Examples Of Moral Ambiguity In Everything That Rises Must Converge

What would you do for your brother, a stranger, or even your enemy? Peace like a River is the story of a young boy and his coming of age. It takes place in both Minnesota and North Dakota in the early 1960s. It is a story about family, loyalty, and what it truly means to grow up. Furthermore, the novel takes us through themes of moral ambiguity and the Erikson ideal of industry versus inferiority. The novel follows eleven-year-old Reuben Land as he stumbles and tumbles through these concepts all while trying to protect his brother from the law. Throughout the novel, Reuben regularly compares himself to his older brother, idolizing him as the epitome of adulthood. His brother, Davy, can

duplicate of his mother's hat. His mother shocks and her face shows a sudden rise in blood pressure. She recovers soon and starts to make up to the little boy, a kind of pity for him and plays with him. The boy's mother doesn’t feel good and pulls her son away. The Julian's mother continues to search for a nickel to give the little boy. All she finds is a penny and even though Julian warns her not to do it, she offers it to the little boy. The boy's mother upsets and hits badly Julian's mother with her packing books, and says ''He doesn't take nobody's money''.

This story has affected me in a few ways. One of the ways was how children think and see the world. One of the ways is how children see and picture racial equality. They do this in a way that many adults are not readily capable of doing, or choose not to. From the story early on we are told of a girl named Kesha who distinguishes beyond the socio-typical distinctions of black and white, when she states, “‘Okay, peach with spots for you and brown without spots for me, except his one and this one on my cheek”’ (Paley, pg. 15). In another part in the story, the author says two children, Jeremy and Martha, playing a game of Guess Who? Jeremey asked

She criticizes the way the blacks walk, talk, and live; and she states, "Who wants to be mixed up wid uh rusty black man, and uh black woman goin' down de street in all dem loud colors, and whoopin' and hollerin' and laughin' over nothin'?" (Hurston 135). Hypocritical of her own culture, she works in her successful eating establishment while she pronounces that "[c]olored folks don't know nothin' about no business," a truth which she believes further connects her life to the white community (Hurston 136). Mrs. Turner grasps at minute differences in shading as differences in intelligence because she is substantially more cruel to "those more negroid than herself in direct ratio to their negroness" and because she expects "[a]nyone who look[s] more white folkish than herself [to be] better than she [is]" (Hurston 138). Her prejudice against her own people is alarming; she sees her insults of a lower culture as rungs in the ladder of social prestige, bringing her ever closer to Caucasian characteristics. As she associates her lighter skin with the complexions of white people, Mrs. Turner argues, "Ah got white folks' features in mah face," a visage lacking the "flat nose and liver lips" she stereotypically associates with black facial features (Hurston 136). She constantly judges and condemns while she worships a paradise of "straight-haired, thin-lipped, high-nose boned white seraphs" (Hurston 139). Examining the dark-skinned humans around

Morality in Anthem Society is lost and no one is individual. Since birth, it is no longer “I” but “we”, this is all Equality 7-2521 has ever known. The novel Anthem by Ayn Rand opens up with an empowering first line, one that strikes the reader immediately and sparks their curiosity to possibly read on. This first line “It is a sin to write this,” (Rand 17) is a unique opening line that sets the plot for this entire story and ends with a full circle once the reader has reached the very last page.

Throughout the novel, The Things They Carried, Tim O’Brien, the author and narrator, examines the concept of moral ambiguity. Tim O’Brien focuses on the effects of war and the difficult decisions made by soldiers each day in many of his novels, but within this text, O’Brien demonstrates ambiguous morality through a variety of lenses and perspectives. The scene in which O’Brien most directly addresses moral ambiguity is the aftermath of Kiowa’s death, told from the perspective of an omnipotent narrator, O’Brien leads the audience through the explanation and rational of many soldiers allowing their reactions to be the focal point of the chapter, concluding that in war both everyone and nobody is responsible.

In spite of the fact that he says that he have liberated, contemplating race, Julian is from multiple points of view pretty much as little and irrelevant and little disapproved as he sees his mom to be. Julian has grown up with a slender arrangement of encounters, affected by his pestering and over-controlling mother's restricted feeling of the world. On account of his school training, be that as it may, he has purchased/has claimed/has gotten another arrangement of taught feelings/perspectives (identified with/taking a gander at/considering) race and social (state where everything is equivalent). Julian tries to separate himself from his mom's old (and pointless) convictions by freely (appearing or demonstrating) his liberal perspectives on (blend of various races, societies, nationalities, and so on working and living respectively) and racial relations.

In many parts of the world, many people suffer from discrimination and hatred of many forms of discrimination just because of their color, race, ethnicity, religion and nationality. In O’Connor’s writing, she mentioned Julian's mother and the large black women were wearing the same hideous green hat. It means the two women are on equal social position although Julian’s mother considers herself superior to black people. Because of the hat, Julian hopes his mom will learn a lesson that she and everybody; especially, the black woman are more alike than different like she thought “if the woman were a monkey that had stolen her hat” (p286). Now, we live in the midst of the modern 21st century, but there are not rare cases of discrimination are founded.

When a child is growing up the way they learn is through observation, then they mimic the typical actions of their parents and other family members because these are the people babies and young children interact with most often, and they are also role models for children, especially when they are young. When a child is born it doesn’t talk or act, whatever the child sees or hears it imitates because it is trying to learn and do what the adult is doing. Nevertheless, when a child grows up to be an adult, they are able to make their own choice on what is morally permissible and morally impermissible. No one is born a racist; they just copy what they see and hear. In 1957 Elizabeth Eckford became one of the 'Little Rock Nine ' who were the African Americans to attend Little Rock High School. She was harassed in school simply because of the color of her skin. One day she was walking and a group of racist, white people were behind her yelling racial slurs. In the book, the author states the reporters on the scene of this incident recorded the event; “But the reporters on the scene scribbled down what they heard: “Lynch her! Lynch her!” “No nigger bitch is going to get in our school!” “Get out of here!” “Go back where you came from!” “Go home, nigger!” “Throw her out!” “Nigger, go back where you belong!” “Send her back to the NAACP and Eleanor Roosevelt!” “You’ve got a better school of your own!” (Margolick 36). Someone who overheard these shouts and jeers might wonder why this

People come face to face with moral dilemmas every day without even realizing it. According to the Stanford Encyclopedia of Philosophy, a moral dilemma occurs when you find yourself in a situation where you have to choose between two choices, both choices at some extent are unethical. Looking back over my life, I can recall a moral dilemma that I experienced while at work.

Carver’s mother is exactly like Julian’s mother in every aspect except for skin color. She wears the same hat as Julian’s mother, she wants to distance herself from Julian and his mother when she “[yanks] the little boy off the seat” (1088) that was close to them, and she seems rather unfriendly to them. Julian thought that this moment was “fate” giving his mother “a lesson,” but soon realized that this was “going to strike [his mother] as funny and was going to be no lesson at all” (1088). This passage creates a conflict that Julian sees unravel. He knew that “his mother would open her purse and give the little boy a nickel” (1089). Julian sees that this opportunity is gone as “the lesson had rolled off [his mother] like rain on a roof” (1088). When Julian’s Mom hands the penny to Carver, Carver’s mother hits her with her “red pocketbook” (1089). This conflict shows the significance of the title. It reveals that converging is not going to be easy for anyone. This passage makes Julian discover how people are not going to change their ways. Julian may be a bystander in this triangle, but he learns that

Which made him happy because he knew this would really aggravate his mother. Julian’s mother and the boy sat next to each other and played around until a seat by the boy’s mother freed up. They sat together until they reached their stop, which was also Julian and his mother’s stop. Something Julian’s mother has always does is give a nickel to little kids. She searched for a nickel in her pocketbook, but she could only find a penny. So, once they got off the bus, she called for the boy. She tried to give him the penny, but his mother was infuriated by this. Which I can only assume is because she saw it as charity, and refused to be seen as someone who needed it. So, she raised her big, red bag in the air and hit Julian’s mother in the head, then she and her son ran away. Julian then proceeded to tell his mother how bad of an idea that was and that he told her that it would be. He said she got was she deserved and that they need to get going. His mother sat there on the sidewalk, dazed, and confused. He continued to tell her how he felt, but she just sat there, like she had no idea what was going on. He figured she was just in shock over what just happened. He finally got her to stand up, but she seemed as if she had no clue who he was. She starts wandering, saying that she wants to go home. He continues to think she’s just acting up because of the incident, but there was something off about the way she was acting. She started asking for people who weren’t there and

“I don't want just a white child, only if I could change her somehow, some way.” She glorified mixed babies and she fancied one of her own; her father was a bigot he did not believe in having mixed children,

A child has just pushed his fellow classmate to the ground just because she was a girl. The teacher automatically jumps in to correct the little boy for his actions and forces him to apologize, just as any morally sound teacher would. Through the proper discipline, the little boy grew up to see the value in woman and learned to appreciate them for who they are. Sadly, this didn’t happen. The teacher never stepped in and the little boy continued to rain terror on the little girls at school. He grew up to be disrespectful and sexist towards any woman he met, all because no one bothered to correct him from an early age. Whether it has to do with race or gender, hate is a strong emotion which is instilled in children. When hate is taught and never corrected, it leads to big problems down the road. Blacks have been freed from slavery and are finally allowed to use everything the white person is allowed to use, so what is the problem? Why is it so hard for the white folk to find the humanity and value in a black person? Claudia Rankine wrote this passage from the perspective which is so hard for most white folk to imagine, because it is rarely experienced by them. Presented as one giant metaphor, Claudia Rankine uses this passage’s relatable imagery as a metaphor to focus on the main theme of racism and race relationships.

It is acceptable for white children to have a close relationship with their maid, yet “a distance had to be established as they transitioned into adulthood.”14 Lou Anne experiences this and Skeeter too as she cannot share the pain of the loss of Constantine with her friends. This idea is not solely present in the novel, but in other Southern writing too. For instance, Judith L. Sensibar mentions about William Faulkner “only as a child had he not felt guilt and shame for wanting the emotional warmth Callie have him. Drunk, he could reclaim that childhood state, just like his father and grandfather.”15 Moreover, Lillian Smith mentions that what her parents taught her was: “ that my old nurse...was not worthy of the passionate love I felt for her, but must be given instead a...affection similar to that which one feels for one's