The Gap Between Development And Underdevelopment - 1361 Words

In Walter Rodney’s book he emphasizes the difference between development and underdevelopment. According to Rodney, development is defined as a many sided process involving individuals, social classes, and society as a whole. At the level of the individual it’s represented by increased skill, greater freedom, creativity, self-discipline, responsibility and material well-being. Rodney paid more attention to material well-being, freedom and skill at this individual representation. For Rodney the individual development is directly linked to the development of the state. For the second side of development, social class/group, Rodney states that development implies an increasing capacity to regulate both internal and external relationships. For the society as a whole, development shows how man has the ability to overcome downfalls and better their lives through making use of the earth’s resources available to him. In Rodney’s book, he points out how Africa fits into these definitions of development, but more so how they fit into the definition of underdevelopment. Developed states are characterized by being highly industrialized, they have low unemployment, improved social services, advanced farming industries with the technology to produce more in less time and with fewer people. Underdevelopment should not be understood as the opposite or lack of development but the very low level of development of a particular state when in comparison to other states (especially wealthierShow MoreRelatedDependency Theory vs Modernization Theory1322 Words   |  6 Pagesexplanations of underdevelopment differed, experts such as Brooks and Hallward viewed the natural disaster in Haiti to be so destructive mainly due to its poverty. By diminishing the level of poverty in countries such as Haiti, it is possible to make them less vulnerable to many of the problems they face. To reduce poverty it is important for societies to accept development strategies. What exactly is development and how can it be achieved? Development is a process in which we attempt to bri dge the gap betweenRead MoreThe Causes Of Poverty And Underdevelopment1564 Words   |  7 PagesThe causes of poverty and underdevelopment are related in both the theories of Modernisation and Dependency. These theories discover and explain views regarding the modern world, existing relationships and differences between the Third World and developing countries. Both theories have similarities and differences in their approaches to poverty and undeveloped countries. Both suggest solutions offering different strategies to improve the gaps and communication between developed and underdevelopedRead MoreThe Causes Of Poverty And Underdevelopment1563 Words   |  7 Pagesof poverty and underdevelopment are found in both theories of Modernisation and Dependency. Both of the theories discover and explain their views regarding the modern world, existing relationships and differences between the Third World and developing countries. The theories both have similarities and differences in th eir approaches to poverty and undeveloped countries. Solutions are suggested by both theories, giving different strategies to improve the gaps or connections between the developed andRead MoreEscaping the Traps to Find Success692 Words   |  3 Pagesdifficult to escape all the traps. 2. Inequality Factors 3. Government 4. Developing Nations 5. Corruption 6. China ´s Private Sector 1. It is possible but difficult to escape all the traps. Poverty trap/underdevelopment trap is created when the poor don’t have ability to gain sufficient amount of credit to get out of the trap for generations. If inequality is enormous, the poor cannot get access to loans for their children’s education and for them to start aRead MoreEssay on Taking a Closer Look at the Modernization Theory1117 Words   |  5 Pagesinvention of the concepts of development and underdevelopment is attributable to the former U.S. President Harry Truman, in a speech in January 1949, stressed the need to help the underdeveloped countries. In an international context of profound change following the Second World War and the process of decolonization that followed, the United States , then became superpower , proposed to establish a new world order in which the conflicting worldviews stand down mutual development ; The aim is to enableRead MoreRelationship Between The Slave Trade And Africa1055 Words   |  5 Pagesresearch to find if there is any relationship between the slave trade and Africa’s current underdevelopment, used data from different shipping records and historical documents reporting slave ethnicities, and he came up with estimates of the number of slaves exported from each country in Africa during Africa’s four slave trades. He found a robust negative relationship between the number of slaves taken from a country and its subsequent economic development. Which means, the slave trade can be consideredRead MoreModernization Theory Vs Dependency Theory1227 Words   |  5 Pagesexplanations towards underdevelopment, experts like David Brooks and Peter Hallward have described the natural disaster in Haiti to be brutally destructive primarily due to its poverty. With this said, by reducing the poverty level in countries such as Haiti, it is possible to avoid the many dis asters that they face. Reducing poverty means that society must accept development. What is development and how can it be achieved? Development is simply to break the barrier between development and underdevelopedRead MoreEssay on Urban bias as a major impediment to rural development1594 Words   |  7 Pagesï » ¿Urban bias has been presented as a major impediment to rural development because it perpetrates discriminatory policies which create and perpetuate disparities between urban and rural areas and consequently the development of urban areas at the expense of rural areas. This paper examines how urban bias, to a large extent, is the major impediment to rural development owing to its skewed policies and to down development approaches. Urban bias proponents, chief among them Lipton (1977), argue thatRead MoreThe World Of World War I1293 Words   |  6 Pagespillars: the gold standard, free trade, communication and transportation, and capital and labor labor mobility. After facing two world wars and a worldwide economic depression, economists and governments from around the world implemented several development strategies. Some strategists tried to rebuild the order from before World War I in a more flexible and stable way while others bucked the traditional world order all together in an attempt to develop more quickly. While import-substituting industrializationRead MoreWhat Are 5 Key Points Made By The Speaker?872 Words   |  4 Pagescountries. He also compared the income distribution in the world and found out that there wasn’t a gap between rich and poor anymore and that there were a lot of countries that were in the middle and had 24% of the income. Looking at the graph, the actual distribution was mounded shaped while it used to be a bump. He shows that it is dangerous to use average data because there is a lot of differences between countries and that policy makers have to take that into consideration while designing the laws

The Debate Between Creation And Evolution - 2145 Words

The debate between creation and evolution has been around for a long time. For much of it, it has presented a choice between the two. Some claim that you either believe in God or evolution, not both. Others, that you have to choose young earth creationism simply because theistic evolution is not a viable option. Still more present young earth creationism as a naive understanding of both the Bible and science. However, since each position has evidence in support of it and against it, it is in no way true that any of them present us with an undeniable position of definite accuracy. Furthermore, the idea that there is only a choice between creation and evolution is false. Indeed, there are more positions than even creationism and theistic†¦show more content†¦It is for this reason that the debate is also not between science and Christianity. Each advocate for each position is attempting to reconcile the apparent differences between science and Christianity. It is simply the cas e that they each take a different approach and give different amounts of authority to science and a literal interpretation of Genesis. The first position is that of young earth creationism. Additionally, this is what most people mean when referring to â€Å"creationism.† This is primarily due to the fact that the creationists visible in the public eye during the creation-evolution debate were most likely to hold young earth creationist views. Additionally, the terms â€Å"recent earth† or â€Å"recent creation† have been used to refer to this same position. These terms clearly define their position as one in which the creation of the world occurred somewhat recently, that is, the world is young. However, it obviously doesn t provide us with much information beyond that. To begin with, how young is the world? In order to help answer this and other questions concerning young earth creationism, biologist and philosopher of science Paul Nelson and philosopher John Mark Reynolds, both fellows of the Center for Science and Culture under the Discovery Institute, present with their viewpointShow MoreRel atedEvolution Is A Highly Argumentative Topic, Today s Society1021 Words   |  5 PagesPayne 1 Jared Payne English 11 Mrs. Brown 5 December 2014 Pro-evolution: Why? Creation versus evolution is a highly argumentative topic, especially in today’s society. A recent debate, between Bill Nye â€Å"The Science Guy† and Ken Ham, has sparked even more controversy over this particular topic. A poll administered by Gallup shows that forty-six percent of Americans believe God created humans as they are now ten-thousand years ago, and that the only reliable dating system is the Word of God (LovanRead MoreEssay on Creation vs. Evolution1348 Words   |  6 PagesCreation vs. Evolution Ever since the publication of Charles Darwins The Origin of Species was published there has been an ongoing debate between science and religion. Scientists have formulated many theories as to the origins of man and to the creation of the earth, whereas religious groups have one main creation theory, based on the Genesis story of The Bible. These theories, however, are not the cause of the debate because the different theories are simply myths meantRead MoreThe Effects Of Clinical Depression On An Individual s Dreaming1485 Words   |  6 PagesFreud and Jung. Hall devised this theory through standardized dream content scoring inventories. He used this method to demonstrate that the most frequently occurring images or ideas were not peculiar events but rather routine social interactions between the dreamer and their most regular acquaintances. The psychological factors that affect one’s dreaming would be any type of mental disorder such as depression, anxiety, multiple personality disorder, etc. These disorders change the individual’sRead MoreCreationism Isnt Science but Belongs in Schools Essay849 Words   |  4 Pagesevolved from bacteria. It has become a recent debate in schools which one of these and countless other theories should and should not be taught. The debate has centered itself between creationists, those that believe in a mythological theory, and Secular humanists, those who believe in a theory known as evolution. It has become questioned whether creationism should be taught in schools along side the evolution theory. In an essay discussing this Niles Eldredge arguesRead MoreEssay about Creation Science1400 Words   |  6 Pagestheory of evolution do not conflict with belief in a Creator. However, fundamentalist Christians such as Ronald Reagan and Jerry Falwell, have co-opted the term creationism and it is now difficult to refer to creationism without being understood as referring to fundamentalist Christians who (a) take the stories in Genesis as accurate accounts of the origin of the universe and life on Earth, and (b) believe that Genesis is incompatible with the Big Bang theory and the theory of evolution. Thus, itRead MoreThe Origin Of Life And Evolution1744 Words   |  7 PagesGallup Institute in 2004 showed that an approximate of 42% of Americans believe that humanity was created by God, 18% believe in an evolution directed by God, and only 26% of them support Darwin’s theory. In Great Britain, a survey performed by BBC to a 2000 people sample found that 52% said to believe in non Darwinian explications for the origin of life and evolution. In a more recent survey done in 34 countries by Science magazine, which included the United States of America, Japan and 32 EuropeanRead MoreEssay on Creationism vs. Evolution: How did it really happen?1163 Words   |  5 PagesCreationism vs. Evolution: How did it really happen? Ever since 1859 and the publication of On the Origin of Species by Charles Darwin1, his first publication of his observations, much debate has come about concerning the issue of how life on earth came to be. Both the Creationists and Evolutionists believe in the Big Bang theory of creation of life; however, the mechanism for the development of new life provides the conflict. Evolutionists believe the cause of life on earth to be accidentalRead MoreConflicts Between Science and Religion1662 Words   |  7 PagesIn science, evolution is one of the basic templates for understanding the biology of an organism or ecological unit. Essentially, it is the change in inherited traits of a population through a process called natural selection in which only the strongest traits are appropriately adapted to the environment in question. Those traits from parents who are healthier and live longer are then passed down to future generations where the traits are amplified if the organism thrives. Evo lution, then, is theRead MoreThe Louisiana Science Education Act Essay1728 Words   |  7 PagesIn the United States, evolution and creationism remain a controversial issue as far as which method should stay in science classes across the globe. How was the earth created? How were humans created? These are questions that arise in most science classes. Many students require an explanation of why people exist. There are those who would oppose evolution, and there are those who oppose creationism. Is there a significant difference between these methods? Several states have passed regulations thatRead More Creationism vs. Evolution Essays1663 Words   |  7 PagesCreationism vs. Evolution This paper will focus on the huge controversy between Creationism and Evolution. I will provide two opposing viewpoints on this subject. First, the discussion will focus on the question of why many people believe that God created the universe and all living things. On the other end of the spectrum, scientific information will be presented that substantiates the evidence against the existence of God. This creationism counter-argument known as evolution has its roots

Social Origins of Educational System

Question: Write an essay citing and describing examples of problems in the American educational system, such as lack of financial support, dropout rates, and low levels of academic achievement. Describe ways in which the U.S. educational system helps perpetuate social inequality in some cases, while helping to reduce it in others? Answer: Education is of great importance to individuals as well as the society. The absence of which will lead to the loss of all the gathered knowledge and all conduct standards. Educational systems differ across countries. This paper is focussed on discussing some problems in the American educational system. In spite of its highly developed economy, The U.S. is facing some serious challenges in its educational system which has become a matter of concern. Family, economic and social demands sometimes lead students to drop out before completing high school education (Archer, 2013). Dropout rates are observed to be lowest in Asian American students followed closely by whites. But the dropout rates of Hispanic, Native Americans and blacks are almost double to that of Asian and whites. The dropout rate is very high among minority students. The best schools are almost always private, the fees of which cannot be afforded by the poorer students. There are different rates of funding even for public schools. Mostly the schools in the poorer areas experience a lack of funds as the funding of schools are sometimes attached to property taxes (Bowles, 2014). This makes high quality education less accessible to students residing in poorer areas. Another defect of the American education system is giving English the status of the second language (ESL). It is mandatory for the refugees, immigrants, and their children to learn English as a Second Language (ESL) for functioning in the country. They are sometimes identified as having lower test scores which sometimes fails in measuring their academic abilities. Some critics are of the opinion that a major fault of the modern Education system of the U.S. is that it lacks focus on the results. The system doesnt expect the students to meet high achievement standards, and the primary emphasis of the policy-making circles is on the process of education rather than the analysis of the results of education. Many schools of The U.S. focus on social values, attitudes and beliefs of the culture that is dominant and the influences of the minority are mostly ignored (Dewey, 2013). In schools, a sorting of the students is made on the basis of their interests, skills, talents, test results, family background, etc. The schools sort students in groups and programs with a view of maximizing human capital. But merit is not the basis of this sorting, and some sociologists opine that it further increases the social inequalities as the underprivileged students are denied access to the same programs, groups, and classes. The policymakers are taking steps for reducing the inequalities by trying to bring about a more or less standardized curriculum. Efforts are being made to focus more on learning opportunities and outcomes (Valenzuela et al., 2014). Another policy recently devised is the differential quality of schooling for blacks and whites. Many private organizations are coming forward for supporting the underprivileged students financially. Thus, it is evident that the American education system suffers from social inequalities, high dropout rate, lack of funds and some other drawbacks. The educational system is trying to perpetuate the inequalities on one hand and devising methods to reduce it on the other. Reference list Archer, M. S. (2013).Social origins of educational systems. Routledge. Bowles, S. (2014).Schooling in capitalist America: Educational reform and the contradictions of economic life. Haymarket Books. Dewey, J. (2013).The sources of a science of education. Read Books Ltd. Valenzuela, J. P., Bellei, C., Ros, D. D. L. (2014). Socioeconomic school segregation in a market-oriented educational system. The case of Chile.Journal of Education Policy,29(2), 217-241.

Robinson Crusoe and The Tempest Essay Example

Robinson Crusoe and The Tempest Paper Throughout Shakespeares The Tempest and Defoes Robinson Crusoe, the protagonists roles as omnipotent rulers change dramatically. In this essay, I aim to compare and contrast Crusoe and Prosperos roles as rulers, specifically focusing on their relationships with others through which their omnipotence is demonstrated. As much as Defoes Robinson Crusoe is a story of survival against all odds and a spiritually fulfilling life lived in solitude, it also makes clear a persons need for society, and in Crusoes case, the need to be a leader within the societal structure of the 17th Century world. Defoe clearly defines Crusoe as ruler of his islands society. However, even before he is shipwrecked, Crusoe exercises power and authority, the tendencies of a ruler, over his fellow men. Most noticeable is Crusoes exploitation of slavery. Slavery was a key component of society within the British Empire and is first found in the novel when Crusoe himself is enslaved, kept by the captain. Upon escaping, Crusoe despite his disgust at his miserable enslavement bends a slave-boy, Xury, to his will by force after briefly considering drowning him. He offers the boy a choice; to either be faithful to him or to be thrown over-board. We will write a custom essay sample on Robinson Crusoe and The Tempest specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Robinson Crusoe and The Tempest specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Robinson Crusoe and The Tempest specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Crusoes immediate assumption of power over Xury tells us three things about rulers within the social hierarchy that Defoe was a component of. Firstly, due to Xurys foreign descent, Crusoe, an English man, considers himself instantly to be the master. Secondly, Crusoes maturity granted him ownership of the boy despite the fact that they were both slaves. Lastly, Crusoe believed the boy to owe him a life-debt due to Crusoes planning and initiation of their escape. Crusoe goes as far to consider that Xury may not be deserving of such slavery, calling him a better counselor than himself. Further more, Xury notifies Crusoe of, a lance, among the people they spot on their travels. Even though this observation may have prevented a life-threatening situation, Crusoe is proudly omnipotent as never in thought, word or deed gives thanks to Xury; though he recognizes the good advice, and keeps a safe distance. Crusoe, in accustom with his society, treats slaves as little other than possessions, even though a reader would expect sympathy from a man who has experienced slavery first-hand. Even when he is no longer permitted to trade in slaves publicly, he embarks on a secret voyage to kid-nap his equal share of negroes. Defoe presents Crusoe as a man who it seems will go to any extent to greaten his rule over others. He possesses a birth-given right to power in Defoes society, owned by all white, imperialist peoples as well as those with wealth and seniority. Slavery featured no less in the society in which Shakespeare wrote The Tempest, thus it is also found within the play. Just as Crusoe is established by Defoe as a master of others, Shakespeares play features a protagonist, Prospero, possessing two slaves, Caliban and Ariel. Unlike Crusoe and Xury, it is not entirely through saving their lives however, that Prospero becomes a ruler. It is by the use of knowledge and also the art of magic that Prospero acquires, and overpowers, his slaves. Undisputedly, Prospero reigns supreme within the social hierarchy of The Tempest, and although Ariel and Caliban possess a more unique magic then their master, they are in his debt as Xury is in Crusoes and are his slaves until he sees fit to free them. Neither of them are as seemingly content with their enslavement as Defoes Xury is Ariel begs for his freedom, reminding Prospero of the worthy service he has performed, how he has; Told thee no lies, made thee no mistakings, servd Without or grudge, or grumblings. Prosperos response is remarkably similar to one that Crusoe would inevitably give if ever challenged, he reminds Ariel of the way in which he saved and freed him, from what a torment, and more terrible previous master, The foul witch Sycorax. Calibans rebellions are far less pleading and more insulting, cursing Prospero with, wicked dew. Prospero responds with punishment an exertion, demonstration, and reminder of his omnipotent rule causing Caliban to suffer; cramps, side-stiches, that shall pen thy breath up ach pinch more stinging Than bees that made em. Although written a century apart, Shakespeare and Defoes opinions are synonymous. Both believe that power is held by those who free others for their own prosperity, and this exists in both presentations of their ruling protagonists. Crusoes power augments upon being ship-wrecked. He elevates himself from the position of Master to King, even going as far as to recognize the island as his, little kingdom, and his shelter as his, castle, he even administers justice upon the birds who threaten his crop! Although Crusoe is isolated, elements of materialistic society are found in his self-proclaimed wealth, having, two plantations in the island; one my little fortification or tent, and my country habitation. Such is Defoes description of Crusoes surrounding habitat that it seems almost luxurious it is definitely comfortable. However, no matter how Defoe presents Crusoes power and wealth in solitude, the author makes it clear that Crusoes omnipotence is meaningless as he is effectively only ruler of himself. Crusoe recognizes his need for another to represent the lower classes, and/or slavery in his imperialistic empire. He arrogantly fanaticizes that he may be, able to manage one, nay, two or three savages, in, whatever I should direct them. He rationalizes that acquiring such slaves is his, only way to go about an attempt for an escape, but from Defoes previous portrayals of his character specifically his domination of others to fulfill his superciliousness it is obvious to the reader that a slave would only complete his kingdom, giving him subjects to rule over. Fridays arrival upon the island is eagerly and frightfully anticipated by both Crusoe and the reader. Defoe makes it so through Crusoes many years deliberation over the footprint in the sand. In the past, Crusoe has feared sickness and Gods judgment upon his soul, but now he spends years fearing the arrival of men into his domain. It is not only the cannibals weapons he is afraid of for he is armed with seven muskets and made inconspicuous by a self-cultivated forest he fears opposition to his position of authority. Crusoes unjustified fear undermines his position of power as he is aptly armed to tackle anything other than a small, imperialist army. Crusoe has dreamt that a man would come running towards his hideout and that he would take him in and make him his servant. In reality, Crusoes rule falters in his indecision; he procrastinates, not immediately offering Friday safety but instead watching him flee murderous savages. A critic has said that many white-dominated narratives, such as Robinson Crusoe, have shaped the cultures and beliefs of the colonized, placing them at the ultimate mercy of the colonizer. This description exactly matches Defoes creation of Friday and Crusoes relationship and how Defoe depicts Crusoes advantageous use of it to restore his own power and arrogance. Defoe immediately places Crusoe in a position of power over Friday due to the life debt owed by Friday to his new master, similar to Xurys, Calibans, and Ariels situations. When naming the slave, Crusoe chooses the name Friday as a constant reminder of, the day I savd his life. This comparatively effortless saving of Fridays life on Crusoes behalf causes Friday to, set my foot upon his head swearing to be my slave for ever. This is not an image of service; it is undoubtedly one of slavery. More noticeably, Crusoe teaches Friday to call him master before teaching him any other English. Fridays purpose it seems is as little more than reinforcement to Crusoes emerging, omnipotent rule. Crusoes intentions, however, are good, if conceited, as his reaction to Fridays willingness to serve him is: I took him up nd encouraged him all I could. The fact that Friday possesses a faith other than Christianity causes Crusoe to call him a poor savage. True, as Crusoes faith has increased, so has his quality of life, but he dismisses the, brutish and barbarous, savages own beliefs, referring to his kind as blinded, ignorant pagans. Many aspects of Crusoe, beside his language and religion are utterly alien to Friday, and Defoe presents these as instilling uncertainty and fear. In reaction to Crusoe shooting a goat with a musket, Friday, came and kneeled down to me o pray me not to kill him. Crusoe, recognizing his fright, chooses to abuse this new found power by loading the gun, and not let him see me do it. Although Defoe describes the events with almost a farcical sense of humor, how it caused confused astonishment, in, the poor creature, the reader is more accustomed to Crusoes mannerisms and recognizes how he is exploiting his omnipotence simply for the fun of terrifying his only human company. Correspondingly, Prospero also possesses knowledge different to the natives he encounters. Similarly to Crusoe, he assumes this knowledge to be entirely superior and this creates distinctive parallels between Crusoe and Friday and Prospero and Caliban. Upon enslaving Caliban, Prospero teaches the spirit his language, in this sense, he strengthens his position as ruler, giving himself the means to converse with Caliban, leading to greater domination and control. It is an entirely selfish act, and Caliban describes his only benefit as the following: You taught me language, and my profit ont Is I know how to curse. Crusoe and Prosperos situations of rule are analogous, although, unlike Crusoes treatment of Friday, Prosperos attitude towards Caliban is cruel. He frequently insults Caliban, calling him; poisonous slave, got by the devil himself. Soon after, he goes even further, calling him, a devil. Caliban, similar to the negroes and savages Defoe describes, is at the bottom of social hierarchy. Unlike Crusoes slaves, however, he is not human, and is therefore considered even lower by his master, functioning to represent native cultures suppressed by European Imperialist societies. Prosperos abuse of Caliban leads to extreme paranoia. The spirit, upon noticing Trinculo, believes he is a spirit sent to torment him. He lies close to the ground, terrified that Trinculo might find him, and when Trinculo begins attempting to speak to Caliban, he apologizes as he would to his ruler, Prospero: Do not torment me prithee: Ill bring my wood home faster. Further more, Caliban and Ariel, like the slaves found in Defoes novel, are natives and it is the white colonialists assumptions that they are masters over them. Calibans claim that the island is his own, by Sycorax my mother, is met with insults from Prospero who calls him a, lying slave, showing 16th Century English societys attitude to foreign slaves, that they are permitted to possess only what is granted to them by their colonizing masters. However, Prosperos words and deeds as ruler over Caliban are not entirely unjustified. Shakespeare reveals that in the past, Caliban attempted to rape Miranda: In mine own cell, till thou didst seek to violate The honour of my child Prosperos insults and treatment of the spirit are consequence of horrific intentions in the past. Further more, Caliban is presented by Shakespeare as a naturally subservient character as shortly after meeting Stephano and Trinculo; he begs to serve them. As a native, he possesses greater knowledge than them, and yet he immediately begins to kneel to him [Stephano], calling him a god. Calibans willingness to serve a new master shows extreme imprudence as Stephano could treat him far worse then his current ruler, Prospero his rationality destroyed by Stephanos celestial liquor. Once again, Caliban is shown to be dominated by those possessing knowledge unknown, or property alien to him. In this sense, Prosperos rule of Caliban is not as imposed as it is sometimes shown, as Caliban naturally conforms to such dominance. Just as Crusoes role as King becomes one of Master with Defoes introduction of Friday; with the arrival of even more people, whom he also rescues from savages, his status of King is restored: My island now peopled, and I thought myself very rich in subjects how like a king I lookd. With his power, and, undoubted right of dominion, Crusoe has found supplementation to his haughtiness, and an almost capitalist existence things worlds away from his previous despair upon being ship wrecked. Crusoes status on the island is elevated even further when he frees the English Captain from the mutineers. At first, the captain believes Crusoe to be a God-sent angel. Upon realizing his mistake, the Captain and his crew choose to serve Crusoe, recognizing him as an English sailor, and calling him Governour. Once again, others feel obliged to serve Crusoe, his omnipotent rule relies on their willingness to repay the debt they owe. In contrast to Friday, his father, and the Spaniard, the Captain as a leader of men himself questions Crusoes authority, challenging Crusoes ownership of members of the mutinous crew. Throughout all the situations in which Defoe places Crusoe as a ruler, no one has ever disagreed with him. It is the pairs striking similarities which cause the Captain to challenge Crusoes rule. They are both English, middle-class, merchant sailors, who, by no fault of their own, have found themselves in situations of grave peril. Unlike the savages, the Captain is not scared by Crusoes weapons. I would even go as far as to suggest that he recognizes Crusoes arrogant manner, as that of 17th Century England. Crusoes restrained anger does little to quell what could be seen as subtle rebellion against his rapidly fading omnipotence, as upon witnessing two prisoners begging the Captain to spare their lives, the Captain pretended to have no power without Crusoe. The Captains authority over his mutinous crew has been restored whereas Crusoes power, over his people, has diminished. With the arrival of others on Prosperos island, the rulers status, opposite to Crusoes, increases. Prospero is in control of everyone who happens to visit, intentionally or otherwise, and he acknowledges this, using it to shape the direction of the play towards his will and overarching aim. Shakespeare presents Prospero less as a character but more as a divine, inventive force behind the plot, the most obvious example of this being his forming of the Tempest. Prosperos role as a director blossoms towards the end of the play. Like Crusoes slaughter of the savages, he exercises judgment upon others, acting Godlike when he prevents Antonio and Sebastian from committing murder he protects the innocent. In a reversal of power, Prospero is even in control of his mutinous brother Antonio. As Prospero explains to Miranda, Antonios actions, and evil nature, forced them to leave Milan, reducing Prospero to (in his own words) an, incapable poor man. Conversely, away from Italy and ship-wrecked on his brothers island, Antonios control is lessened to the same level as his fellow voyagers. Even Alonso, the King of Naples, is powerless when plunged into Prosperos magical domain, shown in his fearful words in Act II, scene iii; O, it is monstrous: monstrous: Methought the bellows spoke, and told me of it, The winds did sing to me: and the thunder (That deep and dreadful organ pipe) pronouncd The name of Prosper. The elaborate and powerful language that Shakespeare uses to describe the Kings fear is reflected in Prosperos own elaborateness as ruler and he simply, but terrifyingly, sums up his position of complete omnipotence in Act IV, scene i: t this hour lies at my mercy all mine enemies: Shortly shall my labors end, and thou Shalt have the air at freedom. Prospero is Shakespeare, in control of the characters lives and ultimately, the plot. In no other Shakespearean play is one single character given such omnipotent rule, and in the Epilogue, Prospero likens himself to a playwright, asking the audience for their applause of his creation: Let your indulgence set me free. In conclusion, both Defoes character Robinson Crusoe and Shakespeares Prospero are at times, if not permanently, omnipotent rulers over their fellows. Prospero differs from Crusoe in his conscious decision to end his rule whereas Crusoe cannot help but leave his subjects on his island to continue his legacy. Both their rules originate and increase due to possession of knowledge alien to the natives they come into contact with, and by saving lives in selfish acts of apparent chivalry. However, the protagonists acts seem more significant, questionable even, to modern audiences and readers, who view the characters as racist or presumptuous when they are merely adhering to the society into which they were created.