Vygotskys Zone of Proximal Development

Vygotskys Zone of Proximal DevelopmentLev Vygotsky views collaboration with peers as an effective way of culture. He suggests that more than cooperative information activities should be utilise in the schoolroom in which little(prenominal) able students turn with assistance and support from more well-read peers, within their zone of proximal using. In other words, according to Vygotsky, the task poses internalised through actual relations amidst the students (Vygotsky, 197857) and successfully performed.In one of my position Literature lessons, I taught a group of Y11 second language learners how to answer and analyse a question using PEER (Point Evidence Explain Reflect) technique. The students were revise exam-type questions and had to be ready for analysis. I started with a demonstration activity from the novel I am the King of the Castle. With some leading questions, I started analysing the point, involving the students in conclusion evidence, linkers, explanati on, etc.As soon as the students were charge with an individual task, the majority of them (7 out of 10) were able to perform with no challenges due to their prior experience and vocabulary. On the other hand, the ripe students were not able to follow the critical task unaided. Therefore, they were paired with more able students to practise analysis, finding evidence, explaining and evaluating. The less able students were doing it flop till the point when more criticality needed. With a little aid from a more workmanlike peer, they developed conceptual learning.In future lessons, granted a similar task, students result be able to perform with more confidence and once it is internalised, hold up might be removed. I think as a conceptual tool for t severallyers the ZPD is very steadying in developing a curriculum which will challenge students learning and enable them to enquire it in addition assistants teachers in effective grouping of students where less able students can achieve with some guidance and support from more competent students. Finally, the ZPD might be helpful in assessing students abilities in order to decide their year group distribution.=====================================================================================In this specific lesson, I managed scaffolding the group of Y11 second language students to write effectively. My briny objective was how to write interesting, imaginative and thoughtful texts, using appropriate and effective vocabulary. (The lesson objectives were taken from the Writing Assessment Foci (AF1/AF7) of the National Curriculum.) Due to the different ability take manoeuver of students, I demonstrated all the instructional options marriagemarised by Wood, (1988).In the video clip, David Wood explained evidently the difference between contingent teaching and scaffolding, highlighting that scaffolding is a functional analysis of the kinds of activities that a teacher might undertake to simplify the students learning whereas contingency is about interaction, process, its how teachers go about of supporting a particular individual when they be setting out to learn. Therefore, I have-to doe withd all the five instructional options as aspects of scaffolding.I give awayd the lesson objectives and outcomes of writing effectively, and assigned the students to write a one cable description of a man who is smiling coldly. My verbal instruction was to look at their partners last(prenominal)ure and comp be their responses, ensuring that the sentences matched the assessment foci. The more competent students performed very well because of their pre-existing knowledge of literary devices, sentence structure, effective vocabulary, and the ability to look at the context, whilst the less capable students used very simple and uncomplicated sentences. At this point, I provided some prompt by asking them to write a one line description of a man who is smiling coldly, using the word ARCTIC. This metre, the students also loped individually and upon their task completion, I asked them to compare their responses with the model sentence on the display panel Mr. Fisher had a smile of arctic brightness. While working as a class and comparing their sentences, the students then had to consider how the description worked there, what literary devices were used to make the sentence more effective.Obviously, a few of the students with less competence could construct a sentence with the word arctic because they did not know what it meant. I then provided a thesaurus support, asking them to first look up the word and then, using some other techniques of personification or imagery and too-careful sentence structure to construct a sentence, which meets the objectives of the lesson. The students still struggled with the use of a simile, metaphor, etc. therefore, a group of more knowledgeable students was swapped to provide support to those less competent peers by sharing their examples, reinforcing the use of literary devices, using effective vocabulary and correct structure. With the additional support, the students came up with a word form of sentences. They were also provided with a checklist of expected skills they needed to accomplish the task. This was through as a class work, thoroughly read and explained. In Woods terminology, this was a stage where I demonstrated contingent teaching with the features of interactive instruction. I indicated the material and named them for the assembly.The rest of the lesson was spent in focus on exploring the necessary skills in writing and the students were assigned with a final task of writing a character description using one of their carefully crafted sentences as a starting point.To sum up, I should put together Woods theory of scaffoldingGeneral Verbal Prompt (GVP) was given throughout the lesson to give instruction and introduce the topic, etc.Special Verbal Instruction (SVI) was given as well when the students had to construct their own sentences and compare them either with their partners or with the model. Even though this work was done individually, the students still could do this unaided, due to their pre-existing knowledge.Indicating Material (IM) was the next step when I suggested the use of a dictionary, constantly reminded the students of the AFs, objectives of the lesson, and provided the assistance of more competent students to help to successfully accomplish the task.To prepare for the assembly of the final writing piece using literary devices, appropriate and effective vocabulary, and an effectively written text, the students were distributed a checklist and framework of expected skills explored during the lesson.A demonstration (DEM) of how to write imaginary and thoughtful sentences using an effective word choice was also used throughout the lesson by sharing model sentences with all the students to facilitate their work and understanding.Throughout the lesson, there was a var ied level of teacher interaction supporting the students to internalise the knowledge and complete the task successfully, at which point, the teacher should have not intervene. The following lesson aimed at peer marking and spotting mistakes and the discussion of the skills acquired during the previous lesson.=====================================================================================Child-centred learning has been advocated by several educationalists and psychologists for many years. Its basic emphasis is childrens individual interests and needs in education, which may vary in terms of development rates and the genius of the teachers control. The term child-centeredness is related to childrens individual needs and decisions about the curriculum and the teachers role in the schoolroom. However, since child development theories vary, child-centred learning also varies in a classroom.Pioneers in child development theory, Jean Piaget and Lev Vygostsky, observe considerable d ifferences between cognitive and social constructivist theories assigned to each individual child and the social context of play in their development. They both support the idea of knowledge construction by individuals. However, Piaget believes that knowledge is a ingathering of the individual and the environment. Vygostky, on the other hand, advocates the idea that knowledge is constructed due to social interaction and then internalised by guidance.Piaget and Vygostky differently promote the relationship between learning and development Piaget believes that development follows learning, whilst Vygotsky shows that learning leads to development and plays a vital role in it. He states that the only legal learning is that which is in advance of development (Vygotsky, Mind in Society and the ZPD, 2002113). Both theorists emphasise, though, that peer interaction and cooperation promote childrens learning. Since Piagets and Vygostkys child-centred plan of attackes vary greatly, their i mplication in a classroom varies as well. Piagets approach relies on the liberty of children and appropriate environment for learning, where children learn by exploring things by themselves. Those with Vygotskys approach, provide a balance between teacher-directed and child-initiated classroom, where teachers provide assistance to ensure that the children are able to attain a higher level within their ZPD.Other theorists, John Dewey and Maria Montessori, have also played a significant role in child-centred learning theory development. Despite the similarities in their belief that some guidance is important for children to help them develop their intelligence, they both have different perspectives about the role of childrens freedom in education and the teachers role in the classroom. Dewey believes that democratic culture is ground on child-centeredness where learning means experiencing. Being a progressivist, he believes in the development of the ability in children to function w ell in the large democratic society and attain personal fulfilment. Dewey emphasises that the construction of childrens freedom of intelligence via observation is more important than their freedom of will. Therefore, he summons up the teachers to act as a representative of the childrens interests as a whole. They should create self-control in children, which will assist the teacher to understand the aim of education.Montessori, by contrast, sees teachers authority in the support they give to the children rather than in their dignity. She believes that orderly environment and appropriate materials will promote childrens development. Teachers, therefore, should prepare motives and inspire children to develop without any direct instruction.I think the combination of all four theories is beneficial for my understanding of child-centeredness in education and in conceptualised classroom situations. Piagets cognitive constructivist theory helps me understand when children have freedom to explore and construct knowledge, they make choice and experience. Vygotskys social constructivist theory can help me understand childrens ability to develop with adult guidance to attain their ZPD. Deweys understanding of childrens freedom of intelligence to promote learning will assist me how to nurture this with guidance for each individuals constant growth. Finally, Montessoris support of each childs potential to have national drive to learn, will help me remove all the obstacles that impede learning.=====================================================================================Nowadays, Early Years Education (EYE) has a mixture of their foundation in the work of Montessori and her critics W. Kilpatrick and J. Dewey. A confident Early Year practitioner should be aware of the ways how children learn and develop support them in solving problems and making decisions and provide them with approach pattern and roles to enhance learning.The Montessori method has been partially embraced by the International Community School in Amman, Jordan, where I am currently working. Some of the pedagogic principles, however, have not been accepted by the school administration due to their understanding of the method as purely academic, mechanistic and rigid. Below, I will demonstrate the aspects which are currently practised in the school, and which I, a Secondary Teacher, have observed as part of my EC in Lower Primary.One aspect of good practice in Foundation Stage of the school is that the teachers utilise activities in sensory rich environment. The students are command and supported to learn to interact and olibanum develop independent learning. In this environment, the children choose their activities and learn by doing. Montessori believes that training senses is fundamental and that it will promote the basis for the development of imagination. According to her, intellect should be developed early, through stimulation of senses, as a basis for the development of imagination and social relationships (Montessori, 1964). The FS teachers do apply this aspect of learning because they find it procreative students become prepared for KS1 as self-directed, independent students, who are able to perform and master inter-connected and challenging tasks.On the other hand, W. Kilpatrick argues in his book The Montessori system Examined (1914), that imagination and social relations should be developed before the intellect because the premature development of the intellect can stifle creativity. Kilpatrick believes in the opposite that providing children with socially conditioned environment will create a spontaneous unity of groups to work out their tasks. This suggests that children will develop their imagination and social relationship by cooperating with each other. The FS teachers apply this aspect of learning in their classroom as well, believing that only through their teachers consideration and suggestion (p.20) can the students cooperate soc ially and learn effectively.Another aspect of good practice utilised by the FS teachers is the childs liberty. Montessori believes that students free choice and freedom on the educational resort area can be advantageous and can promote their free self-expression. This is practised in my school with caution, however. The teachers as well as Kilpatrick believe that too much(prenominal) liberty will not lead to right conduct (p.23). He emphasises that in the effort to suppress impulses, a certain amount of positive imposition association (punishment) will prove necessary (p.24). Thus, having acquired a positive self-expression with the guidance and support of the teacher, the child develops self-discipline and proper conduct (p.24).Finally, one more aspect of good practice applied in FS of my school is that the students exercise practical life in their classroom. Activities like cooking, cleaning, serving, setting tables, washing hands, constructing, etc. become so intrinsically mean ingful that the students develop their potential to perform these tasks with interest and concentration. Utilising this approach, teachers create the Montessori model which is the school should fit the needs of the students. This means that the Montessori curriculum is based on the students spending a lot of time taking part in different sessions of uninterrupted activities, which last several hours. These activities contain a variety of independent and group-solving tasks related to different subjects maths, science, music, geography, etc. Here, Kilpatrick agrees with Montessori that schools should function more definitely as a social institution, adapting itself to its own environment, utilising more fully actual-life situation (p.41).In contrast to a Montessori classroom, the FS classrooms are NOT mixed age, but are counterparts. This is why the teachers mix the children according their abilities when less-able students are supported by more capable students.To conclude, our stud ents are a combination of the Montessori Method and a modern democratic school, where the childs day is a mixture of activities, starting from unstructured approach where the students play and learn independently and ending with highly structured approach where the tasks are teacher-directed and there is little play. Other activities are focused learning, when students are guided by the teacher and play and learn via experiential activities and finally, the activities are child-initiated, when students interact sensibly and sensitively in a supportive and enabling environment. All these approaches are used by Early Year Foundation Stages (EYFS) in international schools in Amman.=====================================================================================Freires views explicitly recognise the relationship between education and knowledge. He emphasises that liberal education would build on the knowledge resources and agency of learners Liberation education consists in acts of cognition, not transferals of information (Freire, 2002366).In Jordanian education system, however, the raison detre of liberation education lies in its didactic approach of teaching the banking concept of education where teachers are depositors and students are depositories. The system heavily relies on memorisation techniques, which is done for the academic performance. Students are required to learn from seven to ten subjects within the period of two years. At the end of the two-year, they sit for the end-of-year external examinations. The students learning styles involve a lot of writing and memorising the classes are teacher-centred and in transferals of information the content is massive and should be covered in a two-year period and time constraints are obstacles to interactive lessons.Within this short time framework, students and teachers work hard to cover the content of learning, which is overwhelming. They display their absolute ignorance towards the oppressed situa tion and fail to move to the essence of consciousness. They also fail to recognise cognition and thus, do not establish an authentic form of thought and action. (p.366)Problem-posing education would liberate Jordanian state school students if they were taught facts of the reasons and means of humans existence if teachers regarded dialogue as a precondition to cognition if students were taught how to think critically if they built their understanding on creativity, etc. I believe the Jordanian education system would be one of the best if they accepted individuals as historical beings to clearly acknowledge their present, past and their willingness to wisely build the future (p.367).

Knowledge and Peace :: essays research papers

Knowledge is one of the most important factorsin maintaining a peaceful and free society.Knowledge allows a society to plan for thefuture, while development from past mistakes. many an(prenominal)great nations project fallen into war and chaosbecause they did not utilize the wisdom gainedfrom the past. Many societies problems werepreventable, if people had used the lessons attheir government activity and placed emphasis on solvingtheir problems through the use of their intellects,rather than their weapons. A great example ofthis is the Roman Empire, which allowed manyof its problems to grow and fester, beforeattempting to fail them. The Roman Empirewas a powerful, seemingly invincible, civilization.capital of Italy thrived in glory for many years, a modelcivilization admired by all, until it started to fallapart. Many historians argue the factual reasonsfor Romes d throwfall. Some say it was abominationothers say crooked government was the cause.Still others say it was the foc us on delightand luxuries. All of these problems could havebeen avoided and peace would have beenmaintained. Yet, the Romans did not believe thattheir empire could fall and chose to ignore theirproblems, believing they would go away on theirown. Obviously, that did not materialize and, as aresult, the Roman Empire fell.In America today we have all of these problems.Are we termination to be next to fall? Or, have wegained knowledge and wisdom enough bystudying the errors of other nations past historyto maintain peace in our own time? In Rome, crime made it unsafe to travel, to sellgoods, or to go to the market. The Romans ranthe risk of being robbed, traveling from place toplace. Today, in America, we run the risk ofbeing mugged just going to the store. In somecities its not safe to go out at night. Stores arealways being robbed, vandalized, or destroyed.There is even a come to committed approximatelyevery twenty seconds. Crime is just as much, ifnot more, of a problem now in Ame rica then gage during the fall of Rome. We have theknowledge of Romes past failures, yet wecontinue on the same path. If the United Statesof America does not use Romes failure as aguide of what to avoid, the results could bedisastrous. Toward the end of Rome, the government was,for the most part, in chaos. Every time thecurrent Emperor died, there was a civil war todecide who would be the next ruler of Rome.The politicians no longer cared about Rome.They became self-centered, and used all theirpower to better their own lives. Luckily, things inAmerica are not yet that bad.

Against Proposition 69 and the DNA Fingerprint Act Essay -- DNA Databa

AbstractCalifornias mesmerism 69 and the deoxyribonucleic acid fingerprint Act both expand criminal desoxyribonucleic acid databasesfar beyond what is necessary to protect citizens and prosecute violent crime. DNA profilingtechniques and databases shake up developed largely over the last fifteen years, and the recentexpansions are completely a part of an ongoing trend of function creep that characterizes databaseexpansion. Proposition 69 and the DNA Fingerprint Act expand DNA databases originallydesigned to house DNA samples from violent criminals to include samples from anyone arrestedfor a felony crime. This is unreasonable because many persons arrested for felonies are everconvicted or even tried, but under these expansions their DNA will be stored in a criminal DNAdatabase alongside convicted rapists, murderers, and separate felons.California Proposition 69 and the DNA Fingerprint ActConsiderable Expansions in Criminal DNA DatabasesProposition 69, passed last November by vo ters in California, and the DNA FingerprintAct, passed recently in Congress, both significantly expand DNA databases designed to houseand identify DNA samples from dangerous, violent criminals. These recent expansions are onlypart are only part of a function creep phenomenon that has characterized DNA databaseexpansion since states began keeping DNA profiles on record in the 1990s. non until recently,however, have the expansions crossed the line between legitimate DNA profiling for lawenforcement or forensic purposes and an invasion of privacy. Proposition 69 and the DNAFingerprint Act do not significantly improve the ability of law enforcement agencies to prosecuteviolent criminals. Instead, they treat many innocent citizens as criminals, storing their res... ...2048/cgi/content/ to the full/352/26/26692Simoncelli, Tania. Steinhardt, Barry. Californias Proposition 69 A dangerous precedent forcriminal DNA databases. Journal of Law, Medicine, and Ethics. Internet. cited 2005 Oct 3. Available from http//search.epnet.com/login.aspx?direct=true&db=aph&an=177686463Rothstein, Mark A. Genetic justice. The New England Journal of Medicine. Internet. cited2005 Nov 6. Available from http//content.nejm.org/cgi/content/full/352/26/26674Proposition 69 DNA samples, collection, database, funding, initiative statute. CaliforniaSecretary of State. Internet. cited 2005 Oct 15. Available fromhttp//222.ss.ca.gov/elections/bp_nov04/prop_60_entire.pdfSenate reauthorizes violence against women 5 act. Senator Jon Kyl Press Office. Internet. cited2005 Oct 15. Available from http//kyl.senate/gov/record.cfm?id=246925

In Support of Parenting Education Essay -- Child Development

In a perfect world, every child would be wanted and loved, and all parents would shed the capacity and the desire to raise children who are healthy, mentally and physically strong, and displaying soaring moral integrity. Sadly, this is not the case. Some parents are, unfortunately, not much interested in what happens with their children. opposite parents are not pleased with what is happening in the home with their children only when do not know what to do to create effective change. Still other parents are unaware that there is another way, a better way, of parenting. Parent education could help in all of these scenarios.The literature demonstrates that parenting interventions improve the quality of the birth parents have with the children as well as improving child social behavior (Scott, OConnor, Furth, Mathias, Price, and Doolan 2010). Programs have been particularly effective when delivered to motivated, ethnic majority parents, but there has been little study of programs that serve as interventions aimed at preventing a wide range of poor outcomes associated with antisocial behavior, such as involvement in risky lifestyles, low school attainment, and a lack of satisfactory friendships (Scott et al.). There are, of course, problems associated with delivery of parenting programs the greatest challenge is getting parents to participate when there is no mandatary that they do so. Skilled personnel may be another issue urban areas may have sufficient counselors and educators, but rural areas may not. A third issue is cost, although, as pointed out by Scott et al., programs can in theory be justified since in the long run they should reduce the high cost of antisocial behavior arising from increased use of services, higher levels... ...t effective when parents take an interactive part.Works CitedBrannon, Diana. Character fosteragea Joint Responsibility. Education Digest 73.8 (2008) 56- 60. Parker, David C., Nelson, Jennifer S., and Burns, Matthew K. C omparison of Correlates of Classroom behavior problems in schools with and without a school-wide character education program. psychology in the Schools 47.8 (2010) 817-827.Reinberg, S. (2010). U.S. kids using media almost 8 hours a day. HealthDay password January 20, 2010. Retrieved from http//www.businessweek.com/lifestyle/content/healthday/635134.htmlScott, Stephen OConnor, Thomas G. Futh, Annabel Mathias, Carla Price, Jenny and Doolan, Moira. Impact of a Parenting Program in a High-Risk, Multi-Ethnic Community the PALS Trial. Journal of Child Psychology & Psychiatry 51.12 (2010) 1331-1341.

Grants, New Mexico :: Geography Traveling Essays

Grants, New Mexico Surrounded by mountains and turn up in Cibola County, Grants, New Mexico is the perfect place to unpack the camping gear or raise a family. Grants was named after 3 brothers Angus, Lewis, and John Grant, who were contracted to build a railroad through this portion of New Mexico. First called Grants Camp, then Grants Station (which is now a local restaurant) it finally became known simply as Grants. The heart of American Indian country, Grants is about 70 miles west of Albuquerque and 80 miles east of the New Mexico/Arizona border. As of July 2002, Grants had a population of 8,921 residents and growing. Once a small farming connection until 1950 when a Navajo rancher discovered uranium on Haystack Mountain, this town has now become a growing tourist destination.For those like me who enjoy mild and modify weather, Grants is perfect. While I enjoy snow, especially around Christmas, it is a real treat to enjoy the beauty of snow one day and then lance on shorts and a tee-shirt the next day. The average summer high and low is 80/50. The average spend high and low is 40/10. During the winter months, it is not uncommon to see one group of people playing a round of golf at the Coyote del Malpais Golf Course located at the foot of Mt. Taylor, while another group are surrounded by snow high on the mountain itself.One of the first things you allow notice in Grants is the majestic mountains. Rising 11,3001 feet, Mt. Taylor displays scattered rows of gorgeous Ponderosa Pine trees. Blazing a trail through these Pines one can fix beautiful nature trails, delightful picnic spots, and scenic vistas which make you feel as if you have stepped right into a mythical painting. I have played out many a day loosing myself in nature in those mountains only to find myself going back the next day for another area to explore. Mt. Taylor be occupied all year round with hikers, bike riders, skiers, and those inclined towards snowshoeing. One of the biggest eve nts that Mt. Taylor boasts is the Mt. Taylor Winter Quadrathlon. Occurring annually on the Saturday of Presidents Day Weekend, this event includes a 43 Kilometer bike ride, a 3.5 Kilometer snowshoe trek, an 8 Kilometer cross-country skiing leg, and a 17.5 Kilometer run.While the mountains may be beautiful and innocent during the day, they take on a whole other personality during the evening.

William Gibsons Johnny Mnemonic Essay -- William Gibson Johnny Mnemon

William Gibsons knot mnemonic knot mnemonic, is a short-circuit story written by William Gibson. It appears in a book of short stories written by Gibson called Burning Chrome in 1986. Gibson is a writer of science fiction and one of the first to write in the new genre called hacker. Cyberpunk is a type of fiction that examines a futuristic world dominated by computer technology, massive cartels, and cyberspace. In other words, its an artificial earthly concern created through the linkup of tens of millions of machines (Gibson 904). This is the futuristic world of Johnny mnemotechnical. Even though this story is very elicit in terms of science and technology, it is also interesting in the sense that this short story examines how technology and science can affect the worlds delicate cultures. In this examination of the short story Johnny Mnemonic, I will define what is meant by culture and describe how technology and science has effected the unique subcultures of the Lo Teks a nd Yakuza. Two subcultures that are within the larger cyberpunk cultures described in Johnny Mnemonic. As well, I will describe where the characters such as Johnny Mnemonic and Molly millions , fit in to these cultures, if they do at all. Also on this same theory, I will give examples of how our own cultures in todays world contrast with these fictional cultures in Johnny Mnemonic, but I will also show how we are following in the same path in which those in Johnny Mnemonic have followed. What is meant by the word culture? Culture, according to Websters Dictionary, is the totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought. These patterns, traits, and products are considere... ...ons nett page. List of quotes by Gibson and others. Internet. 28 April 1995. Available wwwhttp//sfbox.vt.edu10021/J/jfoley/gibson/gibson.html William Gibsons web page Gibson, William . Johnny Mnemonic. Burning Chrome, . 1986 John ny Mnemonic . Dir. Robert Longo. Pref. Keanu Reeves, Ice-T, Dolph Lungdren and Henry Rollins . Tri-stra pictures , 1995. Mohl, Lucy. Why Johnny cant Blink. Review of Johnny Mnemonic. Internet. 28 April 1996. Available www http//www.film.com/reviews/J/johnny.mnemonic.lucy. htmlWhy Johnny cant Blink. Reid, Bruce. No Brainer. Review of Johnny Mnemonic . Internet. 28 April 1996 . Available www. http//www.film.com/reviews/J/johnny.mnemonic.stranger.htmlNo Brainer. The ultimate Gibson Hot list, Links to Gibsons Books and Biography.http//ccwf.cc.utexas.edu/mdrapes/gibson/etc.htm The ultimate Gibson Hot list

Masters and Gautama: A Synthesis of Buddhist Philosophy :: Buddhism Buddhist Philosophy Papers

Masters and Gautama A Synthesis of Buddhist Philosophy disregardless of who we are or where we come from, we are unlucky enough to be subject to a world consisting of modifiers, pre-established social elements, systems of opinion and belief, which, though we may be unaware of them while they work their magic on us, ultimately serve to wrap us in a prison of thought. At the same time, thither exist modifiers which may serve to free us. Depending on the right conditions, the time, we can be fortunate enough to see finished the shroud pulled over our point in time at birth, to the true explanation of why were here, the truth of our existence. Its for this reason that Ive chosen to bring together two articles which, in their knowledge way, relate the story of just such an occurrence- where a person comes to the realization that the world is absolutely different than what their influences in life have led them to stand for of it as. The first is an excerpt from a book, which acquaints us with the history of the Buddha, his exposure and realization of the vagaries of life, and his subsequent pursuit of enlightenment thereafter. The second is the story of a man on death row in San Quentin prison who, very comparatively, through the study of meditation and spiritualism, raises his perception of life to a new level and begins to see through his own veil of thought, recognizing the horrible falsehood of his past.These two texts clearly illustrate the potential every person has to change themselves, their lives, by simply turning slightly and evaluating the way they see and interpret the world. Together they demonstrate how anyone can rise over the problems of their past, reject what theyve grown accustomed to thin ability of as normal, in an perspiration to better themselves.From the book The Worlds Religions, the excerpt Buddhism by Huston Smith gives us an informative, yet summarized look, into the life of a man named Siddhartha Gautama. Born of a king into a lif e of luxury, in what is now Nepal around 563 B.C., Gautama was prophesized to be the world redeemer(par. 9), the one who would see the truth of existence and eventually lead batch from Brahmanism and the vagaries of life. This story has been told by many authors countless times, there is no real unique quality in Hustons telling, but this version of the narrative, with its clarity and straightforwardness, makes it a perfect selection to use for the telling of the Buddhas past.