Story Of Sadhu Sundar Singh by Cyril J. Davey presents the story of the life of a young Indian mystic who rebelled against God. After struggling with his life, he finally sought God and received an answer when the Lord Jesus appeared to him. From that point on Sundar Singh lived the life of an Indian holy man who was totally committed to Christ. His ministry stretched across India, into Tibet, and around the world. All this took place during his 39 years of life.
Sadhu Sundar Singh (1889-1929), the son of a wealthy landowner in the Punjab plain of India, was a prime candidate for becoming another honored member of the “Singh” (lion) family. God had other plans. Continue reading →
#3 Discuss how the topics in sociolinguistics will affect your practice in TESL and other relationships.
This Sociolinguistics class covered a variety of topics, and has proven very enlightening about communication styles and political attitudes in the United States concerning language education and very practical in how to deal with communications between cultures and genders. Continue reading →
Compare and contrast the communication style of American Indians, Israelis, and Black Americans based on readings, include why they choose to communicate in certain ways.
Being a part of community is vital to interaction between societies of every background. In this essay we will consider some of the ways American Indians, Israelis, and Black Americans retain their sense of community between those who belong to those communities and exclude those who do not belong within their communities. Continue reading →
The human race is continually searching, searching for the one thing which has eluded generations, but only because they are looking in all the wrong places. It is as if they were to go to a grocery store knowing that they came for something but not remembering what it is. With eyes drifting across the shelf, they glance at the top and at the bottom just in case that one item was tucked away in some recess. Walking through the aisles their cart is filled with all sorts of products, but not one seems to be that for which they came. Upon arriving home they unload their newly acquired goods and enjoy them for a while, but they eventually realize that that one product is still missing.
Humanity is searching for simplicity in the midst of this life so full of complexity. In Henry David Thoreau’s “Where I Lived and What I Lived For” and Anne Morrow Lindbergh’s “The Channelled Whelk” the reader is exposed to two authors’ desire for simplicity and how they seek this. Although from different centuries, both authors have found similar sensations in nature to be calming and draw feelings of simplicity from it. One attempts to absorb the basis of life by changing surroundings and absorbing the simple things of this world. The other recognizes the way nature reminds humanity that the life within can retain lessons in simplicity and grace of the mind, heart, and environment. Continue reading →
Human attitudes toward each other reflect a deeper level of consciousness toward God. In her short story, “The Displaced Person,” Flannery O’Connor shows how self-righteousness and prejudices are within the characters while subtly allowing the reader to recognize those same attitudes in himself. The text has the feeling that there is great significance in the words that hold a sense of power. Still, the story retains the smooth rhythm that keeps the attention of the reader with a natural ease. O’Connor uses a limited omniscient point of view to give the reader a sense of being alongside the ever-observerant Mrs. Shortley in the fields, barns, and conversations as she sees, hears, and takes note of all that occurs until the author carries on the story without her. The symbolism O’Connor creates in this story is beautifully mysterious, strangely prophetic, and subtly vibrant. Despite the seriousness of the ending, the displacement of characters en masse keeps the reader acutely aware of the irony of misconceptions, biased attitudes and disregard for Christ. Continue reading →
Community development is a process. Development is a long-term process of helping people to help themselves. It is said, “Give a man a fish and you will have fed him for a day, but teach him how to fish and you will have fed him for a lifetime”. This is the concept of community development–to empower people to care for and improve themselves.
In his book, Two Ears of Corn, Roland Bunch defined community development as “A process whereby people learn to take charge of their own lives and solve their own problems.” (1982). It is a development of attitude as well as resources. Bunch noted that poverty is often linked directly to mental attitudes more than actual physical situations (1982).
Community development includes many different areas: agriculture, economics, literacy, hygiene, and others. No matter what area in which the development is taking place it is important to remember that the purpose is to empower the people within their own society and culture so that changes are coming from within the culture and from the people, not merely because an outside influence is changing them.
In 1973 Dale Kietzman presented a definition of community development to the Summer Institute of Linguistics (SIL). He said, “Community Development is the process of helping to strengthen a community (and its leadership) so that it can resolve, through its own initiative, the problems which face it” (Yost & Yost, 1999). Continue reading →
A news story I wrote in college on February 2, 1998
“These are good times for the American people,” claimed President Bill Clinton during the State of the Union address Tuesday. Yet, while Clinton spoke of “good times,” the American people watched the presidency sink beneath scandal and possible impeachment.
Wednesday, Jan. 21, allegations were made that Clinton had a sexual relationship in 1995 and 1996 with then-21-year-old, Monica Lewinsky, a White House intern. Yet, while under oath, both Clinton and Lewinsky said they never had sex.
If Whitewater independent council, Kenneth Starr, proves Clinton lied or told Lewinsky to lie in her sworn affidavit, impeachment looms before a president already stricken with scandals. Continue reading →
Nestled in the Himalayan Mountains between Tibet, China; and India sits the nation of Nepal. This is a land full of nearly anything you can imagine. From Hindu pagodas and Mount Everest to villages filled with evidence of the 2,500-year-old Nepal culture and history;2 you can find people from around the world, history like nowhere else, and the majestic mountain vistas offered only by the Himalayas.
Nepal has a lengthy history tied to Tibet, China, India, and some influence from the British colonial days.3 According to a Library of Congress article, Nepal has existed as a kingdom in the Kathmandu Valley for some 1,500 years.3
In 1743 modern Nepal rose from the slopes and valleys of the Himalayas valleys under the House of Gorkha led by King Prithvi Narayan Shah.4 King Prithvi desired to unify the many separate kingdoms throughout what is now Nepal. By force he conquered many principalities until he held strategic positions around the Kathmandu Valley. When Kathmandu was captured in 1769, it became the capital of the future Nepal. King Prithvi continued to extend his kingdom until his death in 1775. (Compare to US history, this was one year before independence was declared from Great Britian.) The influence of King Prithvi had brought many ethnically and religiously diverse people together under one national ruler and established guidelines for the nation’s foreign policy for centuries to follow. 4
In the early 19th century, the House of Gorkha came into conflict with the British East India Company and sparked the AngloNepalese War (1814 -16) which proved disastrous for Nepal and reduced the kingdom to its present size.3 Soon after, a period of Nepal’s own politics followed under what is called the Rana Rule. This was the rule of hereditary dictators which began in 1846 and lasted more than a century.3 These dictators used their positions as heads of state and the support of the military to build stability for the country. This provided Nepal with a time for growth but the oppressive dictators greatly inhibited political and economic development by secluding the country from other nations and strictly limiting internal affairs. Continue reading →
Original title: “The place of minority history and values in the classroom.”
As tomorrow’s teachers we ask how we can instill in the children an understanding of the value found in diversity. We want to show children that different opinion and views are valuable to society and their own lives. The difficulty is teaching this without alienating the children from each other.
The United States has been called a “melting pot” of peoples. In teaching our children, I think we should point out that rather than a meshing and melting of individual peoples into a unidentifiable mush, the U.S. is more like a color photograph. Each color is vital to the completion of the whole picture. Just as the photograph needs the variety of colors so society needs different opinions and ways of doing things to make it whole. Continue reading →