FOUNDATIONS OF KINESIOLOGY

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Health and Human Performance _secondary

 

KIN 1352 – FOUNDATIONS OF KINESIOLOGY

Spring 2021

Instructor: Dr. Jon Gray Email: jpgray@uh.edu

Office: 104k/Home Office Hours: by appointment or just email

Class Time: Online Class Location: Online

 

Course Description :

The purpose of this class is to introduce the student to the field of Kinesiology – the science of human movement. Concepts in the various subfields of Kinesiology are examined and career opportunities are explored. Students will also gain a better understanding of the course concepts through online lectures, discussions, assignments, and quizzes.

Objectives:

At the completion of the course, the student should be able:

• To identify the various subfields or foundations in kinesiology.

• To identify career options following a degree in kinesiology.

• To appreciate how kinesiology evolved into the present field of study.

• To understand the negative effects of physical inactivity on physiological function.

• To discern the effects of exercise on the incidence of cardiovascular disease.

• To distinguish the three major types of human motion.

• To describe the major theories of motor learning.

• To know the major subdivisions of sport and exercise psychology.

• To understand the factors influencing one’s motivation to participate in physical activity and

exercise.

• To identify the factors responsible for changes in the stress response.

• To understand the difference between cross-sectional and longitudinal research designs.

• To appreciate the contribution of sociocultural kinesiology to the study of physical activity.

• To become familiar with different sociological theories and how they relate to the study of

kinesiology.

• To identify the various factors influencing the socialization into physical activity.

• To be able to discuss interdisciplinary and cross-disciplinary approaches to science.

• To understand how an integrative or cross-disciplinary approach can be applied to research and

teaching within kinesiology.

• To appreciate some of the challenges facing the field of Kinesiology in the 21st century.

 

Required Textbook (Connect):

Author: Wuest

Title: Foundations of Physical Education, Exercise Science, and Sport

Edition: 20

Year: 2021

Looseleaf and Connect ISBN: 9781260807721

 

About Connect:

For this course you will be required to purchase McGraw-Hill Education Connect® access for the text Foundations of Physical Education, Exercise Science, and Sport, by Wuest, 20e. Connect access can be purchased during registration for the program or an access code can be purchased at the campus bookstore. If you would like a print version of the text, a print-upgrade option is also available via Connect for $25 if you find yourself wanting a print companion at any point point during the semester. This will be a full color binder-ready version of the text. You will find an introduction video to Connect in Blackboard, the two programs are integrated and all of your grades will be reflected in Blackboard. In addition, the McGraw Hill Student Ambassadors have a Facebook page to answer your frequently asked questions, please join the page here: https://www.facebook.com/groups/ConnectUHCommunity/

 

Connect Registration video through blackboard:

https://www.youtube.com/watch?v=0s_2L8TxGyA

 

 

Grading: Course grades will be based on the following categories and percentages:

· 50% of your grade is based on Chapter Quizzes.

· 10% of your grade is based on your Foundations of Kinesiology Self Evaluation Paper.

· 10% of your grade is based on Labs.

· 10% of your grade is based on Discussions.

· 20% of your grade is based on your Final Exam.

 

 

Grades will not be rounded up. The Grading System to be used is based on percentages: A = 94% and above; A- = 90-93; B+ = 86-89; B = 84-85; B- = 80-83; C+ = 76-79; C = 74-75; C- = 70-73; D+ = 66-69; D = 64-65; D- = 60-63; F = 59 and below. “I”s and “W”s are not available as a grade once coursework has been completed just because you do not like your grade. If you stop attending class and do not formally drop yourself (your name is still on the roll), you may receive an ‘F’ in the class. Remember that you are only allowed 6 Ws throughout your academic career and drops must be initiated by the student and done online.

 

Quizzes : (150 points)

This course has a total of 15 chapters, and you will take a quiz at the completion of each chapter for a total of 15 quizzes. Each quiz is worth a total of 10 points per chapter for a quiz total of 150 points. The quizzes must be completed by the deadline stated on the course schedule. Late quizzes will not be accepted!

 

Self-Evaluation Paper : (30 points)

Students will complete a self-­‐evaluation to be turned in at the end of the semester, refer to course schedule for due date. Students will upload their Self Evaluation through the Assignment tab in Blackboard Learn. Late self-evaluations will not be accepted!

Please note late self-­‐evaluations will not be accepted. Instructions: You will need to answer the three following questions honestly, thoroughly and thoughtfully. The self-­‐evaluation must be typed, double-­‐spaced, 10-­‐12” font, with a 1” margin and 3-­‐4 pages in length. Begin with an opening statement, write your content in a clear, succinct manner, and end with a concluding statement.

 

1. Describe the major learning events related to course content/information you learned in this class.

 

2. Identify a career path in Health and Human Performance that you are most interested in at this point in your education. Specifically, what is your background in this career-path and what are your future goals.

 

3. What could you have done yourself to improve your efforts/learning during this semester for this class?

 

Final Exam: (60 points)

A cumulative Final Exam will be available for you to take during the week of Final Examination. Please refer to the academic calendar and the course schedule for specific times. The Final will be comprehensive! Four questions will be from each chapter and each question is worth1 point for a total of 60 points. You will have one attempt at the Final and you will have exactly 60 minutes to complete all 60 questions. If you haven’t finished the Final in the 60 minutes it will be automatically submitted once your time has expired. Late final exams will not be accepted!

 

Discussions: (30 points)

This course has a total of 3 discussions. Each discussion is worth 10 points for a total of 30 points. To receive full credit for the discussion you must write one original discussion thread and respond to one additional thread created by a colleague in class. Please refer to the course schedule for due dates. Late discussions will not be accepted!

 

Discussion #1:

After reading chapter 1, compare and contrast the definitions of exercise, physical activity, physical education, physical fitness, and sport. How are they interrelated and does one supersede another?

 

Discussion #2:

After reading chapter 7, discuss how an individual who wants to maintain weight, lose weight, or gain weight needs to adjust his/her nutrition and exercise program.

 

Discussion #3:

After reading chapter 11, discuss the following question: as a professional, do you believe it is important to be a role model? Why or why not? Do you have a professional role model? What qualities does that individual exhibit?

 

Labs: (30 points)

This course has a total of 3 lab assignments. Each lab assignment is worth 10 points. The lab assignments are designed to give you some fundamental health-fitness information and will be due at the same time the Exercise Physiology & Fitness chapter is covered. The lab Assignments are labeled Lab 1 Heart Rate, Lab 2 Muscular Endurance, and Lab 3 Core Endurance. To receive full credit for the lab you must complete the entire assignment by the due date. In order to complete the labs you will need to find a partner of your choice to assist you. Please refer to the course schedule for due dates. Late Labs will not be accepted!

 

Disabilities Statement:

Whenever possible, and in accordance with 504/ADA guidelines, we will attempt to provide reasonable academic accommodations to students who request and require them. Please contact the Center for Students with Disabilities at 713-743-5400 for more assistance and present the proper paperwork to me as soon as possible.

 

Academic Integrity:

Students are expected to abide by the university’s academic honesty policy in all matters concerning this course. (http://www.uh.edu/dos/hdbk/acad/achonpol.html). In particular, plagiarism, “Representing as one’s own work the work of another without acknowledging the source,” whether intentional or unintentional, will not be tolerated. Those found in violation of the policy will be disciplined. Sanctions may include, but are not limited to, failure in the course, probation, suspension from the university, expulsion from the university, or a combination of these.

 

Course Expectations:

You are expected to:

· Complete all course assignments and quizzes.

· Meet all course deadlines!

· Read all the necessary material. It is nothing very difficult. The material has been chosen to enhance your knowledge base and make you aware of credible online resources.

· Follow the University’s Academic Policy.

 

By maintaining enrollment in this course, you agree to abide by all the points in this syllabus and the University’s policies and procedures.

 

Excused Absence Policy

 

Regular class attendance, participation, and engagement in coursework are important contributors to student success. Absences may be excused as provided in the University of Houston Undergraduate Excused Absence Policy and Graduate Excused Absence Policy for reasons including: medical illness of student or close relative, death of a close family member, legal or government proceeding that a student is obligated to attend, recognized professional and educational activities where the student is presenting, and University-sponsored activity or athletic competition. Additional policies address absences related to military service, religious holy days, pregnancy and related conditions, and disability.

 

Recording of Class

 

Students may not record all or part of class, livestream all or part of class, or make/distribute screen captures, without advanced written consent of the instructor. If you have or think you may have a disability such that you need to record class-related activities, please contact the Center for Students with DisABILITIES. If you have an accommodation to record class-related activities, those recordings may not be shared with any other student, whether in this course or not, or with any other person or on any other platform. Classes may be recorded by the instructor. Students may use instructor’s recordings for their own studying and notetaking. Instructor’s recordings are not authorized to be shared with anyone without the prior written approval of the instructor. Failure to comply with requirements regarding recordings will result in a disciplinary referral to the Dean of Students Office and may result in disciplinary action.

 

Syllabus Changes

 

Due to the changing nature of the COVID-19 pandemic, please note that the instructor may need to make modifications to the course syllabus and may do so at any time. Notice of such changes will be announced as quickly as possible by email.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KIN 1352 – Foundations of Kinesiology Tentative Course Schedule

Spring 2021

 

Week One January 19-22

Chapter 1 Meaning and Scope Quiz 1

 

Week One due date and time – Sunday, January 31, 11:59pm

 

Week Two January 25-29

Chapter 2 Philosophy, Goals, and Objectives Quiz 2

 

Week Two due date and time – Sunday, January 31, 11:59pm

 

Week Three Feb 1-5

Chapter 3 Health and Physical Activity in Our Society Quiz 3

 

Week Three due date and time – Sunday, Feb 7, 11:59pm

 

Week Four Feb 8-12

Chapter 4 Historical Foundations Quiz 4

Discussion #1

Lab Assignment #1

 

Week Four due date and time – Sunday, February 14, 11:59pm

 

Week Five Feb 15-19

Chapter 5 Motor Behavior Quiz 5

 

Week Five due date and time – Sunday, Feb 21, 11:59pm

 

Week Six Feb 22-26

Chapter 6 Biomechanical Foundations Quiz 6

 

Week Six due date and time – Sunday, Feb 28, 11:59pm

 

Week Seven March 1-5

Chapter 7 Exercise Physiology and Fitness Quiz 7

 

Week Seven due date and time – Sunday, March 7, 11:59pm

 

 

Week Eight March 8-12

Chapter 8 Sociological Foundations Quiz 8

Discussion #2

Lab Assignment #2

 

Week Eight due date and time – Sunday, March 14, 11:59pm

 

Week Nine March 15-19 SPRING BREAK

Chapter 9 Sport and Exercise Psychology Quiz 9

 

Week Nine due date and time – Sunday, March 21, 11:59pm

 

Week Ten March 22-26

Chapter 10 Physical Education Pedagogy Quiz 10

 

Week Ten due date and time – Sunday, March 28, 11:59pm

 

Week Eleven March 29-April 2

Chapter 11 Career and Professional Development Quiz 11

 

Week Eleven due date and time – Sunday, April 4, 11:59pm

 

Week Twelve April 5-9

Chapter 12 Teaching and Coaching Careers Quiz 12

Discussion #3

Lab Assignment #3

 

Week Twelve due date and time – Sunday, April 11, 11:59pm

 

Week Thirteen April 12-16

Chapter 13 Fitness and Health Related Careers Quiz 13

 

Week Thirteen due date and time – Sunday, April 18, 11:59pm

 

Week Fourteen April 19-23

Chapter 14 Sport Careers Quiz 14

 

Week Fourteen due date and time – Sunday, April 25, 11:59pm

 

Week Fifteen April 26-30

Chapter 15 Issues, Challenges, and Future Trends Quiz 15

Self-Evaluation

 

Week Fifteen due date and time – Sunday, May 2, 11:59pm

 

Week Sixteen

Final Exam

 

Opens Wednesday, May 5th at noon and closes Sunday, May 9th, at 11:59pm

 

 

· Quizzes and assignments are in blue

· Corresponding Due dates are in red

What is a formal analysis?

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Student’s will compare and contrast formal elements of design between two Crucifixion scenes: one from the Renaissance and one from the Modern era.

What is a formal analysis?

“The goal of a formal analysis is to explain how the formal elements of a work of art affect the representation of the subject matter and expressive content. The emphasis should be on analyzing the formal elements — not interpreting the artwork. That said, an understanding of the meaning of
the work is the final goal of any formal analysis.” (Pokinski, Deborah. “Writing a Formal Analysis in Art History.” Hamilton.edu, www.hamilton.edu/documents/formal%20analysis%20Art%20History.pdf.)

Here are a few helpful links to further explain this concept:

https://www.hamilton.edu/documents/formal%20analysis%20Art%20History.pdf

http://www.getty.edu/education/teachers/building_lessons/formal_analysis.html

Instructions:

This assignment should have NO OUTSIDE RESEARCH. Your 3 page formal analysis should rely on observable truths and demonstrate your understanding of formal elements of design. Any formal elements used in the paper should be bolded for emphasis.

Students should compare and contrast the following formal elements and concepts in each painting:

  • Quality of line
  • Color
  • Light and Shadow
  • Space and form
  • Naturalism vs. Abstraction

While a formal analysis looks primarily at the form and not the content – here, be sure to discuss HOW the differences in these formal elements effects the emotional response the viewer has to each painting. Example: how is Nolde’s image of Christ more emotionally charged than Montegna’s?

Be sure your paper has a strong introduction and conclusion.

A few reminders when writing about art:

  • This is a formal academic paper – therefore – first person narrative voice should not be used. (No “I,” “me,” “my.”)
  • Titles of artwork should always be in italics.
  • Artists should never be referred to be only their first name: Nolde, or Emil Nolde, but never just Emil.
  • Try to avoid words like “great,” or “things” or “gets” as descriptors or adjectives – be more specific. Instead of saying “the artist is great at rendering naturalistic space…” consider “the artist’s representation of three dimensional space if effective because…”
  • Do your best not to leave room for your reader to ask “how,” or why?”
  • Use either MLA or APA style guides.
  • Proofread!

Emil Nolde. Crucifixion. Oil on canvas. 1912. (https://artforus.wordpress.com/2012/11/26/crucifixion/)

Andrea Mantegna. Crucifixion. Oil on canvas. 1457-60. (https://en.wikipedia.org/wiki/File:Mantegna,_Andrea_-_crucifixion_-_Louvre_from_Predella_San_Zeno_Altarpiece_Verona.jpg)

Several of the largest corporations in the world first started as small family-owned businesses. The strategic decisions they made as a family over the years determined their growth path.

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Several of the largest corporations in the world first started as small family-owned businesses. The strategic decisions they made as a family over the years determined their growth path.

In this course, you will complete three runs of a 30-minute business simulation. In the simulation, you will make decisions to grow an innovative and sustainable family business through several generations while balancing the relationships between the business, your family, and ownership.

For this assignment, complete your first run of the simulation https://forio.com/app/harvard/family-business/#/. This time, as you work through the simulation and make decisions regarding diversification for the company, consider the blue ocean strategy in your approach. Then, complete and submit your journal assignment.

Submit your assignment here. Make sure you’ve included all the required elements by reviewing the requirements and rubric.

Overview

The situations you faced and the decisions you made in the simulation may have affected the company’s success in obtaining a competitive advantage over the market. As you have learned in this module, opportunity-based thinking is critical to blue ocean strategy (BOS). For a business to achieve success through BOS, its leader must have the right mindset and ask deeper questions to hopefully remove bias and false boundaries from their judgment.

Prompt

In this journal, you will reflect on whether and how your decisions in the simulation aligned with blue ocean strategy principles, innovation, and competitive advantage.

Discuss your opportunity-focused mindset during the simulation by answering the questions below:

  • Value creation and competitive advantage: How do you think the company did regarding value creation and gaining a competitive advantage across generations?
  • Thought process: Did you “think differently” while you made your decisions in the simulation? Explain why or why not.
  • Discovery: What have you discovered or learned after completing the first round of the simulation?

Guidelines for Submission

Submit a Word document of one to two pages using 12-point Times New Roman, one-inch margins, and double spacing. Sources should be cited according to APA style.

Please write a 6-8 page, double-spaced essay answering both of the following questions. Roughly half the space should be used for each question.

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Please write a 6-8 page, double-spaced essay answering both of the following questions. Roughly half the space should be used for each question.

The papers should be double-spaced, use 12 point Times New Roman font and 1″ margins. If you have not done so already, review the academic dishonesty policy stated in the course syllabus as these policies are strictly enforced.

1) Using the works of De Beauvoir and Royce, assess the actions of Howard Campbell Jr. (Nick Nolte) in the film “Mother Night.” Which actions were ethically justified? Which actions were not justified? Be sure to explain your answer through an exposition of the ethical theories.

2) In The Remains of the Day, is Stevens a good human being? You may use any theorists of your choosing in support of your answer.

The materials for this assignment are :

1- SIMONE DE BEAUVOIR: ETHICS OF AMBIGUITY

http://www.fau.edu/artsandletters/philosophy/pdf/ramaniapplehonorsthesis.pdf

2- Levinas & Royce is attached in the post

3- The Remains of the Day; “Mother Night” film

 In what ways does either Martin Luther King’s “Letter from a Birmingham Jail” or Plato’s Crito demonstrate deontology?

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In what ways does either Martin Luther King’s “Letter from a Birmingham Jail” or Plato’s Crito demonstrate deontology? In what ways does it not? Write an argument of at least 400 words explaining how King’s or Plato’s argument is mostly deontological or mostly not deontological, referencing at least Kant’s categorical imperative, his ideas about external factors (including inclination and emotion), and his ideas of free will. You are free to address other of his ideas, as well. For Kant’s work, use either AK numbers or the page numbers in the pdf I provided; you do not need to use page numbers for King’s letter or Plato’s dialogue.

 

Method

Here’s a good way to organize each answer, using as many paragraphs as you need depending on how many points you will address:

  1. Intro paragraph–Reword the writing prompt and make clear what position you will take. Perhaps you will claim that Text X does demonstrate Ethics Y.
  2. Paragraph with details about the first point and examples supporting your claim.
  3. Paragraph with details about the second point and examples supporting your claim.
  4. Paragraph with details about the third point and examples supporting your claim.
  5. The paragraph describing the opposing viewpoint and examples–ways that Text X does not demonstrate Ethics Y.

A concluding paragraph is not necessary for an essay exam in my classes because such paragraphs are usually no more than some version of, “So there you have it!” But feel free to include a concluding paragraph if you wouldn’t feel right otherwise.

Assessment

 

Remember that philosophy doesn’t traffic incorrect answers (with the exception of formal logic, which we are not doing here). Philosophy depends, instead, on good arguments: a claim supported by reasons which are, in turn, supported by evidence from the reading.

Criteria for the grade include the level of skill in discussing deontology and virtue ethics, the level of detail in evaluating the texts (King, Plato, Press) against the ethical system, and your use of conventional English in writing the paper.

 

notes provided by professor 

http://www.openculture.com/2018/01/see-the-handwritten-syllabus-final-exam-from-the-philosophy-course-that-martin-luther-king-jr-taught-at-morehouse-college-1962.htm

http://people.brandeis.edu/~teuber/Bedau_Civil_Disobedience_in_focus.pdf (this is the pdf of book from page 68-82) for the above essay.

Assignment: Socratic Essay

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Assignment: Socratic Essay

Use the above link to access the assignment for this module.

This assignment aligns with Learning Outcomes 2, 3, 4, 6, and 7.

You will need to participate in Module 6 Discussion before working on this assignment.

For this assignment, the discussion board component will help you get started with this topic and help you to formulate some ideas for further development (should you wish to consider the ideas developed by you in the Discussion Board exercise as a starting point for your own essay.)

You may also reference the ideas of others (with credit) in your essay (if you wish to respond to or elaborate on a line of reasoning from a thread) as part of your argument, but do NOT use someone else’s ideas as your main thesis.

The Essay

Please write a thesis-driven essay (500–750 words) discussing the following:

  1. How does Plato reconcile free will and determinism in the myth of Er (Section 614a–621d in the Plato, Republic — book 10)?
  2. How is it related to his definition of justice in the Republic?
  3. Is this understanding consistent with the definition of justice that Socrates obeys and describes in the Crito?
  4. How does this worldview compare with your definition of justice?

MLA style; typed. Remember to use textual evidence to support your argument when necessary. (1)

Submission

Submit the assignment here as a Word document with the file name LastName_FirstName_Essay3. To submit, choose the Assignment: Critical Analysis Essay link above and use the file attachment feature to browse for and upload your completed document. Remember to choose Submit to complete the submission.

Grading

This assignment is worth 200 points toward your final grade and will be graded using the Essay Rubric. Please use it as a guide toward successful completion of this assignment.

Philosophy in Practice

Topics

  • What is justice? Social justice; God;
  • The legitimacy of moral responsibility;
  • The role of evil; Sophrosyne in Philosophia

“I am I”; “You are also that” –exploring the big questions in today’s world. What is Justice?

Remembering Plato

Exploring the Big Questions in today’s World:

Cross Currents: What is Justice? Are we free or determined? What would justice look like in a predestined world?

At the beginning of this course, we noted that twentieth-century philosopher Alfred North Whitehead described all Western philosophy as a footnote to Plato. In fact, there is hardly an area of Philosophy about which Plato has not explored. Though a philosopher who died in the fourth century B.C.E., his Academy became a syncretic center of learning bringing together eclectic themes from the ancient past, and remaining a bastion of learning until 529 C.E.

In this module, we will review the major ideas that we’ve studied in Plato thus far, and added a few more, in an attempt to trace themes that comprise the Platonic worldview, as it developed and transformed from its inception in Classical Antiquity to the time of Boethius in the Early Christian Era. (1)

Learning Outcomes

  1. Demonstrate proficiency in critical thinking
  2. Demonstrate understanding of Global Social Responsibility
  3. Recognize the relationships between cultural expressions and their contexts
  4. Recognize concepts in metaphysics, axiology, and epistemology and the context of their development
  5. Understand the principles of freedom, determinism and moral responsibility in human interaction
  6. Identify the various attempts to formulate and define social justice

Module Objectives

Upon completion of this module the student will be able to:

  • Explain “the philosophical digression” in Plato’s Seventh Letter.
  • Explain positions related to free will and determinism
  • Provide an outline of Plato’s Republic and its significance to the history of ideas.
  • Discuss the Myth of Er and the themes of free will and determinism.(1)

Readings and Resources

  • Plato, Republic (Section 614a–621d from book 10) from Perseus Digital Library, Tufts University

Supplemental Materials

(Note: These materials are considered supplemental and thus are not used for assessment purposes.)

Lecture Content

Click the icon to access lecture content.

Learning Unit 6

Learning Unit 7

Learning Unit 8

How does this paragraph fit in with King’s idea of ethics? What is he saying here?

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MLK Notes:

1. How does this paragraph fit in with King’s idea of ethics? What is he saying here?

If I have said anything in this letter that is an overstatement of the truth and is indicative of an unreasonable impatience, I beg you to forgive me. If I have said anything in this letter that is an understatement of the truth and is indicative of my having a patience that makes me patient with anything less than brotherhood, I beg God to forgive me.

2. How does one distinguish between just and unjust laws? Examples from the reading?

3. What does King say about time, itself, and the timing of the direct action?

4. Why does King insist on using nonviolence, even to break laws?

Let’s look at some of King’s arguments (see in-text notes)

Digital Collection https://dmc.tamuc.edu/digital/collection/p15778coll20

 

 

Letter begins with reasons for being in Birmingham even though he’s not from there. Spells out 4 ways to effect positive change: 1) Collection of facts 2) Negotiation 3) Self-purification 4) Direct Action Then he demonstrates how they followed those steps in order.

King compares himself to Socrates, the gadfly who buzzes around the horse to keep it alert and not complacent. Also, imprisoned unjustly.

Personhood Chart

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Personhood Chart

Based on the topic study material, complete the chart about personhood, human dignity, and moral status according to the Christian worldview and another worldview.

 

What is believed…Christian WorldviewAnother Worldview

Choose and circle one of the following:

Atheism, Pantheism, Materialism

Relationally  
Multidimensionally  
Sexually  
Morally  
Mortality 

 

 
Eternal Destiny  

 

 

References:

 

© 2019. Grand Canyon University. All Rights Reserved.

 

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Thoughts from the Tao-te Ching

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LAO-TZU

Thoughts from the Tao-te Ching

From Tao-te Ching. Translated by Stephen Mitchell.

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Thoughts from the Tao-te Ching

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If you overesteem great men, people become powerless. If you overvalue possessions, people begin to steal.

The Master leads by emptying people’s minds and filling their cores, by weakening their ambition and toughening their resolve. He helps people lose everything they know, everything they desire, and creates confusion in those who think that they know.

Practice not-doing, and everything will fall into place.

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When the Master governs, the people are hardly aware that he exists. Next best is a leader who is loved. Next, one who is feared. The worst is one who is despised.

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If you don’t trust the people, you make them untrustworthy.

The Master doesn’t talk, he acts. When his work is done, the people say, “Amazing: we did it, all by ourselves!”

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When the great Tao is forgotten, goodness and piety appear. When the body’s intelligence declines, cleverness and knowledge step forth. When there is no peace in the family, filial piety begins. When the country falls into chaos, patriotism is born.

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Throw away holiness and wisdom, and people will be a hundred times happier. Throw away morality and justice, and people will do the right thing. Throw away industry and profit, and there won’t be any thieves.

If these three aren’t enough, just stay at the center of the circle and let all things take their course.

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The heavy is the root of the light. The unmoved is the source of all movement.

Thus the Master travels all day without leaving home. However splendid the views, she stays serenely in herself.

Why should the lord of the country flit about like a fool? If you let yourself be blown to and fro,

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you lose touch with your root. If you let restlessness move you, you lose touch with who you are.

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Do you want to improve the world? I don’t think it can be done.

The world is sacred. It can’t be improved. If you tamper with it, you’ll ruin it. If you treat it like an object, you’ll lose it.

There is a time for being ahead, a time for being behind; a time for being in motion, a time for being at rest; a time for being vigorous, a time for being exhausted; a time for being safe, a time for being in danger.

The Master sees things as they are, without trying to control them. She lets them go their own way, and resides at the center of the circle.

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Whoever relies on the Tao in governing men doesn’t try to force issues or defeat enemies by force of arms. For every force there is a counterforce. Violence, even well intentioned, always rebounds upon oneself.

The Master does his job and then stops. He understands that the universe is forever out of control, and that trying to dominate events goes against the current of the Tao. Because he believes in himself,

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he doesn’t try to convince others. Because he is content with himself, he doesn’t need others’ approval. Because he accepts himself, the whole world accepts him.

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Weapons are the tools of violence; all decent men detest them.

Weapons are the tools of fear; a decent man will avoid them except in the direst necessity and, if compelled, will use them only with the utmost restraint. Peace is his highest value. If the peace has been shattered, how can he be content? His enemies are not demons, but human beings like himself. He doesn’t wish them personal harm. Nor does he rejoice in victory. How could he rejoice in victory and delight in the slaughter of men?

He enters a battle gravely, with sorrow and with great compassion, as if he were attending a funeral.

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The Tao never does anything, yet through it all things are done.

If powerful men and women could center themselves in it, the whole world would be transformed by itself, in its natural rhythms. People would be content with their simple, everyday lives, in harmony, and free of desire.

When there is no desire,

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all things are at peace.

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The Master doesn’t try to be powerful; thus he is truly powerful. The ordinary man keeps reaching for power; thus he never has enough.

The Master does nothing, yet he leaves nothing undone. The ordinary man is always doing things, yet many more are left to be done.

The kind man does something, yet something remains undone. The just man does something, and leaves many things to be done. The moral man does something, and when no one responds he rolls up his sleeves and uses force.

When the Tao is lost, there is goodness. When goodness is lost, there is morality. When morality is lost, there is ritual. Ritual is the husk of true faith, the beginning of chaos.

Therefore the Master concerns himself with the depths and not the surface, with the fruit and not the flower. He has no will of his own. He dwells in reality, and lets all illusions go.

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When a country is in harmony with the Tao, the factories make trucks and tractors. When a country goes counter to the Tao, warheads are stockpiled outside the cities.

There is no greater illusion than fear, no greater wrong than preparing to defend yourself,

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no greater misfortune than having an enemy.

Whoever can see through all fear will always be safe.

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The great Way is easy, yet people prefer the side paths. Be aware when things are out of balance. Stay centered within the Tao.

When rich speculators prosper while farmers lose their land; when government officials spend money on weapons instead of cures; when the upper class is extravagant and irresponsible while the poor have nowhere to turn — all this is robbery and chaos. It is not in keeping with the Tao.

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If you want to be a great leader, you must learn to follow the Tao. Stop trying to control. Let go of fixed plans and concepts, and the world will govern itself.

The more prohibitions you have, the less virtuous people will be. The more weapons you have, the less secure people will be. The more subsidies you have, the less self-reliant people will be.

Therefore the Master says: I let go of the law, and people become honest. I let go of economics, and people become prosperous. I let go of religion, and people become serene. I let go of all desire for the common good,

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and the good becomes common as grass.

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If a country is governed with tolerance, the people are comfortable and honest. If a country is governed with repression, the people are depressed and crafty.

When the will to power is in charge, the higher the ideals, the lower the results. Try to make people happy, and you lay the groundwork for misery. Try to make people moral, and you lay the groundwork for vice.

Thus the Master is content to serve as an example and not to impose her will. She is pointed, but doesn’t pierce. Straightforward, but supple. Radiant, but easy on the eyes.

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For governing a country well there is nothing better than moderation.

The mark of a moderate man is freedom from his own ideas. Tolerant like the sky, all-pervading like sunlight, firm like a mountain, supple like a tree in the wind, he has no destination in view and makes use of anything life happens to bring his way.

Nothing is impossible for him. Because he has let go, he can care for the people’s welfare as a mother cares for her child.

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Governing a large country is like frying a small fish. You spoil it with too much poking.

Center your country in the Tao and evil will have no power. Not that it isn’t there, but you’ll be able to step out of its way.

Give evil nothing to oppose and it will disappear by itself.

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When a country obtains great power, it becomes like the sea: all streams run downward into it. The more powerful it grows, the greater the need for humility. Humility means trusting the Tao, thus never needing to be defensive.

A great nation is like a great man: When he makes a mistake, he realizes it. Having realized it, he admits it. Having admitted it, he corrects it. He considers those who point out his faults as his most benevolent teachers. He thinks of his enemy as the shadow that he himself casts.

If a nation is centered in the Tao, if it nourishes its own people and doesn’t meddle in the affairs of others, it will be a light to all nations in the world.

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The ancient Masters didn’t try to educate the people, but kindly taught them to not-know.

When they think that they know the answers, people are difficult to guide.

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When they know that they don’t know, people can find their own way.

If you want to learn how to govern, avoid being clever or rich. The simplest pattern is the clearest. Content with an ordinary life, you can show all people the way back to their own true nature.

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All streams flow to the sea because it is lower than they are. Humility gives it its power.

If you want to govern the people, you must place yourself below them. If you want to lead the people, you must learn how to follow them.

The Master is above the people, and no one feels oppressed. She goes ahead of the people, and no one feels manipulated. The whole world is grateful to her. Because she competes with no one, no one can compete with her.

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Some say that my teaching is nonsense. Others call it lofty but impractical. But to those who have looked inside themselves, this nonsense makes perfect sense. And to those who put it into practice, this loftiness has roots that go deep.

I have just three things to teach: simplicity, patience, compassion. These three are your greatest treasures. Simple in actions and in thoughts, you return to the source of being. Patient with both friends and enemies,

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you accord with the way things are. Compassionate toward yourself, you reconcile all beings in the world.

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When taxes are too high, people go hungry. When the government is too intrusive, people lose their spirit.

Act for the people’s benefit. Trust them; leave them alone.

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If a country is governed wisely, its inhabitants will be content. They enjoy the labor of their hands and don’t waste time inventing labor-saving machines. Since they dearly love their homes, they aren’t interested in travel. There may be a few wagons and boats, but these don’t go anywhere. There may be an arsenal of weapons, but nobody ever uses them. People enjoy their food, take pleasure in being with their families, spend weekends working in their gardens, delight in the doings of the neighborhood. And even though the next country is so close that people can hear its roosters crowing and its dogs barking, they are content to die of old age without ever having gone to see it.

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Machiavelli’s view of people is that in general they are selfish, deceitful, and untrustworthy.

/in /by

Machiavelli’s view of people is that in general they are selfish, deceitful, and untrustworthy. How do Lao-tzu’s beliefs about human nature in “Thoughts from the Tao-te Ching” compare to Machiavelli’sin “The Qualities of the Prince”? (1300 word minimum).

[intro+backgroud+ thesis]+[three body paragraph]+[conclusion]