Karma And Dharma Are Central To Buddhism Hinduism Religion Essay

Karma And Dharma Are Central To Buddhism Hinduism Religion Essay There are two major influential religions in Asia that are spreading quickly all over the world. They are Hinduism and Buddhism. There is a misconception that surrounds these two words, moksha and nirvana, they are not the same even though the two concepts may appear similar. In the following essay I will distinguish the different understandings and interpretations of these two concepts and then I will compare and contrast the differences and the similarities. The concept of moksha in Hinduism and the concept of nirvana in Buddhism are the central focus of these two religions. Both of these concepts have their different ways of achieving their goal and they have differences. I will  write two different interpretations of moksha in Hinduism and the approaches of two philosophical schools that emerged to teach the approach of how moksa can be attained. I will do the same for nirvana in Buddhism, going into details of different understanding of this concept and I will conclude with an alyzing the similarities and contrasts of these concepts which are followed in the same street, just are located in opposing sidewalks. Moksa itself in Sanskrit language means release and its meaning is to be liberated from the cycles of sansara, reincarnation, and the pains and the suffering of karma by achieving immortality through eternal truth. Different Hindu philosophies schools emerged in India, each with the interpreting their own understanding of moksha. One of these philosophic schools was Vedanta which was divided in different sub schools with each of their own interpretations of moksha.   One of those is Shankars Advaita Vedanta School where they perceive that moksha can be acquired only when the human soul realizes that it is one being with the Brahman. According to them, a person can only achieve moksha when he realizes the truth in himself that his soul is part of Brahman and Brahman is part of his soul, or atman as they name it, and once this dualistic approach has been acknowledged then the person has achieved his true form,  he has been enlighten and has broken free from the cycle of reincarnati on, sansara. The only way a person can do this is by self effort. On the other hand, Ramanujas Vishishtadvaita Vedanta School promoted another approach to achieve moksha. They followed another direction which is worshipping the god Vishnu. Their theistic approach taught people that by recognizing the soul, matter, and God, anyone can obtain moksha  by an easier way which connects people on a personal level with the Supreme Being. Nirvana in Buddhism is understood as the end of suffering. There is not a clear definition of nirvana as it can be understood in many different ways but it is the highest spiritual achievement which dissolves pains, anger, greed, desire and all forms that create suffering. In Buddhism three major central schools emerged to teach the way of enlightenment, and those were Vajrayana, Mahayana, and Theravada but I will focus on the last two doctrines. Theravada doctrine emphasises on the understanding of nirvana can be reached when the person realises the true nature of reality and has an awakening of itself. These people are called arahants. This can be achieved through many lifetime spiritual persuasions of enlightenment where the person has broken off from the cycles of rebirth, and has became a Buddha, a bodhi which has the same meaning as nirvana, the enlighten. Mahayana doctrine on the other hand has developed another understanding of nirvana. They believe that Buddha is not just a human figure but a supreme being that we cannot even perceive of its greatness and helps us achieve nirvana. This means that we are still subject to delusion even though nirvana has been attained, instead bodhi has a higher rank in spiritual achievement and once bodhi has been attained, a person can become Buddha. In Hinduism the concept of reincarnation refers to an eternal element that travels from one life to another. This element takes different forms and shapes of different living things among its eternal life. This is the soul, or the atman as it is called in Hinduism. In contrast, Buddhism has the concept of rebirth which is the continuation of the state of mind in a different human being but not its soul since its explanation is that a lot spiritual events had to happen to create the second life form and yet not a different person due to the causality relation. Thus we can see the difference clearly of Nirvana where there is the realization accomplishment of the discontinuance of individuality and Moksha is the fulfillment acquisition of the truth of the affinity of your soul, atman, and Brahman. In both cases, individuality is lost but in different understanding and interpretations. Both religions have a lot of terminology and even names of deities in common, but in almost every single case, the meaning is actually different both believe in reincarnation/rebirth, but the interpretation is very different; both believe in karma, but the interpretation is slightly different; both believe in samsara (the cycle of rebirth and suffering) and liberation from samsara (moksha/nirvana), but the interpretation is widely different, especially about liberation; both have yoga, tantra, dharma, mantra, and so on, but often mean totally different things with the words; the significance of gods or deities is grossly different in Hinduism several of them are important objects of veneration, even seen as emanations of the supreme God (Brahman), whereas they are never objects of veneration or prayer in Buddhism, only seen as deluded sentient beings who will eventually die and be reborn in a new body just like you and me. They strive for an inner peace, and finally to reach heaven through either moksha or nirvana.

The Origins of Masks

There is evidence that masks have been under the eye of the world for at least 20,000 years. There is evidence to prove this all over the world, which includes paintings on the walls of the insides of various different caves in Southern France, to images also painted or inscribed on the walls of pyramids in the Sahara desert of Egypt. Although our own British culture is extremely different to that of many others around the world, we are becoming increasingly more aware of how and why masks were first invented and the repercussions of them all around the globe. This is due to television documentaries, internet pages, and books at all of our local libraries. It is this point alone which initially brought my attention to that of the African Tribal, Japanese Theatrical and the Viennese Ball masks. Although these are all quite different types of masks, they all have similar reasons for existing, whether it is religious, celebratory, or even to shadow one's identity. By today's standards, many people believe the creation and use of masks to be only that of historical value; however this could not be more wrong as there is in depth evidence all around us which proves otherwise. African Tribal Mask. Example of Bamileke High Priest Mask taken from www.rebirth.co.za For many centuries African Tribal masks, played a major role in rituals, celebrations, ceremonial and tribal initiations. Masking rituals are normally accompanied with prayer, music, song and or dance. After researching the masks of African Tribes people, it is clearly visible that the different types of masks in which they use/used, fit in to eight different categories. However, the one that grasped my attention from the moment I set eyes upon it was the Bamileke Mask. When I first seen this mask I was immediately mesmerised by the fact that where it is reasonably bright and colourful, it becomes increasingly dull when the expressions of the face are observed. This fact initially led me to believe that this type of mask was created for funerary purposes; however this is merely the tip of the iceberg. The Bamileke mask was always worn by the chief of a particular tribe and it was this character that would take up the role of high priest, or chief, enabling him to initiate new-born babies to the tribe, lead celebratory or funerary rituals, lead his army in expeditions of war, harvesting and planting of crops and many more. â€Å"It is believed that when the Tribe leader wore the mask, he was transformed into animal form, primarily elephant, lizard, or buffalo. This allowed him to create a link between the human and spirit realm to seek guidance from his ancestors† (1). This is a prime example of the fact that the Bamileke mask was used for religious ceremonies, however from my own personal research, I think it would be unjust to declare that this mask is of purely religious qualities, because in this unique culture, everything which is done, whether it regards basic human survival techniques, or celebratory events, it is impossible to determine where religious elements come into the equation as they treat everything they do with such high regard. Bamileke masks are always constructed of a mixture of different natural materials. Where most traditional tribal masks were made from clay or mud, which was molded into the shape to fit the wearers face, the Bamileke mask was carved directly from the trunk of a tree which had been blessed by one of the elders before hand. It was then that a mixture of mud and sand was added on top of the wood to allow a suitable surface for painting, adding beads and stones, and in some cases, decorative leaves. Japanese Theatrical Mask. Example of Shikami Mask Taken from www.nohmask.com Japanese theatrical and dance performance masks are known as Noh masks. â€Å"Each individual mask represents a certain person, hero, devil, ghost or legendary animal, depending on what the character is in the performance†2. Masks were first used in Japan, since the Jomon period of time. This period of time spanned from 10,000 B.C; to 300 B.C. Out of all the Japanese masks that I came across while researching them, there was one particular mask that stood out to me above all of the others, the Shikami mask. These particular masks are used to represent a demon, (this can be taken literally or metaphorically, depending on the story line of the play). For example, if the certain play is centered on the afterlife or elements of a more dark, or gothic nature, the Shikami mask would more often than not be taken literally. However if the play was focusing on more modern themes, for example adultery, or murder, the Shikami mask would probably be metaphorical for a person who is to be looked upon as being of a more evil or bad nature. I believe that the way in which the Shikami mask is presented is extremely clever, as on many occasions, it would look like Satan or other dark or demonic characters as they would do so from a stereotypical point of view, in order to make the audience immediately scared or at least weary about them. A basic description which is used across many books and internet sources for a Shikami mask is, â€Å"Fierce scowling face, showing extreme agitation, used for demonic spirit. It expresses masculine rage. The Shikami mask features the application of dark red colour, to crow's-feet and temples of the head†3. Japanese masks are always made of materials such as clay, dry lacquer, cloth, paper, and wood. The Shikami mask in particular is handcrafted from wood, before it is painted in a shiny lacquer. This is done to make every element of the mask stand out. The main surface area of the Shikami mask was always painted bright red, in order to express the anger and ferocious nature of that particular characters aura. The eyes and teeth were always painted bright gold, in order to bring more attention to them rather than anywhere else on the mask, as it was these aspects of it which explained the theme of the mask in more detail. Viennese Ball Mask. Venetian Ball Masks originated from Venice in the 13th century, however the exact year in which they were invented is unclear. The first Carnival of Venice was recorded in 1268 and it was these events in which the masks were initially used. Where as the African Tribal and Japanese theatrical masks are not only harder to come by, but are always a lot more expensive, Viennese Ball masks can be found as easily as looking through your everyday shop windows. The fact that they are always a lot more decorative and fancy in a sense, they are commonly used for public holidays, the most famous of which being Halloween. Example of Renaissance Long Nose mask taken from www.nohmask.com Viennese masks were originally invented so that a certain person, usually who came from an upper class background, could participate in activities which they would not normally do so. There are a wide range of different Viennese masks, some of which merely cover only the eyes, to others which cover the vast majority of the face, and some times even the hair or neck of the wearer. This allows them to engage in certain activities which they would not normally do so, and keeps their true identity hidden from the public eye. In modern day life, there have been many adaptations of the Viennese Ball mask to adequately obtain discretion, for example a balaclava. However this form of discretion has enabled many illegal activities to be completed more successfully, and nowadays they are commonly banned from sale at many major retailers in a bid to try and discourage these things from happening. When they were first invented, Viennese Ball masks were more often than not made with papier machete. This was achieved by taking a mould direct from a person's face, and then building off that. In more modern situations however, plastic or latex was used, as it was simply easier to gain a more precise and accurate version of the design in which the person desired. On most occasions, a mold was created first, using the same techniques of the papier machete way; however melted plastic is then placed in to the mould, effectively making it quicker and in most cases cheaper to produce. A certain Viennese mask which I was drawn to, was the renaissance long nose mask. Considering the time period in which these masks were originally created, it astounds me to even consider how such a complex design was achieved with the tools that they would have had access to. The initial idea of the long, pointed nose was almost a superstition as it was believed to be an imitation of the devise which was used to hold vinegar in around the time of the bubonic plague to hold off the disease, or at least the bad odors of the sick or dying. Conclusion. From the research which I have gathered about these three different masks, I have discovered that although they all originated in extremely different circumstances, the reasons for their creations are not all that different. It is clear to me that whether the reason for the masks' being is to allow someone to transform into animal form in order to get in touch with their spiritual or ancestral roots, or simply just to shadow someone's everyday personality, they have been put their, in place in order to allow a person to change their usual form; almost a form of escapism. It ha also come to my attention that whether it regards masks, or any other aspect of a certain culture which is different to our own, they are most definitely not to be underestimated no matter what time period in which it derives from.

Job Satisfaction, Work Attitude Essay

As stated by Black (2001), teachers’ stress is rising due to such factors as greater time constraints, low salaries, excessive work overloads, lack of involvement in decision – making and problems with school disciplines. Teachers suffer, due to in part of to the low-pay-high-cost-of-living gap. Decisions handed from the top down leave teachers feeling like more trainers than educators. Teaching in low performing schools should be a rewarding experience, yet these schools are labelled failures. These are confounded as some educators are seen publicly lambasting others. The education community is on edge. With all the finger pointing and name calling, it is a wonder teacher can push this negativism out of their minds while they turn their full attention on their students (Nichols, 2006). Furthermore, a nationwide survey conducted by the Rural Editorial Service of the University of Chicago reported in July 2006 that job satisfaction depends also such factors as the community’s attitude toward them and the schools, the quality of educational leadership, the amount of responsibility granted to teachers, adequate housing facilities, teacher welfare benefits, and others. In point of fact, there were signal improvements in teachers’ conditions of service throughout the year. New or liberalized retirement plans were authorized by well over half the states, and class registrations were reduced to thirty in Maryland and Arkansas. In the Philippines, one of the major problems in the Department of Education is the shortage of trained and competent teachers. Major reason of this shortfall is that a number of trained teachers turn to other types of employment and some went abroad for greater employment opportunity. Generally, as observed that some teachers are disillusioned, demoralized and confused at being forced to carry out unpopular Government policies, while being constantly blamed for the society’s ills. Some factors might have created dissatisfaction amongst teachers will probably include references to discipline problems created by unruly pupils, class sizes, the introduction of the National Curriculum, and lowered professional status. Additional factors also include level of salaries and benefits, increased work-related pressures, like having too many forms to be filled up, the here and now changes of different proposed programs of the department, the concern over employment security like the most recently problem on the Government Security Insurance System (GSIS) and lessening support for education on the part of political opportunities. As someone who has spent many years working as a schoolteacher at the same time a School In – charge in one of the schools in Davao City, and had continually work closely with teachers especially in the schools in the interland. I have observe that some teachers are somewhat fed up with having to teach children in even larger classes, working in schools which are dilapidated, underfunded and overstretched. Taking in to account that most of these teachers are working away from their home and family and could only go home weekly, or the least once a month due to the distance of the schools they are assigned. However, districts located in the hinterland such as Paquibato, had most number of teacher applicants every year. Reason of this scenario could be the fact that many teachers are applying for transfer to the nearby schools after a one or two years of service and that applicant could be hired easily. Nevertheless, some teachers had tenured in this district up to their retirement period and some had flourished and raised their professional status and positions. The ground for conducting this study is that it is intended to shed light on what influences how teachers feel about their work and profession so that positive job-related attitudes may be cultivated. Theoretical Background The Maslow’s hierarchy of needs theory, a motivation theory, laid the foundation for job satisfaction theory. It is founded in the premise that goals or needs underpin by being the fundamental source of all desires. This theory explains that people seek to satisfy five specific needs in life – physiological needs, safety needs, social needs, self-esteem needs, and self-actualization. In the levels of the five basic needs, the person does not feel the second need until the demands of the first have been satisfied, nor the third until the second has been satisfied, and so on (Evan,2010). According to Hackman & Oldham (2007), Frederick Herzberg’s Two factor theory (also known as Motivator Hygiene Theory) attempts to explain satisfaction and motivation in the workplace. This theory states that satisfaction and dissatisfaction are driven by different factors – motivation and hygiene factors, respectively. An employee’s motivation to work is continually related to job satisfaction of a subordinate. Motivation can be seen as an inner force that drives individuals to attain personal and organizational goals. Motivating factors are those aspects of the job that make people want to perform, and provide people with satisfaction, for example achievement in work, recognition, promotion opportunities. These motivating factors are considered to be intrinsic to the job, or the work carried out. Hygiene factors include aspects of the working environment such as pay, company policies, supervisory practices, and other working conditions. However, Path-Goal Theory contends that the leader must motivate subordinates by: (1) emphasizing the relationship between the subordinates’ own needs and the organizational goals; (2) clarifying and facilitating the path subordinates must take to fulfill their own needs as well as the organization’s needs (google. com,2010) Another well-known job satisfaction theory is the Dispositional Theory (Jackson April 2007). Accordingly, it is a very general theory that suggests that people have innate dispositions that cause them to have tendencies toward a certain level of satisfaction, regardless of one’s job. This approach became a notable explanation of job satisfaction in light of evidence that job satisfaction tends to be stable over time and across careers and jobs. Moreover, a significant model that narrowed the scope of the Dispositional Theory was the Core Self-evaluations Model, proposed by Timothy A. Judge in 1998. Judge argued that there are four Core Self-evaluations that determine one’s disposition towards job satisfaction: self-esteem, general self-efficacy, locus of control, and neuroticism. This model states that higher levels of self-esteem (the value one places on his/her self) and general self-efficacy (the belief in one’s own competence) lead to higher work satisfaction. Having an internal locus of control (believing one has control over herhis own life, as opposed to outside forces having control) leads to higher job satisfaction. Finally, lower levels of neuroticism lead to higher job satisfaction (Wikipedia,2010). Evans (2001), gives eight stages progression for a teacher moving from a modest level of job satisfaction towards a higher level of job satisfaction towards which is helpful. These are the following: first is being aware that there is a problem. Being aware that there is an issue, and agreeing what issue is, is by far the most important aspect of seeking to change a situation. Then devising a strategy. Once they know what the issue is that they are addressing they can start work on devising a strategy to solve it. It is followed by effecting the new strategy. It means that once they have decided what to do, they have to start work on implementing this strategy. Fourth stage is awareness of having made changes work. This implies that there is excellent communication in school. Next stage is perception that this is all worthwhile. By this stage everyone needs to start feeling better about the work being undertaken. Then sixth stage is each teacher needs to feel good about his or her own contribution to the scheme of change. In this way, teachers become not only positive about the change programme, but they also see their contribution as being significant. Seventh is a sense of achievement. This comes from the feeling of a job well done. Lastly is job fulfilment and job comfort. By this stage teachers feel good about themselves and about the job and most important about their ability to affect their meaningful way. However, according to Weis, (2010) job satisfaction can also be seen within the broader context of the range of issues which affect an individual’s experience of work, or their quality of working life. Job satisfaction can be understood in terms of its relationships with other key factors, such as general well-being, stress at work, control at work, home-work interface, and working conditions. Stress as defined by Hans Selye, is the non-specific response of the body to any demand made upon it. It is not nervous tension, but the wear and tear of life. Stress describes the effects of the body’s reaction to pressure. The source of stress, called stressor, may be purely physical, social, or psychological. The mind may interpret it as pleasant or unpleasant. Whatever meaning it gives, the mind sends it via two pathways. One pathway, is known as the subconscious appraisal pathway, is responsible for the physical and emotional reflexes of the body. The other pathway, responsible for voluntary actions, is used for perception, evaluation, and decision – making. In this other pathway, the individual is made aware of the environmental demands. As he perceives his situation, he interprets it according to his previous experiences, value system, self-concept, ego-strengths, attitudes and feelings. Emotions are usually aroused which in turn give color to the person’s interpretation (Fabella, 2008). According to Good Health Handbook, life and stress are interwoven with each other. It depends on how you view life and how stress affects you. Stress is a highly individual phenomenon. It is strange in its own way – because when it occurs it becomes difficult for the body and mind to adjust to the pattern of life. However, Fabella stated in his book, that stress can be minimized and channelled for growth and development, and life can be filled with joy, peace, love and security. He added accordingly, that stress- resilient people have been observed to have a specific set of attitudes toward life- an openness to change, a feeling of involvement in whatever they are doing, and a sense of control over events. He further said that man who places his entire self in the sphere of work neglecting love (family) and play (sports, hobbies, socializing, friendships) decreases his overall adaptability. If he defines his existence in terms of achievement in his work, he will find that if for external reasons (i,e. , poor health) or boredom ( loss of interest or loss of faith in his employer) his work loses meaning, then so will his life. He will become demoralized, confused, and unable to function. Mayo Clinic stated that there is a link between work approach and job satisfaction. Work is often approached from three perspectives. Usually all three perspectives are important for job satisfaction, but one is often the priority: First is, It’s a job. If you approach work as a job, you focus primarily on the financial rewards. In fact, the nature of the work may hold little interest for you. What’s important is the money. If a job with more pay comes your way, you’ll likely move on. Next is, It’s a career. If you approach work as a career, you’re interested in advancement. You want to climb the career ladder as far as possible or be among the most highly regarded professionals in your field. You’re motivated by the status, prestige and power that come with the job. The third is, It’s a calling. If you approach your job as a calling, you focus on the work itself. You work less for the financial gain or career advancement than for the fulfillment the work brings. One approach isn’t necessarily better than the others. But it is helpful to reflect on why work if unsatisfied with the job and are ready to move on. Think about what originally drew on the current job, and whether it may be a factor in lack of job satisfaction. Additionally, the Clinic noted several ways to increase job satisfaction depending on the underlying cause of the lack of job satisfaction. One is by Improving job skills. Keeping abreast to the new strategies and techniques, and by attending seminars. Developing a new project also helps. Working on something one care about can boost confidence. Mentoring a co-worker. Once a job is mastered, it is a becoming routine. Helping a new co-worker or an intern advance his or her skills can restore the challenge and the satisfaction you desire. However, when personal abilities do not match the responsibilities, boredom will attack. Keep in mind that boredom can literally be deadly if a job involves working with machinery or caring for people, much more on dealing with children. If the mind is wandering to the point that a life or the lives of others is put in jeopardy, take action now. Stay positive. Use positive thinking to reframe thoughts about the job. Changing one’s attitude about work will not necessarily happen overnight or increase job satisfaction overnight. Stop negative thoughts. Put things in perspective. Look for the silver lining. â€Å"Reframing† can help find the good in a bad situation. Learn from mistakes. Failure is one of the greatest learning tools, but many people let failure defeat them. Be grateful. Gratitude can help focus on what’s positive about the job.

The Works Of John Dewey And Paulo Freire - 1591 Words

Maggie Duguid Final Paper EDF 3604-601 4/28/2015 I found the works of John Dewey and Paulo Freire to be highly impactful. However, I only found them to be truly insightful when compare with the textbook, School and Society. A lot of the concepts that Dewey and Freire discuss need further explanation, which the book provides. Similarly, I found that that textbook alone was very difficult to work with. Like most textbooks, I found it to be very static. With the help of the other readings, certain aspects became much clearer. I should also add that I have never been good at dissecting the work of another person. I do much better dealing with working with the text as a whole. For many of the topics the three readings dealt with, however, I needed to take it apart in order to get the fully comprehend the meaning of the texts. In Experience and Education, Dewey works to lay down a foundation defining what he calls progressive education. His book was written as a response to educations that were still using the traditional education system and actively opposed progressive education. Dewey didn’t write the book to attack or belittle traditional education; he actually wrote it to develop a positive and constructive educational system (Dewey, 20). He wanted to convince people to stop focusing on the labels of education and focus on the how good of an education the students were receiving (Dewey, 90). Dewey felt that at the time education was solely a transfer of knowledge from theShow MoreRelatedCritical Pedagogy And The Reggio Emilia1533 Words   |  7 Pagespedagogy is. Critical pedagogy stems from the idea that there is an unequal social structure in our society which is based upon class, race and gender. It has been formulated and influenced by many psychologists and philosophers including John Dew ey and Paulo Freire. Critical pedagogy is an attempt at freedom from oppression through democratic critical thinking. 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