Cultural competence and its promotion in the education system Essay

The demise of racial segregation in the 1960s saw the emergence of cultural diversity with colored and non colored students now being taught under the same roof. From then on, schools have seen an increasingly diverse mix of students, matters having been complicated further by globalization, which has resulted in more diverse cultures making the United States their country of choice. Diversity is good and must be appreciated; the only problem is that if not handled well it may have the potential of creating apathy between the different cultures making up the cultural mix so that instead of a system becoming a cultural melting pot, it becomes the crystallization chamber. The aim of this paper is to examine the role of culture in molding competent students. Cultural competence More often than not, competence is construed in its narrowest definition, which is mostly in reference to acquisition of the necessary skills for the performance of a job. For this paper however, competence will be in reference to both culture and knowledge. Ahlawat and Ahlawat (2006) found the influence of globalization to be so enormous to the extent that multicultural diversity is now amongst the key ingredients for students aspiring for a global career. An equally important finding is by Thomas (2006), who emphasized the importance of cultural intelligence in the business environment. The role of culture within the organizations is captured by Berrell and Gloet (1999), who did a study on influence of culture in organizational culture and found it significant. The study implies that for one to blend seamlessly in to an organization there must be a level of cultural competence because there seems to be a thin line between the culture within and without the organization. For instance, according to the study, an organization within Malaysia will most likely have a culture similar to that of Malaysian people. If one has problems adapting to the Malaysian culture then the person’s work output may be greatly limited. The role of the education system in such a scenario will be to create a culturally competent global citizen. It cannot of course be expected that students will be trained to adapt to certain cultures only, instead, skills to adapt to diverse cultures will be imparted. Such a skill is given by Arizaga, Waldo and Castellanos (2005), who found that teachers who participated in multicultural enhancement program showed increase cultural competence in the form of listening and expressive skills. Evidently, these are adaptive skills that once acquired may be applied in any cultural setting. Educator’s role in promoting cultural competence The design of the education system should ensure that it produces tolerant people capable of adapting to any cultures. One of the ways given by Arizaga et al (2005) is by having multicultural enhancement programs to promote listening and expressive skills. Pope and Mueller (2005) also emphasize the need to integrate diversity issues in designing education programs. This can perhaps be described as the cornerstone of achieving cultural competence because if its importance can be taken in to account in the training of educators then eventually the educators that will end up in the field preparing the students will know what it entails to be culturally competent, and will thereafter pass on the skill. Pope, Mueller and Reynolds (2009) appear to agree with the importance of having culturally competent educators when it pays tribute to student affairs professionals for the increased number of multicultural scholarships in the last three decades. The emphasis should therefore be on getting culturally competent educators on board the educational system if substantial results are to be expected. . Further to that, the authors are also urging the educators not to simply embrace diversity; they should actually seek it proactively. In addition to promoting cultural competence in as far as interacting with people from other ethnic, racial and national cultures, the education system should promote tolerance to homosexuals. This is according to Liang and Alimo (2005), who suggested that the education system could promote a more positive attitude of heterosexual students towards homosexual students by encouraging interaction between the two groups, something the study found to increase tolerance between the two groups. An equally important aspect of attitude development in the education system is the acquisition of positive views of self worth and meaningfulness Coll and Zalaquet (2007). Its importance in promoting cultural competence may not be obvious, but it is not hard to imagine how a person with a feeling of high self worth and meaning will find it rational to respect other people’s rights. A challenge to achieving cultural diversity is presented by Salazar (2005) who cites challenges faced by counsellors of color. Counselors of color according to the research are faced with prejudices in their interactions with white middle class students. Sadly, this may be an in built mentality, which may take some time to get rid of but fortunately, cultural competence presents one of the remedies to this inappropriate attitude. Implications of the findings Most people spend over two decades in school, meaning that the education system plays a big role in shaping the national psyche. Among other functions, Gay (2009) says that education plays an important role bringing up constructive students. The element of constructiveness goes beyond cultural competence and ropes in other areas such as raw knowledge and social skills. In fact, according to the article the education system may play role in promoting democracy. The upshot of all this is that an educator must realize that the challenges and objectives of the education system are dynamic and for one to remain relevant, it is important to continuously adapt to the changes. For instance, a few years ago it would have been unthinkable that the education system would want to promote tolerance towards homosexuals; these were outcasts for whom there was little concern. However, the reality of the output focused employment present today has ensured increased tolerance to such people and thus the need for a change in approach. An educator will be differentiated from any other knowledgeable person from their ability to produce all rounded graduates. Some of the important traits to be considered include cultural competence and tolerance. For example, if the task is to teach students mathematics without considerations to the other aspects then that can even be done by anybody with the basic knowledge needed to teach the particular subject. The professional educator must be easy to differentiate from other people possessing the same level of knowledge, and one of the hallmarks of this is the ability to produce culturally competent students among other things. Conclusion From the study, cultural competence has proven to be a very important subject area for one’s development. Most people spend over two decades in school, meaning that they will acquire some of their lifelong traits there. Global occupational mobility is on the rise and one of the key ingredients to it is cultural competence. People with less of it will have a very hard time adapting to the different work environments that will be made available by the increased mobility. One’s work output is not a function of skills competence only; it must also include the person’s ability to work with people, which means adopting the narrow minded definition of education will produce half baked students. References Ahlawat, S. , & Ahlawat, S. (2006, ). Competing in the Global Knowledge Economy: Implications for Business Education.. Journal of American Academy of Business, 8(1), 101-105. Arizaga, M. B. , Waldo, M. , & Castellanos, L. (2005). Multicultural Sensitivity and Interpersonal Skills Training for Preservice Teachers. Journal of Humanistic Counseling, Education and Development, 44(2), 198-202. Berrell, M. , & Gloet, M. (1999). Reflections on the cultural dimensions of educational administration. EAF Journal, 13(2), 10. Coll, J. , & Zalaquet, C. (2007). The Relationship of Worldviewsof Advisors and Students and satisfaction with advising: A Case of Homogenous. Journal of College Student Retention, 9(3), 273-281. Gay, G. (2009). Similar Concerns, Different Perspectives of Social Studies and Multicultural Education. Social Studies Review, 48(1), 25-27. Liang, C. , & Alimo, C. (2005). The Impact of White Heterosexual Students’ Interactions on Attitudes Toward Lesbian, Gay and Bisexual People: A Longitudinal Study. Journal of College Student Development, 46(3), 237-250. Pope, R. , & Mueller, J. (2005). Faculty and Curriculum: Examing Multicultural Competence and Inclusion. Journal of College Student Development, 46(6), 679-688. Pope, R. , Mueller, J. , & Reynolds, A. (2009). Looking Back and Moving Forward: Future Directions for Diversity Research in Student Affairs. Journal of College Student Development, 50(6), 640-659 Salazar, C. (2005). Outsiders in a White, Middle-Class System: Counselor Educators of Color on Academe. Jounral of Humanistic Counseling, Education and Development, 44(2), 240-252. Thomas, D. (2006). Domain and Development of Cultural Intelligence: The Importance of Mindfulness. Group & Organization Management, 31(1), 78-99.

Never Judge a Book by It’s Cover Speech

Good Morning, fellow students and Teachers, Today I will be talking about the topic â€Å"Never Judge a book by its cover†. Never judge a book by its cover is a saying the meaning is never Judge someone or something by what they look like. If you didn’t play with a person when they Asked because you think they don’t look Pleasant you may be wrong they might Be really nice on the inside and very Fun. Also it’s not what they look on the Outside it’s what’s on the inside thatCounts the most. I may not have eaten the sushi at The party because it looked yucky, Well maybe I’m wrong maybe it Tastes yummy. That’s another Don’t judge a book by its cover but it is a don’t judge the food on how it looks. It’s also like if I didn’t eat the passion Fruit because it looks yuck well I Have already eaten the passion Fruit so it’s not about me it’s about You. Every time I have passion fruit For fruit br eak I have people come Up to me and say uhh†¦ nd all Of those people who do this haven’t Even tried it. That’s another don’t judge food on What it looks like. So I think I’ve made my point so Next time you something that Looks unpleasant try it! You Never know when it comes To food, fashion, furniture And many more things. Next time you see someone Who looks unpleasant ask them To play because the chances Of you having a new best friend is possible! Thank you for listening to my Speech topic!

A Brief Biography of Karl Marx

Karl Marx (May 5, 1818–March 14, 1883), a Prussian political economist, journalist, and activist, and author of the seminal works, The Communist Manifesto and Das Kapital, influenced generations of political leaders and socioeconomic thinkers. Also known as the Father of Communism, Marxs ideas gave rise to furious, bloody revolutions, ushered in the toppling of centuries-old governments, and serve as the foundation for political systems that still rule over more than  20 percent of the worlds population—or one in five people on the planet. The Columbia History of the World called Marxs writings one of the most remarkable and original syntheses in the history of human intellect.   Personal Life and Education Marx was born in Trier, Prussia (present-day Germany) on May 5, 1818, to Heinrich Marx and Henrietta Pressberg. Marxs parents were Jewish, and he came from a long line of rabbis on both sides of his family. However, his father converted to Lutheranism to evade antisemitism prior to Marxs birth. Marx  was educated at home by his father until high school, and in 1835 at the age of 17, enrolled at Bonn University in Germany, where he studied law at his fathers request. Marx, however, was much more interested in philosophy and literature. Following that first year at the university, Marx became engaged to Jenny von Westphalen, an educated baroness. They would later marry in 1843. In 1836, Marx enrolled at the University of Berlin, where he soon felt at home when he joined a circle of brilliant and extreme thinkers who were challenging existing institutions and ideas, including religion, philosophy, ethics, and politics. Marx graduated with his doctoral degree in 1841. Career and Exile After school, Marx turned to writing and journalism to support himself. In 1842 he became the editor of the liberal Cologne newspaper Rheinische Zeitung, but the Berlin government banned it from publication the following year. Marx left Germany—never to return—and spent two years in Paris, where he first met his collaborator, Friedrich Engels. However, chased out of France by those in power who opposed his ideas, Marx moved to Brussels, in 1845, where he founded the German Workers’ Party and was active in the Communist League. There, Marx networked with other leftist intellectuals and activists and—together with Engels—wrote his most famous work, The Communist Manifesto. Published in 1848, it contained the famous line: Workers of the world unite. You have nothing to lose but your chains. After being exiled from Belgium, Marx finally settled in London where he lived as a stateless exile for the rest of his life. Marx worked in journalism and wrote for both German and English language publications. From 1852 to 1862, he was a correspondent for the New York Daily Tribune, writing a total of 355 articles. He also continued writing and formulating his theories about the nature of society and how he believed it could be improved, as well as actively campaigning for socialism. He spent the rest of his life working on  a three-volume tome, Das Kapital, which saw its first volume published in 1867. In this work, Marx aimed to explain the economic impact of capitalist society, where a small group, which he called the  bourgeoisie, owned the means of production and used their power to exploit the proletariat, the working class that actually produced the goods that enriched the capitalist tsars. Engels edited and published the second and third volumes of Das Kapital shortly after Marxs death. Death and Legacy While Marx remained a relatively unknown figure in his own lifetime, his ideas and the ideology of Marxism began to exert a major influence on socialist movements shortly after his death. He succumbed to cancer on March 14, 1883, and was buried in Highgate Cemetery in London. Marxs theories about society, economics, and politics, which are collectively known as Marxism, argue that all society progresses through the dialectic of class struggle. He was critical of the current socio-economic form of society, capitalism, which he called the dictatorship of the bourgeoisie, believing it to be run by the wealthy middle and upper classes purely for their own benefit, and predicted that it would inevitably produce internal tensions which would lead to its self-destruction and replacement by a new system, socialism. Under socialism, he argued that society would be governed by the working class in what he called the dictatorship of the proletariat. He believed that socialism would eventually be replaced by a stateless, classless society called  communism. Continuing Influence Whether Marx intended for the proletariat to rise up and foment revolution or whether he felt that the ideals of communism, ruled by an egalitarian proletariat, would simply outlast capitalism, is debated to this day. But, several successful revolutions did occur, propelled by groups that adopted communism—including those in  Russia, 1917-1919,  and China, 1945-1948. Flags and banners depicting Vladimir Lenin, the leader of the Russian Revolution, together with Marx, were long displayed in the  Soviet Union. The same was true in China, where similar flags showing the leader of that countrys revolution,  Mao Zedong,  together with Marx were also prominently displayed. Marx has been described as one of the most influential figures in human history, and in a 1999 BBC poll was voted the thinker of the millennium by people from around the world. The memorial at his grave is always covered by tokens of appreciation from his fans. His tombstone is inscribed with words that echo those from The Communist Manifesto, which seemingly predicted the influence Marx would have on world politics and economics: Workers of all lands unite.†

Essay on Morals and Values in The Lottery by Shirley Jackson

Morals and Values in The Lottery by Shirley Jackson In Shirley Jacksons, The Lottery, human morals and values are thrown away all for the pride of winning something. What is it that they really win? When you win the lottery in this story, you actually win death by stoning. Isnt that ironic, people actually being competitive and getting excited about death in public. What morals or values do these people really have, and how are they different from what common society is thought today? The first to gather in the square on the day of the lottery are the children. The children, sweet, innocent children who do not know any better and are only taking part in this cruelty because they view it as a fun game. Then the adults†¦show more content†¦The main characters in this story also exhibit these same characteristics. Somewhere deep inside they have got to know the difference between right and wrong, but for traditions sake, they continue the stoning process. The black box symbolized tradition verses progress. The towns peo ple are repressed and cant grow because of the killing tradition. The story also has a literal conflict as Tessie Hutchinson is complaining about the cruelity and injustice, then the crime turns around and happens to her This womans small child is even taught the tradition when he throws pebbles at his mother. These people were involved in every day society and in church, yet they took it upon themselved to kill one another. In todays society the actions taken in this story would have been considered morally wrong and punishment for committing these crimes would be handed down by the court system. The judicial system of today would punish them with incarceration or death by leathal injection. This legal system was actually illegal, more of a marshal law. These people were ruling themselves. The best example is Mr. Summers, he made it a happy gathering, conducted all the civil activities, and then was also the executioner. He brings with all his justice and ruling, death. T he purpose of the lottery is to weed out the people and learn the cycle of life is to accept democracy. I feel that Shirley Jackson did an excellent job in identifying the injustice of thisShow MoreRelatedComparing The Most Dangerous Game By Richard Connell And The Lottery1080 Words   |  5 Pages Fiction Essay Outline Eng 102 Thesis: When comparing â€Å"The Most Dangerous Game† by Richard Connell and â€Å"The Lottery† by Shirley Jackson. Both the authors stress the purity of life. How somethings are done just because, with no true value generation after generation. I. Introduction A. Thesis Statement B. â€Å"The Most Dangerous Game† by Richard Connell C.† The Lottery† by Shirley Jackson II. Main Characters A. â€Å"The Most Dangerous Game† by Richard Connell 1. General Zaroff: Presider of the GameRead MoreThe Lottery, By Shirley Jackson847 Words   |  4 Pagesâ€Å"The Lottery,† which is a famous short story written by Shirley Jackson in 1948, described the view of an annual lottery event in a small village. In the beginning of the story, on June 27 in each summer, the lottery occurs; all people in the village gather at the spare, and they express their excitement to find out the winner of the lottery. However, there is a totally surprising ending in the story of Shirley Jackson. The prize of the lottery is not any money or gift, which we expect. It is theRead MoreGreat Theme of Symbolism in the Short Story, The Lottery, by by Shirley Jackson1033 Words   |  4 Pagesgoal of most short stories is to convey a message or moral, but like any form of literature, some short stories are better than others. Out of all the short fictions read in the Grade 11 English curriculum, The Lottery by Shirley Jackson is by far the most importan t story read because of the theme, the characters and the symbolism. The Lottery is a story about a community, who every year draws the lottery for someone in the village. A lottery is often associated with positive things such as prizesRead MoreThe Lottery, by Shirley Jackson1468 Words   |  6 Pagesfrowned upon for doing so. In Shirley Jacksons â€Å"The Lottery† she does exactly that by portraying themes like the inhumanity of violence and the tendency people have to follow traditions even when they do not agree with them. In a short biography about Jackson it says â€Å"The story was met with an avalanche of feedback, including hate mail and cancelled subscriptions. Many folks interpreted the story as an attack on the values of small towns America† (â€Å"The Shirley Jackson Page at American Literature†)Read MoreAn Analysis of Shirley Jacksons The Lottery and Flannery OConnors A Good Man Is Hard to Find1360 Words   |  5 PagesShirley Jackson The Lottery Shirley Jacksons short story The Lottery depicts life in a provincial American town with rigid social norms. Mr. Summers symbolizes everything that is wrong with the town; he represents blind adherence to ritual, social rigidity, and resistance to change. His name corresponds with the seasonal setting of The Lottery, too, drawing attention to the importance of his character in shaping the theme of the story. Summers is in charge of the central motif of the storyRead MoreEssay Tradition or Cruelty in Shirley Jacksons The Lottery1147 Words   |  5 Pagesis no logical reason to continue this fà ªte, as it holds little or no value.   With the passage of time the actual reasons have been lost or distorted, such as in the case of Shirley Jackson’s â€Å"The Lottery.† Shirley Jackson’s short story, â€Å"The Lottery,† focuses on an outdated tradition, similar to the holiday of Thanksgiving; the town in her story observes a custom which holds little or no reasonable purpose in society. The lottery is performed every year, and the winner – instead of winning money orRead MoreThe Lottery, by Shirley Jackson and A Good Man Is Hard To Find, by Flannery OConnors1074 Words   |  5 PagesIn Shirley Jackson’s short story the Lottery and Flannery O’Conner’s â€Å"A Good Man is Hard to Find†, there are a few aspects of a similar nature that attempt to tackle the nature essence of the human condition. Both short stories respectively portray two similar types of foreshadowing where one is random the other is premeditated, which leads these stories to their very surprising dramatic climax that is held until the end of each story. I believe that these important variables of both stories haveRead MoreEnglish1285 Words   |  6 Pagesevery one of us because we are persuaded by such advertisements. Robert Scholes of â€Å"On Reading A Video Text†, and Shirley Jackson of â€Å"The Lottery†, show appropriate examples of the world we live in today. Robert Scholes proves how distorted and misconceiving people construe the world through the â€Å"Lottery†, proving his idea of cultural reinforcement. In â€Å"The Lottery† by Shirley Jackson, the small town of 300 people consists of a very active community, which is very routinely. The children go off toRead MoreThe Lottery, By Shirley Jackson And The Imprisonment Of The Child1233 Words   |  5 Pagesinfluenced by many ideologies. Some includes, religion, politics, economy, and moral/culture. However, all the ideologies that affect the society has one thing in common, which is tradition. Tradition makes up the very fabric of society. It is a practice that was established in the past and it is still continuing to be celebrated to the president day. For example, the lottery in the story â€Å"The Lottery† by Shirley Jackson and the imprisonment of the child in the story â€Å"The Ones Who Walks Away fromRead MoreCompare Contrast Fiction Essay794 Words   |  4 PagesCompare Contrast: The Rocking-Horse Winner/The Lottery ENGL 102_B40: Literature and Composition Spring 2011 Michaela Gates L23562144 APA Gambling, whether for life or money, is risky and success is not guaranteed, even if you ‘win’. Two different tales both involving risk. 1. Gambling for something valuable - One for life and the other for money 2. Characters’ Personalities - Paul was hopeful and cared deeply for his

The Theme Of Change And Transformation In The Alchemist By...

The Alchemist is a novel written by the Brazilian author Paulo Coelho, originally written in Portuguese in 1988 and later translated to English in 1993, which follows the journey of Santiago on his quest to not only follow his Personal Legend, but also to discover a world full of changes and transformations. Looking at this story at first glance might give you the feel that it will be about a boy on a quest filled with the expected trials that test his heart, strength, and character. Elements like this are present, however, the story makes the reader think deeply about the motif dealing with following the signs the universe gives. This is due to various symbols and motifs, one having to do with omens, that Santiago and many characters†¦show more content†¦The reason Santiago moving from Spain to North Africa and changing the landscape fit with the story’s running theme of change and transformation is because of how he had to adapt. In Part II of The Alchemist, the cha nge of setting reflected change and transformation because of how the crystal shop merchant headed the words of the boy and changed the setting of his crystal shop to attract more customers. This is similar to how Santiago was pushed by his recurring dream to leave his normal environment in search of treasure in a strange and new one. Santiago plays a huge role in the theme is developed throughout the story. This is mostly due to how much the reader sees how Santiago changes as the novel progresses and as he gets closer to completing his Personal Legend. In the beginning of the story it is revealed that Santiago decided to abandon becoming a priest in favor of traveling, which can be interpreted as the earliest sign of change and transformation from the main character before his real journey begins. I found these one day in the fields. I wanted them to be a part of your inheritance. But use them to buy your flock. Take to the fields, and someday youll learn that our countryside is t he best, and our women the most beautiful (Coelho 18). Digging into the story more only leads to more examples of how Santiago changes. One major example thatShow MoreRelatedEssay Archetypal Symbols in the Alchemist1002 Words   |  5 PagesThe Alchemist was written by Paulo Coelho and it was first published in 1988. It was originally written in Portuguese and has since been translated in 67 different languages. It has sold over 65 million copies worldwide and was awarded â€Å"Best Fiction Corine International Award† in 2002. It follows a story of a boy named Santiago who is following his personal legend. The Alchemist has many archetypal themes and symbols including wise old men, women, and the nature around him. Throughout this novelRead MoreA Comparative Analysis of Characters in Oh Brother, Where Art Thou?, Homers Iliad and Odyssey and The Alchemist765 Words   |  3 Pageswhich certain themes appear again and again over time, in literature, religion, mythology, and culture regardless of the geographic location, the economic status, and the time period. Perhaps it is the innate human need to explain and explore the known and unknown, but to have disparate cultures in time and location find ways of explaining certain principles in such similar manner leads one to believe that there is perhaps more to myth and ritual than simple repetition of archetypal themes. In a sense

There Will be Blood free essay sample

Anybody whos ever been a fan of Radiohead probably knows that Jonny Greenwood knows music. From the hypnotic and commanding guitar work of OK Computer to the carefully arranged sonic bliss of Kid A, Jonny Greenwood is an expert at using sound to take you places. We got a little taste of what Jonny can do without the band in his free-jazz score for the film Bodysong in 2003, but something about that effort seemed a little lacking of the diversity that you come to expect from him. There Will Be Blood, however, feels so much more complete, even in its tidy little 33-minute duration. As a good film soundtrack should, each track washes a different mood over you and brings life and excitement into the room. The piano and percussion are so weightless and beautiful, and the strings carry your mind and allows it to flow with the melodies. Youll often find yourself staring down a chasm of sound, patiently waiting to hit the bottom. We will write a custom essay sample on There Will be Blood or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Greenwoods creative well never seems to run dry, even after 7 albums with Radiohead, two film scores, and even that little dub reggae project he did in early 2007. With that said, this is one well I doubt is going to dry up anytime soon. Even though this is only his second film score, it feels like hes been doing it for years. Theres definitely going to be blood if you dont check this one out. Bet on it.

The Journal of Albion Moonlight

The Journal of Albion Moonlight by Kenneth Patchen is a famous antiwar novel. At 313 pages the novel is a weighty tome and is quite difficult to go through. In addition the novel is written in a very confusing manner and it is hard to get a sense of plot out of it.Advertising We will write a custom critical writing sample on The Journal of Albion Moonlight specifically for you for only $16.05 $11/page Learn More The novel can be seen as a lament on the horrors of war. Patchen’s narrator Albion Moonlight is supposed to represent an ordinary man. His narration documents a journey in the physical world which is, at the same time, a journey into the farthest reaches of his inner self. The story is often interspersed with ominous prophesies about death and widespread destructions in the style of the biblical Book of Daniel and Revelation by John of Patmos. The physical journey of the novel is concerned with going to meet a mysterious person named †˜Harry Rovias’ who lives in the village of Galen. The significance of the name ‘Rovias’ lies in its being the word ‘Savior’ spelt backwards. The narrator and his party depart New York and embark on the trip on the 2nd of May. The entry for the 10th of May reveals that the party is headed to meet Rovias. Other entries consist of internal dialogues about the nature of God and the feelings of terror experienced by the wanderers (Patchen, 1961). The entry for the 19th of June consists of a meeting with Roivas in which Albion Moonlight has a long conversation with him. Later he continues a correspondence with Rovias. Throughout the journey Albion makes reports for Roivas’s perusal. On the 20th of June, Albion records that a small, invisible animal called the ‘entichahoosh’ brought him a communication from Roivas (Patchen, 1961). Up to page 47, the novel consists of journal entries only. After the entry for the 23rd of June, Albion dec ides to tell his story in the manner of a novel. The rest of the book consists of chapters of the novel along with journal notes that record the events of the journey and make comments on the novel (Patchen, 1961). The book ends with the entry for the 27th of August wherein Albion says that he has come within sight of the house of the Savior and has seen the face of Christ look out of every window. He then repudiates himself and declares that he is lying. Albion ends the entry and the book with a declaration that there is no way to end or begin the book and the book ends at that (Patchen, 1961). While the plot of the book is difficult to fathom, the message it gives is quite clear. The writer is a pacifist and completely opposed to war of all kinds. He does not consider the Second World War that was going on at that time as a just war. Albion laments the death and destruction wrought by the war. He does not consider one side to be morally superior to the other. In his view, the Alli es and the Axis are both two faces of the same coin, both are destructive forces united against humanity (Patchen, 1961).Advertising Looking for critical writing on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Albion believes that capitalism inevitably leads toward war. In his view, the destruction of the capitalist order is necessary in order to prevent destructive wars. Albion also excoriates those who become agents of war, those who glorify war and those who are willingly led towards slaughter by capitalist leaders by the use of such sentiments as patriotism and nationalism (Patchen, 1961). At times the novel is high in rhetoric and moralization, an example of this can be seen in Albion’s dialogue with a recruiting officer: â€Å"Number Seven: Oh that’s it! so you’re just pain afraid, eh? Moonlight: Yes I’m plain afraid and fancy afraid, but that’s not my reason for refusing to fi ght in an Imperialist war. Number Seven: Ahha, so that’s it – a Red. Moonlight: Yes I’m a Red and a Black and a Brown, and a Yellow, and a White: I’m a Negro, a Chinaman, a German, a Spanish and a Swiss. Number Seven: Don’t get cute†¦Advertising We will write a custom critical writing sample on The Journal of Albion Moonlight specifically for you for only $16.05 $11/page Learn More Moonlight: I’m the grandson of a man who was killed in a coal mine because the owners saved a few dollars on timbers, I’m the son of a man who worked thirty years on a farm and was buried in a pauper’s grave; I’m the friend of a man who was lynched because he had a black skin†¦and you sit there on your flabby ass and ask me to sign a paper saying that I’ll take a rifle and shoot down my own people†¦I said my own people†¦ I refuse to kill in your defense – so long as there is war b etween the nations, the working classes of the world will be blinded to one simple fact: that they have only one enemy – the German people, the English, the Dutch, the Japanese, the Mexican – one common enemy; and that is Capitalism (Patchen, 1961).† Albion considers all the poor and oppressed of the world to be his own people. He refuses to fight against the Germans because he considers the German majority, consisting of poor people to be his own people. Instead he proposes a socialistic war in which the poor of the United States, Europe and Russia unite to fight against the capitalistic upper class that benefits from their labor and induces the poor of the world to give up their lives fighting against those who are poor like them (Patchen, 1961). Throughout the journey Albion Moonlight and his company are followed by various terrors such as killer dogs and the undead. The journey takes the company through large American cities; however these are often described in a fabulous or an extremely sarcastic manner. Patchen himself is a character in the novel. Albion makes references to him in his journal: â€Å"I am glad to be writing in this book. Patchen calls it a journal but it is not a journal. This is probably the most evil book ever written by an American. It does not suggest that there is anything to do; it does not proclaim that there is anything to believe; it simply is the unwinding of a man’s head in a world where thought is useless† (Patchen, 1961). These words reflect Patchen’s belief in the essential futility of his advocacy of pacifism and socialism. He knows that despite his laments people will continue to get fooled by the false religion of nationalism and patriotism and will continue to war with one another, lead by the capitalistic upper class who are guided by nothing other than greed. The Journal of Albion Moonlight is, on the whole, not a very accessible book. However despite this it manages to be prea chy at times and imparts its message to the reader in a very overt and high handed manner. This is why, despite having hauntingly beautiful passages and advocating a point of view that may be offensive to many, but contains an essential truth that no one can deny, the book manages to confuse and exasperate the reader. Possibly if the plot of the book was clearer and the preachiness of the message was reduced, the effect of the book would have been enhanced. Questions:Advertising Looking for critical writing on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Why did Patchen choose to use a convoluted and indecipherable plot in his novel, wouldn’t a clearer plotline be more useful in portraying his message? What do the dogs and the zombies following Albion Moonlight’s party represent? Does Moonlight wish to bring about the end of the world or does he wish to prevent it? References Patchen, K. (1961). The journal of Albion Moonlight. New York, NY: New Directions Publishing. This critical writing on The Journal of Albion Moonlight was written and submitted by user Wesley S. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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