Annotated Bibliography Essay Topics - Which One Should You Use?

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Essay Sample - How to Write a Hit Admission Essay

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Intro to Sociology Essay - 664 Words

SOC, 2nd Edition by Niki Benokraitis Study Worksheet – Chapter 1 Answer Key Thinking Like a Sociologist Matching Match the person or term with the appropriate description in the table below. |Max Weber |E |Macrosociology |I |Symbolic Interactionism |M | |Karl Marx |D |W.E.B. DuBois |G |Conflict Theory |K | |Empirical |B |Microsociology |H |Feminist Theory |L | |Émile Durkheim |C |Sociological imagination |F |Functionalism†¦show more content†¦| |A |This theorist believed that information about the social world should come not from beliefs or intuition but from direct, | | |observable facts. | |I |If sociologists study large scale social patterns, such as differences in income or an analysis of social policies, they are | | |taking this broad approach. | |E |This social theorist argued that, while the economic organization of a society was important, ideas and beliefs were also | | |important in determining how society is organized. | |M |This micro-level theoretical perspective argues that social organization is the result of our everyday behavior. It focuses on the| | |way we create meaning through symbols (such as styles of dress or language). | |D |This social theorist argued that the economicShow MoreRelatedIntro to Sociology1167 Words   |  5 Pagesï » ¿Intro to Sociology – 1/28 Book: Sidewalk by Dunier Available in NYU Bookstore March 13 – Midterm Exam 30% of Grade May 15 – Final Exam (8 in the Morning) Courses are central to the idea of concept ideas. Readings and course as whole might test hypothesis like pink Floyd, Another Brick in the Wall (No M/C, small essays). What is a Social Science? Empirical, Systematic, Conceptual. There are other realms that people think like how people believe what a society is; iRead MoreIntro to Sociology1018 Words   |  5 Pages1a. Define routinization: †¢ Routinization is the way people go about doing something. It’s a method to organize chaos and when practiced it accomplishes the goal quickly and effectively. There are different methods used, but ultimately routinization produces the desired result. 1b. Strategies in the ER: †¢ In the essay by Chambliss’ essay, â€Å"Just Another Routine Emergency†, we learn of the best strategies that are used in the ER’s across the USA to routinize chaos. One of the main strategiesRead MoreIntro to Sociology Observation Essay1873 Words   |  8 Pagesâ€Å"Observation at Local Fast Food Restaurant During Lunch† Author: XXXXX XXXXX XXX University Introduction to Sociology â€Å"Observation at Local Fast Food Restaurant at Lunch† Have you ever tried listening to everything going on at the same time at a fast food restaurant during the lunch time rush hour? Well, I did and I am going to share the results of my whirlwind encounter last week. Within my observation, I will go over the layout of the establishment in which my observationRead MoreDisability Term Paper1491 Words   |  6 PagesINTRO TO SOCIOLOGY 1 Running head: DISABILITY TERM PAPER Disability Term Paper By Jose A. Rosario Student # 700316 Central Texas College For Partial Fulfillment of the Requirement for SOCI 1301 Introduction to Sociology Submitted to Dr. Duffy December 7, 2010 INTRO TO SOCIOLOGY 2 INTRODUCTION This paper demonstrates that hitherto sociological analyses of disability have been theoretically and methodologically inadequate. It is written that sociology, in common with the other major contemporaryRead MoreKarl Marx And Max Weber1324 Words   |  6 Pagesand Max Weber were influential sociologists that paved the way for modern sociological school of thought. Both, Karl Marx and Max Weber contributed a lot to the study and foundation of sociology. Without their contributions sociology would not be as prominent as it is today. From the contribution of how sociology should be studied, to how they applied their theories to everyday life has influenced many sociologists. Predominantly, both of these theorists’ discussed the effects of capitalism, howRead More1.Ethnic Niche Are Creations Within Industries Or Occupations1362 Words   |  6 Pageswith these biases in determining workplaces opportunities. 3. Functional theory conveys that ethnic and racial disparities happen because the prejudice that is emitted serves a certain purpose in society (Race and Ethnicity lecture used in my intro to sociology class last spring). The hate that stems from discrimination is used for something in society. For example, President Donald Trump’s administration uses immigrants as the scapegoat for the economic problems in the United States. Instead of blamingRead MoreMy Calling1181 Words   |  5 PagesExperimentation Research Senior Seminar x The Ancient World x Intro to Literature of the New Testament x Spanish I x Statistics for Social Sciences x Lifetime Fitness and Wellness x Music Appreciation x National Government x Survey of Math w/ Applications x Analysis of Text x New Student Seminar x Environmental Science x Development of Civilization x Intro to Speech Communication x Business Math x Composition I xRead MoreBriefly Outline the Distinctive Features of the Sociological Approach to Understanding Human Life and the Illustrate How You Would Use Sociology to Make Sense of Globalisation.1554 Words   |  7 PagesSociology is the systematic, sceptical and critical study of the way that people do things together .It’s not a science that simply lists facts and figures about society. Instead it becomes a form of consciousness, a way of thinking, a critical way of seeing the world. It welcomes you to challenge the obvious, to question the world as it is taken for granted and to de-familiarising the familiar. This is what empowers critical thinking which triggers the development of the understanding of the humanRead MoreFeminism Types and Definitions Liberal1287 Words   |  6 PagesLogin Plans Pricing How It Works Courses Degrees Schools Careers | Register Search Courses Lessons Feminism Types and Definitions: Liberal, Socialist, Culture Radical / Sex and Gender in Society / Sociology 101: Intro to Sociology / Social Science / Courses Like? Feminism Types and Definitions: Liberal, Socialist, Culture Radical Video Quiz Congratulations! You ve reached the last video in the chapter. Transcript Start the Next Chapter Race and Ethnicity Definitions: SocialRead MoreAgriculture Business and Management Essay example942 Words   |  4 Pagesfor export† (student scholarships 1). High school required classes to take in order to reach the career requirements are intro to agriculture, intro to agriculture economics, and computer science. The classes that Westminster High School has that are considered requirements are: intro to agriculture, computer science, agriculture mechanics, veterinary science, intro to business, economics, leadership. And FFA (club/organization). All the post high school courses needed are: â€Å"Ag. Economics, agribusiness

Role Of Grammar Instruction Samples for Students †MyAssignmenthelp.co

Question: Discuss about the Role Of Grammar Instruction. Answer: I implemented my semester learning in the activity and tried a different approach in introducing grammar to the student. I chose indirect method for teaching through various classroom activities. The students were not informed about the learning they were receiving. The process that I chose to provide teaching on grammar were writing examples in the board, took a video sessions and finally took a reading session. The video and the reading were inter-related and used the same tense. It was to get the students accustomed with the proper grammar. While using the based approach, instead of focusing on the structure, I worked on the function of the learning process. However, I set a proper language structure for the task. I provided those well structured questions and guidelines for answering the questions to the students that they need to follow. The topic that I chose for them was to the various methods of saving water. The student had to research to find through the resources available to them and provide their understanding in a compact answer format on the topic. They also had to find the consequences of water wastage and prescribe the efficient methods of utilizing water while reducing the wastage. They had to communicate the procedure to their classmates in the gropu conversation session. This curriculum will make the student actively participate in their daily life activities in order to come up with the answers. The learners are asked to follow the structure provided to them and answer the questions in present simple t ense. The real life communication technique that I followed for the teaching process was proposed by Krashen (1985, cited in Terrell, 1991). I agree with Krashens thought and believe that this is an effective way of teaching grammar to the student in order to build their basic conception. Furthermore, Krashen stated the limitations of explicit teaching that limits the course in writing or preparing speech. The real world communication method helps the student to exploit the usefulness of daily life conversation. This style of teaching is my favorite as it goes beyond the formal learning and makes it enjoyable for them. It is because the process of learning does not involve only reading or learning and the students learn most of the things unintentionally. Another benefit of this process comes from the involvement of culture which is an integral part of language. This process will help the students gathering more knowledge and ready for their future life. The content of the assignment 2a was the indirect application of grammar. I used the same structure for my activity and provided the structure to the student. The students followed the same structure for the completion of their academic work. As I mentioned earlier, this particular activity is my favorite because of its consideration of grammar and structure for academic context and develops students skills. Usefulness of these skills goes beyond the academic boundaries as the students can apply them on their social life. It enables the students to refer literature or use it for referencing anything they like in their life. However, it is limited due to its isolative nature and the students have to struggle synthesizing their learning (Christison Murray, 2014). The Assignment 2b was Humanistic approach that was negotiated by the students. Students psychological dimensions and intellectual abilities were developed through this assignment. The students had to use my structure in the Genre Approach directly to pattern my examples to initiate conversations in the group. The examples in indirect implication of grammar point were academic and contextualized. My goal of this activity was to introduce the students to the simple present tense. I addressed the issues of the process that are schematic structured conversations, ignorance of content and placing emphasis on features of the genre. These plays important role in distracting students and restrict them from discovering the actual message of the text and neglects other necessary skills required to produce content. It facilitates in reducing the creative thinking which will result in the reproduction of meaningless text in genre writing. I faced difficulties in the process of teaching regarding the distraction the students face due to their attempt in mastering specialized lexis and other meta-linguistic system for producing the genre. According to my opinion, this process is not the best way of teaching grammatical points. I can support my statement with various drawbacks of the process. Firstly, it does not allow the student to develop their linguistic resources as the focus of the process circulates around the context of the task (Widdiwson, 2003, cited in Ellis, 2014). Secondly, it does not have a grammar syllabus and does not states any process of correction from the feedback (Sheen, 2003, cited in Ellis, 2014). Thirdly, verbal communication is the only way of learning tenses in this activity that is not appropriate for the pre-intermediate students as they have accumulated only a little knowledge over English language. Lastly, the students might fail in the process of using grammatical point and the language tool. Moreover, it is pointless for them to perform a task which primarily depends on incidental learning instead of intentional learning (Ellis, 2014). Hence, according to my understanding, process of teaching grammar should be in relation to the context. Otherwise it might get mixed up and loose its fluency and hesitate in decision making. The structure is not the only concern as the structure might be known to the student. The concern is regarding the proper way of implementation that might be unknown to the student. The procedure of teaching should meet the students requirement that might both be academic and real life communication. The closed approach should be utilized for the everyday communication. It first language would be taught through real life situation. There are several other approaches like national functional, topic-based, task based approaches that teaches the process of using language in real life. The grammar is taught as a mean of communication and the activities use in the process are empirical in nature. According to my personal opinion, the group learning will be fruitful for enhancing the students learning and making them understand the weaknesses they hold. References: Christison, M. D. E. Murray (2014). What English language teachers need to know (volume III), Linguistic based curricula (pp. 83-152). Routledge: New York London Ellis, R. (2014). Taking the critics to task: the case for Task-Based teaching. Proceedings of CLaSIC. Retrieved from: https://www.fas.nus.edu.sg/cls/CLaSIC/clasic2014/Proceedings/ellis_rod Kim, M. (2007). Genre-Based Approach to Teaching Writing. Retrieved from: https://ictl.intimal.edu.my/ictl2007/proceeding/Full_Paper/2B-02-Paper%2092%20(Malaysia).doc Terrell, T. D. (1991). The role of grammar instruction in a communicative approach. The Modern Language Journal, 75(1), 52-63.

The Asia Turmoil Essay Example For Students

The Asia Turmoil Essay The Asia turmoil begun in the middle of summer of 1997. The problem started in Thailand when Bath(known as Thaiscurencey) was geting weaker and weaker against US dollars. At that point, the rest of the world started to see that Thaiseconomy was starting to fall apart. Some pople predicted that the problem would not stay longer than a few months. However,it was wrong. As manner of fact, the problem spread amongs some of Asian Countries. Even the mighty Japan was effected bythis problem. United stated of America was also effected by this problem. That was a time that the US stock market was goingdown due to the fact that Many American cooporation invested in this some of Aisan countries. We will write a custom essay on The Asia Turmoil specifically for you for only $16.38 $13.9/page Order now Even today, the problem has not been fully recovered and who knows when. CauseThe main problem of the turmoil is the lack of management. Each countries has all similar problem. As we found out in ourresearch, we noticed that banking holds the main role and the key player to the turmoil. Many privates and Governmentbanking loaned too many credit for a big and similar project at the same time without checking the creditors solvency. Ofcourse among the creditor also, the money supposedly . And this is, of course, the second problem of the cause of the turmoil. Third, many creditors believe that their project will become successful without a proper preparation and planing. SolutionMalaysias National Economic Recovery Plan Causes of the Turmoil in the RegionIn todays world, large sums of money move across borders and provide more countries with access to international finance. The daily currency turnover in the foreign exchange market in 1995 is about US$1.2 trillion, compared with an average ofUS$190 billion a decade ago. The early 1990s saw the dramatic increase in the flows of private capital from the industrialcountries to the emerging countries. This was partly contributed by pension funds from the United States and Europe in searchfor higher returns overseas. The amount of private capital flowing into emerging markets was US$50 billion in 1990; the figurewas US$336 billion in 1996. With greater international capital flows, financial markets become more volatile as money movesacross borders with a mere keystroke of a computer. The unusual successful economic performance in the region attractedlarge inflows of foreign portfolio funds into the Asia Pacific region, which became a root cause for the currency crisis. Duringthe early to mid-1990s, China recorded growth rates between 9-14 per cent per annum, while Indonesia, Malaysia, andThailand experienced high annual growth rates that ranged between 7-12 per cent. Rapid growth rates were also recorded inSingapore, South Korea, and Taiwan. While there were sizeable current account deficits for some countries, especially for Malaysia and Thailand, these were theoutcome of the shortfalls of private savings to match private investment, not public sector dissaving. Foreign capital inflowsmade up for the shortfall in national savings to meet the very high national investment. While the net private inflows for Chinaand Vietnam were foreign, direct investment (FDI) dominated, short-term inflows were substantial for Indonesia, South Korea,Malaysia, and the Philippines. Thailand had a high level of short-term inflows of around 7-10 per cent of GDP. During1995-96, Malaysias short-term capital was 4-4.5 per cent of GDP, while its FDI was at 5 per cent of GDP. The decline in asset yields in the industrial economies prompted fund managers to invest into the Asian emerging assets, whichgave higher returns. The ASEAN countries suffered losses in competitiveness when the U.S. dollar, against which theircurrencies were closely linked, appreciated against the yen beginning in mid-1995. The rapid economic growth of theSoutheast Asian economies was accompanied by rapid credit growth to the private sector and asset price inflation, including inreal estate markets and in equity markets, rising the concern that their exchange rates were not sustainable. .ue38d529e8e96c85b2c57cbc10f361ecd , .ue38d529e8e96c85b2c57cbc10f361ecd .postImageUrl , .ue38d529e8e96c85b2c57cbc10f361ecd .centered-text-area { min-height: 80px; position: relative; } .ue38d529e8e96c85b2c57cbc10f361ecd , .ue38d529e8e96c85b2c57cbc10f361ecd:hover , .ue38d529e8e96c85b2c57cbc10f361ecd:visited , .ue38d529e8e96c85b2c57cbc10f361ecd:active { border:0!important; } .ue38d529e8e96c85b2c57cbc10f361ecd .clearfix:after { content: ""; display: table; clear: both; } .ue38d529e8e96c85b2c57cbc10f361ecd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue38d529e8e96c85b2c57cbc10f361ecd:active , .ue38d529e8e96c85b2c57cbc10f361ecd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue38d529e8e96c85b2c57cbc10f361ecd .centered-text-area { width: 100%; position: relative ; } .ue38d529e8e96c85b2c57cbc10f361ecd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue38d529e8e96c85b2c57cbc10f361ecd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue38d529e8e96c85b2c57cbc10f361ecd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue38d529e8e96c85b2c57cbc10f361ecd:hover .ctaButton { background-color: #34495E!important; } .ue38d529e8e96c85b2c57cbc10f361ecd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue38d529e8e96c85b2c57cbc10f361ecd .ue38d529e8e96c85b2c57cbc10f361ecd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue38d529e8e96c85b2c57cbc10f361ecd:after { content: ""; display: block; clear: both; } READ: The Arts Journal Critical Perspectives on Contemporary EssayWeakness in the financial sector compounded the problem. The financial institutions in Thailand, Indonesia, and South Koreawere weakened by large-scale exposure to the property sector, high non-performing loans, and short-term loans that wereunhedged against currency movements. Inadequate disclosure of information and data deficiencies increased uncertainty andadversely affected confidence. There was also the lack of transparency in policy implementation. A brief explanation about IMFIMF is not a charitable institution, nor does it carry out its operations at taxpayers expense. It operates

Connections between Platos Allegory of the Cave Galileo Galileis Dialogue of Two Chief World System

Connections between Platos Allegory of the Cave Galileo Galileis Dialogue of Two Chief World System Introduction Throughout history, the understanding of human nature has been a complex phenomenon. Scholars, philosophers, researchers and the laymen, have been reading different scripts, concerning the real nature of human society and human thinking. Different philosophers, including Plato and Galileo, have offered insightful ideas concerning the actual nature of human mind and the society in general.Advertising We will write a custom research paper sample on Connections between Platos Allegory of the Cave Galileo Galileis Dialogue of Two Chief World System specifically for you for only $16.05 $11/page Learn More The segregation of mankind on knowledge has been provided by these two philosophers. Based on their ideas, rejection of new ideas is the rule in human society. Mankind is always suspicious of new things and knowledge concerning his surrounding. In regards to Plato’s Allegory of the cave and Galileo Galilei’s Dialogue of Two Chief Worl d Systems, the human society is highly segregated on knowledge and awareness, concerning what is true or false. A strong connection exists between the ideas of the two philosophers, Plato and Galileo, whereby, the actual nature of human mind and the nature of learning have been exposed. The philosophers and the laymen are living in two distinct worlds, as far as knowledge and understanding of the globe is concerned. Discussion Due to the different levels of knowledge of people in the society, there is a very great challenge in the way people learn. The nature of human kind is always suspicious of new ideas. In this case, people who are ignorant or unaware of their world, always perceive new ideas as crazy, needless, unreal and to some extent, as heresy. In regards to the inferences of Plato and Galileo, people are living in mere darkness of their world. Little or no concern is shown in seeking new ideas or knowledge. The restrictive structures of the human society also inhibit the e ndeavors of mankind from seeking knowledge. This is evident through the case of Plato, where he depicts humanity as prisoners in a cave. This scenario implies the denial of knowledge and the ignorance of people, concerning their own world. These ideas are also evident in Galileo’s inferences, whereby, a huge gap of knowledge exists between philosophers and the layman, concerning the universe (Boyum 547).Advertising Looking for research paper on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More The concept of the Cave developed by Plato, illustrates the ignorance of the human society as far as philosophical education is concerned. Plato equates the prisoners of the cave as the laymen who are unaware of their world. Majority of the human society are living in the dark, and are not educated like the philosophers. This is a huge proportion of the society, which is only dependent on the ideas and knowledge offered to the m by the philosophers. According to Plato, the journey out of the cave is only through philosophical education. According to Boyum (547), people pass through different stages in their endeavors of gaining light concerning their world. People in the cave are highlighted as living in the dark and only hear echoes and see shadows. The concepts of denial, rejection and suspicion, overwhelm people in the cave. As outlined by Boyum (547), everything in the cave is constantly shifting, ephemeral, flickering and impossible to pin. Basic knowledge is usually unattainable to the laymen, due to their insubstantiality and instability. It is worth noting that the human society is a world of intermediates, whereby, nothing is fixed, and everything is ambiguous (Boyum 547). The process of philosophical education or learning has been jeopardized by the suspicion between people. Boyum (4) argues that human souls are turned towards particulars, whereby, people seek to judge the just or practicability of new ideas. The need to differentiate between truth and false, is a key phenomenon in the nature of human learning. In order to move out of the cave, the uneducated persons are usually compelled by the educated to understand. This is the philosophical education whereby, the philosophers share their knowledge with the layman. Due to their ignorance, the laymen who are equated to prisoners in the cave, have no option other than believe the knowledge offered by the philosophers (Boyum 6). According to Zamir (92), the parable of the cave by Plato, is a nice presentation of the real nature of mankind. The cave dwellers or the laymen are ignorant of what is around them. The sculptures and artifacts presented to the cave dwellers concerning the outside world, are usually ignored by the cave dwellers due to their ignorance.Advertising We will write a custom research paper sample on Connections between Platos Allegory of the Cave Galileo Galileis Dialogue of Two Chief World Syste m specifically for you for only $16.05 $11/page Learn More Unlike the philosophers or the educated individuals, the cave dwellers are not in a position to see themselves or their neighbors. A high level of ignorance concerning self-knowledge as well as knowledge on who they communicate with exists among the non-philosophers. It is interesting to note that neither the cave dwellers nor the philosophers have command of their knowledge. This is evident from the opposition the philosophers face from cave dwellers, towards their knowledge which is not based on mere intellectualization (Zamir 92). The concept of the cave by Plato is meant to exemplify the dividing lines in the human society. The misrepresentations, forms and visible realities in the human society concerning knowledge, are depicted in the concept of the cave. Plato conveyed the knowledge that the laymen are like prisoners, since what they hear does not come from what they see rather from shadows and echoe s. The misrepresentations in the society from the few elites, are the source of the sounds people hear. Based on the concept of the cave, people learn from what they see or hear. The ideas of the philosophers, are believed to contribute a lot to the growth of philosophical education. The people living in the dark or the illiterate only belief in shadows they see as reality. The shadow makers or opinion makers compel the cave dwellers to belief or act in a certain manner and belief it to be truth. In this form of world, people belief whatever enters their mind regardless of its source or nature. People in the cave come to learn from shadows and echoes, and have no power to differentiate between illusion and reality, truth and false, genuine and pseudo or legitimate and phony (Miles 900). Among the three divisions of people, including the illiterate, semiliterate and literate, the literate are perceived to be the most knowledgeable. The illiterates and semi literate depend on the know ledge and ideas offered by the literates or the philosophers. The educated are referred to the erudite of the world, and help in passing knowledge to the other sphere of the society. It is worth noting that the elites or the philosophers have been liberated from the caves of ignorance. The path of gaining knowledge for this group of people is not much easy, whereby, they pass through different challenges. By gaining knowledge, the philosophers were able to move from the cave of darkness to the brightness of the sunlight (Martin 6).Advertising Looking for research paper on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More In regards to the ideas of Galileo Galilei concerning the two chief world systems, the human society is clearly segmented on knowledge. The laymen and the philosophers live in different worlds of knowledge. As evident in the case of Plato’s Allegory of the Cave, Galileo Galilei’s Dialogue of Two World Systems depicts the lines dividing the human society. The lower segment of the society which composes of the illiterates, has little or no understanding, about the world they are. Despite being the majority, the uneducated have no idea about their society. This is contrasted to the massive knowledge and awareness of the philosophers or the elites, concerning the world. In his book, Galileo has explicitly demonstrated the knowledge gap in the human society. Based on the dialogue between Salivati, Simplicio and Sagrado, the ignorance of the uneducated concerning their world is demonstrated. Galileo has been able to highlight the darkness, in which the layman live in. The su bmissive nature and innocence of the laymen to believe what is taught to them by the philosophers, is demonstrated (Galilei 53). Based on the insights offered by Galileo, the suspicion and rejection of people on new knowledge is evident. Despite the eager of people to receive new ideas, they are usually skeptical of what is taught to them and always undermine it as heresy, needless, unreal and crazy. This is very evident in Galileo Galilei’s Dialogue of Two Chief World Systems, whereby, Copernican theory is accepted and Ptolemaic theory is rejected. It is worth noting that the line between truth and false is never clear in the human society, thus challenging the authenticity of the ideas offered by philosophers (Galilei 1). A point worth of consideration is that people can live in their level of imagination or level of perception, and still be satisfied with their lifestyle. People always know and are willing to know that what they imagine or perceive is the truth. This poses challenges in philosophical education, whereby, people are not ready to adopt ideas offered by their colleagues. Though the point of change from darkness is painful and usually overwhelmed by denial, one usually finds it rewarding and adopts it. People who have broke the chains of ignorance and moved to the brightness of the sunlight, find life rewarding. This makes it impossible to move back to the lower stages. In light with these scenarios, people in the lower segment are more eager to believe what the philosophers have for them than vice versa (Jerry 98). Conclusion The discussion has clearly shown the real human nature, which is overwhelmed by knowledge segmentation. The society is divided into different lines, based on the knowledge and awareness of people. The un-educated, who form the majority, are believed to be in a cave of darkness and have no understanding about what happens outside the cave. This is in contrast to the educated or philosophers, who have been liberated f rom the chains of darkness and have massive understanding about their world, themselves and their neighbors. Both Plato and Galileo have offered insightful ideas concerning the different worlds in which people live, based on their ignorance or knowledge. The path of learning is not easy, since each person has confidence and satisfaction in what he/she imagines or perceives. This has made it difficult for people to adopt new knowledge, due to the overwhelming rejection, suspicion and denial on new things. The difficulty in differentiating truth and false is a great challenge in human learning, which in this case, contributes to opposition on new ideas. With this analysis, it is evident that a strong connection exists between Platos Allegory of the Cave and Galileo Galileis Dialogue of Two Chief World Systems, concerning the nature of humankind. Bà ¸yum, Steinar. The Concept of Philosophical Education. Educational Theory 60.5 (2010): 543-559. Print. Galilei, Galileo. Dialogue Concer ning the two Chief World Systems, Ptolemaic and Copernican. London: University of California Press, 1962. Print. Galilei, Galileo. Dialogue concerning the two Chief World Systems. Webexhibits, 28 May 2012. Web. Jerry, Gill. â€Å"Re-exploring Plato’s Cave.† Philosophy Today 38. 1 (1994): 98-112. Print. Martin, Iddon. â€Å"Plato’s Chamber of secrets on Eavesdropping and Truths.† Performance Research 15.3 (2010): 6-10. Print. Miles, Groth, and Elizabeth Shaw. â€Å"The Essence of Truth: On Plato’s Cave Allegory and Theatetus.† Review of Metaphysics 58. 4 (2005): 900-901. Print. Zamir, Tzachi. The Face of Truth. Metaphilosophy 30.1 (1999): 79-94. Print.