ANSWER Q 1
1. Explain Kojeve’s metaphor of ‘overcoming the Slavish mentality’ of ‘given being’ as compared to the master’s ‘being for itself. ‘ Select a passage from Kojeve’s text and from Coates text and explain how the two passages relate to each other by demonstrating this ‘overcoming’ as metaphor and the ‘over coming.’ Coats passage an example of the overcoming process that Kojeve writes about in In Place Of Introduction.
The my reading of Kojeve’s text “IN PLACE OF INTRODUCTION”, I noticed that in the Slavery and Mastery systems, the first beginnings of the social life of man are based on power, which means that society is based on strength and it takes the ideal philosophy as a general trait, the power is only the external start of states
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"What is tragic ... in this situation," writes Kojeve, "is acknowledgment here" unilateral, for it [the Master] does not recognize the human reality and the dignity of the slave. Therefore, it is recognized by someone He does not recognize". Thus, in a decidedly Marxist way, Kojeve suggests that “Man, complete and absolutely free, definitely and completely satisfied with what he is, the perfect man, completed by this satisfaction, will be the slave who has "overcome" his slavery. If the Inactive Mastery is a stalemate, laborious. Slavery, on the other hand, is the source of all human, social and historical progress. History is the story of the working …show more content…
And, as Hegel himself says: "although the terror inspired by the Master is the beginning of wisdom, it cannot be said that in this terror Consciousness exists for itself, but it is not yet Being for oneself ".
ANSWER Q 2
2. From Schmookler’s The Parable of the Tribes, describe one of the four ways in which tribes engage in conflict (Imitation, Destruction, , Withdrawal), and select one passage from Ta-Nehisi Coates’ book that demonstrates one of these four archetypical ways of tribal conflict. Explain why.
At the beginning can we imagine a neighboring tribes who are at peace with each other and then, suddenly, one of these tribes becomes aggressive, and starts a campaign of conquest among its neighbors. the result for one of the non-aggressive tribes can be one of four, and only four, alternatives: “The tribe is conquered, and all its inhabitants are annihilated” or “The tribe is conquered, and its surviving inhabitants are obliged to subordinate their wills to the will of the Conquering tribe” or “The tribe fled to an inaccessible or inhospitable region, abandoning its territory, which is appropriate by the conquering tribe” or “The tribe resists conquest and defeated its conqueror”. (Schmooker,
A young African boy, impacted by the society in mid-nineteenth century, wrote about him growing up with negative viewpoints all around and not being able to learn like other kids did . This boy was Frederick Douglass and this autobiography was “My Bondage and My Freedom”. In “My Bondage and My Freedom”, Frederick Douglass illustrates the impact of a like-minded society, the impact knowledge had on a slave, and slaves having knowledge allowed for them to have free thought but still not being free as a person.
“These words sank deep into my heart, stirred up sentiments within that lay slumbering, and called into existence an entirely new train of thought. It was a new and special revelation, explaining dark mysterious things, with which my youthful understanding had struggled, but struggled in vain. I now understood what had been to me a most perplexing difficulty – to wit, the white man’s power to enslave black men. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom” (20).
“If the region were not already possessed by a rival, then a state might acquire it in one of three ways, by persuading the indigenous inhabitants to submit themselves to its overlordship; by purchasing from those inhabitants the right to settle part or parts of it; by unilateral possession, on the basis of first discovery and effective occupation (M. Borch 2001)”.
In Peter Kolchin’s widely acclaimed novel, American Slavery, he evaluates the development of slavery in the New World, which is one of the most debated issues in American history. In his novel, he yolks together the work of many historians with conflicting views to form a balanced and precise view of slavery. He researched primary source evidence, such as quotes from masters and slaves in the 1700s, to obtain the roots of enslavement in America. The success of his novel is often credited to the fact that he is one of the first authors to produce a historical synthesis on racial slavery in the United States. Moreover, his book uniquely spans all the way from the origins of slavery to its demise after the civil war.
In a Narrative of the Life of Frederick Douglass: An American Slave written by himself, the author argues that no one can be enslaved if he or she has the ability to read, write, and think. Douglass supports his claim by first providing details of his attempts to earn an education, and secondly by explaining the conversion of a single slaveholder. The author’s purpose is to reveal the evils of slavery to the wider public in order to gain support for the abolition of his terrifying practice. Based on the purpose of writing the book and the graphic detail of his stories, Douglass is writing to influence people of higher power, such as abolitionists, to abolish the appalling reality of slavery; developing a sympathetic relationship with the
After about nine chapters detailing his slave life, he says, “You have seen how a man was made a slave; you shall see how a slave was made a man.” (Douglass, 75) He then goes on to describe the turning point for him that sparked his quest for freedom. By structuring his narrative this way, he reveals both sides- how slavery broke him “in body, soul, and spirit” (Douglass, 73) and how it eventually “rekindled the few expiring embers of freedom” within him (Douglass, 80). In doing so, he gives the reader an insight into how he became himself, and reinforces the evils of slavery in the way it shapes a man’s life. Douglass’ use of diction and structure effectively persuades the reader of the barbarity and inhumanity that comes as a result of slavery.
In this essay, Stampp argues that slaves are the victims to a cruel system designed to take advantage of them. He fights for the sides of the slaves, portraying them as helpless in a world of pain and suffering. To prove this he looks toward the slaves who fake injury, ignorance, and even pregnancy to avoid having to work. This “preoccupation of bondsmen” as Stampp says, was a “Striking refutation of the myth that slavery survived because of the cheerful acquiescence of the slaves.” (Stampp 301) In this essay, Stampp is standing up against the idea that slaves are weak and incapable of functioning as free men. People said that the slaves had accepted their fate as slaves and were alright with it, but Stampp says they have not given up their will to fight for their freedom and that their rights as people will come. Stampp’s portrayal of slaves as the victim is in direct alignment with the shooting of Michael Brown in which Michael was made the victim far before anyone knew what really happened. The slaves that Stampp writes about all are sad and distraught but it’s possible that there may have been slaves who were in fact not too unhappy with their lives. In this instance, there is only one point of view, so another document with the counter to Stampp’s must be examined as
Douglass tells the reader, “You have seen how a man was made a slave; you shall see how a slave was made a man” (1211). As simple as this statement may seem, it is absolutely dripping with meaning, and it would not be a great
In Fredrick Douglass’s a narrative, Narrative of The Life of Fredrick Douglass, an American Slave, he narrates an account of his experiences in the dehumanizing institution of slavery. This American institution was strategically formatted to quench any resemblance of human dignity. Throughout, the narration of his life Fredrick Douglas, meticulously illustrates the methodical process that contributed to the perpetual state of slavery. In his narration Douglass, denounces the idea that slaves are inferior to their masters but rather, it’s the dehumanizing process that constructs this erroneous theory. Ultimately, the desires of his consciousness for knowledge ferociously leads him to mental and physical pursuit of his emancipation.
In today’s society, many have come to believe what they have been instructed over the years, whether it is fiction of facts. Living in a world, where only certain race can be seen as superior to others. Schomburg was a pioneer beyond his times. In the article “The Negro Digs up His Past”. The beginning of this essay revealed a powerful statement, “The American Negro must remake his past in order to make his future” (Arthur Schomburg). It is very clear, Schomburg realized the importance of being knowledgeable on your true history. “History must restore what slavery took away, for it is the social damage of slavery that the present generations must repair and offset”. Therefore, I acquiesce with such statement, it is up to the present generation to fight, and to aspire on restoring what was taken away. As we acquired more intelligence, today’s generation must continue on indoctrinating one another on our true history. However, let’s not forget, slavery was not the onset of the Negro history; when in fact, slavery interrupted the Negro history. Meanwhile, long ago, before slavery, Africans ruled the world, built nations, mastering in architectural ideas, philosophies, etc. Nonetheless, it is crucial for the Negro to dig up his past, for from it; today’s Africans shall conceive their true potential, and their ancestor’s greatest achievements. Just as Schomburg found his motivation after being told “Negroes has no history. On the other hand, he then stated “The Negro thinking
Starting from a slave’s birth, this cruel process leads to a continuous cycle of abuse, neglect, and inhumane treatment. To some extent, slave holders succeed because they keep most slaves so concerned with survival that they have no time or energy to consider freedom. This is particularly true for plantation slaves where the conditions of slave life are the most difficult and challenging. However, slave holders fail to realize the damage they inadvertently inflict on themselves by upholding slavery and enforcing these austere laws and attitudes.
The analysis of the under discussion autobiography indicates a lot of major universal themes and human exploitation is one of them. A reader can see bleak picture of black slavery from the narration of Frederick Douglass who confronts brutal conduct of white masters throughout his childhood.
Slave by definition is a person who is the legal property of another and is forced to obey them. That about sums up what slavery really is in our mind and is pretty much the definition that we all picture when we think about slaves and slavery. But this is not what slavery truly was within the antebellum time period. Most of the slaves had a whole different outlook on the way they viewed, and acted and while living in their unfortunate circumstances. This is one of the few things that will be discussed further on within this paper. The main concept of this paper will be to discuss slavery in three sections; these sections will be discussing the types of people who were enslaved, and the nature of their bondage in the first section. The
The Narrative of the Life of Frederick Douglass, An American Slave details the progression of a slave to a man, and thus, the formation of his identity. The narrative functions as a persuasive essay, written in the hopes that it would successfully lead to “hastening the glad day of deliverance to the millions of [his] brethren in bonds” (Douglass 331). As an institution, slavery endeavored to reduce the men, women, and children “in bonds” to a state less than human. The slave identity, according to the institution of slavery, was not to be that of a rational, self forming, equal human being, but rather, a human animal whose purpose is to work and obey the whims of their “master.” For these reasons, Douglass articulates a distinction
There may be humane masters, as there certainly are inhuman ones - there may be slaves well-clothed, well-fed, and happy, as there surely are those half-clad, half-starved and miserable; nevertheless, the institution that tolerates such wrong and inhumanity as I have witnessed, is a cruel, unjust, and barbarous one. (127)