What is Critical Thinking and Decision Making?

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The ability to think critically and incorporate decision making abilities into one's judgment rely upon factors that are consistently joined in the human experience. The authors of the primary text in this course refer to critical thinking as several abilities. All these abilities have one common factor. That factor is the understanding of how decision making is effective. To understand critical thinking one must not only realize the attributes but also the benefits of possessing the qualities of a critical thinker. Also, one must be able to incorporate this understanding into their present working atmosphere.

The authors of the e-text, state that critical thinking is comprised of three things. First, a critical thinker must have an awareness of a set of interrelated critical questions. Second, the ability to ask and answer critical questions at appropriate times is crucial. Finally, the thinker must desire to actively use the critical questions. (p.4).I would like to add to this definition. The key to all these habits is questions. One must question the obvious and accepted, in order to derive a higher form of understanding. Questions can happen for many reasons. We question to understand a situation, and the facts and opinions that surround it. We question to reapply the accepted and understood in hopes of finding a realization that will sharpen our perspective on a particular topic. We also question to form an argument upon which a foundation of dialog may exist and grow. By asking questions, "a spirit of curiosity, wonder, and intellectual adventure…" is created.(p.). This becomes a true melting pot from which critical questions and the decisions made beyond those questions come from.

Knowledge comes from information. Without information many arguments stray towards the use of fallacy to derive foundation. This is a foundation that will build an argument but because it is based on fallacy, critical thinking can not be applied to it. Therefore the argument becomes unsound. In order to avoid incorporation of fallacy into an argument, three options must be recognized and put aside. The first of those three are erroneous or incorrect assumptions. The second is the use of distracting or irrelevant information. The final option is the support of a false conclusion. (p.118).

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The critical thinking and decision making process is not a simple process by any means of the imagination. There are two crucial blockades that must be hurdled when one begins to think critically. The first is the ability to separate our emotions from our logic and reasoning. Complicating the critical thinking process with emotions adds to the complexity of the issue at hand. The logic of critical thinking is inherently based on simplicity. Emotions cloud judgment and perceptions The second is the uncommon ability to question one's own views and beliefs after decisions have already been made. Although, while one creates an argument, there is a good chance you will apply these two abilities to other people's beliefs, it is the self recognition that is most difficult to observe and compare.

In my current working environment logical thought is tested as the standard everyday. In some situations, critical thought is prevalent as an automatic assumption. In others, decision making is clouded by fallacies and unclear facts and opinions. It is during these moments where only higher thinking through critical questioning can prevail. The "tough" decisions usually occur when all the facts have not been properly gathered or identified and someone or something has called for an early conclusion. It is during these tough decisions that somehow critical thinking is replaced by opinions and feeling that cloud the mind. A true critical thinker not only ignores such factors when making a decision but also embraces these factors for what they are. Being able to recognize feelings and opinions through critical thought allows one to set them aside in order to make a clearer picture.

What does all this accomplish? The ability to filter information through critical questioning gives one the understanding of an entire issue. From that understanding we can make well rounded decisions that affect everyone and everything around us. The complex process of critical thinking and decision making involve both learning tools and experience. These factors filter what we perceive in this life versus what is the truth.

References

Browne, M., Kaplan, R., Keeley, S., McCall, M.(00). Readings In Critical Thinking

[University of Phoenix Custom Edition e-text].Pearson Custom Publishing.

Retrieved October 1, 00 from University of Phoenix, Resource, CSS/0-Critical Thinking and Computer Logic Web Site https//ecampus.phoenix.edu/secure/resource/resource.asp

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Theories on learning

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There are many theories on how we learn. I will try to present the theories that are known and accepted at this time. The theories I will cover are Cognition, Habit, Humanistic, and Psychomotor.

Cognition Theory

Edward Tolman proposed the cognition theory in the 10's. He believed that our behavior was motivated by accomplishing a goal or to avoid displeasure. This theory stated that we have paths and tools, which we can use to reach our goals. One of his basic beliefs was that we do something as if certain behavior will accomplish definite goal.

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Tolman's theory was different than most because he believed that we could learn without reinforcement. We can learn from experiences only if we are motivated enough to turn expectations in to behavior. Motivation has two purposes to allow internal tension to create a demand for the goal, and to establish the events that you will concentrate on (The Learning Curve, http//library.thinkquest.org/C005704/content_lt.php).

Tolman's theory gained wide acceptance in the 160s. Other researchers began to expand on his ideals, including Julian Rotter. His theory, social-learning, was that our fondness for an experience in determined by what value we place on the outcome. If we enjoy doing something or enjoy the result then we learn how to accomplish that goal.

Habit

A habit is action we learn by repeating it many times, so many times that we can do without consciously thinking about it. There are different types of habits. Some are basic such as opening a bottle of soda. An adult can do this with almost no thought, but a child must learn how to do this. A different type of habit is one that affects others. These are called "habits of adjustment" that are classified as good habits and bad habits. A good habit would be proper manners while a bad habit would be interrupting a conversation.

Most experts believe that unless a habit is beneficial to us we will not learn it. This is based on the ideal if we enjoy the outcome of the action we will repeat it.

Humanistic Theory

The humanistic theory states that we learn from our need to show our creativity. All activities can be a creative outlet. Humanists believe we have an inner force motivating us to learn and express ourselves so we may gain a sense of control, growth and knowledge. They also believe we are responsible for our actions and that we can change our behavior at any time. Our actions must satisfy our whole self as we strive for self-improvement.

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Models of ob

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Models of Organizational Behavior

There are four major models or frameworks that organizations operate out of

Autocratic - The basis of this model is power with a managerial orientation of authority. The employees in turn are oriented towards obedience and dependence on the boss. The employee need that is met is subsistence. The performance result is minimal.

Custodial - The basis of this model is economic resources with a managerial orientation of money. The employees in turn are oriented towards security and benefits and dependence on the organization. The employee need that is met is security. The performance result is passive cooperation.

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Supportive - The basis of this model is leadership with a managerial orientation of support. The employees in turn are oriented towards job performance and participation. The employee need that is met is status and recognition. The performance result is awakened drives.

Collegial - The basis of this model is partnership with a managerial orientation of teamwork. The employees in turn are oriented towards responsible behavior and self-discipline. The employee need that is met is self-actualization. The performance result is moderate enthusiasm.

Although there are four separate models, almost no organization operates exclusively in one. There will usually be a predominate one, with one or more areas over-lapping in the other models.

The first model, autocratic, had its roots in the industrial revolution. The managers of this type of organization operate out of McGregors Theory X. The next three models begin to build on McGregors Theory Y. They have each evolved over a period of time and there is no one best model. The collegial model should not be thought as the last or best model, but the beginning of a new model or paradigm.

MODELS OF ORGANIZATIONAL BEHAVIOR

reported by Efrain G. Escarilla, Jr.

Organizations differ in the quality of the systems they develop and maintain and in the results they achieve. Varying results are substantially caused by different models of Organizational behavior. These models constitute the belief system that dominates management's thought and affects management's action in each organization.

Autocratic Model

The autocratic model depends on power. Those who are in command must have the power to demand you do thisor else, meaning that an employee who does not follow orders will be penalized.

In an autocratic environment the managerial orientation is formal, official authority. This authority is delegated by right of command over the people to whom it applies. Management believes that it knows what is best and that the employee's obligation is to follow orders. Management does the thinking; the employees obey the orders.

The psychological result for employees is dependence on their boss, whose power to hire, fire and perspire them is almost absolute.

Custodial Model

A successful custodial approach depends on economic resources. The resulting managerial orientation is toward money to pay wages and benefits. The custodial approach leads to employee dependence on the organizations. Rather than being dependent on their boss for their weekly bread, employees now depend on organizations for their security and welfare.

The custodial model is described in its extreme in order to show its emphasis on material rewards, security, and organizational dependence. Its great benefit is that it brings security and satisfaction to workers, but it does have substantial flaws. The most evident flaw is that most employees are not producing anywhere near their capacities, nor are they motivated to grow to the greater capacities of which they are capable.

Supportive Model

The supportive model depends on leadership instead of power and money. Through leadership, management provides a climate to help employees grow and accomplish in the interest of the organization the things of which they are capable. Management`s orientation is to support the employee`s job performance, rather than simply support employee benefit payments as in the custodial approach.

Supportive behavior is not the kind of behaviour that requires money. Rather, it is a part of management`s lifestyle at work, reflected in the way that it deals with other people. The manager's role is one of helping employees solve their problems and accomplish their work.

Collegial Model

The collegial model depends on management's building a feeling of partnership with employees. The result is that employees feel needed and useful. Managers are seen as joint contributors rather than as bosses.

The managerial orientation is toward teamwork. Management is the coach that builds a better team. The employee response to this situation is responsibility. The psychological result of the collegial approach for the employee is self-discipline.

In this kind of environment employees normally feel some degree of fulfillment, worthwhile contribution, and self-actualization, even though the amount may be modest in some situations. This self-actualization will lead to moderate enthusiasm in performance.

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The outsiders

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The Outsider

The opening lines of the novel, The Outsider by Albert Camus, set the tone for the book Mother died today. Or maybe yesterday, I dont know (pg. ), it is a dreary and depressing sentence, so are the thoughts of a character by the name of Meursault. However, the circumstances that took place, plunged him into a spiral of events. Strangely, his thoughts stayed the same, yet his life changed dramatically. Conversely, the story The Secret Life of Walter Mitty by James Thurber, is seemingly contrary to the novel The Outsider. In the beginning of the story, Lieutenant Burg was saying to the Commander, We cant make it, sir. Its spoiling for a hurricane? The Commanders brave reply was, …Were going through! (pg. 7) The story promised excitement, fast pace and interesting events full of heroism. There was one small detail; it was a daydream of Walter Mitty whose life was lonely and discouraging. It was his way of dealing with the reality of his miserable life. Even though these stories do not seem to be comparable, by examining them a little closer, is revealed that the characters have many things in common. Meursault and Mitty were trying to escape the realties of their lives; yet, they came face to face with them because of the decisions they made throughout their lives, which led them to their ultimate destruction. Both characters wanted to shy away from society. They disassociated themselves from everybody and interacted with others only when they needed something. Meursault was a peculiar man who kept to himself. He never sought people, they always came to him. They were there for his pleasure and amusement, only if it was suitable to him. How Meursault felt, and the way he treated people, is clearly illustrated in his relationship with Marie, who was his sexual object. When he did not have any more need for her services, ?There was nothing left to keep us together or to remind us of each other. Anyway, from that point on, Maries memory would have meant nothing to me. I wasnt interested in her any more if she was dead. I found it quite normal? (pg. 110). Sometimes, being around people annoyed him, because he could not understand their way of thinking. He showed apathy towards his surroundings and the world around him. He wandered through life with no emotions. Mitty, on the other hand, escaped from his hopeless situation, his nagging wife, into a fantastic imaginary world he invented. He put all his energy, hopes and fears into his dreams. He ran from his problems instead of facing them and invented this, almost comical, private world so he could escape the real one. In one of his fantasies, Dr. Mitty saved the life of a very important man. During the operation, two renowned specialists could not save the man, so they turned to Dr. Mitty for help. If you wish, he said phlegmatically (pg. 75). In every dream, Mitty was a hero, yet in reality he was a coward. He never challenged his wife, or defended himself. Meursault and Mitty were desperately trying to keep their singularity Meursault by keeping a simple and unemotional life, Mitty by escaping into his private world of heroic dreams. As hard as Meursault and Mitty tried to run away from the reality of life, it was inevitable to come face to face with the one thing they desperately tried to escape. Meursaults beginning of the end came when he killed the Arab on the beach. He was put in jail and was charged with premeditated murder. He could not escape the society any more. At one time, the priest came to Meursault to tell him how he should behave in society. Meursault did not want to compromise his way of thinking just to make society happy. The harder the priest tried, the more annoyed Meursault became. Then, for some reason, something exploded inside me (Pg. 115). He started to shout at the priest and grabbed him by the collar of his cassock. The guards had to pull the priest out from the cell, and after that incident Meursault felt calm and a wondrous peace?flooded into me (pg. 116). Likewise, Mitty could not escape the reality of life. His wife was constantly nagging him and always demanded something, which he usually forgot. …He was always getting something wrong?But she would remember it (pg. 76 - 77). At one point he got enough courage to stand up against her, after a long string of lectures, and defended himself. I was thinking, said Mitty, Does it ever occur to you that I am sometimes thinking? (pg. 80). Rebelliousness against his wife led to serious events. There was no escape for Meursault and Mitty; they had to face whatever came their way; they had to face the reality of the world that they lived in. With every action, or lack of, Meursault and Mitty were pressing on to their inevitable death. Meursaults came because he did not want to conform to society and was facing death penalty by the guillotine. The events that led to his execution were his deep beliefs - the obsession for the truth. This truth was a negative one; nevertheless it was the truth that he was willing to die for. Meursault was condemned to death mostly of showing lack of emotion, especially because he did not cry at his mothers funeral. There is a question that arises. Is it that, In our society any man who doesnt cry at his mothers funeral is liable to be condemned to death (pg. 118, from Afterword)? In Mittys case he finally stood up and rebelled against his nagging wife, which led him in a different direction in his daydream. Outburst towards his wife spun him into the bravest act yet - he bravely stood in front of the firing squad. It appeared that none of his dreams ever had closure, none that is, except the last one, Then with that faint, fleeting smile playing about his lips, he faced the firing squad; erect and motionless, proud and disdainful, Walter Mitty the Undefeated, inscrutable to the last (pg.81). Is it possible that the dream of execution did not signify the death of Mitty, but in his real world the death of slavery to his wife? Perhaps he realised that he had to fight not only in his fantasies but also in his real world. Or, could it be that Mitty wanted to give up, and because he was a coward in the real world, he committed suicide in his dream instead real life? In both stories, all the events that led to final moment would enable one to believe it was a suicide wish. Tragically, Meursaults death was the real punishment and Mittys, even though it was in his daydream, was real to him.

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Forward Motion

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Robert Frost "The Road Not Taken" was written back in116, yet its message is timeless. Robert Frost has taken the moment-to-moment occurrence of decision-making and transformed it into a literary work we are able to visualize with our minds eye.

Frost idealized this process to create a long lasting impression that would be a source of inspiration and encouragement to all its readers.

Frost begins his poem at the fork of two roads. He knows he must keep moving forward, but his dilemma is choosing which road to take. In an effort to explain the difficulty in this decision Frost begins by writing

Two roads diverged in yellow wood,

And sorry I could not travel both,

And be one traveler, (71 )

Frost first line say's "Two roads diverged in yellow wood". Frost could have simply said two roads separated in yellow wood, but this would have taken away from the deeper meaning. Websters Encyclopedic Unabridged Dictionary defines diverge as "to move lie or extend in different directions from a common point branch off." We are always at a common point or a point of origin when new roads or decisions are placed in front of us. The decision to select the correct path is so critical, Frost daydreams of traveling both roads simultaneously. Have we not been in this position at one time or

another? This would be such a perfect world if we where able to experience multiple directions simultaneously, and be one traveler. There would be no questions as to what is best. You would experience everything first hand that each path has to offer, and come to an exact conclusion as to what is best. Unfortunately we are held in check by our human capabilities, so we must come to a single conclusion.

Robert goes on to say

long I stood

And looked down one as far as I could

To where it bent in the undergrowth; ( )

In like terms we perform the exact same process when we make deceisons. We analyze one of our options until we are unable to see or reason anything else about that option. So here Frost is, standing at the fork in the road unable to travel both roads simultaneously, so he does the next most logical thing. Frost studies his options. He studies and makes observations on each road to look for reasons to take one or the other. In the next stanza lets see what Frost notices

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that, the passing there

Had worn them really about the same, (71)

Here we are again with our two roads or decisions before us, having examined both until they "[bend] in the undergrowth". We are still unable to decipher one being

better than the other. With the same critical eye Frost examines the other road. Even though both roads appear to be "really about the same" there is something about one of the roads that lures him to it. Frost states, "Because it was grassy and wanted wear;" We can associate this with our human instinct, or pure gut feeling. We may not have the exact reasons behind the choices we make but if our intuition and spirit move us, we are inclined to follow. Frost has now selected a road. Notice what Frost says next

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.(71)

Evan though Frost has chosen a road he still realizes that there is no real noticeable difference. Each road having been uncharted he could face any out come. He keeps an optimistic tone that if things don't work out on the road he has chosen he can keep "the first for another day!". In the next line reality comes back into view and Frost checks himself saying "Yet knowing how way leads on to way," This statement ties back into the first stanza in his use of the word diverge. Frost is aware that each path will contain paths of their own so he doubts if he "should ever come back." to the first path.

Frost concludes

I shall be telling this with a sigh

Somewhere ages and ages hence

Two roads diverged in a wood, and I-

I took the one less traveled by,

And that has made all the difference. (71)

Frost states the he "will be telling this with a sigh Somewhere ages and ages hence"

This is true for all who have been placed in the position to make decisions. The only difference is whether the "sigh" is one of relief or sorrow. Our decision making process

is refined through time but it always begins the same. We analyze the choices we have before us. Through the process of elimination we narrow or choices. We compare these choices to knowledge learned and gained through experiences on previous paths. If this is not enough to make a decision, then we must rely on our god given instinct.

Robert Frost the road not taken does not provide an answer or a guide to taking the right path but it does give you the perspective a person that is not afraid to move forward. It is better to take a chance on a path than it is to stand motionless at the fork in the road. We cannot and will not progress individually or as a whole if we stand still. We are able to grow because we have chosen a road. "And that has made all the difference".

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Starting a youth discipleship

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STARTING A YOUTH DISCIPLESHIP GROUP

(Much of the material is adapted from a seminar led by Dan DeHaan)

1. THE NEED FOR A DISCIPLESHIP GROUP Many youth are ready to do more than we give them. Realize that some of

the young people have a potential for real spiritual leadership, while others are still peripheral. You need to minister to

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both groups. There is a segment of that youth group that has a lot of potential. All they need is help with the small details

and to have your passion.

Perhaps as a new youth director, you would spend a couple of months getting to know the kids through a lot of fun

activities. But then have a good youth retreat with a both barrels challenge in the areas of leadership. Let the kids know

that a new Bible study will be beginning for those that want to live dangerously or be leaders in training.

. PRAY - FERVENTLY Ask God to give you a group of young people (perhaps only even one or two) who would be willing

to take spiritual leadership and to have a heart for God. Ask God to give you that kind of young people who would go in

your leadership training group. You could call it Leaders in Training or A Youth Leadership/Discipleship Family, or any

other name which would designate it as being basically for young people who are in training to be the leaders in the youth

group.

The age limit should be 1 through college. Even adult sponsors could attend as students too, as long as they dont come

as the leaders, but as those in training.

. HOW TO ADVERTISE You may want to make personal contact with young people who would have potential and would

benefit by being in such a group. Its good if you can have some of the guys who are natural leaders in such a group.

Advertise this to your young people through public announcements and in the church bulletins. Dont make it something

where the young people feel that they have to attend. In fact, it should be at some time other than a regular church hour.

Let them know the duration of these meetings.

4. AT THE FIRST MEETING

A.Hint You should already have in mind what you want them to do and say, but let them say it.

B.They choose leadership rules After sharing a few ideas about your passion for developing real spiritual leaders in the

youth group, ask the group for really specific, practical characteristics of a youth group leader. If this

leader were to be a real spiritual force and example to others what would he need? Write down the

suggestions which they give on a chalkboard. Make sure that everyone in the group agrees.

C.Sign a commitment Once everyone has decided what it takes to be a real spiritual leader, chart it out as guidelines to

follow for the next ten weeks. The youth themselves choose the leadership rules. At that time, you

could ask for commitment from the young people for the next ten weeks. If they miss meetings for

poor reason, they would be eliminated. And if they miss any more than three of the approximate ten

things which would be needed to characterize a leader, on a weekly basis, they would be eliminated

from the group. In other words, the chart which they have decided upon will be used as a basis to

gauge their consistency as leaders.

D.Set a time limit The first and subsequent meetings should last approximately one and a half hours, and always include

sharing and prayer.

E.Give them the tools At the first meeting, ask everyone to get notebooks (best if they all look alike). The three ringed

notebook could be divided into four sections (1) Sermon notes, () Bible study, () Prayer list, (4)

Personal devotional notes. No one would be permitted in the discipleship group after the second

meeting.

5. AT SUBSEQUENT MEETINGS

A.Bring the notebooks and pass them around for others to see what they wrote in their devotional pages. These pages

are not diaries, but are to be reflections which the young people get from reading the Word. Their

emphasis should not be legalistically reading the Word, as much as it should be having a heart for

God.

B.Prayer should always be a very important part of your Leaders in Training. In addition to having an effective prayer list

and developing one, each person should have a weekly prayer partner and that partner should be

different each week (guys with guys etc.). Their commitment should be to pray for their prayer partner

every day and call or meet with that person at least twice that week, to see how everything is going in

their Christian life. They may want to pray with one another through meeting or on the phone.

C.Dont worry about heavy curriculum, since the main emphasis in the program is teaching young people to apply what

they have been learning elsewhere. Naturally, you will want to teach them how to have effective

devotions, and how to vary them. You will also want to teach them how to take good sermon notes.

6. COMPLETE THE LEADERSHIP FAMILY TRAINING Finish at the end of ten weeks. Perhaps you could go on a retreat

and do some fun, crazy things with a loose schedule. At that retreat, as well as at other times, everyone needs to

continue affirming each other as leaders. They need to continually build up each other, because of what God is doing in

their lives. Theyre leaders because theyve chosen to discipline themselves, set priorities, be lonely for God instead of

following a wrong crowd, etc. No doubt a number of them will drop out. Those who do can join when another training

session begins.

7. CONSIDER STARTING ANOTHER GROUP Have another group when the first ten week commitment is over. Have a

brief break, but then begin another training session to develop leaders for your youth group.

8. CONTINUALLY CHALLENGE THE YOUNG PEOPLE Challenge them with what they could do to be examples to others

in their Christian lives. Some youth groups have done such things as sitting in one section of the church, near the front,

and taking notes on the pastors sermon. Perhaps they would also have small circles of prayer in the halls before church

begins, to really challenge the people to the importance of the message which they will hear. Another youth group wrote a

book called Principles of Growth and Leadership. They passed it out, and shared their spiritual leadership with others. It

was done entirely by the young people, not the youth director. After such groups continue, they are not merely disciples

anymore, they are real leaders.

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Race and gender in othello

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on race and gender in othello. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality race and gender in othello paper right on time.

Our staff of freelance writers includes over 120 experts proficient in race and gender in othello, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your race and gender in othello paper at affordable prices with cheap essay writing service! Issues of race and gender are not separate issues in othello but rather ideas that intersect and are of central focus in the text. Such issues are portrayed through significant employment of symbolism, imagery, characterisation- of desdemona, o and iago and dramatic techniques. The construction of intersecting issues of race and gender work to give the play unity and to endorse the traditional beliefs of the Elizabethans thus privileging the male gender and white Europeans.

Othello is initially set in the City of Venice a culturally refined and affluent region that emanates safety and ‘social concord'. Famous for it's typically beautiful women ‘it was home to the most remarkable flourishing of Western art and culture and yet it held the threat of the most dangerous human vices (lust, jealousy)'. We are introduced to othello through Iago and Rodereigo's resentful comments in particular Roderigo's reference to his ‘thick lips'. The emphasis on Othello's physiological attributes establishes the idea that he is an outsider in the Venetian society and is thus a ‘victim of prejudice'. Iago's vulgar descriptions of the sexual relationship between othello and desdemona ‘an old black ram is tupping your white ewe', promotes the notion that ‘miscegentation if not unnatural is at least deviant. Barbantio's reaction to this ‘o treason of blood' reinforces this attitude. In the text Barbantio functions as a representation of higher society's beliefs in regard on certain issues. Therefore his reaction serves to display the xenophobic racial attitudes of the society of the text and in doing so establishes the idea that although Othello has integrated into the Venetian society he still remains an outsider.

In the play, othello secures a position in the Venetian society through his military capabilities-the ‘brave' and ‘valiant moor'. However Elizabethan stereotypes relating to foreigners are still inherent in the text. For instance Barbantio's acceptance of othello as a military leader equates to respect of his professional accomplishments as opposed to an acceptance of his character, this notion in validated through Barbantio's response to the marriage between his daughter ‘the gentle mistress' and othello the ‘foul thief'. This hypocrisy in Barbantio's behaviour ‘concentrates on the cultural anxieties' of the play and therefore reinforces the idea that othello is othered in the society of the text.

The notion that white Europeans are privileged in the text in contrast to Turkish moors can be examined through the characters of Othello and Iago. Othello is continually identified through negative symbolism in the play, as inferior in the Venetian society. ‘Blackness has been associated with sin and death in a tradition extending back to Greek and Roman times'. In the play, Othello is continually affiliated with evil and is seen as the ‘black devil'. This reflects the Elizabethan notion that the devil's favoured human form was in a black man. Thus the supposed connection between Othello and all things sinister is established through the use of black imagery and the connotations that ensue as a result. Othello is referred to as the ‘black moor' by Iago which ‘hints at something other than his colour', this statement reinforces the idea that blackness was a punishment for sexual excess therefore Othello's colour is in part the foundation for the Elizabethan anxieties towards foreigners. Conversely Iago's privileged position in the text is ironic considering his true nature, this error of judgement is a basis for the idea one of the themes of the play ‘appearance versus reality'. The success of Iago as the villain is in part due to the position he holds in society as a white Venetian male whose credibility is never questioned until the resolution of the play. Iago is a representation of a white European male and the confidence other characters have in his nature ‘an honest man he is' contrasts the continual allegations concerning Othello ‘theif' ‘black devil' and therefore reveal the fact that the white male is privileged above the black. Therefore this reinforces the idea that White Europeans were the accepted norm in contrast to the Turkish moors.

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The idea that Othello is an outsider in his adopted society is reinforces by his own statement and the contradiction between desdemona and himself. Othello's acceptance in the Venice is based on his value as a military leader to the Venetian society as well as his

In addition to the effects of race, gender construction plays a large part in furthering the tragedy of the play. Desdemona epitomises the traditional patriarchal female stereotype she is the ‘sweetest innocent' whose love for her master is incessant. Through the use of religious symbolism ‘o more the angel she' desdemona is constructed as superior being who should be revered. The villainous Iago exploits othello's insecurities in his adopted society due to his race, which ultimately leads to his downfall.

Please note that this sample paper on race and gender in othello is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on race and gender in othello, we are here to assist you. Your cheap research papers on race and gender in othello will be written from scratch, so you do not have to worry about its originality.

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