1. One aspect of STEM instruction is to create relevancy and real-world application. How can you ensure that instruction and learning activities are relevant to students? What strategies will you use to create relevancy and real-world application?
2. Some students will not have access to technology at home. How will you prepare for this type of situation?
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
1. Creating Relevancy and Real-World Application in STEM Instruction
To ensure that instruction and learning activities are relevant to students, it is crucial to make connections between the STEM concepts being taught and their real-world applications. Here are some strategies that can be employed to create relevancy and promote real-world application in STEM instruction:
a) Contextualize Learning: Introduce STEM concepts by providing real-world examples and scenarios that students can relate to. Show them how these concepts are applied in everyday life, industries, or professions. This helps students understand the practical relevance of what they are learning and engages them in the subject matter.
b) Project-Based Learning: Incorporate project-based learning activities where students can apply STEM principles to solve real-world problems or design solutions. This enables students to see the direct application of their knowledge and skills, fostering a sense of purpose and engagement.
c) Guest Speakers and Field Trips: Invite guest speakers from relevant fields or arrange field trips to industries, research centers, or laboratories. These experiences expose students to professionals who utilize STEM concepts in their work, providing concrete examples of how these concepts are applied in different contexts.
d) Collaborative Learning: Encourage students to work in teams or groups on STEM projects. Collaborative learning allows them to exchange ideas, leverage their diverse perspectives, and simulate real-world scenarios where teamwork is essential. This approach helps students understand how STEM concepts are applied collectively to solve complex problems.
e) Community Engagement: Encourage students to identify and address real-world issues within their local community using STEM knowledge. This could involve designing sustainability initiatives, proposing solutions for energy conservation, or addressing environmental challenges. By connecting their learning to real community needs, students experience the tangible impact of their STEM education.
2. Addressing Lack of Technology Access at Home
Recognizing that not all students have access to technology at home is crucial for equitable learning opportunities. To prepare for this type of situation, the following steps can be taken:
a) Assess Technology Needs: Conduct a thorough survey or assessment at the beginning of the academic year to identify students who lack access to technology at home. Gather information about available devices, internet connectivity, and any specific barriers they may face.
b) Alternative Learning Materials: Prepare alternative learning materials that can be provided in non-digital formats. This may include printed worksheets, textbooks, or resource guides that cover the same content as digital resources. Ensuring that these materials align with the curriculum will help maintain consistency in learning experiences.
c) Off-Screen Activities: Design learning activities that do not rely solely on technology. This could involve hands-on experiments, offline problem-solving tasks, or interactive group discussions. By providing a balance between technology-based and offline activities, students without access to technology can still actively participate in the learning process.
d) Collaboration with Community Organizations: Establish partnerships with local libraries, community centers, or non-profit organizations that may offer technology access to students after school hours. Work with these organizations to ensure that students can access necessary resources and complete online assignments.
e) Communication and Support: Maintain open communication with students and their families regarding the lack of technology access. Offer support by providing information on low-cost internet options, available technology resources within the community, or potential grants or scholarships for technology access.
By implementing these strategies, educators can ensure that students without technology access at home still have equitable opportunities for learning and engagement in STEM subjects. It is essential to foster an inclusive environment where all students can thrive and access quality education regardless of their technological resources at home.
