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1 Anish Verma 306 Peace Assignment 1

Peace assignment

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11 views3 pages

1 Anish Verma 306 Peace Assignment 1

Peace assignment

Uploaded by

Anish Verma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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NAME- ANISH VERMA

ROLL- 306
PRN- 1052190694
CLASS- TY BBA(D-AKASH)
SUBJECT- PEACE ASSIGNMENT(UPS2006A)

ASSIGNMENT 1

Q1. What is Humanities and its scope?


Ans- Humanities are academic disciplines that study aspects of human society and culture. In
the Renaissance, the term contrasted with divinity and referred to what is now called classics,
the main area of secular study in universities at the time. Today, the humanities are more
frequently defined as any fields of study outside of professional training, mathematics, and
the natural and social sciences.
The humanities use methods that are primarily critical, or speculative, and have a significant
historical element as distinguished from the mainly empirical approaches of the natural
sciences, yet, unlike the sciences, it has no central discipline. The humanities include the
study of ancient and modern
languages, literature, philosophy, history, archaeology, anthropology, human
geography, law, religion, and art.
Scholars in the humanities are "humanities scholars" or humanists. The term "humanist" also
describes the philosophical position of humanism, which some "antihumanist" scholars in the
humanities reject. The Renaissance scholars and artists are also known as humanists.
Some secondary schools offer humanities classes usually consisting of literature, global
studies, and art.
Human disciplines like history, folkloristics, and cultural anthropology study subject matters
that the manipulative experimental method does not apply to—and instead mainly use
the comparative method and comparative research. Other methods used in the humanities
include hermeneutics and source criticism.

 Academic Study of the Arts: Art history; the study of music, musicology, music
theory and composition, and music history; the academic study of drama and cinema,
but not programs primarily aimed at musical performance or music technologies.
 American Studies & Area Studies: Though some of these programs include strong
social scientific components, their emphasis on history, language, and literature places
them within the humanities.
 Archeology
 Communication: Includes mass communication, media studies, and rhetoric, but
excludes professionally-oriented programs.
 Cultural, Ethnic, & Gender Studies: Programs studying from an interdisciplinary
perspective race, ethnic, gender, or cultural groups, such as Black studies, Hispanic
studies, women’s studies, gender studies.
 English Language and Literature: English, American, and Anglophone literature;
general literature programs; creative writing; speech and rhetoric (does not include
technical and business writing programs).
 History: Includes history of science and medicine.
 Languages & Literatures Other than English : Modern languages and literature;
linguistics; classics and ancient languages; comparative literature.
 Jurisprudence: Includes philosophy of law.
 Philosophy: Includes history of philosophy.
 Religion: Programs in the comparative, nonsectarian study of religion; studies of
particular religions; history of religion; does not include programs in theology or
ministry.
 Selected Interdisciplinary Studies: General humanities programs; programs in the
study of a particular historical period (e.g., medieval and Renaissance studies,
classical and ancient studies, holocaust studies, etc.).

Q2. What is the importance of moral science in daily life?

Ans- The way we shape them will, in turn, shape the entire country. Thus it is very important
that they are taught the importance of imbibing moral values well. Moral values reflect a
person’s individuality and spirituality. It can help eradicate problems like dishonesty,
violence, cheating, and jealousy from one’s life.
While morals tend to be driven by personal beliefs and values, there are certainly some
common morals that most people agree on, such as:

 Always tell the truth.


 Do not destroy property.
 Have courage.
 Keep your promises.
 Do not cheat.
 Treat others as you want to be treated.
 Do not judge.
 Be dependable.

Morality is a system of beliefs about what is right and good compared to what is
wrong or bad. Moral development refers to changes in moral beliefs as a person
grows older and gains maturity. Moral beliefs are related to, but not identical with,
moral behaviour; it is possible to know the right thing to do, but not actually do it. It
is also not the same as knowledge of social conventions, which are arbitrary customs
needed for the smooth operation of society. Social conventions may have a moral
element, but they have a primarily practical purpose. Conventionally, for example,
motor vehicles all keep to the same side of the street (to the right in the United States,
to the left in Great Britain). The convention allows for smooth, accident-free flow of
traffic. But following the convention also has a moral element, because an individual
who chooses to drive on the wrong side of the street can cause injuries or even death.
In this sense, choosing the wrong side of the street is wrong morally, though the
choice is also unconventional.

When it comes to schooling and teaching, moral choices are not restricted to occasional
dramatic incidents, but are woven into almost every aspect of classroom life. Imagine this
simple example. Suppose that you are teaching, reading to a small group of second-graders,
and the students are taking turns reading a story out loud. Should you give every student the
same amount of time to read, even though some might benefit from having additional time?
Or should you give more time to the students who need extra help, even if doing so bores
classmates and deprives others of equal shares of “floor time”? Which option is more fair,
and which is more considerate? Simple dilemmas like this happen every day at all grade
levels simply because students are diverse, and because class time and a teacher’s energy are
finite.

Embedded in this rather ordinary example are moral themes about fairness or justice, on the
one hand, and about consideration or care on the other. It is important to keep both themes in
mind when thinking about how students develop beliefs about right or wrong. A morality of
justice is about human rights—or more specifically, about respect for fairness, impartiality,
equality, and individuals’ independence. A morality of care, on the other hand, is about
human responsibilities—more specifically, about caring for others, showing consideration for
individuals’ needs, and interdependence among individuals.

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