DOCSLIB.ORG

Educating for True Love

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Educating for rue _ove Explaining Sun Myung Moon's Thought on Morality, Family and Society INTERNATIONAL EDUCATIONAL FOUNDATION Educating for True Love Explaining Sun Myung Moon’s Thought on Morality, Family and Society International Educational Foundation New York Educating for True Love: Explaining Sun Myung Moon’s Thought on Morality, Family and Society International Educational Foundation 132 E. 43rd St., No. 443 New York, NY 10017 All Bible quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version. Copyright 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved. Cover design by Jennifer Fleischman Layout by Jonathan Gullery ISBN 1-891958-07-0 Printed in the United States Table of Contents Preface Part I. True Love Chapter 1 Seeking the True Way of Life Chapter 2 Understanding True Love Chapter 3 Love and Life’s Purposes Part II. Gifts for Growing in True Love Chapter 4 Cultivating the Heart Chapter 5 Strengthening the Conscience Chapter 6 Maturing Through Responsibility Chapter 7 Creativity and Stewardship Chapter 8 Harvest of Love in Eternity Part III. Principles for Loving Relationships Chapter 9 Mind and Body Unity Chapter 10 Giving and Receiving Chapter 11 Subject and Object Partnership Chapter 12 Masculine and Feminine Harmony Chapter 13 Unity Around a Higher Purpose Part IV. The Family as the School of Love Chapter 14 Love in the Family Chapter 15 Growing in Love as a Child Chapter 16 Lessons of Sibling Love Chapter 17 The Blessing of Marriage Chapter 18 Parents as the Image of God Part V. Love and Sexuality Chapter 19 The Meaning of Sexuality Chapter 20 Roots of Immorality Chapter 21 Purity and Preparation for Marriage Part VI. Peacemaking Chapter 22 The Family as the Cornerstone of Peace Chapter 23 Root Causes of Conflict Chapter 24 Prevention and Resolution of Conflict Chapter 25 Waging Peace Notes Index 4 ESTABLISHING UNIVERSAL VALUES IN A RELATIVE WORLD Preface The opening of the 21st century revived the yearning of all the world’s peoples for the dawning of a new era of peace and pros- perity. Yet these ideals seem ever more elusive, as international terrorism and ethnic clashes create global fear and chaos. Societies worldwide continue to suffer from grave problems such as hunger and poverty, corrupt leadership, racial and religious intolerance, violence, AIDS, drug and alcohol abuse and rampant environmen- tal destruction. Of all these problems, the worst represent a profound crisis among youth and within the family: selfish individualism, moral corruption, violence and drug abuse, sexual promiscuity, divorce, absentee parents and family breakdown. The 20th century demon- strated how dramatic improvements in science, technology and material prosperity can resolve some issues, but these alone cannot ensure personal, familial and collective well-being. Unless the char- acter and family crisis can be resolved, there will never be a basis for lasting peace and prosperity. The rapid rate of change in the contemporary world has dis- rupted ancient traditions and transformed cultures worldwide. To fill the spiritual and moral vacuum, a new view of life based on uni- versal values is necessary, one that integrates the best of spiritual and material values, traditional and contemporary values, left-wing and right-wing values, and Eastern and Western values. Such a worldview can help provide the basis for healthy individuals, strong families and stable communities that can connect with one another to create nations and an international network of peace. 5 FOUNDATIONS OF CHARACTER EDUCATION What is the foundation for such universal values? For Reverend Sun Myung Moon, it is true love. True love is manifested in living for the sake of others, giving without calculating personal reward, sacrificing for those we care about and even more importantly for those we dislike, investing even while forgetting what one has invested and continuing to give. Such love is the source of meaning and the basis for maturity, happiness, ties to other persons and the earth, and prosperity. This resonates with the world’s religions and classical philosophy that assert that it is better to give than to receive, and that God and the universe protect and support those who make service their way of life. True love has been the theme of the countless talks and public addresses of Reverend Moon and his wife, Hak Ja Han Moon, over the last fifty years. This text elaborates on his teaching and way of life, which has been dedicated to showing how living for the benefit of others represents the True Way of Life, the path to inner and outer reward as well as the road to peace. This is because it reflects the nature of God, who gives endlessly of Himself to sustain His creation. God is the origin of true love and the ground of universal moral and ethical values. When considering the challenges we face in the present era, many see education as an essential part of the solution. Yet it is clear that the conventional concept of education—training in knowl- edge and skills that will be conducive to a successful career—is insufficient. In the absence of true love, knowledge and skills are empty ends. The most comprehensive view of education encom- passes the efforts of parents, family and the community in teaching what it means to be a full human being. This is a lifelong process of learning the infinite ways to manifest love. Hence, the title and premise of this book, Educating for True Love—that true love should be a fundamental concern of educa- tion. Such education for true love includes educating for character, true family values, purity, and world peace. 6 ESTABLISHING UNIVERSAL VALUES IN A RELATIVE WORLD Character education provides a vital foundation for living a life of true love. Such love is only possible where the heart has been cul- tivated and the conscience is strong. The heart is at the center of a person’s character. From the heart issues our fundamental impulse to seek joy through loving. It is the conscience that then directs our love to be unselfish and conform to the principles that are reflected in all the great spiritual and moral traditions. By cultivating the heart and fortifying the conscience, charac- ter education enables individuals to more fully manifest their like- ness in the image of God. This allows them to better succeed in the great tasks of life—to achieve personal maturity, to create a loving family and to be good stewards of the earth and make a valuable con- tribution to society. The capacity for true love is not only invaluable in this life, but it continues to bring benefits in the next. Just as the months in the mother’s womb is preparation for life on earth, so living in this physical world and learning to love within the family and society readies the individual for life in eternity, in the spiritual world after death. The family is the original school where the lessons of love are taught. True family values education thus becomes crucial for fos- tering people of true love. Reverend Moon teaches that this takes place through the experience of the four realms of heart. Individuals first develop a children’s heart of filial love toward their parents by responding to their unconditional and sacrificial love. Second, they come to know the heart of mutual love and friendship between brothers and sisters or peers. Third is the heart of conjugal love between husband and wife. The fourth realm is the unconditional parental heart of love toward their children. Through family life, the heart stretches and the character matures, and individuals learn how to better love God and their neighbors. The anchor of the family is the love and commitment between husband and wife. Reverend Moon has devoted much of his efforts to helping establish a strong tradition of God-centered marriage and 7 FOUNDATIONS OF CHARACTER EDUCATION the practice of purity before marriage and fidelity within it. Because sexual love is so readily misdirected, pure love education is a neces- sary part of educating for true love. Whether within the family or without, conflict represents a constant challenge to love. At the root of conflict is self-centeredness and the absence of true love. Education for world peace thus involves teaching an attitude of respect for the other—even the enemy—as a child of God, together with the practice of service to benefit the other. This attitude and practice comprise the heart of peacemak- ing, with the goal of drawing together the diverse peoples of the world into one global family. To embody this vision of world peace through educating for true love, Reverend and Mrs. Moon have sought to set an example of living for the sake of the world. From service projects to mar- riage and family guidance, from moral education initiatives to estab- lishing diverse organizations toward the goal of world peace, they have sought tirelessly to improve the human condition and bring the world closer to the ideal of true love. Among these projects is the International Educational Foundation (IEF), whose educational endeavors led to the publication of this book. This text elaborates upon the foundations of a previous IEF book, Educating for Life’s True Purpose: Fostering Character, Love and Service. Educating for True Love offers a systematic explanation of Reverend Moon’s thinking and endeavors regarding other-centered love, exploring its principles, patterns and stumbling blocks, and its realization from the individual level to that of the family, society, nation, and international community. We offer this text to our readers in hopes that we may all become better students and prac- titioners of true love, thereby to be a blessing in the lives of those we touch.
Recommended publications
  • Rahm Uaf 0006E 10262.Pdf

    Rahm Uaf 0006E 10262.Pdf

    Deconstructing the western worldview: toward the repatriation and indigenization of wellness Item Type Thesis Authors Rahm, Jacqueline Marie Download date 23/09/2021 13:22:54 Link to Item http://hdl.handle.net/11122/4821 DECONSTRUCTING THE WESTERN WORLDVIEW: TOWARD THE REPATRIATION AND INDIGENIZATION OF WELLNESS A THESIS Presented to the Faculty of the University of Alaska Fairbanks in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY By Jacqueline Marie Rahm, B.A., M.A. Fairbanks, Alaska December 2014 Abstract As Indigenous peoples and scholars advance Native histories, cultures, and languages, there is a critical need to support these efforts by deconstructing the western worldview in a concerted effort to learn from indigenous knowledge and ways of knowing for humanity’s future wellbeing. Toward that imperative, this research brings together and examines pieces of the western story as they intersect with Indigenous peoples of the lands that now comprise the United States of America. Through indigenous frameworks and methodologies, it explores a forgotten epistemology of the pre-Socratic and Pythagorean Archaic and Classical Greek eras that is far more similar to indigenous worldviews than it is to the western paradigm today. It traces how the West left behind this timeless wisdom for the “new learning” and the European colonial settlers arrived in the old “New World” with a fragmented, materialistic, and dualistic worldview that was the antithesis to those of Indigenous peoples. An imbalanced and privileged worldview not only justified an unacknowledged genocide in world history, it is characteristic of a psycho-spiritual disease that plays out across our global society.
  • Educating for True Love

    Educating for True Love

    Educating for rue _ove Explaining Sun Myung Moon's Thought on Morality, Family and Society INTERNATIONAL EDUCATIONAL FOUNDATION Educating for True Love Explaining Sun Myung Moon’s Thought on Morality, Family and Society International Educational Foundation New York Educating for True Love: Explaining Sun Myung Moon’s Thought on Morality, Family and Society International Educational Foundation 132 E. 43rd St., No. 443 New York, NY 10017 All Bible quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version. Copyright 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved. Cover design by Jennifer Fleischman Layout by Jonathan Gullery ISBN 1-891958-07-0 Printed in the United States Table of Contents Preface Part I. True Love Chapter 1 Seeking the True Way of Life Chapter 2 Understanding True Love Chapter 3 Love and Life’s Purposes Part II. Gifts for Growing in True Love Chapter 4 Cultivating the Heart Chapter 5 Strengthening the Conscience Chapter 6 Maturing Through Responsibility Chapter 7 Creativity and Stewardship Chapter 8 Harvest of Love in Eternity Part III. Principles for Loving Relationships Chapter 9 Mind and Body Unity Chapter 10 Giving and Receiving Chapter 11 Subject and Object Partnership Chapter 12 Masculine and Feminine Harmony Chapter 13 Unity Around a Higher Purpose Part IV. The Family as the School of Love Chapter 14 Love in the Family Chapter 15 Growing in Love as a Child Chapter 16 Lessons of Sibling Love Chapter 17 The Blessing of Marriage Chapter 18 Parents as the Image of God Part V.
  • Love Stories That Touched My Heart

    Love Stories That Touched My Heart

    RAVINDER SINGH LO VE S TO RI ES THAT TO UCHED MY HEART Contents About the Author Also by Ravinder Singh The Girl Behind the Counter Omkar Khandekar A Train to My Marriage Vandana Sharma A Love Story in Reverse! Sujir Pavithra Nayak Flirting Vinayak Nadkarni The Divine Union K. Balakumaran Just Because I Made Love to You Doesn’t Mean I Love You Anjali Khurana One Night Stand in Hariharapuram Mohan Raghavan May God Bless You, Dear Yamini Vijendran Cheers to Love Renu Bhutoria Sethi Synchronicity Jyoti Singh Visvanath Love Is Also a Compromise Manjula Pal A Village Love Story Haseeb Peer Never Forget Me Renuka Vishwanathan A Tale of Two Strangers Swagata Pradhan Bittersweet Symphony Jennifer Ashraf Kashmi Heartstrings Dr Roshan Radhakrishnan The Most Handsome Kaviya Kamaraj A Pair of Shoes Manaswita Ghosh The Smiling Stranger Lalit Kundalia The Last Note Amrit Sinha The Uncertainties of Life Arpita Ghosh Another Time, Another Place Sowmya Aji Clumsy Cupid Reuben Kumar Lalwani Here’s How It Goes Arka Datta Love, Beyond Conditions Asma Ferdoes Editor’s Note Notes on Contributors Follow Penguin Copyright PENGUIN METRO READS LOVE STORIES THAT TOUCHED MY HEART Ravinder Singh is a bestselling author. I Too Had a Love Story, his debut novel, is his own story that has touched millions of hearts. Can Love Happen Twice? is Ravinder’s second novel. After spending most of his life in Burla, a very small town in western Orissa, Ravinder has finally settled down in Chandigarh. He is an MBA from the renowned India School of Business and is presently working with a prominent multinational company.
  • Alien Love- Passing, Race, and the Ethics of the Neighbor in Postwar

    Alien Love- Passing, Race, and the Ethics of the Neighbor in Postwar

    UNIVERSITY OF CALIFORNIA Los Angeles Alien Love: Passing, Race, and the Ethics of the Neighbor in Postwar African American Novels, 1945-1956 A dissertation submitted in partial satisfaction of the Requirements for the degree Doctor of Philosophy In English By Hannah Wonkyung Nahm 2021 © Copyright by Hannah Wonkyung Nahm 2021 ABSTRACT OF THE DISSERTATION Alien Love: Passing, Race, and the Ethics of the Neighbor in Postwar African American Novels, 1945-1956 by Hannah Wonkyung Nahm Doctor of Philosophy in English University of California, Los Angeles, 2021 Professor King-Kok Cheung, Co-Chair Professor Richard Yarborough, Co-Chair This dissertation examines Black-authored novels featuring White (or White-passing) protagonists in the post-World War II decade (1945-1956). Published during the fraught postwar political climate of agitation for integration and the continual systematic racism, many novels by Black authors addressed the urgent topic of interracial relationality, probing the tabooed question of whether Black and White can abide in love and kinship. One of the prominent—and controversial—literary strategies sundry Black novelists used in this decade was casting seemingly raceless or ambiguously-raced characters. Collectively, these novels generated a mixture of critical approval and dismissal in their time and up until recently, marginalized from the African American literary tradition. Even more critically overlooked than the ostensibly raceless project was the strategic mobilization of the trope of passing by some midcentury Black ii writers to imagine the racial divide and possible reconciliation. This dissertation intersects passing with postwar Black fiction that features either racially-anomalous or biracial central characters. Examining three novels from this historical period as my case studies, I argue that one of the ways in which Black writers of this decade have imagined the possibility of interracial love—with all its political pitfalls and ethical imperatives —is through the trope of passing.
  • CHAPTER I INTRODUCTION This Chapter Presents Background of the Problem, Identification of the Problem, Limitation of the Problem

    CHAPTER I INTRODUCTION This Chapter Presents Background of the Problem, Identification of the Problem, Limitation of the Problem

    1 CHAPTER I INTRODUCTION This chapter presents background of the problem, identification of the problem, limitation of the problem, formulation of the problem, purposes of the research, hypothesis of the research, significance of the research, assumptions of the research, limitation of the research, and key terms definition of the research. A. Background of the Problem Pouring ideas out on a piece of paper is done as an expression of feelings and thoughts of students if they consider it is naturally done as a way to communicate to others beside sharing them orally. When writing students play a role as writers. They write what they want to share to readers appropriately. However not all students can do it perfectly or in a good way. Moreover when students are asked to summarize what previous writers have written down. Many of them tend to summarize by using the writers’ own language so that it is often the result of their writing is almost same with the writers’ words style. This can give a negative impact for them when teachers read their writing result and categorize that it is plagiarism. Of course plagiarism is not allowed for the beginner writers like them, and whoever. To anticipate a similar case, reading and writing as two of skills in language are taught in English department of IKIP Gunungsitoli. 2 In English department, teaching-learning process is run as normally like other departments. A lecturer teaches Reading and Writing to students of the third semester as a part of lectures. In a syllabus or program of lecturing run there is stated that competence standard hopes that improving the students’ reading skills, understanding what inference, figures of speech, diction, juxtaposition, selected texts of non- fiction; cohesion, unity, summarizing text types and short stories so that they are able to interpret the content of texts what the author tells about as well as arranging organization and development ideas based on chronological order.
  • Theorising the Quantified Self and Posthumanist Agency Self-Knowledge and Posthumanist Agency in Contemporary US-American Literature

    Theorising the Quantified Self and Posthumanist Agency Self-Knowledge and Posthumanist Agency in Contemporary US-American Literature

    Theorising the Quantified Self and Posthumanist Agency Self-Knowledge and Posthumanist Agency in Contemporary US-American Literature Stefan Danter, Ulfried Reichardt and Regina Schober Abstract In our paper we will examine the cultural implications of the quan- tified self technology and analyse how contemporary US-American novels reflect and comment on the qualitative changes of the human condition against the backdrop of an interpretive dominance held by the natural and social sciences as well as the changes effected by quantitative methods. Moreover, we will investigate some his- torical and cultural continuities of the quantified self within US- American culture. We claim that, although the quantified self is a global phenomenon, it has emerged from a model of subjectivity which has been deeply engrained in American culture at least since Benjamin Franklin’s Autobiography (1791) and which emphasises individualism, economic self-optimisation, and a techno-euphoric belief in progress, self-control, and self-possession. In this context, the quantified self can be connected to theoretical discourses of 1) economy-driven subjectivity, 2) posthumanism and 3) knowledge cultures of the information age. Drawing on Gary Shteyngart’s recent novel Super Sad True Love Story (2010), we will map forms and functions of literary engagements with various manifestations of the quantified self in relation to the cross-dependencies between distributed agency, potentials and the limits of knowledge systems, and economic mechanisms. As critical systems of second-order observation, fictional texts reflect on the repercussions of practices related to numerical self-description. At the same time, they consti- tute epistemological counter models to the relational, modular, and combinatory logic of the database (Manovich 2001; Hayles 1999), by focusing on the qualitative dimension of human experience and thus (re-)inscribing human agency into these “technologies of the self” (Foucault 1984).
  • Medina County Board of Developmental Disabilities

    Medina County Board of Developmental Disabilities

    1 Medina County Board of Developmental Disabilities The Mission of the Medina County Board of Developmental Disabilities is to promote and empower individuals with developmental disabilities to live, learn, work, and socialize as citizens in the community. June 28, 2021 Due to the COVID-19 pandemic, this Board Meeting will be held virtually via Zoom and made available to the public live via the MCBDD YouTube channel or other platform. Check the MCBDD website for details. General Session: 4:30 p.m. Executive Session to follow General Session 2 MEDINA COUNTY BOARD OF DEVELOPMENTAL DISABILITIES Regular Board Meeting Agenda – Zoom June 28, 2021 I. Call to Order (4:30 p.m.) II. General Session (4:30 p.m.) A. Moment of Silence B. Mission Statement Affirmation C. Approval of Minutes 1. Approval of the Minutes from the May 14, 2021 Special Board Meeting 2. Approval of the Minutes from the May 17, 2021 Regular Board Meeting D. Old Business-No Old Business E. Presentation 1. Provider Support - Pam Hunt F. Discussion Items 1. Sunshine Law G. New Business 1. Appropriation Increase – Capital Housing Resolution #19-21 2. State of Ohio/DODD Community Capital Assistance Funds Resolution #20-21 3. Architectural Design/Engineering for Capital Assistance Funds Project Resolution #21-21 4. Loading Dock Repair Resolution #22-21 5. Roof Drain Repairs Resolution #23-21 6. Abolishment and Creation of Positions Resolution #24-21 7. MCH Contract Amendment 2 Resolution #26-21 8. Policy Review and Approval H. Reports Review a. Superintendent’s Report b. Financial Reports: Revenue Expenditures Cash Balance Cash Flow c.
  • The Perils of Patriarchy

    The Perils of Patriarchy

    The Perils of Patriarchy by Ellen O’Neal The Perils of Patriarchy Ellen O'Neal English Honors Thes~ April 29, 2010 Professor Mark Schoenfield ----'-~'--Vl---'P~_7r-__,____­ Professor Paul YDUng Professor Jay Clayton Acknowledgments: I would first like to thank Mark Schoenfield for giving me the opportunity to participate in the Honors English program. It has been an incredible experience and I’m so glad I did it. This project couldn’t have been possible without my advisor, Paul Young. Thank you for all of the advice and brainstorming sessions that really brought this thesis together. Finally, my writing studio group, Jennifer, Sarah, Charlotte, and our fearless leader Megan, we did it!! Table of Contents Introduction 1 Notorious 7 North By Northwest 21 Rear Window 34 Introduction When a hero and a heroine meet in a classical Hollywood narrative, it is assumed that they will fall in love and be married by the film’s end. They may go through some bumpy patches along the way, but they will survive and be better for it. As David Bordwell describes in The Classical Hollywood Cinema, “one of these lines of action involves heterosexual romantic love. … Character traits are often assigned along gender lines, giving male and female characters those qualities deemed ‘appropriate’ to their roles in romance” (16). This is how a classical Hollywood plot typically unfolds. When a man and a woman fall in love in an Alfred Hitchcock film, they have to go through extreme trials and tribulations to test the endurance of their relationship and prove they are a lasting couple.

  • Folding Cubanidad: a Deleuzian Approach to Contemporary Cuban Cinema

    FOLDING CUBANIDAD: A DELEUZIAN APPROACH TO CONTEMPORARY CUBAN CINEMA Paola Monaldi A Thesis Submitted for the Degree of MPhil at the University of St. Andrews 2012 Full metadata for this item is available in Research@StAndrews:FullText at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/3322 This item is protected by original copyright Folding Cubanidad: A Deleuzian Approach to Contemporary Cuban Cinema Paola Monaldi A Thesis Submitted for the Degree of MPhil at the University of St. Andrews 2012 Dept. of Film Studies Supervisor: Dr David Martin-Jones June 26, 2012 I, Paola Monaldi, hereby certify that this dissertation, which is approximately 43,000 words in length, has been composed by me, that it is the record of work carried out by me and that it has not been submitted in any previous application for a higher degree. This project was conducted by me at the University of St Andrews from November 2009 to June 2012 towards fulfilment of the requirements of the University of St Andrews for the degree of MPhil under the supervision of Dr David Martin-Jones. Date 26/06/2012 Signature of candidate I, David Martin-Jones, hereby certify that the candidate has fulfilled the conditions of the Resolution and Regulations appropriate for the degree of MPhil in the University of St Andrews and that the candidate is qualified to submit this thesis in application for that degree. Date 26/06/2012 Signature of supervisor In submitting this thesis to the University of St Andrews I understand that I am giving permission for it to be made available for use in accordance with the regulations of the University Library for the time being in force, subject to any copyright vested in the work not being affected thereby.

  • The Cinema of Small Nations

    THE Within cinema studies there has emerged a significant body of scholarship CINEMA OF SMALL NATIONS on the idea of ‘National Cinema’ but there has been a tendency to focus on the major national cinemas. Less developed within this field is the analysis of what we might term minor or small national cinemas, despite the increasing significance of these small entities with the international domain of moving image production, distribution and consumption. The Cinema of Small Nations is the first major analysis of small national cinemas, comprising twelve case studies of small national – and sub national – cinemas from around the world, including Ireland, Denmark, Iceland, Scotland, Bulgaria, Tunisia, Burkina Faso, Cuba, Singapore, Taiwan, Hong Kong and New Zealand. Written by an array of distinguished and emerging scholars, each of the case studies provides a detailed analysis of the particular cinema in question, with an emphasis on the last decade, considering both institutional and textual issues relevant to the national dimension of each cinema. While each chapter contains an in-depth analysis of the particular cinema in question, the book as a whole provides the basis for a broader and more properly comparative understanding of small or minor national cinemas, particularly with regard to structural constraints and possibilities, the impact of globalisation and internationalisation, and the role played by economic and cultural factors in small-nation contexts. Key features: • the first major study of a range of small national cinemas • detailed and informative studies of particular small national cinemas from around the globe • an implicit comparative element that reveals major similarities and differences across the case studies EDITED • a strong line up of international contributors including a number & DUNCAN PETRIE of major internationally recognised experts in the field BY METTE HJORT BY METTE HJORT THE CINEMA OF • written in an accessible style to appeal to students, academics and the general reader alike.
  • Comprehensive Examination

    Comprehensive Examination

    SESSION TWO The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION COMPREHENSIVE EXAMINATION IN ENGLISH SESSION TWO Wednesday, June 19, 2002 — 9:15 a.m. to 12:15 p.m., only The last page of this booklet is the answer sheet for the multiple-choice ques- tions. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. Now circle “Session Two” and fill in the heading of each page of your essay booklet. This session of the examination has two parts. For Part A, you are to answer all ten multiple-choice questions and write a response, as directed. For Part B, you are to write a response, as directed. When you have completed this session of the examination, you must sign the statement printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the session and that you have neither given nor received assistance in answering any of the questions dur- ing the session. Your answer sheet cannot be accepted if you fail to sign this dec- laration. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. Part A Directions: Read the passages on the following pages (a poem and a short story). Write the number of the answer to each multiple-choice question on your answer sheet. Then write the essay in your essay booklet as described in Your Task. You may use the margins to take notes as you read and scrap paper to plan your response.
  • ABSTRACT Title of Dissertation: the TORT REVOLUTION: PRODUCT

    ABSTRACT Title of Dissertation: the TORT REVOLUTION: PRODUCT

    ABSTRACT Title of Dissertation: THE TORT REVOLUTION: PRODUCT LIABILITY AND THE RULE OF COURTS Ian J. Drake, Doctor of Philosophy, 2010 Dissertation directed by: Professor Herman J. Belz, Department of History This dissertation is a history of the changes in tort law, specifically in products liability law, from the fault-based negligence standard to the no-fault strict liability standard. It covers a period from the late nineteenth century through the end of the twentieth century. The historical questions this dissertation seeks to answer are i) what caused the change from negligence to strict liability, ii) who were the historical actors responsible for this change, iii) what was the political character of this change, and iv) what were the political consequences of this change. This dissertation reveals that the revolutionary expansion in product liability law in the states in the 1960s was the product of the Progressive ideologies of state court judges. During the Progressive Era, American legal education responded and adapted to the political climate of the wider society by adopting a new philosophical disposition regarding how the courts should address civil wrongs. The political and ideological responses to the industrialization of the late nineteenth century and early twentieth century resulted in legal academics and practitioners advocating new ideologically oriented theories about how law does and should affect citizens. These theories, known as sociological jurisprudence and legal realism, became popular in American law schools. The law students of the 1920s became the judges and legal academics of the 1950s and 1960s. In the latter decades, Progressive state court judges instituted dramatic, revolutionary changes in the area of law known as torts, particularly products liability law.