Topic: Cooperative Learning: Indigenous CodicesCooperative Learning: Indigenous Codices
Objective:
The purpose of this cooperative learning community is to peer share what we learn. This cooperative learning will examine indigenous codex as a form of literature.
After reading your article, you will have to answer the post questions and provide feedback to a classmate from another group.
Grade Rubric:
Four points for each question answered and two points for replying to one classmate from another group. Minus three points for entries past their due dates.
Note: Your group is based on your last name. Make sure you only answer the questions that pertain to your group.
Codices on Child-rearing ( Group: Last name A to M)
1. Please describe what children are taught at an early age.
2. Describe if this child-rearing differs or is similar to the American way of life.
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
Cooperative Learning: Indigenous Codices on Child-rearing
1. What Children Are Taught at an Early Age
Indigenous codices often contain rich narratives that encapsulate cultural values, traditions, and knowledge crucial for child-rearing. Children from indigenous communities are typically taught a variety of important lessons from an early age, including:
– Cultural Heritage: Children are introduced to their cultural heritage, including language, customs, and traditional stories that convey moral lessons and historical knowledge. This helps them develop a sense of identity and belonging within their community.
– Community Values: The importance of community and social responsibility is emphasized. Children learn about cooperation, respect for elders, and the significance of communal living and shared resources.
– Nature and Environment: A strong connection to nature is fostered. Children are taught about the natural world, including the importance of sustainability, respect for wildlife, and the cycles of life. This relationship with nature is often reflected in the stories told within the codices.
– Practical Skills: Hands-on skills related to daily life—such as hunting, gathering, farming, and crafting—are imparted through experiential learning. Children participate in these activities alongside adults, allowing them to acquire practical knowledge essential for their survival.
– Spirituality and Ethics: Indigenous teachings often include spiritual beliefs and ethical guidelines. Children are introduced to the spiritual world and the moral principles that guide behavior within their culture.
2. Similarities and Differences with the American Way of Life
Similarities:
– Value of Family: Both indigenous cultures and American society emphasize the importance of family. In both contexts, children are taught values such as love, support, and the significance of relationships.
– Education: Both cultures recognize the necessity of education. While indigenous education may be more informal and community-based, the concept of teaching children important life skills and values is present in both contexts.
Differences:
– Cultural Transmission: In indigenous cultures, child-rearing is often deeply intertwined with cultural traditions and community involvement. In contrast, American child-rearing may place a greater emphasis on individualism and personal achievement. The indigenous approach often involves collective responsibility for raising children, whereas American society might lean toward nuclear family dynamics.
– Connection to Nature: Indigenous child-rearing practices frequently involve a profound connection to nature and the environment as a source of knowledge and spirituality. In contrast, American culture may be more urbanized, leading to a disconnection from nature in educational practices.
– Approach to Learning: Indigenous education tends to be more experiential and integrated into daily life, contrasting with the more formalized and structured educational systems commonly found in American culture.
Feedback to Classmate
(Here you would respond thoughtfully to a classmate from another group who has posted their answers regarding a different aspect of indigenous codices or child-rearing practices. Ensure your feedback is constructive and engages with their points.)
For example:
“Hi [Classmate’s Name],
I found your insights on the storytelling aspects of indigenous codices fascinating! The way you described how narratives are used to teach moral values aligns closely with what I observed in my group’s focus on child-rearing practices. I particularly liked your point about the role of storytelling in preserving history and cultural identity. It made me think about how similar practices might be utilized in American education to enhance cultural understanding among diverse student populations. Thank you for sharing your perspective!”
This structure allows for clear communication of ideas while adhering to the cooperative learning format for discussing indigenous codices related to child-rearing practices.
