The Black Cat By Edgar Allan Poe Essay - 917 Words

Inescapable Conscious â€Å"Words have no power to impress the mind without the exquisite horror of their reality.† - Edgar Allan Poe Edgar Allan Poe is known for his dark and thought-provoking horror stories. In particular, The Black Cat does just that. The story focuses on the rationalizations of the horrific actions of the narrator. A black cat is introduced to pounce down on the rationalization of the narrator’s actions. Edgar Allan Poe also constructs a story where the main basis of the narrator’s decisions are ethical egoism and the principles of conscience. Poe constructs the black cat as the conscience of the story to depict the guilt of the narrator. This is clearly emphasized when the black cat is in the presence of the narrator, but the consciousness of guilt is also present in the absence of the black cat. The story starts to escalate when the reader begins to feel the irritation of the narrator with everyone around him. In particular, his vexation with his cat, Pluto. It begins with simple enough reasons; the cat becomes too attached for his owners liking. But the story doesn’t truly evolve into the first level of depravity until the narrator, heavily intoxicated, constrains Pluto by the neck and cuts one of his eyes out. At this time, the reader is able to recognize what Poe constructed the ethics of the rationalized actions of the narrator to be: ethical egoism. The narrator thinks of no one but himself. When the narrator continues with his feelings of displeasureShow MoreRelatedThe Black Cat By Edgar Allan Poe1117 Words   |  5 Pages Edgar Allan Poe’s narrator in â€Å"The Black Cat† describes himself as a lover of animals and a man with a kind heart. But he uses his animals and alcoholism as an excuse for his perverse behavior. However, Poe drops hints tho ugh out the narrative to tell a different story. His violence towards animals tells the story of an irrational man who weeps while hanging his cat. Therefore, Poe employs the narrator to show the human tendency to use scapegoats to shift blame for the wrong thing we do. The narratorRead MoreThe Black Cat By Edgar Allan Poe885 Words   |  4 Pagesobserve. An example of these observation and hands on applications would be Edgar Allan Poe, a writer and a poet, whom would be absolutely intrigued in these behaviors. His unique interpretation of the human mind could be seen in â€Å"The Black Cat.† In this short story Edgar Allan Poe embeds himself as the protagonist who are mere victims of the complexities of the mind known as revenge, anger, and perversity. â€Å"The Black Cat† shows the vital side effects of the mind recognized as revenge, anger, andRead MoreThe Black Cat By Edgar Allan Poe1778 Words   |  8 Pagesmonster up within the tomb† (Poe 32). This is the ending of Edgar Allan Poe’s short story â€Å"The Black Cat.† This story is one of the many famous short stories Poe has written in his life time. However, this story, in particular, captivities the horror and frightening works of his display. Having his personal history and short story at hand, will help his audience to understand some of his guilty pleasures. In this Critical Analysis Essay, the composition of â€Å"The Black Cat† will be revealed by connectingRead MoreThe Black Cat, By Edgar Allan Poe1240 Words   |  5 PagesLiterature, D.H. Lawrence condemns Americans for dodging their true selves by means of intellectualization and idealization. Both Edgar Allan Poe’s short story â€Å"The Black Cat† and Nathaniel Ha wthorne’s â€Å"Young Goodman Brown† feature allegorical representations of characters deceiving themselves in order to deny the darker aspects of their inner selves. In Poe’s â€Å"The Black Cat,† the narrator denies the darker aspects of his soul by abstracting his horrific actions with spectral evidence in order to externalizeRead MoreThe Black Cat, By Edgar Allan Poe1900 Words   |  8 Pagesportion of his life writing these kind of stories. Edgar Allan Poe was influenced by his own life experiences, social normalities of the early 19th century, and used literary devices to write horrific works such as The Black Cat, The Raven, and Berenice. Edgar Allan Poe wrote the short story The Black Cat in 1843. The story starts out fairly normal, but very quickly spirals into a horrendous chain of events. The narrator of the story has a cat that he adaores at first, but then he grows irritatedRead MoreThe Black Cat By Edgar Allan Poe Essay1503 Words   |  7 PagesThe Black Cat Gothic Analysis In Edgar Allan Poe’s short story â€Å"The Black Cat† (1843), Poe creates a gothic narrative that exceeds the suspicions of the audiences predeterminations. Throughout the entirety of his piece Poe creates a scene that continuously leaves his readers wondering what was happening next. Suspicion being a key factor in gothic tales is only one strategy Poe used to illuminate the story of an unnamed psychopath and his attempts to either clear his conscious or set the recordRead MoreThe Black Cat, By Edgar Allan Poe871 Words   |  4 Pages Edgar Allan Poe is a world famous author who writes suspenseful/thriller story that keeps everyone interested. Three of his stories that we have read is â€Å"The Black Cat,† â€Å"The Tell-Tale Heart,† â€Å"The Cask of Amontillado†. The five questions that will be discussed is how/why does Poe have his narrator plan the murder of his victim, what is the narrators reason for killing his victim, how does the narrator dispose of the body, does the narrator know the difference between right and wrong, and finallyRead MoreThe Black Cat, By Edgar Allan Poe1202 Words   |  5 PagesEdgar Allan Poe is prominent for his literacy style of horror and mystery, in which he had written an innumerable number of short stories and poems in his lifetime. Evidently, many of his writings like, â€Å"The Black Cat,† â€Å"William Wilson,† and â€Å"The Raven,† share the same style, as their protagonists’ demonstrated a paucity of reliability. Readers often become engaged with how the main character of each text showed their rivulet of tales that seem to be quite fictitious. Available evidence suggestsRead MoreThe Black Cat By Edgar Allan Poe1142 Words   |  5 Pagescharacter survives eight shots to the torso, all happy endings. Edgar Allan Poe isn’t like that. Most of his characters are dark and insane. They have one last shred of sanity then they refuse to keep it and then they end up going insane, much like the characters in The Black Cat, The Raven, and A Tell-Tale Heart. All three the men reach insanity. In The Black Cat a man expresses his passion over all animals. He has a gorgeous black cat named Pluto,his prized possession. Years later this man has aRead MoreThe Black Cat By Edgar Allan Poe1243 Words   |  5 Pagesâ€Å"The Black Cat,† Edgar Allan Poe states the nameless narrator is in a prison cell, retelling his story of his struggles from the abuse of alcoholism, perverseness, and animal cruelty. He was married to his beautiful wife and had a variety of pet animals. The narrator starts to talk about his beloved black cat, Pluto, and how he believes it’s evil and the reason for his crazy actions. He came home drunk one day assuming his cat was avoiding him. He tried to grab his cat, but with fear, the cat nipped

Impact Of Assessment For Learning Education Essay Free Essays

This paper considers the impact of Assessment for Learning on kids ‘s advancement in a peculiar strand of the Primary Maths Curriculum. It does so foremost through a reappraisal of the relevant literature, and so employs some empirical illustrations to exemplify how the rhythm had helped to procure larning points in a peculiar context. The specific strand under consideration is the resolution of multi-step jobs, ‘aˆÂ ¦and jobs affecting fractions, decimals and per centums ; take and utilize appropriate computation schemes at each phase, including reckoner usage. We will write a custom essay sample on Impact Of Assessment For Learning Education Essay or any similar topic only for you Order Now ‘ ( DCFS 2009 ) . Literature Review Changes in the professional model for the instruction and appraisal of Primary maths have been reflected in a invariably spread outing literature. This is now so expansive, that it can merely truly be reviewed here through some representative illustrations. There are two chief sub-genres which feature here: specifically, these are official publications, and scope of commercially produced texts which may be characterised as critical, professional, or vocational self-help literature. It is besides the instance that some generic texts on the topic of Primary Assessment for Learning may be pertinent here, although they do non associate specifically to mathematics. The official literature emphasises the holistic nature of appraisal by asseverating that ‘aˆÂ ¦assessment of kids ‘s accomplishments and advancement should be based on the expected acquisition results identified through the acquisition aims. In mathematics, measuring kids ‘s advancement in a nucleus strand of acquisition should be informed by the aims in the strand. ‘ ( DCFS 2009 ) . The fruition of this procedure may be visualized in the motive and authorization of the scholars themselves, supported by ‘aˆÂ ¦Constructive feedback that identifies how kids ‘s work and responses have led to successaˆÂ ¦ ‘ this, it advises, should supply a ‘aˆÂ ¦shared apprehension of the accomplishments on which to construct to do farther advancement. It helps kids to see how the following stairss take history of this success and are come-at-able. ‘ ( DCFS 2009 ) . There is a sense in which this acknowledges that Assessment for L earning has an importance, over and above what is revealed in outcome-based consequences, i.e. those from standardized trials. In other words, the latter no longer implies that it can stand as ‘aˆÂ ¦proxy for other sorts of larning. ‘ ( Campbell et al. 2004: p.119 ) The commercially published literature is invariably being updated by texts which engage with official policy and course of study alterations, construing them for practicians and parents. However, the bulk of these, although they make some mention to assessment, make non make so in the footings now prescribed by the DCFS, i.e. , daily and periodic appraisal. This is perchance because these theoretical accounts have merely been runing in the official discourse for a comparatively short period. Overall, this genre may itself be split into sub-groups, the most important of which are the brooding or critical genre, and the vocational or self-help group. One of the most fecund governments within this group is Sharon Clarke, whose Targeting Assessment in the Primary Classroom: Schemes for Planning, Assessment, Pupil Feedback and Target Setting ( 1998 ) , Unlocking Formative Appraisal: Practical Schemes for Enhancing Pupils ‘ Learning in the Primary Classroom, ( 2001 ) , and Active Lea rning Through Formative Assessment ( 2008 ) straddle consecutive developments in the instruction and appraisal of Primary mathematics. Besides helpful in these countries is Hansen ‘s Primary Mathematicss: Widening Knowledge in Practice ( Achieving QTS Extending Knowledge in Practice ) ( 2008 ) , and David Clarke ‘s Constructive Assessment in Mathematics: Practical Stairss for Classroom Teachers ( Key Resources in Professional Development ) , ( 1999 ) . As Shirley Clarke indicates, the ‘aˆÂ ¦sharing of a learning purpose isaˆÂ ¦more composite than merely reiterating what is in the instructor ‘s planaˆÂ ¦In order for the learning purpose to be shared efficaciously, it needs to be clear and unambiguous, so that the instructor can explicate it in a manner which makes sense. ‘ ( 2001: p.20 ) This may be taken as supportive of the official place: it endorses the thought that be aftering should pull non merely on the acquisition result, but besides on the anterior cognition of the pupils in inquiry. If they are expected to objectively measure their ain advancement, they must understand the frame of mention, and be able to imagine the acquisition result, even if they have n’t yet attained it. This thought is besides inexplicit in the thoughts of David Clarke: as he points out, earlier attacks to assessment focussed on ‘aˆÂ ¦measuring the extent to which pupils possess a set of tools andaË †Â ¦the extent to which they can use them. ‘ However, he farther indicates that ‘aˆÂ ¦to be mathematically equipped, a pupil must besides understand the nature of mathematical tools and be able to choose the right tool for a given problem-solving state of affairs. ‘ ( 1999: p.11 ) This position is besides endorsed in the contemplations of Hansen, who argues that, ‘aˆÂ ¦it is possible to assist kids to larn mathematical content through efficaciously incorporating problem-solving, concluding and communicating into mathematics lessons. ‘ ( Hansen 2008: p.5 ) Texts such as Gardner ‘s emended aggregation, , Assessment and Learning, ( 2006 ) , Gipps and Murphy ‘s A Fair Test? Assessment, Achievement and Equity, ( 1994 ) , and Taber ‘s Classroom-based research and evidence-based pattern, ( 2007 ) , travel some manner to bridging the spread between the functionary and the educational literature, specifically by looking at how policy and course of study affairs are linked by research and political orientation. These are, nevertheless, non specifically devoted to Primary mathematics, and neither are they entirely accepting of the orthodoxies which pervade the official literature. Gipps and Murphy make the point that measuring appraisal is ‘aˆÂ ¦not merely a inquiry of looking at the equity in the context of appraisal but besides within the course of study, as the two are closely related. ‘ ( 1994: p.3 ) As Taber points out, practicians are at the terminal of a really long and frequently distant supply concaten ation when it comes to weighing the grounds on what is ‘best pattern ‘ . As they put it, ‘aˆÂ ¦teachers are told what research has found out during their initial â€Å" preparation † , and are updatedaˆÂ ¦through classs and staff development yearss, but mostly through centralised official â€Å" counsel † . ‘ ( 2007: p.4 ) This is reinforced by observers such as Rist, who argues that, ‘We are good past the clip when it is possible to reason that good research will, because it is good, act upon the policy procedure. ‘ ( 2002: p.1002 ) . These are academic but non unimportant points in footings of the overall treatment, even if they are non peculiarly outstanding in the twenty-four hours to twenty-four hours duties of the category instructor. The point is that, as brooding practicians, we might all profit from some consciousness of what shapes the models which inform our attack to learning and larning. With respect to the current Assessment for Learning conventions, the thoughts in Assessment for Learning, Beyond the black box ( Assessment Reform Group, 1999 ) , are acknowledged by the QCA to hold been constructive of the whole attack. ( QCA 2003: p.1 ) . As the latter province, ‘The survey posed three inquiries: is there grounds that bettering formative appraisal raises criterions? ; is there grounds that there is room for betterment in the pattern of appraisal? ; and is at that place grounds about how to better formative appraisal? This research grounds pointed to an unqualified ‘yes ‘ as the reply to each of these inquiries. ‘ ( QCA 2003: p.1 ) . These are of import points, as the instruction, larning and appraisal models which define modern-day pattern are deeply adaptative of them. Discussion/Example from Experience. A strand of the Primary course of study where twenty-four hours to twenty-four hours and periodic appraisal was found to be peculiarly of import in the overall Assessment for Learning attack, was procuring figure facts, relationships and ciphering. The illustrations used here are from Year 6 block E, particularly Ma2, Written and reckoner methods, and Ma2, work outing numerical jobs from Unit One, and focused on covering with mistakes and misconceptions. One context where appraisal was found to be peculiarly relevant was in covering with upper school ( i.e. Old ages 4, 5 and 6 ) acquisition of generation and division. The assessment procedure had to be multi-faceted, taking in all of the associated cognition and accomplishments, the mistakes and misconceptions which arose, and the modeling of inquiries to place the beginning of such jobs. This may be illustrated by concentrating on one illustration, taken from Year 6 Key Objective 2, Multiplying and dividing by powers of 10 and the a ssociatory jurisprudence, where normally, the unprepared or baffled scholar ‘aˆÂ ¦Misuses half understood regulations about multiplying and dividing by powers of 10 and the associatory lawaˆÂ ¦ ‘ ( 2009 ) . The of import thing about generation and division through consecutive add-on or minus severally, is that, one time mastered, they can show to scholars that the application of basic accomplishments will enable them to interrupt down apparently complex jobs into a manageable format. Multiplying or spliting a three figure figure by a two digit figure depends on the usage of a figure of accomplishments: cognition of figure facts, i.e. times tabular arraies, topographic point value, to rapidly measure the viability of an reply, and organizational accomplishments, i.e. being able to use the right stairss in the appropriate order. It may besides be utile to augment these with reckoner usage, in order to verify replies. The of import point here is that twenty-four hours to twenty-four hours and periodic appraisal – and brooding feedback from the scholars themselves – was indispensable in the planning, fliping and bringing of this input. The mutuality of each measure in these computations meant that the failure to put to death one measure, frequently resulted in the failure to finish the overall aim. For illustration, if times tabular arraies and generation by 10 and 100 were non firmly in topographic point, the scholar would acquire bogged down in the arithmetic. Conversely, the securing of one of the incremental accomplishments involved in these computations was a positive factor in the scholars ‘ overall attack: i.e. , if they knew their times tabular arraies facts, topographic point value, or generation by 10 and 100 were in topographic point, it gave them a get downing point from which to analyze mistakes or jobs. For some scholars, this had the generic consequence of doing t hem gain that their long-run work in accomplishing these places of strength had a positive result, instead than being an abstract, stand-alone procedure. This in bend made them more interested in geting other general mathematics accomplishments. Looking beyond specific mathematics accomplishments, this may besides hold the leaning to develop the pupils ‘ ain capacities for self-fulfillment and self-motivation. As the QCA points out, ‘aˆÂ ¦In many schoolrooms, students do non comprehend the construction of the acquisition aims that give significance to their work. Therefore they are unable to measure their ain advancement. ‘ ( QCA 2003: p.3 ) Accomplishment in a multi-step procedure such as long generation or division might therefore enable them to map out where they are within the overall criterions. However, it was merely through a combination of twenty-four hours to twenty-four hours and periodic appraisal that the practician could be confident of be aftering efficaciously with respect to these undertakings. There was no point in piecing Sessionss which relied on a scope of accomplishments when they were non unafraid, either in single scholars, or sufficiently across the cohort as a whole. In assorted ability groups, this attack was evidently the key the necessary distinction. The logical corollary to this is that dianoetic feedback from the scholars themselves was besides of import in specifying the following phase of planning, i.e. what worked, what did n’t, who tried which method, were there any penchants etc. The entreaty of this activity besides lays in its all right balance of mental and pencil and paper methods, and the manner in which appraisal is the necessary concomitant to concrete computation. Overall, these experiences may be deemed supportive of the proposa ls of observers such as Clarke and Hansen, ( see above ) in that they emphasize the demand for the uninterrupted support of be aftering with appraisal. Summary, Analysis and Reflection: Deductions for Future Teaching. In drumhead, the decision of this paper is that both the literature and practical experience discussed here are reciprocally supportive of the demand for complimentary appraisal and planning. Outcome orientated consequences can exemplify single and whole school public presentation in certain contexts, but practicians need to be cognizant of appraisal in a holistic manner, as a day-to-day portion of their attack to learning and larning. As the QCA expresses it, ‘aˆÂ ¦Teachers are sing an increased sense that students are working with them instead than for them. For illustration, students are inquiring for more inquiries or illustrations to pattern using their apprehension of a subject or to reiterate prep or trials if they have non met the criterion and the aims that they and the instructor have set. ‘ ( QCA 2009: p.48 ) . Whilst this dynamic sounds really positive, practicians have new and different duties within it. In footings of appraisal, these can be itemised in the undermentioned waysaˆÂ ¦ Day to twenty-four hours: within this degree of appraisal, specific larning aims should explicitly communicated, and augmented with both equal and self appraisal as appropriate. Periodic: ideally, this should piece a broader overview of advancement across the topic for both scholar and instructor. It is besides an chance to interweave the national criterions in a sensitive manner with schoolroom pattern. The practician can utilize the penetrations gained from this procedure to inform both long and average term planning. Overall, it should be recognised that the ideal state of affairs, i.e. of self-motivated, self-actuating scholars, involved in their ain self-assessment, is improbable merely to ‘happen ‘ . Considered superficially, it might look that the practician ‘s function in appraisal has lessened, whilst the balance has been taken up by the scholars themselves. The world is instead different: students will merely go equal and effectual assessors of their ain advancement if they are provided with the appropriate support and counsel. In a sense, this facilitating function is a much more ambitious and elusive one than that implied in a more top-down, didactic theoretical account. Besides, there are obvious jobs in sing the ‘learner ‘ as a passive or generalized facet of this attack: it is much more likely that there is a staggered and varicolored consumption of the theoretical account, as different scholars are engaged at their ain gait and degree. This in bend indic ates that, as with all facets of the course of study, the societal and emotional facets of acquisition should be taken into consideration. How to cite Impact Of Assessment For Learning Education Essay, Essay examples

Music or dialogues Essay Example For Students

Music or dialogues Essay Is the nature of sense perception such that, as Huxley suggests, sensations are essentially private and incommunicable?By its very nature every embodied spirit is doomed to suffer and enjoy in solitude. Sensation, feelings, insights, fancies-all these are private and, except through symbols and at second hand, incommunicable.  Aldous Huxley was an English writer, a humanist and pacifist, interested in spiritual subjects such as parapsychology and philosophical mysticism. He thought that men have a spirit that contains all the sensations, feelings, insights, fancies but that keeps privately. Aldous was also convinced that to free these, a man must use drugs; he believed that these awoke the spirit and then, for five or six hours each day, abolished our solitude as individuals, atone us with our fellows in a glowing exaltation of affection and make life in all its aspects seem not only worth living, but divinely beautiful and significant. But I dont believe this is the way to express ourselves; first of all drugs arent the solution because they damaged the body and senses giving to us hallucinations (in fact Aldous because of LSD became blind and unable to speak). Second thing, I think to express our very feelings we must have courage to speak and share own opinions to the others. Its also another way to increase own knowledge. Importance and limitations of sense perception  Ã‚  It is often claimed that information and communication technologies are blurring the traditional distinctions between simulation and reality. If this is so, what might be the consequences?  TV programs and others information and communication technologies in which there are illusionists, super heroes or violent cartoons, often convince children that these show the real life ,and as consequence, children copy them trying to fly from a high floor like Superman or to use Kung Fu fighting like Dragonball or other violent videogames. Children in fact are in a learning and growing phase because they are TABULA RASA, that is children dont have culture and experience, that doesnt permit them to distinguish realty from imagination and they absorb everything that seems real. One example of these technologies of communication is the subliminal messages that are information that our brain learns unconscious. They are a pervert mechanism through which we become aware of fixed information, and visual and audio, but we also become aware another one.  The subliminal messages can be found in a simple advertising poster, in the TV programs or in the music or dialogues. For example in the Disney films such as Aladdin, Bianca and Bernie and the Lion King, sometimes appear messages about adult contents and other trademarks. Watching these movies, as consequence, children have a very violation of the conscience making unaccountable changes of the behavior. Music is another way to spread subliminal messages. Sometimes if these songs are listened on inside out, we can find these (an example is the song Better of You Better than me making Judas Priest to be guilty as they convinced two teenagers to suicide with the lyrics Do it, Do it. In conclusion subliminal messages manipulate people through their senses convincing them to buy more and more a kind of product. Linking questions  What can be meant by the Panchatantra saying Knowledge is the true organ of sight, not the eyes? Is it necessary to have clear ideas to see?  Knowledge is a true organ of sight, not the eyes is a quite interesting quote by Panchatantra. The sight is one of senses through which we receive information from outside. These information must be worked out .It exchanges from active perception to passive perception. But this isnt enough: it is necessary to have clear ideas to see. .ue9b41b56a511d3160429d987e257e393 , .ue9b41b56a511d3160429d987e257e393 .postImageUrl , .ue9b41b56a511d3160429d987e257e393 .centered-text-area { min-height: 80px; position: relative; } .ue9b41b56a511d3160429d987e257e393 , .ue9b41b56a511d3160429d987e257e393:hover , .ue9b41b56a511d3160429d987e257e393:visited , .ue9b41b56a511d3160429d987e257e393:active { border:0!important; } .ue9b41b56a511d3160429d987e257e393 .clearfix:after { content: ""; display: table; clear: both; } .ue9b41b56a511d3160429d987e257e393 { 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; } .ue9b41b56a511d3160429d987e257e393:active , .ue9b41b56a511d3160429d987e257e393:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue9b41b56a511d3160429d987e257e393 .centered-text-area { width: 100%; position: relative ; } .ue9b41b56a511d3160429d987e257e393 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue9b41b56a511d3160429d987e257e393 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue9b41b56a511d3160429d987e257e393 .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; } .ue9b41b56a511d3160429d987e257e393:hover .ctaButton { background-color: #34495E!important; } .ue9b41b56a511d3160429d987e257e393 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue9b41b56a511d3160429d987e257e393 .ue9b41b56a511d3160429d987e257e393-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue9b41b56a511d3160429d987e257e393:after { content: ""; display: block; clear: both; } READ: Music Reaction EssayIf we dont have clear ideas, sight often can cheat us: for example, in classroom we have seen videos or pictures about illusions pictures in which I saw an elephant with 4,6 or 12 legs, and a saxophonist that seemed also a beautiful womans face. But I know that an elephant has 4 legs and the saxophonist is a man!  This is because I have clear ideas about elephants.  A blind cant see with eyes but he can see through the other senses. He can read through touch and Brail writing and also play the piano with audio memory. Another example, that could be rash, is about desert mirages which are optical phenomena created by lights refraction which makes things seeming moved laterally or above horizon. If you dont have clear ideas to see, you can follow these mirages thinking they are true and die.  Sense perception and areas of knowledge  What role does what we expect to see, or are used to seeing, play in what we observe? For example, after learning about the structure of cells from a textbook, how neutral might the observation of a slide under microscope be? Can we learn how to see things properly? We perceive the world through our five senses: sense perception is the active, selective and interpretative process of recording or becoming conscious of the external world because sensory perception is an important dimension of our understanding of the world.  Galileo Galilei, one of the greatest scientists of the history, based Experimental Method upon the observation and upon artificially production of natural Phenomena. That observation has become one important part of Chemistry, Physics, and Biology and it has permitted to reach the actual knowledge grade of nature. The observation of phenomenon is the first step of the method that begins with the focus of the problem that we want to study and its necessary not to have a preconception (that means to have an idea formed without true opinions or direct experience). For example, in a chemistry experiment, I had put an Mg ribbon into the Bunsen flame and Ive seen that it glowed with a white shiny light and Ive balanced seeing that its mass was changed. How was that? There had been a transfer of electrons from the Oxigen to the Mg Ribbon. Of course you cannot see this passage of electrons, but the study of the theory told me exactly what was going to happen. Thus, observation itself cannot be enough to reach knowledge but we need to verify and test what we observe. Anyway, great discoveries of science sometimes, come from great intuitions with no need of pre-formed concepts. In the end we can state that a good mix of observation and study makes the path of human knowledge more reachable.