Why is America so powerful? American imperialism, or our manifestation of military strength, is one possible explanation. We have military bases all over the world in foreign territories that don’t belong to us, such as Germany, Guam, and Iceland, but not one foreign country has a military base in the United States of America. American imperialism is so strong that it has forced American cultural, economical, and political views on to other countries. Rather than participating in globalization, we have created American Universalism. American Universalism is an imperialistic approach to globalization. While globalization is believed to be the interconnectedness of people and places resulting in cultural convergence, it is really American Universalism that is demonstrated through cultural superiority, greedy unilateral economic self-interests, and the push for democracy in foreign countries.
While many believe in globalization, or the sharing of cultures, people, and places, it is obvious that globalization is beat down by America’s cultural superiority which is represented through parts of American popular culture and Western clothing. Parts of America exist everywhere, but everywhere doesn’t exist in America. Todd Gitlin reminds us, “if there is a village, it speaks American. It wears jeans, drinks coke, eats at the golden arches, plays electric guitars, recognizes Mickey Mouse, James Dean, Bart Simpson, R2- D2, and Pamela Anderson” (Gitlin 825). These are all parts of American culture, yet you never hear about Japanese, Muslim, or Russian popular culture. Why is it that Madonna or Britney Spears are well known around the globe, but almost no one in America would be able to recall a well known pop singer from Japan? The reason why this happens is because Americans don’t want to share. Sharing of cultures doesn’t exist to Americans, because Americans are so consumed in themselves and so arrogant that if they shared pieces of others cultures, they would no longer be exceptional. In addition to popular culture, Western clothing is another example of America’s cultural superiority. For example, one can purchase a baseball hat anywhere around the world, but there is a slim chance that someone could purchase a hijad (a veil for an Islamic woman) in an American mall. Sharing involves two parties, and clearly America is one party that is not willing to participate. Consequently, American culture is classified as glamorous and unconventional, making it superior. Of course, we export our goods to other countries and import their goods and resources, but that is only for our own economic benefit.
Selfish unilateralist economic self-interests is probably one of the main reasons America hasn’t completely isolated itself from the rest of the world. Sadly, we only form alliances with some countries, or interfere in their political affairs, if they are beneficial to America economically. For instance, one of the main reasons we keep our troops in Iraq and parts of the Islamic world is because we are dependent on them for oil. We aren’t protecting them, but we are using them knowing that “basically all that the Islamic world has to offer is oil, and as technology opens up alternative sources of energy, even that will not amount to much” (D’Souza 772). Robert Gilpin would agree that we use many countries for the benefit of American economics, claiming that “since the end of the Cold War, economic cooperation among the U.S. and it’s allies has ended considerably and American foreign and economic policy has become more unilateral and self-centered” (Gilpin 11). In fact, the word compromise is unheard of by many Americans, subsequently resulting in the idea that “America is the greatest, freest, and most decent society in existence,” and therefore everyone should do things the American way (D’Souza 779). The notion that America is the best or that what’s good for America is good for everyone is a terrible misconception, especially when matters of economics are involved. Not only does America have unilateral economic self-interests, it is also ignorant of other countries polices and their form of government.
The push for democracy in foreign countries is another factor that is a part of American Universalism. After America’s triumphant victory in the Cold War, we tend to still feel like an ultimate superpower, and in some senses we are still powerful. We also pride ourselves on taking control of the political affairs of what we contend to be weak Third World countries, when in reality, “it is a trend among United States presidents that so-called Third World countries must be destabilized. America believes in solving problems not by negotiations but through military pressure” (Hertsgaard 788). If America learned how to mind their own business in foreign affairs, and was better capable of conducting negotiations once involved, and worked more towards compromising, ninety percent of the time military pressure could be avoided. The worst thing about the United States is that “it feels no obligation to obey international law; it often pushes other countries around, forcing on them policies and sometimes tyrannical leaders that serve only American interests” (Hertsgaard 785). Instead of respecting other countries’ different forms of government and negotiating situations until we come to an agreement, America pushes to reform other countries by forcing them to change their structure of government to a democracy. This is currently occurring in Iraq. We claim to be rebuilding their country by reforming the Iraqi government into a democracy. Who does democracy benefit? Who really wants democracy? It is the Americans that want democracy because it benefits them not only economically, but it makes it easier for them to manipulate other countries because it opens the door to American imperialism that is easily gained by our military pressures.
American Universalism is a combination of cultural superiority, greedy unilateral economic self-interests, and a push for democracy in foreign countries. Globalization will never exist as long as America continues its imperialistic ways. America is naturally dominant, and we hunger for power as much as other countries do, but there is line, and America has crossed it one too many times. Overall, America does mean well, but sometimes good intentions go wrong, and then Americans all over the nation wonder why we are hated so much. We only intend on doing well in other countries as long as it makes America better in some way, eventually resulting in American Universalism.
Works Cited
D’Souza, Dinesh. “America the Beautiful: What We’re Fighting For.” Rereading America:
Cultural Contexts for Critical Thinking and Writing. 7th ed. Ed. Gary Colombo,
Robert Cullen, and Bonnie Lisle. Boston: Bedford/St. Martin’s, 2007. 772-779.
Gilpin, Robert and Jean Millis Gilpin. The Challenge of Global Capitalism. Princeton, New
Jersey: Princeton University Press, 2000. 11-15.
Gitlin, Todd. “Under the Sign of Mickey Mouse & Co.” Rereading America: Cultural Contexts
for Critical Thinking and Writing. 7th ed. Ed. Gary Colombo, Robert Cullen, and
Bonnie Lisle. Boston: Bedford/St. Martin’s, 2007. 824-826.
Hertsgaard, Mark. “The Oblivious Empire.” Rereading America: Cultural Contexts for Critical
Thinking and Writing. 7th ed. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle.
Boston: Bedford/ St. Martin’s, 2007. 785-789
Monday, December 10, 2007
Sunday, December 2, 2007
Religious Influences in American Culture
What influences 87 percent of Americans to be religious? Religion is probably the largest part of American culture that influences a majority of our population in different ways. American culture is influenced and shaped by religious beliefs, specifically in its public education system through abstinence only sex education, the push for intelligent design to be taught in high school biology classrooms, and the censorship of books and literature
Sex education is one of the most controversial issues that are taught in many public schools through out the United States of America. Christians that include Catholics, Protestants, and others have much influence in their local communities which in return effects what is taught in certain public schools. Religious beliefs and morals often times are reflected in what is taught in some schools where a certain religion is dominate in a region. For example, if a public school is predominantly made up of Christian faiths, it would be preferable for abstinence only sex education to be taught rather than sex education. If sex education were taught, it would contradict the religious beliefs of most Christians. This is why contraceptives such as condoms and birth control and even vaccinations against HPV are unheard of and not used by many Christians, even if they attend a public school. Many school’s teachings are being influenced by religious faiths. David Kupelian believes there are “bug chasers or people whose main focus is to seek out sexual encounters that will infect them with HIV” (Kupelian 657). In a sense, people who rigorously follow and belong to Christian faiths that are against sex education are “bug chasers.” If someone doesn’t know about contraceptives, they are more at risk for sexually transmitted diseases and pregnancy than someone who does know. Abstinence only sex education simply mirrors the religious beliefs of Christians in our public schools.
According to the movie Jesus Camp, there are some 80 million Evangelical (born again) Christians, and 75 percent of homeschooled children are Evangelicals. Many parents are homeschooling their children because some schools are pushing for intelligent design and evolution to be taught in public schools. Not only are intelligent design and evolution an issue, but so is creationism. According to Michael Ruse, a creationist is “someone who believes in a god who is absolute creator of heaven and earth, out of nothing, by an act of free will” (“Creationism”). In contrast to a creationist, an evolutionist believes “ the characteristics of living organisms change over many generations as traits are passed from one generation to the next” (Evolution: “Introduction”). Intelligent design is similar to Evolution. However, it differs because it doesn’t believe nature is the designer, but that God is the designer. All of these theories are argued over, particularly whether or not the theories should be included in a public school’s curriculum. Creationism is popular among some Evangelical Christians. Jesus Camp portrays a young man named Levi who is an Evangelical Christian who is taught creationism while homeschooled by his mother. At one point, Levi is told by his mother that science isn’t relevant, and as a result of his knowledge and studies about creationism, he agrees. Scientists would argue that Evolution is the origin of life, Christians would argue God, but the point is that there is missing information that the youth of America don’t learn. Students are being sheltered from other beliefs such as intelligent design or evolution by being homeschooled because parents are afraid of it interfering with their religious faiths.
Censorship of books and literature are extremely effective in shaping religious views. Many books have been banned or boycotted by public schools such as the Harry Potter book series and Farenheit 451 because they are supposedly inappropriate. What makes reading material inappropriate? Morals that have been established through religious faiths are what deem certain literary works “inappropriate.” For instance, people of Christian faiths claiming to be Catholics, Protestants, and Evangelical Christians claim homosexuality isn’t a part of their religious faith. So, if Christians are against homosexuality, then that goes against their morals, but that doesn’t mean it goes against everyone’s morals. Surprisingly, J.K. Rowling, the author of the Harry Potter book series admits one of the characters is a homosexual. Obviously, in the mind of Rowling, homosexuality isn’t immoral. However, someone doesn’t have to be religious to have morals. Morals are a distinction between right and wrong. Another issue with censorship is the issue of the material in textbooks, specifically history books. Many history books claim that America was founded as a Christian nation. Yet Richard Dawkins argues that the founders “were secularists who believed in keeping religion out of politics” (Dawkins 41). Censorship discourages new thoughts and usually forces students to learn one sided opinions, rather than multiple opinions. Censorship is a result of religious beliefs which limits what is taught in classrooms.
Abstinence only sex education, the push for intelligent design to be taught in classrooms, and the censorship of books and literature are some of many aspects of American culture that have been influenced and shaped by religious beliefs. Everyone has a different perception of how religious beliefs have shaped American culture. Overall, there are many different religions and beliefs, each affecting American public life directly or indirectly in unique ways.
Works Cited
Dawkins, Richard. “Secularism, The Founding Fathers and the Religion of America.”
The God Delusion. E-Reserve. 18 Oct. 2007. 38-47.
.
“Evolution.” Microsoft Encarta Online Encyclopedia. 23 Oct. 2007.
.
Jesus Camp. Dir. Ewing, Heidi and Rachel Grady. Magnolia Pictures, 2001.
Kupelian, David. “Killer Culture.” Rereading America: Cultural Contexts for Critical Thinking
and Writing. 7th ed. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle.
Boston: Bedford/ St. Martin’s, 2007. 646-663.
Ruse, Michael. “Creationism.” The Stanford Encyclopedia of Philosophy. (Fall 2003 Edition).
Edward N. Zalta (ed.). 23 Oct. 2007.
Sex education is one of the most controversial issues that are taught in many public schools through out the United States of America. Christians that include Catholics, Protestants, and others have much influence in their local communities which in return effects what is taught in certain public schools. Religious beliefs and morals often times are reflected in what is taught in some schools where a certain religion is dominate in a region. For example, if a public school is predominantly made up of Christian faiths, it would be preferable for abstinence only sex education to be taught rather than sex education. If sex education were taught, it would contradict the religious beliefs of most Christians. This is why contraceptives such as condoms and birth control and even vaccinations against HPV are unheard of and not used by many Christians, even if they attend a public school. Many school’s teachings are being influenced by religious faiths. David Kupelian believes there are “bug chasers or people whose main focus is to seek out sexual encounters that will infect them with HIV” (Kupelian 657). In a sense, people who rigorously follow and belong to Christian faiths that are against sex education are “bug chasers.” If someone doesn’t know about contraceptives, they are more at risk for sexually transmitted diseases and pregnancy than someone who does know. Abstinence only sex education simply mirrors the religious beliefs of Christians in our public schools.
According to the movie Jesus Camp, there are some 80 million Evangelical (born again) Christians, and 75 percent of homeschooled children are Evangelicals. Many parents are homeschooling their children because some schools are pushing for intelligent design and evolution to be taught in public schools. Not only are intelligent design and evolution an issue, but so is creationism. According to Michael Ruse, a creationist is “someone who believes in a god who is absolute creator of heaven and earth, out of nothing, by an act of free will” (“Creationism”). In contrast to a creationist, an evolutionist believes “ the characteristics of living organisms change over many generations as traits are passed from one generation to the next” (Evolution: “Introduction”). Intelligent design is similar to Evolution. However, it differs because it doesn’t believe nature is the designer, but that God is the designer. All of these theories are argued over, particularly whether or not the theories should be included in a public school’s curriculum. Creationism is popular among some Evangelical Christians. Jesus Camp portrays a young man named Levi who is an Evangelical Christian who is taught creationism while homeschooled by his mother. At one point, Levi is told by his mother that science isn’t relevant, and as a result of his knowledge and studies about creationism, he agrees. Scientists would argue that Evolution is the origin of life, Christians would argue God, but the point is that there is missing information that the youth of America don’t learn. Students are being sheltered from other beliefs such as intelligent design or evolution by being homeschooled because parents are afraid of it interfering with their religious faiths.
Censorship of books and literature are extremely effective in shaping religious views. Many books have been banned or boycotted by public schools such as the Harry Potter book series and Farenheit 451 because they are supposedly inappropriate. What makes reading material inappropriate? Morals that have been established through religious faiths are what deem certain literary works “inappropriate.” For instance, people of Christian faiths claiming to be Catholics, Protestants, and Evangelical Christians claim homosexuality isn’t a part of their religious faith. So, if Christians are against homosexuality, then that goes against their morals, but that doesn’t mean it goes against everyone’s morals. Surprisingly, J.K. Rowling, the author of the Harry Potter book series admits one of the characters is a homosexual. Obviously, in the mind of Rowling, homosexuality isn’t immoral. However, someone doesn’t have to be religious to have morals. Morals are a distinction between right and wrong. Another issue with censorship is the issue of the material in textbooks, specifically history books. Many history books claim that America was founded as a Christian nation. Yet Richard Dawkins argues that the founders “were secularists who believed in keeping religion out of politics” (Dawkins 41). Censorship discourages new thoughts and usually forces students to learn one sided opinions, rather than multiple opinions. Censorship is a result of religious beliefs which limits what is taught in classrooms.
Abstinence only sex education, the push for intelligent design to be taught in classrooms, and the censorship of books and literature are some of many aspects of American culture that have been influenced and shaped by religious beliefs. Everyone has a different perception of how religious beliefs have shaped American culture. Overall, there are many different religions and beliefs, each affecting American public life directly or indirectly in unique ways.
Works Cited
Dawkins, Richard. “Secularism, The Founding Fathers and the Religion of America.”
The God Delusion. E-Reserve. 18 Oct. 2007. 38-47.
“Evolution.” Microsoft Encarta Online Encyclopedia. 23 Oct. 2007.
Jesus Camp. Dir. Ewing, Heidi and Rachel Grady. Magnolia Pictures, 2001.
Kupelian, David. “Killer Culture.” Rereading America: Cultural Contexts for Critical Thinking
and Writing. 7th ed. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle.
Boston: Bedford/ St. Martin’s, 2007. 646-663.
Ruse, Michael. “Creationism.” The Stanford Encyclopedia of Philosophy. (Fall 2003 Edition).
Edward N. Zalta (ed.). 23 Oct. 2007.
Celebrities vs. Successful Americans
American popular media is shallowly portraying success through wealthy celebrities. Of course, everyone desires material possessions to some extent, but isn’t there more to success than just a large savings account or name brand possessions? Successful people are ambitious and drive themselves in the direction of what they are trying to accomplish as an individual. While American popular media portrays successful people as reckless partiers, owners of expensive mansions and popular sports cars, I believe that successful people are knowledgeable, have valuable life experiences, and are accomplished in the career world.
Knowledge is a key element that is needed to become successful. People gain knowledge not just from what they learn from compulsory and higher education, but from what they read, and watch. When Americans turn on the T.V. and see a celebrity such as Britney Spears or Lindsay Lohan in a huge house wearing luxurious jewelry and clothing, it’s not surprising that they would automatically think of this as an accurate representation of success. Americans think of this as an accurate representation of success because we think wealth is success. However, just because the media portrays success through wealth, Diana Kendall reminds us that “success is reflected in many people’s reading and viewing habits” (Kendall 336). Therefore, if people watched and read things that would help them become successful rather than trying to imitate the success of celebrities, it would make them more knowledgeable and successful individuals. Not only would Americans become more knowledgeable if they read and watched more enriching materials, but they would learn about their personal interests rather than focusing on earning a “slice of the good life” (Kendall 336). Someone doesn’t have to be a celebrity to be successful they have to be aware of what they are interested in doing. In addition, having knowledge and knowing how to apply it to situations in life helps people make better decisions. The more knowledge someone has the more likely he/she will use it to their advantage which would make them successful.
Valuable life experience is another trait that is imperative for success. American popular media is mainly interested in publicizing the negative life experiences of celebrities because their elite status supposedly makes them more interesting than average people. What if Britney Spears wasn’t a celebrity? Would anyone care that her children aren’t in her custody or that she’s even divorced? Celebrities are the reason why we don’t publicize single teenage mothers that are raising their children while going to college and working two jobs or war heroes that died to protect our individual freedoms. The media publicizes celebrities because they are wealthy, which makes them seem more important than average people. Success is earned through hard work and devotion, but the media uses a “nine- year olds vision of wealth to save us from ourselves” which characterizes success through television shows and games such as monopoly (Soto 26). Very few celebrities have experienced challenges or life the way the average American has. Irresponsibility and carelessness are about the only life experience a celebrity has. Think of how many people who are multimillionaires or famous that clean their own home, raised their children without a nanny, or have served for our country; the odds are they never have and never will. Through achieving valuable life experiences someone becomes stronger and is able to overcome challenges and that makes them successful.
Being accomplished in the career world is another attribute that makes someone successful. This doesn’t mean that someone has to have a high status in the career world but they must have a purpose. Even if this purpose has “low wages, lack of benefits, and hazardous working conditions that are considered boring and uninteresting topics” that doesn’t mean a person is unsuccessful (Kendall 339). No matter what job or career someone has, they should feel important. Working is more than earning an income; it requires passion and an undying interest. Important people tend to do a better job and are overall better qualified at what they are doing, making them successful. It’s the quality of the work rather than someone’s income that is a success. Just because someone has a job that pays well that doesn’t mean they are successful it just means “money ain’t divided up right in this country” (Bambara 272). Underpaid people with important jobs are considered unsuccessful because “we over identify with the wealthy because the media socialize us to believe that people in the upper classes are better than we are” (Kendall 335-336). Obviously, if someone is dedicated to their job then they must enjoy what they are doing. If one is satisfied with what he/she is doing then there is a form or self-respect and personal admiration. People with careers strive to do their best for themselves so that they feel personally satisfied and successful.
I believe that if everyone tried to achieve their full potential, one way or another they would become successful. It is my perception that successful Americans are knowledgeable, have valuable life experiences, and are accomplished in the career world. Success is not just wealth, but it is what someone is made of. It must be created and it is a variable in everyone’s life, because each person’s success is different.
Works Cited
Bambara, Toni Cade. “The Lesson.” Rereading America: Cultural Contexts for Critical
Thinking and Writing. 7th Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle.
Boston: Bedford/St. Martin’s, 2007. 270-277.
Kendall, Diana. “Framing Class, Vicarious Living, and Conspicuous Consumption.”
Rereading America: Cultural Contexts for Critical Thinking and Writing. 7th Ed.
Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston: Bedford/St. Martin’s,
2007. 334-350.
Soto, Gary. “Looking for Work.” Rereading America: Cultural Contexts for Critical
Thinking and Writing. 7th Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle.
Boston: Bedford/St. Martin’s, 2007. 26-30.
Knowledge is a key element that is needed to become successful. People gain knowledge not just from what they learn from compulsory and higher education, but from what they read, and watch. When Americans turn on the T.V. and see a celebrity such as Britney Spears or Lindsay Lohan in a huge house wearing luxurious jewelry and clothing, it’s not surprising that they would automatically think of this as an accurate representation of success. Americans think of this as an accurate representation of success because we think wealth is success. However, just because the media portrays success through wealth, Diana Kendall reminds us that “success is reflected in many people’s reading and viewing habits” (Kendall 336). Therefore, if people watched and read things that would help them become successful rather than trying to imitate the success of celebrities, it would make them more knowledgeable and successful individuals. Not only would Americans become more knowledgeable if they read and watched more enriching materials, but they would learn about their personal interests rather than focusing on earning a “slice of the good life” (Kendall 336). Someone doesn’t have to be a celebrity to be successful they have to be aware of what they are interested in doing. In addition, having knowledge and knowing how to apply it to situations in life helps people make better decisions. The more knowledge someone has the more likely he/she will use it to their advantage which would make them successful.
Valuable life experience is another trait that is imperative for success. American popular media is mainly interested in publicizing the negative life experiences of celebrities because their elite status supposedly makes them more interesting than average people. What if Britney Spears wasn’t a celebrity? Would anyone care that her children aren’t in her custody or that she’s even divorced? Celebrities are the reason why we don’t publicize single teenage mothers that are raising their children while going to college and working two jobs or war heroes that died to protect our individual freedoms. The media publicizes celebrities because they are wealthy, which makes them seem more important than average people. Success is earned through hard work and devotion, but the media uses a “nine- year olds vision of wealth to save us from ourselves” which characterizes success through television shows and games such as monopoly (Soto 26). Very few celebrities have experienced challenges or life the way the average American has. Irresponsibility and carelessness are about the only life experience a celebrity has. Think of how many people who are multimillionaires or famous that clean their own home, raised their children without a nanny, or have served for our country; the odds are they never have and never will. Through achieving valuable life experiences someone becomes stronger and is able to overcome challenges and that makes them successful.
Being accomplished in the career world is another attribute that makes someone successful. This doesn’t mean that someone has to have a high status in the career world but they must have a purpose. Even if this purpose has “low wages, lack of benefits, and hazardous working conditions that are considered boring and uninteresting topics” that doesn’t mean a person is unsuccessful (Kendall 339). No matter what job or career someone has, they should feel important. Working is more than earning an income; it requires passion and an undying interest. Important people tend to do a better job and are overall better qualified at what they are doing, making them successful. It’s the quality of the work rather than someone’s income that is a success. Just because someone has a job that pays well that doesn’t mean they are successful it just means “money ain’t divided up right in this country” (Bambara 272). Underpaid people with important jobs are considered unsuccessful because “we over identify with the wealthy because the media socialize us to believe that people in the upper classes are better than we are” (Kendall 335-336). Obviously, if someone is dedicated to their job then they must enjoy what they are doing. If one is satisfied with what he/she is doing then there is a form or self-respect and personal admiration. People with careers strive to do their best for themselves so that they feel personally satisfied and successful.
I believe that if everyone tried to achieve their full potential, one way or another they would become successful. It is my perception that successful Americans are knowledgeable, have valuable life experiences, and are accomplished in the career world. Success is not just wealth, but it is what someone is made of. It must be created and it is a variable in everyone’s life, because each person’s success is different.
Works Cited
Bambara, Toni Cade. “The Lesson.” Rereading America: Cultural Contexts for Critical
Thinking and Writing. 7th Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle.
Boston: Bedford/St. Martin’s, 2007. 270-277.
Kendall, Diana. “Framing Class, Vicarious Living, and Conspicuous Consumption.”
Rereading America: Cultural Contexts for Critical Thinking and Writing. 7th Ed.
Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston: Bedford/St. Martin’s,
2007. 334-350.
Soto, Gary. “Looking for Work.” Rereading America: Cultural Contexts for Critical
Thinking and Writing. 7th Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle.
Boston: Bedford/St. Martin’s, 2007. 26-30.
Sunday, November 11, 2007
Ignorant, Oblivious, or Both ?
According to Mark Hertsgaard in The Oblivious Empire, Americans are oblivious to the countries and governments around us and overall it is our actions overseas in these countries that makes foreigners not only hate America, but mainly the American people. However, I seem to disagree with Mr. Hertsgaard. I believe that Americans are not oblivious, but that they just are flat out ignorant to the core of their soul. I don't believe that we as Americans intentionally try to disregard others needs, or that we intend to be inconsiderate, I just feel that we feel that what ever is best for America is best for everyone else. This misconception is a very common American flaw, but all in all I feel that most Americans mean well. In fact, I believe Mr. Hertsgaard is right about something and that is " the embarrassing truth is that most of us know little about the outside world, and we are particularly ill-informed about what our government is doing in our name overseas" (Hertsgaard 783). So there is no way that we can possibly be blamed for everything our government does. The American people only have so much control over their government and it's actions. The problem isn't just that Americans are ignorant in foreign countries but that we are ignorant in our own country. We even ignore our own people's needs, wants, and feelings. I love America and I myself can be considered ignorant in some ways, but everything has faults. No one ever said America had to be perfect.
Sunday, November 4, 2007
The Demand for the "Magic Kingdom"
Hollywood and places like Disney Land which can be referred to as the "Magic Kingdom" are the way the mass media portrays America. I agree with Todd Gitlin that the whole world is "speaking American by wearing jeans, drinking Coca Cola, and eating at the golden arches" (Gitlin 825). In a sense this is transforming other cultures and their values too. I mean it is possible that American culture and necessities are globalized so much that it is universal to find American entertainment, clothes, and food almost anywhere you go. However, it isn't the same for other cultures. If people from other countries say from places such as the Middle Eastern countries, it is going to be very hard for these people to find authentic Muslim entrees, or clothes. I mean think about it. How many malls can someone walk into in America that carry a Hijab (the Arabic term for "cover" or veil for a woman)? Yet, I could go almost anywhere in the world and eat a hamburger and drink Coke, or buy a baseball hat or all types of Western clothing. Globalization is largely based around American culture. Each time something is created in another country, we as Americans utilize it and Americanize the product. We even Americanize food from other countries. We may have Hispanic Food, but that doesn't mean that it is authentic. There is too much demand for American products in my opinion, but not enough demand for foreign products. America is dominate in countless ways across the world through popular culture, through things such as clothes, food, entertainment, and even the "English" language has been Americanized. In a way globalization should be called Americanization.
Friday, October 19, 2007
Americans Are Prisoners of Compulsory Education
The point of having an education is to have knowledge, but what happens when this knowledge is taught forcefully? Shouldn’t learning be a decision rather than a requirement? Things such as wealth, politics, and religion are some examples of things that are slowly corrupting students from the age of five until they graduate from high school. The reason why this happens is because the schools allow this corruption to occur, and for that I don’t blame students for rebelling against compulsory education. I believe the American population is disempowered by compulsory education because students are forced to attend school, and public schools are lacking funding and an emphasis on individuality.
Compulsory schools have too much authority over attendance. Students are dropping out since they are forced to attend school. This authority is so outrageous in some schools that it could be described with “enough reason to think of our schools ---- with their long-term, cell-block-style, forced confinement of both students and teachers ---- as virtual factories of childishness” (Gatto 153). Locking up students inside a classroom all day, teaching them the same repetitious lessons does nothing but shelter them from independence and adulthood. In addition, every school has a different curriculum, which means that there are different classes and graduation requirements for each region. If a student attends a school in Nevada and only needs 21 credits to graduate, but then moves to California, he/she may need 3 more credits than what was originally required in the previous school. This is a factor that the student has no control over. It’s almost like punishing the student when they did nothing wrong at all. Unnecessary consequences such as a lowered G.P.A. from moving and so forth discourage students. Eventually, many end up with a lower income job if they drop out, meaning a lower standard of living. This increases the number of Americans living in poverty.
Every public school is lacking funds in one department or another. Some examples of this, including insufficient amounts of textbooks, desks, and even sanitary products such as toilet paper, lead me to believe “American schools are literally falling apart” (Moore 140). Inadequacies such as these make it difficult to learn. If students didn’t have to worry about having a desk or a book, it would probably be easier for them to focus more on learning. Keeping in mind schools can barely afford sanitation products, it is understandable that with little funding a large amount of teachers are underpaid. Teaching is an important job, yet Michael Moore reminds us, “ we somehow can’t find the money to pay a starting teacher more than $31,900 a year. And we act surprised when we can’t get results” (Moore 140). If teachers were paid more money, society would consider them more valuable based on this higher level of income. Teachers would be more motivated to teach students more effectively if they had a higher annual income, even with the rigid structures they must teach under. Besides teachers not getting paid enough, the facilities teachers have to teach their students in are overcrowded and unsafe. Too many students are crammed into tiny classrooms with capacities that are meant for only a small number of children. These students are supposed to be the product of America, but the government doesn’t seem to be investing any time or money in them. It’s simply easier to take advantage of uneducated people rather than educated ones.
Most importantly, compulsory education is lacking individuality because most schools are promoting conformity. Consequently, students are taught to imitate “so the kids learn to submerge any personal expression. They learn it’s better to go along so that you get along” (Moore 147). For example, almost every school has some type of dress code or uniforms that students must follow. Conforming to promote equality is fine. However, as an adult in society, I learned it is better to have students differ in thoughts, emotions, and actions. Since students are limited on how to dress in school, it also limits how students think and act. Limiting such things makes it easier and more efficient to be followers rather than leaders. Not only are students being taught to conform, but they are also being taught the to bored. No one ever said that learning couldn’t be fun. Instead of focusing on test scores or standardized testing, they should be more focused on students individually, allowing them to be creative. Schools should realize education is about the students learning important things that benefit the students rather than what school officials think is beneficial to the students. This lack of individuality leads many students to feel uncomfortable. It is hard to do anything when you feel uncomfortable, especially learning. Letting students be more individual would make compulsory education and possibly higher education more desirable. Americans that have a good education usually have higher paying jobs that contribute to the economy.
Ideally, an education involving less authority and more freedom, the correct amount of funding, and individuality is one only obtainable in one’s dreams. The real solution is change. In a complex society such as ours, it is hard to recognize this. The benefits that all students should have will undoubtedly take years to arrive. It’s disappointing, because by the time these benefits arrive, it will probably be too late.
Works Cited
Gatto, John Taylor. “Against School.” Rereading America: Cultural Contexts for Critical
Thinking and Writing. 7th Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston:
Bedford/ St. Martin’s, 2007. 152-159.
Moore, Michael. “Idiot Nation.” Rereading America: Cultural Contexts for Critical Thinking and
Writing. 7th Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston: Bedford/ St.
Martin’s, 2007. 132-149.
Compulsory schools have too much authority over attendance. Students are dropping out since they are forced to attend school. This authority is so outrageous in some schools that it could be described with “enough reason to think of our schools ---- with their long-term, cell-block-style, forced confinement of both students and teachers ---- as virtual factories of childishness” (Gatto 153). Locking up students inside a classroom all day, teaching them the same repetitious lessons does nothing but shelter them from independence and adulthood. In addition, every school has a different curriculum, which means that there are different classes and graduation requirements for each region. If a student attends a school in Nevada and only needs 21 credits to graduate, but then moves to California, he/she may need 3 more credits than what was originally required in the previous school. This is a factor that the student has no control over. It’s almost like punishing the student when they did nothing wrong at all. Unnecessary consequences such as a lowered G.P.A. from moving and so forth discourage students. Eventually, many end up with a lower income job if they drop out, meaning a lower standard of living. This increases the number of Americans living in poverty.
Every public school is lacking funds in one department or another. Some examples of this, including insufficient amounts of textbooks, desks, and even sanitary products such as toilet paper, lead me to believe “American schools are literally falling apart” (Moore 140). Inadequacies such as these make it difficult to learn. If students didn’t have to worry about having a desk or a book, it would probably be easier for them to focus more on learning. Keeping in mind schools can barely afford sanitation products, it is understandable that with little funding a large amount of teachers are underpaid. Teaching is an important job, yet Michael Moore reminds us, “ we somehow can’t find the money to pay a starting teacher more than $31,900 a year. And we act surprised when we can’t get results” (Moore 140). If teachers were paid more money, society would consider them more valuable based on this higher level of income. Teachers would be more motivated to teach students more effectively if they had a higher annual income, even with the rigid structures they must teach under. Besides teachers not getting paid enough, the facilities teachers have to teach their students in are overcrowded and unsafe. Too many students are crammed into tiny classrooms with capacities that are meant for only a small number of children. These students are supposed to be the product of America, but the government doesn’t seem to be investing any time or money in them. It’s simply easier to take advantage of uneducated people rather than educated ones.
Most importantly, compulsory education is lacking individuality because most schools are promoting conformity. Consequently, students are taught to imitate “so the kids learn to submerge any personal expression. They learn it’s better to go along so that you get along” (Moore 147). For example, almost every school has some type of dress code or uniforms that students must follow. Conforming to promote equality is fine. However, as an adult in society, I learned it is better to have students differ in thoughts, emotions, and actions. Since students are limited on how to dress in school, it also limits how students think and act. Limiting such things makes it easier and more efficient to be followers rather than leaders. Not only are students being taught to conform, but they are also being taught the to bored. No one ever said that learning couldn’t be fun. Instead of focusing on test scores or standardized testing, they should be more focused on students individually, allowing them to be creative. Schools should realize education is about the students learning important things that benefit the students rather than what school officials think is beneficial to the students. This lack of individuality leads many students to feel uncomfortable. It is hard to do anything when you feel uncomfortable, especially learning. Letting students be more individual would make compulsory education and possibly higher education more desirable. Americans that have a good education usually have higher paying jobs that contribute to the economy.
Ideally, an education involving less authority and more freedom, the correct amount of funding, and individuality is one only obtainable in one’s dreams. The real solution is change. In a complex society such as ours, it is hard to recognize this. The benefits that all students should have will undoubtedly take years to arrive. It’s disappointing, because by the time these benefits arrive, it will probably be too late.
Works Cited
Gatto, John Taylor. “Against School.” Rereading America: Cultural Contexts for Critical
Thinking and Writing. 7th Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston:
Bedford/ St. Martin’s, 2007. 152-159.
Moore, Michael. “Idiot Nation.” Rereading America: Cultural Contexts for Critical Thinking and
Writing. 7th Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. Boston: Bedford/ St.
Martin’s, 2007. 132-149.
Saturday, October 13, 2007
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