UNIDAD 3 INGLES_MaquetaciA3n 1 - Macpro

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UNIT 3 Law and Active Citizenship

Introduction

In Anger: Socrates

Contents:1. The Organisation of Freedom: Conflict and Cooperation2. Authority, Legality and Legitimacy3. The Promotion of Justice: Rights and Responsibilities

4. Learning Citizenship through Coexistence at School

This Issue in the Press:A Statesman

Lets Go to the Cinema: "Elephant"

Looking Through Images:A Reflection on Citizenship. Rodin andVelzquez

The World of Literature: Cervantes (On Weapons and Words)

Final and Summary Activities

Find Out and Take Part

Lets Work

The law and rights as the organisation of freedom

The meaning of power and authority

The need to bind rights and responsibility

The relationship between citizenry and daily life (for example, life atschool)

Citizenship as participation and commitment

1Education for Citizenship and Human Rights. Unit 3


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Introduction

To talk about citizenship automatically suggests talking about coexistence. Wehave already seen the complexity of human life in the previous units; to set out thecitizenship issue cannot be undertaken of the entire person. And a person is basicallycommunication, society, and being present with and for others. The human being is, asthe ancient Greeks once said, a social animal.

Referring to society is not making an allusion to something unknown. In theprevious unit we already learnt that the fundamental constitution of society is family,friends, neighbours, etc. Therefore, society is the group of relationships within which wemove, which allow us to develop and live, even though they may, at times, cause usdifficulties.

We can live in society thanks to the effort of all of its members. Each of us hasa function in society, and we are able to live, and even enjoy, thanks to society and itssocial, political and cultural institutions. Society works thanks to rules or laws; they are

not merely tools of oppression, punishment or sanction. Thanks to rules we can domany things, thanks to rules we can be free as rules give us possibilities. Rules (orlaws) can be compared with paths in the jungle; it could be said that it is annoying thatone should go along these previously drawn paths, that they are inhibiting us, but if itwerent for those paths we would not be able to reach the other side or move inside thejungle. To live our lives immediately suggests that we use the paths and rules that aregiven to us and that we give ourselves. Imagine what might happen if every day whenwe woke up we had to invent the rules that might be useful for that day (from the mostelementary to the most complex)! Surely we would waste a lot of time (and we wouldn'tget anything done), and even moreso if we imagined that the next day we would have

to invent them all over again. Therefore, it is useful, good and very healthy to use therules or paths that are at our disposal. And this does not stop us from questioning somerules, as nothing guarantees that a path is always valid or that there are no alternativepaths.

On the other hand, human coexistence is not always harmonious or friendly.There are times when conflict arises. It also happens that there are persons who, byusing the freedom and the possibilities that coexistence offers, act for their own benefitor interest. They are people who want to impose their point of view and their lifestyle.Imagine, for example, a thief who steals money from a person, or a terrorist group thatwants to impose its criteria on the majority by using weapons and violence. This isprecisely why the existence of rules and laws is necessary, as they do not only attackthis selfish, unsupportive or violent behaviour, but also, and more importantly, theyguarantee everybody's freedom. This is precisely the function of law: to guaranteeeveryone's freedom. The lives of citizens cannot do without rules. We can call this thenormative dimension of civic responsibility.



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In Anger: Socrates

Socrates (470-399 B.C.) is one of the great Greek philosophers.He can be considered the father of philosophy. He did not onlyteach ideas and theories but also something that is much moreimportant: an attitude and a lifestyle. The most noteworthy elementof his philosophical approach is that he said that he did not teachanything, rather the only thing he did was help his audience drawout their own ideas from inside themselves, that is to say, hehelped them to think for themselves. That is why he said that hisjob was the same as his mother's, who was a midwife, as it had todo with giving birth, helping one to be born. This process of "givingbirth" to one's own ideas is called "maieutics".


The Death of Socrates.A man like Socrates, whohelped people to think, was seen as a danger bythe Athenian authorities; it was said that hecorrupted young people, and he was thereforecondemned to death. He did not agree with this,however he accepted the judgement (to drinkhemlock, a poison), in spite of the fact that hisfriends and pupils (among them his greatestdisciple, Plato) proposed ways for him to escapefrom jail. He preferred to comply with the law. Inthe next box we can understand Socratesarguments through a text by Plato.

If, while planning to escape from here, the laws and theresponsible parties of the Polis approached us and asked;Tell us, Socrates, what you are going to do? Is it true that withwhat you propose is to try and destroy us and the whole city asfar as you are concerned, or perhaps you consider it possiblethat it might still exist, that said city, in which the pronouncedsentences have no strength, does not collapse, but might losethe authority and be annihilated by other ones? Are we going tosay that the city was unfair with us and did not sentence justly?Should we say this or not?This, by Zeus, friend Socrates, is what Crito replied.

And what are we going to reply if the laws say: Socrates, is thisthe agreement stipulated between you and us? Did not you

promise to submit yourself to whichever sentence the city mightpronounce? () What are your complaints against the city andus? () Let's see, to start with: did we not give birth to you, asthanks to our mediation your father married your mother andengendered you? Or, do you have any reason to be angry aboutmarriage laws? And as for the laws related to the upbringing andeducation of children that you yourself enjoyed, perhaps theorders given to your father on how to instruct you were no good?Yes, they were, I would reply.Well then, if you were born, brought up and educated at ourmercy, can you maintain that you are not our son and slave, youand your ancestors? () Perhaps you are so wise that you donot see that the homeland is more worthy of respect than themother, father and all ancestors? What will we reply to this, Crito?

That the laws say the truth or not?That they say the truth.PLATO, Crito

ACTIVITIES:

- Look up more informationabout Socrates and hisdisciple Plato.- Look up in the dictionarythe terms maieutic andirony (the two Socraticmethods).- Why do you think thatSocrates asserted, I only

know that I know nothing?- How does Socrates arguethe need to comply withthe law?- Write down theexpressions from Plato'stext where the foundationof the authority of law iscaptured.- How can it be asrevolutionary to obey laws

as to infringe them?- When, perhaps, is itlegitimate to disobey a law?

J-L. DAVID, The Death of Socrates, 1787.

The Metropolitan Museum of Art, New York


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Contents

1. The Organisation of Freedom: Conflict and Cooperation

From Freedom to FreedomsIn the social organisation of human interaction, the Law plays an important role. When

Law is studied it is always divided into two parts, on one hand private law, which groups the

subjects related to citizens' private lives as well as family relationships, property, agreementsand the acquisition of citizenship. On the other hand, public law groups subjects related tocitizens' public life, such as participation in public activities, the election of individuals to publicoffice, the management of public assets and in general, the regulation of common activities.These two parts of the Law are only understood when there is a general reflection about themeaning of laws and justice, that is to say, when there is an ethical reflection that providesarguments on issuing the best laws, organising them in the best way within the different codesand applying them most justly. Within this overall reflection about general interests, the commongood or common standards, there is a central idea around which all the others revolve: theharmonising of individual freedom with the freedom of other individuals. Therefore, learningabout citizenship can be defined as learning about everybodys freedom, not only that of one

individual but of a group of individuals. Without this harmonising of freedoms there are onlyindividuals and no citizens.On top of this reflection on the freedom of all people, the Law distinguishes between

"freedom" in general and "freedoms". And it deals with "public freedoms" when analysing,regulating and encouraging the public dimension of personal freedom. For example, the firstthings that dictatorships and tyrannies do is annul the most basic "public freedoms", such asfreedom of conscience, thought, freedom of speech, the right to protest, and freedom ofassociation and participation. Exercising citizenship is to promote and defend these publicliberties, within the double meaning of the liberties of all people and the liberties of alldimensions of human life.

Regulating Conflict and Social CooperationThe interaction of liberties is carried out through a double movement, on the one handthrough disintegration, separation and confrontation, what we might call conflict dynamics. Onthe other hand, through the movement of integration, unification and cooperation, we have whatwe might call cooperation dynamics. Both movements have positive and negative aspects. TheLaw adopts these dynamics as regular so that higher standards of liberty, justice, equality andpluralism might be socially applied. The following table shows us this double possibility:


Positive aspects Negative aspects

Conflictdynamics

Cooperationdynamics

- Outrage and rebellion in the face of

unjust situations.- Individuality and critical capacities ofcitizens.- Social change and dynamism.

- Coordination of individual actions.- Integration of differences into commonprojects.- Achieving of common purposes andaims.

-Disorder and breaking of rules,

regulations and laws.- Sacrifice and heroic behaviour notconsidered by laws.- Personal suffering and pain caused byfighting and confrontation.

- Risk of the levelling out ofresponsibilities.- Complacency with mistakes.- Projects are always carried out ingroups.


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2. Authority, Legality and Legitimacy

From Power to Powers

Learning about citizenship does not only consist of learning about how politicalpower functions. Although it is necessary for us to analyse the close relationshipsbetween political power and citizenship, it is important that we extend the reflection on

citizenship to other spheres of power. In this way, citizenship is not only exercised in theface of political power but also in the face of any despotic, tyrannical or abusive showof power. It is important to extend the reflection on power to other fields of daily life, suchas the financial, professional, civil, family or educational aspects, where we oftenconfuse power with other qualities that are necessary for the organisation of theseactivities. This way, we can at least distinguish the following types of powers:

POWER-COERCION (force); capacity to make someone do something by force. POWER-CONTROL (power); capacity to convince without forcing someone's will. POWER-AUTHORITY (exemplary); capacity to convince by guiding someone's

will through example. POWER-LEGALITY (democracy); capacity to convince and make someonecomply with the laws, harmonising the liberty of all by seeking the common good.

From Authoritarianism to AuthorityIn closed societies, the greatest risk in terms of the use of power in all its guises

is authoritarianism, that is to say, to abuse the authority that one has. Sometimes, insports teams the behaviour of captains or coaches is authoritarian, they abuse thepower they are given or the trust deposited in them in order to promote their owninterests instead of general or common interests.

Active citizenship is one of the best ways of ending any sort of authoritarianbehaviour because it promotes the capacity to criticise, participation and jointresponsibility in the exercising of freedom. In fact, active citizenship helps us todistinguish, in all elements of life, between power (and its forms) and authority (and itsperverted form of authoritarianism).

Ways of Recognising Authority: Legality and LegitimacyEven though power and powers arise from the interaction of liberties, we, the

citizens do not accept just any sort of power or authority. We demand that powers andauthorities have an ethical, political and cultural foundation or basis. This basis or

foundation is called legitimacy. According to Max Weber, legality is one of the ways oflegitimising political power and it has become the most accepted way of breaking awayfrom all sorts of authoritarianism, thus promoting spaces for democratic citizenship.


TYPES OF LEGITIMACY FOR POLITICALPOWER ACCORDING TO MAX WEBER

Traditional legitimacy

Charismatic legitimacy

Legitimacy based on constitutional legality

Characterised by:

Tradition is the source or basis for power; doing things as theyhave always been done.

Personal charisma is the source or basis for power: because ofhis charisma or personal qualities.

The rule of law, laws or the constitution are the source or basisfor power: in line with the law.


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3. The Promotion of Justice: Rights and Responsibilities

The Law: Between Law and RightsLearning about citizenship is directly related to the learning of laws. This does

not mean that those who know all the laws by heart are better citizens than those whodo not know them. We mean that active participation in a social and politicalorganisation is supported by or based on (legitimised by) an ordered set of laws. This

systematised and ordered set of laws receives the name of Law. Unlike the socialhabits, customs or right or wrong forms of social behaviour, this is about written rules,structured and organized according to the subject they regulate. For example, thehighway or traffic code gathers in a written, structured and organised manner the lawsthat regulate driving. In the same way civil or criminal codes bring together the lawsthat regulate property or crimes against a person's life.

Law is also referred to in terms of the right to make a claim for a just cause, forexample when we say "I have the right to X, as if it says: it is justice that I am grantedX". In this sense, the term rights describes the pretensions of justice that people or

citizens claim before legally constituted authorities.

Justice: Between Responsibility and ResponsibilitiesLearning about citizenship is also directly related to learning about

responsibilities. In the same way that we cannot separate heads from tails on coins,neither can we separate rights from responsibilities. Any claim of a just cause entails aresponsibility exercised by the person who carries it out. If some neighbours demandsports facilities for their neighbourhood because they have the right, they have to do itin a responsible manner, that is to say, using the adequate methods, attending to thecorresponding institutions and, above all, taking joint responsibility for the claim. Thatis why we speak about responsibilities in plural, as, apart from legal responsibilities,there are others, which can be social, cultural or civil.


ACTIVITY: Good citizens or well-behaved citizens?

At the end of the 18th century the philosopher Immanuel Kant was posed animportant problem related to citizenship. What is the relationship between a good person anda good citizen? Is it necessary to be a good person (in moral terms) in order to be a goodcitizen (in legal terms)? Kant was so convinced about the value and importance of citizenship

that he asserted that even a town of intelligent devils would be interested in coexistenceamong citizens.Man is obliged to be a good citizen although he is not obliged to be a morally good

man. The establishing of a state has a solution, even for a town of devils, as surprising as itmight sound, whenever they are intelligent, and the problem can be formulated as follows:Organising a crowd of rational human beings who, for their conservation, jointly demanduniversal laws, even when each one tends internally to evade the law means establishing aown constitution so that, although their particular feelings are the opposite, they please both,so that the result of their public behaviour would be the same as if they did not have suchinclinations. (Kant, Perpetual Peace, Tecnos, Madrid).

- Do you agree with Kant? Can a good person be a bad citizen? Can a good citizen

be bad person? Find reasons for your answer.


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4. LEARNING CITIZENSHIP THROUGH COEXISTENCE AT SCHOOL

The Most Familiar Spaces for the Participation of CitizensBesides learning about rights and responsibilities, learning about citizenship is

learning about feelings. Even though they appear in writing in a code or document,rights and responsibilities are not part of a lesson of civic responsibility that we have tolearn by heart. They are part of a lesson of civic responsibility that has to be performed

during our daily lives and, above all, in those spaces where we usually exercise ourfreedom.We do not study the constitution or human rights in order to know them by heart,

rather we study them in order to be better citizens. This means that citizenship has avital and practical dimension that is a task, a training programme, and an exercise. Inthe same way as before playing a game or carrying out a sporting activity we have toperform warm-up exercises to be in shape and give the best of ourselves to the team,so we have to understand and train in the rights and responsibilities of our most familiarspaces.

The School: A Space with Rights and Responsibilities

In order to perform this warm-up it might be interesting to know the rules thatgovern coexistence in the schools to which we belong and in which we participate. Let'sremind ourselves of this dynamic of rights and responsibilities through the followingtable from which we have taken some articles:


ACTIVITIES:

1. Observe how the rules and regulations of your school are organised. Analyse thenumber of articles, titles and sections of these rules and regulations and observethe progression and development being used.

2. Read the rights and obligations that we give you here as an example throughly.Summarise them in your own words. What are the standards that are underlinedand defended?

De los derechos de los alumnos y alumnas

Art. 15. Derecho a una formacin integral.1. Todos los alumnos y las alumnas tienen derecho a

recibir una formacin integral que contribuya alpleno desarrollo de su personalidad.

2. Para hacer efectivo este derecho, la educacin delos alumnos y las alumnas incluir:

a) la formacin en valores y principios recogidos en la

normativa internacional, Constitucin Espaola y enlEstatut dAutonomia de la Comunitat Valenciana.b) La consecucin de hbitos intelectuales y sociales,

y estrategias de trabajo, as como de los necesariosconocimientos cientficos, tcnicos, humansticos,histricos y de uso de las tecnologas de lainformacin y de la comunicacin.

c) La formacin integral de la persona y elconocimiento de su entorno social y culturalinmediato y, en especial, de la lengua, historia,geografa, cultura y realidad de la sociedad actual[]

3. Los alumnos y las alumnas tienen derecho a que suspadres, madres, tutores o tutoras velen por su

formacin integral, colaborando para ello con lacomunidad educativa, especialmente en elcumplimiento de las normas de convivencia y de lasmedidas establecidas en los centros docentes parafavorecer el esfuerzo y el estudio.

De los deberes del alumnado

Art. 24. Deber de estudio y de asistencia a clase.1. El estudio es un deber bsico de los alumnos y las

alumnas, que comporta el desarrollo y aprovecha-miento de sus aptitudes personales y de losconocimientos que se impartan.

2. La finalidad del deber al estudio es que, por mediodel aprendizaje efectivo de las distintas materias que

componen los currculos, los alumnos y las alumnasadquieran una formacin integral que les permitaalcanzar el mximo rendimiento acadmico, el plenodesarrollo de su personalidad, la adquisicin dehbitos intelectuales y tcnicas de trabajo, la prepa-racin para participar en la vida social y cultural, y lacapacitacin para el ejercicio de actividades profe-sionales.

3. Este deber bsico, que requiere del esfuerzo, de ladisciplina y de la responsabilidad por parte de losalumnos y las alumnas, se concreta en las siguien-tes obligaciones:

a) actitud activa, participativa y atenta en clase,b) Participar en actividades formativas

c) Asistir con material y equipamiento necesariod) Realizar las tareas encomendadas por los profesores[]f) Respetar el ejercicio del derecho y el deber del estu-

dio de los dems []

Decreto 39/2008 del Consell de la Generalitat Valenciana


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Se precisa un estadista (o ms)

Zapatero o Rajoy? ste parece ser el nico dilema para las elecciones del 9 demarzo. En realidad, no creo que sea as. A casi treinta aos de la Constitucin hay algo nuevoa considerar. Vivimos un momento poltico muy especial. Precisamos un estadista al frente delGobierno. La razn es que la Constitucin se est empezando a desencuadernar y hay queinsuflar sobre ella renovado consenso. El edificio permanece slido, pero est agrietado en susconsensos bsicos: en el territorial desde hace tiempo y, ahora, en el religioso y otros.

El ttulo VIII, sobre las autonomas, est ya en la cuerda floja. Ibarretxe mantiene,terne, su referndum inamovible para el 25 de octubre de 2008, pase lo que pase. ETA -debilitada o no- sigue utilizando explosivos como argumentos. La Constitucin dice que sefundamenta en la "indisoluble unidad de la Nacin espaola". Pero ahora algunos prefierenconcebirse como pluralidad de naciones con "derecho a decidir" por s solas. Es esoconstitucional?

La cuestin religiosa estaba pacfica y ahora se remueve. La frmula de consensofue "libertad religiosa", "no confesionalidad" y respeto a las "creencias religiosas de la sociedadespaola", para cooperar con la Iglesia Catlica y dems confesiones. Pero algunos mantienenque estamos en un "Estado laico", que no es lo mismo. Qu dice la Constitucin? Lstima queel Constitucional est aquejado hoy de extraa enfermedad autoinmune, muy destructiva de

s mismo.De otro lado, Espaa ha cambiado mucho en treinta aos. Se han afirmado, pujantes,

nuevas generaciones. Se ha recibido fuerte inmigracin. El pas es ms plural y secular; conms libertad y nivel de renta, ms integrado en Europa y el mundo global. Es normal queconvenga una actualizacin de la Constitucin, no subrepticia, sino a las claras y sin trampas,con llamada explcita al poder constituyente, que somos todos. Pero este proceso no puedeconducirlo slo un lder de partido sino un autntico hombre de Estado.

Segn Disraeli, la diferencia entre un estadista y un poltico es que el primero piensaen las siguientes generaciones y el segundo slo en las prximas elecciones. El estadista tienevisin a largo plazo, conoce los datos de los problemas y resuelve de conformidad, consoluciones que perduran. En cambio, el poltico al uso se aferra al corto plazo, improvisa, toca

de odas, salta de arbitrismo en ocurrencia, hace salidas en falso y anda obsesionado porbailar el agua a los suyos.Y aqu surge la pregunta inquietante: son Zapatero o Rajoy genuinos estadistas?

No dir yo que no. Pero si lo fueren, lo disimularon hasta ahora admirablemente. Nadie dudahoy que Adolfo Surez o Felipe Gonzlez se comportaran como estadistas, al menos algntiempo. Surez pasa a la historia como hombre de Estado por culminar la transicin, con labatuta del Rey al fondo. Gonzlez fue -junto con otros- elemento esencial en los Pactos de laMoncloa y en la Constitucin. Su mrito mayor como estadista fue situarnos en Europa trascomprender los requisitos de la jugada, desde la liberalizacin de la economa al referndumsobre la OTAN ()

Por J. A. ORTEGA DAZ-AMBRONA, El Pas, Seccin TRIBUNA, 05/03/2008.


ACTIVITIES:

1. Look up the words you do not understand in the dictionary.2. List the main ideas of the article excerpt presented to you.3. If you have the chance to read it completely (you can find it on the Web), what conclusion

does the article reach?4. What is the difference between a statesman and a politician? List the differences.5. Expand on the information about the events and people mentioned in the text.


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Lets go to the Cinema: Elephant

School life has been shown on the big screen several times, most of them withoutsuccess or quality. The film "Elephant" shows the life of a school by paying special attention toits details. It follows the lives of young people and it seems that nothing happens. This schoolis, however, the famous Columbine High School (Colorado), where an appalling massacre tookplace in 1999 when two armed youngsters took the lives of 13 people (12 students and one

teacher) and wounded more than 20. Unlike the famous documentary by M. Moore, Bowlingfor Columbine, the director of this film (Gus Van Sant) stays away from any ideologicalarguments and shows, with amazing skill, the key to the roots of such violence.


THINK ABOUT...- If you watch the film, prepare a list of the characters that appear in it and describe them briefly:what they are like, what they do, how they are dressed, how they react.- What is the explanation that you think the film gives for the violent acts?- Do you think that something like this could happen in Spain? Why?- What do you think must be changed, proposed, so that a massacre like the one at Columbinemight never happen again?

- What can each one of us do, at school, in order to reduce the amount of violence in any form?

ORIGINAL TITLE ElephantYEAR 2003LENGTH 81 min.COUNTRY: United StatesDIRECTOR Gus Van SantSCREENPLAY Gus Van SantMUSIC Ludwig Van Beethoven

CINEMATOGRAPHY Harris SavidesCASTINGAlex Frost, Eric Deulen, John Robinson, EliasMcConnell, Jordan Taylor, Carrie Finklea, NicoleGeorge, Alicia Miles, Timothy Bottoms, Matt MalloyPRODUCER Meno Film Company / Blue Relief

WHAT IS IT ABOUT?Fictional recreation of the slaughter by two

teenagers, which took place at ColumbineHigh School. The film captures the daily lifeof the youngsters at the school. It is a filmshot half way between fiction anddocumentary, using a novel and surprisingnarrative strategy. The film does not try toexplain anything at all but it leaves a lot ofquestions in the air, questions that need tobe asked, and we need to try to answer afterwatching it.

IT MAKES US THINK ABOUT:- The lifestyle of American youngsters.

What about young people in Europe?- Values held by young people- The roots of violence- Human relationships in an institution likea school


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Looking Through Images: A Reflection onCitizenship

A. RODIN (1840-1917) is one of the greatest contemporarysculptors. He managed to harmonise tradition and creativity.In his works we can see the influence of great artists like

Michaelangelo and the creative impulse that made himquestion conventional forms.


This picture is one ofVELZQUEZ'S (1599-1660) most well-known. We find ourselveslooking at the work of one of the greatest painters in the history of art. He was a master oftechnique and expressiveness. This painting shows

the surrender of the Dutch before the Spanish army.It was an honourable surrender, and was recognizedas such by the Spanish army in that it allowed anencounter between both troops with their flags aloft.In spite of it being a war the act was filled withgentlemanliness, honour and civic responsibility.

Look Up Some Facts- Who was A. Rodin? Expand on the information.- If you look in art history books or on the Internet you will surely find more works by Rodin. Could youname one?- Rodin reflects in this sculpture what happened to six burghers in the city of Calais. They were sixcitizens that agreed to put themselves at risk in order to help other citizens. Look up for moreinformation about this story using the data we've already given you.Learn to Look

- Briefly describe all of the elements of the sculpture, and use the double perspective we bring with us.Take into account that it has to do with a group of people with different attitudes.- How could Rodin's work be characterised? (Based on this image and from others you may haveseen)Think About the Image- What do you think the sculptor wanted to express?- What is the value of having sculptures like this in the squares and streets of our cities?

Are they about homage or memory? Are they meeting places?

Look Up Some Facts-Who was D. Velzquez? Expand the

information.-Where is Breda located? Place it on a map.What was the relation of that area with Spain?- Look up for more information about Bredaand its surrender.Learn to Look- Briefly describe all the elements in thepicture.- What draws your attention in the picture?Think About the Image-What do you think Velzquez wanted to show?- Can a war, a battle be honourable and civil?When? Under what conditions?- What could be the meaning of the keys in thepicture?

FEELING AND THINKING WITHIMAGES- Which image, picture or drawing wouldyou use to represent your idea ofcitizenship?- Should you have to present anexhibition of paintings or sculpture on

the subject of Citizenship, to whichartists would you turn? What sort ofworks would you display?

THE BURGHERS OF CALAIS(1886, French Port of Calais)

THE SURRENDER OF BREDA (1635,Museo del Prado, Madrid)


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The World of Literature: On Weapons and Words(Cervantes)

M. de Cervantes, The Ingenious Nobleman Don Quixote de la Mancha, Chapter XXXVIII, whichdeals with the curious speech that Don Quixote made about weapons and letters.


FEELING AND THINKING WITH WORDS- Explain the meaning of the text. Look up thewords you don't understand or ask yourteacher.- It is a speech about weapons and words.Which of the two is Don Quixote (Cervantes) infavour of? Underline the arguments of bothsides.- Look for more arguments in favour of one orthe other. Considering that they are two verydifferent activities, how can they be combined?- How does G. Dor represent Don Quixote inthis engraving?

Llguese, pues, a todo esto, el da y la hora de recebir el grado de su ejercicio; llguese un da de batalla, que all le pondrn la borla en la

cabeza, hecha de hilas, para curarle algn balazo, que quiz le habr pasado las sienes, o le dejar estropeado de brazo o pierna. Y, cuandoesto no suceda, sino que el cielo piadoso le guarde y conserve sano y vivo, podr ser que se quede en la mesma pobreza que antes estaba,

y que sea menester que suceda uno y otro rencuentro, una y otra batalla, y que de todas salga vencedor, para medrar en algo; pero estos

milagros vense raras veces. Pero, decidme, seores, si habis mirado en ello: cun menos son los premiados por la guerra que los que

han perecido en ella? Sin duda, habis de responder que no tienen comparacin, ni se pueden reducir a cuenta los muertos, y que se podrn

contar los premiados vivos con tres letras de guarismo. Todo esto es al revs en los letrados; porque, de faldas, que no quiero decir de

mangas, todos tienen en qu entretenerse. As que, aunque es mayor el trabajo del soldado, es mucho menor el premio. Pero a esto se puede

responder que es ms fcil premiar a dos mil letrados que a treinta mil soldados, porque a aqullos se premian con darles oficios, que por

fuerza se han de dar a los de su profesin, y a estos no se pueden premiar sino con la mesma hacienda del seor a quien sirven; y esta

imposibilidad fortifica ms la razn que tengo. Pero dejemos esto aparte, que es laberinto de muy dificultosa salida, sino volvamos a la

preeminencia de las armas contra las letras, materia que hasta ahora est por averiguar, segn son las razones que cada una de su parte

alega. Y, entre las que he dicho, dicen las letras que sin ellas no se podran sustentar las armas, porque la guerra tambin tiene sus leyes y

est sujeta a ellas, y que las leyes caen debajo de lo que son letras y letrados. A esto responden las armas que las leyes no se podrn

sustentar sin ellas, porque con las armas se defienden las repblicas, se conservan los reinos, se guardan las ciudades, se aseguran los

caminos, se despejan los mares de corsarios; y, finalmente, si por ellas no fuese, las repblicas, los reinos, las monarquas, las ciudades,

los caminos de mar y tierra estaran sujetos al rigor y a la confusin que trae consigo la guerra el tiempo que dura y tiene licencia de usar desus previlegios y de sus fuerzas. Y es razn averiguada que aquello que ms cuesta se estima y debe de estimar en ms. Alcanzar alguno

a ser eminente en letras le cuesta tiempo, vigilias, hambre, desnudez, vaguidos de cabeza, indigestiones de estmago, y otras cosas a estas

adherentes, que, en parte, ya las tengo referidas; mas llegar uno por sus trminos a ser buen soldado le cuesta todo lo que a el estudiante,

en tanto mayor grado que no tiene comparacin, porque a cada paso est a pique de perder la vida. Y qu temor de necesidad y pobreza

puede llegar ni fatigar al estudiante, que llegue al que tiene un soldado, que, hallndose cercado en alguna fuerza, y estando de posta, o

guarda, en algn revelln o caballero, siente que los enemigos estn minando hacia la parte donde l est, y no puede apartarse de all por

ningn caso, ni huir el peligro que de tan cerca le amenaza? solo lo que puede hacer es dar noticia a su capitn de lo que pasa, para que lo

remedie con alguna contramina, y l estarse quedo, temiendo y esperando cundo improvisamente ha de subir a las nubes sin alas y bajar

al profundo sin su voluntad. Y si este parece pequeo peligro, veamos si le iguala o hace ventajas el de embestirse dos galeras por las proas

en mitad del mar espacioso, las cuales enclavijadas y trabadas, no le queda al soldado ms espacio del que concede dos pies de tabla del

espoln; y, con todo esto, viendo que tiene delante de s tantos ministros de la muerte que le amenazan cuantos caones de artillera se

asestan de la parte contraria, que no distan de su cuerpo una lanza, y viendo que al primer descuido de los pies ira a visitar los profundos

senos de Neptuno; y, con todo esto, con intrpido corazn, llevado de la honra que le incita, se pone a ser blanco de tanta arcabucera, y

procura pasar por tan estrecho paso al bajel contrario. Y lo que ms es de admirar: que apenas uno ha cado donde no se podr levantar

hasta la fin del mundo, cuando otro ocupa su mesmo lugar; y si este tambin cae en el mar, que como a enemigo le aguarda, otro y otro le

sucede, sin dar tiempo al tiempo de sus muertes: valenta y atrevimiento el mayor que se puede hallar en todos los trances de la guerra. Bienhayan aquellos benditos siglos que carecieron de la espantable furia de aquestos endemoniados instrumentos de la artillera, a cuyo inventor

tengo para m que en el infierno se le est dando el premio de su diablica invencin, con la cual dio causa que un infame y cobarde brazo

quite la vida a un valeroso caballero, y que, sin saber cmo o por dnde, en la mitad del coraje y bro que enciende y anima a los valientes

pechos, llega una desmandada bala, disparada de quien quiz huy y se espant del resplandor que hizo el fuego al disparar de la maldita

mquina, y corta y acaba en un instante los pensamientos y vida de quien la mereca gozar luengos siglos. Y as, considerando esto, estoy

por decir que en el alma me pesa de haber tomado este ejercicio de caballero andante en edad tan detestable como es esta en que ahora

vivimos; porque, aunque a m ningn peligro me pone miedo, todava me pone recelo pensar si la plvora y el estao me han de quitar la

ocasin de hacerme famoso y conocido por el valor de mi brazo y filos de mi espada, por todo lo descubierto de la tierra. Pero haga el cielo

lo que fuere servido, que tanto ser ms estimado, si salgo con lo que pretendo, cuanto a mayores peligros me he puesto que se pusieron

los caballeros andantes de los pasados siglos.

Todo este largo prembulo dijo don Quijote, en tanto que los dems cenaban, olvidndose de llevar bocado a la boca, puesto que algunas

veces le haba dicho Sancho Panza que cenase, que despus habra lugar para decir todo lo que quisiese. En los que escuchado le haban

sobrevino nueva lstima de ver que hombre que, al parecer, tena buen entendimiento y buen discurso en todas las cosas que trataba, le

hubiese perdido tan rematadamente, en tratndole de su negra y pizmienta caballera. El cura le dijo que tena mucha razn en todo cuanto

haba dicho en favor de las armas, y que l, aunque letrado y graduado, estaba de su mesmo parecer.

Don Quixote engraving by G. DOR


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Final and Summary Activities

1. The dictionary of a language gathers the diverse meanings of words. It'sa very useful analytical and reflective task to look up words in them, bothwords we do not know as well as those that are full of different meanings.We suggest you to look up two words that have frequently appeared in thisunit: right" and law.


- Did you know all the meanings of these terms?- Look up expressions or create sentences (and contexts) where these terms appear

with their different meanings.

2. Thoroughly read this text by H.G. Gadamer (1900-2002):

The authority of people does not have its ultimate foundation in asubmissive act and the abdication of reason, but in an act of knowledgeand recognition: it is recognised that the other is above another injudgement and perspective and that, consequently, his judgement ispreferential or has primacy with regard to one's own. Authority is notgranted; it is acquired, and has to be acquired if one wants to resort to it. Itrelies on recognition, and, consequently, on an action of reason itself, thatis, the acceptance of one's own limits, attributing to the other a moreaccurate perspective. Correctly understood, this meaning has nothing todo with the blind obedience of authority. (Gadamer, Truth and Method,Sgueme, Salamanca),

- What is authority? Where is a person's authority? Why is it positive?- To which distorted concept of "authority" is the text opposed?

3. Prepare an organisational chart of your school and analyse the obligations andresponsibilities of each one of the people, governing organs or representational bodies. Howis the head teacher chosen? How does the school council work? What are the responsibilitiesof the teachers' board or the student committee?

Right- Based on something, correct, reasonable;- Faculty of the human being to legitimatelydo things that lead to the vital goals;- Faculty of doing or requesting everythingthat the law or the authority establishes inour favour, or that the owner of something

allows us to do.

Law- Constant or invariable rule and regulationof things, arisen from the first cause or fromthe qualities and conditions of things.- Each one of the existing relations betweenthe different elements that are part of aphenomenon.

- Rule issued by a competent authority, inwhich something is allowed or forbidden inline with the legal system and for the good ofthe governed.- In the constitutional system, resolutionvoted by the Courts and sanctioned by theHead of State.


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Find Out and Take Part

The institutions in which we live, the ones that make our lives possible, set out ourrights and, also, our duties and obligations. Below, we have proposed a list of "institutions"that distribute rights and duties. What are the rights and duties they distribute? Find out whatyour rights and obligations are (taking into account that they are almost always written down,that is to say, they're "regulated").

Complete the following table:


Family

Sports centres

Library

Shopping Centres

Health clinics-hospital

Work spaces

RIGHTS OBLIGATIONS(RESPONSIBILITIES)

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