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Humanism is a look at life with more preference to human life rather than divine or supernatural matters. The value of human life should not only be based on individuals but also collectively. Renaissance humanism, on the other hand, is a collection of Roman and Greek teachings which took place in Italy and then spread to the rest of Europe. The teachings were undertaken by scholars, and it developed during the fourteenth and fifteenth century. The main reason for the beginning of the movement was to overpower the utilitarian approach. The utilitarian approach involved training men to be lawyers, doctors or theological professors. The humanist, however, had other thoughts that they wanted to put to action.
This led to the creation of a citizenry, which mostly involved women, who had the ability to speak and write. The women would then be used to raise awareness and sought reinforcement in the communities (Nauert, 2006). However, for these to be accomplished the citizenry were supposed to study the studia humanities: history, grammar, poetry, rhetoric and moral philosophy. The studia humanities are referred to as humanities in the present. Most of the humanists were also staunch Christians which happened to be an added advantage.
In the present day, humanism means emphasizing on the value of human life in an ethical and philosophical way. The meaning of this term has changed over the years due to the different associations that have claimed identification with the name. In the present, humanist movements are associated with secularism and religions which happen to be non-theistic. This happens to be very different from what was happening in the past. In conclusion, the definition of humanism has been completely corrupted by the modern world.
Nauert, C. G. (2006). Humanism and the culture of Renaissance Europe. Cambridge: Cambridge Univ. Press.
There are numerous instances of ethnocentrisms in the interview. The ethnocentrisms come from either sides where the culture is based on the appearances and conduct. The Japanese inspectors searched for all disqualifying factors to make him a Japanese citizen. They looked at how he lived poking into the most basic things that do not matter (Macionis, 2003). They judged him according to the house interior the toys of his children, which is a personal aspect. The American parents no longer talk to him since he is no longer an American since he renounced the American traditions (Macionis, 2003). The third instance of ethnocentrisms comes from the Japanese citizens that are yet to accept him fully as one of their members (Macionis, 2003).
The Japanese inspectors were looking for aspects of his life that made him qualified for citizenship. They searched for aspects that made him more Japanese since his looks did not resemble those of the Japanese people. This aspect led to the development of feelings of biasness towards the victims since he was being judged unfairly. Some of the aspects that they assessed are out of the control of the interviewee. For instance, he could not have developed the interior of the house to envision the Japanese culture.
The Japanese neighbors have accepted him. However, there are sections in the community that are of the opinion that the interviewee is not as qualified to be a Japanese citizen. They have moved to using threats (Sharrock, Hughes & Martin, 2003). The question of what makes one a member of a certain culture is not well understood by the Japanese (Sharrock, Hughes & Martin, 2003). The understanding of what makes one a citizen is purely based on the race and the traditions. They are not capable of accommodating the diversity that the interviewee undertakes.
Finally, the parents are not as accommodating to the move to change the citizenship to Japanese from American (Healey, 2003). They are no longer willing to talk to the interviewee since they are unwilling to accommodate the diversity that the interviewee has adopted. This is unfortunate coming from the parents. Ironically, the friends are willing to accommodate him despite the change.
Healey, J. (2003). Race, ethnicity, gender, and class. Thousand Oaks, Calif.: Pine Forge Press.
Macionis, J. (2003). Sociology. Upper Saddle River, N.J.: Prentice Hall.
Sharrock, W., Hughes, J., & Martin, P. (2003). Understanding modern sociology. London: Thousand Oaks, Calif.
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