MPA Essay free essay sample

Nine years ago, I completed my Bachelor’s Degree at Baker University and decided I would pursue the Masters of Public Administration program at the University of Kansas. At the time, I was working in the non-profit sector and felt the business themes, combined with the government and non-profit specifics would be a fantastic fit for my interests and future. Following two semesters of classes at the University of Kansas Medical Center to quench my taste for the medical connection, I ultimately completed the application process and was accepted to the MPA program. I looked forward to the two-year program and to learning about public service, leadership, perseverance, strength and more. Today, as I complete my final class in the MPA program, over seven years later, I’ve indeed grown and learned a tremendous amount, through both the academic exposure and through my life and career experiences during that time. There have been semesters I didn’t think I’d graduate or ever complete the program requirements, but I have and I am convinced the MPA program has made a difference in my ability to succeed. We will write a custom essay sample on MPA Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Mission of Public Service As I mentioned, at the on-set of the program, I was working in the non-profit sector, at the Kansas City Free Health Clinic. I was not married then, and was able to dedicate all of my time to work and school. I felt a huge sense of pride in the work we were doing at the Clinic. As the second-oldest free clinic in North America, the history is impressive and the patient’s stories are nearly unbelievable. The Clinic was my first exposure to the idea of public service; the idea that working toward a mission meant more than the bottom line in the financial statement. Although my Clinic experience was indeed eye-opening to the world of nonprofits, I came into it with the knowledge that when I looked at those working in and dedicated to the public and nonprofit sectors, I want to see them doing the right thing, acting in the best interests of the public they serve. Even then, I believed being a public servant meant following a moral compass that helps you to decide what is right and what is not. Is this true of leaders in the private sector too? Of course, but my opinions were confirmed as the beliefs of many outside the private sector as I attended the Human Resources Management course within the program. It appeared the stakes felt a bit higher, the passion was a bit easier to see and taste, the mission was on the surface. In the class, the idea of equity and fairness was in our conversation. We also dove into the concepts of pay for performance vs. pay for seniority or level. Coming from a background in the private sector prior to my work at the Clinic, these conversations in the classroom always made me think and question the best approach and the fairest approach for the employee. We spent time in the class on the topic of motivation. Thinking back today, I am utilizing that conversation frequently in my role. As I lead my team, I must remember motivation is unique to each employee – what works for some will not work for everyone. I am in the private sector again currently and, although there is a sense of mission, it is different and perhaps less passionate than I witnessed at the Clinic and in my classes. As I’ve completed classes in the MPA program, I’ve been able to interact with multiple public servants. This expansion of my network and the lessons learned have been a helpful reminder for me of the reason people go into public service. As I listen to stories about their day-to-day experiences, I hear of the commitment to the constituents and the commitment to the mission of their organization. I hear of the pleasure they receive in knowing they’ve succeeded in their public service mission. This drive to support the mission has never left me and as I attend class in the MPA program, it’s only been strengthened. As I use many of the tools I’ve learned in the program with my team, I strive to create this drive and passion for their work within them as well. The public servant’s heart and mission is alive and well in the MPA program at KU and it is an inspiration. Leadership Effectiveness One of the most enjoyable classes I completed in the MPA program was a leadership elective. It lasted just a week at the Kansas Union, but in that week, allowed the students to become immersed in what public leadership is all about. The ideas of servant leadership, emotional intelligence and  perseverance are all concepts we discovered in that course that stay with me today as I lead a team of professionals and constantly question the most effective approach to leadership One book I reviewed tied to these concepts and certainly one I reference today is The Servant Leader by Ken Blanchard. Like many leaders in public service, it takes a values and morals-based approach to planning, training and coaching. The approach lends itself to improved attention on the employee for their development and support. This makes sense in the public sector given the frequent resource challenges and the idea the employees will need to make up what the budget does not allow with the public servants heart. Emotional intelligence is another concept I was first introduced to in the program. I have valued this information as I interact with a variety of people in the program and in my professional setting. Emotional intelligence is a tool that truly allows for meaningful and impactful interaction. It makes all of us better and helps us achieve more through the realization that we are all unique and see reality through our own individual lens. I see such value in the concept, that I utilize EQ tools with my team to allow us to better apply the concept and make the best use of our strengths and opportunities. One of my favorite quotes on leadership, which I came across during the program, is by Peter F. Drucker. He said, â€Å"Management is doing things right; leadership is doing the right things.† I believe when I began the MPA program, I truly did not understand the difference between management and leadership and, although I’ve always enjoyed this quote, I didn’t grasp the meaning until I had exposure to the leaders and professors in the program. As I reflect on the professors I’ve had over these many years, they too are leaders. They have had the ability to help me understand topics I may not have otherwise and gain an appreciation for the importance of each in the world of public service. In my professional position today, I frequently use much of what I’ve learned about leadership in the program to support the leaders I interact with and to teach others how to grow from managers to leaders. Leadership is about doing the right things and my experiences in the program have provided a top-notch example of how that shows up in the public sector. An additional aspect of the MPA program I’ve very much enjoyed is the exposure I’ve had to local leaders through the PUAD 831 credit opportunities. Only a program like KU’s MPA would allow me to have the former Mayor of Kansas City as my  professor or place me in the audience of twenty to listen to a panel with the Mayor of Leawood and Overland Park as they discuss very candidly their life experiences – where they’ve been and how they are effective as leaders. As Mayor Peggy Dunn of Leawood was asked how she approaches a situation where she has a conflict between what her constituency wants and what her values and morals call for, she responded that she must be able to sleep at night. She shared her approach to making decisions was always a balance between understanding the needs of the stakeholders and the research and history. She did not always have the right answers, but she surrounded herself with smart people and listened to her gut instinct. This type of advice sticks with me today and I value the lessons learned from the successful leaders I’ve been exposed to. Perseverance Perseverance is defined as â€Å"steady persistence in a course of action, a purpose, a state, etc., especially in spite of difficulties, obstacles, or discouragement.† (Webster’s) As I think about the challenges that exist in public service, I think of budget constraints, various stakeholders with widespread and differing interests, and politics. The public servant must overcome these obstacles and others to be successful in their day-to-day work. They must support the mission of their employer and do all they can to be the best public servant they can, sometimes without the accolades and other resources they deserve. My knowledge of the budget and planning process increased exponentially in the Finance and Budgets courses. The long-term perspective on planning, developing contingency plans and involving the stakeholders for approval was eye-opening. As we discovered the many facets of preparing and receiving approval for a budget, we also spoke about implementation of that budget. Coming into the courses, I would have expected the process of developing it to be the tough piece; however I would have been incorrect. The implementation of the budget, even with the stakeholders on board can take many twists and turns and the classes within the program shared with us what those may look like (environmental factors, change in administration or policy, etc†¦) and how we might anticipate and prepare for them. This process certainly requires perseverance. Personally, as I reflect on my journey through the years I’ve spent in the  MPA program, I too have had to learn perseverance. As I mentioned, when I began the program I was single, working full time and very much devoted to my work and the new Master’s program I was excited to dive into. Through the years, I have gotten married, changed jobs multiple times, moved three times, had two children and seen my husband get laid off as a result of the downturn in the economy. Through each of these obstacles, I had to make a choice between leaving the program or sticking with it and succeeding. There were many times I didn’t expect I would ever complete the program. There were times I had to take a break to have each of my daughters or support my maternity leave. There are still times when I wonder how I’ll ever pay off the student loans I have taken out over the years. Through it all, though, I’ve seen the professor’s support and heard the voices of the leaders I’ve met. I have seen them persevere and they have inspired me to do the same. The girl that started the MPA program years ago is far from the same person I am today. That girl would have been terrified to save the MPA statistics class for her final semester. Today, I’m left with three classroom sessions in PUAD 836 and a good grade – that’s perseverance (and a very patient professor)! Today’s challenges are met with a determination to do whatever it takes to succeed, with the knowledge it will not always be easy, but it will always be worth it. In that way, I feel very much like the public servants I have the privilege to meet in my classes. Growth and Strength Public servants take many forms and all require strength to be a success. Perhaps none require more strength in the face of a challenge than the leader of our country. Coming out of this most recent election, it’s been such a wonderful experience to participate in classes specific to public service and have conversations about what the looks like at the Federal level. Regardless of one’s political persuasion, the conversations that have come out of looking at the election process, the strength needed in the candidates and even the statistics of the many polls in the news have been eye-opening. Even though I am in the MPA program, I believe those conversations and experiences would be beneficial for all Americans. Having exposure to the public sector at the Federal, State and Local levels has also been a very empowering experience in the MPA program. I’ve been in  classes with long-time employees of the TSA, police and fire, local and state offices and non-profits. The experiences shared by all of my peers have been instrumental in improving my understanding of how government works and where I might like to play a role. It is because of my experiences in the MPA program that my career goal has changed to be more public sector-focused. Looking Ahead It has been over seven years since the start of my MPA program. During that time, I’ve worked in the non-profit sector and have spent most of my time in the private sector. I’ve seen tremendous growth in my interest in public service and in leadership. As I look ahead to where I’ll be coming out of the program, I have a genuine interest in spending the remainder of my career in public service. I’ve recently applied for a position in the public sector to ensure I don’t lose sight of the impact this work can make. Personally, the impact of the MPA program has been overwhelming to think through. I’ve grown in my professional approach and my leadership skills. I have started and grown a family and now, have nearly completed my Master’s degree. I feel such pride in knowing that I have developed, through the course of the program, the leadership, perseverance and strength to succeed. I’ve frequently utilized the concepts and lessons learned in the program to support my team and my own development goals. I’ve shared details on statistical significance and emotional intelligence, case law and budgetary constraints, and the list goes on and on. Each day, I am faced with challenges and opportunities that allow me to use the knowledge I’ve gained in the program to help with a decision or perspective. I would like to thank the faculty and staff of the Masters of Public Administration program for allowing me to spend the last seven years in a program that truly deserves the incredible rankings and acknowledgement it receives. I am so proud to become a graduate of the program and will tell anyone I connect with about my positive experience. During the program, I have had exposure to amazing people both from KU and in my peers in the class. I’ve developed mentorships and friendships that will continue for years. I’ve gained experience and knowledge that will last a lifetime.

Ahmed Sékou Touré Biography

Ahmed Sà ©kou Tourà © Biography Ahmed Sà ©kou Tourà © (born January 9, 1922, died March 26, 1984)  was one of the foremost figures in the struggle for West African independence, the first President of Guinea, and a leading Pan-African. He was initially considered a moderate Islamic African leader  but became one of Africas most oppressive Big Men. Early Life Ahmed Sà ©kou Tourà ©s was born in Faranah, central   Guinà ©e Franà §aise (French Guinea, now the Republic of Guinea), near the source of the River Niger. His parents were poor, uneducated peasant farmers, though he claimed to be a direct descendant of Samory Tourà © (aka Samori Ture), the regions 19th-century anti-colonialist military leader, who had been based in Faranah for a while. Tourà ©s family were Muslim, and he was initially educated at the Koranic School in Faranah, before transferring to a school in Kissidougou. In 1936 he moved on to a French technical college, the Ecole Georges Poiret, in Conakry, but was expelled after less than a year for initiating a food strike. Over the next few years, Sà ©kou Tourà © passed through a series of menial jobs, while attempting to complete his education through correspondence courses. His lack of formal education was an issue throughout his life, and his lack of qualifications left him suspicious of anyone who had attended tertiary education. Entering Politics In 1940 Ahmed Sà ©kou Tourà © obtained a post as a  clerk for the   Compagnie du Niger Franà §ais while also working to complete an examination course which would allow him to join the Post and Telecommunications Department (Postes, Tà ©là ©graphes et Tà ©là ©phones) of colonys French administration. In 1941 he joined the post office and started to take an interest in labor movements, encouraging his fellow workers to hold a successful two-month long strike (the first in French West Africa). In 1945 Sà ©kou Tourà © formed French Guineas first trade union, the Post and Telecommunications Workers Union, becoming its general-secretary the following year. He affiliated the postal workers union to the French labor federation, the Confà ©dà ©ration Gà ©nà ©rale du Travail (CGT, General Confederation of Labor) which was in turn affiliated to the French Communist party. He also set up French Gunieas first trade union center: the Federation of Workers Unions of Guinea. In 1946 Sà ©kou Tourà © attended a CGT congress in Paris, before moving to the Treasury Department, where he became the general-secretary of the Treasury Workers Union. In October that year, he attended a West African congress in Bamako, Mali, where he became one of the founding members of the Rassemblement Dà ©mocratique Africain (RDA, African Democratic Rally) along with Fà ©lix Houphouà «t-Boigny of Cà ´te dIvoire. The RDA was a Pan-Africanist party which looked towards independence for French colonies in West Africa. He founded the Parti Dà ©mocratique de Guinà ©e (PDG, Democratic Party of Guinea), the local affiliate of the RDA in Guinea. Trade Unions in West Africa Ahmed Sà ©kou Tourà © was dismissed from the treasury department for his political activities, and in 1947 was briefly sent to prison by the French colonial administration. He decided to devote his time to developing workers movements in Guinea and to campaign for independence. In 1948 he became the secretary-general of the CGT for French West Africa, and in 1952 Sà ©kou Tourà © became secretary-general of the PDG. In 1953 Sà ©kou Tourà © called a general strike which lasted for two months. The government capitulated. He campaigned during the strike for unity between ethnic groups, opposing the tribalism which the French authorities were promulgating, and was explicitly anti-colonial in his approach. Sà ©kou Tourà © was elected to the territorial assembly in 1953 but failed to win the election for the seat in the Assemblà ©e Constituante, the French National Assembly, after conspicuous vote-tampering by the French administration in Guinea. Two years later he became mayor of Conakry, Guineas capital. With such a high political profile, Sà ©kou Tourà © was finally elected as the Guinean delegate to the French National Assembly in 1956. Furthering his political credentials, Sà ©kou Tourà © led a break by Guineas trade unions from the CGT, and formed the Confà ©dà ©ration Gà ©nà ©rale du Travail Africaine (CGTA, General Confederation of African Labor). A renewed relationship between the leadership of the CGTA and CGT the following year led to the creation of the Union Gà ©nà ©rale des Travailleurs dAfrique Noire (UGTAN, General Union of Black African Laborers), a pan-African movement which became an important player in the struggle for West African independence. Independence and One-Party State The Democratic Party of Guinea won the plebiscite elections in 1958 and rejected membership in the proposed French Community.  Ahmed Sà ©kou Tourà © became the first president of the independent republic of Guinea on October 2, 1958. However, the state was a one-party socialist dictatorship with restrictions on human rights and suppression of political opposition.  Sà ©kou Tourà © promoted mostly his own Malinke ethnic group rather than maintaining his cross-ethnic nationalism ethic. He drove more than a million people into exile to escape his prison camps. An estimated 50,000 people were killed in concentration camps, including the notorious Camp Boiro Guard Barracks. Death and Legacy He died  March 26, 1984, in Cleveland, Ohio, where he had been sent for cardiac treatment after becoming ill in Saudi Arabia. A coup detat by the armed forces on April 5, 1984, installed a military junta that denounced  Sà ©kou Tourà © as a bloody and ruthless dictator. They released about 1,000 political prisoners and installed  Lansana Contà ©Ã‚  as president. The country was not to have a truly free and fair election until 2010, and politics remain troubled.

The Committee on Public Information essays

The Committee on Public Information essays On April 6, 1917, the American gesture to enter WWI left the government with domestic concerns. With no regulations on what was fed to the public through the often sensationalized news, it created an absence of public unity. With the public split on their feelings of the war, Woodrow Wilson made a drastic decision to bring the country to support the war efforts. On April 13, 1917, Wilson created the Committee on Public Information to promote the war domestically while publicizing American war aims abroad. The creation of this committee would change the face of war coverage and would affect the media for decades, and even centuries, to come. George Creel, an outspoken critic of public censorship and a well known muckraking journalist, was put in control of the CPI. Although he did have strong animosity towards censorship at the hands of public servants, he disregarded his feelings and immediately took steps to limit damaging information leaking out to the public. The Committee quickly began to recruit a great deal from business, media, academia, and the even the art world. They soon organized and bused advertising techniques, combined with a knowledge of the human psyche, and waged the first large scale example of modern government war propaganda being fed to the public in order to gain support. As the war waged on, threats of German war propaganda began to rise. In response to the threat, the CPI implemented voluntary guidelines for both news and media, eventually prompting the Espionage Act of 1917 and the Sedition Act of 1918 to be passed. The committee did not have many powers granted to them, but they relied on their censorship powers and knowledge to entice reports to stay in their good graces. Many reports did so, although not necessarily having to in most cases, for fear of being outcasted from the CPIs inner circle of knowledge. These actions of the CPI not only had a great affect on med ...

Art of Negotiation - advantages and disadvantages Assignment

Art of Negotiation - advantages and disadvantages - Assignment Example It is essential to adequately represent your interests, to make propositions on the solution of the problems discussed at negotiations. The negotiations will not be advantageous if a partner enters negotiations not considering their needs and purposes, difficulties and possible consequences. In this case a partner will be able only to make countermoves, i.e. react, but not to act. The negotiations will not be successful if in response to the statement of the partner the negotiator behaves not efficiently, but too emotionally, does not provide arguments, but only defends the position. Negotiations fail in case if a partner does not provide new facts in response, doesnt make new propositions, but simply states the known positions, which prevent the both parties from coming to mutual agreement. The negotiator isnt guided by common interests of joint responsibility for common business, doesnt allocate this aspect. It is important to reach the agreements, which would satisfy the interests of the whole society, not only the personal interests of the

Compare and contrast traditional Marxist approaches to international Essay

Compare and contrast traditional Marxist approaches to international relations with EITHER Neo-Gramscian OR Frankfurt School vie - Essay Example The essay will be structured as follows. In the first section, the basic assumption and specific views of orthodox Marxist theorists of the IR will be examined. It will be argued that orthodox Marxism proceeds from the notion of primacy of international economic relations over political processes in the world system of states, neglecting ideological dimensions of international system. The second section will be devoted to analysis of neo-Gramscian approach to the IR. The questions of neo-Gramscian view on interrelation between economic and social factors of the IR will be given due attention. Finally, in the third section which will represent a conclusion to the essay, the direct comparison between orthodox Marxism and neo-Gramscianism will be presented, with a view to proving the difference between these two schools of international political thought. 1. Orthodox Marxism as a Theory of International Relations Basic Assumptions of Orthodox Marxism The crux of orthodox Marxist approac h to the study of the IR lies in its assumption of primacy of economic and technological development over purely political processes, and of predominance of the struggle between different social classes over conflicts between political states (Linklater, 2005, p. 110). Unlike idealist and realist perspectives that centre on assumption of basically unchanging process of competition between self-interested individuals/political entities, a Marxian political analysis rests on the idea of historical specificity of social processes and of organic nature of social relations (Rupert, 2007b, p. 150). The Marxist theory implies the interconnection between productive forces as material bases for social production, and relations of production, which refer to the social relations between individuals, usually organized into classes, over the issues of production and distribution of social product. A Marxist perspective on the social processes proceeds from the idea of dialectic of â€Å"relatio ns in process† (Rupert, 2007b, p. 151), where the social subjects, or agents, are both dependent on social structures that set the framework for their actions and effect their maintenance and further development. In that way, social structures simultaneously determine the actions of social agents and are continuously altered by them (Rupert, 2007a, p. 36). In class society the nature of social agents is determined by their class nature, with capitalist social relations being preconditioned by the struggle between two socio-economic classes: the bourgeoisie (capitalist entrepreneurs) and the proletariat (propertyless wage workers). The View of International Relations in Orthodox Marxism Just as Marx and Engels viewed economic structure of specific societies as the factor defining the whole variety of its political, juridical and ideological forms (the former was regarded as â€Å"basis† of society, the latter as its â€Å"superstructure†), so they regarded the pro blems of the IR as the result of interactions of different economies controlled by national dominant classes, whose interests are represented politically by their state. According to Marx and Engels, as the existence of bourgeoisie as a class in capitalist society was predicated on

Millennium Schools in Ecuador: Role to Improving Creativity

Millennium Schools in Ecuador: Role to Improving Creativity Are Millennium Schools a Solution to Improve Creativity Education in Ecuador? Abstract In this research paper we will talk about the millennium schools in Ecuador and its role to improve creativity in the countrys school. The goal is to show what the millennium schools are and explain why the government invests so much in these schools that they can not improve the creativity of education. So when we look a little deeper into this matter we can see that there are many irregularities with these millennium schools that are part of the governments flagship projects. We will identify the main problems of these schools and will explain in an easy way the reason why these are not the best option to improve the creativity in the education of the country. These are the things we will see in this research paper, from a brief explanation of the millennium schools to explain why these schools are just a waste of money. Keywords: Millennium school, creativity, education, government. Investing in education means investing in hope (Pope Francisco, 2015).ÂÂ   These words make a lot of sense for todays society because with education we can change the future and create hope for a better future. Each country has its way of investing in education in the case of the government of Ecuador was invested in a new type of schools called millennium schools. This idea of creating schools of the millennium emerged in 2005 that Ecuador along with 147 other countries subscribed to the declaration of the millennium. The government of Rafael Correa inaugurated the first school of the millennium in the year 2008. With this new type of schools it was thought to improve the creativity in Ecuadorian education and this to create a better future for Ecuador. Its objective was to change the traditional form of education that the country used. These millennium schools are very much criticized and are called white elephant, because they do not fulfill what is expected and cost much mor e money than a common school. Many people also think that it is unfair to invest a lot of money in building only a few schools and the vast majority of schools remain the same, with very poor infrastructure. Millennial schools are the same as ordinary schools and do not lead to change or improvement of education for the following reasons: firstly, millennium schools have a modern structure, but use same education system as traditional schools; secondly they are white elephant; and finally, they may be end with a new political regime. 1. Modern infrastructure but the same system First of all, we will start by talking about one of the main problems of the millennium schools, millennium schools have an excellent infrastructure compared to the other schools in Ecuador, but they have the same education system as the rest of Ecuadorian schools. These millennium schools are fully equipped with labs and classrooms but do not have teachers trained for this new type of school. In all of Ecuador there are only 64 millennium schools built totally and another 57 that are being built or is planned its construction. This means that only a small group of students in the country will benefit from these millennium schools. While investing a large amount of money in schools of the millennium the great majority of schools in Ecuador have a poor structure that needs to improve urgently. In millennium schools creativity is not encouraged as planned because these schools have the same education system as the other schools in the country. For these reasons the schools of the mille nnium do not help to increase the development of the creativity in the Ecuador because they have the same system of education. So all this investment does not change the education of Ecuador. 2. Why they are calledwhite elephant? Another problem is that millennium schools are called white elephants because people think that these schools are not going to progress and they are only a useless expense of the government that does not worry in solving the main problem of the little creativity in the basic school. The construction of the millennium schools is surrounded by many irregularities. One of these irregularities is its construction. These schools have budgeted a price and in the end always cost a few more than the initial price of construction. People in Ecuador are angry because they invest a lot in these schools alone and there are very few schools with proper infrastructure in Ecuador. For these reasons people think that this project is not sustainable and does not help the development of Ecuador. These millennium schools are just an act of populism of the government since it builds them very few. For the things written above is that many people say that the schools of the millennium are a white elephan t that is determined to fail because of its high costs of construction and because it has the same educational system that is the rest of the schools in the country. 3. The project may end with a new political regime. A very serious problem of these millennium schools is that they could end if the government of Rafael Correa comes out of power. With a new system of government the schools of the millennium would be stagnant. Currently the Ecuadorian government has many economic problems due to the low price of oil. The next government to be elected in 2017 will not have the resources to complete the construction of the millennium schools and would leave that project in the trash. This means that the following elections in Ecuador will define what will happen with many emblematic projects that the current regime has. It is very possible that the next president of Ecuador will cancel the millennium schools and other projects. Conclusion In summary there are many negative aspects in the millennium schools that show us that these schools can not be able to improve creativity in the educational system of Ecuador. The correct thing would be to invest to improve all the schools of the country at the same time and to change the educational system of education. It would be necessary to start with basic education from teachers, parents and students. In order to fulfill the goal of 21st century education, the millennium schools must change the old boring and memorable education to a new education in which the creativity of all is important. So the first thing that should be done is for the government to stop constructing new schools and to invest in improving the infrastructure of the schools that already exist in the country. When all the schools in the country have a new infrastructure, it will begin to improve creative education. In conclusion the millennium schools are very expensive to build and are not a solution to im prove the creativity in Ecuadorian education. References Compton, Robert. (2011). The Finland phenomenon. Recovered from https://www.youtube.com/watch?v=xm1zbC18j-w Childress, Sarah (2007) A Young Tinkerer Builds a Windmill, Electrifying a Nation Segal, Susan (2016) The case for disruption in Latin Americas classrooms Ossola, Alexandra. (2014). Scientists Are More Creative Than You Might Imagine. The atlantic.

Message of Hope in Eliots The Waste Land, Gerontion, and The Love Song

Message of Hope in Eliot's The Waste Land, Gerontion, and The Love Song of J. Alfred Prufrock  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Thomas Stearns Eliot was not a revolutionary, yet he revolutionized the way the Western world writes and reads poetry. Some of his works were as imagist and incomprehensible as could be most of it in free verse, yet his concentration was always on the meaning of his language, and the lessons he wished to teach with them. Eliot consorted with modernist literary iconoclast Ezra Pound but was obsessed with the traditional works of Shakespeare and Dante. He was a man of his time yet was obsessed with the past. He was born in the United States, but later became a royal subject in England. In short, Eliot is as complete and total a contradiction as any artist of his time, as is evident in his poetry, drama, and criticism. But the prevailing of his contradictions involves two major themes in his poetry: history and faith. He was, in his life, a self-described "Anglo-Catholic," but was raised a Midwestern Unitarian in St. Louis. Eliot biographer Peter Ackroyd describes the religion of Eliot's ancestors as "a faith [that] reside[s] in the Church, the City, and the University since it is a faith primarily of social intent, and concerned with the nature of moral obligations within a society. It place[s] its trust in good works, in reverence for authority and the institutions of authority, in public service, in thrift, and in success" (18). It is through Eliot's insistence of these "moral obligations" that his didactic poetry gives us a glimpse of both his outwardly rejected faith and his inability to shun its tenets. He becomes, through his greatest poetry, a professor of that which he supposedly does not believe. Eliot's ... ...In "The Waste Land," Eliot delivers an indictment against the self-serving, irresponsibility of modern society, but not without giving us, particularly the youth a message of hope at the end of the Thames River. And in "Ash Wednesday," Eliot finally describes an example of the small, graceful images God gives us as oases in the Waste Land of modern culture. Eliot constantly refers back, in unconsciously, to his childhood responsibilities of the missionary in an unholy world. It is only through close, diligent reading of his poetry that we can come to understand his faithful message of hope. Works Cited Ackroyd, Peter. T.S. Eliot: A Life. New York: Simon & Schuster, 1984. Kenner, Hugh. T.S. Eliot: A Collection of Critical Essays. Englewood Cliffs, NJ: Prentice Hall, 1962. Tate, Allen. T.S. Eliot: The Man and His Work. New York: Delacorte Press, 1966.