Cold War Foreign Policy essays

Cold War Foreign Policy essays Their [Russias and America s] starting-point is different, and their courses are not the same; yet each of them seems marked by the will of Heaven to sway the destinies of half the globe, Alexis de Torqueville, late 19th century. De Torquevilles prophecy came true by the 1940s when the two super powers, the United States of America and the Soviet Union, had come head to head, swaying the destinies of half the globe and more. (de Torqueville, chapter 18) The United States had recently participated in the second World War resulting in an Allied and American victory. Europe, however, was devastated, economically, politically, and socially. The United States [stood] at this time at the pinnacle of world power. It [was] a solemn moment for American democracy, former Britain Prime Minister Winston Churchill stated in a speech delivered at Westminster College in 1946. (Churchill, page 1) At that time, American and Russian tensions had evolved into a full-throttle push into the Cold War. The Cold War refers to the tensions that arose between Russia and America that became a strategic and political struggle that developed after World War II. It lasted for 35 years and it was the battle that determined the fate of democracy and communism. The never-back down attitudes pushed into a stand-off between the two super powers. (Cold War: The Cause, par 1) To intensify to the hostility, the Soviet Union had taken a policy that shutting out any other nations from the Unions internal affairs metaphorically known as the Iron Curtain. What emerged was a war that entailed much greater activism and a correspondingly larger commitment of resources to foreign policy than the United States had previously undertaken in peacetime. (Ford, page 1) The United States was asked to form policies in to deal with its doppelganger's atomic power and communistic government. The Cold W...

The Four Arts Of Freedom Essays - Belief, Guggenheim Fellows

The Four Arts Of Freedom Essays - Belief, Guggenheim Fellows The Four Arts Of Freedom The Four Arts of Freedom In Wayne C. Booths essay Whats Supposed to Be Going on Here? he directly challenges what we consider to be a liberal education and proposes a solution based on revamping the three rs. This long-winded look at the mental ignorance of people today offers several interesting insights, as well as Booths critique of his own proposed solution. Although he admits to having a flawed solution, he does not believe any of the flaws would overthrow his general argument. Booth begins by stating that what we term as liberal education is actually quite the opposite. He implies that while we are being educated to eradicate ignorance, we are in fact becoming more ignorant because we are being taught to use the information we are given for social climbing (55). Booth also states that without knowledge we may embrace political programs and schools of art and world views with as much passion as if we knew what we were doing, but our seeming choices are really what other people have imposed upon us (55). It seems that educated or not, Booth would consider the average person to be ignorant. How can this ignorance be stopped? Booth suggests a revamping of the three rs (reading, riting and rithmetic). He has proposed another list of rs, which he considers three of the four on his new list to be available, in some degree, to every student who is willing to seek them out (56). The first r is the art of recovery of meanings. In defining this first r, Booth states that it is the art of recovering what other people mean and not what wed like them to mean(59). While this sounds fairly easy, it is very much the opposite. Booth believes so many of us have fallen into the habit of assuming we listen with an open mind to other peoples thoughts and ideas, when in fact we essentially sort the ideas into categories we have already formed in our minds and more often than not use that to invalidate the information we are trying to learn. Zutshi 2 The second r is rejection. Rejection, Booth believes, is something that can be worked on mainly by uneducated minds. We need to be able to discern which ideas can go together and which ones do not. The best example Booth gives of this is: The uneducated mind will accept slogans like students are the most exploited class in America today, even though it also knows that migrant workers and black workers have been immeasurably more exploited and have a right to be insulted by the comparison with affluent middle-class students (62). Although he targets the uneducated mind, Booth does make a point of saying that all of us, educated or not, will have conflicting ideas such as that. However, someone who is educated would be able to notice the conflict in such a statement and work through that. The third r is renewal/renovation. Renewal mainly ties in with rejection. Renewal would come up when the educated man would sit down and rethink his opposing ideas and come up with a new renovated idea that would not be conflicting. Renewal also comes up in discussing the medias role in our education. Rather than just sitting back and absorbing all of the information that is thrown at us on the radio, on the television, and in printed materials, Booth tells us to take a closer look. Education should allow us to see our contradictions clearly and, more importantly (64) should teach the methods of bringing contradictions to the surface, of working out genuine harmonies, and of presenting the results persuasively to our fellow man (64). The final r is revolution. Booth is suggesting an intellectual revolution. Using recovery, rejection and renewal as key factors in education, and intellectual revolution could begin. However, even as clearly defined as Booth has made this solution, there are a few complications he himself has noted. The first would be spending too much time trying to get all my ideas clear before I act (64), which could result in him never acting. The other side of that argument would be to act too rashly. The idea