Sample Solution
The 1960s was a decade of great social and cultural change, marked by civil rights movements, the Vietnam War, and the youth counterculture. Throughout this period of time, human nature was explored in many ways as people sought to understand the complexities of their own minds and those of others. It is therefore no surprise that during this era, various theories about human nature emerged that had significant philosophical implications for society at large.
One prominent view on human nature present during the 1960s was existentialism; a philosophy based on the idea that humans have ultimate responsibility for their own actions due to our inherent freedom (Beauchamp & Childress 2001). Existentialists argued that meaning must be found from within instead of relying on external ideologies or institutions , thus allowing individuals to discover their true identity & purpose in life (Tolstoy 2017). This emphasis on internal exploration challenged existing systems based on conformity & tradition -allowing people greater opportunity to question authority while expressing themselves more freely .
Additionally , another popular theory which gained traction during this period was behaviorism. According to behaviorists , all behavior can be explained through scientific principles such as stimulus-response conditioning where certain experiences create specific reactions(Watson 2013). Although not exclusive to this particular era it still played an important role shaping how humans were viewed since it suggested individual’s choices are simply products environment rather than being driven by desires or inner motivations .
In conclusion ,the 1960s marked an important time for understanding human nature with multiple perspectives being introduced into mainstream discourse . While some such as existentialism encouraged people break away from accepted norms order find self-fulfillment others like behaviorism warned against relying too heavily one\’s emotions or instincts when deciding between different paths in life.(Mossner 2019) Overall, however, these ideas helped define what it meant be ‘human’ which continues impact our lives today even after half century has passed since they first came prominence.
The hypothetical idea of chance taking includes a few parts of vagueness and surprise. At its generally broad, risk taking alludes to the ability to be unsafe in exceptional conditions. Many creators certainly stand out enough to be noticed to the course of chance taking as opposed to its ramifications. Allies of such view stress that the most common way of facing challenges begins by having a variety of activities to pick to settle an errand (Beebe, 1983). Bem (as refered to in Beebe, 1983) distinguishes the meaning of decisions and further considers risk taking a course of consistent selection of activities which can lead the student to a “more regrettable position” (in the same place). From one perspective, it tends to be contended that Bem’s negative perspective on language risk taking doesn’t recognize the helpfulness or effectiveness of being bold in the study hall. Bem doesn’t represent risk taking as a potential positive specialist in the scholarly situation, however he expresses a necessary piece of the gamble taking cycle: selection of game-plans. Certainly, a daring person needs to choose what is viewed as the most ideal decision right now of pursuing a choice. In this way, risk taking incorporates vulnerability of the result as well as of the activity or strategy chose to achieve an oral undertaking.
Different examinations on individual contrasts and second language procurement have zeroed in on the results of hazard taking as opposed to on the cycle as to understudy achievement in talking errands. Kahneman, Slovic and Tversky for instance, propose that facing challenges can have an in a general sense unfortunate result since the student may be engaged with a misfortune or rout circumstance (as refered to in Gass and Selinker, 2008). Thusly, the idea of chance taking will in general be connected with a horrible condition that might forestall oral correspondence in a subsequent language. As per Dewaele and Furnham (1999) likewise conceivable daring people give exactness for speed in discourse creation, which could lead the student to deliver poor phonetic result. At the very least, elevated degrees of chance taking impact different regions, e.g., confidence, readiness to impart and certainty, which might set the student in a weak position. At the end of the day, the more dangers a student pursues the more open doors he must be genuinely obliged.
Wen and Clément (2003) additionally depict the idea of vulnerability in risk taking with regards to results. Nonetheless, their remarks on risk taking are all the more socially-situated as in the two creators emphasize shame and companion embarrassment as potential aftereffects of the gamble practice. Also to earlier meanings of hazard taking, Wen and Clément’s (2003) perceptions on gambles are noteworthy; in spite of the fact that, their work predominantly presents the negative side of this variable. What is wonderful about their definition is the link of a cognizant oblivious continuum of chance taking ways of behaving. Albeit the relationship among cognizance and obviousness can be a rich wellspring of examination for the writing on risk taking, the writers make brief traces of it; this shows one of the essential shortcomings of their article named Eagerness to Convey in ESL.
Lee and Ng (2010) notice that in the field of second language learning, scholastic gamble taki
