The Life Of Jesus From The Bible - 2451 Words

It is possible to write on the life of Jesus from the information gathered from the bible. I will be dividing my essay into three parts. In the first part of the paper, I will talk about the nature of the gospels, John’s views vs. the Synoptic, discuss if the authors of the gospels are eyewitnesses and how they used written sources. Also I will talk about the Q source. Then I will elaborate on the topic of how Matthew and Luke were similar. Then I will continue on by discussing how the Old Testament uses Moses, Samuel and Elijah to interpret Jesus, and finally whether or not the Sermon on the Mount happened. In the second part of my paper, I will talk about Jesus’s birth and childhood, his miracles, his resurrection, and what Jesus did to cure people, spirits and how they are interpreted to the prophet, magician and the mad man compared to Saul and Elijah. The final part of the paper I will talk about what Jesus talked about as regards to the Kingdom of God vs. the Kingdom of the Romans and what he intended by speaking of the end of the world. I will also speak of the reasons behind the Romans executing him. My sources for this paper will be the New Jerusalem Bible Readers edition as my primary source and lecture notes from Professor Trumbach. I All stories explained in the gospels have similar results and main ideas, like Mark, Matthew and Luke as to the Gospel of John is a little more different. The stories of Mark, Matthew and Luke are known as synoptic becauseShow MoreRelatedThe Varying Representations of Jesus in the Bible and the Qur’an867 Words   |  4 Pagescommon to both the Bible and the Qur’an is Jesus, however, Jesus is presented in a different ways in both texts. Sometimes the differences are subtle and sometimes more radical. The New Testament stories about Jesus from primary sources, such as his disciples. The Qur’an was written much later in the time of Mohammad in approximately 650 AD and Jesus’ life, and its power, comes from received wisdom diluted by generations of people. The main difference between the two depictions of Jesus is the portrayalRead MoreDefinition Essay: the Good Shepherd1274 Words   |  6 Pages The Biblical Definition of the Good Shepherd Jesus said, â€Å"I am the good shepherd† (John 10:11, NIV). A Shepherd is a person who tends and guards flocks of sheep. In Bible, Jesus was not a real shepherd; however, he described himself as the Good Shepherd. Christians may question why the Good Shepherd is distinctive from general shepherd. From biblical perspective, the Good shepherd is an emotional image that teaches Christians to follow Jesus. Through contrasting the Good and bad shepherds, investigatingRead MoreIslam and Christianity: Two Figureheads in Two Influential Texts1110 Words   |  5 Pagesrules or commandments to live by. Islam has the Quran, and Christians have the Bible. Many people in today’s world would deny that there are any similarities between the two books; however, two figures appear in both texts, Abraham and Jesus. The stories of Abraham and Jesus are incredibly similar but, the theological interpretation of these stories creates differences between the Bible and the Quran. Abraham and Jesus were very important during their own lifetime as well as in today’s religiousRead More Film Essays - Comparison of the Movie, Life is Beautiful and the Bible584 Words   |  3 PagesComparison of the Film, Life is Beautiful and the Bible Many elements of the film Life is Beautiful can compare to the Bible. For example, Guido, the main character, acts as a Christ figure in that he saves his son, Joshua from the evils of the Holocaust. Another example that compares with the Bible is the tank that is promised to Joshua. Finally, Guido’s death eventually saves Joshua from his own death. Such examples in the movie are comparable to examples in the Bible. In the filmRead MoreIs Jesus Truly God?1407 Words   |  6 Pages Kirk Schmidt Mr. Innis Bible 8 May 2015 Jesus Is God! Why Is That Even A Question? Today you here the question â€Å"Is Jesus truly God?† and the answer to that question is yes. I never truly understood why people would ever ask hat question, but there are so many types of people. Some believe that Jesus was God, but others believe that He was merely a man. Then of course there are others who believe that He was both. These three views have been discussed and debated for centuries, by theologiansRead MoreThree Different Gods Essay example1374 Words   |  6 Pagesparticular type of god all portray either the way people should live their lives or the passages to eternal life. These three books are the Bhagavad-Gita, the Holy Bible, and the Koran. All of these books show their god to have specific characteristics and laws that lead these religions to differ or compare to each other. Out of these three omnipotent gods, I can relate to the god in the Bible more because his teaching goes beyond words and is portrayed through his personality, his forgiveness is e ternalRead MoreShort Essay on Inerrancy and Inspiration869 Words   |  4 Pagessay or ask what it means to say the Bible has authority and/or where does the authority of the Bible come from a person could answer that Jesus had both bestowed and inherent authority as well as the Bible so they point past itself to God who is the authority from which the Bible is authorative. When it comes to the Bible, an example of inspiration would be Moses. The example is when Moses went to the mountaintop of Mt. Sinai to receive the Ten Commandments from God. In Deuteronomy, 9:10 it statesRead MoreBible Vs. Koran Essay1623 Words   |  7 PagesThe Bible and The Koran A Comparative Analysis Christianity and Islam have several similar aspects. Both religions praise the same God, although they each have a different given name. Muslims refer to their god as Allah, and Christians simply refer to their god as God. Both religions are monotheistic, and both even have a set of religious laws that all who are righteous abide by. Muslims follow the Five Pillars of Islam, while Christians follow the Ten Commandments. Both religions even have theirRead MoreJewish And Christian Sacred Text1001 Words   |  5 PagesOne of them is that Christians believe that Jesus is the Messiah while Jews believe He was a prophet. The other difference is their opinions on sacred text. Jewish people and Christians both have sacred text; however, Christians believe that the Bible is meant to be read as a text as a whole. Christians have the Holy Bible and Jews have what is known as the Tanakh. In relation to the Christian Bible, the Tanakh is only the Old Testament, while the Holy Bible is both the Old Testament and the New TestamentRead MoreBible vs. Koran1661 Words   |  7 PagesNiccole Culver World Literature I Professor Walker March 20, 2007 The Bible and The Koran A Comparative Analysis Christianity and Islam have several similar aspects. Both religions praise the same God, although they each have a different given name. Muslims refer to their god as Allah, and Christians simply refer to their god as God. Both religions are monotheistic, and both even have a set of religious laws that all who are righteous abide by. Muslims follow the Five Pillars of Islam, while

The Mill on the Floss by George Eliot Essay - 1844 Words

The Mill on the Floss by George Eliot It is said that George Eliot’s style of writing deals with much realism. Eliot, herself meant by a â€Å"realist† to be â€Å"an artist who values the truth of observation above the imaginative fancies of writers of â€Å"romance† or fashionable melodramatic fiction.† (Ashton 19) This technique is artfully utilized in her writings in a way which human character and relationships are dissected and analyzed. In the novel The Mill on the Floss, Eliot uses the relationships of the protagonist of the story, Miss Maggie Tulliver, as a medium in which to convey various aspects of human social associations. It seems that as a result of Maggie’s nature and of circumstances presented around her, that she is never able†¦show more content†¦Maggie always felt a responsibility to please her father and to never cause him any grievances. She was loyal to him at times that he seemed to not return her affection â€Å"How she wished that [her father] would stoke her head, or give her some sign that he was soothed by the sense that he had a daughter who loved him!† (Eliot 371) When her father was in the lowest point of self-ruin and was under the scrutiny of the family, Maggie took upon the position of the protector and loyally defended her protector. â€Å"Her father had always defended and excused her, and her loving remembrance of his tenderness was a force within her that would enable her to do or bear anything for his sake.† (Eliot 284) Maggie’s brother, Tom, is the person of whom she was the most fond of. She turned the cheek on some of his unkind actions toward her in the realization of a strong, unbreakable bond. This excerpt from â€Å"Brother and Sister† (Ashton 90) portrays the type of relationship Maggie and Tom Tulliver have. He was the elder and a little man Of forty inches, bound to show no dread, And I the girl that puppy-like now ran, Now lagged behind my brother’s larger tread. â€Å"Every episode in the early chapters show Maggie’s high hopes of pleasure being dashed by disagreements with Tom.† (Ashton 75) â€Å"Tom indeed was of opinion that Maggie was a silly little thing: all girls were silly...still he was very fond of his sister and always meant to take care of her.†Show MoreRelatedAnalysis Of Mill On The Floss By George Eliot2199 Words   |  9 PagesThis research report reviews scholarly criticism on the much debated character MAGGIE TULLIVER from the book Mill on the floss written by George Eliot. The project I propose analyses Maggie’s character as a whole. The report will begin by discussing the critics point of view of various reasons responsible for the death of Maggie Tulliver. The report then focuses on how society and how her relationships lead to her downfall from the point of view of various critics. A part of my report also criticallyRead More Identity of Women in Shelleys Frankenstein, Brontes Jane Eyre, and Eliots The Mill on the Floss1471 Words   |  6 Pagesand Eliots The Mill on the Floss George Eliot is quoted as stating: A womans hopes are woven of sunbeams; a shadow annihilates them (Miner 473). To extend this notion, Jean Giraudoux in Tiger at the Gates, states I have been a woman for fifty years, and Ive never been able to discover precisely what it is I am (474). These two statements are related to each other because they express, in large part, the dilemma facing Mary Shelley, Charlotte Brontà «, and George Eliot as they set out toRead MoreAccount for George Eliots Decision to Give Maggie a Tragic Ending1067 Words   |  5 Pages There are several ways in which George Eliots decision to give Maggie a tragic ending in The Mill on the Floss can be substantiated. The examination of Maggies character in relation to her family and the society of St Oggs, a bustling commercial town is a major factor to acknowledge. Consideration should also be given to the suggestion that the creation of Maggies character and the hopeless inevitability of her ultimate demise, was an attempt by Eliot to highlight the social realities thatRead MoreThe Mill on the Floss - Role of Victorian Women2492 Words   |  10 PagesGeorge Eliot was an English novelist, journalist, and translator, and one of the leading writers of her life-time period. Although she would use a number of spelling variations of her name over the years, she was born Mary Anne Evans on 22 November 1819, into a middle-class family, in Warwickshire, England, and was the youngest of five children in her family. George Eliot, actually, was the masculine pen name of the writer Mary Anne Evans, one of Victorian England’s influential novelists. SheRead MoreGeorge Eliot’S The Mill On The Floss, We Follow The Protagonist,1739 Words   |  7 PagesGeorge Eliot’s The Mill on the Floss, we follow the protagonist, Maggie Tulliver who has been mistreated by her family and even her older brother Tom whom she puts on a pedestal. It is clear from the beginning of the book that the relationship between these two is, to some degree, abusive. In it, Maggie relies heavily on Tom for approval and love whereas Tom is strict and demeaning towards his younger sister. Tom and their family’s actions towards Maggie heavily shaped her character. The unhealthyRead MoreEssay on Victorian Age1258 Words   |  6 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;The literature of the first four decades of the Victorian period could not help but reflect the social and intellectual controversies of the era. Writers including Matthew Arnold and John Ruskin attacked the problems directly, while Charles Dickens, George Eloit and Alfred Lord Tennyson dramatized the conflicts and challenges in their works. The most popular form for this type of dramatization was the novel. Victorian novels represented almost every aspect of nineteenth century Victorian life. ThoughRead MoreMorality in Victorian and Neo-Victorian Novels Essay4239 Words   |  17 PagesMorality in Victorian and Neo-Victorian Novels An essay on Jane Eyre, The Mill on the Floss, The French Lieutenants Woman, Possession and The Dress Lodger The Victorian era is one bound to morality. Morality is also defined through the traditional and religious standards that structure the way of life for many Victorians. Morality is defined as the proper principles and standards, in respect to right and wrong, which are to be practiced by all humanity. Ideally, these include obtainingRead MoreTaking a Look at Islamophobia636 Words   |  3 PagesHowever islampphoboa is when people fear of islam. And start to hurt muslims mentally and physically and treat them poorly but they are ways to prevent it which is by education and media and many more. Dont judge a book by its cover† ― George Eliot, The Mill on the Floss Many people get critized mostly because of their outer appearance. Especially muslims. Besides none knows a person until he/she talks to them and know them so assuming and juding will get a person to nowhere Read More The English Bildungsroman Essay1678 Words   |  7 PagesEngland. The type of novel that was particularly popular in Victorian England was the novel of youth. Many authors of the time were producing works focused on the journey from childhood to adulthood: Charlotte Bronte wrote Jane Eyre, George Eliot wrote The Mill on the Floss, and Charles Dickens wrote David Copperfield and Great Expectations. All of these novels trace the growth of a child. In this respect, some of the most popular novels of the nineteenth century were part of the genre called the BildungsromanRead More Use of Attics in Literature Essay4376 Words   |  18 Pagesmadwomen. But they use that concept as a metaphor for their thesis, that women writers were isolated and treated with approbation. In most literature, attics are dark, dusty, seldom-visited storage areas, like that of the Tulliver house in The Mill on the Floss--a great attic under the old high-pitched roof, with worm-eaten floors, worm-eaten shelves, and dark rafters festooned with cobwebs--a place thought to be weird and ghostly. Attics do not house humans (not even mad ones) they warehouse

Analysis Of Frankenstein By Mary Shelley - 1372 Words

In today’s technological society, one is constantly being judged based on one’s features, character, actions, and words. We are constantly bombarded with visuals and soundbites whether on social media or TV, causing many to pass judgement based on what we hear and see. When exposed, those assessments can leave one feeling negative, depressed, and angry. This may lead to violent behavior or the isolation of the person being criticized. Furthermore, one’s drive for personal success can get in the way of making good decisions. Hubris takes over and the need for both public and personal gratification usurps one’s morals, further isolating one from humanity. Although not in the technological age, the characters in Frankenstein by Mary Shelley, experience isolation due to bad choices or the opinions of society. Yet, the true evil in Frankenstein is not the characters, but isolation itself. When one is disengaged from family and society, egotism, violence, and revenge occur. Victor Frankenstein decides to abandon his family for six years in order to focus on his quest for glory. Frankenstein became focused on creating a scientific miracle that he isolates himself from his family and the rest of the world. This decision sets Frankenstein on a path of immorality and egotism. When Frankenstein’s best friend, Henry, arrives at the University of Ingolstadt where Victor studied, Henry immediately acknowledges Frankenstein’s lack of communication with his family, as he encourages VictorShow MoreRelatedAnalysis Of Frankenstein By Mary Shelley Essay1231 Words   |  5 Pages2016 Frankenstein Literary Analysis Power is the ability to control something or someone into doing what is given. Knowledge is the understanding of an idea, but not yet following through with it. You can have knowledge without power but the two combined usually result in a better outcome. Victor creates a monster which goes on rampages after they go separate ways. Because Victor originally left it and never later took control of it, unfortunate consequences occurred. In Frankenstein, by Mary ShelleyRead MoreAnalysis Of Frankenstein By Mary Shelley1755 Words   |  8 PagesFrankenstein An Analysis of the use of knowledge In the novel Frankenstein by Marry Shelley, it is apparent that a lack of knowledge along with an abundance of knowledge can lead to the destruction of relationships that are ideal for a happy life. The theme of corruption through knowledge is a recurring literary device throughout the novel. This corruption compels the reader to question whether or not it is beneficial to have the vast amount of knowledge that Victor has. Knowledge is a powerfulRead MoreAnalysis Of Mary Shelley s Frankenstein1411 Words   |  6 PagesIn the early 1800s Mary Shelley set pen to a paper and started to develop a novel that little to her knowledge would become world renowned. In 1818 she finished and published the novel to sell to the European public. The novel caught the world off guard in the way that a female was able to write about such harsh, dark, and evil things in a European society whose authors like John Locke and Charles Montesquieu preached enlightenment, self exploration, and individualism all in an optimistic enablingRead MoreAnalysis Of Mary Shelley s Frankenstein 1948 Words   |  8 PagesThere are many critical analyses to Mary Shelley’s Frankenstein. Two of these analyses bring forth varied interpretations. Sandra M. Gilbert and Susan Gubar wrote â€Å"Mary Shelley’s Monstrous Eve.† Anne K. Mellor wrote â€Å"Possessing Nature: The Female in Frankenstein.† Gilbert and Gubar argue that Mary Shelley wrote Frankenstein from the influence of her family in order to represent her personal life and life events. Mellor argues that the author wrote Frankenstein in order to represent many themes uponRead MoreAnalysis Of Mary Shelley s Frankenstein1615 Words   |  7 Pagesa whole and how accurate a depiction they might think it to be, they will miss out on many of the qualities of the painting that reside below the immediately apparent surface level. Mary Shelley’s Frankenstein is a text dedicated to expounding upon the dangers of such superficial analysis. In Frankenstein, Mary Shelley openly condemns the surface level and appearance oriented methodology under which the human mind operates. The very protagonist of the novel is inspired solely by reputation and howRead MoreAnalysis Of Mary Shelley s Frankenstein 1758 Words   |  8 PagesFrankenstein was published over 200 years ago. Ever since it was published, it has been one of the most famous books known to literature. History.com Staff states that this book, by 21-year-old Mary Wollstonecraft Shelley, is frequently called the world’s first science fiction novel (History.com Staff). According to Wikipedia, Shelley was an English novelist. She was born August 30th, 1797. She died on February 1st, 1951 (Wikipedia). Shelley came up with the idea of Frankenstein as she andRead MoreAnalysis Of Prometheus And Frankenstein By Mary Shelley Essay1996 Words   |  8 PagesPrometheus and Frankenstein both written in two different centuries I will show that our mentality hasn’t changes much in regards to monsters. While Prometheus and Frankenstein are, both consider monsters, Prometheus deals with trying to help humanity and Frankenstein deals with trying to find an understanding of why he was created. Both are considered monsters because of their actions. In the book Frankenstein by Mary Shelley, there is an article entitled Psychoanalytic Criticism and Frankenstein. In thisRead MoreAnalysis Of Frankenstein By Mary Shelley1449 Words   |  6 PagesDuality Makes The Man: What It Takes to Be Human in Frankenstein In her nineteenth century novel Frankenstein, Mary Shelley explores the characteristics of humanity, illuminates societal influences on development, and challenges the traditional biological definition of human through character developments and interactions. Particularly, she focuses on the characterization of the creature and his creator, pitting an ugly, malformed giant against an educated, dedicated scientist to establish a surprisingRead MoreAnalysis Of Frankenstein By Mary Shelley1590 Words   |  7 PagesIn this sense, she was actually quite similar to Frankenstein’s monster from the novel, Frankenstein, by Mary Shelley. The monster is brought to life by Victor Frankenstein only to be abandoned moments after his creation. Desperate to find companionship and make sense of the world, the monster ventures off on his own, only to be shunned by society because of â€Å"hideous† appearance and â€Å"gigantic† stature (Shelley). Miserably alone in a cruel wor ld, the monster extracts his revenge on his creator by killingRead MoreAnalysis Of Mary Shelley s Frankenstein Essay2155 Words   |  9 Pagesmain agenda could orchestrate catastrophic repercussions to the human populations. Mary Shelley’s work â€Å"Frankenstein† although over two-hundred years old, remains at the pinnacle of irresponsible innovation that wreaks havoc to the human population. In the â€Å"Jurassic Park,† an aspect of mad science that deteriorates the stability of life is depicted. Both Michael Clinton’s â€Å"Jurassic Park† and Mary Shelley’s â€Å"Frankenstein† extensively explore the role of man in maintaining and sustaining life. The two

Critical Review of Articles Management Free-Sample for Students

Question: Write a Critique Based on the given two Articles. Answer: Article -1 :Challenges PreSchool Teachers face in the implementation of the Early Childhood Curriculum in the Cape Coast Metropoli There are a lot of challenges faced by the pre-school educators in proper implementation of the early childhood curriculum (Tsangaridou, 2016). The education system has become more complex and there is an expansion in the roles of the pre-school teachers. The young children are considered merely a political and social commodity (Jennings Niemi, 2014). The teachers are finding themselves in a social revolution for either winning votes or for other particular causes. The childhood educators are expected to perform greater roles than merely imparting education to the preschoolers (Tsangaridou, 2016). They are also expected to be health care providers, curriculum specialists, child advocates and others. The modern teaching systems are subjected to more stringent rules and new versions of pedagogy. The article by Simon Ntumi focused on the different challenges faced by the pre-school educators based in the Cape Coast Metropolis (Ntumi, 2016). There have been changes in the criteria of providing good education to the children. Hence, it has become important for the teachers to give premium quality of curriculum implementation (Ntumi, 2016). The early childhood educators have a great responsibility in shaping the minds of the small children (Ntumi, 2016). Hence, it is important to manage the challenges faced by them so that they can impart good quality of education. It is also important to seek data for the educational leaders as well as the policy makers so that there is clear representation of the actual problems (Ntumi, 2016). The study found that one of the main challenges of the pre-school teachers is central to the idea of lack of proper training of the teachers. The trainings are not appropriate and they do not address the needs of the teachers in addressing the questions related to the implementation of curriculum (Ntumi, 2016). The findings of the research show that the schools do not have sufficient learning as well as teaching materials so that the early childhood education can be implemented in a smooth manner. The teachers are also not aware of the proper curriculum that should be According to Noe (2015), there is reduction in the involvement of the parents in the education of their pre-school wards. This makes it difficult for the teachers to function alone. They are often unable to understand the requirements of the child and follow-up with the same. Ballantine and Hammack (2015) argued that the child care educators are offered low packages as compared to other fields of work (including service based roles). This often makes it difficult to find suitable qualified pre-school teachers. The childcare educators are also overburdened with lot of activities on a day to day basis such as keeping records of the childrens activities, daily attendance, meal planning, lesson planning and others (Ballantine Hammack, 2015). The pre-school teachers often face the fear of getting complaints from the parents. The family engagement becomes a major issue. The teachers also face that they do not get sufficient recognition while performing the job of a pre-school teacher. The y feel under-valued in their present job roles. Caruso and Fawcett (2015) opine that there is an increasing lag between the program implementation and the original policy made by the policy-makers towards the pre-school education. There is difficulty in the implementation of the course curriculum in a pre-school level. There are other concerns such as time constraints, stringent rules, funding issues, safety concerns, lack of appropriate curriculum content and others. This makes the teacher unable to meet the desired education criteria of the pre-school students. The school children especially in the pre-school are fresh minds whose knowledge needs to be enhanced from a nascent stage. This article focused on the different types of challenges faced by the pre-school teachers in the implementation of early child courses. The challenges include lack of proper training, not sufficient training materials for teachers, no infrastructure that facilitates the pre-school learners and others. The analysis of the literature shows that there are several challenges faced by pre-school teachers such as low packages, unable to understand the requirements of the child and others. It is important to manage the different types of challenges. The teachers should be exposed to wide spread training for the purpose of gaining more in-depth knowledge to the subject matter. There should be special training sessions, which focus on the training of the pre-school children. This would enable the pre-school teachers in becoming comfortable with the subject. Article -2:Teachers' Perspective towards Their Involvement in Selection and Organization of Learning Experiences and Implementation of Secondary School Curriculum in Kenya The role of teachers in education is providing skills and information to students to help them develop the powers of judgment and reasoning. The empowering process of education cannot overlook the contribution of teachers in effectively enhancing the learning of students. The responsibility of the teachers include developing their competence in taking charge of the growth of the organization they are employed in and their personal growth too. They participate in the curriculum development process to adequately respond to the critical demands of the education world and the growing concern of the educational community (Kimwarey, Chirure Omondi, 2014). According to this article by Dr. Lydia Kanake Kobiah the talents and experiences of teachers are untapped and less utilized at the time of curriculum development in the Kenyan education system (Kobiah, 2016). This is mainly because of the top-down model followed by the Kenya Institute of Curriculum Development (KICD) and the centrally-controlled processes for curriculum development. She has suggested that the teachers must partake in the steps of planning and development of the curriculum to ensure its effective implementation. This perspective of Kobiah is backed by the opinions of Alsubaie (2016) who also suggests that the involvement of teachers in the process of curriculum development is imperative. Alsubaie has further stated that the experience, knowledge and competencies that teachers possess ensures a successful learning process for the students (Alsubaie, 2016). In cases where the curriculum is already developed, it is the responsibility of the teachers to get involved in th at and understand it. It is also the responsibility of the curriculum development team to cooperate with the teachers and accept them as a deciding factor of the whole curriculum development process. Teachers who are involved in the process are found to have reported in favor of the involvement, with increase in their self confidence and morale, along with the oncoming of fresh ideas and remodeling of existing ideas of their own. Teachers regularly interact with students and their practical knowledge would be useful for the curriculum committees in assessing the developed ideas and their capacity. The curriculum developed by teachers can be used by other teachers as well throughout the system (Danielson, 2013). Along with the involvement of the teachers comes the creation of lesson plans and syllabi inside the structure of the curriculum to meet the needs of the students. Other studies support the view of Kobiah regarding the teacher empowerment by means of participation in curriculum development. However, several studies opine against the participation of teachers in curriculum development. The involvement of teachers in the curriculum development process has raised questions regarding their affiliation with their own classrooms. Teachers mostly get major satisfaction from completing their teaching, duties involving direct interactions with students, relationships with the learning and the instructional activities and outcomes. It has been found that teachers are more comfortable carrying on with their classroom tasks instead of the organizational responsibilities, with the classroom claiming more importance over organizational initiations (Thiessen, 2012). Another factor is the non-involv ement of teachers in the curriculum development process where teachers who are isolated from other teachers tend to concentrate wholly on the classroom. The basic conservatism that teachers possess, work against their involvement in the curriculum development committees. Teachers are more comfortable in their routine it is safe and a shelter for them. From this, it can be understood that if there is any vested interest from the teachers side regarding the maintenance of the status quo, they would have limited incentive in participating in curriculum development committees, since the development process tantamount to change (Moon, 2013). The situation ultimately comes down to being problematical. The arguments on behalf of the participation of teachers in curriculum development process are convincing, but the different factors that are working simultaneously to keep the attention of teachers on their own classrooms make the participation factor less convincing. In Kobiahs article recommendations have been put forward for The Kenya Institute of Curriculum Development (KICD) to widen the scope for the process by recruiting and developing more strategies for the involvement teachers in the curriculum development process. The redefining of the curriculum development process as an extension of the school system would provide more opportunities for the teachers to get involved in it. The decentralization of the development process would make the participation process easier at all levels. Additionally, more research, similar to this one must be conducted so that alternative models can be found to help the teachers and othe r related stakeholders participate completely in the development process (Kobiah, 2016). References Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in Curriculum Development.Journal of Education and Practice,7(9), 106-107. Ballantine, J., Hammack, F. M. (2015).The sociology of education: A systematic analysis. Routledge. Caruso, J. J., Fawcett, M. T. (2015).Supervision in early childhood education. Teachers College Press. Danielson, C. (2013).The framework for teaching: Evaluation instrument. Princeton, NJ: Danielson Group. Jennings, M. K., Niemi, R. G. (2014).Generations and politics: A panel study of young adults and their parents. Princeton University Press. Kimwarey, M. C., Chirure, H. N., Omondi, M. (2014). Teacher empowerment in education practice: strategies, constraints and suggestions.IOSR Journal of Research Method in Education (IOSR-JRME),4(2), 51-56. Kobiah, L. K. (2016). Teachers' Perspective towards Their Involvement in Selection and Organization of Learning Experiences and Implementation of Secondary School Curriculum in Kenya.Journal of Education and Practice,7(28), 53-59. Moon, J. A. (2013).Reflection in learning and professional development: Theory and practice. Routledge. Noe, R. (2015). Accelerating the'Pace'Against Illiteracy: Parent and Child Education.Yale Law Policy Review,7(2), 6. Ntumi, S. (2016). Challenges Pre-School Teachers Face in the Implementation of the Early Childhood Curriculum in the Cape Coast Metropolis.Journal of Education and Practice,7(1), 54-62. Thiessen, D. (2012). Classroom-based teacher.Early professional development for teachers,317. Tsangaridou, N. (2016). Early childhood teachers views about teaching physical education: challenges and recommendations.Physical Education and Sport Pedagogy, 1-18.