. THIRD, IT SHOULD AIM TO PRESERVE THE PREVAILING SOCIAL SYSTEM BY WAY OF TRANSMITTING THE IDEAS, THE BELIEFS, THE VALUES AND THE PRACTICES OF SOCIETY. FOURTH, IT AIMS TO CONTRIBUTE TO SOCIAL TRANSFORMATION AND IT MUST FOSTER  A NEW CONSCIOUSNESS THAT IS SUPPORTIVE OF THE PEOPLES DREAM AND STRUGGLE FOR A MORE JUST, HUMAINE AND DEMOCRATIC SOCIETY. FIFTH, IT SHOULD PREPARE US FOR ETERNAL LIFE IN A PARADISE TO COME AND LASTLY IT SHOULD AIM TO COMPREHENSIVELY PREPARE US TO BE A â€Å"WORKER† OR TO BE â€Å"A CITIZEN AND TO BE â€Å"A PERSON. †EDUCATION HAS AN IDEOLOGICAL CHARACTER. TO LITTLE, INDEED, DOES THE SCHOOL GOING TO PUBLIC SUSPECT THAT EDUCATION AS A SOCIAL INSTITUTION CAN BE MANIPULATED BY VESTED GROUPS FOR THEIR OWN POLITICAL INTERESTS. TO SOME PEOPLE WHOSE ECONOMIC AND POLITICAL FORTUNES ARE ENTRENCHED THAT EDUCATION IS USED TO PROMOTE SOCIAL CONFORMITY AND AGREEMENT. TO OTHERS WHO HAVE NOTHING BUT THEIR STATE OF DEPRIVATION AND UNCERTAINTIES, EDUCATION CAN EMPOWER THEM TO STRUGGLE FOR SOCIAL CHARGE. POLITICS: POLITICS IS A STRATEGY TO MAINTAIN ORDER AND COOPERATION AMONG PEOPLE OR INDIVIDUALS WITH DIFFERING NEEDS AND IDEALS IN LIFE, OR FOR REVOLVING CONFLICT WITHIN THE GROUP WHETHER THIS BE A FAMILY, A TRIBE, A VILLAGE OR A NATION-STATE. IT MAY BE UNDERSTOOD AS A CONTROL OVER THE SITUATION SO THAT DIFFERENCES ARE RESOLVED AND PREVENTED. THERE ARE TWO MAIN APPROACHES TO POLITICS NAMELY; POLITICAL PHILOSOPHY AND POLITICAL SCIENCE. POLITICAL PHILOSOPHY HAS A SPECULATIVE AND NORMATIVE CHARACTER BECAUSE IT DEALS WITH THE QUESTION OF WHAT IS POLITICS â€Å"OUGHT TO BE† OR WHAT IT SHOULD BE WHILE POLITICAL SCIENCE IS EMPIRICAL AND DESCRIPTIVE IN NATURE BECAUSE ITS MAIN CONCERN IS THE ANALYSIS AND DEFINITION OF THE STATE AND ITS INSTRUMENTALITIES AND DESCRIPTIONS OF THEIR FUNCTIONS. POLITICS IS THE SCIENCE AND ART OF GOVERNING SOCIETY IN THE PURSUIT OF COMMON GOOD THEN ITS CONCRETIZATION IS THE GOVERNMENT WHOSE AIM IS THE PEOPLE AND THE SECURITY AND WELFARE OF THE PEOPLE. FORTHETHREEGREATPHILOSOPHERSNAMELY;CONFUCIUS,PLATOANDNICCOLO. MACHIAVELLI TO BE GOOD RESPONSIBLE POLITICAL LEADERS OF STATE THERE ARE VERY ESSENTIAL QUALITIES TO BE CONSIDERED. FOR CONFUCIUS, POLITICAL LEADERSHIP IS NOT FOR THE COMFORT AND ENJOYMENT OF THE RULERS, NOR ARE THEY SIMPLY FOR THE MAINTENANCE OF LAW AND ORDER, BUT FOR â€Å"THE HAPPINESS AND ENLIGHTENMENT OF THE PEOPLE†. HE ALSO PRESCRIBED THAT THOSE WHO ASPIRE TO LEAD THE PEOPLE MUST POSSESS THE VIRTUES OF HUMAN-HEARTEDNESS, RRIGHTEOUSNESS, PPROPRIETY AND Introduction to Philosophy WISDOM. FOR PLATO, A PERSON’S LIFE IS ORDERLY OR â€Å"JUST† WHEN HIS REASON CONTROLS THE EMOTION AND TEMPERS THE APPETITES. THE THREE KINDS OF PEOPLE SHOULD POSSESS THREE ELEMENTS IN MAN. A RULER SHOULD EMBRACE REASON, THE SOLDIERS OR WARRIORS SHOULD DEAL WITH THEIR EMOTION AND THE ARTISANS OR ORDINARY PEOPLE SHOULD CONTROL THEIR APPETITES. ALL CITIZENS MUST UNDERGO RIGID PHYSICAL, INTELLECTUAL AND MORAL TRAINING. PLATO’S PHILOSOPHY ON EDUCATION WAS ONE OF SO CALLED SELECTION ELIMINATION. NICCOLO MACHIAVELLI WROTE A BOOK ENTITLED, â€Å"THE PRINCE â€Å"POLITICS, AS AN EXERCISE OF POWER, SHOULD BE DIVORCED FROM MORALITY AND RELIGION. POLITICS HAS NO MORALITY; IT IS A NAKED POWER OF â€Å"EXPEDIENCY†. OR HIM AN EFFECTIVE LEADER IS BOTH. A FOX AND A LION, BOTH A MAN AND A BEAST AND BOTH GREAT PRETENDER OR GREAT DISSEMBLER. B. Analysis (Critique) KNOWLEDGE: THESEARCHFORKNOWLEDGEISANEVER-ENDINGADVENTURE LIKEWE’VESEENIN MOVIES AND PLAYS. THE WHOLE OF REALITY IS TOO VAST THAT WE CAN KNOW ONLY TOO LITTLE OF IT IN OUR SHORT LIFE-TIME; HENCE, IT WOULD BE THE HEIGHT OF INNOCENCE TO NARROW OUR PRESENT KNOWLEDGE, UNLESS WE CHOOSE TO CLOSE OUR MIND TO OTHER POSSIBILITIES. OUR KNOWLEDGE IS A PRODUCT OF ALL OUR ABILITIES, SENSATION, REASON AND INTUITION. AND O AGREE WITH THE SAYING THAT â€Å"KNOWLEDGE IS POWER†, A POWER TO RECREATE THE WORLD, A POWER TO CONSTRUCT A BETTER SOCIETY WHERE ALL MEN AND WOMEN COULD LIVE WITH DIGNITY, FREEDOM AND PEACE. I DO BELIEVE THAT THERE ARE ALWAYS MORE TO KNOW SINCE IT IS DYNAMIC AND TOO ENORMOUS. WE SHOULD ALWAYS HAVE THE GUTS, THE PASSION AND THE LOVE TO LEARN AND TO CONTINUE SEARCHING AND BUILDING ON THE BODY OF KNOWLEDGE. NO DOUBT, KNOWLEDGE ADDS COLOR AND RELATIVE CHARACTER TO MAKE OUR LIFE WORTH LIVING AND SPENDING. OUR KNOWLEDGE SHOULD NOT BE AFFECTED NOR DISTORTED BY OUR OWN COGNITION. WE SHOULD KEEP IN MIND TO ALWAYS USE REASONING SINCE IT IS ACQUIRING KNOWLEDGE NOT JUST BASING IT TO WHAT WE PERCEIVE. YES, WE CAN CONSTRUCT KNOWLEDGE BY OUR SENSES TO EVERY SITUATION WE’RE EXPERIENCING YET WE SHOULD ALWAYS BE RATIONAL. KNOW THE REASON TO EVERY DETAIL NOT TO JUSTIFY THINGS BUT RATHER TO BE REASONABLE IN JUDGING AND JUMPING TO CONCLUSIONS. KNOWLEDGE IS A STUFF OF REALITY; IT IS A WAY OF TRUTH AND NOT A WAY OF SEEMING OR GIVING OPINION. ALSO THE ONLY THING WE SHOULD NOT DOUBT IS THAT WE ALWAYS IN PARTICULAR SITUATION DOUBT. DON’T BE AFRAID TO DOUBT OR TO QUESTION THINGS BECAUSE IT IS A WAY OF ACQUIRING AND GAINING ALL WE NEED TO KNOW. ON THE OTHER HAND WE COULD STILL OBTAIN KNOWLEDGE THAT IT IS NOT THE SENSES, NOR REASON CAN PROVIDE ADEQUATE UNDERSTANDING OF REALITY BUT THE SO CALLED INTUITION. KNOWLEDGE IS AN INTERCONNECTED CHAIN WHEREIN THERE IS AN AGREEMENT WITH ONE SET OF KNOWLEDGE WITH ANOTHER SET OF IT. IT IS A CYCLE WITH NO BEGINNING AND ENDING. THE MORE WE BECOME CURIOUS THE MORE WE QUESTION AND THE MORE WE SEEK FOR THE ANSWER. WE ALWAYS HAVE THE PRIVILEGED TO OPEN OUR CLOSE UNDERSTANDING OF THE WORLD AND WE ARE FREE TO EXPLORE ITS LIMITATION AND BOUNDARY. WE ALWAYS HAVE THE KEY TO KNOW THE SECRETS OF THE REAL MEANING AND Introduction to Philosophy VALUE OF LIFE. WE SHOULD NOT STOP TRAVELLING THE BEAUTIFUL AND COLOURFUL JOURNEY OF OUR EXISTENCE AND DON’T STOP TO STRIVE AND TO GAIN THE PERFECT AND UNDYING KNOWLEDGE. EDUCATION: SINCE WE ARE SEARCHING FOR KNOWLEDGE, HAVING AN EDUCATION IS OF GREAT HELP. IT IS A VITAL INSTRUMENT TO EXPLORE OUR LIMITATION AND TO GO BEYOND THE HORIZON. HAVING AN EDUCATION IS LIKE SEEING A RAINBOW AFTER A RAIN SHOWER; IT ADDS COLOR AND MEANING AFTER THE SUDDEN DARKNESS. WE SHOULD NOT JUST BE TRAINED, WE MUST BE EDUCATED. BEING EDUCATION FOR ME IS OPENING THE WINDOWS OF OUR MIND AND SOUL. WE SHOULD PUT EFFORT TO UNDERSTAND, TO COMPREHEND, AND TO BE SENSITIVE TO IDEAS, ASPIRATIONS AND INTEREST TO WHICH WE MIGHT OTHERWISE BE INDIFFERENT TO EACH OTHER. WE SHOULD NOT JUST BE CONTENTED JUST TO BE TRAINED BECAUSE IT SIMPLY MEANS WE JUST WANT TO IMPROVE OUR ABILITY TO DO SOMETHING WITHOUT DEEPENED UNDERSTANDING, WIDENED SYMPATHY OR HEIGHTENED ASPIRATIONS FOR IT. THERE SHOULD BE A COMMON AGREEMENT ON WHAT IS EDUCATION SHOULD AIM AND DEFINE THE PURPOSE OF EDUCATION WITH NO BIAS AND FAIR CHANCES TO PEOPLE OF DIFFERENT SOCIAL POSITIONS AND SHOULD NOT BE IN HARMONY WITH THEIR FUNDAMENTAL INTERESTS. IT WOULD BE AN ILLUSION TO EXPECT THE PREVAILING EDUCATION TO BE TRULY TRANSFORMATIVE AND LIBERATING BECAUSE OF TODAY’S INEQUALITY ESPECIALLY IN SOCIAL STATUS ASPECTS THUS THERE IS A NEED TO RE-INVENT EDUCATION SO THAT IT WILL FOSTER A NEW AWARENESS AND PERSPECTIVE THAT IS SUPPORTIVE AND REFLECTIVE TO OUR ASPIRATIONS AND STRUGGLE FOR SOCIAL TRANSFORMATION. POLITICS: EDUCATION HERE IN THE PHILIPPINES IS AFFECTED BY MANY FACTORS SUCH AS THE KIND OF POLITICS WE HAVE. I DO BELIEVE THAT POLITICS SHOULD FUNCTION AND AIMS TO GO AFTER THE WELFARE OF THE PEOPLE AND NOTHING ELSE BUT THE SECURITY AND NEEDS OF PEOPLE. POLITICS IS BOTH A FREEDOM AND RESPONSIBILITY. IT IS POWER YET WHEN USED IN A WRONG WAY OR BECOME A PURSUIT AND CHASE OF PERSONAL INTERESTS COULD BE ABUSED. POLITICS IS NOT JUST A SYSTEM ITSELF BUT A SYSTEM OF IDEAS WITH MISSION AND FUNCTIONS. IN SPITE OF THE CURRENT SITUATION IN OUR COUNTRY WE COULD STILL PURSUE A FAIR, JUST, HONEST AND RESPONSIBLE POLITICAL SYSTEM. WE COULD STILL MAKE A CHANGE. ASIDE FROM BEING A GOOD AND RELIABLE FOLLOWER WE COULD CHOOSE AND ELECT GOOD AND RIGHT POLITICAL LEADERS ESPECIALLY WITH OUR DEMOCRATIC TYPE OF SYSTEM. WE NEED TO BE RESPONSIBLE ENOUGH TO DESIGNATE THE FIT AND APPROPRIATE RULER WITH THEIR BEST QUALITY AND CHARACTER. WE SHOULD CAREFULLY ANALYSE AND EVALUATE A POLITICAL RULER WHO HAS THE INTEREST IN SERVING THE PEOPLE WITH SINCERITY AND SHOULD NOT JUST MAINTAIN HIMSELF OR HERSELF IN POWER. C. Contextualization KNOWLEDGE: Introduction to Philosophy FILIPINO IS A KNOWLEDGE SEEKER AND SO EXPLORATIVE WHEN IT COMES TO NOURISH AND DEVELOP THEIR LEARNING AND ABILITIES. WE HAVE SO MANY PROUD KABABAYAN WHO ARE SO PASSIONATE AND DETERMINE IN ACQUIRING SUCH KNOWLEDGE THEY ARE LOOKING FOR. SOME OF US EVEN TRY TO GO TO OTHER COUNTRY FOR THEIR SEARCH FOR KNOWLEDGE. WE ARE NOT CONTENTED WITH JUST HAVING A KNOWLEDGE THAT IS ALREADY IN FRONT OF US. WE USUALLY GET OUT OF THE BOX AND GO BEYOND THE HORIZON. AND BECAUSE OF THIS PERSEVERANCE, MANY FILIPINOS FROM DIFFERENT FIELD BECOME SUCCESSFUL AND FAMOUS. MANY JOBS AND OPPORTUNITIES BECOME OPEN TO FILIPINOS BECAUSE OF THEIR ABILITY AND PASSION TO LEARN. EDUCATION: PUBERTY BECOMES A BARRIER TO ATTAIN THE GOAL OF HAVING A BETTER EDUCATION. NOWADAYS, AS YOU LOOK WITH THE STATUS OF OUR COUNTRY, PHILIPPINES I MUST SAY THAT WE OUR STRUGGLING ESPECIALLY THE UNFORTUNATE INDIVIDUAL TO GET SUCH APPROPRIATE AND GOOD QUALITY OF EDUCATION. IN OUR COUNTRY; LIVING STATUS AFFECTS A LOT IN MAINTAINING A GOOD QUALITY OF EDUCATION. THERE ARE SO MANY FAMILIES WHO BATTLE FOR FINANCING THE OTHER EXPENSES OF THEIR CHILD LIKE PROJECT AND DAILY TRANSPORTATION AND FOOD ALLOWANCE. FOR AN UNDERPRIVILEGED FAMILY WITH INCOME THAT IS NOT ENOUGH WITH THEIR DAILY CONSUMPTION, HAVING A BUDGET FOR EDUCATION COULD BE A LEAST PRIORITY. MANY OF THE YOUTH TODAY EVEN THEY WANT TO CONTINUE THEIR COLLEGE JUST COULD NOT BECAUSE THEY HAVE NO CHOICE BUT TO WORK TO SUPPORT AND PROVIDE FINANCIALLY FOR THEIR FAMILY. ALSO IT IS COMMON, IN SOME FAR BARRIOS MANY FILIPINO CHILDREN BEFORE THEY COULD REACH THE NEAREST SCHOOL FROM THEIR HOUSE THEY NEED TO STRUGGLE AND WALK ON RIVERS AND EVEN SOME SLOPPY MOUNTAIN BEFORE THEY CAN GET THERE. IN SPITE THEIR DEDICATION TO BE EDUCATED, SCHOOL BUILDINGS AND GOOD LEARNING FACILITIES AND MATERIALS IS NOT ENOUGH TP ACCOMMODATES LARGE POPULATION IN OUR COUNTRY. ALSO CORRUPTION IS ONE OF THE MAJOR REASONS WHY NUMBER OF FILIPINO IS UNABLE TO AVAIL THEIR RIGHTS TO BE EDUCATED. INSTEAD OF FINANCING THE EDUCATION SECTOR, THE MONEY OF FILIPINOS GOES TO THE POCKET OF THOSE WHO ARE GREED AND SELFISH OFFICIALS. NO DOUBT, PHILIPPINES IS A RICH COUNTRY WITH ITS SPLENDID NATURAL RESOURCES YET OUR MONEY COULD NOT EVEN FINANCIALLY PROVIDE AND GIVE STABLE WORKS AND OPPORTUNITIES TO THOSE WHO NEED JOBS. POLITICS: IT BEEN AN ORDINARY SCENARIO DURING ELECTION THAT THERE ARE SO MANY UNNECESSARY ACTIONS TOOK PLACE LIKE VOTE BUYING, BALLOT RESULT CHEATING, KILLING OF POLITICAL RIVALRY, AND THE LIKES JUST FOR THOSE SELF-CENTRED ASPIRANT OFFICIALS TO WIN THE SAID ELECTION. AND EVEN AFTER THE ELECTION, DURING THEIR SERVING YEARS SO MANY VOID PRACTICE IS BEEN HAPPENING. CORRUPTION IS ONE OF THE MAJOR PROBLEMS HERE IN THE PHILIPPINES. MANY ELECTED POLITICAL OFFICIALS ABUSE THE POWER GIVEN TO THEM FOR THEIR OWN INTERESTS. TODAY’S ISSUE IS WHAT THEY CALLED PORK BARREL SCANDAL WHEREIN THE BUDGET ALLOTTED AND GIVEN TO POLITICAL OFFICIAL FOR THEIR PROJECTS AND PROGRAMS THAT SHOULD AND MUST HELP FILIPINO GOES TO POCKET OF JUST SOME PEOPLE. FINGER POINTING AND HAND WASHING THAT THEY DON’T USE ANY OF THE PUBLIC MONEY FOR THEIR OWN WELFARE IS STILL ON INVESTIGATION AND NOT YET ANSWERED. Introduction to Philosophy INSTITUTIONALIZING IS ALSO HAPPENING IN OUR COUNTRY AND THE MOST AFFECTED ARE THE PUBLIC ESPECIALLY THE POOR. IT IS ALSO COMMON IN OUR POLITICAL SYSTEM HAVING A FAMILY DYNASTY WHEREIN THE POWER IN MANY PLACES IS JUST IN THE HAND OF ONE FAMILY. EVEN WE ALREADY HAVE AUTOMATED KIND OF ELECTION SYSTEM, WE STILL STRUGGLE TO HAVE THE FAIR AND JUST POLITICAL SYSTEM WE ARE LOOKING AND HOPING TO ACHIEVE. LASTLY, WE FILIPINOS STILL ELECTING WRONG PUBLIC SERVANT. WE ARE STILL BLIND WITH THEIR LOOKS, WHETHER THEY ARE CELEBRITIES OR IF EVEN THEY TEND TO FINISH THEIR EDUCATION AND WITH THEIR FLOWERING PROMISES AND WORDS. WE NEVER REALLY PRACTICE A CRITICAL JUDGEMENT TO CHOOSE THE RIGHT AND THE GOOD STATE RULER. D. Evaluation 1. SUBJECT THE SUBJECT PHILOSOPHY REALLY HELPED ME TO BE OPEN-MINDED AND CRITICALLY INCLINED WITH EVERYTHING AROUND ME. WE HAVE SO MANY THINGS WE STILL NEED TO KNOW AND ACQUIRE YET PHILOSOPHY SERVES AS AN ASSISTING TOOL TO REALLY KNOW THE MEANING OF OUR OWN EXISTENCE AND THE REAL MEANING OF OUR LIFE AND ITS PURPOSE. MY CLOSED WORLD BECOMES EXPOSED WITH WHAT IS REALLY HAPPENING. 2. PROF SIR RODERICK CENTENO IS A VERY KNOWLEDGEABLE, RESPECTED AND FULL OF SENSE KIND OF PROFESSOR IN PHILOSOPHY. WE REALLY ENJOYED LISTENING TO HIS LECTURES ABOUT PHILOSOPHY. IT SO REFRESHING THAT WHILE LEARNING WE’VE ABLE TO HAVE FUN AND ENJOY EVERY LEARNING AND DISCUSSION. THE REPORTING IS A GOOD WAY FOR US STUDENT TO EXPRESS OUR PERSPECTIVES AND OPINIONS ON THINGS. IT HELPS TO BOOST OUR INTEREST AND AWARENESS ON THE THINGS THAT BEFORE WE REALLY DON’T HAVE CARE AND IS NONE OF OUR BUSINESS. THE REFLECTION WRITING ACTIVITIES IS A USEFUL FOR US TO HAVE SECOND THOUGHTS TO EVERY ISSUE AND DECISIONS. AND I OBSERVED THAT SIR GIVES IMPORTANCE IN MANAGING HIS AND OUR TIME. Introduction to Philosophy.

An Excellence And Enjoyment Education Essay

An Excellence And Enjoyment Education Essay Debate and discuss the benefits and drawbacks of cross-curricular and thematic approaches to teaching and learning. You must draw upon a range of academic sources including Excellence and Enjoyment (DfES, 2004) Thematic education is a method of teaching that is becoming more and more prominent within schools across the country due to the Governments education review and their proposed new curriculum for 2011. The switch to this method of teaching is intended to help reorganise the traditional subject areas into thematic areas of learning, easing the pressures on schools to teach strictly to the curriculum and give their teachers the freedom they need in order to do cross-curricular thematic lessons. This report will attempt to define both thematic and cross-curricular education and discuss their respective advantages and disadvantages. Shoemaker (1989) states that a cross-curriculum education is one that is set up so that classroom subjects overlap with one another, the method attempts to bring together numerous aspects of the curriculum into various lessons to reflect the real world such that students can use knowledge learned in one context as a knowledge base in other contexts (Collins, Brown, Newman, 1989). Shanahan (1995) agrees with this definition, he states that thematic teaching is a method of organizing teaching around themes or topics making it possible to integrate instruction across core areasThematic units are designed to encourage students to delve deep into topics developing both an awareness and understanding of existing connections across ideas. The above definitions suggest that thematic and cross-curricular teaching is essential for children to associate that skills learnt in one class are important tools for completing tasks within other subjects in school and tasks outside. Applebee, Langer, Mullis (1989) report why the change to this method or teaching is necessary while students are learning the basic information in core subject areas, they are not learning to apply their knowledge effectively in thinking and reasoning Marzano (1991) and Perkins (1991) build on this; they believe that these methods work towards addressing some recurring problems in education, one in particular being that of isolated skill instruction. Ofsteds report The Curriculum in Successful Primary Schools (2002) in which it was noted that successful schools were the ones in which The teachers recognised that where links are effective they enable pupils to apply the knowledge and skills learned in one subject to others. Because cross-curricular and thematic teaching involves the linking of activities that are designed around topics or themes as well as crossing numerous areas within the National Curriculum they provide an environment that fosters and encourages process learning and active involvement of all students (Fisher, 1991), this would therefore help teacher address the different learning styles of pupils within their classrooms. A claim that Komorowska (2001) backs up, stating that because teaching children is not systematic, the methods and techniques chosen by the teacher are of a higher significance than their results. With regards to the diverse learning styles that children have, experts have identified three (http://www.time4learning.com/learning-styles.shtml): Auditory learners remember by talking out loud, like to have things explained orally and may have trouble with written instructions. Auditory learners may talk to themselves when learning something new. Visual learners easily remember visual details and prefer to see what they are learning. They prefer to write down instructions and may have trouble following lectures. This type of learner enjoys art and drawing; reads maps, charts and diagrams well; fascinated with machines and inventions; plays with lego; likes mazes and puzzles. Kinesthetic learners prefer activities that allow them to do what they are learning about. Tactile learners like to touch things in order to learn about them and like to move around when talking or listening. Shows you rather than tells you. Through the use of thematic and cross curricular teaching, classroom teachers are able to cater for these three distinct groups of learners and, therefore, create an atmosphere in which each group remains interested in the lesson thus combating any boredom and increasing the pupils potential for learning. Former Secretary of State for Education and Skills, Charles Clarke, wrote in the Excellence and Enjoyment Strategy (2004), What makes good primary education great is the fusion of excellence and enjoyment. Children learn better when they are excited and engaged but what excites them and engages them best is truly excellent teaching, which challenges them and shows them what they can do. Which falls in line with Larsen-Freemans statement (2000) that learning becomes even more effective due to it being facilitated in a cheerful environment, and Resnicks (1989) claim that this method increases pupils motivation for learning and their level of engagement because they can see the value of what they are being taught and become more actively engaged in the lesson as opposed to the isolated skill learning that other methods offer. It is, however, important to consider general learning characteristics as well as the previously mentioned groups of characteristics and how these are successfully manipulated through the use of these methods. Thaiss (1986), Krogh (1990) and Jacobs (1989) all write that children that are able to use investigatory skills to explore what they are learning, and interact with other members of their learning community, whether thats other pupils, teachers or classroom assistants, actually learn more than those children that are not encouraged to ask questions and share opinions with other learners. Vygotsky (1962) gives us an explanation as to why this technique is successful. He pointed out that children who have different skills, learn from each other. This is because through the encouragement of investigation, questioning and working together, pupils are given the opportunity to see tasks from the point of view of others. Finally, the humanistic approach in teaching emphasises the importance of individual and distinctive characteristics of a human being and the desire for fulfilment. In education it means student-oriented teaching rather than teacher-oriented one Biskup (1990). Fisher et al says, what promotes creativity is a questioning classroom, where teachers and pupils ask unusual and challenging questions; where new connections are made; where ideas are represented in different ways- visually, physically and verbally; where there are fresh approaches and solutions to problems; and where the effects of ideas and actions are critically evaluated. In a humanistic classroom, such as the one that uses thematic and cross-curricular methods, the teacher is not only a supporter and helper but also a learner. This is because the work is based on themes that the teacher may not be used to, it brings the teacher down to the same level of the child and the pupil almost takes charge in investigating by askin g questions. The teachers main role is to create an atmosphere in which learners feel relaxed and do not have any inhibitions thus learners talents are exploited during the learning process. Of course, whilst there are numerous benefits to using these methods, there are also a number of drawbacks which must be considered. David Hart, former general secretary of the National Association of Head Teachers, Theme-based education will disadvantage pupils in the transition to secondary. And it will make the secondary teachers task much more difficult. This is to say that even though there may be benefits to teaching like this within a primary classroom, pupils heading from a largely thematic based style of teaching could possibly find that the generic style of teaching within secondary education i.e. topic-based learning, difficult to adjust to. Thus disadvantaging the pupils learning experience, compared to classmates who are used to this type of teaching. Further drawbacks of the methods include the need for ongoing collaboration between teachers and planning, as the themes must be carefully and thought through in order for them to be meaningful and make sense within the curriculum. Chris Woodhead, states in his report of 1992 that, Its harder for teachers to structure a coherent provision in the subjects that are worth studying if theyre trying to construct links between these subjects as well. The extra work that Woodhead comments on is necessary for the success of the methods because the intertwining of the curriculum within that one topic, as stated earlier, may be difficult and would require a lot of planning and collaboration with other members of staff, and without this extra work from the teachers it is possible that some content that could be covered may be missed. Finally, with regards to planning, the resources available to teachers within a school could also be a potential obstacle for the two methods. For example a school may not have sufficient ICT resources for all year groups to use in order to develop these skills during literacy or numeracy lessons. There is also the possibility that within these sessions that some pupils get confused and lose sight of the main concepts of the activity or lesson. This could be down to poor planning and organisation of the teacher or due to the pupil being over-stimulated with the many different activities in motion within the lesson, thus, resulting in the pupil being spread thinly across the lesson, leaving efforts for learning ineffective. The cross-curricula and thematic methods of teaching can be beneficial to teachers and students, as discussed previously they allow children to learn in a way that is most natural to them. As Scott and Ytreberg (1990) state: some children develop early, some later. Some children develop gradually, others in leaps and bounds. It is not possible that at the age of five all children can do x, at the age of seven they can all do y, or that at the age of ten they can all do z.. This is to say that children are all different human beings learning things at different rates. These methods allow all pupils to pick up the intended learning objectives and goals through this investigatory process, its through this process that the pupils become more responsible and engaged in their own learning. In effect this levels the playing field allowing the pupils to successfully complete the learning objective in their own way and within the intended period of time. However, it would be prudent to take t o these methods with caution as the drawbacks discussed do seem to have basis such as Biskup, D. (1990). Podejņºcie humanistyczne w nauczaniu jÄâ„ ¢zykà ³w obcych. JÄâ„ ¢zyki Obce w Szkole, 2-3, 118-124. Fisher, B. (1991). Joyful Learning: A Whole Language Kindergarten. Portsmouth, N.H.: Heinemann. Fisher, R and Williams, M. (2004). Unlocking Creativity. Oxon: David Fulton. p2. Komorowska, H. (2001). Metodyka nauczania jÄâ„ ¢zykà ³w obcych. Warszawa: Fraszka Edukacyjna. Krogh, S. (1990). The Integrated Early Childhood Curriculum. New York: McGraw-Hill. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. New York: Oxford UP. Scott, W.A., Ytreberg, L.H. (1990). Teaching English to children. New York: Longman Inc. Shoemaker, B. Integrative Education: A Curriculum for the Twenty-First Century. Oregon School Study Council, 33/2 (1989).

the color purple Essay -- essays research papers

There are many racial components in this novel that are easy to point out. These take place in the American South and also in Africa. It starts with the way that all the black men and women are treated at the start of the book. The main character’s real father was a successful store owner who was black. This man was hanged for a reason that is known only as him being a successful black man. All the characters that we are introduced to in this book by Celie are exploited by the fact that they are black. Sophia is beat up and jailed for her refusal to want to work for a white women. Of course she stood up for herself and the white element tried to tell her where her place was. There is also an intra racial theme that starts at the beginning of the book that is hard to actually believe. But to me it would make sense after awhile, because if the people tell you something over and over you would start to believe and accept it. This is shown by the acceptance of what happen to Soph ia by her peers. Albert shows this with his denial that Celie could do anything well because she is a black, poor, ugly woman. If there was not any self disapproval among these people than that Albert’s black comment would not be prevalent. All the black characters in the book with the exception of Shug are poor and have a bad educational back round. It does not describe these characters as stupid just not well educated. This is inflicted by people selling them on how it is wrong to educate a black person. The feminism components are more main stream than the racial issues. The women at the start of the story are expected to cook, clean, and lay down when told to. They are beaten when they do not obey their husband or man. The men act as if Women are there to serve the man. Celie is forced to have sex with her step father and her husband because she is not strong enough to say no to Albert or her step father. â€Å"He just climb on top of me and do his business† says Celie. As if the women are there just to open her legs and let the man do what he wants to do. The real first theme of feminism is the act of Nettie to not give in and let Mr.__ have his way with her. In this act it showed him that he was not going to be able to take from a woman. That is a change because he had always gotten what he wanted because Celie was just too scared to stand up to him. As the story moves along Sophia is... ...making pants for women. A great deal of this novel looks at Africa and the narrative changes. I believe that this change was important to show that there was a parallel of the components, the fact that the tribes were exploited as well as the people in the American south. The village was trampled by the white man because they believe that they were superior and the Africans had no right to stay where they were. The novel was a very good depiction of what life was like for the African American men and women for this time. I believe that years of the treatment conditioned the peoples to act as they did out of habit. All it takes is one idea or one stand to change and that is what happens for each character in the book. I believe that Walker did a great job in capturing the time and I agree with her view on racism and feminism. I would love to believe that none of this could have happened but I know that this sort of social action was the just the spark that women and African Americans needed to start to level the playing field. There were so many brave people that are not fictional that went through the same things that should be applauded for trying in the first place. by j. katz

F. Scott Fitzgeralds The Great Gatsby :: essays research papers

Money and The Great Gatsby "Her voice is full of money Pg. 127)," is a major contributing sentence to the story. This sentence, which comes from the character by the name of Jay Gatsby. F. Scott Fitzgerald relates this story to many, stating that money can buy anything, including the love of a woman. This feeling that Gatsby has acquired baffles Nick Carraway. Throughout the story, the truth comes out of why Daisy becomes part of Gatsby, which is because she wants him just for his riches. In the Novel The Great Gatsby, the book strongly relates to "The American Dream." In Gatsby’s case, the dream is that through acquiring wealth and power, once can also gain happiness. To reach his idea of what happiness is, Gatsby must go back in time to relive an old dream. To do this, he believes he must first have wealth and power. Jay Gatsby is a man who does not wish to live life in the present because it offers him nothing. He spends a majority of his life trying to recapture his past, in which he eventually dies in pursuit of it. The reason he wishes to relieve the past is because he had a love affair with the rich Daisy Buchanan, who he had, fell deeply in love with. However, he knew they could never get married due to their difference in economic and social statuses. He wants to marry her, but because of this problem he leaves her in order to gain wealth and social status in order to reach her standards. Once he reaches this goal, he buys a house close to her in which he tries to "impress her." Jay thinks money will take care of everything, in which he realizes it doesn’t make life out like it ought to be. Gatsby refuses to give this up until he reaches fulfillment of his American Dream. The sad thing is that he never does, and ends up dying. The question of money and sociability’s authority over life is a big factor in many people’s lives. Many people in today’s world try to buy love with money. That is not really a "true love." Both of the people in the relationship should love each other for WHO they are, not what they are or have. Some people do not understand this concept. That is why separations, divorces, etc.

We Need Gun Control Laws to Ensure Public Safety Essay -- Argumentativ

We Need Additional Gun Control Laws to Ensure Public Safety On April19, 1999, 7-year-old Nafis Jefferson was shot and killed with a .44-caliber revolver, a Rossi Model 720, while playing with friends along a street in his South Philadelphia neighborhood. Children found the gun stashed under an abandoned car parked along the street. One of the children, also a 7-year old boy, picked up the gun and fired it, hitting Nafis in the head. Nafis died six hours later at the Children's Hospital of Philadelphia.  Ã‚   This is an excerpt from a press release on 4/17/2001 (www.gunlawsuits.org).   Ã‚   Our world today has altered immensely since the days of Adam. It is a perfect example of the maxim "survival of the fittest.'' Due to the captivating media, the revolutionary Internet and the cutthroat competition for winning the rat race, human contact is diminishing rapidly. The center to prevent handgun Violence filed a suit on 18/4/2001 against Amadeo Rossi manufacturers and others who were involved with the sale and distribution of the weapon. The lawsuit contends that the weapon possessed inadequate safety measures and that the gun was illegally distributed. The question arises will this measure bring Nafis back to life? Will this alleviate Tennille Jefferson's pain of her son's untimely death? Laws are structured and implemented to benefit the masses. Unfortunately this objective is  Ã‚   not always achieved. The constitution of the states is considered the best work of law yet it is unable to save the life of a child. Clearly the problem of violence is turning more into a socio-cultural and psychological problem than a legal one. However laws still need to be implemented justly in order to preserve the freedom and rights of me... ...cts) * Since 1992, the number of criminals sentenced for state and federal offences has increased from 20,681 to 25,186 over 25% increase. * The number of higher-level offenders has gone up from 1049 to 1345. * The number of inmates in Federal prisons on firearm or arson charges has increased by 51% The statistics and the stated facts are evidence that more gun control measures are required for the safety and peace of the society.   Law abiding citizens do not need arms.   For them the rule of law and justice is enough. Works Cited Retrieved from the World Wide Web (April 28, 2001) www.gunlawsuits.org Retrieved from the World Wide Web (April 28, 2001) www.handguncontrol.org/facts Retrieved from the World Wide Web (April 28, 2001) www.handguncontrol.org/press Retrieved from the World Wide Web (April 28, 2001) www.nraila.org/grassroots

The Allure of Drugs

The allure of drugs is one that many people cannot resist. We all know someone who has been affected by drug addiction. It may be a teenager at school who is using marijuana for the first time or a friend you know who has become addicted to meth. Whatever the circumstance, there are many things you can do to help someone sober up from drug addiction. Teens are under a lot of pressure to try drugs whether it comes from their curiosity their friends and peers or television and movies. They are also generally easy to obtain in schools and areas around schools.This makes the barrier to entry for these drugs very small for many teenagers. Teenagers often do not fully think through their decisions and the consequences. There are 8 common reasons why teenagers use drugs. The first one is their surroundings. The people they hang out with. They want to seem cool with their peers. Some do it because they see how their family uses it for fun. So they think there is nothing wrong with it. Some t eenagers see drugs and alcohol in TV. They see how the people they want to be use it all the time.There is a show called â€Å"True Life: I am an addict† In this episode they show different people and their drug addictions. Many of these people say they tried drugs at a very young age and that their reason was because of their peers. A young girl at the age of 18 says she uses alcohol to feel pretty, to get attention from other people, and because she enjoys the feeling. Teenagers are very emotional. They use drugs to escape from any pain they are feeling. They drink or do drugs to not feel any pain at all. Some teenagers consume such things to escape the real world. Some teenagers consume because they are bored.Being bored is something every teenager feels everyone in a while. They don’t know what to do so they get anxious and curious to try new things. So they try to have fun by trying and experimenting new things. Some teenagers don’t get much attention at ho me. They want to rebel and make their parents pay attention to what they are doing. They feel like the more they rebel the more they get to feel that their parents are going to be there showing they care. Unfortunately smoking and drinking are widely promoted as habits enjoyed by sophisticated, fun-loving, attractive and sexy people.What most teens want to become. If drug use wasn’t pleasurable, it would be relatively easy to keep kids and harmful substances separated. But the reality is that many teens enjoy the way they feel on drugs, at least for a while. Wayward children may engage in smoking, alcohol and drug use as a show of independence from family norms and valves. For many people life is just plain tough and normal waking can brings a constant stream of unpleasant sights, smells, sounds and sensations. The prospect of a chemical â€Å"timeout† may look very attractive.Even when a person has plenty of creature comforts, the prevailing emotional whether can stil l be turbulent: Kids and teens often feel anxious, angry, depressed oppressed, stressed, bored or unfulfilled. Many teenagers and young adults are prone to aware their own invulnerability or immortality make shortsighted decisions, or shrug off the most fervent warnings about life’s pitfalls and perish with a smirk or the defiant pronouncements â€Å"I don’t care† shedding this perspective, learning to weight consequences and adopting a long range view of life are normal parts of maturing into adulthood.Unfortunately some who become deeply involved in drug use remain stuck in an immature, self-destructive mind set. Teen’s drug abuse can have a number of negative consequences, including. Driving under the influence including Driving under the influence of any drug can impair driver’s motor skills, reaction time and judgment putting the driver, his or her passengers and others on the road at risk. Teens who abuse drugs are more likely to have poor ju dgment, which can result in unplanned and unsafe sex. Teens who abuse drugs are at risk of serious drug us later in life.Drug use may lead to love interests in or become indifferent about what happens at school or in other areas of his or her life. Use of drugs, such as marijuana, may affect the parts of the brain that control memory, motivation attention and learning, making it more difficult to learn and perform complex tasks. It can be difficult to talk to teens about drug abuse. Start by choosing a comfortable time and setting. Share feelings with the teen. When discussing teen drug abuse. Listen to your teens opinions which may differ from your own. Ask questions about drug use.Encourage them to talk by asking open ended questions. Avoid scare tactics. Emphasize how drug use can affect things important to your teens such as sports, driving, health and appearance. Explain that even a teen can develop a drug problem. Talk about what your teen has seen or heard. Don’t be af raid that talking about teen drug abuse will plant ideas in any teens head. Conversations about drugs won’t tempt them to try drugs. Instead talking about drug abuse lets teens know your views and understand what you expect of him or her. American Academy of child and Adolescent Psychiatry (AACAP), March 2011. Web.

Pompeii- Politcal Life

Pompeii, as a typical Roman colony provincial towns, was self-administrating in local matters, but subject to imperial decree from Rome. However, the emperor rarely interfered except where the empire’s security or local order was threatened. After the revolt in the amphitheatre between Pompeians and Nucerians in AD 59 the emperor, Nero, dismissed the two chief magistrates, had two more elected and appointed a law-giving prefect to supervise them. The inhabitants did not rail against such interference and constantly demonstrated their loyalty to the imperial family by constructing dedicatory statues, shrines, arches and buildings. The actual government, the executive body, consisted of two duumviri and two aediles, annually elected by the comitium, the people’s assembly of which all adult male citizens were members. The Duumviri were the two chief magistrates of each town and were placed the highest in political life. During their years of office, the Duumviri wore a toga with a thick purple boarder and would enjoy the best seats at the public games or at the theatre. Because they were endowed with the power to revise the Council Roll, the ‘Quinquennales’ commanded the greatest respect. The annual election of these four magistrates was the comitium’s only function, and the elections did not fail to generate a fair deal of passion and excitement which can be seen in Source A which is showing graffiti of a political matter drawn on a wall to notify the people of Pompeii about the political event occurring. Of the four magistrates, the two aediles were in charge of public buildings, including temples such as the Temple of Isis, which can be seen in source B. The Temple of Isis In Pompeii, only freeborn male citizens over 25 with good moral character could vote. Housing blocks or districts constituted electoral areas. The Senatorial and the Equestrian classes represented and served the Roman Emperor. For senators, it was a hereditary position, with the requirement to have property valued at 1 million secterces. Senators were usually wealthy Romans who visited their villas in Pompeii. Equites were identified by togas with a narrow purple stripe. Equites served the Emperor in important posts such as commanders of fire services and military officers. It was not a hereditary position and was only given to men with property equal to 400,000 secterces. Decurions, were elected to run the town. Two were called duumviri, and were senior magistrates. They presided over elections, carried out decrees of the Decurion council, and were in charge of justice and finance. The two junior Decurions were the Aediles. They managed the dayto- day running of the town, upkeep of public buildings, water supply, sanitation, street markets and maintained order. Aediles were unpaid and needed other occupations to pay their employees. Politics and religion were heavily intertwined, where religious roles became political. The Augustales was an imperial cult of freedmen, which afforded its members political power. Membership was purchased; therefore a degree of wealth was required. Located one block away from the Forum in Pompeii is the Temple of Fortuna Augusta which housed the Augustales. characteristic was self-governance. .The duumviri were in charge of justice. Every five years, the duumviri were also responsible for organizing the census of all citizens and of revising the list of members of the ordo decurionum, the legislative council (or senate). It had about 100 members (decuriones), among them the former magistrates and other citizens appointed by the duumviri every five years. They had to be free-born citizens and wealthy enough to be able to spend considerable sums on the community. Some professions (such as gladiators, actors and innkeepers) were excluded from membership, which otherwise appears to have been relatively open. The Aediles, however, being the two lower ranking magistrates of the two towns, were responsible for the everyday administration. The reconstruction of Pompeii’s political structure is mainly based on epigraphical evidence such as the many election slogans on the walls of private as well public buildings, and on comparisons with other, similar colonies. The dramatic change from basically independent Samnite town to a Roman colony had of course a great impact on Pompeii’s townscape and the lifestyle of its inhabitants. The epigraphic evidence suggests that political activity in Pompeii was intense, especially leading up to the elections in March of each year. It appears from the thousands of electoral notices painted on the walls that most people, including women, were politically aware and enthusiastic. BUILDINGS The city council met in the lavishly decorated Curia chamber on the southern side of the Forum adjacent to the Comitium (People’s assembly) in the southern-eastern corner. The Comitium was a roofless building where town meetings were held during which the citizens could question the members of the government. The evidence for heavy gates suggests that some meetings might have been quite boisterous. It may also have been used on polling day. On the other side of the Curia was the small Tabularium where all the government. Business was recorded and filed, including tax records. Next door were the offices of the magistrates. The basilica was the seat of the judiciary and law courts, as well as a centre for business activities. Basilicas usually followed a standard plan: a long rectangular central hall, flanked on either side by a colonnaded aisle and an apse at one end. The central hall in Pompeii’s Basilica was two storeyed with light filtering through from the upper gallery. At one end, five doors linked the hall with the Forum and at the other was a raised podium where the magistrate, as judge, sat above the lawyers, witnesses, plaintiffs and defendants. It is believed that the tribunal podium was accessed by portable wooden steps which were removed during a session so that the public could not reach the judge. The two duoviri made judgements about: unworthy decurions, electoral candidates without the required qualifications, inappropriate behaviour during elections, and misuse of public funds, robberies and murder. They were responsible for sentencing, but could only give the death penalty to foreigners and slaves. ELECTION FEVER About half of the electoral manifestos and propaganda discovered in Pompeii related to the election of March AD 79. Earlier slogans were whitewashed over to make advertising room for the next group of candidates. To identify himself, a candidate wore a white toga (candida) and employed a slave to whisper his name to all with whom he came in contact (nomenclator).