Ron Finley’s urban gardening project

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Watch the video about Ron Finley’s urban gardening project. In thinking about Nussbaum’s
capabilities approach and MacIntyre’s revolutionary Aristotelianism how is Finley’s project an
exemplary form of virtue ethics? In answering this question, elaborate how his understanding of
gardening as a community practice provides not only external goods, but more importantly how it
empowers community members by helping them realize certain internal capabilities for agency. In
other words, what are the higher objective needs or common goods being provided here beyond
mere food provisions, and why were they not being met within the status quo of capitalist society?

 

Sample Solution

We envision a world where individuals understand nutrition and its origins. Where people of all ages enjoy cultivating, learning about, and sharing the best of the earth’s fresh-grown food. The Ron Finley Project teaches communities how to turn food deserts into food sanctuaries, as well as individuals how to regenerate their property and turn it into innovative business concepts. We want to help create a future where gardening is a gangster sport! Hip, cool, innovative, revolutionary, resolute, vital, the cutting edge, gangsta: expressing strength on one’s own terms. RFP’s aim is to build strong communities that think now, act deliberately, and set the foundation for something bigger than what we can see.

lementation of VR in high schools will present younger students with the opportunity to expose themselves to educational opportunities. Having hands-on exposure to a certain field earlier on helps the student to understand the subject better and helps in creating a strong base by making it easier to understand the concept. This exposure will make students more engaged, leading to higher absorption and understanding of the content. An example of how VR could be beneficially implemented into lower educational facilities is through the subject of history.

With VR implementation, history becomes more interactive. Professors and teachers would be able to create programs in VR that would allow their students to become indirect eyewitnesses to events encompassed by VR. Although the students wouldn’t actually be partaking in the historical event, the instructor could simulate that environment and make them feel like they are truly present. This is expanded upon by Arthur Schlesinger, a specialist in American history and a public intellectual, in his book The Historian and the World of the Twentieth Century. He explains how eyewitness historians are more credible than normal historians because they are able to feel the emotions that took place at that time and are able to document events without making connections to other events (Schlesinger 10). Additionally, Brooke Donald, an editor of Stanford University’s News Communications, supports Schlesinger by explaining how Abby Reisman, a head curriculum designer and doctoral student at Harvard, states that embedding historical context into activities by means of first-person experiences leads to better recall (Donald 2). Students who become eyewitnesses to an event automatically learn much more than students who listen to lectures because the students become much more engaged and are able to experience the event as if they were a part of it. This engagement of history, through VR implementation, proves that it is beneficial in changing the way how students obtain information and learn.

While looking at the beneficial effects of implementing a social network in education, one must also consider the negative aspects. Social networks such as VR have been under development for many years. Gershon Dublon, professor of the Massachusetts Institute of Technology’s (MIT) Media Lab, and Joseph A. Par

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