Pragmatism and the Progressive Era - Free Essay Example

Sample details Pages: 7 Words: 2191 Downloads: 1 Date added: 2019/06/24 Category History Essay Level High school Tags: Progressive Era Essay Did you like this example? Pragmatism is a concept developed by Charles Pierce, John Dewey, and William James which simply states that Pragmatists rejected all forms of absolutism and insisted that all principles be regarded as working hypotheses that must bear fruit in lived experience (Burke, 2007). George Mead always believed that the role of the scientist was to solve problems, and pragmatism adopted this same focus; that of the scientist whom is interested in generating ideas that help to solve the problems within society. According to George Ritzer, pragmatism directly relates to Meads sociological theory based on the fact that pragmatists believe that truth and reality are actively created through individual and social acts, the use of reflective consciousness allows people to base their knowledge of the world on what has proven useful to them in the past, and that our understanding of actors should be based on the actors conduct in the world (2011, p.422). The pragmatists rejected all forms of absolutism and insisted that all principles be regarded as working hypotheses. To Mead, pragmatism reflected the triumph of science and the scientific method within American society and their extension into the study of the social world belief in the superiority of scientific data over philosophical dogma and all other types of knowledge (Ritzer, 2011, p. 422). Mead insisted that City Hall would be the center of the reform movement and actively tried to reconcile research with political engagement (Shalin, 198 8, p. 923). Don’t waste time! Our writers will create an original "Pragmatism and the Progressive Era" essay for you Create order According to Shalin, Mead agreed with the author, Le Bon, about the fact that socialist teachings tended to become dogmatic as it lays claim to a priori validity. Mead renounced all versions of socialism that sanctioned violent means, and expressed skepticism over Marxs economic analysis, which he found at odds with economic and political realities of the time (1988, p. 925). Mead believed that social democrats had taken over the quest for justice. They denounced revolutionary violence and instead became progressive reformers with an emphasis on pragmatism and opportunism. By the early 1900s Mead had moved away from Socialism and was identifying himself with the Progressive creed, which was basically an unswerving commitment to societal reform through non-violent constitutional methods (Shalin, 1988, p. 926). This credence is easily identified in a publication of Meads during his time at the University of Chicago, The Working Hypothesis in Social Reform (1899). In this document we see how Meads theories based on behaviorism and the mind are inextricably intertwined with the notion of pragmatism and progressive social reform: In social reform, or the application of intelligence to the control of social conditions, we must make a like assumption, and this assumption takes the form of belief in the essentially social character of human impulse and endeavor (Mead, 1899, p. 370) and What is the function of reflective consciousness in its attempt to direct conduct? The common answer is that we carry in thought the world as it should be, and fashion our conduct to bring this about (Mead, 1899, p. 371). The use of science to solve societal issues was an important part of Meads work in social reform. What he said in The Working Hypothesis in Social Reform shows clearly his belief in pragmatism and necessary reform: A conception of a different world comes to us always as the result of some specific problem which involves readjustment of the world as it is, not to meet a detailed ideal of a perfect universe, but to obviate the present difficulty; and the test of the effort lies in the possibility of this readjustment fitting into the world as it is. Reflective consciousness does not then carry us on to the world that is to be, but puts our own thought and endeavor into the very process of evolution (Mead, 1899, p. 371). According to Mary Jo Deegan, Professor of Sociology at the University of Nebraska, although Mind, Self, and Society is considered to be Meads most famous work, much of his work and writings, which contributed to social reform of his time, had been neglected (1978, p. 362). Deegan also asserts that, the examination of the biological basis of man, the evolution of society which is mirrored in the development of the self, and the use of science as a method for the individual to change society and, in effect, to change the generalized other, are all componential aspects of Meads view of man, his mind and self. (1978, p. 363). Jane Addams and Ellen Gates Starr created Hull House in 1889 on the South side of Chicago, Illinois after being inspired by visiting a similar settlement in London called Toynbee Hall. Addams and Starr believed that by living as neighbors to the impoverished residents of Chicagos ninth ward they would be able to better learn, understand, and help the residents. They found that the women of the ninth ward were in need of childcare and began their work by opening a kindergarten and nursery, as well as creating adult classes. Soon, other educated women had begun to join Hull House, including Julie Lathrop, Florence Kelley, Edith Abbott, Charlotte Perkins, and others. Addams, as a pragmatist, valued real life experience over theoretical generalizations and her methodology consisted of participant observation alongside empirical data and placed great importance on the vantage point of an issue. Her research was practiced through what she called the neighborly relation, which is an authent ic, caring relation between the researcher and the subject of the research (Ritzer, 2011, p. 307). According to Ritzer, Following the pragmatic creed of testing the truth of ideas by experience, Addams drew on her Hull House work to develop a sociological theory based on the conviction that people had now to begin to work collectively and cooperativelywhich meant learning to tolerate differences (2011, p. 309). Although Addams clearly identified with particular groups (pacifists, socialists, feminists, etc.), she refused to be labeled as such. This refusal was pragmatic rather than ideological. Addams commitment to social cohesion and cooperation prompted her to eschew what she perceived as divisive distinctions. Active democratic social progress was so essential to Addams that she did not want to alienate any group of people from the conversation or from the participation necessary for effective inclusive deliberation (Hamington, 2018). Addams was considered a practitioner of radical meliorism in her time; she challenged the existing structures of current pragmatism by advocating for the betterment of all society, rather than simply social progress. She termed this lateral progress; meaning that social advancement could not be declared through the breakthroughs or peak performances of a few, but could only authentically be found in social gains held in common (Hamington, 2018). Mead and Dewey held the progressive stance that poverty was a result of faulty organization of society, not the fault of the individual (Shalin, 1988, p. 930). Addams was of the same mind. She argued that the poor were often victims of circumstance and that it is the responsibility of society to develop a means for their participation in lateral progress. One of the great sociological innovations of Hull House were the methods designed for studying and publicizing the social problems of the time. They redefined these issues from being considered unavoidable and showed that they were subject to social control, social improvement, and social elimination (Ritzer, 2011, p. 313). John Dewey was a disciple of William James and applied pragmatic thinking to education. He proposed the learning by doing model, rather than simply memorizing facts, and that interest was an intrinsic part of learning. Although Dewey and his colleagues at the University of Chicago were consistent supporters of unionism, they at first limited their labor activism to participating as experts in the movement for educational reform. The movement addressed class issues from the vantage point of the laboring poor (Feffer, 1994, p. 117). Dewey began his experimental University Laboratory School in 1896. The participants and their activities brought together an extended community of reformers, academics, and parents who shared Deweys commitment to democratic education (Feffer, 1994, p. 119). His school avoided the regimentation that characterized most schools of the era and instead focused on educating through practical application of the material and the interests and needs of the students. Florence Kelley came to Hull House in 1891 where she opened an employment center and began conducting research on sweatshops for the Illinois Bureau of Labor Statistics. She was a member of the Socialist Labor Party and brought with her a sense of class-consciousness and conviction for the improvement of working conditions for all. At this point, Hull House became more involved in the labor movement. She advocated for minimum wage, shorter work days, and childrens rights, and was an activist for womens suffrage and African-American civil rights. During her time at Hull House, Kelley was able to advance her career as it provided her with a network to social organizations while bypassing male organizations in her pursuit of social activism, as at this time women were denied participation in formal politics. One major difference between early female sociologists and the theorists commonly associated with the pragmatist tradition is vantage point. Addams spoke from the vantage point of women, immigrants, children, and the poor. She addressed womens issues and womens suffrage with a conviction that many male pragmatists of the time could not match, even if they were sympathetic to womens issues. Dewey championed feminine contributions to philosophy: When women who are not mere students of other persons philosophy set out to write it, we cannot conceive that it will be the same in viewpoint or tenor as that composed from the standpoint of the different masculine experience of things (Keith, 1999, p. 330). George Herbert Mead and John Dewey were both active in the suffrage movement and members of Hull House. Mead and Addams worked on a number of projects together including pro-labor speeches, peace advocacy and the Progressive Party, and Dewey often assigned Addams books to study in his university courses. Each had an influence of the others works, but Addams was often frustrated with the abstractness of the University of Chicago and preferred to theorize about the interchange between theory and practice while actively practicing at Hull House. During the Progressive Era, pragmatism was associated with professional, academic settings, although part of the premise of pragmatism was practice. This is why many women were not considered to be pragmatist philosophers at the time, but progressive reformers or activists. For example, although John Dewey and Jane Addams were both well known and influential in their time, they have been characterized very differently historically. Dewey was considered to be a great intellectual and Addams was considered to be an activist. However, even Dewey himself denied this characterization and credited Addams with assisting with the development many of his important ideas on education, democracy, and philosophy (Bruce, 2015). Addams work was mapped onto conventional gender understandings: male philosophers such as John Dewey, William James, and George Herbert Mead were regarded as providing original progressive thought while Addams was seen as brilliantly administering their theories (Hamington , 2018). Contemporary feminist pragmatists view this distinction as classic representations of gender archetypes: The man provides wisdom and the woman provides care. Ida Wells-Barnett was an activist for African-American rights and womens rights, she helped found the National Association of Colored Women and the National Association for the Advancement of Colored People (Ritzer, 2011, p. 316). She took an active role by campaigning for change. Beatrice Potter Webb first worked with the poor then used the method of participant observation in her sociological study. She became part of the Fabian Socialists who believed that the way to combat the great social inequalities London was experiencing was by providing accurate information on which a reformist state can be established and make policy (Ritzer, 2011, p. 324). Charles Pierce, John Dewey, and William James are credited with the development of pragmatism into a philosophy, yet only Dewey used pragmatism in practice. Pierce and James theorized and philosophized on the topic and use of pragmatism, but never used it for more than theoretical discussion, as far as I can tell. For example, James delivered a series of lectures in 1906; in his second lecture, James explained the methodology of pragmatism through a story of a squirrel and a man. In short, a squirrel was on a tree and a man was on the opposite end of the tree. The man continued to run round the tree, trying to see the squirrel, but the squirrel continues to run to the opposite side from the man until they are both circling the tree. The question is, does the man go round the squirrel. James determined that whenever you meet a contradiction you must make a distinction; in this case the distinction of the meaning of to go round. Technically, the man did go round the squirrel, since he had circled the tree and the squirrel was on the tree; and technically he did not, as the squirrel always had his back opposite the man and the man never went around the squirrels back. So, the answer depends on the distinction made. He explained, The pragmatic method is primarily a method of settling metaphysical disputes that otherwise might be interminable (Project Gutenberg, 2004). The difference between traditional pragmatist theorists and early female sociologists, omitting Dewey and Mead, was theoretical and metaphysical versus the actual practice of pragmatism for the betterment of society.

My Success As An Engineer - 900 Words

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I didn’t have many friends and this was the way in which I began self-definition. After my parents’ divorce, my sister and I were separated and up until that time in my life, she was the main influence for my personality. While my sister was great, I definitely had something unique about myself. Through excessive puzzle completing, I learned that my skill was problem-solving and that I was only helping the skill to grow through my puzzles. To this day I still find a joy in problem-solving, whichShow MoreRelatedHow The Mind Is An Essential Tool For My Success As An Engineer Essay1273 Words   |  6 Pagesrules in my professional life. Coming from an engineering background where rules and process are defined, from project proposal to pre-design, unto execution an d then to commissioning, each phase requires that strict process or rule must be strictly adhere to. 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Absolutism and Constitutionalism Free Essays

string(208) " an Act of Parliament, it could be dissolved only with the agreement of the members and those members did not agree to its dissolution until after the English Civil War and at the end of interregnum in 1660\." 1. Why did monarchs in the late 16th/early 17th centuries need new sources of income? Why did monarchs wish to get their income without the permission of the nobility? 2. Explain the role that each of the following played in the failure of England achieving absolutism, as well as the success of the French: England France  · Religion – Religion  · Parliament/Tradition – Estates General  · Personalities of Leaders – Personalities of Leaders  · Trust of Nobility – Trust of nobility 3. We will write a custom essay sample on Absolutism and Constitutionalism or any similar topic only for you Order Now Henry IV came to the throne and helped to end the French Wars of Religion. After over 30 years of civil war, France was a wreck politically and economically. To set the stage for absolutism, he and his finance minister, the duke of Sully, needed to strengthen certain aspects of the nation and weaken others. Explain where the following fell into their plans, using the terms in parenthesis in your answer:  · power of nobility (parlements)  · increased money for crown (monopolies)  · increased opportunity for economic success (canals, corvee) 4. After Henry IV’s assassination, his 9 year old son Louis XIII became king. Too young to rule, his mother named a brilliant official to serve as his regent. Explain how the following policies show the nature of Richelieu’s â€Å"raison d’etat†:  · Use of intendants  · Actions in the 30 Years War (1618-1648)  · Treatment of nobles  · Treatment of Huguenots 5. Describe the factors that led to the revolt (known as the Fronde) of the French nobility against the young Louis XIV and Cardinal Mazarin (1649-1652). What lesson did the Fronde teach Louis XIV? How did it help prepare the French people for absolutist rule? Helpful Hints for Reading this Section: o The first part of this reading provides an overview of the two systems of government that developed, and offers you hints as to why they developed as they did. Read this carefully so that many of the details listed in future sections will mean more to you. o There is a big difference between the English Parliament and the French parlements (note difference in spellings). The Parliament (-ia) historically had the ability to declare whether taxes were just (fair) or not, and so the kings/queens always had to go before Parliament whenever they needed money. Parliament, located in London, had the ability to make laws. French parlements (-e) were different in that there were many regional parlements as opposed to one central one, and they lacked the ability to make laws. Rather, the French parlements just had the authority to accept or refuse policies proposed by the monarchy. The French also had the Estates General to serve as its legislature, but it was a medieval creation that never really caught on among the French nobles. It could only meet when it was called into session by the king, and that was very rare (met once between 1618 and 1788). Chapter 13 – England 1. The Policy of Circumvention refers to the various English kings’ efforts to go around, or circumvent, Parliament in their gathering of money for the crown. Explain how each of the following was an effort to raise or save money, and why it angered nobles/members of Parliament:  · impositions- These additional custom duties were seen as taxation on imports and exports by Parliament and as requiring parliamentary consent. They angered nobles and members of Parliament because they viewed it as taxation without consent. selling titles of nobility (think supply and demand– why would nobles feel like they each had less power if there were more nobles in the nation? )- people did anything they could to get a higher position so of course they would buy titles of nobility and since there were many nobles now, previous nobles felt less power because there weren’t as many â€Å"important† titles for everyone.  · James I’s role as peacemaker- 2. Summarize the many religious complaints that were raised against King James I. In defending the episcopacy, what did James mean when he retorted â€Å"No bishops, no king (pg. 452). – James viewed the proposal to replace bishops with presbyteries as an attempt to diminish his power in the church so he quoted that. 3. What actions led Parliament force Charles I to accept the Petition of Right? How would Charles I have attempted to defend himself and his actions? What freedoms did the Petition guarantee? -disputes between Parliament and King Charles I over the execution of the Thirty Years’ War, Parliament refused to grant subsidies to support the war effort, leading to Charles gathering â€Å"forced loans† without Parliamentary approval and arbitrarily imprisoning those who refused to pay. The Petition guaranteed restrictions on non-Parliamentary taxation, forced billeting of soldiers, imprisonment without cause, and restricts the use of martial law. 4. Why did Parliament not meet between 1629 and 1640? Describe the circumstances that required their meeting in 1640. – The Triennial Act was intended to prevent kings from ruling without Parliament, as Charles had done between 1629-1640. The act required that Parliament meet for at least a fifty-day session once every three years. 5. Create a timeline using the following terms, explaining what each is and how the terms relate to one-another.  · Short Parliament Scottish Invasion  · Long Parliament’s New Laws (1640-41)  · Grand Remonstrance  · Invasion of Parliament (Roundhead/Cavaliers) 1639-1640 – Scottish Invasion= Breakdown of Charles’s government of Scotland and two attempts to impose his will by force. Scots rose in 1639 against Charles’ introduction of the English Prayer Bo ok into Scotland, the anti-royalist London merchants encouraged the invading Scots to capture Newcastle. This they did in 1640, totally disrupting the export of coal. The Scottish army remained in Newcastle for a year and charged the Corporation a regular fee for billeting its troops. 640 – Short Parliament= sat from 13 April to 5 May 1640 during the reign of King Charles 1 of England and called â€Å"short† because it only lasted 3 weeks. He was forced to call the Short Parliament primarily to obtain money to finance his military struggle with Scotland in the Bishops’ War. -Long Parliament= established to pass financial bills. It received its name from the fact that through an Act of Parliament, it could be dissolved only with the agreement of the members and those members did not agree to its dissolution until after the English Civil War and at the end of interregnum in 1660. You read "Absolutism and Constitutionalism" in category "Essay examples" 641 -Grand R emonstrance= a list of grievances presented to King Charles I by English Parliament on 1 December 1641, but passed by the House of Commons on the 22nd of November 1641, during the Long Parliament; it was one of the chief events which were to precipitate the English Civil War. 1642-1651 -Invasion of Parliament (Roundhead/Cavaliers)= was a series of armed conflicts and political machinations between Parliamentarians (Roundheads) and Royalists (Cavaliers). The first (1642–46) and second (1648–49) civil wars pitted the supporters of King Charles I against the supporters of the Long Parliament, while the third war (1649–51) saw fighting between supporters of King Charles II and supporters of the Rump Parliament. The Civil War ended with the Parliamentary victory at the Battle of Worcester on 3 September 1651. 6. Explain how the â€Å"Rump Parliament† and, more appropriately, Oliver Cromwell, ruled England during the period between Charles I and Charles II. – ruled first England, and then Ireland and Scotland from 1649 to 1660. After the English Civil War and the execution of Charles I, the republic’s existence was initially declared by â€Å"An Act declaring England to be a Commonwealth† adopted by the Rump Parliament, on 19 May 1649. The government took the form of direct personal rule by Oliver Cromwell. Just before and after the execution of King Charles I on 30 January 1649, the Rump passed a number of acts of Parliament creating the legal basis for the republic. Helpful Hints for Reading this Section: o To help remember the order of the English monarchs, try to remember the â€Å"Cromwell Sandwich. As with any good sandwich, it is named after the meat, which goes in the middle. Surrounding the meat is usually CHeese. In the Cromwell Sandwich then, the buns equal James (James I on top, or first, and James II bottom, or last) and the CHeese equals CHarles (Charles I on top of the meat or first, and then Charles II below the meat or second). Thus the order goes Bun (James I), Cheese (Charl es I), Meat (Oliver Cromwell), Cheese (Charles II), and Bun (James II). I don’t know, it helps me. : ) 1. Describe England under the Restoration of the Monarchy (what powers did King have? Religion? )- began in 1660 when the English, Scottish and Irish monarchies were all restored under Charles II. 2. Religion and the monarchy became an increasingly touchy subject in Restoration-era England. Discuss how the following acts/events display the conflict developing between monarch and Parliament:  · Clarendon Code= The Clarendon Code was a series of four legal statutes passed between 1661-1665 which effectively re-established the supremacy of the Anglican Church after the interlude of Cromwell’s Commonwealth, and ended toleration for dissenting religions. Declaration of Indulgence= Charles II of England’s attempt to extend religious liberty to Protestant nonconformists and Roman Catholics in his realms, by suspending the execution of the penal laws that punished recusants from the Church of England. Charles issued the Declaration on 15 March 1672.  · Test Act (note who this one was aimed at)= were a series of English penal laws that served as a religious t est for public office and imposed various civil disabilities on Roman Catholics and Nonconformists. The principle was that none but persons professing the Established Church were eligible for public employment, and the severe penalties pronounced against recusants, whether Catholic or Nonconformist, were affirmations of this principle. In practice nonconformists were often exempted from some of these laws through the regular passage of Acts of Indemnity 3. Both politics and religion played a large role in the forced removal of James II as King of England. Summarize the role of each, and note what served as the immediate cause of the Glorious Revolution. . Describe the political philosophy of John Locke found in his Two Treatises on Government. 5. How could one point to the Glorious Revolution and the English Bill of Rights as early successes for the history of Democracy? Helpful Hints for Reading this Section: o When trying to keep straight Thomas Hobbes and John Locke, think about what they stood for in regards to man’s â€Å"natural state. † Hobbes, who believed man was horrible, awful, wicked nasty and cruel, was a â€Å"Hater. † Thus, the first letter of his name and how he felt both match up (Hobbes; Hater). Locke, who said man was naturally good, was all about the Love. Thus, his name and beliefs are also connected by a first-letter principle (Locke; Love). Chapter 13 – France 1. Explain how the theory of Divine Right strengthened Louis XIV’s power as king. How did his saying â€Å"L’etat, c’est moi† reflect the teachings of Bishop Bossuet? – The Divine Right strengthened Louis XIV’s by saying that dictators, nobles, and parliament don’t have power over the people. â€Å"L’etat, c’est moi† means â€Å"I am state† reflected the teaching of Bishop Bossuet by saying God has the almighty power. 2. The Palace at Versailles is an integral part of Louis XIV’s strong reign. Answer the following with regard to life in Versailles:  · To â€Å"domesticate† something means to make it tame, or to train it to be useful to humans. In what ways did Louis XIV â€Å"domesticate the nobility? †  · Why did Louis XIV order nobles to follow such trivial social rules and elaborate social functions at Versailles? Louis ordered nobles to follow trivial social rules and elaborate social functions at Versailles because he wanted them to have less power, so they won’t be a threat to him. What types of people did Louis choose to head his government agencies? Why did he prefer to use them instead of the nobles, as was the case in other times and other countries? Louis XIV replaced the princes who had previously held positions as ministers with new aristocrats who feared him more. This gave Louis XIV, the King of France more power. 3. Explain the ways in which Jean-Baptis te Colbert made France’s economy superior to any other nations’ in the 17th century. How did the marquis of Louvois dramatically increase the effectiveness of France’s military? 4. Louis XIV’s France became so powerful that no one nation could likely stand up and defeat the French. For that reason, Louis chose to involve himself in a series of wars that would eventually break his nation’s finances. Include each of Louis XIV’s war in a timeline that shows the following:  · Years fought  · Reasons for War  · How foreign nations worked to Balance out French power  · Outcomes of War 5. Why did Louis XIV feel it was necessary to revoke the Edict of Nantes? What impact did this move have on his nation? Huguenots as a threat to his power. Huguenots through his reign were hostile to the crown and launched revolts. The revocation of the Edict of Nantes caused large numbers of them to flee to other protestant countries and establish themselves there, weakening the French economy. 6. Explain why the War of Spanish Succession (and the subsequent Treaty of Utrecht) makes a fitting culmination to a. the grand wishes of Louis XIV’s plans for domination of Europe, and; b. the principle of Balance of Power used to stop Louis XIV and contain French power 7. Consider Louis XIV’s Legacy. Create a list of positive and negative aspects of Louis XIV’s legacy. Then, create a thesis statement that evaluates the impact of Louis XIV on French history. Be sure your thesis 1) takes a side/has direction, and 2) does not simply list 3 things Louis did good and/or bad. o Intendants were government officials (royal civil servants,’ according to the text) in charge of oversight duties across all areas of French society. They were responsible for making sure that all tax money collected by regional tax officials went directly to the king (as opposed to some going to the collector’s pocket), and to oversee the training and discipline of the French military. They studied efficiency in production and carried their lessons to emerging French industries. Possibly the most important aspect of the intendants was the fact that they were not of strong noble birth. Richelieu and Louis XIV realized that using nobles to do the most important jobs of government ran counter to the idea of centralizing full power in the hands of the crown. For that reason, the intendants typically came from middle class backgrounds, people who did not possess large lands of their own. Thus, these peoples’ success in life was fully-dependent upon the king. If they became corrupt, another intendant would call them out and they would lose their job and what was likely their only chance to be very successful in life. This created an incredibly driven, obedient and loyal bureaucracy for the French kings. o During the Counter-Reformation, several different groups of Catholics came up with various ways they saw as correct in regards to Catholicism. The Jesuits were likely the most famous and most successful, as they traveled to every coastline and set up schools and monasteries in most all prominent nations. One of the Jesuits’ key messages to people was, â€Å"we can help save you. † By this, the Jesuits promoted the fact that people who were Catholic could be guaranteed salvation, so long as they followed the 7 sacraments and did as their priest told them. Another group, the Jansenists, saw this as untrue. Much like Luther and Calvin, the Jansenists believed that there was nothing people could do on earth to guarantee their salvation. They still believed in following all 7 of the Sacraments and other areas of Catholic doctrine, but they said that getting into heaven had to be a â€Å"gift† of God’s grace. A big religious dispute broke out within the Catholic church, and the influential Jesuits led an out-cry of opposition against the Jansenists. The point the text is trying to make with the Jansenists is that their group offered a form of Catholicism that included aspects of many Protestant religions (role of faith/grace as gift for salvation etc. ), which potentially could have kept French Huguenots (French Protestants) within the Catholic faith and kept them within France. When Louis XIV outlawed Jansenists, he made legal only the strongly anti-Protestant Jesuit Catholics, who began pushing for strong laws against Protestants. How to cite Absolutism and Constitutionalism, Essay examples

Responding Non-Defensively to Criticism free essay sample

Proper communication is an important part of everyday life and crucial to a successful work environment. This is the second article in a three-part series that offers tips to help avoid miscommunication. Results, not intentions, are the true measures of successful criticism. The person hearing the criticism cant hear your intentions. She can hear only your words. Completing a mental checklist before offering constructive criticism can help you match your words to your intentions. Identify your motive before you speak. Reasons for positive criticism include your commitment to and concern for another person and a sense of responsibility to do things correctly. Reasons for negative criticism include poor self-esteem an attempt to build yourself up at someone elses expense or a defense or excuse for your own failures. If we listen to the criticism, however judgmental it sounds, and figure out whether we think it applies to us or not, then we dont have to retaliate immediately and intensify the conflict. We will write a custom essay sample on Responding Non-Defensively to Criticism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Later, during the same conversation, or perhaps even at another time, we can ask the other person (if we are sincerely curious and not point-proving) Do you think your sarcasm (for example) contributed in any way to how I reacted? Or, Do you think you ever (for example) have double standards-or do you think you dont? We can bring up related issues, if we create a transition period and deal first with the one our partner brought up. To remain non-defensive, we must separate how we take accountability ourselves from whether or not the other person chooses to do so at any given moment. When we need to prove our partner is as bad as we are or worse, we are neck-deep in the muck of power struggle. In non-defensive communication, we address Ginger Hansen Page 2 the issue the other person has brought up trusting that we can bring up our own issue later. Doing so can give both partner a hearing aid? Perceptions and self control are key in attempting to respond no defensively to criticism. In accord with our text book this article suggests that we take control of yourself and thick before we speak. The 8 different types of non defensive responses that can be used independently for a single criticism are as follows: 1. Ask for specifics. 2. Guess about the specifics. 3. Paraphrase what the criticizer just stated. 4. Ask the critic what he wants. 5. Inquire about the negative impact of the behavior. 6. Ask if anything else is wrong. 7. Agree with the truth. 8. Agree with the critic’s perception. I feel all the different studies performed on this issue are valid but further studies need to be performed suggesting methods to strengthen our struggles in the ever so difficult task of responding non defensive to criticism and not just automatically retaliating and fueling the fire of criticism. That will only invite an even more in-depth disagreement which can result in a knock down drag out fight. Just stop! Consider the alternative and look at where they are coming from, what has triggered it, and are it even valid.