Aboriginal And Indigenous Peoples History Essay

Aboriginal And Indigenous Peoples History Essay 2. The Incas were found to be very educated and sophisticated people as they devised their own way of living up in the Andean Area which was made up of many varied geological areas. They had well designed storehouses and intricate architectural constructions displaying their vast knowledge of architectonics. Stones weighing several tonnes fitted together so well that no mortar was needed in the process of their constructions. Although the Incas idea of time was unlike others, they had established systems of agriculture, transport and communication routes giving us the impression that they were very knowledgeable people and were capable of even further advancing in technology. The Incas were very self-reliant with enough food, clothing and shelter for their communities and used their resources efficiently, storing the remains for times of need. They were able to produce their own crops but only made enough for themselves, which meant they had to trade with neighbouring tribes to obtain what they didnt have. Some of their main crops included maize corn, cotton and potatoes. The Incas made good use of the climate of the different regions of the Incan Empire. The adapting of the climates also meant that they had different jobs for the various regions of the Andean Area so they would be able to get more out of their trade. For specific areas, people had a combination of several occupations as it was more productive that way. 3. (Last page) 4. (Last page) During contact and Comparison to Aboriginal Contact: 1. The Spanish 2. The people who colonised the Inca Empire of the Andes were the Spanish. The Spaniards had previously conquered the Aztecs and were now moving onto the Andean area where the Incas dwelled. A man named Francisco Pizarro along with some other Spanish men made a total of three expeditions to the Andes in an attempt to conquer the Incan Empire. The first expedition was made alone by Francisco Pizarro himself in 1524-1525 and he had only just entered the coast of Columbia. As Pizarro was friendly towards the Incas, they offered him gold and silver as a welcoming and sign of benevolence. Pizarro then made a second voyage to the Andean Area but this time he was accompanied by Bartholomew Ruà ­z, his ship captain and other Spanish conquistadors. Ruà ­z brought back to Pizarro many tales about the riches and the rising population and society of the Incas. He also brought back two traders from whom the Spaniards learnt many things from such as about their endless amounts of gold and silver supplies and the magnificent Inca cities. Hearing this, Pizarro had even more desire to conquer the Incas for their abundant amounts of wealth. They also wanted to colonise the land due to them thinking they were a superior race with a moral duty to change the heathens they found to Christianity to rule and utilize them. Hence, on their third trip to the Andean Area, the Spaniards approached them with the purpose of conquest and conversion. 3. The minority of the Spaniards had any desire to engage with the civilisations that they conquered at that time, meaning that most did not wish to socialise with the Incas. Although, at the beginning of Pizarros expedition to the unknown Andean Area, he only came with the initial thought of exploring the land, and without the intention of colonising them, meaning that his first encounter with the Incas was surprisingly friendly. However, as he was welcomed with such kindness by the Incas who even offered to give him gold and silver (which he accepted), he suddenly had the greed and aspiration to take it all from them for himself just from seeing the huge amounts of wealth they had. From his original friendly exploration to the discovery of the Incan gold, Pizarro then made it war between the Spaniards and the Incas. On their third journey to the Andes, Pizarro and the Spanish, who said they brought the Incas no harm, were welcomed by the Inca Emperor Atahuallpa who thought the foreigners were to bring him good fortune. Nevertheless, their foolish emperor was greatly mistaken, for Pizarro had deceived Atahuallpa, and kidnapped him. Pizarro and the Spaniards subsequently held the Incas emperor for ransom, and in return he got more gold. Even so, they then killed their emperor and further prepared for their plan to colonise the Andean Area. 4. The Incas at first, meeting with Pizarro were friendly and gave him gold to welcome him to their humble land. Unfortunately Pizarro then had the need to be greedy and take their gold and decided war against them. Due to him kidnapping their emperor, the Incas gave him gold so they could try to get their leader back. Sadly, although Pizarro got his gold, he still killed Atahuallpa. This signalled the Incas that it was war between the two cultures. The Incas readily prepared themselves and outnumbered the Spanish greatly when it got to the war so they were not worried at all. Those who didnt fight fled and hid high in the mountains. However, the Incas were conquered extremely easily by the Spanish. But how on earth did such a large army get defeated by another that was only a fraction of its size? It was simple; a lot of the Incan army died from diseases such as smallpox and the flu that the Spanish carried with them when they came to the Andean Area which spread across the area inf ecting many. This reduced the size of the Incan army greatly and gave more advantage to the Spanish. The conquistadors were also able to persuade other tribes already under the Incan rule to be on their side and help bring down the Incan Empire. Last of all, the weapons the Spanish used were much more advanced than the Incan weapons and were never seen by the Incans themselves before. As the Spaniards weapons were clearly more advanced, they were also more powerful than the Incas simple arms and resulted in the Spaniards easy conquer against the Incan Empire. 5. The experience of colonisation for the Incas was in some ways, similar to the indigenous people of Australia, the Aboriginals. The Europeans who colonised the Aboriginals also gave them smallpox and other diseases like the Spanish, which they could not withstand, causing many of the natives to die due to their weak immune systems. What the two cultures also had in common besides that was the fact that they fought back against the non-indigenous peoples who tried to take control of them and their land and didnt give up easily. However, the Incas were defeated more easily by the Spanish than the Aboriginals were by the Europeans even though both put up a fight instead of just giving up their land straight away. The Spanish had canons, which were much more advanced than what the Incas had. The Europeans had guns and the Aboriginals had spears, which were also quite weak when the Aboriginals weapons were compared to the Europeans. The Spanish, as previously stated, did not interact wi th the Andean dwellers, whereas the Europeans made bonds with some of the Aboriginals. Some Europeans even had intimate relationships with the Aboriginals they encountered whilst the Spaniards, in contrast, did not do anything like that with the Incas. Consequences of Colonisation and Comparison to Aboriginal experience: 1. The Incas, although highly prepared and ready for combat, were easily defeated by the Spanish due to numerous reasons. The demolition of the Incan Empire caused the population to decrease greatly. As the Incas were colonised by the Spaniards, they were taught Christianity although they were still able to follow their old one along with Christianity. The Incas were taught that all men are equal before God and that slaughter was wrong and brutal. Conversely, the Incan religion involved them to sacrifice humans and offer them to Incan Gods. They were also introduced to many other new things such as the wheel, horses to haul heavy loads and sheep and cattle which were used for food and clothing. Although colonisation for the Incas had its benefits, it had to have its disadvantages as well. Unfortunately, the majority of the Incas at that time died from slavery, famine, sentence of death and disease. The labour the Incas had to go through was so persevering that some poor citizens died from it. Due to the Spanish rule over the Andean Area, they stole and ate most of the food that the Incas had stored and grown in the past, resulting in a lack of food for the Incas. That then led to many other Incas deaths as the amount of food left was not enough to go around. Other Andean dwellers were killed because they were involved in the rebellions against the Spanish. Some, who were lucky, escaped the grasps of the Spanish and managed to build a new life in other villages. 2. For the Spanish, this colonisation was quite rewarding for them at the start, although it led to the death of the Incan civilisation. There were two major things they gained from the conquest over the Incas. One of which was the land that they had taken. Land, at the time of the Spanish colonising the Incas, was very important. Basically, it was the more land that you owned, the more power you had. Another major thing was gold. After conquering the Incas, the Spanish got their wealth that they wanted so badly. Gold was important to the Spanish as they were able to buy goods with it from other countries as well as them just owning it for their own selfish greediness. The Spaniards along with Francisco Pizarro himself successfully colonised the Incan Empire of the Andean Area for a short period of time. However, approximately 8 years after they assassinated Atahuallpa, Pizarro was assassinated at the age of 70. He was stabbed in the back by a group of men leaving the Spaniards with no leader. After a while, a man named Diego de Almagro took over, and was the man who secretly planned and carried out the murder of Francisco Pizarro. He had personally despised Pizarro as he was more triumphant than he was which influenced his evil scheme. However in 1808, the South American countries formed a revolt against the Spanish which lasted 16 years. Eventually, the Spanish were defeated, and this ended their rule over the Andean Area. 3. The results of colonisation for the indigenous people of Australia compared to the Incas, the indigenous people of the Andean Area, had varying results. Roughly 90% of each of the indigenous tribes was wiped out due to the non-indigenous colonisers for almost the same reasons. The Incas were fortunate to at least have some benefits from the colonisation of their land whereas the Aboriginals had fewer advantages. Some of the Incan traditions still remained whereas the Europeans tried to change the Aboriginal traditions. The Europeans supplied food that the Aborigines didnt usually eat like meat which made them reliant of the foreigners to supply their food, changing their daily diets. The Europeans struggled to put up a fight with the Aboriginals, and eventually won with a result of the land being colonised by them until this very day as well as them having a place to put their convicts for that time. On the other hand, the Spanish lost their power of colonisation of the Andean Are a due to the other bordering South American countries rebelling against their rule over the Incas. The Peruvians to this day, still acknowledge and treat the descendants from the Incas well, whilst some of the people of Australia, didnt treat the Aboriginals like they should have, which ended up with a Sorry Day to the Aboriginals. As a result of colonisation, both Australia and Peru were greatly impacted by their colonisers, the Europeans and the Spanish.

Intervention And Appropriate Teaching Methods Education Essay

INTRODUCATIONReading is a necessary accomplishment for success in all societies, and the ability to read throughout assorted contexts efficaciously likely to better ego assurance and societal advancement every bit good as 1s possible bearer. However, Reading troubles is the job that faces many pupils with dyslexia across different educational system. It seems clear that there are two chief methods of gestating LD in general and the natural world construct of dyslexia. One chief definition relates to psychological/medical theoretical account and the other is societal theoretical account ( Kevin, 1999 ) . It is often pointed out that reading accomplishment is complicated because it is based on two chief procedures which are coding, comprehension. They require larning all alphabetical characters and the result of cognition every bit good as interaction with the reader ‘s ain experiences and entree to consequences through the text. Harmonizing to H. Lee Swanson, Karen R. Harris, Steve Graham ( 2006 ) reading troubles is shortage in larning procedures which are include ocular perceptual experience and perceptual Kinetic perceptionaˆÂ ¦ etc. They established developing plans for this procedures which are prerequisite for larning to read, such as audio and ocular perceptual experience. However, this tendency has been criticized by research workers ; because the theoretical doctrine was comparatively weak and it was non grounded on scientific based grounds alternatively it was meant to see merely practical behaviour. On the other manus, in the 1960ss and 1970ss of the last centur y has returned to concentrate on direct instruction and structured acquisition, which focus on Code-emphasis and Whole Language ( Hoien, 2000 ) . Unfortunately, it is clear that there is no known medical option to cut down the badness of cognitive processing hold in students with reading troubles. Therefore, instructors are required to work instructional accommodations as a consequence, pupils with reading troubles are to be successful in an suited academic environment that aid to cut down reading troubles ( such as eliminate any beginning of perturbation at mainstream schoolrooms and resource room ) . One of the most of import instructional accommodations is usage of basic processs for appropriate intercession in early phase of educational ladder to avoid reading jobs in pupils through usage of assorted plans of intercession by specialised instructors and clinical psychologist. Another instructional accommodation which is methods of learning pupils with dyslexia how do they read? ( Kevin,1999 ) . On the other manus, dyslexia friendly schools are an appropriate environment for kids. They are to be provided with effectual support and consciousness of their extra demands. The purpose of this really brief essay is to discourse different definitions of dyslexia. Intervention to cut down reading troubles in pupils with dyslexia will be discussed with a focal point on phases of intercession in England ; issues associated with intercession and besides concentrate on â€Å" Reading Recovery † . Teaching Methods for pupils with reading troubles will be examined in footings of â€Å" Whole Language Instruction manuals † and â€Å" Code- accent Instructions † . Finally, Facilitating dyslexia friendly schools will be explored in brief.1. Definition of DyslexiaIt seems a controversial issue comparatively in the beginning, because dyslexia has defined in many attacks, some of the definitions reflect the theories of causing, while the other definitions in an effort to depict dyslexia. It seems clear that dyslexia involves more than one status as it conveys a conceptual trouble in reading accomplishments for the kid every bit good as a figure o f other grounds ( ( Rice, 2004 ) . A hundred old ages have passed by since the first systematic definition of dyslexia every bit good as the diagnosing was established ( Frith, 1999 ) and there is still considerable argument among professionals, professionals, psychologists and instructors about the conceptual issues of dyslexia, whoever in fact non far from understanding on their cognition of constructs, accomplishments development demands and capablenesss, every bit good as diagnosing. Furthermore, professionals and associations interested in particular instruction differ in the definition of a big private educational footings, peculiarly in the instance of attending shortage attending shortage hyperactivity upset ( ADHD ) , attending shortage upset ( ADD ) and dyslexia. In one community, has experienced trouble in learning reading as bespeaking hapless reading accomplishments that must be addressed by large-effective instruction methods. On the other manus, it is observed that another community the same manner of r eading troubles in dyslexia, which contains an single educational program ( IEP ) that need to be extremely efficient for the instruction of each single instance. Furthermore, there are many of dependable definitions that have been adopted from a broad scope of different direction environments, such as definition of the British Association for Dyslexia ( 2001 ) , which seems to be a descriptive definition, which indicate that dyslexia can be seen as: â€Å" A combination of abilities and troubles which affect the acquisition procedure in one or more of reading, spelling, and composing. Attach toing failing may be identified in countries of velocity of processing, short-run memory, sequencing, auditory and / or ocular perceptual experience, spoken linguistic communication and motor accomplishments. It is peculiarly related to get the hanging and utilizing written linguistic communication, which may include alphabetic, numeral and musical notation † ( Reid, 2002 ) . It is agreed widely that reading accomplishment is cardinal for all people to finish the acquisition procedure successfully and appears to be understanding that the acquisition procedure needs to be a big figure of simple accomplishments, which requires the maps are ordered from different parts of the encephalon ( both left and right from the Broca ‘s country and Hamichaer ) , furthermore, the sequence of actions that may do it one of the most complex operations. It is clear that all instructors, practicians and parents should hold information about kids with dyslexia and the most of import jobs they face, particularly in reading to understand the definition of the educational procedure ( British Dyslexia Association, 2003 ) . On the other, the World Federation of Neurologists ( 1968 ) defined it as ; â€Å" Dyslexia is a upset manifested by trouble in larning to read despite conventional direction and socio-cultural chance. It is dependent upon cardinal cognitive disablements which are often of constitutional beginning. † ( Mortimore, 2003, by Reid, 1994, p.2 ) . If we pay adequate attending to this definition it is clear that the greatest alterations considerate on the late 1960ss that emphasis and characterized jobs to finish reading procedure to be successful, and the new millenary, that is a interested far more than three different phases of description, the first, behavioral, which is the most of import component for instructors and practicians to work daily with kids with dyslexia, peculiarly in the school, and 2nd, cognitive which is more relate to teacher larning troubles who is responsible for appraisal of any sort of larning troubles and so Preparation an single instruction program, 3rd, the degree of biological, which refers to dyslexia for sort of nervous-developmental in developmental shortage of biological beginning ( Frith, 2003 ) . However, if we compare the definition of the British Dyslexia Association in the definition of ( 2001 ) of dyslexia with the equivalent, which presented by the World Federation of Neurology ( 1968 ) , we will observe other possible struggles, harmonizing to the conceptual dimension to the definition of dyslexia. On the other manus, it is absolutely balanced in those who wish to show the strengths and failings of kids with dyslexia: â€Å" dyslexia is a combination of troubles, and capacity that may impact the acquisition procedure in one or more of the authorship, reading and spelling. It might be possible, identify failings in ocular perceptual experience, treating velocity of the short-run memory, sequencing, every bit good as sound, spoken linguistic communication and motor accomplishments. and that are relevant to get the hanging and utilizing written linguistic communication, which may incorporate the alphabet and place the digital every bit good as musical.2. Causes of Dyslexi aHarmonizing to ( Rice, 2004 ) there is still no consensus on the implicit in causes of dyslexia. It is often point out that non all the trouble in reading or composing agencies dyslexia. However, there are many scientists who believe that heritage and hearing jobs at an early age may do dyslexia. This will be discussed in more inside informations. 2.1 Inheritance May non be possible that dyslexia is non a strong feature that will be inherited, even if one or both parents have it. On the other manus, this may be possible. it clear that 40 per cent of the people and explained that dyslexia has a history of larning troubles in their household. Harmonizing to Brain scanning of kids with dyslexia by specializers in the field of medical specialty that Bunches of cells beneath the surface in the forepart left side of the encephalon are responsible for reading jobs ( ibid. ) . This group of cells traveling on the surface of encephalon cells while turning in the foetus, which does non happen with kids with dyslexia. In add-on, they have to be smaller Mangifera indica cellular system, which is apt for acknowledgment, for illustration, symbols and characters, which leads to hard to read. They normally tend to utilize the right portion for these accomplishments, which are non designed for this occupation and that six times slower. It is clear that scient ists consider these familial fluctuations and statistics that the heritage is one of causes of dyslexia. 2.2 Hearing Problems at an Early Age It is often point out that the first five old ages of a kid ‘s life are of import for the ability to read and compose in conformity with natural linguistic communications. In the event that the kid is enduring from colds or other continuously during the first old ages of his life, without medical intercession prior to the visit of the wellness centre, may be exposed to censor supplication from clip to clip and therefore may take to hearing loss. This means that there is a interruption in the learning procedure of the kid because of those jobs in the hearing. If the kid does non hold the ability to hear words right, and therefore take to holds in the phonemic consciousness of the kid that leads to larning troubles, such as dyslexia ( Bradford, 2009 ) .3. Intervention for Dyslexia3.1 Definition of intercessionHarmonizing to Wall ( 2003 ) definition of intercession as â€Å" An intercession is an interaction between two people to convey about alteration and, hence, early old ages practicians undertake intercessions each clip they are working with kids. Interventions may be short, medium or long term and will be planned carefully to guarantee effectivity and rightness. † and He suggested thought which is what and how should practicians pull up a program or design different and utile intercession plans for each kid as a instance separately, by clear uping how it could promote instructors or staff of these kids collaborative work by each class of activity schoolroom, which can be caused by structured program which made through specializers. It can be seen that intercession has become a important key in deciding of psychological educational issues which is more effectual to clear up entree for these issues or jobs and besides it is utile in making positive consequences, particularly for kids with larning troubles who are at hazard for any peculiar type of larning troubles. It is of import to observe that it should be look at if one parent has dyslexia, which is likely to travel to one of their kids as a consequence it is of import there is focal point on the household history, which may to be assisted to alarm instructors and parents hence, it may acquire appropriate intercession plan for these kids ( Augur,1993 ) . If we pay adequate attending to Augur indicate that developmental dyslexia is justified for certain grounds, first ground, it may be really hard to clear up sort of developmental dyslexia that a kid is born through T harmonizing to the consequences of encephalon hurt as a consequence of shot or an accident, etc. Furthermore, the 2nd ground which is that many specializers agree that most of these kids, who are smart in most classs with the exclusion of some basic academic accomplishments that need to develop and therefore it is likely that the instructors are supplying success and development of the natural growing of kids with dyslexia, if they were with the fact that dyslexia may non be curable but it needs to utile intercession plans.3.2 Phases of intercession in EnglandHarmonizing to DfES ( 2003 ) that phases of intercession used in schools in Britain, with about indistinguishable phases in America, called ( moving ridges ) . Wave 1, which is refer to initial instruction for literacy in schools in that there must be effectual integrating of all kids, high quality and a day-to-day reading and composing hr with appropriate distinction required. Whereas, if the kids do non react right to primary schoolroom of literacy counsel hence, intercession will be necessary. In add-on, Wave 2 shows a set of specific intercessions which are extra a specific clip, which refer to some kids who are in demand of support services to speed up development and they can work at or above age-related T the highest of outlooks. Wave 3 which is describes the administration for a little figure of kids and intercession is necessary to supply specifically for the processor velocity of development or let kids to accomplish their possible. It is Clearly that, this could include the 01:01 or specific intercessions, so when it comes to older kids, which is normally refer to the attack set out specifically for kids that have been identified as necessitating particular instruction support by working in the school environment. The best illustration, as noted by the research worker that Wave 3 intercession which is reading recovery.3.3 Issues associated with intercessionIt is often point out that there is contention about how to construct efficaciously intercession programme. Researcher will show the most of import factors agreed for possible success in the planning and production of the right intercession plan. First, it taking into histories the appraisal processs and scrutiny in psychological science that can explicate precisely what are the accomplishments which need to develop in kids. Harmonizing to Fawcett and Lynch ( 200 0 ) to analyze dyslexia trial ( designed by Nicolson and Fawcett, 1996 ) will be the most successful for all the instructors to their schools. In add-on, this trial has become extremely efficient because it is interested in semantic and verbal eloquence every bit good as cognition of Numberss. Another ground which is how rapidly the application of this trial for illustration, it is take one minute to the undertaking of authorship and one minute in the accomplishment of reading, furthermore, spelling and other accomplishments that could take two proceedingss. Harmonizing to Pumfrey and Reason ( 2001 ) heighten the measure and quality of cognitive development of kids is important factor to make the appropriate intercession for them, it is of import to take into history to verification that intercession at the earliest clip that in order to that this process may non take to a hold which is unwanted for kids who have reading troubles. In the same context, we may stress that the appraisal processs and scrutiny demand to be more focal point by that phase, even before the application to avoid any future jobs ( Talcott, , 1997 ) . However, the research worker as a instructor for particular instruction every bit good as lector at the Department of Special Education recognizes that there are no trials in a unvarying and there is a clear deficiency of rating of classs in schools in Saudi Arabia. It is clear that this is an chance for the research worker to obtain the right method of measuring and testing for kids who have troubles reading in schools and the transportation of these steps and the right schemes for the development of the educational procedure in the Kingdom of Saudi Arabia. Talcott ( 1997 ) indicate that there is another factor which is related to people who may play an active function of sensing of kids who have dyslexia. Therefore, there are some people around the kids who have larning troubles and they who provide full attention to relieve the troubles that may be in these kids every bit good as they are seeking to happen the appropriate methods in educational procedure such as, parents, professionals every bit good as specializers in wellness attention.3.4 Type of intercession for reading troubles3.4.1 Reading RecoveryReading Recovery has been designed by Marie Clay, who is a research worker in New Zealand ( Reading Recovery Council, 2006 ) . Mary did surveies which allowed her to develop appropriate methods for the sensing and intercession for reading troubles for kids. In add-on, this plan is surveies based intercession that is applied in more than 10000 schools in New Zealand, Canada, United Kingdom and Australia. it was a developed to offer inte rcession for kids who have reading troubles ( Au, Mason1990 ) . Harmonizing to Au, Mason ( 1990 ) The chief of reading recovery is to be able to offer intensive one-on-one support kids who have reading troubles in first class and therefore supply appropriate intercession to assist them win before they improve their reading troubles ( Savage, John 1994 ) . Furthermore, it is aimed at less than twenty per centum of school categories in first class schoolroom. It is clear that it is non easy to do a determination about who kids should be given to this plan. kids are taking a trial and depending on the lowest tonss for this trial and so to keep this plan for kids got the lowest tonss by trained instructors in the application of this plan for kids who have troubles reading to cut down these troubles and to read good ( Kline, Anne 1997 ) . It is often point out reading recovery is developed to be compatible with the regular school system. Each school needs to corroborate that instructors should hold the ability to download the plan continuously during the twelvemonth. It is clear that it has the ability to work in a assortment of degrees for case it works with instructors, in school, kids, and in the instruction system to supply aid in cut downing reading troubles in kids ( Reading Recovery National Network,2006 ) . Savage, John ( 1994 ) pointed out that Reading Recovery which is a plan works otherwise for each kid who is in demand of this plan. Choice of kids for this plan based on the study which is submitted by the instructor, and a study about what kid has cognition of letters and constructs about print procedure, text reading. In add-on, the plan begins with what the kid is to hold the ability to make, so it builds on what they are seeking to make and work what child demand to larn about reading ( Reading Recovery National Network,2006 ) .According to Chapman, Turner ( 2003 ) the plan is designed to work one-on-one direction for 30 proceedingss a twenty-four hours for a period of 12 to twenty hebdomads through trained instructors. Furthermore, it is designed to regular schoolroom reading usher. In add-on, It is set out to help based on kid ‘s strengths. The chief concentration on one-on-one lessons is concentrate on groking the assorted messages in reading and pupils have the ability to construct messages in composing accomplishment ( Reading Recovery National Network ) . Harmonizing to Savage, John ( 1994 ) reading recovery includes that: -Reading Familiar Books: pupils tend to read books that they enjoy. Teachers, nevertheless, will detect how child read these books so they will help the kid while kids are reading this book. -Assessment of reading schemes: the pupils will hold a book that have ne'er read it, in the old lesson, the kid will read that book for the instructor, so the instructor will utilize recording equipment while the kid is read. – Working on Letter acknowledgment: pupil will be trained to look at the different letters, and begins to be familiar with them. -Introducing new books: instructor will take a figure of different books that are suited for pupil ‘s reading degree. – Reading new books: The instructor will demo a new book for the pupil, and so the pupil will be supposed to read it in the following lesson. In add-on, the instructor and pupil will discourse the book and supply aid to fix for the apprehension of the narrative in that book before read it. It is clear that Reading plan was designed to run into the particular the single demands of reader who has troubles in reading, which seems different from kid to child. Working Individually with pupils, fixing lessons to react to the single demands of the kid, will assist to develop kids ‘s reading ( hapman, Iversen, & A ; Tunmer 2005 ) . It is clear that the reading recovery has extended one-on-one direction. Not surprising to anyone that the strength of the plan and work separately with pupils which is influential to present of intercession for those pupils who have reading troubles. Recent research indicates that the method of one-on-one is more effectual in learning in regular categories that lead to accomplishing the single demands for each pupil ( Chapman, Tunmer 2003 ) . Reading Recovery Council ( 2006 ) pointed out that many of the kids are in different degrees reading accomplishment, constitution of lesson for all pupil is non ever effectual to that a pupil who does non understand what may be understood by other kid and therefore instructors can make a lesson that will incorporate five elements: working with letters, reading books which are familiar to pupil, observe and record what is read by the pupil and reading new course of study ( Barnes, Bonnie 1996 ) . it is possible to help pupils achieve effectual reading public presentation by the single demands of them early. In add-on, working separately with pupils to steer them educating reading schemes every bit good as to supply some clip for the application so that they will be capable to accomplish in grade degree ( Educational Commissions System of the States 2000 ) . It seems clear that the scheme of one-on-one which allows instructors to supply pupils all remarks, regards and inquiries that the instructor knows a pupil who has the ability to reply those inquiries. In add-on to, the reading recovery instructors have the ability to assist the pupil and give feedback for the work he is making ( Barnes, Bonnie 1996 ) . On the other manus, reading recovery will take 30 proceedingss for each pupil.It must take into history that there are some things that may be impact the pupils when they are in the schoolroom, for illustration: yearss of unwellness, field trips and workshops ( Barnes, Bonnie 1996 ) . Barnes, Bonnie ( 1996 ) indicate that clip consuming is one of the jobs related to educating Reading Recovery through the sum of paperwork which are side by side with the instruction of reading recovery to single pupils. For illustration, a written analysis of the strengths and failings of the kid, the study of the outlooks of advancement through the designation of long-run and short-run ends to child day-to-day lesson programme. Another drawback of reading recovery is instructors. Many instructors do non normally have support from their co-workers in the school every bit good as they have trouble in entree to feedback on their lessons. Furthermore, there are many instructors in the schoolroom do non hold a sense of the impact of reading recovery plan on the kids because it is presented merely one or two pupils in their schoolrooms ( Baronial, Jo Anne 1995 ) . In add-on, There are many instructors who are working merely has the half-time reading recovery instructor. Therefore, they h ave the ability to service merely approximately eight kids each academic twelvemonth. In add-on, many schools have about a 100 and 50 first class pupils ‘ , this is grounds that merely about five or six per centum of kids have the ability to have reading recovery programme ( Barnes, Bonnie 1996 ) . As has been mentioned before the end of reading recovery is to steer kids in larning techniques and aid to pattern clip, kids have the ability to present on class degree ( Frankas, George 2000 ) .However, reading recovery is working, irrespective of economic position, gender and societal position of the group of kids that led to the acceleration of the effectual advancement this programme ( Educational Leadership 1990 ) . Centre, Wheldall ( 1992 ) pointed out that to do reading recovery programme more effectual must alter three elements: Behavioural alteration in instructors. The child behavior alteration acquired through instructors. There is a demand for the school to alter the regulative demands for decision makers and instructors. It is clear that the consequences of reading recovery plan is that it offers effectual intercession for pupils in grade school and so intervention, alternatively of falling into the failure in reading troubles for these kids. In add-on, it is supplying strong support for instructors and enables them to go more effectual in reading recovery programme. Furthermore, the most of import result of the plan is to be has figure of kids in classs 2-6 to hold a few jobs in reading troubles one time and so the plan is implemented efficaciously and right ( Baronial, Jo Anne 1995 ) .4. Method of learning reading accomplishments for kids with dyslexiaAs has been mentioned before is that in fact the intercession to turn to reading troubles in kids with dyslexia is a successful scheme to supply support appropriate for them. But it is often point out that, it is to look for on the strengths and failings of the scholar and acquisition manners appropriate through the school by the instructor, which is suited to the demands of each person. Because it is known to us that each and every kid with dyslexia is different harmonizing to the file and map of cognitive and learning manners appropriate to him ( Reid,1997 ) .4.1 Whole Language DirectionHarmonizing to the survey carried out by Frank, 1978, it was holding an impact in back uping the Whole Language Instruction, learning reading is a natural opposite number to larn to talk the sense of larning to read natural. In add-on, Whole Language Instruction may concentrate on instruction to be of entire to the portion and non frailty versa ( e.g. larning the accomplishments non included in the Whole linguistic communication direction ) , and larning to compose must happen through merriment activities functional significance, and the focal point on instruction precedence, alternatively of maintaining the roots. Furthermore, it consenter on the scholar who is the centre of instruction instead than the course of study and instruction should b e based on single interaction. It is clear that it may back up instruction in a societal environment. Furthermore, the instructor is the 1 who set the course of study to be constructs are interrelated instead than spliting them up into multiple accomplishments or subsets of content and rating focal points on the strengths of the scholar. It seems that Whole Language Instruction is a tool to cover with the category and adjust and it may provides deprived pupils to be able to get the better of reading jobs ( Pressely, 1994 ) . However, harmonizing to Mather ( 1992 ) Whole Language Instruction squad believe that retail could interrupt larning procedure, so they are opposed to direct instruction of encryption, because it split the linguistic communication into separate cartridge holders and accomplishments, which may take to the linguistic communication is non used, every bit good as a waste of clip. The Whole Language Instruction may supply intending to the texts and it is concentratin g on both reading and authorship, as learn the regulations of linguistic communication may be done without the demand to learn voice. It is clear that Educators and research workers stress fact that acquisition may be the best when there is gratifying environment for larning and scholar will be active participant in larning procedure every bit good as the instructor must take into history single differences between kids. These rules focus upon the manner of Whole Language Instruction in larning to read, the kid will read full text and so he begins to acknowledge words and letters with assisting by instructor and the kid will experience motive when he is reading and that is the most of import demands, which increases the capacity of the kid with dyslexia to larn to read right ( Fuhler,1993 ) Learner ( 2000 ) pointed out that there are rudimentss of learning reading troubles by utilizing method of Whole Language Instruction as followers: First: Reading is one of the elements of internal linguistic communication which is really close to unwritten linguistic communication and written linguistic communication, so instructors who use this method confirm the linguistic communication written and unwritten reading lead to the kid will be improved, when he learn to read and there is a relationship between lingual exposure in kids and reading troubles, kids who have linguistic communication jobs or mobility are likely to develop jobs in composing in the early phases. Second: The method of verbal linguistic communication may be acquired by the natural usage, harmonizing to the instructors who use Whole Language Direction that kids may larn to talk without the demand for particular preparation and this means that kids will larn to read of course through exposure to larn to read by concentrating on linguistic communication and books which related to eloquence of linguistic communication. Third: Teachers who use the method of Whole Language Instruction avoid usage of separate instruction which does non concentrate on the nexus between parts of the significance of linguistic communication, every bit good as the manner of learning that focuses on usage of separate exercisings, and they believe that books that divide natural linguistic communication into little pieces and cryptic that could do instruction is hard. In add-on, Whole Language Instruction users think that acquisition of characters is usually by manner of instruction, it is clear that larning of letters should non be separate, but it is usually acquired through reading.4.2 Code- accent DirectionIt is clear that we should understand the schemes of coding in Whole Language Instruction or amusing reading ( Orthographic ) , which are one of the schemes that provide the chance to kids to read the words by this method because they saw these words for many times. Therefore, they have image of the words in the long-r un memory, the image of words are non required to be stored in the same format and fount but it will be simply images. To utilize this scheme, the reader should has cognition of the alphabet and how to treat nexus this letters together. Furthermore, there are many of readers who tend to utilize this scheme because they have the satisfaction for the words through usage of a figure of back-to-back times as a consequence, they are willing to retrieve these words at any clip. However, when they are exposed to new words so they tend to utilize method of Code- accent Instruction so they used the analysis of these words and read them ( Hoien,2000 ) . Harmonizing to Learner ( 2000 ) kids with dyslexia frequently need to direct acquisition and systematic preparation on reading because the direct preparation on the accomplishments of voice reading is important due to the primary undertaking which is a specific portion which is used subsequently for reading comprehension. However, kids who start to larn to read easy, they will go readers are strong subsequently. It is clear that Code- accent Instruction is effectual in that the reader have a wide reading accomplishments in school and In the external environment, he will be able to read any text editions or other books. In add-on, Intensive reading may supply the chance for the growing of constructs and verbal cognition for how to compose and read the text. Therefore, kids who do non larn by this method they will be deprived for this chance to develop their accomplishments, because they began by a weak method as a consequence, they did non enable them to Intensive reading so, their re ading accomplishments will be less that lead to they had negative experiences of literacy. However, surveies and research indicated that the usage of method Code- accent Instruction which lead to high tonss for trials of reading accomplishment. Furthermore, it may take to fluency in reading the words, because spelling procedure for the words will go automatic when the kid have a good ability to analysis and synthesis. In add-on, it has maps system or consideration of footings between letters and sounds, and when the kid learns by maps that will be able to analyse the word and use these information to bring forth the right pronunciation for written words. Furthermore, there is another method called ( Analogy ) which is used by many instructors to educate kids with reading troubles. In this method, the kid may utilize his old cognition to reading the new words, for illustration, if he reads the word ( Hand ) as a consequence, he will has the ability to read the word ( sand ) by benefit of his old cognition for the similar letters in the first word. Therefore, he can utilize lingual cognition such as lingual and grammatical regulations in easing the procedure of reading ( Hoien, 2000 ) . It is often point out that different theoretical accounts of pupils require different theoretical accounts of learning methods. It is clear that both Whole Language Instruction and Code- accent Instruction are effectual in learning reading to pupils with dyslexia. However, a group of specializers in the field of larning troubles ( GoswamI, Torgesen, Wayekp and Bryant ) pointed out that there is a inclination to prefer Code- accent Instruction to learn pupils with reading troubles ( Beech,1994 ) .5. Facilitating dyslexia friendly schoolsHarmonizing to Nicolson ( 2001 ) â€Å" the phase is set for set abouting ambitious, multi-disciplinary, multi-perspective undertakings aimed at redefining the field of dyslexia and larning troubles as the field of larning abilities † . It is clear from this position we should understand the complexness of how to clearly specify which school scenes are more appropriate for Learning Difficulties students. That is to state it is the instance of su pplying the dyslexia-friendly school demand to turn to some issues that would do many of difference such as distinguishing larning methods to fit assorted larning methods. Additionally, it is necessary raise the issue of happening community financess for developing instructors who wish to work with LD students and preparing of human resources and leading within the educational establishments in developing states to do dyslexia-friendly school certainly successful. Furthermore, the issue of learning schemes should be dealt with greater attending, that is to state one successful learning method is non needfully suitable for all LD students which are the most of import. To supportive of all students is unimpeachably the nucleus kernel of inclusive doctrine which might intend besides distinction of their trouble or ability. In add-on, it can be practical theory to bespeak the possibility of using the construct of ‘equal chances ‘ . it seems that there are about 10 per centum of the population is to hold dyslexia, it means that there may be benefit greatly from learning methods for all dyslexia through the acquisition of cognition, every bit good as that of ordinary kids to rush up reading, composing and mathematical accomplishments ( BDA, 2003 ) . MacKay ( 2003 ) showed an account of effectual achieve success of dyslexia friendly school â€Å" In a dyslexia friendly school, weak basic accomplishments are non a barrier to accomplishment † . If we pay more attending to this simple statement, it seems that all kids with dyslexia have failing in the chief acquisition countries, nevertheless, it should run into these countries, which do non forestall the committedness by seting instructors accomplishments and they develop all the failings they have. British Dyslexia Association references to an effectual scheme for friendly schools for dyslexia through seven elements of effectual support it. British Dyslexia Association ( 2002 ) pointed out that dyslexia friendly schools are effectual because they identify and choose the best effectual patterns to accomplish the coveted undertaking. It is clear that awareness enterprises about dyslexia, dyslexia friendly schools demanding favoritism of pupils and supply them back up by associating them to modern thoughts with traditional values. In add-on, kids are required to be the best as they have cognitive ability and school civilization has a dissatisfaction with the failure, in fact it is non an aggressive response, but instead it is a method to supply stimulation for students. Decision It has been discussed that each kid has a alone single profile, character, penchants, abilities and troubles. This, dyslexic students are more varied personally and against their opposite numbers in their acquisition processing and techniques seemingly in all phases of school scenes. Undoubtedly, they have their ain potencies and strengths which must be broaden and improved expeditiously. However, they have failings in academic accomplishments sometimes presented in reading or/and composing which are to be exhaustively developed via brand usage of assorted types of individualised intercession every bit good as proviso of an effectual instruction methods. These methods should be provided merely through good trained/certified instructors. If these schemes is applied and demonstrated efficaciously, at that clip merely, we could imagine great trade of alteration and believe that reading troubles of dyslexic students reduced well. It is rather clear that there must be a strategic end for all of us as parents, faculty members, educational research workers and instructors to ease dyslexic friendly schools. This end should be consistent in advancing positive policies towards dyslexic students peculiarly in LEA ‘s every bit good as profiting other students who have the ability to acquire advantage from inclusive instruction scenes. This inclusive instruction has been implemented in Saudi since 1997. Hundreds of certified instructors graduated from assorted universities to learn LD students. However, importance should be emphasized upon LEA ‘s in Saudi Arabia where is more advancement and betterment needed to take topographic point.

Cognitive Dissonance Classic in Psychology

Cognitive Dissonance Classic in Psychology Areej Alemer [Instructor’s Name] [Class Title] Cognitive Dissonance Classic in Psychology Introduction There were famous experiments conducted in psychology and many of these experiments gave scientists a new perspective on understanding people. In the 1950s, scientists began conducting test about the effect of social pressures and influence to the behavior of people. Among these scientists is Leon Festinger. He became a well known scientist about the topic social influence through his famous theory of cognitive dissonance[1].Cognitive Dissonance Festinger came about this theory in the 1950s at a time when a doomsday cult attracted media attention. The cult worshipped a certain god named Sananda. Cult members believed that Sananda gave them these warnings The uprising of the Atlantic bottom will submerge the land of the Atlantic seaboard; France will sink†¦. Russia will become one great sea†¦ a great wave rushes to the Rock y Mountains†¦ for the purpose of purifying it of the earthling and creating a new order. [2] Believers claimed that these warnings would happen in midnight of December 21.Festinger got interested with the cult and in his mind he had these questions: â€Å"What would happen when on the midnight of December 21, nothing happens? Would the group lose faith? How do human beings react when prophecy fails? †[3] Festinger found out that when the prophecy failed the believers did not lose their faith. They found ways to justify the failed prophecy. One of famous explanation was earth was spared because the cult members went into action and believed in the prophecy. Christians and Jews will find this justification not hard to believe.In the book of Jonah in the bible, Jonah prophesied that Nineveh would be destroyed by fire (Jo. 3:1-10). The people of Nineveh believed and decided to fast and put on sackcloth to show that they had repented. Even their king fasted, sat on ashes and put on sackcloth. Eventually Nineveh was spared and destruction did not happen. So when cult leaders told their members that the earth was spared because of believing Sananda's message, the members bought it, but not Festinger. To him the explanations are a bunch of lies, which he politely called â€Å"cognitive dissonance. Festinger saw the effort of cult leaders in lyng to the media in making excuses to their failed prophecy. They contacted TV stations ABC and CBS, they welcome New York Times, the phoned the writers of Life, Time and Newsweek and gave dozens of interviews to reporters. [4] These actions according to Slater were â€Å"attempts to convince the public that their actions and beliefs were not in vain. † The attempts of cult leaders to justify their actions and beliefs became the basis of Festinger’s theory and experiments on cognitive dissonance[5].Through his readings about history, people tend to proselytize (a sort of desperate defense mechanism) when their belief is disconfirmed. He also found out that the â€Å"disjunction between what one believes and the factual evidence is highly uncomfortable. †[6] When prophecy of a cult fails members would attempt to convince everyone to join the cult through false justification. The more people join the group, the more the members feel that they were not mistaken. Is it possible for people to engage in extreme lying just to reconcile their seemingly irreconcilable ideas?Festinger found out that people indeed lie in order to avoid dissonance. In fact, he discovered several forms of dissonance. According to Cooper , what Festinger observed in the cult, he called it the belief disconfirmation paradigm[7]. When he conducted experiment regarding dissonance and money, he called it the insufficient reward paradigm. In his last research he also identified another dissonance- induce compliance paradigm[8]. To understand cognitive dissonance theory it is important to review Festingerâ€⠄¢s experiment. The ExperimentBut to be able to explain Festinger’s experiment and his theory of cognitive dissonance, discussion of the actual experiment is necessary. Festinger’s experiment is considered a classic in psychology and can easily be retrieved in the net. It was first published in the Journal of Abnormal Psychology and was entitled â€Å"Cognitive Consequence of Forced Compliance. † The experiment objective is to investigate how cognitive dissonance takes place when people are force to comply. Slater simply called cognitive dissonance as â€Å"irreconcilable ideas†[9].Social Psychology authors such as Brown simply defined cognitive dissonance as a state of opposition between cognition such as beliefs, views and opinion[10]. It is a perceived inconsistency within a person’s mental processes, in which he believes in something then acts in a different way from what he believes. Festinger exp[11]eriment aimed to measure the cognitive diss onance effect during force compliance and to test the validity of the following two statements: â€Å"If a person is induced to do or say something, which is contrary to his private opinion, he tends to change his opinion to bring congruence to what he has done or said. and â€Å"The larger the pressure used to elicit the overt behavior (beyond the minimum needed to elicit it) the weaker will be the above-mentioned tendency†) Festinger and his colleagues hypothesized that the larger the reward the lesser would be the subsequent opinion change. Therefore, if one puts their words in research method statements, the main hypothesis would be â€Å"there is a significant relationship between the amount of rewards and the magnitude of cognitive dissonance†[12]     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  To test the validity of the hypothesis, Festinger divided his subjects into three groups, one controlled group and two experimental groups.The two experimental groups are named- one-dollar g roup and twenty-dollar group respectively, the name correspond to the amount of money that the two groups will received in order to comply. The subjects for the experiment were college students and the primary technique utilized by the researcher was deception. The subjects were told that the experiment is about their behavior on a monotonous activity. However, the real experiment would only begin when the researcher tries to deceive them, by telling another group will be exposed to a variable in which a confederate will tell them that the activity is enjoyable.However, the original confederate will not come and that the experimenter needs the respondents to act as proxy and be the one to tell lies to the other subject (who herself is also a confederate) on the other room. The persuasion involves a monetary reward a one-dollar for the first group and a twenty-dollar for the other. The rewards are  intended to affect the subject’s behavior or the dissonance effect. Deception was not included in the control group to be able to control its effect. The first experimental group receives a one-dollar amount in order to tell lies. The other experimental group receives 20 dollars.The authors theorized that the one-dollar group would have a greater magnitude of dissonance compared to the 20 dollars group[13]. By applying statistical treatment and comparing the responses of the experimental group with the control group the researcher found out that the one dollar group came to believe that the experiment as enjoyable where in fact, the control group finds it extremely boring, the twenty dollar group find the experiment slightly boring not far from the control groups answer. These results support the theory that the smaller the award the greater is the magnitude of the dissonance.Hence the authors accepted the hypothesis. Festinger’s experiment also has limitations. It is only limited to the response of the subjects who were mostly college students. The r esults might be different if conducted on professionals and middle age adults. Impact of the Experiment to Psychology Festinger’s findings were considered a milestone in psychology. It gave convincing explanations to mysterious human behaviors. Gawronski[14] provided an example. During the Korean War she wrote, the Chinese were able to convince American prisoners to become communists.They did this not by torture but by offering a bit of rice or candies. In exchange of these goodies, Americans were asked to write an anti-American essay. After the essay writing many American soldiers espoused communism. Ordinary people might find such behavior baffling and stupid. Why throw democratic principles in exchange of a bit of rice? It would be easy to accept that these Americans were tortured and went through a near death experience that is why they converted to communism. It is a rational explanation and very acceptable. The fact that Americans embraced communism for a candy is somet hing people could not accept.Cognitive dissonance theory provided an answer- the simpler the reward for engaging in behavior that is contrary with one’s beliefs, the higher the tendency of the person to change his or her beliefs[15]. Even though this answer seems to make no sense, it really happens. The one and twenty dollar experiment supported it. According to Petty, there is a rational explanation for changing one’s belief. It was such a horrible thing to sell one’s self for a piece of candy[16]. The emotional pain would be so great. The person may lose his feeling of self-worth and may look at himself an undignified individual.Slater coined this feeling a â€Å"schmuck. To avoid such a feeling, the person should come up with a better explanation for selling his principles for a very cheap price. Festinger’s theory provided an alternative explanation for behaviorism. Formerly Skinner had said rewards reinforce and punishments extinguish. Skinner expla ined human behavior through his reward theory. Humans operate in their environment and through this operation they learn certain behaviors. Humans acquire behavior through operant conditioning. Skinner took away the mental element of humans. He made humans simple machines that behave through the means of conditioning.After cognitive dissonance theory, humans were seen as punishment driven beings that act not because of conditioning but because of mental processes. Festinger added the element of thoughts in explaining human behavior. His theory challenges the behaviorism. Behaviorism claimed that mind and thoughts are not worthy of psychological investigations because they belong to the realms of philosophy and not empirical science. Festinger discovered that behavior is influenced by the way people think. Psychologists cannot set aside the mind and thought processes in explaining human behavior.Without considering the mind and thought processes, psychologists would never understand why American soldiers embraced communism in exchange for a piece of candy or a bit of rice. Human beings are not only motivated by rewards and punishment. For, if this were so, the Chinese will have a hard time convincing Americans to espouse communism because their offer of rewards were not actually rewarding. Festinger has drawn a concrete conclusion from his cognitive dissonance theory. Human are hypocrite beings. They are beings motivated by minds that must be made comfortable.Reward theory alone can never explain human behavior. Human beings think. They engage in the most amazing mental gymnastics, all just to justify their hypocrisy[17]. Explaining Mysterious Human Behavior Cognitive dissonance theory is not only an elegant explanation for mysterious human behavior. It is also became a tool to discredit religion especially Christianity. Using the belief – disconfirmation paradigm, one can conclude that the spread of Christianity was due to cognitive dissonance and lack of deep knowledge of human behavior during the early years of Christianity.Everybody knows for a fact that Christianity spread through the effort of Jesus’ disciples. Ancient critics of Christianity suspected that early Christians had engaged in mass hysteria[18]. They collectively had seen unreal things. Before, cognitive dissonance theory, such accusation of mass hysteria was dismissed because of the martyrdoms of virtually every apostle of Christ. The apostle would not sacrifice their lives for something that is founded by fallacy. They were burned at the stake, cut into two, crucified upside down and immersed in boiling oil all because they refused to decant their faith.To avoid such horrible tortures, all they had to do was to tell the emperor that they there were no truths in their claims about Jesus and presto they will be released. But they chose death, indicating that they were not under mass hysteria but had really seen Christ resurrects from the death. This is a si mple Christian defense; it stood unchallenged for thousands of years until Festinger discovered cognitive dissonance. Cognitive dissonance explained that when prophecy fails, people will not leave their beliefs instead, they would create lies in order to justify the failed prophecy perhaps even to the point of death [19]. The apostles of Christ were expecting him to free Israel from bondage. This is the duty of the messiah. They expect Jesus to liberate Israel and establish a new Jewish kingdom. The apostles believed that Jesus was the messiah. They gave up everything in order to become Jesus’ disciples. They were promised to receive an important position in Jesus kingdom. They expect that the earth will be destroyed by fire and a new heaven and earth will be created. The kingdom of Jesus will be established in this new heaven and earth. The apostles will co rule with Jesus. But Jesus was killed and everything that they have believed turned to ashes.Some left Jerusalem and st arted a new life. Others were left and continue to meet secretly. This gathering can be likened to the case of the doomsday cult, in which members did not go home and confessed their mistakes; instead, they change their behaviors, speeches and way of thinking to explain carefully their failed prophecy. They began attracting more followers despite of the fact that their prophecy failed. They engaged in pathological lying just to convince people that they were not wrong. If ordinary people in the doomsday cult had engaged in lying when prophecy failed, then it was also possible that the apostles had also lied.Cognitive dissonance theory states that it was possible for the apostles not to recant their faith even until death. Hence, Christianity martyrdom defense is weak. After his death, his apostles claim that Jesus is coming very soon and judgment day is at hand. Like in the case of the doomsday cult, believers also had sold their belongings and give the money to the apostles. The ap ostles have all died but judgment day did not come. Despite of these, believers became more aggressive in recruiting new members and Christianity grew in numbers. Two thousand years have passed but Christ did not return and judgment day was nowhere to be found[20].Yet, Pastors and priest were able to find plausible explanation for the delayed second coming and people really buy it. No offense to Christian readers, but after reading chapter five and Festinger’s original study, it was very hard for this writer not think that cognitive dissonance was really involved in Christianity. Cognitive dissonance is not just a simple social psychology experiment. It is a mind opener, a myth buster and a truth engine. If religious fanatics explore its basic concepts, they might leave their faith. Cognitive dissonance theory explained that humans would lie in order to avoid dissonance.It is the best explanation why religious cults and organizations do not cease to exist even though their pr ophecy and beliefs fails or contradicts reasoning. Festinger’s theory is all about the tendency of humans to lie to avoid discomfort. It is about the selfishness of human nature. This is the only conclusion one can derive from his experiments. Humans are hypocrites and engage in all sort of mental gymnastic in order to justify their hypocrisy. Conclusion Slater believed in cognitive dissonance theory but disagree with Festinger’s revelation on the selfishness of human nature.Do humans lie because of selfish motive, i. e. to avoid the pain of being a â€Å"schmuck† or was there something else. Festinger forgot to mention the good side of human nature. All he saw was its tendency to deceive and lie[21]. To show that dissonance is caused by other elements aside from selfishness, Slater told a story about Linda Santo. Linda Santo has a bed-ridden daughter named Audrey whom she takes care of for the past couple of decades. Her daughter got an accident when she was th ree and became bed ridden from that time on. Linda patiently took care of his daughter since then.Her husband left her a few months of the accident. Linda took care of Audrey. Audrey though invalid is a miracle worker, Statues of Mary and Jesus were put near her and these statues produce miracle oil. The oil was used to heal sickness of any kind. Linda finds an explanation and was not mystified with the miracles. She knew that her daughter was a â€Å"saint, that God had chosen Audrey to be a victim soul, to take on the pains of other people so that they could be healed (121)† It’s a classic example of cognitive dissonance, the mother finding an explanation for her daughter’s dreadful fate.It was not clear whether Linda manipulate the miracles and told people that her daughter takes away people pains. But according to Slater , if ever she lied, there was no selfishness in her heart, but love, which makes Festinger view of human nature somewhat wrong. People do n ot lie only because they avoid of being a schmuck but also because they are loving creatures. Linda was found to have breast cancer. She regularly underwent therapy. She now takes care of herself alone aside from taking care of her daughter. Slater wondered why Linda would not ask her daughter to heal her.Perhaps she knew that the miracles were a fake. She simply told Slater that mothers do ask something from their child; it is they who give something to their child. Slater concluded that dissonance is not always about selfishness; it’s also about love. Slater was a mother and understands very well why Linda was doing all this[22]. Perhaps, there is another form of cognitive dissonance paradigm that Festinger failed to identity. To conclude, Festinger experiments were indeed convincing but he failed to consider the other aspect of human nature such as love and caress.Some people engage in dissonance not because of cognitive pain but because out of love just in the case of Lin da Santo. Bibliographies Brown, Richard, Social Psychology 5th Edition New York McGraw Hill. 2006. Cooper, John. Cognitive dissonance: 50 years of a classic theory. London: Sage publications. 2007. Gawronski, Brand. Cognitive consistency: A fundamental principle in social cognition. New York: Guilford Press. 2011. Myers, Steven. Social psychology  . Toronto: Graw-Hill Ryerson. 2006. Petty, Ronald . The Meta-Cognitive Model (MCM) of attitudes: Implications for attitude measurement, change, and strength.Social Cognition. 2007. 25(5), 657686. Chen Mark Revisiting the Three Choice Paradigm Journal of Personality and Social Psychology 2010. 99(4), 573. Slater, Laura Opening Skinner’s Box New York, Penguin Books. 2005. ———————– [1] Myers, Steven. Social psychology  . (Toronto: Graw-Hill Ryerson, 2006) 90-120 [2] Slater, Laura Opening Skinner’s Box (New York, Penguin Books, 2006) 110 [3] Ibid 111 [4] Cooper, John. Co gnitive dissonance: 50 years of a classic theory. (London: Sage publications, 2007). 90 [5] Slater, Laura Opening Skinner’s Box (New York, Penguin Books, 2006) 111 [6] Cooper, John.Cognitive dissonance: 50 years of a classic theory. (London: Sage publications, 2007). 91 [7] Cooper, John. Cognitive dissonance: 50 years of a classic theory. (London: Sage publications, 2007). 90 [8] Petty, Ronald . The Meta-Cognitive Model (MCM) of attitudes: Implications for attitude measurement, change, and strength. Social Cognition, 2007. 25(5), 657–686. [9] Cooper, John. Cognitive dissonance: 50 years of a classic theory. (London: Sage publications, 2007). 92 [10] Brown, Richard Social Psychology 5th Edition (New York McGraw Hill, 2006) 91 [11] Slater, Laura Opening Skinner’s Box (New York, Penguin Books, 2006) 115 [12] Cooper, John.Cognitive dissonance: 50 years of a classic theory. (London: Sage publications, 2007). 99 [13] Myers, Steven. Social psychology  . ( Toronto:Gra w-Hill Ryerson, 2006) 95 [14] Gawronski,Brand. .  Cognitive consistency: A fundamental principle in social cognition. (New York: Guilford Press, 2011) 106 [15] Slater, Laura Opening Skinner’s Box (New York, Penguin Books, 2006) 114 [16] Petty, Ronald . The Meta-Cognitive Model (MCM) of attitudes: Implications for attitude measurement, change, and strength. Social Cognition, 2007, 25(5), 658. [17] Petty, Ronald .The Meta-Cognitive Model (MCM) of attitudes: Implications for attitude measurement, change, and strength. Social Cognition, 2007. 25(5). [18] Myers, Steven. Social psychology  . (Toronto: Graw-Hill Ryerson, 2006) 99 [19] Brown, Richard Social Psychology 5th Edition (New York McGraw Hill, 2006) 91 [20] Chen Mark Revisiting the Three Choice Paradigm Journal of Personality and Social Psychology. 2010. 99(4), 573. [21] Slater, Laura Opening Skinner’s Box (New York, Penguin Books, 2006) 125 [22] Slater, Laura Opening Skinner’s Box (New York, Penguin Books, 2006) 150

Secondary Education