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Rhetoric nationalism Essay

Rhetoric nationalism is a new trend in most countries around the globe. Rhetoric nationalism aims to impart a strong sense of nationalism among every citizen. It believes in the power of every individual to make an absolute difference. Rhetoric nationalism aims to impart to every individual that they have the capability to implement positive change. Rhetoric nationalism is already a phenomenon. Time and various political events in the world have proved that every individual has a direct power towards freedom and rights.

Different organizations and plans have been put up to provide avenues for volunteerism especially in education. Education is an important element in the being of every individual. Education enables an individual to be literate and competent. Formal education starts with reading, writing and counting. However, there have been a lot of debates about the things that should be taught and how to teach those. Some think that education is a means of preserving the past. Others say that education preserves the ideas of today so that they may be imparted to the next generation.

Still, it is connected with history. Some considers education to be just a mere learning of facts. Essentially, education prepares an individual for a bigger world outside himself. Education gears up an individual with the sufficient knowledge, deep understanding and stable emotion. These help an individual to cope up with the existing problems in his world. Soon after in his life, he will learn to develop a strong sense of rhetoric nationalism. This approach enables him to work towards solving the problems in his society.

More importantly, rhetoric nationalism helps him to deal with issues that surround the kind of education he has. Education in rhetoric nationalism predisposes an individual to look after the government or the state for their quality education. However, it is the responsibility of the government to provide their constituents with quality education. In some cases, the government does not succeed in providing them with education. More often than not, an individual blames the government for any flaw that happens in the state.

An effective and efficient communication between the government and the state is essential. The communication between these two is a give-and-take relationship. Each individual has the right to question the government about any irregularities that are happening. In the case of rhetoric nationalism, education becomes a responsibility. An individual with a strong sense of rhetoric nationalism looks up to his own ego and believes in his capability to achieve a quality education. Education is a critical issue. It is accompanied by a multitude of problems.

Problems, such as poverty, unemployment, corruption in the government, increasing crime rates and government inefficiency, cover up the issue about education. More importantly, people are faced with the problem of inability to defend themselves because they are incompetent. The continuous existence of countless problems proves that people do not have a quality education. Education does not only pertain to the ability to count, read and write. Educating an individual also means cultivating him with the proper values. These values include rhetoric nationalism.

This point of view lifts up the education of an individual. This education will be developed in an attitude that will be beneficial for the self-improvement and the progress of his country. Rhetoric nationalism is considered to be a paradigm shift. Paradigms are defined as those ideas and beliefs that shape our minds. These are not proven to be scientifically true but are considered to be scientific, in the sense that they can offer solutions to problems. In education, rhetoric nationalism focuses on the ability of every individual to contribute to the improvement of its quality.

Rhetoric nationalism limits the tendency of an individual to ask irrelevant questions. Instead, it asks every individual to struggle within himself and effect an absolute change. References: Lekas, P. (1996). The supra-class rhetoric of nationalism: An introductory comment. East European Quarterly: Questia. Rubin, J. and B. Jernudd (1971). Can language be planned? Honolulu: The University of Hawaii Press. UNESCO. 1953. The use of vernacular languages in education. Monograph on fundamental education VIII. Paris: UNESCO.

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