Renaissance and the church

The renaissance period is known to have had various effects on the Catholic Church, both positive and negative. This was the period when the Catholic Church gained a lot of popularity from people. However, it was also during this period when the church almost collapsed. This paper seeks to establish the various ways that the rise and the near collapse of the church were due to the renaissance period.Advertising We will write a custom essay sample on Renaissance and the church specifically for you for only $16.05 $11/page Learn More Despite the very many contrasts that were existent during this period, there was a declining influence of the Catholic Church. Most humanists thought that the church still had traditional rules, values and policies which they felt that they were getting outdated and should therefore change. In the earlier periods, the Catholic Church was an imperative part of the structure that was based on the faithfulness between vassals of the feudal system and the lords. In the renaissance period however, there was a shift on focus from religious matters to money matters. The church had a hard time adjusting to this fresh philosophy. As a result the church had been accused on the grounds of corruption on several occasions, an act which gave the church a bad reputation. The high regard of the church was also wounded as some church heads desecrated the biblical regulations they were delegated to uphold and existed no differently that the worldly merchants and political numbers. This was additionally compounded by the comprehension by the new sovereigns that, in order to maintain supremacy, the church had to operate according to its traditional rules and regulations, practices that were fading in the church. This was because some church leaders were acting in a manner which was in accordance to the principles of the Catholic Church. Although there was decline in the popularity of the Catholic Church during this era, the re was some growth in religious matters. This mostly happened in the 14th to the 15th century in a period which later came to be known as The Reformation. It was more critical in the 16th century. Decline of the Church The papal patio was mortified when, in the in the early years of the 14th century, the French emperor enforced them to Avignon. This strained move led the churches uppermost leaders to emerge as the subjects of France.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The church, in its place of providing religious leadership to the rapidly shifting society, became pre-occupied with its management of staff and procedures. The dilemma became even worse during the Great Schism, when opponent popes vied for power of the church. This was evidence of greed in the church. The ultimate outcome further lessened the political weight of the church. There were commendable leaders of the Catholic Chur ch for the duration of these times. Nicholas V and Pius II, who followed after the latter, were educated, devout and dignified heads of the church. There were in addition other popes, like Alexander VI, who was pope in the year 1492, Julius II and also Leo X, who were primarily concerned with the political grounds, the endorsement of their families and the benefaction of the art. These popes additionally weakened the capability of the Catholic Church to have authority on the society and also in politics. With its destabilized authority, the church established that its papal power was getting increasingly challenged, both in the vicinity and countrywide. These tests to the papal influence, known as â€Å"heresy†, burgeoned, and critics turned out to be more candid and copious The Growth of Religion The worry of the churches situation was a consequence of the power of the church, not the flaw. The pressure of the Catholic Church was failing but there was yet increasing recognit ion of religion all the way through all regions of Europe (Barry, 11). Religion started to revolutionize. Preachers called on the sinners to ask forgiveness (repent). This association believed in straight revelations from God devoid of the church as an agent. People who protested the Catholic Church, along with their contradictory beliefs, posed a menace to customary religion. Popular unorthodox movements sustained their growth and continued to dare papal authority. Some fractions of these movements happened to be so willing to have the whole Catholic Church done away with. For the duration of the 14 century, a British theorist, John Wycliffe started airing his grievances against the Catholic Church in his trainings and scripts. These heretics grow to be popular due to their attacks, but they hang about as a small underground. The preponderance of the reformers expected to modify the Catholic Church, not get rid of it. There was a very significant theologian in the early times of th e 16th century at the University of Paris who supported conciliar theory. This hypothesis aimed at making a reformation to the Catholic Church by eliminating the supreme influence of the pope and putting it in a common council.Advertising We will write a custom essay sample on Renaissance and the church specifically for you for only $16.05 $11/page Learn More The renaissance period can hence be seen as a period that meant a lot of trials and consequent tribulations to the Catholic Church as a whole. It kept the church in constant upheavals (Starn, 22). Works Cited Barry, William. The Renaissance. The Catholic Encyclopedia. New York: Robert Appleton Company, 1911. Vol. 12. Starn, Randolph. â€Å"A Postmodern Renaissance?† Renaissance Quarterly. 2007. 60(1): 1-24 This essay on Renaissance and the church was written and submitted by user Damaris Morrow to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Child LaBOR essays

Child LaBOR essays Child labor is a serious problem in many parts of the world, especially in developing countries. Labor is defined as physical or mental work especially of the hard or fatiguing kind. (Websters Dictionary) Child labor usually means work that is done by children under the age of 15, which restricts or damages their physical, emotional, intellectual, social, or spiritual growth as children. The International Labor organization estimates that there are 250 million children worldwide, between the ages of 5 and 14, who are now working. Africa and Asia together account for over 90 percent of total child employment (Faraaz Siddiqi) Child labor is especially common in the rural areas of these countries. Usually there are no age requirements for schooling or for work. There are many reasons that these children work; poverty, lack of education, lack of knowledge of ones rights and cultural tradition are all contributing factors. These children are often working in severe and hazardous conditions. These children are deprived and mistreated. They are often beat or severely punished for making even the slightest mistakes. They receive low wages and perform tasks that are usually the work of adults. The International Labour Office reports that children work the longest hours and are the worst paid of all laborers. These children can be found working on farms, in factories or mines, and even fighting in wars. Much of the nations farmland is worked by toddlers, yokes teams of three-, four-, and five-year-olds who pl ough, seed and glean fields from dawn to dusk. (Jonathan Silvers) Three types of bonded labor exist in practice around the world. The first type involves a child inheriting a debt carried by their parents. The enslaved parents find no alternative except to essentially turn over the rights of their child to their masters. Another form of bonded labor occurs with a child being used...

From First Draft to Book Launch How to Publish a Novel

From First Draft to Book Launch How to Publish a Novel You’ve finished writing the first draft of your novel, but there’s still quite a distance to travel between having a finished manuscript and a published book. What you decide to do with your manuscript from here on out will have a huge impact on both the size of your readership and your book’s reception. So, how do you publish a novel? What DO you do with the finished manuscript?   1. Ask yourself if you’re really finished. Reread your novel all the way through as if someone else wrote the book. Make notes. Circulate your manuscript among trusted writers, teachers, mentors, or online forums (the NaNoWriMo forums, Skypen, World Literary Cafe, You Write On, Authonomy, etc.) and solicit feedback. Revise accordingly. Then†¦ 2. Hire a professional editor. The best writers in the world still work with editors. It’s an essential part of the publishing process, no matter how good your manuscript. Whether you’re in need of developmental editing, copy editing, or just proofreading - you want to use a professional.Check out â€Å"What kind of book editing do I need for my manuscript?† to figure out exactly what your book requires at this point. If you don’t have an existing relationship with an editor, visit FirstEditing.com. 3. Start doing your publication prep-work. You’ll need to prepare a few things before you go ahead and publish a book, including: Jacket copy/book blurb An attractive book cover Your author

Global Trends in Corporate Power Assignment Example | Topics and Well Written Essays - 1500 words

Global Trends in Corporate Power - Assignment Example However, the 1970s experienced a failure of the Keynesian economic policies to address unemployment and inflation issues. Conservative politicians fought for the growth of large corporations by faulting the enforcement of anti-trust laws and lowering tax rates on corporations.The fall of the Eastern Bloc nations and the Soviet Union near the end of the twentieth century also gave room for the spread of free-market capitalism. Capitalism played a crucial role in enhancing quick expansion of large American corporations such as Coke, McDonald's, and Levis into new markets that had been dominated by Communist countries. International agreements on free trade and privatization are fueling the removal of trade barriers. Corporations are now riding on preferential treatment by nations. Their impacts on people’s welfare are felt from Wall Street to the poorest country on the globe.Global distribution of Multinational Corporations (MNC) suggests the vast influence of corporate power. T he United Nations reported that there were approximately 75000 MNCs operating globally in 2005. The developed industrial economies boast of being the mother countries of about three-quarters of the MNCs. Denmark is a home to 12% of the total MNCs, followed by South Korea. Germany follows with 8%, then Japan (7%), China (5%) and lastly U.S. (3%). India and Brazil are the leading developing countries that home a significant number of MNCs. However, a greater share of the geographic distribution of only the very largest corporations is in U.S. and Japan.

Implementing Policy the Protects the Rights of Homosexual Students Essay

Implementing Policy the Protects the Rights of Homosexual Students - Essay Example The GSA Network has devoted significant monetary and staffing resources to addressing the problems of discrimination, harassment, and homophobia in VUSD schools through its Fresno office. The GSA Network primarily fights homophobia and intolerance in schools by empowering gay, lesbian, bisexual, transgender and heterosexual members in high schools to form and maintain local, school-based, student-run clubs called "GSAs". The GSA Network also encourages members to form community-based GSAs made up of students and supportive community members. See id. One-hundred fifty (150) GSA clubs in Northern California and the Central Valley are presently registered with the GSA Network. The GSA Network connects these school- and community-based GSAs to each other and to community resources in order to: foster safe environments for student members; educate student members and the school community about homophobia, gender identity, and sexual orientation issues; and fight intolerance, discriminatio n, harassment, and violence in schools. It is alleged that openly gay students are subject to severe verbal and physical harassment and suffer physical and emotional damage from Defendants' allegedly hostile environment. Heterosexual students are deprived of an environment that is free from hostility directed toward students who are gay or lesbian or who are perceived to be gay or lesbian. Harassment and discrimination is alleged to be a fact of life for gay or lesbian students, or those perceived as gay or lesbian, attending schools within the VUSD, including Golden West High School.. These students have been repeatedly called "faggot", "queer", and other anti-gay epithets on campus and in the classrooms, sometimes in the presence of teachers. One gay student allegedly confronted his teacher after class about students making loud, derogatory, anti-gay comments in class.. The teacher told the student that he did not hear the comments and refused to do anything about them. Gay or lesbian students, or those perceived as gay or lesbian, have been spit upon by other students on the campus of Golden West. Former Golden West students, perceived to be gay, have had food, pencils, erasers, and textbooks and other objects thrown at them. One gay student was almost hit by a car driven by another student who was actively trying to run him down. See id. One student directed a death threat to a gay student at Golden West.. Golden West students have also allegedly spray-painted the word "Fag" on a pickup truck of another student. One gay student at Golden West was attacked on campus by students yelling "fag", "queer" and other derogatory terms. When the student fought back, Golden West administrators broke up the fight and led the gay student away in handcuffs. That student did not return to Golden West. Students are allegedly afraid to associate themselves with any openly gay students on campus for fear of being verbally and physically assaulted. Students who are gay or lesbian experience chronic psychological injury from the harassment at school each day. One gay student suffers from insomnia and lies awake each night reviewing the harassment he suffered during the day and worrying about what

Best Practice Coaching in Modern Sporting

Best Practice Coaching in Modern Sporting Contents (Jump to) Introduction Principles and best practice in coaching The effectiveness of different styles of coaching in different contexts How models of coaching can help practitioners Conclusion References Introduction Sport, as a physical education concept, is governed exclusively by principles, rules and regulations. More than any other form of education, ethics dominate the culture of sport. Indeed, in an era dominated by the breakdown of rules and regulations and the increasing emphasis upon the needs of the individual over the collective, sport can in some ways be seen as the last bastion of the team ethic, helping to infuse in people a sense of belonging and of togetherness. For this reason, the ideal of best practice is a highly important contemporary topic one whose measure can be meted out in the fact tat the business community in the twenty first century is looking with increasing respect at the achievement of high‑achieving sports coaches such as Sir Alec Ferguson in order to create a model for success within their own corporate teams. The following essay seeks to look at the ways in which these principles pertaining to best practice can best be applied in a variety of modern spor ting contexts. Principles and best practice in coaching The ideal of sport has changed markedly in the past fifteen to twenty years (Polley, 1998)[1]. What was once seen as leisure and/or a recreational activity is now viewed primarily as a vehicle through which one can instigate deep-seated cultural and societal change. This is especially true in the UK which has a particularly insipid connection to sport with a variety of games considered endemic in British society; indeed, many of the most popular sports in the world were played first in Britain and their governing bodies still reside within British state borders. As a result, as Dawn Penney (2000:59) declares, sport, society and equity are interlinked to a degree that has only very recently been acknowledged by academic, specifically sociological, study. â€Å"Physical education and sport are part of our social and cultural worlds. The relationship is dynamic, with the policies and practices of physical education reflecting, but also clearly shaping (reproducing and/or challenging), the values and interests of broader society.†[2] It is for this reason that the concept of ‘best practice’ has attained a new level of significance in recent years relating specifically to the adoption of the finest possible academic, psychological and ethical procedures especially with regards to children and young people so as to prepare them mentally and physically for the multiple demands of adult life whether this be in a sporting or non‑sporting context. ‘Best practice’ utilises research conducted primarily between the years 1950 to 1980 with the implementation of these strategies taking place over the past thirty years. It is a wholly recent phenomenon and, as such, is lacking in some areas of research compared to other fields of sociological study. However, in the twenty first century the amount of attention devoted to the subject is likely to increase with the dual spectre of globalisation and commercialisation making sports a highly lucrative hub of activity. The principles governing the concept of ‘best practice’ are centred upon the twin aims of forging a common sense of unity and teamwork within a group of players and at the same time to nurture individual skill and flair on a one-to-one basis so that the more gifted players’ skills are honed without neglecting the primacy of the team as the over-riding ethos of ‘best practice’. This essential dualism which resides at the epicentre of ‘best practice’ coaching concepts is inherently affected by the evolution of sports players as they grow up. For instance, young players (aged six to ten years old) are much more inclined to gravitate towards the individual element of sports and competition with the group dynamic coming at a later age (developing primarily between the ages of twelve and sixteen). For this reason, there is no ‘best way’ to ‘best practice’; no right or wrong. Rather, there is a great exchange of fluidit y between concepts, principles and practices that should be implemented on an individual basis. This is as true of coaching adults (clients) as it is of coaching youngsters where Jennifer Rogers (2007:7-10)[3] has outlined six core principles that ‘define’ the role of the coach in the modern era. These are: The client is resourceful (the coach’s sole aim is to work with the client to achieve all of their potential – as defined by the client). The coach’s role is to spring loose the client’s resourcefulness. Coaching addressing the whole person: past, present and future. The client sets the agenda. The coach and the client are equals. Coaching is about change and action. The common denominator outlined by Rogers is that coaching is always triggered by change – be it a change in age, in circumstance, in style or technique. Furthermore, because change is the currency in which the coach does business, there is bound to be wildly fluctuating styles of coaching that fit wildly different social and cultural contexts and it is towards these different styles and contexts that attention must now be turned. The effectiveness of different styles of coaching in different contexts It has been shown that the evolution of young people greatly affects the implementation of coaching methods pertaining to the precarious balance between coaching the individual and the group dynamic. This is necessarily dependent on the kind of sport being coached: team sports such as football require a dedication to the team ethic while sports such as tennis and golf stress the individual element of competition. Sports such as cricket combine the team ethic with a heavy emphasis upon individual ability, certainly with regards to batting, which is a very solitary skill that requires intensive levels of concentration and individualism (Palmer, 1999)[4]. Thus, in the first instance, effective coaching requires the practitioner to tailor his or her coaching style to the sport in question and then to further tailor these coaching techniques to the age group of the team or individual being coached. This inherent diversity in coaching styles is also true of the economic context of coaching adults. Certain sports require greater levels of economic participation than others. Golf, for example, is an expensive sport that demands that the participant is well funded so as to purchase the necessary equipment such as clubs, bags, clothing and, most importantly, membership to a golf club. The same can be said of tennis and cricket where the equipment is a vital part of the ultimate success or failure of the technique of the client in question. Economic context is also important with regards to the psychological element of coaching with the social, cultural and political problems of urban poverty playing an important part in the types of coaching techniques which are likely to yield the best results from any given demographic. There can be no doubt that a coaching style employed for a group of middle class practitioners with free access to capital, time and resources is going to be marke dly different from the kind of coaching style deployed for children and adults who do not have access to the same luxuries and who therefore are going to respond to different coaching techniques. Economic context, demographic context and age context are further compounded by the increasingly common problem of multiculturalism and, specifically, globalisation, which has obvious consequences for teachers, mentors and coaches operating at all levels of society throughout the UK. When one thinks, for instance, of the impact of language upon coaching (relaying tactics, pointing out areas of strength and weakness, and, most significantly, attempting to instil a team ethic) one can see the extent to which the role of the coach is inexorably intertwined with the fate of mass movement of peoples across the planet in the twenty first century. As Jones (1997:27) declares, â€Å"there is no more important task within the wider coaching process than that of communication.†[5] Bains and Patel (1994) have long pointed out the blatant under‑representation of Asians playing professional football in England despite some areas in the Midlands and the North-West of England having u rban areas with a higher than 50% ratio of ethnic communities. â€Å"Recent Sport England national statistics confirmed that people of South Asian origin have markedly lower participation rates than other minorities or the indigenous population.† (Collins, 2003:75)[6] This anomaly with regards to the high numbers of Asians living in modern Britain and the disproportionately small number of Asians playing football, it has been argued, is due to coaches indulging in outmoded stereotyping when it comes to coaching players from the Asian community. Asians are still seen as primarily academic achievers over sports players and where they are perceived as sports players they are still pigeon‑holed in typical Asian images of cricket players; rarely are they ever seen as potential professional footballers. Likewise black players are still seen as primarily quick, powerful players; rarely, the tactical brains or the spiritual heartbeat of the side. This cultural element to sports coaching is exacerbated by the historical gender divide between males and females in a sporting context. Here, just as with ethnic people, stereotypes remain the dominant coaching paradigm. Girls and women are expected to play traditionally female sports such as netball, hockey, lacrosse, swimming and tennis. This, however, is in direct opposition to the growing numbers of women playing traditionally male‑dominated sports such as rugby, cricket and football with the latter in particular experiencing a veritable boom in female interest since the beginning of the 1990s. â€Å"A generation ago, sport was a core, patriarchal institution in a larger, contested gender order. Now, with the dramatic growth of girls’ and women’s athletics participation, sport no longer simply or unambiguously plays this reactionary role in gender relations. Sport is now more internally contested.† (2002 introduction xxii)[7] It is, in the final analysis, up to the sports coach to take each of these mitigating factors and contexts into account so that the practitioner is able to coach skills and techniques that are relevant to the contemporary era as opposed to perpetuating anachronistic stereotypes that do little to advance civilised society in both a sporting and non‑sporting context. How models of coaching can help practitioners Studying different models of coaching represents the scientific element of sports mentoring whereby the student and practitioner can attempt to explain the essence and purpose of coaching via the development of models (Fairs, 1987:17-19)[8]. It can be separated into two distinct camps: the ‘of’ coaching camp and the ‘for’ coaching camp. Models ‘of’ coaching are based upon empirical research investigating best practice while the ‘for’ coaching models are idealistic representations that arise from attempts to identify a concrete set of assumptions about the coaching process. The majority of practitioners tend to employ a symbiosis of the two models incorporating an ‘of’ and ‘for’ model of best practice. In this way, empirical data can be used in a realistic setting that takes into account the age, skills and other contexts that affect the coaching process. However, these two models of coaching underline the e xtent to which academia and intellectual analysis has come to dominate the empirical study of sports performance when in fact the first hand experience of established practitioners ought to form the basis of all models of coaching sports. The difference, essentially, comes down to one of theory and practice with the concept of ‘expertise’ necessarily clouded by the arguments of the academics and the professionals respectively. Once again, though, the individual element of the coaching process must be highlighted so as to reflect the inherent complexity that takes place within the field of sports with vastly differing levels of skill and ability being matched by the vastly different psychological reactions to slumps in form and technique. It is, ultimately, up to the national governing sports bodies to ensure that the primacy of holistic coaching practice does not become relegated at the expense of literature, theory and academia (Lyle, 1999:1-24).[9] For this reason, organisations such as Sport England have been established by the central government in a bid to impose a centralise model for sports development on regionalised sports bodies so as to directly influence and aid practitioners. The primary model deployed by Sport England is the â€Å"traditional sports development continuum† – a pyramid which locates foundation as the core, base value followed in hierarchical terms by participation, performance and, finally, excellence (Bramhan et al, 1999:3). This generic model is dovetailed by more advanced models for practitioners to use with athletes at a professional or elite stage in their sports. As is so often the case it is the Australians who represent the pinnacle of academic research into the coaching process with the revolutionary ‘Old Way, New Way’ technique correction model offering an intensive ‘one session’ approach to the problem of proven performers suffering seemingly inexplicable dips in form and technique with the case of Australian fast bowler Jason Gillespie standing tall as the most prominent example of therapeutic success achieved via sports practitioners embracing new means of solving old problems. ‘Old Way, New Way’ is consequently a manifestation of the much sought after collaboration between academic researchers and sports practitioners which works on a psychological as well as a physical level in a bid to continue the sportsperson’s quest for skill development and continuous technical improvement. Conclusion There has never been so much research dedicated towards the practice of sports, sports psychology and best practice in sports coaching the likes of which has been witnessed in the past decade. This has served to help to transport sport from a marginalised recreational activity to a mainstream study of human behaviour and psychical endurance. Furthermore, bearing in mind the increased proliferation of televised sports across the global media apparatus, the vastly increased participation of women in sports in the contemporary era and the shift in focus at a governmental level towards much improved health and physical exercise resources, this level of research is only likely to be elevated in the years and decades to come. Thus, ultimately, the models, contexts and best practices outlined herein require constant updating so as to keep up with the unprecedented rate of change taking place within the global sports coaching community. References Bramhan, P., Hylton, K., Jackson, D. and Nesti, M. (1999) Introduction, in, Bramhan, P., Hylton, K., Jackson, D. and Nesti, M (Eds.) Sport Development: Policy, Process and Practice London and New York: Routledge Collins, M.F. (2003), Social Exclusion from Sport and Leisure, quoted in, Houlihan, B. (Ed.) Sport and Society: a Student Introduction London: SAGE Fairs, J. (1987) The Coaching Process: The Essence of Coaching, in, Sports Coach Journal, Volume 11, Number 1 Jones, R.L. (1997) Effective Instructional Coaching Behaviour: A Review of Literature, in, International Journal of Physical Education, Volume, 24, Number 1 Lyle, J.W.B. (1999) The Coaching Process: Principles and Practice, in, Cross, N. and Lyle, J.W.B. (Eds.) The Coaching Process: Principles and Practice for Sport Oxford: Butterworth-Heinemann Messner, M.A. (2002), Taking the Field: Women, Men and Sports Minneapolis and  London: University of Minnesota Press Palmer, G.V. (1999) Cricket Coachmaster: Batting Mechanics London: Gary Palmer Penney, D. (2000) Physical Education: In what and who’s Interests? , in, Jones, R.L. and Armour, K.M. (Eds.) Sociology of Sport: Theory and Practice London and New York: Longman Polley, M. (1998) Moving the Goalposts: A History of Sport and Society since 1945 London and New York: Routledge Rogers, J. (2007) Coaching Skills Buckingham: Open University Press 1 Footnotes [1] Polley, M. (1998) Moving the Goalposts: A History of Sport and Society since 1945 London and New York: Routledge [2] Penney, D. (2000) Physical Education: In what and who’s Interests? , in, Jones, R.L. and Armour, K.M. (Eds.) Sociology of Sport: Theory and Practice London and New York: Longman [3] Rogers, J. (2007) Coaching Skills Buckingham: Open University Press [4] Palmer, G.V. (1999) Cricket Coachmaster: Batting Mechanics London: Gary Palmer [5] Jones, R.L. (1997) Effective Instructional Coaching Behaviour: A Review of Literature, in, International Journal of Physical Education, Volume, 24, Number 1 [6] Collins, M.F. (2003), Social Exclusion from Sport and Leisure, quoted in, Houlihan, B. (Ed.) Sport and Society: a Student Introduction London: SAGE [7] Messner, M.A. (2002), Taking the Field: Women, Men and Sports Minneapolis and  London: University of Minnesota Press [8] Fairs, J. (1987) The Coaching Process: The Essence of Coaching, in, Sports Coach Journal, Volume 11, Number 1 [9] Lyle, J.W.B. (1999) The Coaching Process: Principles and Practice, in, Cross, N. and Lyle, J.W.B. (Eds.) The Coaching Process: Principles and Practice for Sport Oxford: Butterworth-Heinemann

Theory Ok Knowledge: Emotion’s Role in Logic and Reason

The theory of knowledge curriculum has shed a lot of light on the idea that emotion can be looked at as a way of knowing. As a way of knowing, emotion plays a huge role in everything we do, acting as a sort of lens from which to view and react to the environment from which we are surrounded. Emotion affects our perception of our reality, providing motivation behind most of what we do, and emotion particularly affects our acquisition of knowledge as knowers.Everyone can understand emotion. Even if this concept of emotion is conveyed differently across different cultures, it can basically be boiled down to what we feel, or our uniquely human qualities of having complex and intense feelings and reactions to our environment around us. Our emotions can be categorized into seven basic emotions, which are anger, fear, disgust, contempt, joy, sadness, and surprise.These different emotions greatly influence our acquisition of knowledge, such as the doctors and scientists researching to find a cure for cancer. These men and women feel like their purpose is to help to cure such ailments, and the determination and the emotions that give this struggle momentum is just one example as to how emotions can affect our acquisition of knowledge. In a different light, emotion can be seen as a very significant block or hindrance in our quest for the gaining of new information and knowledge.As seen in the years of the scientific flourishing of the Italian renaissance, one discovery in particular created a lot of controversy. Galileo Galilee had scientific proof, and had empirical and logical evidence supporting his claim that heliocentrism, the belief that the sun was in the center of the solar system, in opposition to the generally accepted geocentrism that stated that the earth was in the center of the solar system.The emotional attachment of both the Catholic Church and the people at the time led to the impeding of progress when Galileo was sentenced to a life of house arrest, and this scientific acquisition of knowledge was snuffed on a very large scale, in this case, the whole of Europe, due to the emotions of those in power at the Catholic Church not being able to admit that this discovery was very valid, and the one that they had believed and become attached to over so many centuries was incorrect.In the case of Phineas Gage, a phenomena that was extensively researched and investigated by many scientists, psychologists, etc. , the frontal lobe of his brain was damaged by his improbable survival in a railroad accident, and as a result his brain structure was drastically changes. After the accident, his emotions changed very much, and most people said that Phineas had never acted this way before, in this new mellowed down state of his.This was very influential in this field, but also, this new shift in his emotions changed his acquisition of knowledge, and his perception of his environment. This direct correlation between the changed of emotion in one man and his change in the acquisition of knowledge is very important in showing how emotions affect the acquisition of knowledge because his new changed emotions caused him to have been reportedly more clever and cunning which shows that a change in emotions can correlate with a change in the process of acquiring knowledge.In many cases that have been seen over the ages, such as the competitive nature of the space race between the two combating super powers of the cold war, or the search for the fountain of youth a few centuries ago, or with the search for a solution to global warming, there is no denying that emotion plays a hug role in our acquisition of knowledge.It can be generally accepted proved that emotions give us huge motivation in our search for knowledge, but at the same time, emotions can impede our progress. The acquisition of knowledge may not even exist if it wasn’t for the drive that humans get from the emotions that we have, and how they directly affect our envi ronment that we perceive, and how we search for knowledge in the world.