The Comfort Women of Nanking Essay Example | Topics and Well Written Essays - 2250 words

The Comfort Women of Nanking - Essay Example The arguments are based on the reasons that there are no definite evidences that link the Japanese government to the maintenance of brothels of comfort women during WWII. Aside from this, prostitutions and sex slaves were considered legal during that time. Although it is admitted based on records that there were about 200,000 comfort women and that they went through pains, disease, and humiliations, the Japanese were not solely to be blamed. Some of the women were prostitutes who volunteered and others were sold by their families. The concern of the government at that time was the needs of the military soldiers that prompted them to act accordingly. The comfort women kept silent about this for a while, but recently, there is a renewed interest globally of justifying the wrongdoings committed to them. Some groups ask for compensation, others ask for public apologies. Governments, more specifically Japan, responsible groups and politicians look at the issue, and weigh things whether to compensate or not. There has been great interest on the issue of compensation for comfort women for supposed rapes and hardships they went through during World War II. International women’s group as well as the affected countries pressure Japan to apologize and issue just compensation for these women as it is argued that this is the least thing that they could do to correct the damage on these women. These comfort women who are now on their eighties still believe that they deserve to be paid because of the agony they had experienced

Compare Freires Education Thoughts to Enders Game Essay

Compare Freires Education Thoughts to Enders Game - Essay Example Freire describes these two versions by saying that â€Å"whereas banking education anesthetized and inhabits creative power, problem posing education involves a constant unveiling of reality. The former attempts to maintain the subversion of consciousness; the later strives for the emergence of consciousness and critical intervention in reality (Freire 71). While Ender’s education is certainly outward orientated, with his educators trying to pull things from within him rather than deposit things inside of him (resembling problem posing education), there remains a significant imbalance in power and goal between educator and learner (resembling the banking concept of education). Throughout Ender’s Game Ender is educated by a character named Graff, who is in control of the Battle School that Ender attends. It is clear from the opening of the work that Graff is not a traditional â€Å"bank clerk† educator, because he recognizes the astounding ability of Ender and th e supreme importance of allowing him to express it, but he does try to maintain a power balance similar to that of a bank clerk educator. Freire describes some of the many features of a bank clerk teacher in his work – things like â€Å"the teacher knows everything and the student knows nothing† or, â€Å"the teacher thinks and the students are thought about† (Freire 73). These clearly do not describe Graff – he recognizes Ender has having abilities he does not (Card 29) and encourages Ender to think independently, for instance giving him a test of boys teasing him and not intervening (Card 26). So in these ways Graff does not fit the model of a bank clerk educator. On the other hand, he does try to control he power in the relationship, by doing things like â€Å"lying† to Ender (29) and actively manipulating Ender to get the results he, Graff, desires throughout the entire work. This control and power is a hallmark of bank clerk education. So Graf f is something of a hybrid educator – he recognizes the pedagogical weaknesses of the bank clerk educational process, so avoids it to allow Ender to reach is full potential, but he tries to keep deep control on him to determine what that potential leads to. Ender is clearly a creative person, and this creativity seems to come from within rather than from the games. One of the first hints as to the fact that Ender has inherent qualities, such as creativity, that are desirable, is how intensely Graff attempts to recruit him. He mentions frequently that they â€Å"need† him, and refers to potential obstacles to his recruitment as â€Å"ruining everything† (37). But there are other cases when Ender’s creativity becomes apparent. But Ender again and again proves that Graff is right in ascribing these qualities to him – he frequently demonstrates behavior that he had never seen, which is the clear definition of creativity. In one battle, he â€Å"freeze s his own legs† to provide a shield against the opponent, using his own disabled body to his advantage (87). He then lists the things he had learned, in his time with his first army, which were entirely his own ideas (88). Ender is clearly quite creative, and though the games help him develop this, they do not instill it in him. Much like the commander that controls battle school, Graff, the school itself is something of