Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses. Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery. To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.
1. Which weekly objectives do you have prior knowledge of and to what extent?
2. Which weekly objectives do you have no prior knowledge of?
3. What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course?
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
The Importance of Active Participation in Academic Engagement
In the realm of education, active participation in instructional activities is a fundamental aspect that significantly impacts a student’s success not only in a particular course but also in future academic endeavors. Engaging with course material, interacting with instructors and peers, and delving into course objectives are essential components that pave the way for mastery of objectives and competencies.
The Significance of Active Participation
Active participation in academic engagement fosters a deeper understanding of course material. By immersing oneself in the learning process, students can explore complex topics, ask questions, and engage in discussions that enhance their comprehension. This interaction with course content not only aids in knowledge acquisition but also promotes critical thinking skills and analytical reasoning.
Moreover, engaging with instructors and classmates provides a platform for collaborative learning. Through discussions and group activities, students can gain diverse perspectives, share insights, and expand their cognitive horizons. This collaborative approach not only enriches the learning experience but also cultivates a sense of community and mutual support among learners.
Navigating Course Objectives
To embark on a successful academic journey, it is imperative to familiarize oneself with the course objectives. Understanding the goals and expectations outlined in each topic equips students with a roadmap for their learning trajectory. By assessing prior knowledge and identifying areas of unfamiliarity, students can tailor their engagement strategies to align with the course objectives effectively.
Guiding Questions for Academic Engagement
As you commence your academic endeavors, consider the following questions to guide your engagement with course material and interactions with instructors and peers:
1. Prior Knowledge Assessment: Reflect on which weekly objectives you already possess knowledge of and to what extent. Leveraging your existing understanding can serve as a foundation for building upon new concepts and skills.
2. Exploration of Unfamiliar Objectives: Identify which weekly objectives are novel to you. Embrace these opportunities for growth and learning by actively engaging with these unfamiliar topics.
3. Discussion Topics and Concerns: Consider the course-related topics that pique your interest and that you would like to delve deeper into with your instructor and classmates. Additionally, articulate any questions or concerns you may have about the course to facilitate constructive dialogue and support.
In conclusion, active participation in academic engagement is not merely a requisite for fulfilling course requirements but a gateway to meaningful learning experiences and academic success. By immersing oneself in course material, fostering collaborative interactions, and aligning with course objectives, students can embark on a transformative educational journey that nurtures intellectual growth and proficiency. Embrace the opportunity to engage actively in your academic pursuits, for it is through such engagement that true learning and achievement flourish.
