Indigenous Religion Essay - 1785 Words

Indigenous religions, full of vibrancy and color, are often misconstrued or written off as primitive. Examples include: Animism, a belief system that stretches back to the earliest human and is still in practice today. It is thought to be a dangerous, shamanistic religious practice that is looked upon negatively. Buddhism, a religion that people believe is practiced only by environmentalists and the â€Å"hippies† of the world. The reality is it is practiced by the majority of East Asia. It has a powerful spiritual leader that has done a lot to bring awareness about the suffering of his country. And Vodou, which is misinterpreted to be a dangerous, violent religion where people participate in sacrificial rituals and wild sexual orgies. It is†¦show more content†¦Animism shows up in many different religions. In Buddhism all things have a soul, and because of that, all things are linked. There is also a rich afterlife concept, including karma and rebirth. In Hinduis m, god spirits inhabit animals, and there are evil and good spirits. In Christianity, evil spirits, such as the devil and demons, can possess humans; there is again the concept of an afterlife, dividing evil and good spirits in heaven and hell. Shamans were spirit healers in early tribal communities. They believed that the spirit was housed within the body. They healed the people of the tribes by using deep mental states of trance. Early tribes had shamans that would make concoctions out of hallucinogenic plants to send the sick or dying into another reality. They would dance and play music and chant while applying the concoctions in an attempt to heal the spirit. Animism is a powerful belief that everything has a soul. It is ancient, and because of this it has more primitive elements such as respect for all living things. Like animism, the indigenous beliefs of Buddhism are the foundation of many contemporary religions. Buddhism could be considered the next evolution of the belief of animism because Buddhism shares the belief that everything has a soul. Buddhism is also based on respecting all living things. This is what environmentalists and hippies are attracted to inShow MoreRelatedIndigenous Religions Essay1368 Words   |  6 PagesIndigenous Religions of the World What is an ‘indigenous’ religion or belief system? When we hear the term ‘indigenous religion’, what comes to our minds? How do we react internally when those words are mentioned? How do adherents of indigenous religions feel about those outside of their social and cultural circles, who know very little of their beliefs and who understand them even less. And how did the term ‘indigenous’ become associated with various belief systems that, in many cases, precededRead MoreEssay on Indigenous Religion: Druid Religion672 Words   |  3 PagesThe Druids are a major division of Indigenous Religion and are located in the British Isles and Scotland. The Druids are most commonly associated with the Indigenous Celtic people of Ireland. Druids are known to have existed as far back as 3rd century B.C.E. (History of Britain: Rise and Fall of the Druids) The Druids passed down rituals and history through stories rather than through written text so a lot is still unknown about how they lived. There are still many people in today’s culture who activelyRead MoreThe Indigenous Religions Of The World1244 Words   |  5 PagesThe Indigenous Religions of the World Throughout the world there are many various religions, some very common to you and I. However, there are many religions that are common in several isolated places all around the world in Japan, Australia, and the Americas. Many of these religions, called Indigenous Religions are based on nature, and the earth. The practice of these religions is considered sacred to the people that follow them. Many of these indigenous people are fully sacrificed to their religionRead MoreEssay on Indigenous Religions of the World1535 Words   |  7 PagesIndigenous religions exist in every climate around the world and exhibit a wide range of differences in their stories, language, customs, and views of the afterlife. Within indigenous communities, religion, social behavior, art, and music are so intertwined that their religion is a significant part of their culture and virtually inseparable from it. These religions originally developed and thrived in isolation from one another and are some of the earliest examples of religious practice and beliefRead MoreIndigenous African Religions1192 Words   |  5 PagesSan hunter-gatherers and the Bantu speaking farmers in every aspect of their unique cultures; how these two groups met and how they influenced each other. I will also discuss the influence the Colonists had on indigenous African cultures and if it is appropriate to refer to all the indigenous cultures as one collective group of people by discussing what these two groups (San hunter-gatherers and Bantu speaking people) have in common. Since there are no written records of the pre-colonial period, allRead MoreAfrican Indigenous Religions Essay930 Words   |  4 PagesIntroduction African traditional religions were the first recorded religions to grace the plains and coasts of Southern Africa and possibly even the world. The earliest group of people living in Southern Africa has been named the San people. It was thought that San etchings and implements found in caves dated back to between 10 000 and 20 000 years ago (Deacon, 1999). However in 2008 the oldest art to date was found in a cave in Still Bay in Cape Town, called the ‘Blombos’ cave. It was named by ChristopherRead MoreFreedom Of Religion : Indigenous People And The United Nations2340 Words   |  10 PagesFreedom of religion is a widely accepted right recognized through various governments and the United Nations. In Canada this right has been neglected for Indigenous people, specifically First Nations. Indigenous religions describe a religion that belonged to the people who are originally from an area. They are known to be holistic and focus on relationships, whether that be with the Cr eator, the land or the people. They often have a common belief that they are apart of nature and it is viewed asRead MoreIndigenous Religions : Native American Indians Essay823 Words   |  4 PagesAround the world, many indigenous religions exist and share their beliefs and culture with other individuals around them. Indigenous religions are unique because in the world today, a lot of people can go back in history and reveal that they came from indigenous people. When examining indigenous religions, there are a variety of cultures within this religion, but specifically looking at the Native American Indian tribes, there were many ways they practiced their culture in order to serve a purposeRead MoreReligious Beliefs And Practices Common Among Indigenous Religions964 Words   |  4 PagesIn what ways might the various beliefs and practices common among indigenous religions relate to definitions of religion as being that which binds back or re-connects people to an underlying and g reater sacred reality? Although western religions have some parallels, indigenous religions are much more interconnected with each other and their sacred reality. After reading this chapter, it is apparent that studies have found there is a greater connection between the people and the earth. WhileRead MoreIndigenous Religions and Their Sacred Reverence Toward Nature2252 Words   |  10 PagesIndigenous Religions and their Sacred Reverence Toward Nature Kimberly Kitterman Barstow Community College Abstract Many indigenous religions and cultures viewed the earth with great respect and reverence. This can be seen through their kinship with the land, their belief in animism, their hunter/hunted relationship, and their origin stories. Indigenous Religions and their Sacred Reverence Toward Nature Most indigenous cultures had a profound respect for their environment. They believed that

Samuel Beckett, Absurdism, Existentialism, And Nihilism

Philosophy in the 20th century was something that rocked the world in Pre, During, and Post War Europe. There was much death and question of human mortality and morals. Perfectly fine human beings performing unimaginable atrocities, and then even more average humans suffering against each other. It was an era of hopelessness and despair. Folks were wondering what could this existence come to? What could it call absolve to become? Soren Kierkegaard, Albert Camus, Friedrich Nietzsche, Jean-Paul Sartre and others explored the ideas and schisms that deconstructed the world into base, human-centric concepts. Absurdism, Existentialism, and Nihilism are three concepts that are intrinsically connected as a holy trinity of meaning of 20th century†¦show more content†¦the Theatre of the Absurd strives to express its sense of the senselessness of the human condition and the inadequacy of the rational approach by the open abandonment of rational devices and discursive thought† Ion esco is quoted about what that is absurd: â€Å"Absurd is that which is devoid of purpose [†¦] Cut off from his religious, metaphysical and transcendental roots, man is lost; all his actions have become senseless, absurd, useless.† All three of the playwrights have a majority of works similar to Waiting for Godot’s style of dialogue - rhythmic patterns, nonsensical dialogue, and fugues that tend to have a deeper layer of meaning under the thin skin of the page. They all make the audience look within themselves for the meaning of the work, and then look deeper. The most absurd part of Godot, other than Didi Gogo’s exchanges, is Lucky’s ‘speech.’ LUCKY: Given the Existence as uttered forth in the public works of Puncher and Wattmann of a personal God quaquaquaqua with a white beard quaquaquaqua outside time without extension who from the heights of divine apathia divine athambia divine aphasia loves us dearly with some exceptions for rea sons unknown but time will tell†¦ (29) This goes on for another three pages in a similar style, seamlessly traversing one irreverent topic to another, ‘quaquaquaqua’ to ‘quaquaquaqua’. This is essentially aShow MoreRelatedOverview of Three Interpretations of Samuel Becketts Waiting for Godot3226 Words   |  13 Pages Samuel Beckett wrote Waiting for Godot between October 1948 and January 1949. Since its premiere in January of 1953, it has befuddled and confounded critics and audiences alike. Some find it to be a meandering piece of drivel; others believe it to be genius. Much of the strain between the two sides stems from one simple question. What does this play mean? Even within camps where Waiting for Godot is heralded, the lack of clarity and consensus brings about a tension and discussion that has lastedRead MoreExistentialism vs Essentialism23287 Words   |  94 PagesEssentialism vs. Existentialism Essentialism: A belief that things have a set of characteristics that make them what they are, amp; that the task of science and philosophy is their discovery amp; expression; the doctrine that essence is prior to existence While, Existentialism:A philosophical theory or approach, that emphasizes the existence of the individual person as a free amp; responsible agent, determining their own development through acts of the will. Existentialism * is

Dialogue in Education free essay sample

In nearly every debate the ultimate motive is to prove that one side is right and the other is inherently wrong, rarely leaving any room for middle ground. Sadly, because of debate’s prevalence throughout society, American culture and education has been deduced to lecturing and mere dualistic contention. From news shows to elementary classrooms, logic and reason serve as the gateway to discovering truths, according to western education. But what exactly are the consequences of a debate-centered education system, and can America make changes in order to diminish any negative consequences? For one, it is evident that in comparison to Asian nations, American education is lacking. When it comes to academic achievement, according to the International Business Times, the US is ranked 17th in the world (Gayathri). Additionally, research has shown that Americans do not appreciate education like many Asian nationals who value knowledge as, â€Å"integral to what it means to be a person, and that socialization, education knowledge and morality are inseparable† (Alexander 11). In order to address these two issues and better America’s education system, one solution does not exist. A hybrid of solutions must be explored. The two articles The Roots of Debate in Education and the Hope of Dialogue and The Power of Context: Bernie Goetz and the Rise and Fall of New York City Crime, written by Deborah Tannen and Malcolm Gladwell, respectively, offer two theories that could revolutionize western education. By considering, and possibly implementing, the authors’ theories regarding the importance of dialogue and the influential power of our environment, America would permanently improve its education system. In her article, Deborah Tannen mentions an important consequence of the debate pedagogy dominating western school systems: â€Å"The tendency to value formal, objective knowledge over relational, intuitive knowledge,† she claims, â€Å"grows out of our notion of education as training for debate† (405). The Georgetown professor addresses the agonistic, debate focused educational system by referring to it as warlike, â€Å"deeply rooted in Western tradition, going back to the ancient Greeks† (Tannen 402) American education has always been centered on discovering abstract truth through the debate of two ideas. Tannen explains how seeking to prove others wrong, as opposed to discovering new ideas or solutions, has become an end in itself (413). For example, western education teaches that academic essays are, for the most part, only supposed to be written in direct opposition to another essay. If an author fails to objectively choose a side, then their opinion is often considered unnecessary. But how can we expect students to think creatively and discover new solutions when they are only told to tear down and refute already presented ideas? Tannen considers this very question. Despite the millennium long roots in western society, she believes America is capable of altering its education system to a more dialogue based method of teaching, and explains the benefits of doing so. Early in her article, Tannen asks readers to compare the contention filled western education model with that of the dialogue dominated Chinese culture. As stated earlier, many Asian nations, including China, have far surpassed the US in academic achievement, and Tannen believes the inherent presence of dialogue throughout their culture may be the reason why. She explains how educating children by using a dialogic approach fosters an increased access to knowledge because â€Å"the aim [is] to ‘enlighten an inquirer,’ no to ‘overwhelm the opponent’† (403). Whereas, in western culture and education, critical response is limited to critique; therefore, students are, â€Å"not doing the other kinds of critical thinking that could be helpful; looking for new insights, new perspectives, new ways of thinking, new knowledge†- all processes made possible through dialogue (414). Consider Asian talk shows, for example. As opposed to American shows such as the O’Reilly Factor, Chinese talk shows portray how approaching a situation from many perspectives instead of simply two opposing viewpoints can be very beneficial (Tannen 422). Not only does adding multiple perspectives expand the possibility of discovering solutions, but it diffuses arguments into discussions instead of escalating them into tension-filled disagreements, as debate often does. Western society allows debate to dominate over any type of dialogue, thus snuffing out the possibility of exploring already proposed ideas. If a dialogue mentality was adopted into western education, however, people would no longer instinctively view solutions and truths from within the constraints of a limited, directly opposing argument. Rather, many people would search for other solutions instead of remaining intent on proving an idea right or wrong. With problems becoming more complex annually, and the US becoming more globalised, solutions to problems are no longer linear and as clear cut as before. Multiple perspectives and opinions must be considered, and without dialogue in the classroom, we are only preparing students to carry a one-dimensional mindset in a world that requires multifaceted solutions. Nevertheless, many authors believe that dialogue in the classroom does more than prepare students to solve the most complex problems. They argue that dialogue lays the entire foundations of a â€Å"good society†. For example, in his essay Education as Dialogue, Professor Robin Alexander from the University of Cambridge concurs with, and expounds upon, the benefits of dialogue that Tannen mentions. Dialogue, unknown to most, is more than conversation. â€Å"Dialogue requires willingness and skill to engage with minds, ideas and ways of thinking other than our own; it involves the ability to question, listen, reflect, reason, explain, speculate, and explore ideas†¦dialogue within the classroom lays the foundations of social cohesion, active citizenship and the good society† (Alexander 2). Clearly, Alexander believes dialogue in the classroom determines a student’s behavior and the behavior of society as a whole. What may seem extremely trivial, such as how a question is posed in the classroom, can affect the fate of society and â€Å"our private lives,† according to Alexander and Tannen (Tannen 426). Alexander believes dialogue is imperative during the primary education years due to the human brain’s expanded learning power throughout that time period. According to his research: Neuroscience shows us that between birth and adolescence, brain metabolism is 150 per cent of its adult level, and synaptogenesis, or the growth of brain connections, causes the brain’s volume to quadruple. In this process language plays a vital part†¦The period from birth †¦to adolescence [is] critical for all subsequent development, for during this phase of life the brain restructures itself†¦Language, and especially talk, help drive that process (Alexander 6). With dialogue having such a monumental effect on society’s structure and people’s ability to discover truth, it is crucial the US education system begin utilizing a pedagogy focused on dialogue as early as elementary school. It is important to note, however, that Alexander does not believe debate or recitation pedagogies should be thrown out, but rather included alongside dialogue for the most effective teaching to occur (7). Alexander’s notion that the educational environment plays a pivotal role in student behavior leads to Gladwell’s discussion of behavior and the Power of Context Theory. Gladwell attributes human behavior to what he believes is quite a radical idea. In his article, he searches to discover what causes behaviors to â€Å"stick† or become pervasive, and at what point a government or organization becomes able to make a societal change. The article covers New York City’s drop in crime rates during the 1990s, attributing the decline to the Broken Window Theory by claiming that people’s behavior is heavily influenced by their environment. Thus, small things, such as graffiti or dilapidated buildings, will inevitably lead to increased crime. His Power of Context Theory is quite similar, claiming that the immediate context of one’s environment is most important in guiding one’s actions (Gladwell 164). Essentially, â€Å"behavior is a function of social context†, and, â€Å"it isn’t just serious criminal behavior that is sensitive to environmental cues, it is all behavior† (Gladwell 159,165). With this reasoning, it becomes simple to see how the Power of Context can be applied to the realm of education. For the first twenty-two years of most students’ lives, their most influential environment is school. Just as Gladwell explains people’s behavior is influenced by the appearance of buildings and side-walks, a student’s behavior is defined by the environment set by a school’s physical appearance. Naturally, the debate of whether determinism or constructivism is the main cause for one’s behavior arises. It seems to reason, according to Tannen, Alexander and Gladwell that determinism wins and whether people like it or not, they are molded by their environment. As a result, in order to maximize student learning, school systems must make every effort to improve classroom environment as much as they are able. While clean buildings ensure students are not distracted from learning, dialogue serves as the â€Å"Stickiness Factor† of an environment according to Gladwell (164). This is what Tannen is referring to when she talks of relational knowledge in the quote mentioned earlier. It is the ‘x-factor’ of personal connection that engages a student and brings them fully into dialogue. Tannen gives the example of an elementary student who brought a rock to class for show-and-tell. He spoke of the rock’s personal meaning to him, quickly tying contextual and emotional strings to the object. The teacher redirected the student and began to ask questions relating to facts about the lava instead of the relation between him and the lava. â€Å"The example†, says Tannen, â€Å"shows  the focus of education on formal rather than relational knowledge – information about the rock that has meaning out of context, rather than information tied to the context† (405). According to Gladwell, keeping things in context is all-important, and that is exactly what dialogue does. Bringing American education back to the top â€Å"can be done through the influence of special kinds of people, people of extraordinary personal connection†¦it can be done by changing the content of communication [dialogue], by making a message so memorable that it sticks in someone’s mind† (Gladwell 164). By building rapport. Applying the Power of Context to education may seem as a bit of a stretch, â€Å"but in reality it is no more than an obvious and commonsensical extension of the Power of Context, because it says simply that children are powerfully shaped by their external environment† (Gladwell 165). A mixture of the approaches mentioned above could very well serve as Gladwell’s â€Å"Tipping Point† to move the US back into contention as a world leader in education. A core argument against implementing dialogue into western education is the effectiveness of doing so. Unlike Asian nations where collectivity is already stressed in their culture, American culture focuses on competition and individualism, and therefore lacks natural collectivity in the classroom and society. Alexander notes, â€Å"In a British and American context, shifting towards a more collective and less individualistic learning culture may demand considerably more than it does in Asian classrooms, where the collective principle is more firmly established† (9). Nevertheless, despite Asian schools being able to easily introduce collectivity through dialogue, they have failed to implement reciprocity into education. Alexander believes, â€Å"Interaction which is collective without being reciprocal remains monologic and therefore suitable only for transmission teaching† (9). What he means by reciprocal is the willingness of the student and teacher to ask and answer questions. With reciprocity, the two listen to each other and give consideration to each other’s comments, â€Å"questions are framed on the assumption that there are alternative answers, some of them unanticipated†¦ideas are exchanged and it is accepted that students know things which teachers do not† (Alexander 5). Implementing reciprocity is a matter of choosing to alter the immediate environment, as Gladwell would state, and does not require a societal connection in order to be implemented with ease. Others would also argue that the US has already implemented dialogue into the classroom with the popular adoption of the Socratic Method. However, according to philosopher Janice Moulton, Americans have misinterpreted the Socratic Method as a process of asking questions to lead someone into admitting error (Tannen 414). The true Socratic Method was to discover new insight by â€Å"asking questions rather than merely accepting what one is told† (Alexander 9). Essentially, the true adoption of the Socratic Method would utilize reciprocal discussion to discover a solution neither side initially proposed. Reciprocity is a pillar of dialogue that Asia lacks and America is capable of implementing. In fact, due to the stress on respecting authority, many Asian nations would be extremely wary of reciprocity in its schools. America could easily use reciprocity in education to maximize the results of dialogue and improve its educational standings in comparison with Asia. Each of the theories presented serve as a possible solution to improve American education, and collectively have the potential of revolutionizing society. This may seem to be a drastic statement, but according to Alexander, dialogue, â€Å"may be one of the keys to our survival as a species† (10). While the reasoning for much of this may seem theoretical, authors Brian Ripley and Randy Clemens outline how community dialogue in Lynchburg, VA and Syracuse, NY have already significantly built trust and tolerance amongst residents (Everyday Democracy).

The Economic Problem faced by Iraq Essay Example For Students

The Economic Problem faced by Iraq Essay Yr 12 Economics Essay1) Outline the economic problem faced by IraqThe economic problem of Iraq is how to use what little resources they have to satisfy the countries unlimited wants. Iraq is only just starting to recover from the brutal regime of Saddam Hussein and with the Americans trying to help rebuild the process is coming along steadily. The country is very oil rich but because of previous wars many of the oil refineries are badly damaged or destroyed, this means that they have very little to export. There was a time when the country was farmed but again under the regime of Saddam Hussein to much emphasis was put on oil production on no money was put into the agricultural sector, thus the industry went broke. This had led to a decrease in exports from agriculture but it has also meant that Iraq has had to import food that it would normally produce in its own backyard. This may not seem a bit issue but over a decade it will end up costing the country millions. The economic probl em within Iraq is the same for all countries, how to use their limited resources to satisfy their unlimited wants. In their case though they have to rebuild the whole country with their resources and try and get the country to achieve a surplus budget. We will write a custom essay on The Economic Problem faced by Iraq specifically for you for only $16.38 $13.9/page Order now 2) Explain what type of economic system would best suit Iraq and how Iraq would decide the What, How and For Whom decisions faced by all societies. Iraq needs a new economic system after the U.S.A overthrew the Saddam Hussein dictatorship. It is obvious that they will need a mixed economy as is outlined below. This will help them to eventually get back on their own two feet, without relying on other countries for foreign debt. A traditional economic system is one in which individuals produce goods and services for the peoples own use and not for exchange. Customs and age old traditions play an important role in the way people cater for their needs. Iraq would need some sort of traditional economy to produce agricultural goods which once upon a time made up a significant part of the Iraq exports along with oil. In a market economy decisions are made according to the market forces rather than tradition. Households and firms made spending decisions according to their own private wants. The What to Produce is decided by the interaction in the market place of consumers, business and government. With the power of What to Produce belonging to the people it gives them greater flexibility in what is created. Consumers make most What? decisions through casting dollar votes in the market. How to Produce is mainly decided by the managers of businesses who choose a combination of resources which is most efficient and cost effective. They produce at the lowest cost so as to receive the greatest profit. For Whom to Produce is determined by peoples ability to pay. Those with the highest incomes receive the greatest access to what is produced. A Market economy would help Iraq because the people get to choose what is produced by casting dollar votes. It will also give them the ability to change products if necessary. The market price would be determined by supply and demand rather than on what the government say. Also most resources are privately owned and therefore the profits belong to the people and will not go the government. This will benefit the rest of the community because the money will stay within the community when it is spent and provide others with an income. .udc5f2dfd3e3bd85ff3104ab540c0a765 , .udc5f2dfd3e3bd85ff3104ab540c0a765 .postImageUrl , .udc5f2dfd3e3bd85ff3104ab540c0a765 .centered-text-area { min-height: 80px; position: relative; } .udc5f2dfd3e3bd85ff3104ab540c0a765 , .udc5f2dfd3e3bd85ff3104ab540c0a765:hover , .udc5f2dfd3e3bd85ff3104ab540c0a765:visited , .udc5f2dfd3e3bd85ff3104ab540c0a765:active { border:0!important; } .udc5f2dfd3e3bd85ff3104ab540c0a765 .clearfix:after { content: ""; display: table; clear: both; } .udc5f2dfd3e3bd85ff3104ab540c0a765 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udc5f2dfd3e3bd85ff3104ab540c0a765:active , .udc5f2dfd3e3bd85ff3104ab540c0a765:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udc5f2dfd3e3bd85ff3104ab540c0a765 .centered-text-area { width: 100%; position: relative ; } .udc5f2dfd3e3bd85ff3104ab540c0a765 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udc5f2dfd3e3bd85ff3104ab540c0a765 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udc5f2dfd3e3bd85ff3104ab540c0a765 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udc5f2dfd3e3bd85ff3104ab540c0a765:hover .ctaButton { background-color: #34495E!important; } .udc5f2dfd3e3bd85ff3104ab540c0a765 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udc5f2dfd3e3bd85ff3104ab540c0a765 .udc5f2dfd3e3bd85ff3104ab540c0a765-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udc5f2dfd3e3bd85ff3104ab540c0a765:after { content: ""; display: block; clear: both; } READ: DBQ: Reforming Movements affect on the Democracy o EssayA planned economy is one where the basic economic decisions are made by government on behalf of the people and resources are owned in common, by the people and allocated by the government. The most important belief in the ideology of a command economy is that everyone should have equal access to the economys production of goods and services. This means that every citizen should receive the same wage. Decisions about What to Produce are made by a central bureau that sets plans for the production pf capital and consumer goods. Individuals have little influence over what is produced. Decisions about How to Produce are al so made by a central bureau. Productive resources are socially owned and controlled by the state. Methods of production are determined on the basis of what is socially desirable. The central bureau will choose the method that is best for the people and not necessarily the cheapest to produce. This might mean instead of using machinery to make a dam they will use human labour. This will benefit the community because a lot more people are employed, and more money is in the community. This would help Iraq because the people are going to be able to find jobs easily, and money will be available to anyone who is willing to work, this way more people will have a decent quality of life. For Whom to Produce decisions are based on the social good of the community. There is greater equality of income distribution. The State determines incomes and prices. Allocation of resources is largely dictated by a central authority. This system provides few material incentives. Moral and social incentives play a larger role, such as worker of the month awards. This type of economy would be a great advantage to Iraq because the people would have all their needs in terms of food and clothing met by a central bureau. This would create an equal society with only a small gap between the rich and poor. The best sort of economy for the country of Iraq would be a mixed economy. Utilizing the most effective parts of all the different kind of economies Iraq would have a very sound system operating in their country. Mixed Economy of IraqSHAPE * MERGEFORMAT PlannedMarketTraditionalThis would be the place to operate for the people of Iraq. Here they have the freedom to produce a lot of items that they want, with little interference with the government. On the other hand the government has enough power to keep a firm eye on what is happening and also produce what it believes to be in the best interest of Iraq. Finally there is the traditional, which does not make up a very large part of the economy but is very important none-the-less. This will be used to sustain the country and give it something to build on in the future. As you can see you from the diagram above, a mixed economy if the only option for Iraq is they want to successfully rebuild their country.