Effect of Culture on Differences in Conceptions of Education

Effect of Culture on Differences in Conceptions of Education I chose the following articles which examined the effects of culture on the differences in conceptions of education. Human thought and behavior are heavily influenced by the practices and assumptions of a certain culture and education cannot escape this influence (Brislin, Bochner, Lonner, 1975; Cole, 1996). As the course (AH103) sought to examine educational outcomes in cross cultural settings, I personally believe that a deeper and more critical understanding of how education is perceived, valued and conceptualized across cultures is important. The only opportunity we had to discuss such a topic in class was the short article, â€Å"Mind or Virtue† by Jin Li (2005) and I felt that it was quite limited. In addition, I believe that understanding the ideas of influential thinkers from different cultures such as Confucius, Socrates and Dewey can shed light on how different cultures have perceived education historically and how they continue to be influenced by them. Finally, these articles demonstrate that we can borrow best practices from different cultures to better prepare our students for the globalized world and I feel that it would be helpful for us being future teachers to understand that. Article 1: Cultural Perspectives on Teaching and Learning: A collaborative self-study of two professors first year teaching experiences. (Hu Smith, 2011) The first article (Hu and Smith, 2011) documents the reflective experiences of Hu and Smith, assistant professors of Chinese and American nationality respectively. Throughout their first year at the same university, they utilized the self-study approach to explore their views of teaching and learning and how their different cultural backgrounds could have influenced their perspectives. The approach which included conversations and writing and sharing reflections about their teaching practices helped them clarify their education philosophies. Hu and Smith (2011) shared that their educational philosophies were mainly influenced by Chinese Confucianism and Deweyan pragmatism respectively. The article went on to provide more information about both philosophies but this will not be discussed in this paper owing to the length constraint. Upon reflection, they realized that their educational philosophies heavily influenced their teaching practices. For example, Hu believed that it was more important to be a strict teacher: â€Å"I have been influenced since I was young in China that a strict teacher prepares better students. I thought that I should be a strict teacher, and be responsible for my students; however, it seems that my students really did not appreciate that. (Hu, 10 February 2009)† On the other hand, Smith believed that being an understanding teacher was more important: â€Å"Teaching is making connections with students, inspiring them, showing them many strategies to use in teaching, allowing them time to practice the strategies, make mistakes, revise, and plan again. My duty as an instructor is to do all in my power to assist in the students’ learning. Yet I found that some of my students lacked the desired dispositions to become excellent teachers. (Smith, 23 June 2009)†. There were also other differences in their teaching beliefs (e.g. Smith believed that students should learn to be assertive while Hu believed in the importance of modesty). These differences were mutually exclusive and reflected the different conceptualizations of education in the two countries. However, Hu and Smith (2011) believed that the collaborative self-study experience helped them to understand the teaching values of their own and another culture more profoundly. After scrutinizing the philosophies of education in both eastern and western cultures and comparing and contrasting their own views of teaching and learning, they managed to gain insights that went beyond recognizing the differences between the two. In fact, they recognized the strengths of each philosophy and sought to integrate both philosophies to provide more effective instruction (Hu Smith, 2011). For example, Smith helped Hu to obtain a deeper understanding of American classroom culture. As the use of role models in education is prevalent in Chinese culture (Reed, 1995), Hu praised students who had performed well in class with the intention to encourage them and hoped that other students would be encouraged to emulate them. To Hu’s surprise, some students felt that their efforts were not affirmed in the process of being compared to others. Smith helped Hu understand that US students value individualism and working at their own academic level and pace. Consequently, teachers believe in differentiated instruction and praise. In addition, Hu helped Smith to embrace the eastern views of learning: that students should be diligent, respectful, and virtuous. Smith made a conscious effort to share these values with her students and help them appreciate and foster those values. For example, she modeled a strong work ethic and enforced strict grading policies and deadlines. She also requested students to assess themselves on punctuality, participation, completion of assignments and staying focused at the end of each class. Many of her students provided feedback that they were inspired by Smith sharing about and fostering Eastern views of education and felt that it has given them new perspectives towards education. Therefore, Hu and Smith (2011) believed that integrating their cultural views of teaching and learning helped them to achieve the best of both worlds. However, they believed that it is only possible if the teacher is interested to achieve such a balance. However, despite having great interest in achieving the balance, Hu and Smith (2011) realized that their own views of teaching and learning were greatly influenced by their cultural backgrounds and were not easily altered. As such, they worked hard to integrate both cultural beliefs of teaching and learning within their teaching practices. Lastly, Hu and Smith (2011) argued that understanding different educational philosophies can help teachers better serve their students in the increasingly globalized world. I chose this article because I appreciated the authors deeply reflecting about their own educational philosophies and seeking to uncover how their cultural backgrounds have affected them. In addition, I loved the simple message that there are strengths in both the Deweyan and Confucian approaches and that integrating them in our teaching practices can better serve all our students. Article 2: Rethinking Teacher Education: Synchronizing Eastern and Western Views of Teaching and Learning to Promote 21st Century Skills and Global Perspectives. (Smith Hu, 2013) The second article was written by the same authors of the first article. After four years of experience with the integrated philosophy of eastern and western perspectives and receiving positive feedback, Smith and Hu (2013) decided to follow up on their first self-study (Hu Smith, 2011) by investigating how their integrated philosophy have influenced teaching and learning of 21st century skills in their college students (Smith Hu, 2013). The authors firmly believed that 21st century skills such as critical thinking, creativity and problem solving must be embedded into the curriculum because research had shown that students require these skills to succeed in work and life (Association of American Colleges Universities, 2007, Partnership for 21st Century Skills, 2007). For the study, Smith and Hu (2013) analyzed different sources from the past four years: 1) monthly self-study meeting notes, (2) self-reflective journals, (3) student and departmental peer evaluations of teaching, and (4) faculty and student feedback on the authors’ invited presentations. Smith and Hu (2013) found that their integrated philosophy was very effective in developing 21st century skills. For example, in the area of career and life skills, the western view helps to develop self-confidence, individuality and democratic education while the eastern view help foster the virtues of hard work, responsibility, commitment, and persistence in students. The integrated philosophy thus developed both sets of skills as both authors upheld rigorous teaching standards and high expectations. Moreover, the integrated philosophy worked well in terms of learning and innovation skills. Smith’s western perspective influenced by Dewey promote creativity, critical thinking, communication, and collaboration through inquiry teaching and active learning. While personalized instruction is valued by the eastern perspective, the integrated philosophy valued collaboration with peers as an important part of teaching and learning. Over the years in their classes, presentations and conferences, Smith and Hu (2013) learned that educators from a diverse range of cultures were interested in cultivating global teaching perspectives. In addition, they all value 21st century skills and believe them to be important student outcomes. Having witnessed firsthand the importance and necessity of incorporating best practices from other cultures, the authors believe that educators across all disciplines should develop a global perspective of teaching and learning and provided some recommendations. Firstly, educators must examine themselves to unearth their personal cultural philosophy of teaching and learning (possibly using self-study like the authors). In addition, professional development sessions with other colleagues can be a good way to develop cultural understanding. Next, educators should consider collaborating to integrate cultural perspectives to promote 21st century skills. Finally, teaching and learning must alwa ys respect and take into account the diverse cultures of all students and families. I chose this article because it was a rich qualitative study which clearly articulated the benefits of utilizing an integrated philosophy in fostering 21st century skills. I think it would really encourage future and current educators to rethink their own educational philosophies and utilized the integrated one proposed by the authors. Article 3: Learning Considered Within a Cultural Context: Confucian and Socratic Approaches (Tweed Lehman, 2002) The last article (Tweed Lehman, 2002) used a Confucian–Socratic framework to analyze how academic learning is influenced by culture. At the start of the article, the authors clearly examined how different education processes are valued differently by Socrates and Confucius from the Western and Eastern cultures respectively. While Socrates encouraged students to question widely accepted knowledge privately and publicly and to create and articulate their own hypotheses, Confucius valued respectful, effortful, and pragmatic acquisition of essential knowledge so as to result in behavioral reform. While recognizing that examples of both Confucian and Socratic approaches can be found in both cultural contexts, Tweed and Lehman (2002) helped readers understand the impact of each approach in a different culture. Firstly, in some Western educational contexts, the Confucian approach may be advantageous- for example, in the case when students are expected to gain and utilize foundational knowledge to familiar and novel situations. However, the Confucian approach may be a disadvantage in other contexts- for example, students heavily influenced by the Confucian approach may speak up less in class and be perceived by their teachers to be less capable. In addition, it is also important to note the impact of the Socratic approach in Eastern educational contexts. The Socratic approach can potentially result in the disruption of the learning environment due to the lack of sensitivity to the social consequences of public criticism. In addition, Yang (1986) argued that the Socratic Method co uld lead to disorientation in Chinese classrooms because students may not be well prepared to engage in arguments, leading to poor student outcomes. However, there are also instances when a Socratic orientation has merits in Eastern educational contexts, such as when instructors yearn to be questioned (there are times when even Confucius wished that his students doubted his teachings). After examining the impact of each approach in a different culture, Tweed and Lehman (2002) argued that students who are academically bicultural and can adapt their learning approach according to cues in the academic environment may be more successful. Therefore, Tweed and Lehman (2002) agreed with the authors of the previous two articles (Smith Hu, 2011) that educators should encourage both inquiry (Socratic) and thoughtful acquisition (Confucian). This will help students gain knowledge and thinking skills that become useful in many domains beyond the current academic context. Although Tweed and Lehman (2002) did not refer to the above skills explicitly as 21st century skills, it is safe to assume that they would agree with Smith Hu (2013) about their importance too. Furthermore, Tweed and Lehman (2002) argued that students and educators alike may not entirely acknowledge the influence of culture on students’ academic role and behaviors. Wollenburg (1995) had identified the poor treatment of students of Asian descent in Western educational institutions and argued that it is partly due to a lack of understanding of different conceptions of learning. Therefore, Tweed and Lehman (2002) posited that an increased understanding of these conceptions can potentially inform changes at the institutional level that can improve education for all. Before concluding, Tweed and Lehman (2002) suggested several additional avenues for future research. Firstly, they believed that we should explore the nature and feasibility of academic biculturalism. For example, it would be beneficial if we can answer the following question: what distinguishes students who possesses both Confucian Socratic approaches to learning? Secondly, they believed that future research could examine the utility of the Socratic-Confucian framework as an educational tool in both unicultural and cross-cultural environments. Tweed and Lehman (2002) found out through informal discussions with their students that learning about the framework has helped them understand their own approaches to learning and become more flexible learners. I chose this article because it provided more evidence on the benefits of utilizing the integrated approach. In addition, it helped readers understand the ideas of another influential thinker in education, Socrates. Conclusion To conclude, I hope that these three articles can help students in the course develop a more nuanced appreciation of the influence of culture on the different educational philosophies, namely Confucian, Deweyan and Socratic. Rather than simply recognizing that certain educational processes are valued differently across cultures, I hope that students can go on and appreciate the strengths of each of the three educational philosophies and seek to utilize the integrated approach to better serve their students.

“Forgiving my father” by Lucille Clifton Essay

As a person treads through life, he or she will realize at one point or another that the existence of complex relationships will often have an affect on the actions of those involved. The nature of these relationships can have either a positive or negative effect on a person depending on the nature of it, or how severe its elements are. It is human nature to hold emotions inward and uphold a proud countenance; however, those who go against this natural tendency will exert a rebellion of sorts to any and every falsehood. In the poem â€Å"forgiving my father† by Lucille Clifton, the speaker describes a daughter is haunted by recollections of strife between her and her father. The speaker in the poem actually seeks to hold her father accountable for his shortcomings instead of forgiving him for his deficiencies. In the poem â€Å"My papa’s waltz† by Theodore Roethke, it is clear that the papa and the child have a relationship sprinkled with fear, joy and love. Both fathers in the poems are dangerous to their child in many ways. In Clifton’s poem, the speaker is in danger because of the mental distress and financial instability caused by her father. In Roethke’s poem, the speaker is in danger mainly due to his father’s abusive behavior. In Clifton’s poem, the speaker is using a monetary debt to symbolize a debt of love and affection. The father in this poem is unable to provide the necessary care for his family which leads to the early death of the speaker’s mother, and causes mental distress to the speaker. The speaker is haunted by her father even in sleeping. â€Å"all week you have stood in my dreams/like a ghost, asking for more time†(Clifton, Lucile â€Å"forgiving my father†, line 3-4) How can a ghost pay debts and asking for more time? It cannot. The word â€Å"ghost† symbolizes the worriment that the speaker has over the unpaid debts and lacks of care. While on the other hand, the father in Roethke’s poem, comes home drunk after a long day just in time for his son’s bedtime.†The whiskey on your breath/Could make a small boy dizzy/We romped until the pans/Slid from the kitchen shelf;/My mother’s countenance/Could not unfrown itself.† (Roethk e, Theodore â€Å"My Papa’s Waltz†, line 5-8) Envisioning a heavy-drunk man romping through the house with his small son, it is easy to see why a mother may frown at the spectacle. It is nearly time for bed, and the father is doing everything to get the son riles up rather than calm down for sleep. The fact that the romping dance is even disrupting  the order of the mother’s â€Å"kitchen shelf† surely contributes to her frowning countenance. Instead of bringing joy and love to their home, neither one of the fathers cares about his family. They bring danger to their family and leave unhealed wounds on their children. The father in Clifton’s poem is dangerous to the speaker. The relationship between the speaker and her father is marked by resentment and abandonment. In the second stanza of the poem, the speaker states that her grandfather is also a needy man just like her father.†but you were the son of a needy father,/the father of a needy son,† (Clifton, line 12-13) With neediness flowing through the family, the speaker is worried about her own destiny. The father in this poem sets a miserable path for the speaker to follow. In comparison to the father in Clifton’s poem, the father in Roethke’s poem abuses his child physically. The speaker depicts a harsh father-son relationship is that the description of the dancing is violent with systematic child-abuse. â€Å"The hand that held my wrist/Was battered on one knuckle;/At every step you missed/My right ear scraped a buckle./You beat time on my head† (Roethke, line 9-13) The father â€Å"beat time† on the child’s head and crashes around the room so much that â€Å"the pans/slid from the kitchen shelf.† The word â€Å"beat† is a clear indication of abuse, and the fact that the child is held still by a hand that is itself â€Å"battered† strengthened the sense that manual violence is the subject of the poem. A child doesn’t voluntarily use the word â€Å"beat† in the context of an adult’s relationship to the child unless intending to suggest child-abuse. The image of the father’s belt buckle scraping the child’s ear in the third stanza confirms the father uses whatever tools are available to accomplish this beating. Furthermore, the child doesn’t appear to be enjoying himself. â€Å"But I hung on like death./Such waltzing was not easy.† (Roethke, line 3-4) The child describes the â€Å"waltz† as requiring him to hang on â€Å"like death† is hardly a positive description of something a little boy would welcome. The word â€Å"death† raises the threatening reminder that child-abuse all too often has fatal consequences. In conclusion, both fathers are dangerous to their children. The father in  Clifton’s poem possesses an invisible danger to the speaker; while the other father possesses a visible danger to the speaker. However, I learn an important lesson from both poems also, which is to appreciate my parents even more. It is because my parents always love me unconditionally. I also learn to forgive others who may have hurt me either physically or emotionally. Often, forgiving someone can be a hard task. It can even be a crime for those who wish never to forgive. Forgiveness must come from the heart, and can be the solution to both parties.

Essay Beowulf and Batman - 622 Words

There are many similarities between Batman- a modern day hero making use of his intellect, modern technology, and detective skills on crime and warfare and the classic hero, Beowulf- who travels great distances to prove his strength against his enemies, even at impossible odds. For example, the simplest being that they are both heroes working towards the common good, saving others without twice thinking of their own safety. However there are also many differences: obvious ones such as the fact they were born centuries apart, and subtle ones like the importance placed on humility with Batman versus self-confidence with Beowulf. Although there are many similarities, the few differences between Beowulf and Batman are quite evident. The epic†¦show more content†¦In contrast to Beowulf, he does not receive glory or personal reward for his heroism and bravery. Next, the many similarities between the epic hero Beowulf and the crime-fighting Batman are also quite apparent. The â₠¬Å"classic hero† possesses strength, follows an ethical code, and most obviously- fights evil for the common good of others. This model applies to Beowulf and to the modern hero, Batman. First, it is quite obvious that both heroes have strong ethical codes. Batman only kills when it is absolutely necessary. In the comics and movies, he would frequently release his criminals after fighting them rather than just killing them because he felt they would no longer be a threat. Beowulf also shares a similar code of ethics. This was shown while he was fighting Unferth; condemning him he said, â€Å"You murdered your own kin†¦ You’ll suffer hell’s fires, Unferth forever tormented.† It is plain to see that both heroes are true to their ethics. Next, Both heroes posses much strength and endurance: Beowulf is said to have swam seven days while fighting off sea-monsters and he tore off Grendel’s arms using just his hands; Batman, too, single-handedly fight s off big groups of gangs and criminals on many occasions. Lastly, both Batman and Beowulf are truly committed to fighting evil to save others, even putting their own lives at risk to do so. Both heroes are there when a villain attacks the innocent. For example, Beowulf traveled allShow MoreRelatedBeowulf Character Analysis999 Words   |  4 Pagesflaws and personality. Then, say that Beowulf, a poem about a man who is as deep as a sheet of paper, is a masterpiece. While the poem Beowulf is one of the most important and influential pieces of literature in the world, Beowulf himself is a poorly written character when compared to characters of today’s standards. Beowulf is originally a Scandinavian story from a period before written records. It recounts the adventures of the brave and honorable Beowulf as he kills various monsters. Though, toRead MoreThe Modern Medieval Hero1679 Words   |  7 Pagesworld’s greatest weapons against crime—the Batman. Batman perfectly embodies the idea of a hero. He combats crime in the city of Gotham with relative ease having pushed himself to the absolute pinnacle of physical human achievement while simultaneously wielding a mastery of fighting techniques and an arsenal of advanced crime-fighting technology. An intellectually brilliant detective with a plan for any and every occasion, seemingly always ahead of his foes. Batman battles anything from common thugs andRead MoreEssay on Beowulf1150 Words   |  5 Pagesto write about regardless of whether or not I want to. Thus it was, the mighty Beowulf of old England that went forth to slay the evils which plagued the lands of his own people as well as those of his neighboring tribes. 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Beowulf is a hero that defies the logic of your typical comic book hero; he possesses his own attributes and is in a class of his own withRead MoreUnderstanding The Modern Medieval Hero Essay1872 Words   |  8 PagesUnderstanding the Modern Medieval Hero While the heroes themselves were crafted in time periods far apart, the foundation for Batman’s character can be traced back to Beowulf. This ‘character’ of The Hero is considered to be the ever-evolving foundation for many of the super-heroic characters prevalent in modern media. Batman and Beowulf in particular; as heroes they are strong, swift. As men they are sought after and considered the would be pinnacle of ‘attractive’ for their times. Being born of royaltyRead MoreBeowulf Comparison to Modern Day Hero2195 Words   |  9 PagesFrom Beowulf to Superman, Why we need our Heroes Heroes, from Beowulf to Superman our cultures have always created heroes. We may always have political, social, economic and religious differences, but at the end of the day we all have one thing in common, heroes. They help define who we are and what we want to be. They give us hope and inspire us to head in the right direction. They show us that good will always triumph over evil and that anything is possible if you set your mind to it. HeroesRead MoreInfluence Of Medieval Literature On Modern Films1169 Words   |  5 Pageswould be in the story Beowulf when Beowulf â€Å"set sail to aid Danish King Hrothgar in his fight against the monster Grendel† (â€Å"About Beowulf†). This example shows how despite what happens in the story good always wins over evil in medieval film and literature (â€Å"Beowulf† 50, 54, 60, Simon, par 14). Also it shows the bravery and chivalry of Beowulf which in addition could be said about Batman in the film Dark Knight because he was willing to risk his life to save his world (â€Å"Beowulf 63, â€Å"Dark Knight,† parRead MoreBeowulf is an Anglo-Saxon Hero Essay691 Words   |  3 Pagesdefinition, a hero is one who embodies the values of their society. In the epic Anglo-Saxon poem Beowulf, written by an anonymous author, the character Beowulf is used to convey the value that Anglo-Saxons placed on courage, strength, and loyalty. Courage is certainly a trait which every hero must possess, particularly because no one wants a hero who is a coward. Thankfully, Beowulf is no coward. When Beowulf hears of Grendel’s exploits in Denmark, he travels to the â€Å"distant† land, without hesitationRead MoreThe Four Characters Of Beowulf And Modern Day Heros738 Words   |  3 Pagesapproach than Beowulf. For example, he rips Grendel’s arm right out of its socket! He also shows moral strength by being champion of the values of his society. There are also some other things that can differentiate two types heros. The first the type that sees killing as the only solution to a problem, and the second is one that sees killing as the last possible option and tries to resolve the situation diplomatically. This is what mainly contrasts Beowulf from modern day heroes such as Batman, SpidermanRead MoreCritique Analysis Of Beowulf753 Words   |  4 PagesCritique Paper – Beowulf In the epic Beowulf, the main character Beowulf possesses all the qualities of a hero during the Anglo Saxon Era. He demonstrates his courage, loyalty, wisdom, and strength but are these qualities enough to consider him a hero by the standards of today? Beowulf has qualities that strong heroes have but didnt struggle to get them because he was born with it. He has many adventures, like fighting Grendel and other monstrous creatures but was very sure of himself. He was

The Crucible By Arthur Miller - 1070 Words

Augustin Eichwald Mrs. Hillsey English III-G 23 November 2014 Definition Essay: The Crucible Strange and peculiar happenings occur in The Crucible, a play by Arthur Miller. In this story of hypocrisy, guilt, and revenge, innocent people are accused of the bizarre crime of witchcraft. In Salem, Massachusetts, hysteria sets in among every person over fear of being accused of these shocking accusations. Each and every person experiences a severe test or trial in order to live to see another day. In addition to this, these people witnessed their own friends be sentenced to death over a crime in which many were found guilty. The morals of Elizabeth Proctor, Reverend Hale, and John Proctor are tested in the crucible of the Salem witchcraft trials. Crucible, a noun defined by Chambers Dictionary of Etymology is a container in which metals, ores, etc. can be melted; melting pot (Crucible). This use of the term is a literal sense but, it also means a severe test or trial which was first recorded being used around 1645, in allusion to the melting pot (Cr ucible Chambers). The second of these two definitions is what Arthur Miller used when he wrote the play, The Crucible. The importance of the title of this play is that just as metal and ores are put into a crucible to heat and slowly melt; judgment shown towards the people who are accused of witchcraft are put through hell s fires, and are forced to either break their silence or die. Among all of the characters in TheShow MoreRelatedThe Crucible By Arthur Miller1269 Words   |  6 PagesAt first glance, the playwright Arthur Miller in The Crucible highlights the historical significance of the Salem Witch Trials of 1692, but in fact it is an allegorical expression of his perception of McCarthyism. If the reader has some background information on Arthur Miller’s victimization as a communist, it is evident that the play is a didactic vessel illustrating the flaws of the court system in the 1950’s. The communist allegations were launched at government employees, entertai ners and writersRead MoreThe Crucible By Arthur Miller1681 Words   |  7 Pagesof their way to the last dying breath to make sure they leave with a good or bad reputation. In one of the recent literature study in class â€Å"The Crucible† by Arthur Miller, Miller uses characterization to illustrate reputation throughout the play. â€Å"The Crucible† takes place in Salem, Massachusetts. It is based upon the Salem witch trails. In â€Å"The Crucible†, we journey through the life of three characters who reputations plays a major role in the play. The three characters are John Proctor, AbigailRead MoreThe Crucible By Arthur Miller1333 Words   |  6 PagesAs the various characters in The Crucible by Arthur Miller interact, the dominant theme of the consequences of women’s nonconformity begins to slide out from behind the curtains of the play. Such a theme reveals the gripping fear that inundated the Puritans during the seventeenth century. This fear led to the famous witch-hunts that primarily terrorized women who deviated from the Puritan vision of absolute obedience and orthodoxy. Arthur Miller presents his interpretation of the suffering by subtlyRead MoreThe Crucible By Arthur Miller998 Words   |  4 Pagesmotivated by jealousy and spite. The Crucible is a four-act dramatic play production that was first performed on January 22, 1953. Arthur Miller used dialogue within the characters to cover the multiple themes; conflicts and resolutions, plus the few directions for the different actions of the play. The Salem Witch Trials were intended to be performed as the play however, when read, it can be more carefully examined and broken down to analyze the techniques. Miller, the playwright, uses literaryRead MoreThe Crucible By Arthur Miller1145 Words   |  5 PagesUnbalance Through The Centuries In Arthur Miller’s play, The Crucible, the author reflects the persecution of communists in America in the 1950’s through a recount of the Salem witch trials. It is often presumed that Miller based his drama directly off of events that were particularly prevalent in the years surrounding the publication of The Crucible- which was released in the year 1953, towards the conclusion of the Korean War. Although there was not a literal witch hunt occurring during this timeRead MoreThe Crucible By Arthur Miller1063 Words   |  5 PagesIn the English dictionary, there are three definitions of the word crucible. One is a metal container in which metals are mixed and melted. Another is a severe test. But the third definition, and the one that I think fits the best for this book, is a place or situation in which different elements interact to create something new. In my mind, this fits because all of the characters had their little grudges and dirty secrets. But when all th ose seemingly little things interact, they formed somethingRead MoreThe Crucible By Arthur Miller1285 Words   |  6 Pages Rationale, Morality, Stereotypes, Pressure, Self-Censorship, Unanimity, and Mindguards. Groupthink has also taken place in our history a a country. The play, The Crucible by Arthur Miller is about a the real-life Salem Witch Trials that happened in 1692 - 1693, in Salem, Massachusetts. Some symptoms of Groupthink found in the Crucible are Rationale, Pressure, and Self-Censorship. The Groupthink symptom, Rationale, is described as when victims of Groupthink ignore warnings: they also collectivelyRead MoreThe Crucible By Arthur Miller811 Words   |  4 Pages While The Crucible, by Arthur Miller, is only a four act play, it still resembles the format of a five act play. The five-act structure evolved from a three-act structure, which was made famous by Roman Aelius Donatus. Donatus came up with three types of plays: Protasis, Epitasis, and Catastrophe. The five-act structure helped to expand the three act structure, mainly made famous by Shakespeare through his many tragedies. Even though The Crucible contains only four acts, it still has the commonRead MoreThe Crucible By Arthur Miller1052 Words   |  5 PagesBuddy Al-Aydi Ms.Healy English 9 CP 14th October 2014 The Crucible Essay The Crucible was a novel written by Arthur Miller in the 1950’s. It was written in a format of the play, portraying an allegory of the Salem Witch-Hunts led by Senator Joseph McCarthy. The book is known to have a inexplicable plot. This plot is advanced by multiple characters in the book in order to ensure that the reader maintains interest with the material that is being read. The farmer, John Proctor, would be theRead MoreThe Crucible By Arthur Miller841 Words   |  4 PagesThe Crucible is a chaotic play, throughout this American classic Arthur Miller takes the reader through multiple events of terror and insanity. While creating a great on-stage play, Arthur Miller portrays his life through the events, the characters, and plot of The Crucible. Using vivid imagery and comprehensible symbolism, Miller manipulates the real personalities of the characters and events in 1600 Salem, Massachusetts to create a symbolic autobiography. Throughout this play, the reader experie nces