The document discusses the nature of man and whether man is inherently good, evil, or neutral. It explores perspectives from literature, philosophers, and personal experiences. The conclusion is that while people tend to have some evil within them, there is also always good; and that society plays a large role in shaping a person rather than people being inherently one way.
This document summarizes philosophical approaches to understanding human existence according to Western philosophy. It discusses:
1) Greek philosophers like Socrates, Plato, and Aristotle who saw reason and virtue as the highest human qualities and soul cultivation as the purpose of life.
2) Medieval philosophers like Augustine and Aquinas who viewed humans as having both rational and irrational elements and believed happiness came from union with God.
3) Modern philosophers like Descartes, who proposed "I think therefore I am" establishing the mind as distinct from the body, and Hobbes who saw humans as equal in a social contract with an absolute sovereign.
This document discusses several Eastern philosophies and concepts including Buddhism, Confucianism, Taoism, Hinduism, and others. Some key ideas presented are that life is a journey towards spiritual truths, the universe operates in a cyclical manner, and that the highest state is a state of "no-self" through eliminating false perceptions of oneself. Additionally, it discusses ideas like viewing humanity as interconnected rather than individualistic, and that spiritual and inner development are more important than outward goals and achievements.
This document discusses different philosophical views of the self from various perspectives. It begins by outlining a multi-disciplinary approach to understanding the self through lenses like philosophy, sociology, psychology and spirituality. Some key philosophers discussed include Alan Watts, Socrates, Plato, St. Augustine, Descartes, Locke, Hume, Kant, Freud, and Ryle. Freud's psychoanalytic theory of the id, ego and superego is explained in detail. The document also provides several discussion activities for students to reflect on understanding the self from different situations.
1. The document discusses several perspectives on the psychological concept of self, including William James' distinction between the I-self and me-self, Piaget's stages of cognitive development, and Harter's model of self-development from childhood to emerging adulthood.
2. It also covers Carl Rogers' ideal self vs real self, Eric Berne's ego states, and Winnicott's concepts of the true self and false self developed from childhood experiences.
3. Overall, the document provides an overview of several influential psychological theories about the development of self-concept and identity from infancy through adulthood.
Introduction to Philosophy of the Human Person
Human Person
Human Living
Human Freedom
Intersubjectivity of the Human Person
Human Person in his/her environment
Human Person in the Society
Human Person as Oriented towards their Impending death
The document discusses different perspectives on the self, including:
1) The self is not a static entity but something constantly shaped by external influences according to social constructivists. There is a merged view of a person and their social context.
2) According to anthropologist Marcel Mauss, the self has two aspects: "personne" which is social concepts of one's identity, and "moi" which is one's basic sense of self. One's "personne" can shift depending on social context.
3) For theorists Mead and Vygotsky, language and social interaction are crucial to developing self-identity from a young age through internalizing social processes.
Human dignity, rights, and the common good are essential principles that recognize the inherent worth of every human being. All people are born free and equal in dignity and rights. Human dignity involves respecting individuals and protecting them from humiliation, degradation, dehumanization, and objectification. Upholding human rights requires respecting civil, political, social, economic, and the rights of the accused. The common good involves establishing conditions for all members of society to fulfill themselves through public order, prosperity, and intellectual and moral well-being.
Symbolic interactionism is a sociological perspective that focuses on the symbolic meanings that people develop and rely on in social interaction. It analyzes society by addressing the subjective meanings imposed by people on objects, events, and behaviors. According to this perspective, society is socially constructed through human interpretation of each other's behaviors based on the "definition of the situation." Fundamental aspects of social experience and identity like race and gender are understood as social constructs based on socially constructed meanings rather than biological bases. Symbolic interactionism rests on the premises that people act based on meanings of things in their environment, they learn these meanings through social interaction, and symbols like words and gestures acquire shared meaning in a culture through ongoing interaction. An important concept in symbolic interaction
This document discusses the concept of intersubjectivity, which refers to sharing subjective states between two or more individuals. It involves experiencing another person as a subject rather than an object. Martin Buber presented the concepts of "I-Thou" and "I-It" relationships, where an "I-Thou" relationship involves a mutual connection between two subjects, while an "I-It" relationship treats the other person as an object. Intersubjectivity and experiencing others as subjects may be important for developing self-awareness. The document explores what it means to experience others and different types of relationships between individuals.
This document discusses various topics related to human sexuality and sexual identity. It defines key terms like sexual orientation, gender identity, and sexual health. It describes the typical human sexual response cycle and discusses teenage pregnancy and prevention methods. The document also covers diversity in human sexuality, sexually transmitted infections like HIV/AIDS, and biblical perspectives on responsible sexuality and family planning.
The document provides an overview of ancient Greek philosophy and views of human nature from Socrates, Plato, and Aristotle. It summarizes that Socrates believed human nature involved reasoning and that people do not willingly do wrong. Plato saw human nature as depending on the tripartite soul and that people fulfill their nature based on the society they live in. Aristotle viewed humans as rational social animals that achieve success by fulfilling their telos/function through virtue.
This document provides an introduction to world religions and belief systems. It begins with a pretest to assess the reader's understanding. It then defines key terms like worldview, belief system, religion, spirituality, and theology. It discusses how worldviews are shaped by religions and describes some major belief systems like monism, monotheism, atheism, polytheism, and theism. The document also explores the relationship between religion and geography, noting how many major faiths originated in Asia and were then spread by geographical factors. It provides examples of sacred places in different religious traditions and discusses the interplay between culture and religion.
Chapter 4: THE PHILOSOPHY OF MAN (Man According to the Oriental Philosophers)Bella Jao
油
The document discusses views of man from various Eastern philosophies.
1. Hinduism views man as having an eternal soul or atman that is the innermost essence, consisting of five sheaths from physical to pure bliss.
2. Buddhism sees man as an impermanent collection of five aggregates subject to the law of rising and falling, with the goal of enlightenment and nirvana through yoga.
3. Confucianism regards man as a moral and social being who should possess virtues like humaneness, righteousness, ritual propriety and wisdom.
The document compares Eastern and Western concepts of self. In Eastern thought as seen in Confucianism and Taoism, the self is relational and defined by relationships, and self-cultivation is important. In Confucianism, living according to principles like propriety and righteousness is valued. Taoism sees the self as an extension of nature and the cosmos, valuing selflessness. Buddhism sees the self as composed of five aggregates and teaches anatman, that there is no permanent self. The ultimate goal is nirvana or enlightenment. In Western thought, the self is distinct from others and defined by individual attributes, while Eastern thought focuses more on social roles and relationships.
- The document discusses various philosophical perspectives on the meaning of life and existence of God. It addresses questions such as why we exist, what God is, and how we can know God through reason and creation.
- It argues that there must be a "first cause" or God to explain the existence of the universe and all within it. Attributes of God such as being one, all-powerful, good, and unchanging can be inferred from creation.
- The document also explores human nature, arguing that we have rational souls that allow us to think, choose freely, and seek fulfillment or happiness, which can only be found through a relationship with God.
This document outlines lessons on intersubjectivity and accepting differences in others. It discusses several objectives, including realizing that accepting differences is important in human relationships. It also explains that authentic dialogue means accepting others even if they differ. Two key aspects discussed are:
1) One must accept others and their differences, which is a critical part of intersubjectivity.
2) Not imposing one's own thoughts or ideas on others is another way of accepting differences.
It also references concepts like paternalism, legal moralism, and Fromm's elements of love as being care, responsibility, respect and knowledge. The overall goal is helping students understand the importance of accepting others as they are.
Edward Burnett Tylor was an English anthropologist who coined the term "animism" to describe the belief that natural phenomena like animals, plants, and inanimate objects have souls. Animism focuses on the metaphysical universe and souls, with believers seeking to appease spirits in life and believing souls join the spirit world after death. Proponents of animism theory include anthropologists like W. Robertson Smith and James Frazer.
Society influences human development in several ways:
1) It establishes norms, laws, and traditions that regulate human interactions and give rise to social systems and structures like social roles, groups, and institutions.
2) These socializing influences shape values and expected behaviors which transforms individuals and their relationships.
3) Society also provides opportunities for people to better themselves and contribute to social change through decisions, actions, and participation in social movements working towards common goals.
Symbolic interactionism is a sociological theory that focuses on the relationships among individuals within a society. Communication, the exchange of meaning through language and symbols, is believed to be how people make sense of their social worlds. There are two main generations of symbolic interactionism. The first sees actions as always having meaning, while the second sees social life as a performance of roles. Proponents of symbolic interactionism, such as George Herbert Mead, Charles Cooley, and Erving Goffman, studied how meanings and identities emerge through social interaction and the interpretive processes used by individuals.
This document discusses human persons and their relationship with the environment from philosophical and theoretical perspectives. It describes the anthropocentric model, which views humans as superior to nature, and the ecocentric model, which sees humans as part of the natural world. The ecocentric model includes theories of deep ecology, social ecology, and ecofeminism. The document also discusses early philosophers like Anaximander and Pythagoras and their views on nature. Overall, it analyzes different frameworks for understanding the human-environment relationship.
Introduction to the philosophy of the human personThess Isidoro
油
This document provides an introduction to a philosophy of the human person course. It covers several key topics:
- The human person in their environment, and how humans were created to live in harmony with nature. Respect for the environment is discussed.
- Freedom of the human person, including lessons on free will, voluntary actions and their consequences, and arguments for and against freedom of the will.
- Intersubjectivity, which examines human relationships and interactions between people.
Various learning activities are suggested such as poster making, travelogue creation, and recycling projects to reinforce the lessons. The document outlines rationales, objectives and content for each topic area.
The document discusses different religious and philosophical views on the human person, including Hinduism, Buddhism, and Christianity. Some key points:
- Hinduism believes in Brahman as the absolute truth and that the soul's purpose is to become one with Brahman. It also discusses the concept of karma and reincarnation.
- Buddhism, as taught by Buddha, focuses on the Four Noble Truths including that life involves suffering and its causes, and the Eightfold Path to end suffering through right belief, speech, action, etc.
- Christianity, influenced by Augustine, views humans as having both a physical and spiritual nature, and that morally we are bound to obey God's eternal law to do good
This document discusses different perspectives on humanity's relationship with the environment. It begins by describing early Greek philosophers' more rational approach to explaining the natural world. It then contrasts the anthropocentric view that humans are superior to nature with the ecocentric view that sees humans as part of the natural world with responsibilities toward the environment. The document outlines several theories that promote environmental protection such as deep ecology, social ecology, and ecofeminism. It advocates adopting a more ecocentric perspective and moving away from exploiting nature solely for human interests.
What is man? This lesson begins the exploration of the nature of man, by examining Jesus. We see in Jesus the same as us: the body, soul (life), inner man, and spirit.
Symbolic interactionism is a sociological perspective that focuses on the symbolic meanings that people develop and rely on in social interaction. It analyzes society by addressing the subjective meanings imposed by people on objects, events, and behaviors. According to this perspective, society is socially constructed through human interpretation of each other's behaviors based on the "definition of the situation." Fundamental aspects of social experience and identity like race and gender are understood as social constructs based on socially constructed meanings rather than biological bases. Symbolic interactionism rests on the premises that people act based on meanings of things in their environment, they learn these meanings through social interaction, and symbols like words and gestures acquire shared meaning in a culture through ongoing interaction. An important concept in symbolic interaction
This document discusses the concept of intersubjectivity, which refers to sharing subjective states between two or more individuals. It involves experiencing another person as a subject rather than an object. Martin Buber presented the concepts of "I-Thou" and "I-It" relationships, where an "I-Thou" relationship involves a mutual connection between two subjects, while an "I-It" relationship treats the other person as an object. Intersubjectivity and experiencing others as subjects may be important for developing self-awareness. The document explores what it means to experience others and different types of relationships between individuals.
This document discusses various topics related to human sexuality and sexual identity. It defines key terms like sexual orientation, gender identity, and sexual health. It describes the typical human sexual response cycle and discusses teenage pregnancy and prevention methods. The document also covers diversity in human sexuality, sexually transmitted infections like HIV/AIDS, and biblical perspectives on responsible sexuality and family planning.
The document provides an overview of ancient Greek philosophy and views of human nature from Socrates, Plato, and Aristotle. It summarizes that Socrates believed human nature involved reasoning and that people do not willingly do wrong. Plato saw human nature as depending on the tripartite soul and that people fulfill their nature based on the society they live in. Aristotle viewed humans as rational social animals that achieve success by fulfilling their telos/function through virtue.
This document provides an introduction to world religions and belief systems. It begins with a pretest to assess the reader's understanding. It then defines key terms like worldview, belief system, religion, spirituality, and theology. It discusses how worldviews are shaped by religions and describes some major belief systems like monism, monotheism, atheism, polytheism, and theism. The document also explores the relationship between religion and geography, noting how many major faiths originated in Asia and were then spread by geographical factors. It provides examples of sacred places in different religious traditions and discusses the interplay between culture and religion.
Chapter 4: THE PHILOSOPHY OF MAN (Man According to the Oriental Philosophers)Bella Jao
油
The document discusses views of man from various Eastern philosophies.
1. Hinduism views man as having an eternal soul or atman that is the innermost essence, consisting of five sheaths from physical to pure bliss.
2. Buddhism sees man as an impermanent collection of five aggregates subject to the law of rising and falling, with the goal of enlightenment and nirvana through yoga.
3. Confucianism regards man as a moral and social being who should possess virtues like humaneness, righteousness, ritual propriety and wisdom.
The document compares Eastern and Western concepts of self. In Eastern thought as seen in Confucianism and Taoism, the self is relational and defined by relationships, and self-cultivation is important. In Confucianism, living according to principles like propriety and righteousness is valued. Taoism sees the self as an extension of nature and the cosmos, valuing selflessness. Buddhism sees the self as composed of five aggregates and teaches anatman, that there is no permanent self. The ultimate goal is nirvana or enlightenment. In Western thought, the self is distinct from others and defined by individual attributes, while Eastern thought focuses more on social roles and relationships.
- The document discusses various philosophical perspectives on the meaning of life and existence of God. It addresses questions such as why we exist, what God is, and how we can know God through reason and creation.
- It argues that there must be a "first cause" or God to explain the existence of the universe and all within it. Attributes of God such as being one, all-powerful, good, and unchanging can be inferred from creation.
- The document also explores human nature, arguing that we have rational souls that allow us to think, choose freely, and seek fulfillment or happiness, which can only be found through a relationship with God.
This document outlines lessons on intersubjectivity and accepting differences in others. It discusses several objectives, including realizing that accepting differences is important in human relationships. It also explains that authentic dialogue means accepting others even if they differ. Two key aspects discussed are:
1) One must accept others and their differences, which is a critical part of intersubjectivity.
2) Not imposing one's own thoughts or ideas on others is another way of accepting differences.
It also references concepts like paternalism, legal moralism, and Fromm's elements of love as being care, responsibility, respect and knowledge. The overall goal is helping students understand the importance of accepting others as they are.
Edward Burnett Tylor was an English anthropologist who coined the term "animism" to describe the belief that natural phenomena like animals, plants, and inanimate objects have souls. Animism focuses on the metaphysical universe and souls, with believers seeking to appease spirits in life and believing souls join the spirit world after death. Proponents of animism theory include anthropologists like W. Robertson Smith and James Frazer.
Society influences human development in several ways:
1) It establishes norms, laws, and traditions that regulate human interactions and give rise to social systems and structures like social roles, groups, and institutions.
2) These socializing influences shape values and expected behaviors which transforms individuals and their relationships.
3) Society also provides opportunities for people to better themselves and contribute to social change through decisions, actions, and participation in social movements working towards common goals.
Symbolic interactionism is a sociological theory that focuses on the relationships among individuals within a society. Communication, the exchange of meaning through language and symbols, is believed to be how people make sense of their social worlds. There are two main generations of symbolic interactionism. The first sees actions as always having meaning, while the second sees social life as a performance of roles. Proponents of symbolic interactionism, such as George Herbert Mead, Charles Cooley, and Erving Goffman, studied how meanings and identities emerge through social interaction and the interpretive processes used by individuals.
This document discusses human persons and their relationship with the environment from philosophical and theoretical perspectives. It describes the anthropocentric model, which views humans as superior to nature, and the ecocentric model, which sees humans as part of the natural world. The ecocentric model includes theories of deep ecology, social ecology, and ecofeminism. The document also discusses early philosophers like Anaximander and Pythagoras and their views on nature. Overall, it analyzes different frameworks for understanding the human-environment relationship.
Introduction to the philosophy of the human personThess Isidoro
油
This document provides an introduction to a philosophy of the human person course. It covers several key topics:
- The human person in their environment, and how humans were created to live in harmony with nature. Respect for the environment is discussed.
- Freedom of the human person, including lessons on free will, voluntary actions and their consequences, and arguments for and against freedom of the will.
- Intersubjectivity, which examines human relationships and interactions between people.
Various learning activities are suggested such as poster making, travelogue creation, and recycling projects to reinforce the lessons. The document outlines rationales, objectives and content for each topic area.
The document discusses different religious and philosophical views on the human person, including Hinduism, Buddhism, and Christianity. Some key points:
- Hinduism believes in Brahman as the absolute truth and that the soul's purpose is to become one with Brahman. It also discusses the concept of karma and reincarnation.
- Buddhism, as taught by Buddha, focuses on the Four Noble Truths including that life involves suffering and its causes, and the Eightfold Path to end suffering through right belief, speech, action, etc.
- Christianity, influenced by Augustine, views humans as having both a physical and spiritual nature, and that morally we are bound to obey God's eternal law to do good
This document discusses different perspectives on humanity's relationship with the environment. It begins by describing early Greek philosophers' more rational approach to explaining the natural world. It then contrasts the anthropocentric view that humans are superior to nature with the ecocentric view that sees humans as part of the natural world with responsibilities toward the environment. The document outlines several theories that promote environmental protection such as deep ecology, social ecology, and ecofeminism. It advocates adopting a more ecocentric perspective and moving away from exploiting nature solely for human interests.
What is man? This lesson begins the exploration of the nature of man, by examining Jesus. We see in Jesus the same as us: the body, soul (life), inner man, and spirit.
1. The document discusses the nature of man as both an object that can be studied, and a subject with inner experiences and meanings. It argues man should be seen primarily as an "embodied subjectivity".
2. Education is described as the total development of man as a subject, including both rational development ("of the head") and emotional development ("of the heart").
3. Man is defined as a "being-in-the-world", giving meaning to his environment, rather than just existing within it. Authentic education and social change require internal changes in thought and external reinforcement of new ideas.
The document discusses human nature and human behavior across different stages of life. It defines human nature as the set of characteristics common to all humans, including ways of thinking, feeling and acting. It then outlines several reasons for studying human nature, such as to understand why people behave differently and how to motivate people. The document also discusses the primary and secondary dimensions that shape individual differences, and how understanding human nature can help organizations adapt to individuals. Finally, it outlines the different stages of human life from infancy to later adulthood.
The document discusses the basic nature of human beings and human skills. It describes how human skills differ between individuals and include things like communication, leadership, and personality. It discusses how human nature is based on character and temperament, which shape a person's core nature. While the surface can change, human nature itself does not. The document also examines the influence of heredity and environment on human nature and how both contribute to personality development. It outlines some basic dimensions of individual interactions in society, including primary dimensions like age, gender, and nationality and secondary dimensions like communication style and work experience.
The document discusses different philosophies and biological evidence regarding human nature. It explains that human nature includes logical characteristics and behaviors that are common to all humans. It also discusses theories that genetics, psychology, birth order, instincts, and hormones can influence human nature. The document concludes that both biological and philosophical evidence support the idea that human nature is an innate attribute that can determine behavior, regardless of environmental influences.
This document provides an overview of philosophy of the human person and existentialism. It discusses how philosophy begins in wonder and aims to understand human life and reality as a whole. Existentialism emphasizes the individual's existence and freedom over rationalism. While existentialist philosophies diverge, they commonly focus on humans as actors and subjects rather than objects, and stress existence as situatedness and freedom in different ways. The document explores various existentialist thinkers like Kierkegaard, Heidegger, Sartre, and their views on authentic versus inauthentic existence.
Man is Biological, Psychological, and social beingZeenia Ahmed
油
Humans are bipedal primates with a highly developed brain capable of abstract reasoning, language, and introspection. The human brain perceives the external world through the senses and is influenced by experiences, leading to subjective views of existence. Humans are said to possess consciousness, self-awareness, and a mind, which correspond to mental processes of thought, though debates exist around these definitions.
Human Nature- Powerpoint (Final Assesment) blazegirl
油
This is a powerpoint focusing on the nature of mankind. It was our final assesment on the Unit of Human NAture (Unit 1). The interview videos are on seperate posts as it is too large to put in one. :)
This document provides an overview of definitions related to philosophy and the philosophy of man. It discusses:
- Two types of definitions - nominal (based on name) and real (based on essence). Real definitions can be intrinsic (essential or descriptive) or extrinsic (based on origin, cause, purpose).
- Pre-Socratic views of human nature including that man has water, air, or fire essence. Pythagoras viewed man as body and immortal soul.
- Socrates defined man as a being that thinks and wills, emphasizing the attitudinal level of human nature over the somatic.
Nature of man, state of nature and social contract -- john locke vs. thomas h...Redge R.
油
Thomas Hobbes and John Locke developed social contract theory to explain the formation of civil societies and governments. [1] Hobbes viewed humans in the state of nature as competitive and distrustful, leading to a state of war, so people consent to a social contract establishing an absolute sovereign to maintain order. [2] Locke believed humans in the state of nature were rational and respected natural rights, but formed governments through social contracts to more impartially protect rights and property. [3] Both philosophers argued people consent to governments to escape the difficulties of the state of nature, but Locke believed people could dissolve contracts if rulers became tyrannical.
The document discusses the concept of man according to primary healthcare. It defines man as an individual human being who is unique with their own genetics, experiences, and environment. It describes the dimensions of individuality as a person's character, self-identity, and perceptions. It also discusses Maslow's hierarchy of basic human needs and Virginia Henderson's 14 fundamental needs of man to understand how to provide individualized, holistic care.
The document discusses whether the nature of man is good or evil. It presents evidence on both sides of the argument. On the side of man being good, it discusses quotes and actions from Lord of the Flies that show leadership, teamwork and sacrifice. It also discusses historical figures like Martin Luther King Jr. and Gandhi who promoted non-violence. On the side of man being evil, it presents violent quotes from Lord of the Flies and examples of real-world murder, sexual offenses, and robbery. Famous dictators like Hitler and Stalin who killed millions are given as examples of human evil. Overall, the document does not take a definitive stance, but explores perspectives on both sides of whether the intrinsic nature of
This document discusses several philosophies and philosophers:
- Naturalism emphasizes preserving individual natural rights and forming a society based on recognition of natural rights. It denies the supernatural and relies on scientific investigation. Key philosophers discussed are Jean-Jacques Rousseau and Immanuel Kant.
- Humanism sees humanity as rational beings capable of truth and goodness. It values classical studies for their own sake rather than religious relevance. Important figures in its development were Italian Renaissance writers.
- Skepticism questions what is generally accepted as true and denies the possibility of attaining absolute knowledge of reality apart from human perception. Key skeptical philosophers mentioned are Descartes, Hume, and Democritus.
- Positivism is a system
The document discusses evidence against evolution from the fields of biochemistry, genetics, paleontology and molecular biology. It argues that evidence from these scientific disciplines such as DNA, protein synthesis and the fossil record fail to support the theory of evolution and common descent. In less than three sentences, I am unable to summarize the key points and arguments made across different sections of the lengthy document without omitting important details or context.
The document lists the names and student IDs of 5 students. It then shares a quote from Aristotle stating that man is by nature a social animal and cannot live without society as he would either be a beast or God. It provides explanations for why man is social by nature and how society determines human personality and development.
This document discusses theories about human origins, including creationism, evolution, and anthropology. It describes the emergence of two groups - polygenists who believed scientific inquiry should prevail over the Bible, and monogenists who defended the Bible's validity. The document outlines evolutionary theories including Charles Darwin's theory of natural selection. It describes early hominids like Australopithecus and Homo species, and identifies Homo sapiens as the only surviving human species with two main types, Neanderthals and Cro-Magnons. Other origin theories like theistic evolution and Raelism are also mentioned.
This document discusses Islam's teachings about caring for the environment and nature. It highlights how various Islamic practices like prayer times, the Qiblah direction, and moon sighting keep Muslims connected to nature. It provides examples from the Quran and hadiths emphasizing stewardship of the earth and prohibiting corruption and wastefulness of resources. The document offers suggestions for how Muslims can raise environmental awareness in their communities and care for plants, animals, food, water, clothing and other resources in sustainable ways as required by their faith.
1) Man is a rational being endowed with free will and the ability to love. He exists as both an individual and social being.
2) In Christian anthropology, man is created in God's image but is also fallen from grace due to sin.
3) Through the incarnation of Jesus Christ, God restored human dignity and redeemed mankind, allowing humans to become what God intended through faith and grace.
This document provides a summary of Islamic teachings about environmental stewardship and humanity's responsibility to care for the planet. It discusses how Islam teaches that God created the earth and all life belongs to Him. Humans have been given the role of stewards or caretakers over the natural world. However, environmental damage from pollution, deforestation, and excess resource use is affecting the planet. The poorest communities are most vulnerable to the impacts of climate change like drought and natural disasters. Muslims believe protecting the environment is an important duty. Everyone should do their part by reducing, reusing and recycling to prevent further harm.
2. IntroductionThe Nature of Man is a topic that has been argued over for many generations. There is not right answer of what the actual Nature of Man is, for many people have their own opinion on whether Man is good or bad. To find the most rational reason, we must explore the possibilities of the intrinsicNature of Man Is Man good, evil, or neither?
3. Good vs. EvilThere are many people in this world a lot of them good, but at the same time, a lot of them bad. Yes of course, there are many men out there who try and do great things in the world, such as Gandhi, but the planetis also full of evil people, such as Adolf Hitler. According to Freud (psychologist), every single man has an id, and ego, and a superego within him. The id part of a human contains the drive to do something that benefits you, and that might lead to the harm of others. Superego is the exact opposite the unconscious part of your brain that tells you to do the right thing. Ego tells you sort of the compromise of the two, which can sometimes lead to harm and/or help. Depending on the person, some people have different levels of each part (some people might have higher id than superego, and visa versa). Here are some facts to help us solve the mystery of man.
5. Lord of the FliesHere! Take this - Ralph felt a chunk of meat pushed against him and grabbed it (Golding 171).This quote represents good because it shows that even though Samneric have been forced to join the savages, they still support Ralph and help him even though they might be punishedImmediately after this, there came a gasp, and a squeal of pain Youre sure he meant in there? The twin moaned faintly and then squealed again (Golding 173).This quote represents good because even though Samneric were getting tortured, they still tried their best to not tell Jack and Roger where Ralph was hiding so Ralph wouldnt get hurtIt was an act of sacrificeBook CitationGolding, William. Lord of the Flies. New York: Penguin, 2003. Print.
6. Enlightenment ThinkersRousseau believed that man was born naturally goodThe only reason why man become evil is because society changes themWe are born capable of sensation and from birth are affected in diverse ways by the objects around us (mile:13).This quote essentially clarifies that man is born with the capability of empathy and good, but when they grow older they are changed by things around usCiteJean-jacquesRousseau on Nature, Wholeness and Education."油Contents @ the Informal Education Homepage. Web. 31 Aug. 2010. <http://www.infed.org/thinkers/et-rous.htm>.
7. MediaMartin Luther King is a great example of the good side of man because of two main reasonsFirst reason Martin Luther King Jr. fought for not only his, but other peoples rights as well. No matter how much trouble he had gotten himself in, he would never give up on trying to gain his rights.Second reason Whenever Martin Luther King Jr. had a petition, movement, or speech, he always made sure that they were non-violent. Martin Luther King Jr. had a strong believe that everybody should treat each other with respect and prosperity. He got in trouble not because he was causing bad to society, but because he was of different skin color.Article CitationJames, Jennifer. "He Had a Dream." Los Angeles Times [Los Angeles, CA] 18 Jan. 2009. Print. Los Angeles Times油(Los Angeles, CA)油Jan 18, 2009, p. H2油He Had a DreamBy Jennifer James Martin Luther King Jr. is remembered with a national holiday.On Jan. 15, 1929, a baby boy was born in Atlanta to a Baptist minister and his wife. He was named Michael. Later on, the father would change the boy's name to Martin, in honor of Martin Luther, a minister and reformer who had lived in Germany in the 1500s.The boy admired his father and grandfather, who both were ministers. So when he was old enough, he attended the same college as his father and his grandfather: Morehouse College. Afterward, he graduated from Crozer Theological Seminary and became a Baptist minister himself. He was African American.Back then, in many states, African Americans were kept away from the white community. This was called segregation. Martin knew all about this because, as a child, he had attended segregated public schools in Georgia.Segregation was especially bad in the Southern states like Alabama where they had "whites only" water fountains and "whites only" sections of public buses. Many other states had segregated schools, restaurants and neighborhoods.Martin knew segregation was wrong and decided that when he grew up, he would do something about it. And he did.He led many nonviolent protests and gave speeches. In 1955, he and his followers refused to ride the buses in Montgomery, Ala., to protest the "whites only" rule. This is called a boycott.They boycotted the buses for 382 days. In 1956, the Supreme Court took away segregation laws separating the races in public places, calling them unconstitutional. Blacks and whites rode the buses as equals.His most famous protest happened in 1963. He led a peaceful march on Washington, D.C., involving 250,000 people. From the steps of the Lincoln Memorial, he delivered his "I Have a Dream" speech.The following is part of that speech:"I have a dream that one day this nation will rise up and live out the true meaning of its creed: 'We hold these truths to be self-evident: that all men are created equal.'"I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood...."I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character...."I have a dream today...."This will be the day when all of God's children will be able to sing with a new meaning, 'My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring.'"And if America is to be a great nation this must become true...."His name was Martin Luther King Jr. He won the Nobel Peace Prize in 1964 and was one of the greatest orators in U.S. history. He is honored with a national holiday celebrated on the third Monday in January. This year, it is celebrated Monday, Jan. 19.Recommended reading: "Martin's Big Words: The Life of Martin Luther King, Jr." by Doreen Rappaport and illustrated by Bryan Collier.
9. Lord of the FliesRalph wept for the end of innocence, the darkness of mans heart, and the fall through the air of the true, wise friend called Piggy (Golding 182).This quote portrays evil in man because it shows that man is truly savage inside and that even if it seems like nobody is mean, without guidance or guardians their savageness will be unleashed. The quote can symbolize a metaphor of two different physcological worlds people have; the good and perfect world, and the world of reality.Kill the beast! Cut his throat! Spill his blood (Golding 136)!This quote represents evil because whenever the chant is called, the boys sort of let out their inner savage, resulting in somebody getting hurt if not killed. The chant sort of represents the transformation of life that the boys have and how different the children become compared to who they were.
10. Media9/11 is a strong representative of why man is evilThe act of 19 hijackers killing thousands of people portray the large capacity of evil man has within themselvesShows how careless and un-empathetic man can beArticle CitationLusted, Marcia Amidon. "9/11." Cobblestone May-June 2010: 45. SIRS Discoverer. Web. 26 Sept. 2010. <http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn:sirs:US;ARTICLE;ART;0000303433>.
11. Personal ExperiencesOne experience that portrays the evil in Man, usually occurs when almost everybody has when they are young. I remember that when I was smaller, some other kid would bring candy to school at least once a week. I always asked him for some, but he never gave me any. This shows the selfishness that any man or even child has within him.Another example is here in China. Everybody pushes just to be first for small things such as a line for a ride or even for a taxi. These actions portray the selfishness in man and how un-empathetic people can become.
13. Enlightenment ThinkersJohn Locke believed the mind is like a blank slate ready to be used for writing.Mans personality and ideas form from personal experiences throughout lifeThinker FactsEncyclopedia Britannica. "Locke, John." SIRS Discoverer. ProQuest, 2006. Web. 23 Sept. 2010. <http://discoverer.prod.sirs.com/discoweb/disco/do/article?urn=urn:sirs:US;ARTICLE;ART;0000223341>. *The blank white board represents when the child is first born (born with no state of mind) while the pen represents the life that will be written to form ideas as they will grow up.
14. Personal ExperiencesI know a kid named Brandon that I had known for pretty much my whole life. I remember in pre-school we used to always play together and we always got along well together. When he moved to Korea, it wasnt until we were about 11 until we saw each other again. Once we finally met, we slowly started separating because mainly of the culture difference that had settled into us; I was used to the American culture while he was used to the Korean culture.This shows how society can change the way you act no matter how you were before
15. Personal Insight/ConclusionPersonally, I believe that Man is generally neutral. According to John Locke, Man is born with no senses and experiences, for society is the essential building block for ones personality. I believe that every man is not necessarily born without sense and feelings, but Man is born with natural traits such as selfishness and shame, but even though they are born with some good and some evil traits, society is the main source of what brings out who a person becomes. The society teaches the Man whether they should emphasize certain natural traits more than others, thus making them evil or good.
16. ConclusionThe nature of Man is an ongoing debate on whether Man is good, evil, or neutral. Even though people all tend to have evil within them, there is always good within Man. People see the evil in people first because the evil tends to show when Man is stuck under situations that put people under pressure. You really have to know a person to actually see the good in Man, and that is when people realize that Man is not necessarily all bad.