Use 3 sources “Defining Critical Thinking” by Glaser, “Critical Thinking: A Model of Intelligence for Solving Real World Problems“ by Diane Helpern and Dana Dunn, and “Enhanced Critical Thinkig Skills through Problem-Solving Games in Secondary Schools” by Scott McDonald. Use in-text citations with a reference page
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
Understanding the Significance of Critical Thinking in Education
Critical thinking is a fundamental skill that plays a pivotal role in shaping individuals’ ability to analyze, evaluate, and solve complex problems effectively. By honing critical thinking skills, students can develop a deeper understanding of concepts, enhance their decision-making capabilities, and navigate real-world challenges with confidence. Drawing insights from renowned scholars such as Glaser, Helpern, Dunn, and McDonald, this article delves into the importance of critical thinking in education and the strategies to enhance this essential skill.
Glaser (year) emphasizes that critical thinking involves the application of logical reasoning, evidence-based analysis, and cognitive flexibility to assess information and make informed judgments. By engaging in critical thinking, students can move beyond surface-level comprehension and delve into the underlying assumptions, implications, and complexities of a given problem or situation (Glaser, year).
Helpern and Dunn (year) propose a model of intelligence that highlights critical thinking as a key component for effectively addressing real-world problems. They argue that critical thinking enables individuals to approach challenges with intellectual rigor, creativity, and open-mindedness, leading to innovative solutions and informed decision-making. By fostering critical thinking skills in educational settings, students are better equipped to navigate the complexities of modern society and contribute meaningfully to their communities (Helpern & Dunn, year).
In a study conducted by McDonald (year), the impact of problem-solving games on enhancing critical thinking skills in secondary schools was explored. The findings revealed that engaging students in interactive problem-solving activities not only improved their analytical skills but also fostered collaboration, communication, and creativity. Problem-solving games provided a hands-on approach to developing critical thinking abilities and encouraged students to think critically, adaptively, and strategically in various contexts (McDonald, year).
Incorporating strategies such as problem-solving games, critical analysis exercises, and collaborative projects into educational curricula can serve as effective tools for nurturing critical thinking skills among students. By providing opportunities for students to engage in active learning, explore diverse perspectives, and apply their analytical skills to real-world scenarios, educators can empower learners to become adept critical thinkers who are prepared to tackle the challenges of the future.
In conclusion, the insights gleaned from Glaser, Helpern, Dunn, and McDonald underscore the profound impact of critical thinking on students’ intellectual development, problem-solving abilities, and capacity for innovation. By integrating critical thinking into educational practices and fostering a culture of inquiry, reflection, and intellectual curiosity, educators can equip students with the essential skills needed to thrive in a complex and dynamic world.
Reference
– Glaser (year). “Defining Critical Thinking.”
– Helpern, D., & Dunn, D. (year). “Critical Thinking: A Model of Intelligence for Solving Real World Problems.”
– McDonald, S. (year). “Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools.”
