1 Kings And 2 Kings Of Israel: A Comparative Analysis

Jean Anyon discusses the “hidden curriculum” that is distributed in various schools throughout this article. The hidden curriculum is the certain things in schools that are not “a part of the curriculum” per say, such as teamwork and collaborative skills, social engagement skills, manners, or rules. When thinking back to past articles I was able to note that Dewey was typically more concerned with the “hidden curriculum” instead of the actual content. Anyon’s article also helped the readers understand that we view the world by others who influence us. Jean Anyon researched five different schools that were

King Nebuchadnezzar II (634-562 BCE) was the greatest king of ancient Babylon, succeeding his father, Nabopolassar. King Nabopolassar had defeated the Assyrians with the help of the Medes and liberated Babylonia from Assyrian rule. In this way he provided for his son (as Philip II would do for his son Alexander later) a stable base and ample wealth on which to build an opportunity for greatness which Nebuchadnezzar took full advantage of. Nebuchadnezzar II defeated the Egyptians and their allies the Assyrians at Carchemish, subdued Palestine and the region of Syria and, consolidating his power, controlled all the trade routes across Mesopotamia from the Persian Gulf to the Mediterranean Sea. Remaining true to the vision of his inaugural address, the great king spent the tolls he collected and the taxes he gathered in creating a city which, he hoped, would be recognized as a wonder of the world (and, indeed, his hopes were realized in later writers adding the walls of Babylon and, in particular, the Ishtar gate to the list of the Seven Wonders of the World). In the forty-three years of his reign, Nebuchadnezzar II made the most of the time employing a vast army of slave labor to surround his city with walls so thick that chariot races were conducted around the tops and which stretched fifty-six miles in length, encircling an area of two hundred square miles.

In New Kingdom Egypt, there were many pharaohs that were very important to Egypt. These three pharaohs —Ramses II, Amenhotep II, and Thutmose III— were the three most significant to our understanding of Egyptian civilization. They were significant because either they are the ones you think of when you hear “Ancient Egypt” (chariot battles, large temples, etc.), or because they were innovative, implementing new ideas and technologies that were important to Egypt’s success and had long lasting effects.

Pharaohs were eminent figures to the people of the New Kingdom Egypt who had control over the entire Egypt itself as they were leaders of both politics and religion. The Valley of the Kings was the burial place chosen to be the final resting place for pharaohs of the New Kingdom era. The structure of the royal tombs were constructed to imitate that of the underworld, and were built underground to protect the tombs from tomb robbers – the tombs were not intended to be seen by outsiders. Each tomb depicted the pharaoh’s personality, and their interests and such, as the tombs vary from decoration and possessions placed alongside the body. The general construction of the tomb included: an entrance corridor with wall paintings; the decorations on

By juxtaposing the Mesopotamian and Egyptian religion and royal power, we can see how these two different ascendancies acted similarly and antithetically as they both affected their people's fabrications. These strong concepts, religion and royal power (starting around approximately the early,ancient 3500 B.C.E.) compelled their people to follow their rulings. Mesopotamian & Egyptian cultural architecture, writing/arts, and geographical location act as evidence to exhibit how religion and royal power were sovereignties that influenced these creations. The royal power and religion of Egypt and Mesopotamia both affect the architecture of their region. Document 2 is the Step Pyramid of Djoser at Saqqara, c. 2648 B.C.E.; a monument, which stood at 204 feet

Individuals are effected by the lives they live. According to David Hansen in the book titled, Ethical Visions of Education: Philosophies in Practice (2007), John Dewey lived from 1859-1952. During his 93 years Dewey encountered growing up during an age of great change. According to the web-site

Ramses had a harsh and profound life, yet he was able to accomplish, build, and expand so many ideas across Egypt and even into today. Ramses II made most decisions based on his involvement whether that was war, politics, or ruling. Egypt had to rely on Ramses II to be Pharaoh when his father died. This step in which Ramses had to take at the age of 19 was hard to fulfill with only some training by his father. Ramses was able to accomplish many innovations that have survived to be around today. As ruler Ramses was also the leader of his army and led many battles including the famous war between the Egyptians and Hittites. Ramses created the first treaty to be written down after a war. Ramses has been known to be one of the most profound

Dewey focused on the individual saying that “education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself” (Dewey, 1). He believed that you have to tap into an individual’s “own powers, tastes, and interests-say” then that could be used to relate it to past, current, and potential future social situations in which to

Dewey once said ” I believe that all education proceeds by the participation of the individual in the social consciousness of the race” (Dewey). To me this quote follows the fact that Dewey felt as if kids learn on their own rather than being forced to spend long hours in schools learning a curriculum that they can not even choose. Dewey believes that schooling has a psychological and sociological side of education that both have negative effects on it. I personally agree with Dewey to an extent. I believe that children learn

The mix of these parts of the Middle Kingdom brought about the flourishing of Ancient Egypt. In spite of the fact that the eleventh Dynasty begins with a progression of rulers, Intef I – III, the Middle Kingdom starts with the reunification of Egypt when Mentuhotep I expelled the rulers of Herakleopolis. Mentuhotep I accepted the Horus name Divine of the White Crown, guaranteeing all of Upper Egypt. Mentuhotep I's rule is chronicled by his name change. He took the name "Satisfied is the Lord Re" when he took the throne and later that of "Uniter of Two Lands". He administered for a long time and his rule conveyed much strength to Egypt. Mentuhotep constructed or reestablished a few sanctuaries all through his region. He was especially dynamic

The Walter’s Art Gallery exhibited numerous masterpieces of art and one of the works of art that really caught my eye, was a painting titled, “The Adoration of the Three Kings”. The painting was believed to have been commissioned and completed between 1525 and 1530. The “Adoration” was painted by Italian artist, Girolamo da Santacroce. In terms of who exactly commissioned this painting, I feel that it is very hard to say, due to the lack of a signature or any other identifiable feature. A possible telltale sign of who the commissioner of the painting could be are the two birds at the bottom left corner of the painting. In this way the birds could act as some sort of emblem that depicts who the commissioner of the painting was. Northern artists almost always included emblems in there paintings; compared to Italians who almost always included some sort of reference of who the commissioner was. I feel that this painting would have been attractive to Northerner’s because there are many elements of this painting that are similar to elements that were often found in Northern Renaissance paintings.

Joshua 4: In context, Moses has recently died and passed on the leadership to Joshua. As written, Moses fails to accurately follow Yahweh’s direction and is told that he would not enter the Promised Land. With that, we find ourselves in chapter four of Joshua. The narrative depicts Joshua and the nation of Israel migrating into the Promised Land. They find themselves at the river Jordan where God orders Joshua to get a representative from each tribe of the nation to grab a stone from the river to create a memorial for the future.

Firstly, Dewey's standpoint for education stands along the lines of a philosophical interpretation that left quite the impression on the people of the twentieth century. Although Dewey and Jefferson both play important roles in the education system, a variety of their ideas are in fact, dissimilar. With this in mind, Jefferson strongly believes that reading is one of the key components in every student's path to education while Dewey believes that this approach is too individualistic. Also, even though Dewey and Jefferson both agree that humans have natural instincts or impulses that aid in learning, they have different viewpoints as to what those

Dewey believes that in today’s education system, “the teacher’s business is to hold the pupils up to requirements and to punish the inevitable deviations which occur,” (Democracy and Education). Thoreau sought to reform the educational system through outdoor observations.

Now, it is necessary to understand Dewey’s notions of education in the areas of growth, direction, and social function; a brief summary of each will be given.