Macbeth Essay Example for Free

Macbeth Essay Since the Mesopotamian era of 3000 B. C. numbers have been an essential part of life and are easily found throughout society, imbedded in religion, intertwined in mythology and commonly related with superstitions. Even in the twenty-first century people still believe in ancient numerical superstitions, such as the lucky number seven, or the unlucky number thirteen. During the seventeenth century William Shakespeare uses societal superstitions in his famous tragedy, â€Å"Macbeth†, by writing in a threefold literary pattern. Shakespeare reinvents the number three by relating in to evil and darkness throughout the play, providing it with a new superstitious meaning. â€Å"Macbeth† follows the transformation of the title character from thane to king, sane to evil. After putting down two rebellions against the King of Scotland, Macbeth is awarded title and favor with the gracious King Duncan. When greeted by three mysterious witches, they prophesy that Macbeth will be made Thane of Cawdor and eventually King of Scotland. They also prophesize that Banquo will beget a long line of Scottish kings but will never be king himself. Macbeth and Banquo treat their prophecies sceptically until some of King Duncan’s men come to thank the two generals for their victories in battle and to tell Macbeth that he has indeed been named thane of Cawdor. In attempt to aid the prophecy, Macbeth murders the good Duncan and is crowned King of Scotland, but once his great goal to be king is achieved he begins to fear the prophecy brought forth to Banquo. In fear of being overthrown from the throne Macbeth goes on a psychotic rampage attempting to protect his future while ruining his sanity and brings upon himself his own demise. While entangling the threefold literary pattern into a tragic plot, William Shakespeare presents the appearance of three apparitions, the three murders, and the character choice of three witches to precipitate evil at the presence of the number three. Shakespeare turns the conventional and traditional meaning of three’s upside down in act one, scene one when he begins to relate the number to evil. Threes are commonly related to stability and completeness; in religion there is God omniscient, omnipresent and omnipotent, in time there are three divisions, past, present and future, and three grammatical persons- me, myself and I. In a dark and ominous meeting, Shakespeare introduces his audience to three women who will continue to haunt Macbeth throughout the play: the three weird sisters. As the first characters the audience has the pleasure of meeting, the witches set the mood for the entire play with a sense supernatural as â€Å"instruments of darkness† (I. iii. 136). In the opening scene of the play each witch speaks three times within the first eleven lines, the first two being â€Å"When shall we three meet again / In thunder, lightning, or in rain? coupling three undesirable and threatening circumstances, suggesting constrictions and limitations as these three things generally happen at the same time. The triplet pattern begins with this, giving a false sense of stability until to the audience until the witches state that what is â€Å"fair is foul, and foul is fair† (I. i. 12). This suggests that the stability of threes is actually a farce and will bring instability and chaos. Before t heir meeting with Macbeth, the fist witch informs her sisters that she has planned revenge against a sailor whose wife refused to share her chestnuts. Through her description of her plan, Shakespeare reveals to his audience that they posses great power but with limits unlike an instrument of fate would have. She plans to transport through a â€Å"sieve† (I. iii. 9) to curse him but she is not powerful enough to have him shipwrecked, only to have his ship â€Å"tempest-tossed† (I. iii. 26), showing their limits. As the first witch explains her plan she speaks in triplets, â€Å"I’ll do, I’ll do, and I’ll do† (I. iii. 11), to emphasize her evil intentions. When Macbeth and Banquo present themselves to the witches just moments later, they greet Macbeth â€Å"All hail, Macbeth! Hail to thee, Thane of Glamis! / All hail, Macbeth! Hail to thee, Thane of Cawdor! / All hail, Macbeth, thou shalt be king hereafter! † (I. iii. 51-53). Three greetings that seem so fair â€Å"of noble having and of royal hope† (I. iii. 59) are sure to turn foul. The greetings mimic the common greeting of the New Testament, â€Å"All Hail† (Matthew 28. 9). In Matthew 26. 49, Judas prepares to betray Jesus to the Sanhedrin and Roman soldiers. His plan is to identify Jesus by greeting him with a kiss so that the soldiers will know which man to arrest. Judas approaches Jesus, saying, Hail Master. The witches greet Macbeth in a similar fashion, and, as Judas betrayed Jesus, so do the witches betray Macbeth. This mirroring comparison shows Shakespeare cutting all biblical and holy beliefs in the number three, using religious evidence to eliminate the idea that three is a number of stability. Shakespeare even has his three witches speak in contradictions to create moral confusion and increase the presence of evil, such as when the witches characterize Banquo as â€Å"lesser than Macbeth, and greater† (I. iii. 68). After stirring up quite a bit of trouble, the witches vanquish, not to be seen again until the first scene of the fourth act. The signal to begin their evil incantations is brought to the witches by three meows of a â€Å"brinded cat† (IV. i. 1). Again, the witches take turns, speaking in a threefold pattern, taking their turns and presenting a rhyming, triple statement to open the act; â€Å"Thrice the brinded cat hath mewd. / Thrice, and once the hedge-pig whined. / Harpier cries â€Å"‘Tis time, ‘tis time† (IV. i. 1-3). While working on concocting brew the witches chant around a cauldron, throwing in various items, taking turns to add their contributions, dividing the ingredients into three separate groups. When Macbeth arrives to the cavern he greets the witches as â€Å"secret, black, and midnight hags† (IV. i. 48), three negative descriptions dripping with evil connotations. The â€Å"weird sisters† (III. iv. 165) conclude the evil presence within triplet patterns by presenting three mysterious visions or apparitions to Macbeth, in order to provide him with the same sense of false security that the audience had felt initially. With thunder roaring in the background, Shakespeare thrusts his main character into various situations that would terrify any person â€Å"milk of human kindness† (I. v. 7). When Macbeth is faced with the three apparitions they bring him fair sounding news that is doomed to be destructive and â€Å"foul† (IV. iii. 28) because of the threefold predictable pattern. When the first of the three mystical spirits appears to Macbeth in the form of a floating warhead, warning him to â€Å"beware Macduff† (IV. i. 81), Macbeth shrugs it off, already knowing this. When the second apparition appears as a bloody child, it tells Macbeth that no man born of a woman can do him harm. This gives Macbeth great confidence: Then live Macduff: what need I fear of thee (IV. . 93). Finally, the third ghost appears as a child wearing a crown with holding a tree in hand. This phantom is the one to stir Macbeth’s blood and spook him and has him demanding to know the meaning of the final vision. The child tells Macbeth that he â€Å"shall never be vanquished [†¦] until/ Great Birnam Wood [comes] to high Dunsinane Hill† (IV. i. 105-106), a seemingly impossible task, but in the Shakespearean world of three’s, things are not as they seem. This, giving Macbeth false security, is followed by a procession of eight crowned kings all similar to the one before. The final king carries a mirror, showing a seemingly endless lineage of kings, frightening Macbeth into overbold, unthinking irrationality, contrary to his previous semi-thoughtful behaviour. The three apparitions all in still a false sense of self-assurance in Macbeth but after Shakespeare’s triplet patterns have caused nothing but grief during the play, the audience is able to see through the prophetic ghouls that act as symbols, foreshadowing the way the prophecies will be fulfilled. The warhead suggests a third rebellion, the first two put down by Macbeth while the third is caused by his treacherous ways in a turn of events that can only suggest that if Macbeth hasn’t died the first two times, then the third time’s the charm. The bloody child of the second vision is the image of Macduff as a babe â€Å"from his mother’s womb / untimely rippd† (V. viii. 19-20), delivered through caesarean section. This minor technicality that evades Macbeth is the key to his downfall, and thanks to his ignorance he believes he is invincible. The line of kings, thrust in Macbeth’s face is his last hope, the finishing blow. With the knowledge that there will be men who â€Å"are too like the spirit of Banquo† (IV. i. 127) Macbeth subconsciously knows that all hope is lost to him, but he clings to the second apparitions speech, claiming that he cannot be harmed by any person born of a woman. The terrible three’s that Shakespeare entangles into the apparition’s doom-filled messages not only anticipate the death of Macbeth, but also lead him to it. It is by his self-assurance, pride and ambition that Macbeth believes he will survive, hearing only what he wishes from the prophecies. Since the prophecies suggest he will be fine, Macbeth takes it to heart and believes so without watching out for himself; he does not attempt to prevent the rebellion, nor does he stay in the castle when he knows he is a target because â€Å"none of woman born [can] harm Macbeth† (IV. i. 91-92). By presenting these ghoulish visions, the witches lead Macbeth to his death by power of suggestion and lack of a complete digestion of the situation on the title characters part. The witches’ prophetic ways also lead Macbeth to far worse things than pride. Macbeth is urged by the third prophecy of being king to kill Duncan, King of Scotland. Although his wife is the â€Å"spur† (I. vi. 25) who pricks the horse of intent, the intent is spawn from the prospect of his hopes coming true. The third prophecy leads him to murder, using trickery to make the fair prospect of being King derive from such a foul act as unjust murder against the â€Å"gracious Duncan† (III. vi. 3-4). If Macbeth had stayed content with the first murder he could have lived a happier life, but troubled by the prophecy presented to Banquo, Macbeth fears for his throne and sets out to murder his best friend in a foolish attempt to disprove the prophecy. Macbeth performs his second murder. While this time, instead of doing it himself, Macbeth hires two murders, but as the fates have it a third joins the informal party. With the third murderer present, a seemingly easy kill has become a challenge and struggle because three is a crowd. If the third murderer was Macbeth, unable to stay away from the murder of his self-sworn enemy, it is no doubt that he tagged along to fulfill the destruction of a prophecy, only intensifying its after effects. Macbeth becomes miserable and his mind is unclear; the second murder had haunted him and caused him great fear. If not for the prophecies and initial trickery, Macbeth would have not stopped to rage against a friend that had been so dear to him and would have not killed Banquo in an attempt to save his own life, that was previously not in danger. The first two murders written by Shakespeare mainly show cause, but the third and final brings a big effect. With Macbeth murdering the innocent wife and children of Macduff, just because he fears Macduff knows the truth about Duncan’s murderer, the intent of murder changes. The first two were intended to attain and keep a powerful position, but when his pride and fear get the better of him, Macbeth hires men to commit the third murder with no sense of regret, as he had after murdering Duncan (â€Å"I am afraid to think what I have done† (II. ii. 66)). Nor is Macbeth mentally disturbed, as he had been after murdering Banquo, seeing ghosts. After the third murder, Macbeth is a well-seasoned professional and becomes emotionally detached from his victims as they become but another dead. The third murder backfires and works against Macbeth, only spurring the intent of Macduff to slaughter him more savagely than before. Shakespeare pushes the idea that there needs to be a third murder in order for symmetry and regulation, but by adding in a third murder, Shakespeare is able to, again, shatter all former pretences about the stability of the number three, changing its relationship to represent evil. While using triplet speaking patterns, triplet events and groups of three people, Shakespeare uses three savage murders, three frightening apparitions and three ugly, diabolical and manipulative witches to present the number three as a superstition, dragging along evil wherever it goes. While Shakespeare uses the number three to predict and present evil throughout the tragedy â€Å"Macbeth†, he strives toward changing societal views of the number. With a simple beheading, Macbeth’s tragic downfall is complete and caused entirely by the three prophecies foretold by the three witches who showed Macbeth the three apparitions and encouraged him to commit three murders. By introducing the three witches first, Shakespeare relates the number three to the hags immediately and through their chaotic destruction of people’s lives by influencing their sins, the witches represent all the evil of the prophecy.

Transcendentalism: The Philosophy Of The Mind Essay -- essays researc

Transcendentalism: The Philosophy of the Mind Transcendentalism is the view that the basic truth of the universe lies beyond the knowledge obtained from the senses, a knowledge that transcendentalists regard as the mere appearance of things (Adventures 162). Transcendentalists believe the mind is where ideas are formed. The transcendentalist ideas of God, man, and the universe were not all original, but were a combination of other philosophies and religions. One of the major questions of philosophy is "What is the nature of the universe?" Immanuel Kant was one of the major Transcendentalists of his time. One of the major questions he asked was, "What is knowledge, and how is it possible?" Transcendentalists believe that one really only knows personal experiences, and that one can not know the universe which exists. Kant came to the conclusion that there are two universes, one of experience, called the "Phenomenal Universe", and the other the "Noumenal Universe", the one of reason. The first is scientific and the other practical (Frost 42). Transcendentalists think there is a dimension of depth in everything that exists. They also think the spirit is what controls your physical side (Halverson 431). Some transcendentalists say the world has no beginning in time, everything takes place according to the laws of nature. The same people think there is not necessarily an absolute Being who causes the world to be (Frost 42). Transcendentalists think nature is a product of the mind, and without the mind nature would not exist (Santayana 42). These ideas come from the Romantic traditions which originated in England. The Romantics believed in spiritual unity of all forms of being, with God, humanity, and nature sharing a universal soul (Adventures 208). Transcendentalists came to the conclusion that good and evil were things only man could control. Their belief of man is that man is part of the universe of objects and things. His knowledge is confined to ideas. He is able to reason, and he can form ideas of the outer world of God, freedom, and immortality (Frost 53). Immanuel Kant said, "Always act in such a way that the maxim determining your conduct might as well become a universal law; act as though you can will that everybody sh... ... a bowl with many crevices and depressions in it's contour. When one pours water into the bowl, it takes the shape of the bowl, filling all the crevices. In the same way the environment pours impressions into the mind and they are received by the mind and shaped according to the nature of this mind (Frost 257). Some transcendentalists think all minds are alike. They say all minds have certain categories such as totality, unity, plurality, and reality. Transcendentalists believe knowledge is limited to the combined role of sensibility and understanding, both of which are concerned with sense and experience, though in different ways (Hakim 98). They also think knowledge is universal (Frost 258). Some transcendentalists think the ideas are of the mind and cannot be applied to a world outside of the mind. They believe ideas are a result of the kind of thinking organ which people have, and are determined by it's nature. Transcendentalism is a combination of beliefs, some of which are from other religions and other people and their philosophies. It is a belief that there is another way knowledge is obtained, not only from the senses, but also from the mind.

Multicultural Education by Keith Wilson Essay

Multicultural education relates to education and instruction designed for the cultures of several different races in an educational system. This approach to teaching and learning is based upon consensus building, respect, and fostering cultural pluralism within racial societies. Multicultural education acknowledges and incorporates positive racial idiosyncrasies into classroom atmospheres. Pros of Multicultural Education A significant demographic transformation is on the horizon for the United States of America. Bennett (1995) estimates that â€Å"by the year 2000, over 30 percent of our school age population will be children of color† (p. 18). Additionally, research has indicated that ethnic minority students are disproportionately poor, dropping out of school, being suspended or expelled, and achieving far below their potential relative to the ethnic majority (Bennett, 1995). Consequently, teachers must prepare themselves and their children for the ever changing challenge of interacting and communicating with diverse races. Reduction of fear, ignorance, and personal detachment are possible benefits to a Multicultural education. The following excerpts are taken from Paul Gorski (1995), a University of Virginia Doctoral student during a case study interview: The idea of political correctness with the black race astounds me. I found it extremely interesting that some blacks in our class prefer to be called African American. In all of my classes†¦ I have felt like I was stepping on egg shells as to not offend the blacks in my class. I am honestly glad it is not that big of an issue to my fellow classmates–it promotes a more comfortable, genuine environment for me to be totally honest and carefree. Initially, the student interviewed in the case study reflected an attitude that would probably not facilitate consensus building, respect for other cultures, or fostering of cultural pluralism within different racial communities and in the classroom. However, with integrated curriculum, social activities, administrative support, and staff training, fear, ignorance, and personal detachment may be notably reduced in both students and teachers. Benefits to multicultural education can help to eliminate the crux of stereotyping, prejudice, racism, and bigotry (Fear, Ignorance, dis-ownership). Case study analyzed: 1. fear: â€Å"I have felt like I was stepping on egg shells as to not offend blacks in my classes†¦ † 2. ignorance: â€Å"I found it extremely interesting that some blacks in our class prefer to be called African American. † 3. dis-ownership: â€Å"I am honestly glad it is not that big of an issue to my fellow classmates. † The writer agrees with Hilliard and Pine (1990), â€Å"if Americans are to embrace diversity, the conscious and unconscious expressions of racism (sexism) within our society must be identified and done away with† (p. ). Multicultural education is the potential catalyst to bring all races together in harmony. Cons of Multicultural Education According to some views, if one wants to alienate and further fragment the communication and rapport between ethnic groups, implement multicultural education. As stated by Bennett (1995), â€Å"to dwell on cultural differences is to foster negative prejudices and stereotypes, and that is human nature to view those who are different as inferior† (p. 29). Thus, multicultural education will enhance feelings of being atypical. Schools in America may see multicultural education as a way to â€Å"color blind† their students to differences. Administrators may view the â€Å"color blind† approach as a gate keeper that assures equal treatment and justice for all students and as a way to facilitate compatibility and sameness of all cultures. A common statement from this line of thinking is, ‘we are more alike than different’. We should focus on the similarities and not the differences to achieve greater equanimity among the races. Ethnicity is breaking up many nations. If one looks at the former Soviet Union, India, Yugoslavia, and Ethiopia, all countries are in some type of crisis. Closer to home, one observes the divisiveness of the Rodney King and O. J. Simpson trials in our country, we can see how focusing on race and multiculturalism may lead to a further divisiveness between the races in America. Over time, multicultural education may have unplanned for and undesired consequences. For example, multicultural education rejects the historic American goals of assimilation and integration of ethnic cultures into the majority culture. Hence, the perception may result that America is a country of distinct ethnic groups, as opposed to a more traditional view of the country that involves individuals making decisions for the good of the order (Schlesinger, 1991). Multicultural education may increase the resentment encountered by students who feel that changes in school traditions, curriculum, and academic standards are not necessary to get along and respect students from ethnic minorities. Since many institutions resist change of any kind, passive resistance on the part of the administration may simulate acceptance of the tenants of Multicultural education. Of course, excepting the tenants of multicultural education should be avoided with enthusiasm and optimism. What would real Multicultural Education look like? The writer submits that multicultural education must have, as its crux, the below defining characteristics to achieve its purposes for students, teachers, parents, and administrators of the school system: a) a learning environment that supports positive interracial contact; b) a multicultural curriculum; c) positive teacher expectations; d) administrative support; and, e) teacher training workshops (Bennett, 1995). If one of the features is absent, frustration and heightened resentment may occur as backlash behaviors multiply. The effects of a positive multicultural climate may manifest in a number of ways, such as: a) diminished pockets of segregation among student body; b) less racial tension in the schools; c) increased ethnic minority retention and classroom performance; and, d) inclusion of a multicultural curriculum. In short, the multicultural educational environment should not be a microcosm of our present American society, with regard to issues of diversity and tolerance. Many factors determine a successful multicultural atmosphere, but the features as outlined above may be important indications of success. Administrative support for multicultural education is critical. How can a house stand if the foundation is fragile. Multicultural education will be as successful as commitment to it by school administrators. Regardless of the level of commitment (local, state, and/or national), programs initiated under the guise of multiculturalism must receive reinforcement from administrators who are accountable for the success of established multicultural initiatives. A key factor in any proposed multicultural initiative is curriculum development. A multicultural curriculum should be considered for several reasons: a) provides alternative points of view relative to information already taught in most educational systems; b) provides ethnic minorities with a sense of being inclusive in history, science etc. and, c) decreases stereotypes, prejudice, bigotry, and racism in America and the world. A significant demographic transformation is on the horizon for American schools. Educational institutions have been dictated too long by attitudes, values, beliefs, and value systems of one race and class of people. The future of our universe is demanding a positive change for all (Hilliard & Pine, 1990).

What Do You Mean - 2085 Words

Sending money online is easier than ever these day, especially when you consider the availability of money transfer and third-party wallet accounts. An increase in the use of transfer companies has led to people making common mistakes when sending money online, so here we cover a few of the most common mistakes and offer possible solutions so that you do not repeat your mistakes. What Do I Mean By Third-Party And Transfer Accounts When referring to transfer accounts and transfer companies, I am referring to online accounts that transfer money without storing it. For example, Transferwise allows you to create online money transfers, but it was not designed for holding money. However, PayPal allows you to transfer money, but it is also†¦show more content†¦Trying To Hide Overseas Income If you are getting currency from overseas and it is classified as income, then your tax return will become more difficult to fill out, and you may have to pay extra taxes. In order to avoid this, some people will have foreign currency transferred into a third-party account, convert it, and then either withdraw or transfer it. H4 - - Avoid These Mistakes When Sending Money Online You are free to do this if you wish, but there is a chance you will be in trouble with the IRS if they discover that you are receiving currency from abroad. When the IRS looks at your bank statement, they will see your currency (US dollars) entering your account from your third party service. However, if they dig deep and take a look at your third party account, they will see that you have been receiving money from overseas--and they may decide to punish you for not declaring it. If you want to avoid any chance of getting in trouble, then declare your overseas income on your tax return. Using A Credit Card Rather Than A Debit Card Some online money accounts will allow you to either fund your account with a credit card and/or will allow you to transfer money by linking a credit card. It is more common with third-party services that also allow you to buy things. However, unless your transfer is signaled as a purchase, it is likely to be regarded as a cash advance.Show MoreRelatedBut What Do You Mean?751 Words   |  4 PagesIn the essay, â€Å"But What Do You Mean?† author and linguistic expert Deborah Tannen argues her feelings on how men and women vary in their use of conversational â€Å"rituals.† She states that males have a tendency to use wording to sustain dominance in conversation; however, women seem to take in to account the feelings of others. Tannen identifies seven categories in which men and women differ in communication. First, women use apologies to assure other people. 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