M.

CHKHEIDZE

UG BOOKS

KEY IDEAS

THE UNIVERSITY OF GEORGIA PRESS

Tbilisi
2016
M. CHKHEIDZE

KEY IDEAS

Tbilisi

2016
განკუთვნილია პროფესიულ–დარგობრივი ინგლისური ენის შემსწავლელი
სტუდენტებისათვის. სახელმძღვანელოში მოცემული პროფესიულ–დარგობრივი
ინგლისური ენის კომპეტენტური გამოყენების საფეხურისათვის შესაბამისი ენობრივი
მასალა და დავალებათა ტიპები ორიენტირებულია ეფექტური წერითი და ზეპირი
კომუნიკაციის უნარ-ჩვევების ფორმირებაზე.

რედაქტორი რ. გოცირიძე

დაიბეჭდა საქართველოში, თბილისში

გამომცემლობა „საქართველოს უნივერსიტეტი“

Copyright © The University of Georgia

საავტორო უფლებები დაცულია © 2016 გამომცემლობა „საქართველოს უნივერსიტეტი“

კოსტავას ქ. 77ა

თბილისი 0175, საქართველო

ISBN ?????
UNIT 1.WOULDN'T IT BE NICE IF WE LIVED IN A WORLD OF NON-VIOLENCE?

WAR IS NOT THE ANSWER

the word war means a state of open and usually decleard armed conflict between rival political or
social entites within the same state,and reason for this is territorial or political disputs.the war is
waged by merceneries paid by government.The word “war” means a state of open and usually
declared armed conflict between political entities such as sovereign states or between
rival(დაპირისპირებული) political or social factions within the same state. And reason for this
everything is political and territorial disputes.The Prussian military analyst Carl Von Clausewitz, in
his book On War, calls it “continuation of politics carried on by other means.” War is waged by
political entities, nations or, earlier, city states in order to resolve political or territorial disputes and
are carried out on the battlefield by armies comph rised of soldiers of the contending nations or by
mercenaries paid by a government to wage battle.

Throughout history, individuals, states, or political factions have gained sovereignty over regions
through the use of war.(...მოიპოვეს სუვერენიტეტი რეგიონებზე ომით).The history of one of the
earliest civilizations in the world - Mesopotamia - is a chronicle of nearly constant strife.

War grows naturally out of the tribe mentality. A tribe is a society tracing its origin back to a single
ancestor, who may be a real person, a mythical hero, or even a god: they usually view outsiders as
dangerous and conflict against them as normal. The tribe mentality results in a dichotomy of an “us”
vs. a “them” and engenders a latent fear of the “other” whose culture is at odds with, or at least
different from, one's own. This fear, coupled with a desire to expand, or protect, necessary resources,
often results in war. The possession of permanent territories to defend or conquer brought the need
for large-scale battle in which the losing army would be destroyed, the better to secure the disputed
territory.

War has been an important factor in creating states and empires throughout history and, equally so,
in destroying them.ომი მნიშვნელოვანი ფაქტორი იყო სახელმწიფოებისა და იმპერიების
შექმნაში და ასევე მათ განადგურებაშიც. Major advances(მნიშვნელოვანი მიღწევები) in science,
technology, and engineering is created have been brought about through necessity during times of
war. War spurs men to heroism and self- sacrifice.but there is no positive sideof war,because …The
increasing development of military tactics and geographical obstacles necessitated a corps of
engineers as a regular part of any army. The armies of Alexander the Great and of Rome are well
known for their use of engineers in warfare.

With advancements in technology, war has increasingly wreaked chaos and destruction upon the
lives and cities of combatants and non-combatants and, true to the origins of the name, has sown
confusion throughout time.
There is no doubt that war is an evil one. It is the greatest catastrophe that can befall
(დაემართოს)human beings. It brings death and destruction,(განადგურება) merciless slaughter
(მერსილეს სლადერ) (უმოწყალო ხოცვა) and butchery(ჯალათობა), disease (დისის) and
starvation,(დაავადება და შიმშილი) poverty and ruin. (სიღარიბე და განადგურება).One has only
to think of the havoc that was wrought in various countries not many years ago, in order to estimate
the destructive effects of war. A particularly disturbing side of modern wars is that they tend to
become global so that they may engulf(შთანთქვას) the entire world,that’s why war is
terrible,especially atomic war.There are, doubtless, people who consider war as something grand and
heroic and regard it as something that bring out the best man. But this does not in any way alter the
fact that war is a terrible dreadful calamity and this is especially true of an atomic war.

War is an evil, inescapable evil. A glance at the past history of the world will show war has been a
recurrent phenomenon (განმეორებადი მოვლენა) in the history of nations. No period in world
history has been free from the devastating effects of war. We have had wars of all types - wars lasting
for a year or so and a war lasting for hundred years. In this case,the talk about permanent,everlasting
prace is futile (fiudel).In view of this it seems futile(უშედეგო,უაზრო) to talk of permanent,
everlasting peace .or to make plans of the establishment of eternal peace. We have had advocates of
non-violence and the theory of the brotherhood of mankind. We have preachers of love and non-
violence, but weapons have always been used, military force has always been employed. Clashes of
arms have always occurred. War has indeed, been such a marked feature of every age and period.
This has come to be regarded as part of the normal life of nations.

After first world war,people thought that there would be no more war and and would live in peace,an
anti war organization was also created,which called league of nations,but,world war 2 could not have
been avoided,then people realized that peace is temporary.Poet and prophets have dreamt of a
millennium - an utopia in which war will not exist and eternal peace will reign on earth, but these
dreams have not been fulfilled. After the great war of 1914-18 some thought that there would be no
war for a long time to come and the institution called the League of Nations was founded as a
safeguard agent against the outbreak of war. The occurrence the Second World War however,
conclusively proved that to think of an unbroken peace’s to be unrealistic and that no institution or
assembly can ever ensure the presence of peace.

The fact is that, fighting is a natural instinct in peace. It is, indeed, too much to exact so many nations
to live in a state of eternal peace. Besides, there will always be wide differences of option between
various nations, different angle of looking at matters that have an international importance, radical
difference in policy and ideology and they cannot be settled by mere discussion so that resort to war
becomes very necessary in these cases.

It also appears that if peace were to continue for a long period, people would become sick of the
monotony of peace and seek war for change. Man is a highly dynamic creature and it seems that he
cannot remain contented merely with works of peace - cultivations of arts, development of modern
comforts, extension of knowledge etc. He wants something thrilling and full of excitement and he
fights in order to get an outlet for his accumulated energy. Some think that war has its good side - it
spurs men to heroism and self- sacrifice.but I do not agree with this view,because war is ggreatest evil
that has no winner. It is an incentive to scientific research and development. War is obviously an
escape form the lethargy of peace.

Wars break out for various reasons. There are exists wars between countries or nations and within
the nation. The war within the nation is generally known as a civil war which can occur as a result
of differences based on race, religion, socio-economic dissatisfaction (უკმაყოფილება) among others.
Whether wars are waged between countries (interstate) or inside the country between different
sections of the communities,in the end, the effects all of this are very damaging.

According to experts, the main reasons or factors that contribute to wars are human greed(სიხარბე)
for wealth and intolerance towards the other. The effects of war are both physical and psychological.
Human societies are deeply affected by wars as residential areas, public infrastructure, hospitals and
the very basis of human existence are destroyed. The Japanese only surrendered when the
unconventional weapons or better known as nuclear weapons were used on Hiroshima and Nagasaki
which took thousands of lives and exposed to radiation thousands of people. Thankfully, most
warring nations still use conventional weapons which do not inflict that kind of damage as nuclear
weapons.

Wars bring untold miseries as well as political and economic instability. People's lives and daily
existence come under threat.(ხალხის ცხოვრება დ აყოველდღიური არსებობა საფრთხის ქვეშაა)
It would be difficult to find jobs or live our normal day-to-day existence. People are displaced and
have to constantly move about for security. (მოსახლეობა გადაადგილდება და მუდმივად
მოძრაობა უწევთ უსაფრთხოებისთვის.)

Thus, humans must avoid wars at all cost. ამიტომ,ადამიანებმა ყველაფრის ფასად უნდა აირიდო
ნ ომები.The only way we can protect our lives and ensure stability in our country is to practice
tolerance and respect for each other. Or we too would become extinct like the dinosaurs!

Nowadays,even if there is a war in another country,it is easy to get information through tv and the
internet..We have got so used to the image of people being massacred, murdered, and killed in front
of our eyes that we see these events without the slightest remorse. But,unfortunetly,Children are
growing up with the fact that the best way to resolve a problem is to simply go to war. War and
violence are making our society crumbled.

After a governmental dispute, a change in ideas, or simple hatred towards nations, a war is engaged. It
starts off by sending innocent lives out to war, most of them not knowing that they are going to
sacrifice themselves for the cause of their government. Hundreds if not thousands of innocent people
would die each day due to the war. Sometimes life seems to be the cycle of never ending violence.
Wouldn't it be nice if we lived in a world of non-violence?

Some people assert that wars are necessary for security in the world. Some people claim that wars are
important to get their social freedom. It may be asserted that wars may be necessary for economic
benefits. Some people claim that wars can be very important opportunity to get economic benefits
such as resources and geopolitical position of countries. However, wars trigger economic depression.It
may be claimed that wars can be necessary for political gains, but wars create health problems. Some
people claim that causes about religion may lead governments to involve in wars. However, no
religion wants people to die. Finally, some claim that wars are necessary to improve technology with
competition, but competition becomes over humanity. Some claim that war speeds up technology. It
is also asserted that wars result in important developments because people want to win any war, so
they must improve their science. However, wars are very harmful for science and technology because

In conclusion, wars are not necessary because it is devastating for both side and it has no winner,now
it is better to fight with brains and not with weapons.“Dead or alive” militarism has the advantage of
being simple, but it has the notable downside of making the world a more dangerous place.

they destroy them at the same time.

Let’s to take a deeper look at the direction we choose in this time of global conflict, endless wars and
political abuse around the world. We can all work to create a culture of peace and challenge the
values that dehumanize and destroy life. We rely too much on war for our economic wellbeing, and
we need to seek and use other solutions to solve international problems that plague our world. Jim
Wallis, a tireless advocate for peace and justice reminds us to think of the human cost of war, not
only in an economic sense, but also in terms of human lives lost or left totally disabled as a result of
the violence. Many are asking today, “How can we spend so much on destruction of human life
when over one billion people are hungry worldwide?” We are close to spiritual bankruptcy. We need
to use our energy and resources to work for peace, justice and human dignity. Martin Luther King has
often reminded us that every dollar spent on war is stolen from the people who need it the most, who
are trying to get the basic necessities of life for themselves and their children. War is not the answer.
It only leaves a legacy of more violence, destruction of human life and needed resources for people to
survive. Violence only begets more violence. People in the areas where violence abounds can be
taught other ways to solve conflicts. How can the hope in a broken and divided world be restored?

We should try to develop a dream that can be shared with people of all ages – to create a world
without nuclear weapons or other weapons of mass destruction. We should believe that another
world is possible and no effort is too small to make a difference. We need to make our voices heard,
loud and clear, and continue to work for the sake of the safety and security of the whole human race.
Let’s speak out boldly against any use of nuclear energy and to divert the trillions of dollars used on
nuclear development to human development and meeting basic human needs. Let us begin today!
COMMENT ON THE FOLLOWING QUOTATIONS:

 Weapons are like money; no one knows the meaning of enough. Martin Amis
 If you live long enough, you'll see that every victory turns into a defeat. Simone de Beauvoir
 If we justify war, it is because all peoples always justify the traits of which they find
themselves possessed, not because war will bear an objective examination of its merits. Ruth
Benedict
 All war represents a failure of diplomacy. Tony Benn
 Anyone who has ever looked into the glazed eyes of a soldier dying on the battlefield will
think hard before starting a war. Otto von Bismarck
 One must change one's tactics every ten years if one wishes to maintain one's superiority.
Napoleon Bonaparte
 War is like love, it always finds a way. Bertolt Brecht
 War may sometimes be a necessary evil. But no matter how necessary, it is always an evil,
never a good. We will not learn how to live together in peace by killing each other's children.
Jimmy Carter
 The sinews of war, a limitless supply of money. Marcus Tullius Cicero
 It is far easier to make war than to make peace. Georges Clemenceau
 Wars have never hurt anybody except the people who die. Salvador Dali
 The pioneers of a warless world are the young men and women who refuse military service.
Albert Einstein
 I do not know with what weapons World War 3 will be fought, but World War 4 will be
fought with sticks and stones. Albert Einstein
 War is not a life: it is a situation, one which may neither be ignored nor accepted. Eliot
 War is delightful to those who have had no experience of it. Desiderius Erasmus
 Morality is contraband in war. Mahatma Gandhi
 No country without an atom bomb could properly consider itself independent. Charles De
Gaulle
 I don't know a greater advantage, than to appreciate the worth of an enemy. Johann von
Goethe
 War is hell and all that, but it has a good deal to recommend it. It wipes out all the small
nuisances of peace-time. Ian Hay
 Those who are at war with others are not at peace with themselves. William Hazlitt
 Forces, and fraud, are in war the two cardinal virtues. Thomas Hobbes
 In peace, as a wise man, he should make suitable preparation for war. Horace
  War seems to be one of the most salutary phenomena for the culture of human nature; and it
is not without regret that I see it disappearing more and more from the scene. Karl Wilhelm
Von Humboldt
 A democracy which makes or even effectively prepares for modern, scientific war must
necessarily cease to be democratic. No country can be really well prepared for modern war
unless it is governed by a tyrant, at the head of a highly trained and perfectly obedient
bureaucracy. Aldous Huxley
 War: first, one hopes to win; then one expects the enemy to lose; then, one is satisfied that he
too is suffering; in the end, one is surprised that everyone has lost. Karl Kraus
 In war there is no substitute for victory. General Douglas MacArthur
 There is no avoiding war; it can only be postponed to the advantage of others. Niccolo
Machiavelli
 The emotional security and political stability in this country entitle us to be a nuclear power.
Sir Ronald Mason
 Men are at war with each other because each man is at war with himself. Francis Meehan
 War is the supreme drama of a completely mechanized society. Lewis Mumford
 There is hardly such a thing as a war in which it makes no difference who wins. Nearly
always one side stands more or less for progress, the other side more or less for reaction.
George Orwell
 The real trouble with war (modern war) is that it gives no one a chance to kill the right
people. Ezra Pound
 Wars are made to make debt. Ezra Pound
 You can no more win a war than you can win an earthquake. Jeannette Rankin
 War is a contagion. Franklin D. Roosevelt
 War does not determine who is right - only who is left. Bertrand Russell
 The purpose of fighting is to win. There is no possible victory in defense. The sword is more
important than the shield and skill is more important than either. The final weapon is the
brain. All else is supplemental. John Steinbeck
 The supreme art of war is to subdue the enemy without fighting. Sun-Tzu
 The military don't start wars. Politicians start wars. William Westmoreland
 War is fear cloaked in courage. William Westmoreland

A CALL TO WELCOME PEACE AND DIVERSITY

What are some of the ways that groups can be engaged in creating a just, peaceful and inclusive
society?
The first and most important thing is to reflect on the meaning of peace. Each has something to offer
to make peace a reality in our time and place.

Educators have an important role in working for peace. Ban Ki Moon, Secretary General of the
United Nations, said: “It is not enough to teach children to read, write and converse. We must teach
them to have respect for themselves, for others and for the world in which we live .” Children need to
learn by they techers ways to be respectful to each other wherever they are. They can create posters
and share their plans for peace-making. Reach out across lines of color, class and creed and
demonstrate that peace is possible. Teach children ways to be civil and respectful in their
relationships. Plan activities to learn about and share their efforts at peace-making. Plan a celebration
to share how they are working for peace and harmony”. This is the work of a lifetime.

Mahatma Gandhi once said that “We must be the change we want to see happen.” Margaret Mead
once reminded us, “Never doubt that a small group of committed, thoughtful people can change the
world. How can we resist a culture of growing violence at every level of society? All of us need to
confront continuing and expanding poverty, dependency, hostility towards immigrants and refugees.
All of us need to look at the underlying causes of violence. Let’s bring peace to our relationships, our
nation and our world. Let’s think of the common good.

All kinds of violence plague many communities, leaving some people wallowing in darkness and
despair. The solution belongs to the entire community. Each one of us, regardless of age, condition,
class, culture or religious affiliation must be part of the solution.

We should realize that wars begin in the minds and hearts of people. We should replace violence
with a culture of justice (სამართლიანობა)and peace. People should band together and use their
energy and imagination to create a more peaceful world. It is in the same place that the defense of
peace must be constructed. The peace we build must be built on a secure foundation, not just on
political and economic arrangements, but upon an intellectual and moral solidarity with all of
mankind. We should promote mutual understanding while working to eliminate discrimination,
intolerance and violence. We should learn to live together by fully participating in the infinite wealth
of the cultures of the world and by averting the fear reflex when confronted with “otherness.” We
should rethink the values of cultural diversity and bridge cultural and religious barriers as well as
break stereotypes. We need to learn from people of other cultures and respect and use their gifts in
our communities. We should also rethink our relationship to the economy, to society, and the
environment, because the future challenges of humankind require collective response. This kind of
solidarity can result in a culture of peace and non-violence.

We must believe peace is possible and continue the peace-making endeavor in all its forms. Involve
the whole community in coming up with solutions. Think of a pebble cast into the water. It will
create ripples. Each ripple joined with others can create a force for good and made a big difference.
We need to face and forgive the wrongs of the past. It will take time and patience but it can be
accomplished. We must realize that prejudice and intolerance are outright wrong and must be
eradicated. When we see diversity denied, we can get enough courage to point it out to those who are
involved. When we see so many struggling with injustice, intolerance, pain, poverty and more, we
cannot turn away.

Today, many people are asking about the meaning and importance of compassion in our lives. We
should help the victims of injustice to stand tall, with courage and hope. In our global village we are
faced every day with countless needs that cry out to be addressed.

What does compassion mean? It is a virtue that is badly needed in today’s world that values
competition and power and greed over compassion. Literally it means to suffer with, to be with
people when and where they suffer and to willingly enter into their struggle, weakness and pain. It is
a call to be with people in their cry for help and to enable them to articulate what would be helpful
to them. We get in touch with our own vulnerability as we touch the pain of others.

We should replace violence with a culture of justice and peace. People should band together and use
their energy and imagination to create a more peaceful world.

How can we eradicate violence? There is no one simple solution to this problem. We need to look
deep below the surface and address the causes of violence, and then name some solutions. Some of
the causes may be economic, a search for power, greed, unresolved conflicts, revenge, anger and fear,
failure to accomplish one’s dreams.

Where do we begin? Let’s imagine a world without violence and then start to put it into practice.
Many of the solutions we hear about are not new; they need to be consistently practiced with
diligence. Let’s speak out against injustice wherever we find it. There can be room for healthy discord
and discover and practice effective ways of dealing with anger, hatred, revenge, or racist attitudes.

COMMENT ON THE FOLLOWING QUOTATIONS:

 There is no way to peace; peace is the way. – Mahatma Gandhi

 Bullets cannot be recalled. They cannot be uninvented. But they can be taken out of the gun.
Martin Amis
 If the history of the past fifty years teaches us anything, it is that peace does not follow
disarmament -- disarmament follows peace. Bernard Baruch
 Peace, in international affairs, is a period of cheating between two periods of fighting.
Ambrose Bierce
 One cannot subdue a man by holding back his hands. Lasting peace comes not from force.
David Borenstein
 When you're finally up on the moon, looking back at the earth, all these differences and
nationalistic traits are pretty well going to blend and you're going to get a concept that maybe
this is really one world and why the hell can't we learn to live together like decent people?
Frank Borman
 We've learned how to destroy, but not to create; how to waste, but not to build; how to kill
men, but not how to save them; how to die, but seldom how to live. Omar Bradley
 Why can't peace be a single overriding common purpose: why do we wait for a crisis to pull
us together? Let's pull together for peace. Rita Mae Brown
 I prefer the most unfair peace to the most righteous war. Marcus Tullius Cicero
 Peace is produced by war. Pierre Corneille
 There hasn't been peace on earth because people can’t seem to figure out that the real enemy
is the people manipulating world events from behind the scenes for their own selfish
interests. James Dye
 Every kind of peaceful cooperation among men is primarily based on mutual trust and only
secondarily on institutions such as courts of justice and police. Albert Einstein
 We seek peace, knowing that peace is the climate of freedom. Dwight D Eisenhower
 Peace and justice are two sides of the same coin. Dwight D Eisenhower
 Though force can protect in emergency, only justice, fairness, consideration and cooperation
can finally lead men to the dawn of eternal peace. Dwight D Eisenhower
 Peace cannot be achieved through violence; it can only be attained through understanding.
Ralph Waldo Emerson
 Peace has its victories, but it takes brave men and women to win them. Ralph Waldo
Emerson
 Nothing can bring you peace but yourself; nothing, but the triumph of principles. Ralph
Waldo Emerson
 There never was a good war or a bad peace. Benjamin Franklin
 Peace is not something you wish for; it’s something you make, Something you do, Something
you are, And something you give away. Robert Fulghum
 It is easier to lead men to combat, stirring up their passion, than to restrain them and direct
them toward the patient labors of peace. Andre Gide
 The pursuit of peace and progress cannot end in a few years in either victory or defeat. The
pursuit of peace and progress, with its trials and its errors, its successes and its setbacks, can
never be relaxed and never abandoned. Dag Hammarskjold
 War grows out of the desire of the individual to gain advantage at the expense of his fellow
men. Napoleon Hill
 Yes, we love peace, but we are not willing to take wounds for it, as we are for war. John
Andrew Holmes
 Peace has its victories no less than war, but it doesn't have as many monuments to unveil. Kin
Hubbard
 The pursuit of peace resembles the building of a great cathedral. It is the work of a
generation. In concept it requires a master-architect; in execution, the labors of many. Hubert
Humphrey
 Peace is a journey of a thousand miles and it must be taken one step at a time. Lyndon B.
Johnson
 It is an unfortunate fact that we can secure peace only by preparing for war. John Fitzgerald
Kennedy
 Peace is a daily, a weekly, a monthly process, gradually changing opinions, slowly eroding old
barriers, quietly building new structures. John Fitzgerald Kennedy
 World peace, like community peace, does not require that each man love his neighbor -- it
requires only that they live together with mutual tolerance, submitting their disputes to a just
and peaceful settlement. John Fitzgerald Kennedy
 Yes, we are all different. Different customs, different foods, different mannerisms, different
languages, but not so different that we cannot get along with one another. If we will disagree
without being disagreeable. J. Martin Kohe
 You either get tired fighting for peace, or you die. John Lennon
 Imagine all the people living life in peace. You may say I'm a dreamer, but I'm not the only
one. I hope someday you'll join us, and the world will be as one. John Lennon
 Force is all-conquering, but its victories are short-lived. Abraham Lincoln
 One can always win a war, but how does one conquer peace? Michael Holmboe Meyer
 Peace has her victories which are no less renowned than war. John Milton
 Peace is not a relationship of nations. It is a condition of mind brought about by a serenity of
soul. Peace is not merely the absence of war. It is also a state of mind. Lasting peace can come
only to peaceful people. Jawaharlal Nehru
 The world cannot continue to wage war like physical giants and to seek peace like intellectual
pygmies. Basil O'Connor
 One little person, giving all of her time to peace, makes news. Many people, giving some of
their time, can make history. Peace Pilgrim
 You may either win your peace or buy it: win it, by resistance to evil; buy it, by compromise
with evil. John Ruskin
 It is difficult for intellect, technology, and peace to coexist. Not because peace is static where
the other two require constant stimulation. Peace can embrace change. It is because we live
in a world where intellect and technology compete for power. And peace does not allow for
inequality or competition. Andrea Scholer
 Peace is the one condition of survival in this nuclear age. Adlai Stevenson
 We can best help you to prevent war not by repeating your words and following your
methods but by finding new words and creating new methods. Virginia Woolf
 ROLE PLAYING

DISCUSSION LEADER

The discussion leader’s job is to …

 read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
 guide the discussion and keep it going.

SUMMARIZER

The summarizer’s job is to …

 read the text and make notes about the ideas.

 find the key points that everyone must know to understand and remember the text.
 retell the text in a short summary in your own words.
 talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

WORD MASTER

The word master’s job is to …

 read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
 explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.
Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:
 repeated often;
 used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________
MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON

The passage person’s job is to …

 read the text, and find important, interesting, or difficult passages;

 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.
You might choose a passage to discuss because it is:

*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

continuation of politics carried on by other means

_____________________________________________________________________________________
__________________________________________________________________________________
a chronicle of nearly constant strife
_____________________________________________________________________________________
_________________________________________________________________________________
a society tracing its origin back to a single ancestor
_____________________________________________________________________________________
______________________________________________________________________________
grow naturally out of the tribe mentality
_____________________________________________________________________________________
____________________________________________________________________________________
result in a dichotomy of an “us” vs. a “them”
_____________________________________________________________________________________
___________________________________________________________________________________
engenders a latent fear of the “other”
_____________________________________________________________________________________
___________________________________________________________________________________
wreak chaos and destruction upon the lives
_____________________________________________________________________________________
___________________________________________________________________________________
merciless slaughter and butchery
_____________________________________________________________________________________
___________________________________________________________________________________
engulf the entire world
_____________________________________________________________________________________
___________________________________________________________________________________
a recurrent phenomenon in the history of nations
_____________________________________________________________________________________
___________________________________________________________________________________
different angle of looking at matters
_____________________________________________________________________________________
___________________________________________________________________________________
become sick of the monotony of peace and seek war for change
_____________________________________________________________________________________
___________________________________________________________________________________
extension of knowledge
_____________________________________________________________________________________
___________________________________________________________________________________
spur men to heroism and self- sacrifice
_____________________________________________________________________________________
___________________________________________________________________________________
an incentive to scientific research and development
_____________________________________________________________________________________
___________________________________________________________________________________
an escape form the lethargy of peace
_____________________________________________________________________________________
___________________________________________________________________________________
factors that contribute to wars
_____________________________________________________________________________________
___________________________________________________________________________________
human greed for wealth and intolerance towards the other
_____________________________________________________________________________________
___________________________________________________________________________________
expose to radiation
_____________________________________________________________________________________
___________________________________________________________________________________
inflict damage
_____________________________________________________________________________________
___________________________________________________________________________________
bring untold miseries as well as political and economic instability
_____________________________________________________________________________________
___________________________________________________________________________________
start off by sending innocent lives out to war
_____________________________________________________________________________________
___________________________________________________________________________________
have the notable downside of making the world a more dangerous place
_____________________________________________________________________________________
___________________________________________________________________________________
values that dehumanize and destroy life
_____________________________________________________________________________________
___________________________________________________________________________________
human cost of war
_____________________________________________________________________________________
___________________________________________________________________________________
spiritual bankruptcy
_____________________________________________________________________________________
___________________________________________________________________________________
get basic necessities of life
_____________________________________________________________________________________
___________________________________________________________________________________
leave a legacy of more violence
_____________________________________________________________________________________
___________________________________________________________________________________
areas where violence abounds
_____________________________________________________________________________________
___________________________________________________________________________________
restore the hope in a broken and divided world
_____________________________________________________________________________________
___________________________________________________________________________________
make peace a reality
_____________________________________________________________________________________
___________________________________________________________________________________
reach out across lines of color, class and creed
_____________________________________________________________________________________
___________________________________________________________________________________
continuing and expanding poverty, dependency, hostility towards immigrants and refugees
_____________________________________________________________________________________
___________________________________________________________________________________
eliminate discrimination, intolerance and violence
_____________________________________________________________________________________
___________________________________________________________________________________
bridge cultural and religious barriers
_____________________________________________________________________________________
___________________________________________________________________________________
continue the peace-making endeavor
_____________________________________________________________________________________
___________________________________________________________________________________
come up with solutions
_____________________________________________________________________________________
___________________________________________________________________________________
face and forgive the wrongs of the past
_____________________________________________________________________________________
___________________________________________________________________________________
prejudice and intolerance
_____________________________________________________________________________________
___________________________________________________________________________________
replace violence with a culture of justice and peace
_____________________________________________________________________________________
___________________________________________________________________________________
room for healthy discord
_____________________________________________________________________________________
___________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.

 _________________________________

1. War grows naturally out of the tribe mentality. The tribe mentality results in a dichotomy of
an “us” vs. a “them” and engenders a latent fear of the “other” whose culture is at odds with,
or at least different from, one's own. This fear, coupled with a desire to expand, or protect,
necessary resources, often results in war. The possession of permanent territories to defend or
conquer brought the need for large-scale battle in which the losing army would be destroyed,
the better to secure the disputed territory.

 __________________________________

2. War has been an important factor in creating states and empires throughout history and,
equally so, in destroying them. Major advances in science, technology, and engineering have
been brought about through necessity during times of war. The increasing development of
military tactics and geographical obstacles necessitated a corps of engineers as a regular part of
any army. The armies of Alexander the Great and of Rome are well known for their use of
engineers in warfare.
  __________________________________

3. Fighting is a natural instinct in peace. It is, indeed, too much to exact so many nations to live
in a state of eternal peace. Besides, there will always be wide differences of option between
various nations, different angle of looking at matters that have an international importance,
radical difference in policy and ideology and they cannot be settled by mere discussion so that
resort to war becomes very necessary in these cases.

 __________________________________

4. It also appears that if peace were to continue for a long period, people would become sick of
the monotony of peace and seek war for change. Man is a highly dynamic creature and it
seems that he cannot remain contented merely with works of peace - cultivations of arts,
development of modern comforts, extension of knowledge etc. He wants something thrilling
and full of excitement and he fights in order to get an outlet for his accumulated energy.

UNIT 2. SOCIETY AND INDIVIDUAL

SOCIAL ORDER OF THE STATE AND THE LIBERTY OF THE INDIVIDUAL

Ever since man first created societies there has been a dilemma between the social order of the state
and the liberty of the individual. In nature man is completely free, acting without fear of legal or
moral consequence in acquiring whatever he desires.but,laws are created to protect the freedom of all
individuals.that is why it is impossible for man to have absolute liberty in society where social order
rules. In societies such behavior would lead to chaos as individuals warred(ვორდ,ბრძოლა
ერთმანეთის წინააღდმეგ) against one another, with the consequence of the stronger benefiting at
the expense of the weaker regardless of concepts of fairness or justice. Laws are enacted and enforced
by the state to ensure that no individual’s desires impose upon the liberties of another. The nature of
man is to desire absolute liberty but societies must impose order to keep such desires from robbing
other individuals of their right to liberty. Thus, a social contract is engaged in where a certain
measure of liberty is sacrificed for a certain measure of protection of other liberties. Just for this
reason, it is impossible for man to have absolute liberty in society where social order rules.

The Ancient Greeks experimented with various forms of social order. Aristotle’s view of liberty was a
concept that encompassed both the ability to rule and the willingness to be ruled. According to
Aristotle, liberty means equality for all individuals i.e. each should have access to the opportunity to
rule. Liberty was considered living as one so chooses, but within this harmony with the social order.

There are a differences the relationship between society and the individual. Individuals rights are
restricted in society,they are not free to satisfy their desires because they have to obey the rules of
society,so they have to choose between their responsibilities and desires,that’s why there is tension
between them.but, Greater public order lowers crime. The mentioned theme indicates the tension
between the rights and needs of the individual for full expression against the desire on the part of the
community for order and discipline. Society and the individual are often at odds in fiction, and
different writers will see that it is right either for the individual to accede to the norms of society or
for the individual to rebel against these norms as an imposition. Life throws the individual into the
moral dilemma of adherence to duty or election of free will to avoid it. We see that a majority of the
individuals in combat elect to follow duty as opposed to free will.

American people struggle to synthesize autonomy of the individual with fitting into society. Despite
individualism being a fundamental ideal of American society, the "diffuse and anonymous authority
of democracy" may not always favor the autonomy of the individual” (Reismann). Deviant behavior
refers to behavior that does not conform to norms, does not meet with the expectations of a group or
of society as a whole. Every institution that is of benefit to society also poses risks to society including
the risk that innocent victims will die.

Greater public order lowers crime but limits individual rights. Laws concentrating on individual
rights tend to create public disorder and high fear of crime. Oliver Wendell Holmes’ formulation of
liberty is that "each individual should have the maximum liberty consistent with the equal liberty of
all other individuals".

Those who support the primacy of individual rights over the maintenance of order argue that the
protection of society comes mainly through recognition of the rights of the individual.

Georg Simmel believed that individuals were shaped by their position and role in society. Each of the
elementary selves that compose society reflect the unity and structure of the processes that
individuals undertake, meaning that the structure of a complete individual is a crystal clear reflection
of the structure of a complete society.

The normative value which has shaped American society dating back to the colonial era is
individualism coupled with the requirement that Americans must make something of themselves
through work and through their contributions to society.

MAN AND SOCIETY

By A. Spirkin

The problem of man cannot be solved scientifically without a clear statement of the relationship
between man and society, as seen in the primary collectivity—the family, the play or instruction
group, the production team and other types of formal or informal collectivity. In the family the
individual abandons (ტოვებს)some of his specific features (მახასიათებლები,fიჩერს)to become a
member of the whole. The life of the family is related(დაკავშირებულია) to the
division(დაყოფასთან) of labor according to sex and age, the carrying on of husbandry,
(მეცხოველეობა)the upbringing of the children and also various moral, legal and psychological
relationships. The family is a crucial(გადამწყვეტი) instrument for the development of personality.

In family the child first becomes involved in social life, absorbs its values and standards of behavior,
its ways of thought, language and certain value orientations. It is this primary group that bears
(ატარებს)the major responsibility to society. Through the group the child, as he grows older, enters
society. It is essential that a person should feel himself part of a group at his own wish, and that the
group should voluntarily accept him, take in his personality. A group generates public opinion, it
sharpens and polishes the mind and shapes the character and will. Through the group a person rises
to the level of a personality, a conscious subject of historical creativity. The group is the first shaper of
the personality, and the group itself is shaped by society.

The individual is a link in the chain of the generations. His affairs are regulated not only by himself,
but also by the social standards, by the collective reason or mind. The true token of individuality is
the degree to which a certain individual in certain specific historical conditions has absorbed the
essence of the society in which he lives.

Consider, for instance, the following historical fact. Who or what would Napoleon Bonaparte have
been if there had been no French Revolution? It is difficult or perhaps even impossible to answer this
question. But one thing is obvious — he would never have become a great general and certainly not
an emperor. He himself was well aware of his debt and in his declining years said: "My son cannot
replace me. I could not replace myself. I am the creature of circumstances." It has long been
acknowledged that great epochs give birth to great men. What tribunes of the people were lifted by
the tide of events of the French Revolution— Mirabeau, Marat, Robespierre, Danton.

It is sometimes said that society carries the individual as a river carries a boat. This is a pleasant
simile, but not exact. An individual does not float with the river - he is the flowing river itself.
(ინდივიდი მსინარესთან არ ცურავს,ის თავად არის მღელვარე მდინარე) The events of social
life do not come about by themselves; they are made. The great and small paths of the laws of history
are blazed by human effort and often at the expense of human blood. The laws of history are not
charted in advance by superhuman forces - they are made by people, who then submit to their
authority as something that is above the individual.
The key to the mysteries of human nature is to be found in society. Society is the human being in his
social relations, and every human being is an individual embodiment of social relations, a product not
only of the existing social system but of all world history. He absorbs what has been accumulated by
the centuries and passed on through traditions. Modern man carries within himself all the ages of
history and all his own individual ages as well. His personality is a concentration of various strata of
culture. Modern man is influenced not only by modern mass media, but also by the writings of all
times and every nation. He is the living memory of history, the focus of all the wealth of knowledge,
abilities, skills, and wisdom that have been amassed through the ages.

Man is a kind of super-dense living atom in the system of social reality. He is a concentration of the
actively creative principle in this system. Through myriads of visible and invisible impulses the fruit
of people's creative thought in the past continues to nourish him and, through him, contemporary
culture.

Sometimes the relation between man and society is interpreted in such a way that the latter seems to
be something that goes on around a person, something in which he is immersed. But this is a
fundamentally wrong approach. Society does, of course, exist outside the individual as a kind of social
environment in the form of a historically shaped system of relations with rich material and spiritual
culture that is independent of his will and consciousness. The individual floats in this environment all
his life. But society also exists in the individual himself and could not exist at all, apart from the real
activity of its members. History in itself does nothing. Society possesses no wealth whatever. It fights
no battles. It grows no grain. It produces no tools for making things or weapons for destroying them.
It is not society as such but man who does all this, who possesses it, who creates everything and fights
for everything. Society is not some impersonal being that uses the individual as a means of achieving
its aims. All world history is nothing but the daily activity of individuals pursuing their aims. Here
we are talking not about the actions of individuals who are isolated and concerned only with
themselves, but about the actions of the masses, the deeds of historical personalities and peoples. An
individual developing within the framework of a social system has both certain dependence on the
whole system of social standards and autonomy that is an absolutely necessary precondition for the
life and development of the system. The measure of this personal autonomy is historically
conditioned and depends on the character of the social system itself. Exceptional rigidity in a social
system makes it impossible or extremely difficult for individual innovations in the form of creative
activity in various spheres of life to take place, and this inevitably leads to stagnation.

Let’s return once again to the simile of the river! The history of humankind is like a great river
bearing its waters into the ocean of the past. What is past in life does not become something that has
never been. No matter how far we go from the past, it still lives to some extent in us and with us.
From the very beginning, the character of the man-society relationship changed substantially in
accordance with the flow of historical time. The relationship between the individual and a primitive
horde was one thing. Brute force was supreme and instincts were only slightly controlled, although
even then there were glimpses of moral standards of cooperation without which any survival, let
alone development, would have been impossible. In tribal conditions people were closely bound by
ties of blood. At that time there were no legal relationships. Not the individual but the tribe, the
genus, was the law-giver. The interests of the individual were syncretized with those of the
commune. In the horde and in tribal society there were leaders who had come to the force by their
resourcefulness, brains, agility, strength of will, and so on. Labor functions were divided on the basis
of age and sex, as were the forms of social and other activity. With the development of the “socium”
an increasing differentiation of social functions takes place. People acquire private personal rights and
duties, personal names, and a constantly growing measure of personal responsibility. The individual
gradually becomes a personality, and his relations with society acquire an increasingly complex
character. When the society based on law and the state first arose, people were sharply divided
between masters and slaves, rulers and ruled. Slave society with its private property set people against
one another. Some individuals began to oppress and exploit others.

In Feudal society saw the emergence of the hierarchy of castes, making some people were totally
dependent on others. During this period feudel and kings became rich at the expense of the
workers,the workers had no property,everything belong to the feudal lords,and in return they
(workers) were given the right to live on their land.On the shoulders of the common toiler there
grew up an enormous parasitic tree with kings or tsars at its summit. This pyramid of social existence
determined the rights and duties of its citizens, and the rights were nearly all at the top of the social
scale. This was a society of genuflection, where not only the toilers but also the rulers bowed the
knee to the dogma of Holy Scripture and the image of the Almighty.

The age of the Renaissance was a hymn to the free individual.during this period art and science
developed,explored foreign countries,discovered many new things. At this time the focus was no
longer a ruler and a worker,the individual was in completely free forms of expression.History became
the scene of activity for the enterprising and determined individual. Not for him the impediments of
the feudal social pyramid, where the idle wasted their lives and money, enjoying every privilege, and
the toilers were kept in a state of subjugation and oppression. At first came the struggle for freedom of
thought, of creativity. This everything grew into the demand for civil and political freedom.

As a result of the bourgeois revolutions that followed, the owners of capital acquired every privilege,
and also political power. The noble demand that had been inscribed on the banners of the bourgeois
revolutions — liberty, equality and fraternity — turned out to mean an abundance of privileges for
some and oppression for others. Individualism blossomed forth, an individualism in which everybody
considered himself the hub of the universe and his own existence and prosperity more important
than anyone else's. People set themselves up in opposition to other people and to society as a whole.
Such mutual alienation is a disease that corrupts the whole social system. The life of another person,
even one's nearest, becomes no more than a temporary show, a passing cloud. The growing
bureaucracy and utilitarianism in culture considerably narrow the opportunities for human
individuality to express and develop itself. The individual becomes an insignificant cog in the gigantic
machine controlled by capital.

The individual is free where he not only serves as a means of achieving the goals of the ruling class
and its party but is himself the chief goal of society, the object of all its plans and provisions. The
main condition for the liberation of the individual is the abolition of exploitation of one individual by
another, of hunger and poverty, and the reassertion of man's sense of dignity. This was the kind of
society of which the utopian socialists and the founders of scientific socialism dreamed.

The thinkers of the past, who were truly dedicated to the idea of benefiting the working folk, pointed
out the dangers of a system governed by the forces of alienation, a system in which some people live
at the expense of other people's labor, where human dignity is flouted and man's physical and
intellectual powers drained by exploitation.

In contrast to bourgeois individualism, socialist collectivism starts off from the interests of the
individual— not just the chosen few but all genuine working people. Socialism everywhere requires
striking, gifted personalities with plenty of initiative. A person with a sense of perspective is the
highest ideal of the creative activity of the socialist society.

A person's whole intellectual make-up bears the clear imprint of the life of society as a whole. All his
practical activities are individual expressions of the historically formed social practice of humanity.
The implements that he uses have in their form a function evolved by a society which predetermines
the ways of using them.

The wealth and complexity of the individual's social content are conditioned by the diversity of his
links with the social whole, the degree to which the various spheres of the life of society have been
assimilated and refracted in his consciousness and activity. This is why the level of individual
development is an indicator of the level of development of society, and vice versa. But the individual
does not dissolve into society. He retains his unique and independent individuality and makes his
contribution to the social whole: just as society itself shapes human beings, so human beings shape
society.

(Abridged)

COMMENT ON THE FOLLOWING QUOTATIONS:

 The happiness of society is the end of government. John Adams

 Society lives by faith, and develops by science. Henri Frederic Amiel
 The whole history of civilization is strewn with creeds and institutions which were
invaluable at first, and deadly afterwards. Walter Bagehot
 Society cares for the individual only so far as he is profitable. Simone de Beauvoir
 I am now quite cured of seeking pleasure in society, be it country or town. A sensible man
ought to find sufficient company in himself. Emily Bronte
 Society is indeed a contract. It is a partnership in all science; a partnership in all art; a
partnership in every virtue, and in all perfection. As the ends of such a partnership cannot be
obtained in many generations, it becomes a partnership not only between those who are
living, but between those who are dead, and those who are to be born. Edmund Burke
 Society is now one polished horde, formed of two mighty tribes, the Bores and Bored. Lord
(George Gordon) Byron
 Society is composed of two great classes, those that have more dinners than appetite, and
those who have more appetite than dinners. Sebastian Roch Nicolas Chamfort
 The good society was, like the good self, a diverse yet harmonious, growing yet unified whole,
a fully participatory democracy in which the powers and capacities of the individuals that
comprised it were harmonized by their cooperative activities into a community that
permitted the full and free expression of individuality. John Dewey
 An institution is the lengthened shadow of one man. Ralph Waldo Emerson
 Society never advances. It recedes as fast on one side as it gains on the other. Society acquires
new arts, and loses old instincts. Ralph Waldo Emerson
 Society is a hospital of incurables. Ralph Waldo Emerson
 Society always consists in the greatest part, of young and foolish persons. Ralph Waldo
Emerson
 Society is a masked ball, where everyone hides his real character, and reveals it by hiding.
Ralph Waldo Emerson
 Every society by its own practice of living and by the mode of relatedness, of feelings, and
perceiving, develops a system of categories which determines the forms of awareness. Erich
Fromm
 To be social is to be forgiving. Robert Frost
 Social improvement is attained more readily by a concern with the quality of results than
with the purity of motives. Eric Hoffer
 Society is always trying in some way to grind us down to a single flat surface. Oliver Wendell
Holmes
 Society is a republic. When an individual tries to lift themselves above others, they are
dragged down by the mass, either by ridicule or slander. Victor Hugo
 No society has been able to abolish human sadness, no political system can deliver us from
the pain of living, from our fear of death, our thirst for the absolute. It is the human condition
that directs the social condition, not vice versa. Eugene Ionesco
 The Great Society is a place where every child can find knowledge to enrich his mind and to
enlarge his talents.... It is a place where the city of man serves not only the needs of the body
and the demands of commerce but the desire for beauty and the hunger for community.... It
 is a place where men are more concerned with the quality of their goals than the quantity of
their goods. Lyndon B. Johnson
 Societies need rules that make no sense for individuals. For example, it makes no difference
whether a single car drives on the left or on the right. But it makes all the difference when
there are many cars! Marvin Minsky
 Society has always seemed to demand a little more from human beings than it will get in
practice. George Orwell
 To train and educate the rising generation will at all times be the first object of society, to
which every other will be subordinate. Robert Owen
 Anarchy is the ultimate destination of any positively evolving society. Eric Parslow
 Society is like the air, necessary to breathe but insufficient to live on. George Santayana
 What is called good society is usually nothing but a mosaic of polished caricatures. Friedrich
Von Schlegel
 Society attacks early, when the individual is helpless. B. F. Skinner
 Our society is not a community, but merely a collection of isolated family units. Valerie
Solanis
 A free society is a society where it is safe to be unpopular. Adlai Stevenson
 No civilized society can thrive upon victims, whose humanity has been permanently
mutilated. Rabindranath Tagore
 Never speak disrespectfully of Society. Only people who can't get into it do that. Oscar Wilde
 Society exists only as a mental concept; in the real world there are only individuals. Oscar
Wilde
 Societies that do not eat people are fascinated by those that do. Ronald Wright
 Society can exist only on the basis that there is some amount of polished lying and that no
one says exactly as he thinks. Lin Yutang

ROLE PLAYING

DISCUSSION LEADER
The discussion leader’s job is to …
 read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
 guide the discussion and keep it going.

SUMMARIZER
The summarizer’s job is to …
 read the text and make notes about the ideas;
 find the key points that everyone must know to understand and remember the text;
  retell the text in a short summary in your own words;
 talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY

WORD MASTER

The word master’s job is to …

  read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
 explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.

Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:

 repeated often;
 used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

 PASSAGE PERSON

The passage person’s job is to …

 read the text, and find important, interesting, or difficult passages;

 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.

You might choose a passage to discuss because it is:

*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

act without fear of legal or moral consequence

_____________________________________________________________________________________
_____________________________________________________________________________________
the stronger benefiting at the expense of the weaker
_____________________________________________________________________________________
_____________________________________________________________________________________
regardless of concepts of fairness or justice
_____________________________________________________________________________________
_____________________________________________________________________________________
impose upon the liberties of another
_____________________________________________________________________________________
_____________________________________________________________________________________
rob other individuals of their right to liberty
_____________________________________________________________________________________
_____________________________________________________________________________________
experiment with various forms of social order
_____________________________________________________________________________________
_____________________________________________________________________________________
the ability to rule and the willingness to be ruled
_____________________________________________________________________________________
_____________________________________________________________________________________
have access to the opportunity to rule
_____________________________________________________________________________________
_____________________________________________________________________________________
accede to the norms of society
_____________________________________________________________________________________
_____________________________________________________________________________________
rebel against the norms as an imposition
_____________________________________________________________________________________
_____________________________________________________________________________________
throw the individual into the moral dilemma of adherence to duty
_____________________________________________________________________________________
_____________________________________________________________________________________
follow duty as opposed to free will
_____________________________________________________________________________________
_____________________________________________________________________________________
synthesize autonomy of the individual with fitting into society
_____________________________________________________________________________________
_____________________________________________________________________________________
diffuse and anonymous authority of democracy
_____________________________________________________________________________________
_____________________________________________________________________________________
refer to behavior that does not conform to norms
_____________________________________________________________________________________
_____________________________________________________________________________________
lower crime but limits individual rights
_____________________________________________________________________________________
_____________________________________________________________________________________
maximum liberty consistent with the equal liberty of others
_____________________________________________________________________________________
_____________________________________________________________________________________
support the primacy of individual rights over the maintenance of order
_____________________________________________________________________________________
_____________________________________________________________________________________
abandon some of his specific features
_____________________________________________________________________________________
_____________________________________________________________________________________
related to the division of labor
_____________________________________________________________________________________
_____________________________________________________________________________________
absorb its values and standards of behavior
_____________________________________________________________________________________
_____________________________________________________________________________________
bear the major responsibility to society
_____________________________________________________________________________________
_____________________________________________________________________________________
generate public opinion
_____________________________________________________________________________________
_____________________________________________________________________________________
sharpen and polish the mind
_____________________________________________________________________________________
_____________________________________________________________________________________
shape the character and will
_____________________________________________________________________________________
_____________________________________________________________________________________
rise to the level of a personality
_____________________________________________________________________________________
_____________________________________________________________________________________
concentration of various strata of culture
_____________________________________________________________________________________
_____________________________________________________________________________________
living memory of history
_____________________________________________________________________________________
_____________________________________________________________________________________
historically shaped system of relations
_____________________________________________________________________________________
_____________________________________________________________________________________
develop within the framework of a social system
_____________________________________________________________________________________
_____________________________________________________________________________________
dependence on the whole system of social standards
_____________________________________________________________________________________
_____________________________________________________________________________________
necessary precondition for the life and development of the system
_____________________________________________________________________________________
_____________________________________________________________________________________
measure of the personal autonomy
_____________________________________________________________________________________
_____________________________________________________________________________________
historically conditioned
_____________________________________________________________________________________
_____________________________________________________________________________________
glimpses of moral standards of cooperation
_____________________________________________________________________________________
_____________________________________________________________________________________
increasing differentiation of social functions
_____________________________________________________________________________________
_____________________________________________________________________________________
emergence of hierarchy
_____________________________________________________________________________________
_____________________________________________________________________________________
society of genuflection
_____________________________________________________________________________________
_____________________________________________________________________________________
broaden the horizons of science
_____________________________________________________________________________________
_____________________________________________________________________________________
technical perfection
_____________________________________________________________________________________
_____________________________________________________________________________________
in a state of subjugation and oppression
_____________________________________________________________________________________
_____________________________________________________________________________________
mutual alienation
_____________________________________________________________________________________
_____________________________________________________________________________________
narrow the opportunities for human individuality
_____________________________________________________________________________________
_____________________________________________________________________________________
insignificant cog in the gigantic machine
_____________________________________________________________________________________
_____________________________________________________________________________________
bear the clear imprint of the life of society
_____________________________________________________________________________________
_____________________________________________________________________________________
indicator of the level of development of society
_____________________________________________________________________________________
_____________________________________________________________________________________
retain unique and independent individuality
_____________________________________________________________________________________
_____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.

 ________________________________

1. The Ancient Greeks experimented with various forms of social order. Aristotle’s view of
liberty was a concept that encompassed both the ability to rule and the willingness to be
ruled. According to Aristotle, liberty means equality for all individuals i.e. each should have
access to the opportunity to rule. Liberty was considered living as one so chooses, but within
this harmony with the social order.

 __________________________________
 2. Feudal society saw the emergence of the hierarchy of castes, making some people totally
dependent on others. On the shoulders of the common toiler there grew up an enormous
parasitic tree with kings or tsars at its summit. This pyramid of social existence determined
the rights and duties of its citizens, and the rights were nearly all at the top of the social scale.
This was a society of genuflection, where not only the toilers but also the rulers bowed the
knee to the dogma of Holy Scripture and the image of the Almighty.

 ___________________________________

3. The age of the Renaissance was a hymn to the free individual and to the ideal of the strong
fully developed human being blazing trails of discovery into foreign lands, broadening the
horizons of science, and creating masterpieces of art and technical perfection. History became
the scene of activity for the enterprising and determined individual.

 ___________________________________

4. As a result of the bourgeois revolutions that followed, the owners of capital acquired every
privilege, and also political power. The noble demand that had been inscribed on the banners
of the bourgeois revolutions—liberty, equality and fraternity—turned out to mean an
abundance of privileges for some and oppression for others.

 ___________________________________

5. In contrast to bourgeois individualism, socialist collectivism starts off from the interests of the
individual— not just the chosen few but all genuine working people. Socialism everywhere
requires striking, gifted personalities with plenty of initiative. A person with a sense of
perspective is the highest ideal of the creative activity of the socialist society.

UNIT 3. CHALLENGES OF OUR CENTURY

MUCH OF WHAT NEEDS TO BE DONE IS NOT HAPPENING

In today’s globalized world, life is often driven by economic and financial engines. It is easy to lose
sight of the common good and the needs of the human family in such a world. The only thing that
important is power and control which is in the hands of a few, with little concern for the millions of
nameless people who are struggling for their very lives. The problem of poverty in a land of plenty is
a piercing moral challenge for the whole human family. A way must be found to enable everyone to
benefit from the fruits of the earth and not simply ignore the gap between the rich and poor people.
The poor need more than good will, or promises.
There are many clear signs that the current situation cannot be sustained much longer. Inequality
has been jeopardizing(ჯეფერდაიზინგ) economic growth and poverty reduction. (უთანასწორობა
საფრთხეს უქმნის ეკონომიკის ზრდას და სიღარიბის სემცირებას.)It has been stalling progress
(პროგრესი ჩერდება)...in education, health, and nutrition.(კვება). It has also limited access to
economic, social and political resources, and has been driving conflict and destabilizing an already
fragile international community.

Historically, evolution has been in nature’s hands. Now, suddenly, it is largely in human hands,
but,we need to be cautious,(ქაშ’ე’ს - სიფრთხილე) using our scientific know-how as responsibly as
possible. The job of today’s young people, or the "Transition Generation," will be to get humanity
through the coming period of chaos, peril, and opportunity. A massive transition is needed, and the
agenda should be created for the generation that will bring about this transition. Much of what needs
to be done is not happening.

Today's young people will collectively determine(კოლექტიურად განსაზღვრავენ) whether

civilization survives or not. Therefore,we must give them a chance to help the people in develop
according their knowledge and experience.We need to give them a foundation for making wise
choices by helping them understand humankind's likely possible, probable and preferred futures.

What can humanity become? Our future wealth will increasingly relate to knowledge in the broadest
sense of the term. Here are great challenges for us and for our children:

 Saving the Earth – A change in humans' capability to manage the Earth well is coming in
micro-instruments that feed voluminous data to computer networks. We are beginning to
gain vast amounts of information about the planet linked into computer models. This will
help us learn to live with nature's trust fund. The planet's climate will change and we have to
learn to live with changes.

 Reversing Poverty – While rich nations become richer, billions of people live in extreme
poverty with short, brutal lives. This problem is very common in my country,because at least
half of the population is on the brink of poverty. The reason for this,first of all is the lack of
jobs. And if someone works,the salary is very low. And price of everything is high.for
example foods,clothes,medicaments and so on. Despite this,studies show that the average
salary in Georgia is 2000 gel. This is because while most of the population has very low
salary,a small part receives very high salary,I mean more public servants.poverty is also
caused by lack of education,most of the young people do not have acces to education because
it is also associated with mony.therefore, to resolve this problem is necessary more jobs,with
an appropriate wage for labor.

 Steadying Population Growth – Extreme poverty can be tied to population problems. There
are now non-oppressive ways to lower the birthrate. Population declines in countries where
 women can read and full women's liberation is in effect. Population also declines when GDP
rises. Improving lifestyles equates with controlling population growth.

 Achieving Sustainable Lifestyles – All of the people on the planet cannot have affluent
lifestyles in 20th century terms and still sustain resources. We need high-quality lifestyles
that don't strain the environment.

 Preventing All-Out War – All-out war in the 21st century could end everything. Nuclear and
biological weapons are a threat. This century contains more threats from more weapons of
mass destruction than ever before. There is no doubt that war is an evil one. It is the greatest
catastrophe that can befall (დაემართოს)human beings. It brings death and destruction,
poverty and ruin. A particularly disturbing side of modern wars is that they tend to become
global so that they may engulf(შთანთქვას) the entire world,that’s why war is
terrible,especially atomic war. Wars bring political and economic instability. People's lives
and daily existence come under threat.It would be difficult to find jobs or live normaly. Today
we live in a relity in which war is the most active issue. In the not so distant past,in
2008(totausendeit) gerogia was in the same situation as Ukraine is now- I mean the war
against Russia . More than 20 persent of my country is occupied by Russia and it is very
painful,also it is painful now to watch the events in Ukraine,destroyed buildings,bombed
cities,dead people.especially the little ones. And this is only for the reason that there are
territorial and political tensions between the states. In conclusion,I can say only one thing
wars are not necessary because it is devastating for both side and it has no winner,now it is
better to fight with brains and not with weapons

 Dealing Effectively with Globalism – The planet is "shrinking" and bandwidth is increasing,
but globalism should be designed to allow local cultures to thrive and be protected. The right
balance between global and local should be achieved. Failing nations must be helped to
become developing nations.

 Protecting the Biosphere – We are losing species of plants and animals. Many endangered
species can be protected by identifying and preserving "hot spots" – those places with a high
density of endangered species. Today, 90 percent of the edible fish in the oceans have been
caught. Well-designed marine protection areas can help begin a slow recovery. Laws are
needed to replenish depleted oceans.

 Defusing Terrorism – The age of terrorism is rising with the availability of weapons of mass
destruction that are becoming increasingly less expensive and easier to access. It is vital to
address the reasons why people want to become terrorists and to achieve cooperation among
potentially hostile cultures.
 Cultivating Creativity – Technology will lead to an era of extreme creativity. Exciting jobs
will develop and rich countries will help young people around the planet to become
entrepreneurs. New supply chains and electronically connected businesses will bring value.

 Conquering Disease –we need to stop the spread of infections that can kill millios of people,
as has happened already many times in history. We now have sensors that can detect the
existence of a dangerous virus in the air and we are creating medical procedures to prevent
illnesses from spreading. Pandemics require preparation. Even today we live in the time of
pandemic. We have been living with the corona virus for three years now.which is very
difficult,it is difficult to maintain social distance,to live without hugs,to constantly wear a
veil. Because of this virus we have almost lost the tradutions of funeral and wedding,( I mean
it was forbidden to gather a large number of people together). Thousand of people have
died,jobs have been closed ,people have been left without income.poverty has prevaild In the
world,children have to be educated remotely,which is very stressful. These and other difficult
consequences have shown us that we need to be careful,health is the most precious thing and
it needs to be taken care of.

 Expanding Human Potential – Most people today fall outrageously short of their potential. A
goal of the 21st century should be to develop the capability latent in everybody by harnessing
powerful technologies that accelerate learning potential.

 The Singularity – Sometime decades from now computer intelligence that is quite different
from human intelligence will feed on itself, becoming more intelligent at a rapidly
accelerating rate. Humanity needs to discover how to avoid being overwhelmed by
accelerating change that is totally out of control and harmful. Technical controls will be
needed to ensure that our machines act in our best interests. The Singularity will enable
many different self-evolving technologies to become "infinite in all directions."

 Confronting Existential Risk – This type of risk is one that could terminate Homo sapiens,
including such possibilities as the release of a dangerous genetically modified pathogen.

 Exploring Transhumanism – This is the first century in which we will be able to radically
change human beings, and this fact alone gives it special meaning. Technology will enable us
to live longer, learn more, and gain the ability to connect our brains to other external devices.
Transhumanism will be highly controversial. It will raise major ethical arguments. We might
lose some of the qualities we now see as making us "human." There will also be extreme
differences between those who have the technology and those who don't. We need to make
changes without suffering overall-negative consequences. Transhumanism can lead us to
build a civilization far more advanced than today's.
  Planning an Advanced Civilization – Sooner or later machines will do all the work and there
will be a major increase in real wealth. What we do with our leisure will be a big issue.
Because of transhumanism changes will be more extreme than most people can understand.
We need to be asking ourselves now, "What kind of civilization would we build if we could
do anything?"

 Modeling the Planet's Systems – We need to be sure we do not go beyond the point at which
global warming cannot be reversed, earth system science must be meticulously modeled and
monitoring must be precise.

 Bridging the Skill and Wisdom Gap – A serious problem right now is the gap between our
skill and our wisdom. Science and technology are accelerating furiously, but wisdom is not.
Today,the desire of the people is directed build faster, cheaper, smarter, more-efficient
gadgets that will increase corporate profits.(კორპორატიული მოგება) The skill-wisdom gap
is enlarged(იზრდება) because skills offer the ways to get wealthy.i think that with use of
techlology,people should use also their wisdom,because use of modern technology cal led to
desester and make person look like a robot,which depens entirely on technology. Society's
best brains are saturated with immediate issues that become ever more complex, rather than
reflecting on why we are doing this and what the long-term consequences will be.

These challenges provide a framework to assess the global and local prospects for humanity. The
mentioned challenges are transnational in nature and transinstitutional in solution. They cannot be
addressed by any government or institution acting alone. They require collaborative action among
governments, international organizations, corporations, and creative individuals.

Most of the problems are the consequences of bad management and absence of
foresight(.შორსმჭვრეტელობის არარსებობა) There is no silver bullet. Many different factors have
to be brought into play to deal with the problem.

Just as the problems are the result of bad management, so the solutions need to be the application of
excellent management.

The 21st Century is the time for human seeking harmonizing with environment and carrying out
sustainable development strategy. But sustainable development is facing many challenges. They may
mainly include the follows: challenge comes from the contradiction between human and the earth,
challenge of local benefit conflict to human common goal, challenge of competition to fairness,
challenge of unbalanced development in regions and countries, challenge of diversity and challenge
of calamity. Challenges are not only pressure, but also the motive force. Challenge exists; the motive
force would never stop. Sustainable development was born in challenges, is developing in
contradiction and will sustain in conflict.
THE CALL AND THE CHALLENGE

Several years ago, the United Nations established the event to call attention to and urge involvement
in caring for our environment and to focus on world hunger and its devastating effects on the whole
human family. The focus was on food consumption patterns and wastage and calls our attention on
the need to seriously address hunger in our world, food waste, food loss and our consumption
patterns.

We should realize that it is everyone’s responsibility to become engaged in finding a solution. WE

should be the agents of change for sustainable and equitable development for all people.

The United Nations study tells us that “one in every seven children in the world go to bed hungry
and more than 20,000 children under the age of five die daily from hunger.” We cannot allow this to
continue or we will all be responsible. We are also responsible about the food that is wasted. We
must take care of each other,help the poor have the rigtht to a full life.For a long time we have been
reminded of the need to reduce, reuse, recycle. What are some of the ways we can do this?

All over the world, many people are suffering from obesity and need to eat less and eat healthier
food. They need to find ways not to waste food and look at how leftovers can be used. Throwing food
away is like stealing food from children dying of hunger. Sometimes human life is not perceived as
the primary value to respect and protect, especially if they are poor or disabled, or if they are no
longer needed or useful.

We have become insensitive to waste, including food waste. This is reprehensible when in every part
of the world, unfortunately, many people and families are suffering from hunger and malnutrition.
Gandhi once said: “We have enough for everyone’s need but not enough for everyone’s greed.” When
we share food with care and compassion, none need to die of hunger.

Human suffering is often ignored, while financial market drops are considered a tragedy. In our
industrial world, the majority of waste is by consumers, who often buy too much and throw the rest
away. People need to select what they buy and use with purpose.

COMMENT ON THE FOLLOWING QUOTATIONS:

 The most important pathological effects of pollution are extremely delayed and indirect. Ren
 Pollution is nothing but the resources we are not harvesting. We allow them to disperse
because we've been ignorant of their value. Richard Buckminster Fuller
 Fresh air is good if you do not take too much of it; most of the achievements and pleasures of
life are in bad air. Oliver Wendell Holmes
  Poverty is an anomaly to rich people. It is very difficult to make out why people who want
dinner do not ring the bell. Walter Bagehot
 Anyone who has struggled with poverty knows how extremely expensive it is to be poor.
James Baldwin
 A poor man with nothing in his belly needs hope, illusion, more than bread. Georges
Bernanos
 To be a poor man is hard, but to be a poor race in a land of dollars is the very bottom of
hardships. W. E. B. Du Bois
 The surest way to remain poor is to be an honest man. Napoleon Bonaparte
 When I gave food to the poor, they called me a saint. When I asked why the poor were
hungry, they called me a communist. Dom H. Camara
 I have found out in later years that my family was very poor, but the glory of America is that
we didn't know it. Dwight D Eisenhower
 I used to think I was poor. Then they told me I wasn't poor, I was needy. Then they told me it
was self-defeating to think of myself as needy. I was deprived. (Oh not deprived but rather
underprivileged.) Then they told me that underprivileged was overused. I was disadvantaged.
I still don't have a dime. But I have a great vocabulary. Jules Feiffer
 The law, in its majestic equality, forbids the rich as well as the poor, to sleep under bridges, to
beg in the streets and to steal bread. Anatole France
 Poverty is the worst form of violence. Mahatma Gandhi
 The best way to help poor people is to not be one of them. Bob Harrington
 Resolve not to be poor: whatever you have, spend less. Poverty is a great enemy to human
happiness; it certainly destroys liberty, and it makes some virtues impracticable, and others
extremely difficult. Samuel Johnson
 If a free society cannot help the many who are poor, it cannot save the few who are rich.
John Fitzgerald Kennedy
 You don't seem to realize that a poor person who is unhappy is in a better position than a rich
person who is unhappy. Because the poor person has hope. He thinks money would help.
Jean Kerr
 As society advances the standard of poverty rises. Theodore Parker
 The rich become richer and the poor become poorer is a cry heard throughout the whole
civilized world. Friedrich von Schiller
 We must be prepared to be part of the cure and not remain part of the problem. Source
Unknown

ROLE PLAYING

DISCUSSION LEADER

The discussion leader’s job is to …

  read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
 guide the discussion and keep it going.

SUMMARIZER

The summarizer’s job is to …

 read the text and make notes about the ideas.

 find the key points that everyone must know to understand and remember the text.
 retell the text in a short summary in your own words.
 talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

WORD MASTER
The word master’s job is to …
 read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
 explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.
Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:
 repeated often;
 used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 6. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON

The passage person’s job is to …

 read the text, and find important, interesting, or difficult passages;

 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.
You might choose a passage to discuss because it is:
*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

driven by economic and financial engines

_____________________________________________________________________________________
_____________________________________________________________________________________
lose sight of the common good
_____________________________________________________________________________________
_____________________________________________________________________________________
economic growth and poverty reduction
_____________________________________________________________________________________
_____________________________________________________________________________________
driving conflict and destabilizing an already fragile international community
_____________________________________________________________________________________
_____________________________________________________________________________________

get humanity through the coming period of chaos

_____________________________________________________________________________________
_____________________________________________________________________________________
foundation for making wise choices
_____________________________________________________________________________________
_____________________________________________________________________________________
tied to population problems
_____________________________________________________________________________________
_____________________________________________________________________________________
equate with controlling population growth.
_____________________________________________________________________________________
_____________________________________________________________________________________
strain the environment
_____________________________________________________________________________________
_____________________________________________________________________________________
places with a high density of endangered species
_____________________________________________________________________________________
_____________________________________________________________________________________
well-designed marine protection areas
_____________________________________________________________________________________
_____________________________________________________________________________________
replenish depleted oceans
_____________________________________________________________________________________
_____________________________________________________________________________________
rise with the availability of weapons of mass destruction
_____________________________________________________________________________________
_____________________________________________________________________________________
become increasingly less expensive and easier to access
_____________________________________________________________________________________
_____________________________________________________________________________________
potentially hostile cultures
_____________________________________________________________________________________
_____________________________________________________________________________________

thwart the rapid spread of infectious diseases

_____________________________________________________________________________________
_____________________________________________________________________________________

detect the existence of a dangerous virus

_____________________________________________________________________________________
_____________________________________________________________________________________
prevent illnesses from spreading
_____________________________________________________________________________________
_____________________________________________________________________________________
fall outrageously short of their potential
_____________________________________________________________________________________
_____________________________________________________________________________________
accelerate learning potential
_____________________________________________________________________________________
_____________________________________________________________________________________
avoid being overwhelmed by accelerating change
_____________________________________________________________________________________
_____________________________________________________________________________________
gain the ability to connect our brains to other external devices
_____________________________________________________________________________________
_____________________________________________________________________________________
suffer overall-negative consequences
_____________________________________________________________________________________
_____________________________________________________________________________________
go beyond the point at which global warming cannot be reversed
_____________________________________________________________________________________
_____________________________________________________________________________________
meticulously modeled
_____________________________________________________________________________________
_____________________________________________________________________________________
deep reflection about our future circumstances
_____________________________________________________________________________________
_____________________________________________________________________________________
provide a framework to assess the global and local prospects for humanity
_____________________________________________________________________________________
_____________________________________________________________________________________
transnational in nature and transinstitutional in solution
_____________________________________________________________________________________
_____________________________________________________________________________________
absence of foresight
_____________________________________________________________________________________
_____________________________________________________________________________________
application of excellent management.
_____________________________________________________________________________________
_____________________________________________________________________________________
contradiction between human and the earth
_____________________________________________________________________________________
_____________________________________________________________________________________
challenge of local benefit conflict to human common goal
_____________________________________________________________________________________
_____________________________________________________________________________________
challenge of diversity and challenge of calamity
_____________________________________________________________________________________
_____________________________________________________________________________________
develop in contradiction and sustain in conflict
_____________________________________________________________________________________
_____________________________________________________________________________________
change for sustainable and equitable development
_____________________________________________________________________________________
_____________________________________________________________________________________
perceived as the primary value to respect and protect
_____________________________________________________________________________________
_____________________________________________________________________________________
become insensitive to waste
_____________________________________________________________________________________
_____________________________________________________________________________________
suffer from hunger and malnutrition
_____________________________________________________________________________________
_____________________________________________________________________________________
financial market drops
_____________________________________________________________________________________
_____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.

 ___________________________________

1. Inequality has been jeopardizing economic growth and poverty reduction. It has been stalling
progress in education, health, and nutrition. It has also limited access to economic, social and
political resources, and has been driving conflict and destabilizing an already fragile
international community.

 __________________________________

2. Historically, evolution has been in nature’s hands. Now, suddenly, it is largely in human
hands, but we need to be cautious, using our scientific know-how as responsibly as possible.
The job of today’s young people, or the "Transition Generation," will be to get humanity
through the coming period of chaos, peril, and opportunity. A massive transition is needed,
and the agenda should be created for the generation that will bring about this transition.
Much of what needs to be done is not happening.

 __________________________________

3. The 21st Century is the time for human seeking harmonizing with environment and
carrying out sustainable development strategy. But sustainable development is facing many
challenges. They may mainly include the follows: challenge comes from the contradiction
between human and the earth, challenge of local benefit conflict to human common goal,
challenge of competition to fairness, challenge of unbalanced development in regions and
 countries, challenge of diversity and challenge of calamity. Challenges are not only pressure,
but also the motive force. Challenge exists; the motive force would never stop. Sustainable
development was born in challenges, is developing in contradiction and will  sustain in
conflict.

 __________________________________

4. We have become insensitive to waste, including food waste. This is reprehensible when in
every part of the world, unfortunately, many people and families are suffering from hunger
and malnutrition. Gandhi once said: “We have enough for everyone’s need but not enough
for everyone’s greed.” When we share food with care and compassion, none need to die of
hunger.

 _________________________________

5. Human suffering is often ignored, while financial market drops are considered a tragedy. In
our industrial world, the majority of waste is by consumers, who often buy too much and
throw the rest away. People need to select what they buy and use with purpose.

UNIT 4. HOW THE INTERNET IS CHANGING INTERNATIONAL POLITICS AND DIPLOMACY

THE RISE OF “NETPOLITIK”

By David Bollier

Introduction In the midst of her travels as Secretary of State, Madeleine Albright decided to venture
off the standard diplomatic tour and visit the local market in Bakhara, Uzbekistan. “For all intents
and purposes it could have been in the fifteenth century,” she recalled. “It was a big camel market,
with rugs that looked like they had been hanging there for a long time. Dust and all that.” “I decided
that I would go to what I thought was one of the more exotic shops, where they were selling spices of
different kinds. As the guy was describing all these spices and making little paper cones to put them
in, I asked him to tell me what spices would go with what foods. And he said, ‘Great, but just let me
give you my e-mail address and we can stay in touch.’ ”

Albright’s story may be small and amusing, but it suggests how profoundly global culture and
international politics are changing. Individuals from some of the most isolated corners of the world
can now interact with the richest centers of civilization in an everyday fashion. Powers that were
once the monopoly of nation-states — participation in international politics, control of transnational
communications, credibility as sources of accurate information — are now being exercised by a much
wider array of players. The Internet has greatly lowered the costs of transmitting information,
enabling people to bypass traditional intermediaries whose power revolved around the control of
information: national governments, the diplomatic corps, transnational corporations, and news
organizations, among others. As a result, nongovernmental organizations (NGOs), academic experts,
diasporic ethnic communities, and individuals are using the Internet to create their own global
platforms and political influence. As the velocity of information increases and the types of publicly
available information diversify, the very architecture of international relations is changing
dramatically. These new phenomena deserve a name—the word Netpolitik has been suggested—to
describe a new type of diplomacy that succeeds Realpolitik. Realpolitik, the German term for “power
politics,” is an approach to international diplomacy that is “based on strength rather than appeals to
morality and world opinion.” Netpolitik is a new style of diplomacy that seeks to exploit the powerful
capabilities of the Internet to shape politics, culture, values, and personal identity. But unlike
Realpolitik—which seeks to advance a nation’s political interests through amoral coercion—
Netpolitik traffics in “softer” issues such as moral legitimacy, cultural identity, societal values, and
public perception.

“Control of information and entertainment, and through them, of opinions and images, has
historically been the anchoring tool of state power, to be perfected in the age of mass media,” writes
Manuel Castells in a 1997 essay. Now this traditional power of nation-states is waning. There is
hardly any country in the world that has not privatized and commercialized its mass-media system or
allowed its citizens to connect to the Internet. Even traditionally closed countries such as China,
Singapore, and Islamic fundamentalist nations have entered the Internet age, albeit with restrictions.
“We’re at the beginning of the third fundamental economic revolution in the history of humanity,”
argues Bill Coleman, chairman and chief strategy officer of BEA Systems, an enterprise software
company. “The agriculture revolution had to do with the quantity of food that could be produced to
feed the population. The industrial revolution was fueled and lubricated by the quantity and velocity
of capital. But what’s really changing the world today is the dramatic increase in the quantity and
velocity of information.

As electronic networking gradually insinuates itself into more aspects of life and more corners of the
world, “it is changing the powers of the nation-state and the very definition of national security,” said
Madeleine Albright.

Speaking from the perspective of a small nation, Boris Trajkovski, president of the Republic of
Macedonia, believes information technology has caused a shift in the fundamental bases of national
power: “Power in the global information society depends less on territory, military power, and
natural resources. Rather, information, technology, and institutional flexibility have gained
importance in international relations. The power of knowledge, beliefs, and ideas are the main tools
of political actors in the efforts to achieve their goals.” Mircea Dan Geoana, minister of foreign affairs
of Romania, agreed with this assessment: “We are witnessing a dramatic shift in the content, context,
and architecture of world affairs,” he said. “We are also seeing a dramatic change in the very
definition of ‘national interest,’ which is increasingly seen as having to do with economic
competitiveness, cultural influence, and regional or sub regional influence.”

Once upon a time, diplomatic communications were carried on through predictable venues and stable
deliberative processes.

The rise of CNN and the Internet has greatly shortened the time horizons of diplomatic decision
making. News from distant lands can become public knowledge more quickly than ever before. “All
these large numbers of information systems make diplomacy much harder to carry on,” said
Madeleine Albright, “because the information comes in very fast and you have to make decisions
much faster than you might under previous circumstances. Everybody wants an answer right away.”

Albright said it is not unusual for CNN to report, for example, that a bomb has gone off somewhere
and it wants a government official’s reaction. “You might try to hold back by saying, ‘I don’t have any
comment at this moment,’ which you would think is a safe thing to say. But it turns out not to be
safe, because then reporters will say, ‘Well, the U.S. government doesn’t know what it’s doing,’ or
‘There are things going on behind the scenes.’ The press has become a player in the process.”

Robert D. Hormats, vice chairman of Goldman Sachs (International) and a former top official at the
State Department and Office of the U.S. Trade Representative, believes there is greater “tension
between velocity of information and judgment” now more than ever.

“One of the important objectives in this new environment in which we’re all operating—where there
is a lot of very high velocity information and a huge amount of information coming together—is to
figure out a procedure and mindset for making intelligent judgments,” said Hormats. With so much
information flooding in and intense pressures to respond quickly, policymakers must learn restraint
and establish orderly procedures for processing information, he advised.

“Patience was the last lesson of the Cold War,” agreed William Perry, senior fellow at the Hoover
Institution and U.S. Secretary of Defense from 1994 to 1997. “But you didn’t have CNN then. It is
much, much harder to sit back and be patient today and let things unfold. There are usually
photographs being sent all over the world, and reporters are asking the Secretary of State and the
Secretary of Defense,‘What are you going to do about that?’ This makes life much, much harder for
policymakers.” “CNN is the sixteenth member of the U.N. Security Council,” said Madeleine Albright
ruefully. Its decisions about what to cover have enormous consequences for international diplomacy,
she said.

CNN and other international news outlets have actually elbowed aside many traditional sources of
diplomatic communications. “When I came to Washington less than three years ago,” said Nabil
Fahmy, Ambassador of the Arab Republic of Egypt to the United States, “I basically decided I would
not compete with the media in sending information to Egypt. It was a futile attempt to get it there
first. So I stopped reporting most current information. I assumed that people had the news back home
because they watched CNN.”

The flood of vivid, real-time information washing over both the public and government policymakers
has led to “an information glut, but no explanation or interpretation,” said David Konzevik, president
and chief executive officer (CEO) of Konzevik Y. Asociados, an international firm based in Mexico.
“Then we have a skeptical society because people don’t have the instruments to analyze the
information.” The Internet gives access to a lot of information, Konzevik said, but “it does not give
you knowledge.” This reality—plentiful information and scarce knowledge—suggests the need for
better editorial intermediaries. New filters are needed to sift through the mountains of raw
information and place it in an intelligent context and perspective. New types of editorial
intermediaries are needed to select important information, interpret it, and warrant what it is
trustworthy and what is not.

THE INVISIBLE SCAFFOLDING FOR CONSTRUCTING MEANING

Americans may like to think that facts are facts and that a television news story is a fairly
straightforward communications artifact. But in fact, even the meaning of simple news stories can
vary greatly depending upon the social practices of a given society. “Whenever we read a news story
about the health dangers of butter,” a Russian woman once told Esther Dyson, “we would run out and
buy as much butter as we could find because we knew it meant there was going to be a shortage. We
really had no interest in the dangers of butter. We went beyond the information and looked at the
motivation of the sender of that information. ‘Why are they putting out this news about butter?’ we
would ask. Well, it was because they didn’t want us to buy butter. They wanted us to buy margarine
instead.” In the United States, the news stories on CNN seem entirely natural and normative; the
content and style of presentation complement our own cultural assumptions. But in many eastern
European countries, said Dyson, CNN programming is seen as “a fantasy about some other world. It
has very little relevance to most people. It just doesn’t seem real.” A Russian visiting a conference of
Hungarian entrepreneurs told Dyson, “You know, I knew about Bill Gates, but he wasn’t real to me.
Now, when I look at these Hungarians, I understand what I can do.” Dyson concludes that “putting
stories in the context of receivers is tremendously important.” If one starts to unravel the reasons why
even simple symbols and stories can carry such radically different meanings in different societies, The
Report 29 one is forced to reckon with the invisible “scaffolding” of social and cultural factors that
contrive to create meaning. Credibility resides in the social context and origins of a message and in
the identity of the sender. Someone who is part of a trusted social network, for example, or the leader
of a popular political party, is likely to be viewed more sympathetically than someone who is
unfamiliar and strange. Such issues are significant because the Internet is changing the “scaffolding”
that a society uses in creating meaning. The social context of a message is no longer self-evident. Nor
is the identity of the speakers generating information. The Internet is decontextualizing information
from the social frames that give it meaning, making it more complicated than ever to align the
intended meanings of the sender with the interpretations of the receiver. Film is a rich medium for
studying the fascinating interplay of content and context in generating meaning. Elizabeth Monk
Daley, dean of the University of Southern California’s School of Cinema Television, pointed out that
in constructing films, context is a critical factor at two levels: the artistic context within the film and
the social context of the audience. Within a film, the juxtaposition of sounds, music, images, colors,
plotlines, cinematography, etc. work to create a rich palette of meanings. “If you give me a film and
let me change its soundtrack,” said John Seely Brown, “not only will I completely change the
meaning of that film, but I will actually change what you see. Many of the things you think you saw
in Jurassic Park were not there. Using the soundtrack, I could cut an image and then extend in your
own mind what that image ‘should’ be doing. So the deep interplay between the soundtrack and the
image cutting actually leads to your seeing things that were not there.” Brown calls this zone where
context and content meet the “border around the content.” There is an implicit contextual frame
through which the content is perceived and interpreted. The frame is both an internal artistic frame
—the editing of a film, the lighting, the soundtrack, and so forth—as well as a social and cultural
frame. In both cases, the frame consists of “subconscious mechanisms that ‘scaffold’ how we will
come to understand that primary content stream,” Brown said. The point is that the scaffolding that
we use to interpret a text or film or music can enhance our understanding — or mislead us.

In any case, the interplay between a work’s context and content must be attended to. Daley
illustrated this point with one of her favorite examples: American cowboy western films as viewed by
the Japanese. A documentary filmmaker went to a popular Japanese bar where American westerns are
frequently shown. She asked the audience why they enjoyed the films. After all, she pointed out,
American westerns are all about the rugged individual standing against society, and Japan is a society
built on consensus. But the Japanese audience responded, “You don’t understand your own films.
They are about consensus around the campfire.” “Were the Japanese viewers wrong?” asked Daley.
“No, but it certainly wasn’t what any American filmmaker ever anticipated they would say.” Daley
explained that “films are created in a very specific cultural context, by people with very specific
points of view…. You float your media out there in these very complex environments, and that is the
danger and power of film. It’s a layered communication. It impacts people on very different levels.” In
a media-saturated world, international diplomacy would do well to study the ways that context and
content interact. “What are the processes for constructing credibility?” asked John Seely Brown.
“What are the processes for constructing trust? For constructing understanding?” What is rarely
appreciated, said Brown, is that “these processes have their own time-constant to them.”

Trust, credibility, and context must be built up over a long period. But information technologies
typically decontextualize. What may seem to the sender to be a self-contained bundle of knowledge
may be regarded in very different ways by the receiver. Global networks enable communication that
is almost devoid of context. The user often does not know the content provider. Internet use is mostly
unnoticed by the physical communities to which the user belongs. This is important because values
are embedded in context. Trespassers cannot be reminded of the value if the violation remains
invisible. If trust, values, and context are important factors in real communication, but the Internet
generally fails to represent such factors, then a new set of structural dilemmas are spawned for
anyone seeking to carry on effective online communications.

A true meeting of the minds also can be hampered by the fact that people’s subjective identities and
views vary so greatly. “There are multilateral receivers,” said Madeleine Albright. “I think as we sit
here, we are all receiving similar but not necessarily the same message. I’ve heard different things
today that make me think differently about things than when I walked in here. So the effect of it all
is much more dynamic than we are willing to accept.” Prior belief systems shape how we receive and
understand information. It is evident in the radically different histories that different nations write
about the same historical events. One of the major, ongoing sources of tension in East Asia happens to
be the different descriptions and interpretations of twentieth century history between Japan and
China and between Japan and Korea. If you look at the textbooks of these countries, there is a huge
discrepancy in the accounts of what occurred, especially in the 1930s and 1940s. These histories
shape the consciousness of people and the ways in which information is interpreted and used. In
international diplomacy, said Albright, the multiple audiences for any single statement mean that
“you don’t know to whom you are really speaking. I mean, you just send out words, and you don’t
know how they will be taken.”

STORIES

The clash of multiple subjectivities in Netpolitik may have less to do with facts and analysis than with
identity and values. Clashes are not just a matter of disputed content; they also are a matter of
disparate contexts for interpreting that content—one of the hallmarks of international diplomacy. A
useful way of talking about the clash of multiple subjectivities is through stories. The point of a story
is not its truth or falsity but rather the way in which it organizes identity, values, and social behavior
into a coherent worldview. “Stories allow us to explain and contextualize the world we live in”, said
Elizabeth Monk Daley. “They help us understand who we are as human beings, but they do this
through the language of metaphor. Their truth is mythic, not factual, and depending on the shape
that the narrative takes the same fundamental story can have very many different impacts.” For
example, as anthropologist Bronislaw Malinowsky once pointed out, a society that believes that men
are superior to women may tell a creation myth in which the sun, a male symbol, raped the moon, a
female symbol, and therefore created the earth. On the other hand, a society could tell the story a
different way— for example, that the moon seduced the sun and so created the earth. That story
would have a different meaning. “Narrative provides a chain of causality for otherwise apparently
unconnected facts,” said Murray Gell-Mann, the physicist and cochairman of the science board at the
Santa Fe Institute. “The grammar of narratives is important to us because it is the best way, in most
cases, to present things—not only in fiction but also in reference to facts and to very deep analysis
and understanding.”

“One of the grand narratives of the United States,” said Elizabeth Daley, “is that anyone can achieve
anything they want. Everybody can pull themselves up by their own bootstraps. This is hardly true
for a great many Americans, but it remains one of our national stories.”

In any case, thanks to the Internet, people are experimenting with new self-images for themselves
and new public images for causes and movements. Some segments of elite society in Bosnia, Serbia,
and Macedonia are talking about the “New Balkans”—a self-conscious “rebranding” of that troubled
region. The hope is that the new image will allow the region to grow into a new identity and image,
domestically and on the world stage. Historically, stories have served as potent shorthand for shared
experiences and worldviews. Consider the role of stories in political revolutions, said Jerry Murdock,
managing director and co-founder of Insight Venture Partners: “The story of the British massacre of
colonists during the American revolution and the story about Marie Antoinette and the necklace in
the French Revolution played a critical role in changing public opinion. Even if some facts are
dubious, stories are part of a revolution and people’s collective memory.” If a good story has
consequences, so does the absence of one. Mircea Dan Geoana of Romania believes that the grand
narrative of European integration, which has compelling economic reasons behind it, is not especially
attractive to the average European citizen. “Citizens are basically disconnected from the grand story,
which will affect our destinies for the next historical cycle. They don’t care. And we, in politics and
bureaucracies, are incapable of telling a story to our own citizens.” “Perhaps the story is not good,”
suggested Esther Dyson, chairman of Edventure Holdings. “That may be why it’s hard to tell it in a
way that’s meaningful to individual people. Maybe that is a symptom and not a problem.” Sometimes
a good story emerges almost magically, enabling an unrecognized sentiment to be publicly articulated
—which in turn can catalyze the formation of a new community. According to Eric Raymond,
Software programmer, “when enough people get focused on an issue and start to produce new things
and start thinking about the same problem, a groundswell starts to happen—and a new message
emerges.” He cited the strange alchemies by which elites in the Balkan region developed the idea of
the “New Balkans” and decentralized terrorist cells developed a shared ideology and strategic plans of
action. In enabling the creation and dissemination of new stories, the Internet is changing the
international ecology of cultural narratives. “We are in the process of melding our stories in many
different ways,” said Madeleine Albright, “primarily because of the impact of global communications
and the ability to hear the other person’s story. Whoever heard the story of Uzbekistan ten years ago?
Whoever even knew where it was?” The result of more stories, however, is a new tension between
“local” stories and the emerging “global story,” said Albright. “There is a conflict between being part
of a small group to which you belong and being part of a larger group—the world community. The
concept of national sovereignty and your individual story is being threatened by the pressure of
having to be part of a larger system.” If stories are becoming a shared artifact for explaining our
relationships to each other and the world, then perhaps a new “global story” is already incubating.
The Internet and globalization are parallel forces that are leading us in the direction of creating a new
language.

The pluralism that goes along with the Internet, in short, may be more pluralistic than we might
imagine. The proliferation of new geopolitical and cultural stories has created a new imperative in
international diplomacy: to cultivate “the humility of listening.” “If I want to tell my story and you
want to tell the American or Egyptian story, you are not going to be able to do that unless you
understand the other person’s story. We need to learn not just each other’s facts, but each other’s
stories. We can learn a great deal if we truly listen to one another’s stories”, said Daley.

The Internet and other information technologies are no longer a peripheral force in the conduct of
world affairs but a powerful engine for change. Global electronic networking is not only remaking
economies, but transforming people’s values, identities, and social practices. Moreover, these changes
are not just occurring within the boundaries of nation-states but in all sorts of unpredictable
transnational communications. These changes are enabling all sorts of newcomers to enter the fray of
international politics.

NGOs, diasporic communities, critics of land mines and human rights abuses, journalists, indigenous
peoples, and others are finding their own voices on a global public stage. More ominously, the very
technology that is empowering civil society and businesses is enabling political extremists to build
global terrorist networks and pioneer alarming new forms of warfare. The new transnational flows of
information are transforming some fundamental terms of power in international affairs. New types of
soft power involving moral legitimacy and respect, credibility as an information source, and cultural
values are coming to the fore. Military and financial powers that traditionally have belonged to the
dominant nations are now constrained in new ways by soft power and the politics of credibility. A
tighter skein of global interdependence may mean that unilateralism by any single nation, especially
the United States, could be a more problematic policy approach. Netpolitik is still an unfolding
doctrine. It seems to be characterized, however, by a higher velocity of information, new time
pressures on thoughtful policymaking, a more robust pluralism in international affairs, and new
challenges to the power of the nation-state and traditional diplomacy.

Netpolitik seems to be a volatile force because of its great reach: affecting everything from the
exercise of state power and military might to issues of deep personal identity and social values. In the
end there may be great wisdom in “the humility of listening” to each other’s stories. Since time
immemorial, stories have conveyed rich bodies of complex information in deeply human ways.
Thanks to the Internet, more segments of the earth’s inhabitants can now tell their stories. This is a
significant development in human history. What may matter most in the future is our ability to hear
each other’s stories, learn from them, and perhaps develop a new global story.

(Abridged)

COMMENT ON THE FOLLOWING QUOTATIONS:

 A diplomat is a person who can tell you to go to hell in such a way that you actually look
forward to the trip. Caskie Stinnett
 When a diplomat says yes he means perhaps; when he says perhaps he means no; when he
says no he is no diplomat. Source Unknown
 I have discovered the art of deceiving diplomats. I speak the truth, and they never believe me.
Di Cavour
 Diplomacy is to do and say the nastiest things in the nicest way. Isaac Goldberg
 My advice to any diplomat who wants to have a good press is to have two or three kids and a
dog. Carl Rowan
 Diplomacy is thinking twice before saying nothing. Source Unknown
 A distinguished diplomat could hold his tongue in ten languages. Source Unknown
 To succeed in politics, it is often necessary to rise above your principles. Anon
 Politics, as a practice, whatever its professions, has always been the systematic organization of
hatreds. Henry Adams
 Practical politics consists in ignoring facts. Henry Adams
 In politics the middle way is none at all. John Adams
 Politics is the gentle art of getting votes from the poor and campaign funds from the rich by
promising to protect each from the other. Oscar Ameringer
 Nothing is irreparable in politics. Jean Anouilh
 All political parties die at last of swallowing their own lies. John Arbuthnot
 It is as hard and severe a thing to be a true politician as to be truly moral. Francis Bacon
 When great questions end, little parties begin. Walter Bagehot
 The politician is like an acrobat: he keeps his balance by saying the opposite of what he does.
Barres
 Vote for the man who promises least. He'll be the least disappointing. Bernard Baruch
 Politics is the art of the possible, the attainable...the art of the next best. Otto von Bismarck
 An honest politician is one who when he is bought will stay bought. W. J. Cameron
 A politician needs the ability to foretell what is going to happen tomorrow, next week, next
month, and next year. And to have the ability afterwards to explain why it didn't happen. Sir
Winston Churchill
 In war you can be killed only once. In politics, many times. Sir Winston Churchill
  Politics ought to be the part-time profession of every citizen who would protect the rights
and privileges of free people and who would preserve what is good and fruitful in our
national heritage. Dwight D Eisenhower
 An election is coming. Universal peace is declared, and the foxes have a sincere interest in
prolonging the lives of the poultry. George Eliot
 There are times in politics when you must be on the right side and lose. John Kenneth
Galbraith
 Politics is not the art of the possible. It consists in choosing between the disastrous and the
unpalatable. John Kenneth Galbraith
 Nothing is so admirable in politics as a short memory. John Kenneth Galbraith
 A politician will do anything to keep his job, even become a patriot. William Randolph
Hearst
 Politics is the profession of those who have neither trade nor art. Muhammad Hijazi
 Internet is so big, so powerful and pointless that for some people it is a complete substitute for
life. Andrew Brown
 The Internet is like a giant jellyfish. You can't step on it. You can't go around it. You've got to
get through it. John Evans
 Looking at the proliferation of personal web pages on the net, it looks like very soon everyone
on earth will have 15 Megabytes of fame. MG Siriam
 Journalism is popular, but it is popular mainly as fiction. Life is one world, and life seen in the
newspapers is another. G. K. Chesterton,
 When distant and unfamiliar and complex things are communicated to great masses of
people, the truth suffers a considerable and often a radical distortion. The complex is made
over into the simple, the hypothetical into the dogmatic, and the relative into an absolute.
Walter Lippmann
 You can never get all the facts from just one newspaper, and unless you have all the facts, you
cannot make proper judgments about what is going on. Harry S Truman
 There are only two forces that can carry light to all the corners of the globe... the sun in the
heavens and the Associated Press down here. Mark Twain

ROLE PLAYING

DISCUSSION LEADER

The discussion leader’s job is to …

 read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
 guide the discussion and keep it going.
SUMMARIZER

The summarizer’s job is to …

 read the text and make notes about the ideas.

 find the key points that everyone must know to understand and remember the text.
 retell the text in a short summary in your own words.
 talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________

WORD MASTER
The word master’s job is to …
 read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
 explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.
Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:
 repeated often;
 used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________
MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON
The passage person’s job is to …
 read the text, and find important, interesting, or difficult passages;
 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.
You might choose a passage to discuss because it is:

*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

lower the costs of transmitting information

_____________________________________________________________________________________
_____________________________________________________________________________________
bypass traditional intermediaries
_____________________________________________________________________________________
_____________________________________________________________________________________
based on strength rather than appeals to morality and world opinion
_____________________________________________________________________________________
_____________________________________________________________________________________
seek to exploit the powerful capabilities of the Internet
_____________________________________________________________________________________
_____________________________________________________________________________________
advance a nation’s political interests
_____________________________________________________________________________________
_____________________________________________________________________________________
anchoring tool of state power
_____________________________________________________________________________________
_____________________________________________________________________________________
privatize and commercialize mass-media system
_____________________________________________________________________________________
_____________________________________________________________________________________
fueled and lubricated by the quantity and velocity of capital
_____________________________________________________________________________________
_____________________________________________________________________________________

dramatic increase in the quantity and velocity of information

_____________________________________________________________________________________
_____________________________________________________________________________________
cause a shift in the fundamental bases of national power
_____________________________________________________________________________________
_____________________________________________________________________________________
gain importance in international relations
_____________________________________________________________________________________
_____________________________________________________________________________________
dramatic shift in the content, context, and architecture of world affairs
_____________________________________________________________________________________
_____________________________________________________________________________________
predictable venues and stable deliberative processes
_____________________________________________________________________________________
_____________________________________________________________________________________
shorten the time horizons of diplomatic decision making
_____________________________________________________________________________________
_____________________________________________________________________________________
become a player in the process
_____________________________________________________________________________________
_____________________________________________________________________________________
tension between velocity of information and judgment
_____________________________________________________________________________________
_____________________________________________________________________________________
figure out a procedure and mindset for making intelligent judgments
_____________________________________________________________________________________
_____________________________________________________________________________________
process information
_____________________________________________________________________________________
_____________________________________________________________________________________
establish orderly procedures
_____________________________________________________________________________________
_____________________________________________________________________________________
let things unfold
_____________________________________________________________________________________
_____________________________________________________________________________________
sift through the mountains of raw information and place it in an intelligent context
_____________________________________________________________________________________
_____________________________________________________________________________________
credibility resides in the social context and origins of a message
_____________________________________________________________________________________
_____________________________________________________________________________________
decontextualize information from the social frames
_____________________________________________________________________________________
_____________________________________________________________________________________
align the intended meanings of the sender with the interpretations of the receiver
_____________________________________________________________________________________
_____________________________________________________________________________________
provides a chain of causality
_____________________________________________________________________________________
_____________________________________________________________________________________
otherwise apparently unconnected facts
_____________________________________________________________________________________
_____________________________________________________________________________________
serve as potent shorthand for shared experiences and worldviews
_____________________________________________________________________________________
_____________________________________________________________________________________
occur within the boundaries of nation-states
_____________________________________________________________________________________
_____________________________________________________________________________________

pioneer alarming new forms of warfare

_____________________________________________________________________________________
_____________________________________________________________________________________
empower civil society
_____________________________________________________________________________________
_____________________________________________________________________________________
convey rich bodies of complex information
_____________________________________________________________________________________
_____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.

 _______________________________

1. The rise of CNN and the Internet has greatly shortened the time horizons of diplomatic
decision making. News from distant lands can become public knowledge more quickly than
ever before. “All these large numbers of information systems make diplomacy much harder to
carry on,” said Madeleine Albright, “because the information comes in very fast and you have
to make decisions much faster than you might under previous circumstances. Everybody
wants an answer right away.”
  _________________________________

2. Some think that facts are facts and that a television news story is a fairly straightforward
communications artifact. But in fact, even the meaning of simple news stories can vary
greatly depending upon the social practices of a given society. A true meeting of the minds
also can be hampered by the fact that people’s subjective identities and views vary so greatly.
“There are multilateral receivers,” said Madeleine Albright. “I think as we sit here, we are all
receiving similar but not necessarily the same message.

 __________________________________

3. The social context of a message is no longer self-evident. Nor is the identity of the speakers
generating information. The Internet is decontextualizing information from the social frames
that give it meaning, making it more complicated than ever to align the intended meanings of
the sender with the interpretations of the receiver.

 __________________________________

4. Trust, credibility, and context must be built up over a long period. But information
technologies typically decontextualize. What may seem to the sender to be a self-contained
bundle of knowledge may be regarded in very different ways by the receiver. Global
networks enable communication that is almost devoid of context. The user often does not
know the content provider. Internet use is mostly unnoticed by the physical communities to
which the user belongs. This is important because values are embedded in context.
Trespassers cannot be reminded of the value if the violation remains invisible. If trust, values,
and context are important factors in real communication, but the Internet generally fails to
represent such factors, then a new set of structural dilemmas are spawned for anyone seeking
to carry on effective online communications.

UNIT 5. GROWTH AND DEVELOPMENT

ECONOMIC DEVELOPMENT

Economic development is the increase in the standard of living of a population. Economic

development includes economic growth among the main criteria. Economic growth is a sustained
growth from a simple economy to a modern one. The study of economic development includes
theories of the causes, the process, and the policies by which a nation improves the economic,
political, and social well-being of its people. Economic development theories relate to the causes of
industrial-economic modernization, the phases of economic development, and the organizational
related aspects of enterprise development; it requires sociological, economic, and cultural researches
on the evolution of markets and industrial organizations within modern societies. From other
perspectives, economic development of embrace improvements in a variety of indicators such as
literacy rates, life expectancy, poverty rates, health, and education. In fact, these indicators are more
related to economic growth so that development goes often with growth.

Scientists often argue that poor countries and mainly “third-world countries” have experienced very
fast economic growth with barely little economic development and especially during the periods
where they served as resource providers for industrialized countries. Other economists claim that
economic growth causes or contributes to economic development, because at least some of the
increasing income is spent on human sustainable development such as education and health; this is
actually the most reasonable approach regarding this link that joins growth to development.

As economic development relates directly to human development, we can understand this

relationship with so many different explanations. For instance, an increase in disposable incomes
often leads to improvement in health and nutrition. Other people may define economic improvement
of social outcomes related to different so called basic necessities such as clean water supply,
education, social safety and so on. The main point here is that, the outcome is always the same:
economic development aims at improving the well-being of citizens based on different scales of
priorities, depending on the level of economic enhancement of societies. Enhanced economies go
over the basic necessities to provide a higher quality of life.

Economic development implies the increase in per capita income or the increase in national gross
product (GNP). It deals with macroeconomic causes of long term economic growth, and
microeconomic issues such as the incentives of households and firms.

The processes of economic development should not only generate increased or enhanced means of
production but it should also make room for equitable distribution of such resources. Thus by the
term economic development we mean a process so as to raise the per capita output with a scope for
equitable distribution.

“We shall define economic development as the process whereby per capita income of a country
increases over a long period of time” (Meier). Here the word “process” indicates long period changes
related to changes in demand side as well as changes in factor supply.

Changes arising on the demand side are mostly related to consumers, tastes and preferences,
distribution of income, size and composition of country’s population, and other organizational and
institutional changes.

Changes arising on the factor supply are also related to—capital accumulation, discovery of new
resources, introduction of new and more efficient production techniques, increase in size of
population and organizational changes. Cause and consequences of economic development are mostly
determined by the time path and velocity of these aforesaid changes.

While explaining the distinction between economic development and economic growth,
Kindleberger observed, “Economic growth means more output and economic development implies
both more output and changes in the technical and institutional arrangements, by which it is
produced.”

“Economic Development deals with the problem of underdeveloped countries whereas ‘Economic
Growth’ deals with the problem of developed countries. In underdeveloped countries the problems
are that of initiating and accelerating development” (Hicks).

According to, “the raising of income levels is generally called economic growth in rich countries and
in poor ones, it is called economic development” (Maddison).

Economic development, being a dynamic concept refers to the continuous increase in production
over the changing time path.

As per this view, the term growth implies higher level of output as well as achievements in terms of
increase in the volume of economic variables. Accordingly, Kindleberger further observed, “Growth
involves focusing on height or weight, while development draws attention to the change in
functional capacity.”

Although some economists have observed slight differences between economic development and
economic growth but all these differences are imaginary and unreal and thus have little practical
value. In this connection Arthur Lewis has observed, “Most often we shall refer only to “Growth” but
occasionally, for the sake of variety to “Progress” and “Development.”

Attaining higher level of economic development is a function of level of technology. Economic

development is thus a process of raising the rate of capital formation, i.e. both physical capital and
human capital.

The task of economic development is influenced by a number of factors such as—economic, political,
social, technological, natural, administrative etc. According to Lewis, there are three principal causes
of economic development.

These are:

1. Efforts to economize, either by reducing the cost of any product or by raising the yield from
any given input or other resources,

2. Increase in knowledge and its appropriate application;

3. Amount of capital or other resources for land.

While analyzing the determinants of economic growth, Spengler and Rostow have made sincere
attempts in this regard. Spengler has listed about nineteen determinants but Rostow mentioned six
propensities having much bearing on economic growth.

These propensities are:

1. Propensity to develop fundamental services;

2. Propensity to apply science to economic ends;
3. Propensity to initiate technical innovations;
4. Propensity to have material advance;
5. Propensity to consume;
6. Propensity to have children.

All these propensities are showing a clear-cut picture of determinants of economic growth neglecting
the non-economic factors totally. Regarding the determinants of economic growth, Nurkse observed
that “Economic development has much to do with human endowments, social attitude, political
conditions and historical accidents.”

Bauer mentioned that, “The main determinants of economic development are aptitude, abilities,
qualities, capacities and facilities.” Economic development of a country thus depends on both
economic and non-economic factors.

There are some of important economic and non-economic factors determining the pace of economic
development in a country:

Economic Factors:

1. Population and Manpower Resources - Population is considered as an important determinant of

economic growth. In this respect population is working both as a stimulant as well as hurdles to
economic growth. Firstly, population provides labor and entrepreneurship as an important factor
service.

Natural resources of the country can be properly exploited with manpower resources. With proper
human capital formation, increasing mobility and division of labor, manpower resources can provide
useful support to economic development.

On the other hand, higher rate of growth of population increases demand for goods and services as a
means of consumption leading to increasing consumption requirements, lesser balance for investment
and export, lesser capital formation, adverse balance of trade, increasing demand for social and
economic infrastructural facilities and higher unemployment problem.
Accordingly, higher rate of population growth can put serious hurdles on the path of economic
development Moreover, growth of population at a higher rate usually eat up all the benefits of
economic development leading to a slow growth of per capita income.

But it has also been argued by some modern economists that with the growing momentum of
economic development, standard of living of the general masses increases which would ultimately
create a better environment for the control of population growth. Moreover, Easterlin argued that
population pressure may favorably affect individual motivation and this may again lead to changes in
production techniques.

Thus whether growing population in a country practically retards economic growth or contributes to
it that solely depends on the prevailing situation and balance of various other factors determining the
growth in an economy.

2. Natural Resources and its Utilization - Availability of natural resources and its proper utilization
are considered as an important determinant of economic development. If the countries are rich in
natural resources and adopted modern technology for its utilization, then they can attain higher level
of development at a quicker pace. Mere possession of natural resources cannot work as a determinant
of economic development.

In spite of having huge variety of natural resources, some countries of Asia and Africa could not
attain a higher level of development due to lack of its proper utilization. But countries like Britain
and France have modernized their agriculture in spite of shortage of land and the country like Japan
has developed a solid industrial base despite its deficiency in natural resources.

Similarly, Britain has developed its industrial sector by importing some minerals and raw materials
from abroad.

However, an economy having deficiency in natural resources is forced to depend on foreign country
for the supply of minerals and other raw materials in order to run its industry. Thus in conclusion it
can be observed that availability of natural resources and its proper utilization is still working as an
important determinant of economic growth.

3. Capital Formation and Capital Accumulation - Capital formation and capital accumulation are
playing an important role in the process of economic development of the country. Here capital means
the stock of physical reproducible factors required for production. The increase in the volume of
capital formation leads to capital accumulation.

Thus it is quite important to raise the rate of capital formation so as to accumulate a large stock of
machines, tools and equipment by the community for gearing up production.
Thus Nurkse has rightly observed, “The meaning of capital formation is that society does not apply
the whole of its current activity to the needs and desires of immediate consumption, but directs a part
of it to the making of capital goods—tools and instruments, machines and transport facilities, plant
and equipment.”

4. Capital-Output Ratio - Capital-output ratio implies number of units of capital required to produce
per unit of output. It also refers to productivity of capital of different sectors at a definite point of
time.

5. Favorable Investment Pattern - Favorable investment pattern requires proper selection of

industries as investment priorities and choice of production techniques for achieving maximum
productivity.

6. Occupational Structure - Too much dependence on agricultural sector is not an encouraging

situation for economic development.

Increasing pressure of working population on agriculture and other primary occupations must be
shifted gradually to the secondary and tertiary or services sector through gradual development of
these sectors.

The rate of economic development and the level of per capita income increase as more and more
work force shift from primary sector to secondary and tertiary sector.

7. Extent of the Market - Expansion of the scale of production and its diversification depend very
much on the size of the market prevailing in the country.

Moreover, market created in the foreign country is also working as a useful stimulant for the
expansion of primary, secondary and tertiary sectors of the country leading to its economic
development.

8. Technological Advancement - Technological advancement implies improved technical know-how

and its broad- based applications. It includes:

a. Use of technological progress far economic gains;

b. Application of applied sciences resulting in innovations and inventions;

c. Utilization of innovations on a large scale.

9. Development Planning - In recent years, economic planning has been playing an important role in
accelerating the pace of economic development in different countries. Economic development is
considered as an important strategy for building various social and economic overhead infrastructural
facilities along with the development of both agricultural, industrial and services sectors in a balanced
manner.

Planning is also essential for mobilization of resources, capital formation and also to raise the volume
of investment required for accelerating the pace of development.

10. External Factors - The present situation in the world economy necessitates active support of
external factors for sustaining a satisfactory rate of economic growth in underdeveloped economies.
Moreover, domestic resources alone cannot meet the entire requirement of resources necessary for
economic development.

Therefore, at certain levels, availability of foreign resources broadly determines the level of economic
development in a country.

External factors playing important role in sustaining the economic development include:

a. Growing export earnings for financing increasing import bills required for development;

b. Increasing flow of foreign capital in the form of direct foreign investment;

c. International economic co-operation in the form of increasing flow of foreign aid from
advanced countries.

Non-Economic Factors

Economic factors alone are not sufficient for determining the process of economic development in a
country. In order to attain economic development proper social and political climate must be
provided.

In this connection, united Nation Experts observed, “Economic Progress will not occur unless the
atmosphere is favorable to it. The people of a country must desire progress and their social, economic,
legal and political situations must be favorable to it.”

Emphasizing the role of non-economic factors, Cairncross observed, “Development is not governed in
any country by economic forces alone and the more backward the country is, the more this is true.
The key to development lies in men’s minds, in the institution in which their thinking finds
expression and in the play of opportunity on ideas and institution.”

Wright writes, “The fundamental factors making economic growth are non-economic and non-
materialistic in character. It is spirit itself that builds the body.”

Underdevelopment countries are facing various socio-political hurdles in the path of economic
development. Thus in order to attain economic growth, raising the level of investment alone is not
sufficient rather it is also equally important to gradually transform outdated social and political
institutions putting hindrances in the path of economic progress.

Thus there are some of the important non-economic factors determining the pace of economic
development in a country:

1. Urge for Development - It is the mental urge for development of the people in general that is
playing an important determinant for initiating and accelerating the process of economic
development.

In order to attain economic progress, people must be ready to bear both the sufferings and
convenience. Experimental outlook, necessary for economic development must grow with the spread
of education.

2. Spread of Education - Economic progress is very much associated with the spread of education.
Krause has observed that, “Education brings revolutions in ideas for economic progress.”
Education provides stimulus to economic growth as it teaches honesty, patriotism and adventure.
Thus education is working as an engine for economic development.

In this connection, Singer has rightly observed, “Investment in education is not only highly
productive but also yields increasing returns. So, education plays pioneer role for the creation of
human capital and social progress which in turn determines the progress of the country.”

3. Changes in Social and Institutional Factors - Conservative and rigid social and institutional set up
like joint family system, caste system, traditional values of life, irrational behavior etc. put severe
obstacle on the path of economic development and also retards its pace.

Thus to bring social and institutional change as per changing environment and to realize the modern
values of life are very much important for accelerating the pace of economic development in a
country.

4. Proper Maintenance of Law and Order - Maintenance of law and order in a proper manner also
helps the country to attain economic development at a quicker pace. Stability, peace, protection
from external aggression and legal protection generally raises morality, initiative and
entrepreneurship.

Formulation of proper monetary and fiscal policy by an efficient government can provide necessary
climate for increased investment and also can stimulate capital formation in the country.

Thus in order to accelerate the pace of economic development the government must make necessary
arrangement for the maintenance of law and order.
But the economy of underdeveloped countries is now facing serious threat from large scale disorder,
terrorism, disturbances in the international border etc. In such a chaotic situation, capital formation
process, business initiatives and enterprise of private firms are seriously suffered and distorted leading
to a stagnation of economy.

5. Administrative Efficiency - Economic development of a country also demands existence of a

strong, honest, efficient and competent administrative machinery for the successful
implementation of government policies.

The existence of a weak, corrupt and inefficient administrative machinery leads the country into
chaos and disorder.

OBSTACLES OR CONSTRAINTS ON ECONOMIC DEVELOPMENT

Underdeveloped or developing countries are facing several constraints or obstacles. These obstacles
are:

Colonial Exploitation - In the initial part of their development process, most of the underdeveloped
countries were under foreign domination leading to the huge colonial exploitation by the foreign
rulers.

Foreign rulers converted these economies as primary producing countries engaged in the production
of raw materials only to be supplied to the ruler country at cheaper prices and also a potent market
for the sale of the manufacturing products produced by the ruler country.

Foreign capitalists mostly invested their capital on mining, oil drilling and plantation industries
where they exploited the domestic workers to the maximum extent and remitted their profit to their
parent country.

They have also destroyed small industries by adopting unfair competition which has put a huge
pressure on agriculture, disguised unemployment and poverty. After independence, these
underdeveloped countries had to face serious obstacles to break this deep rooted impasse of low level
equilibrium traps.

Market Imperfections - Market imperfections in the form of immobility of factors, price rigidity,
ignorance of market conditions, rigid social structure etc. have resulted in serious barriers to
economic development of underdeveloped countries. Due to these market imperfections, resources of
these countries mostly remain either unutilized or underutilized leading to factor disequilibrium.

Poor Rate of Savings and Investment - Another important obstacle or constraint faced by the
underdeveloped countries in their path of economic development is its poor rate of savings and
investment. In spite of their best attempt, the rate of savings of these underdeveloped countries
remained very low.

Vicious Circle of Poverty - Vicious circle in the underdeveloped countries represented by low
productivity is resulted from capital deficiency, market imperfections, economic backwardness and
poor development.

Low productivity results in low level of income and low rate of savings leading to low rate of
investment, which is again responsible for low rate of productivity.

Unsuitability in Adopting Modern Technology - Underdeveloped countries are facing peculiar

problem in respect of adopting modern and latest technology. Due to abundant labor supply and
scarcity of capital, such technologies become unsuitable for these countries.

At the same time the existing poor technology of these underdeveloped countries fails to raise the
rate of productivity and also to bring them out of the vicious circle of poverty.

Rapidly Growing Population - Most of the underdeveloped countries are facing the problem of
rapidly growing population which hinders its path of economic development. Viner has rightly
observed, “Population increase hovers like a menacing cloud over all poor countries.”

Rapidly growing population slows down the rate and process of capital formation. Growing
population increases the volume of consumption expenditure and fails to increase the rate of savings
and investment.

Over-population results poverty, inefficiency, poor quality of population, lower productivity, low per
capita income, unemployment and under-employment and finally leads the country toward under
development.

Inefficient Agricultural Sector - Another important obstacles or constraints to the path of

development of underdeveloped countries are its inefficient agricultural structure. Agriculture
dominates the economy of most of the underdeveloped countries. Agricultural sector in these
countries are suffering from primitive agricultural practices, lack of adequate inputs like fertilizers,
irrigation facilities, uneconomic holdings, defective land tenure and excessive dependence on
agriculture.

Inefficient Human Resources - Underdeveloped countries suffer from surplus labor force but shortage
of critical skills. Due to lack of adequate number of trained and skilled personnel, the production
system remains thoroughly backward.

Shortage of Entrepreneurial Ability, Modern Enterprise and Innovation - Underdeveloped countries

are also suffering from lack of adequate number of entrepreneurial ability. Naturally there is absence
of modern enterprise and proper managerial talent. Due to poor socio-cultural climate and weak
environment, the managerial talent in these countries fails to reach its desirable level.

Inadequate Infrastructural Facilities - Underdeveloped countries are suffering from lack of adequate
transportation and communication facilities, shortage of power supply, inadequate banking and
financial facilities and other social overheads which are considered very important for attaining
economic development.

Adverse International Forces - Certain adverse international forces are operating against the under-
developed countries which are always going against the interest of the underdeveloped countries.
International trade has forced the underdeveloped countries to become primary producing countries
where the terms of trade as well as the gains from trade have always gone against these
underdeveloped countries.

Political Instability - Most of the underdeveloped countries are facing the problem of political
instability resulting from frequent change of government, threats of external aggression and disturbed
internal law and order conditions. This type of political instability creates uncertainty about its future
steps and adversely affects the economic decisions.

Inappropriate Social Structure - Underdeveloped countries are suffering from backward social factors.
Inappropriate social forces impeding the economic development of underdeveloped countries include
prevalence of caste system, creating divergence between aptitudes, outdated beliefs etc.

All these economic, political and social factors are equally responsible for the poor socio-economic set
up of underdeveloped countries.

Economic growth enables the possibility to deal with many serious problems of poverty,
homelessness and lack of basic amenities. However there are several issues, which suggest that
economic growth, has contributed to serious social, environmental and economic problems, which
have reduced living standards. This is not to say economic growth is doomed to bring unhappiness. In
fact the challenge is to harness the potential of economic growth to make sure it really does increase
sustainable living standards.

COMMENT ON THE FOLLOWING QUOTATIONS:

 It is an axiom, enforced by all the experience of the ages that they who rule industrially will
rule politically. Aneurin Bevan
 The great cry that rises from all our manufacturing cities, louder than the furnace blast, is all
in very deed for this -- that we manufacture everything there except men. John Ruskin
  In an industrial society which confuses work and productivity, the necessity of producing has
always been an enemy of the desire to create. Raoul Vaneigem
 If you want to know what's happening in the market, ask the market. Japanese Proverb
 A market is the combined behavior of thousands of people responding to information,
misinformation and whim. Kenneth Chang
 The social object of skilled investment should be to defeat the dark forces of time and
ignorance which envelope our future. John Maynard Keynes
 Sometimes your best investments are the ones you don't make. Donald Trump
 As industrial technology advances and enlarges, and in the process assumes greater social,
economic, and political force, it carries people away from where they belong by history,
culture, deeds, association and affection. Wendell Berry
 Any sufficiently advanced technology is indistinguishable from magic. Arthur C. Clarke
 Technological progress is like an ax in the hands of a pathological criminal. Albert Einstein
 If there is technological advance without social advance, there is, almost automatically, an
increase in human misery, in impoverishment. Michael Harrington
 Where there is the necessary technical skill to move mountains, there is no need for the faith
that moves mountains. Eric Hoffer
 Technological progress has merely provided us with more efficient means for going
backwards. Aldous Huxley
 The world is very different now. For man holds in his mortal hands the power to abolish all
forms of human poverty, and all forms of human life. John Fitzgerald Kennedy
 Our Age of Anxiety is, in great part, the result of trying to do today's jobs with yesterday's
tools. Marshall McLuhan
 However far modern science and techniques have fallen short of their inherent possibilities,
they have taught mankind at least one lesson: Nothing is impossible. Lewis Mumford
 We must learn to balance the material wonders of technology with the spiritual demands of
our human race. John Naisbitt
 Men are only as good as their technical development allows them to be. George Orwell
 Technology does not drive change -- it enables change. Source Unknown
 Technology is dominated by two types of people: those who understand what they do not
manage, and those who manage what they do not understand. Source Unknown

ROLE PLAYING

DISCUSSION LEADER
The discussion leader’s job is to …
 read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
  guide the discussion and keep it going.

SUMMARIZER
The summarizer’s job is to …
 read the text and make notes about the ideas.
 find the key points that everyone must know to understand and remember the text.
 retell the text in a short summary in your own words.
 talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________

WORD MASTER
The word master’s job is to …
 read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
  explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.
Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:
 repeated often;
 used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON

The passage person’s job is to …

 read the text, and find important, interesting, or difficult passages;

 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.
You might choose a passage to discuss because it is:

*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

sustained growth from a simple economy to a modern one

_____________________________________________________________________________________
____________________________________________________________________________________
relate to the causes of industrial-economic modernization
_____________________________________________________________________________________
____________________________________________________________________________________
embrace improvements in a variety of indicators
_____________________________________________________________________________________
____________________________________________________________________________________
literacy rates
_____________________________________________________________________________________
____________________________________________________________________________________
life expectancy
_____________________________________________________________________________________
____________________________________________________________________________________
serve as resource providers
_____________________________________________________________________________________
____________________________________________________________________________________
cause and contribute to economic development
_____________________________________________________________________________________
____________________________________________________________________________________
increase in disposable incomes
_____________________________________________________________________________________
____________________________________________________________________________________
improvement in health and nutrition
_____________________________________________________________________________________
____________________________________________________________________________________
social outcomes related to basic necessities
_____________________________________________________________________________________
____________________________________________________________________________________
economic enhancement of societies
_____________________________________________________________________________________
____________________________________________________________________________________
imply the increase in per capita income
_____________________________________________________________________________________
____________________________________________________________________________________

increase in national gross product

_____________________________________________________________________________________
____________________________________________________________________________________
macroeconomic causes of long term economic growth
_____________________________________________________________________________________
____________________________________________________________________________________
incentives of households and firms
_____________________________________________________________________________________
____________________________________________________________________________________
generate increased or enhanced means of production
_____________________________________________________________________________________
____________________________________________________________________________________
equitable distribution of resources
_____________________________________________________________________________________
____________________________________________________________________________________
raise the per capita output with a scope for equitable distribution
_____________________________________________________________________________________
____________________________________________________________________________________
related to consumers, tastes and preferences
_____________________________________________________________________________________
____________________________________________________________________________________
introduction of new and more efficient production techniques
_____________________________________________________________________________________
____________________________________________________________________________________
cause and consequences of economic development
_____________________________________________________________________________________
____________________________________________________________________________________
determined by the time path and velocity of aforesaid changes
_____________________________________________________________________________________
____________________________________________________________________________________
initiate and accelerate development
_____________________________________________________________________________________
____________________________________________________________________________________
change in functional capacity
_____________________________________________________________________________________
____________________________________________________________________________________
propensity to apply science to economic ends;
_____________________________________________________________________________________
____________________________________________________________________________________
propensity to consume
_____________________________________________________________________________________
____________________________________________________________________________________
human endowments, social attitude, political conditions and historical accidents
_____________________________________________________________________________________
____________________________________________________________________________________
aptitude, abilities, qualities, capacities and facilities
_____________________________________________________________________________________
____________________________________________________________________________________
provide labor and entrepreneurship
_____________________________________________________________________________________
____________________________________________________________________________________
increasing mobility and division of labor
_____________________________________________________________________________________
____________________________________________________________________________________
consumption requirements
_____________________________________________________________________________________
____________________________________________________________________________________
growing momentum of economic development
_____________________________________________________________________________________
____________________________________________________________________________________
affect individual motivation
_____________________________________________________________________________________
____________________________________________________________________________________
attain higher level of development at a quicker pace
_____________________________________________________________________________________
____________________________________________________________________________________
shortage of land
_____________________________________________________________________________________
____________________________________________________________________________________
solid industrial base
_____________________________________________________________________________________
____________________________________________________________________________________
deficiency in natural resources
_____________________________________________________________________________________
____________________________________________________________________________________
stock of physical reproducible factors
_____________________________________________________________________________________
____________________________________________________________________________________
apply activity to the needs and desires of immediate consumption
_____________________________________________________________________________________
____________________________________________________________________________________
proper selection of industries as investment priorities
_____________________________________________________________________________________
____________________________________________________________________________________
expansion of the scale of production
_____________________________________________________________________________________
____________________________________________________________________________________
build various social and economic overhead infrastructural facilities
_____________________________________________________________________________________
____________________________________________________________________________________
gradually transform outdated social and political institutions
_____________________________________________________________________________________
____________________________________________________________________________________
put hindrances in the path of progress
_____________________________________________________________________________________
____________________________________________________________________________________
mental urge for development
_____________________________________________________________________________________
____________________________________________________________________________________
bear both sufferings
_____________________________________________________________________________________
____________________________________________________________________________________
experimental outlook
_____________________________________________________________________________________
____________________________________________________________________________________
associated with the spread of education
_____________________________________________________________________________________
____________________________________________________________________________________
yield increasing returns
_____________________________________________________________________________________
____________________________________________________________________________________
conservative and rigid social and institutional set up
_____________________________________________________________________________________
____________________________________________________________________________________
provide necessary climate for increased investment
_____________________________________________________________________________________
____________________________________________________________________________________
face serious threat from large scale disorder
_____________________________________________________________________________________
____________________________________________________________________________________
administrative machinery
_____________________________________________________________________________________
____________________________________________________________________________________
foreign domination
_____________________________________________________________________________________
____________________________________________________________________________________
disguised unemployment
_____________________________________________________________________________________
____________________________________________________________________________________
break deep rooted impasse of low level equilibrium traps
_____________________________________________________________________________________
____________________________________________________________________________________
price rigidity
_____________________________________________________________________________________
____________________________________________________________________________________
lead to disequilibrium
_____________________________________________________________________________________
____________________________________________________________________________________
remain either unutilized or underutilized
_____________________________________________________________________________________
____________________________________________________________________________________
poor rate of savings
_____________________________________________________________________________________
____________________________________________________________________________________
capital deficiency, market imperfections and economic backwardness
_____________________________________________________________________________________
____________________________________________________________________________________
unsuitability in adopting modern technology
_____________________________________________________________________________________
____________________________________________________________________________________
abundant labor supply and scarcity of capital
_____________________________________________________________________________________
____________________________________________________________________________________
bring out of the vicious circle of poverty
_____________________________________________________________________________________
____________________________________________________________________________________
dominates the economy underdeveloped countries
_____________________________________________________________________________________
____________________________________________________________________________________
fertilizers, irrigation facilities, uneconomic holdings, and defective land tenure
_____________________________________________________________________________________
____________________________________________________________________________________
suffer from surplus labor force
_____________________________________________________________________________________
____________________________________________________________________________________
shortage of critical skills
_____________________________________________________________________________________
____________________________________________________________________________________
remain thoroughly backward
_____________________________________________________________________________________
____________________________________________________________________________________
threats of external aggression and disturbed internal law and order conditions
_____________________________________________________________________________________
____________________________________________________________________________________
impede the economic development
_____________________________________________________________________________________
____________________________________________________________________________________
suffer from backward social factors
_____________________________________________________________________________________
____________________________________________________________________________________
prevalence of caste system
_____________________________________________________________________________________
____________________________________________________________________________________
divergence between aptitudes
_____________________________________________________________________________________
____________________________________________________________________________________
lack of basic amenities
_____________________________________________________________________________________
____________________________________________________________________________________
harness the potential of economic growth
_____________________________________________________________________________________
____________________________________________________________________________________
increase sustainable living standards
_____________________________________________________________________________________
____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.

  __________________________________

1. Scientists often argue that poor countries and mainly “third-world countries” have
experienced very fast economic growth with barely little economic development and
especially during the periods where they served as resource providers for industrialized
countries. Other economists claim that economic growth causes or contributes to economic
development, because at least some of the increasing income is spent on human sustainable
development such as education and health.

 ___________________________________

2. The task of economic development is influenced by a number of factors such as—economic,

political, social, technological, natural, administrative etc. According to Lewis, there are three
principal causes of economic development.

 ___________________________________

3. In spite of having huge variety of natural resources, some countries of Asia and Africa could
not attain a higher level of development due to lack of its proper utilization. But countries
like Britain and France have modernized their agriculture in spite of shortage of land and the
country like Japan has developed a solid industrial base despite its deficiency in natural
resources.

 ___________________________________

4. Underdevelopment countries are facing various socio-political hurdles in the path of

economic development. Thus in order to attain economic growth, raising the level of
investment alone is not sufficient rather it is also equally important to gradually transform
outdated social and political institutions putting hindrances in the path of economic progress.

 __________________________________

5. Economic growth enables the possibility to deal with many serious problems of poverty,
homelessness and lack of basic amenities. However there are several issues, which suggest
that economic growth, has contributed to serious social, environmental and economic
problems, which have reduced living standards. This is not to say economic growth is doomed
to bring unhappiness. In fact the challenge is to harness the potential of economic growth to
make sure it really does increase sustainable living standards.

UNIT 6. HUMAN RIGHTS

RIGHTS, NEEDS AND RESPONSIBILITIES

There is no precise definition of Human Rights. The Oxford Power Dictionary defines human rights
as the “basic freedom that all people should have”. The human rights ‘basically emerge out of human
needs and capabilities. In a simple language, human rights are meant for human beings to satisfy their
basic needs.

In a broader sense, the human rights are “those rights to which every man and woman inhabiting any
part of the world should be deemed entitled by virtue of having been born a human being”
(Kashyap). In other words, human rights are those rights which are essential for a dignified and a
decent human living as well as human existence and adequate development of human personality.

Human rights are held by all human beings and human rights exist as long as human beings exist.
Both are inalienable and cannot be separated. Precisely, human rights imply availability of “Such
conditions which are essential for the fullest development and realization of the innate characteristics
which nature has bestowed him/her with, as a human being”. They are essential to ensure the dignity
of every person as a human being.

Every human being, as a social being, lives in a group in the society. As an individual, he has a right
to life and right to a decent living. As a social being, and an inseparable part of the
society/community, he too has other rights, like: right to freedom of speech, expression, thought,
belief and faith and right to move freely. Thus, human rights are essential for the development of the
human personality in society, where he lives.

Human rights in general, may be of two types:

a. Rights which are essential for the dignified and decent human existence;
b. Rights which are essential for adequate development of human personality.

Rights under the first category include right to fulfillment of basic human needs like food, shelter,
clothing, health and sanitation, earning one’s live-hood and the like.

The second category of human rights comprises of right to freedom of speech and expression, cultural
and educational rights.

Human rights possess the following characteristics:

1. Inalienability - Both human beings and human rights are inalienable and inseparable. One
cannot stay without the other.
2. Comprehensiveness - Human rights are comprehensive. They include socio-economic, civil,
political and cultural rights which are relevant for a decent human living.
 3. Universality - Human rights are universally applicable to one and all. These are meant for all
individuals of all nations, without there being any discrimination on grounds of caste, class,
color, sex, creed, language and religion.
4. Justice ability - These rights are also justiciable.
5. Non-absoluteness - These rights are not absolute and there can be restriction imposed on
these.

The concept of human rights was further strengthened with the emergence of Magna Carta and Bill
of Rights, following the glorious Revolution of 1688. The basic concept of Locke’s theory of natural
rights was that the citizens have always a legitimate right to overthrow a Government if it failed to
protect the citizens’ rights.

Almost a century there after came the “American Declaration of Independence” which affirmed that
“all men are created equal” and that they are assured of several inalienable rights like “right to life,
liberty and the pursuit of happiness”.

Nearly a decade later the famous “French Declaration of Rights of men and citizens” came as an
outcome of the French Revolution. It proclaimed in all clear terms that “men are born free” and they
remain “free and equal in the enjoyment of rights of liberty, property, security” and resistance to
oppression.

Recognition of the equal and inalienable rights of all members of the human family is the foundation
of freedom, justice and peace all over the world. In brief, every individual has been ensured of “a
dignified living free from brutality”.

The Universal Declaration of Human Rights has guaranteed two broad categories of rights — such as:
a. Civil and Political Rights;
b. Socio-economic and Cultural Rights.

Civil and Political Rights include:

1. Right to life, liberty and security of persons;
2. Right to freedom from slavery and servitude;
3. Right to freedom from inhuman torture or punishment;
4. Right, without decimation, to Equality of Persons before law, equal protection of law, right to
judicial remedies, and right to freedom from arbitrary arrest, detention or exile;
5. Right to fair trial;
6. Right to freedom of thought, expression, belief, faith, conscience and religion;
7. Right to freedom of speech and expression and peaceful assembly;
8. Right to take in government affairs, and equal access to public service, right to vote;
9. Right to freedom of movement and right of asylum;
10. Right to Nationality.
Socio-economic and Cultural Rights cover:
1. Right to work, equal pay for equal work and right to form trade unions;
2. Right to social security during old age, sickness, widowhood and unemployment;
3. Right to marry and have family and right to property;
4. Right to preserve and propagate one’s culture;
5. Right to food, health and adequate standard of living;
6. Right to rest and leisure;
7. Right to participate in cultural life.

An International Conference on Human Rights was held in Vienna in June, 1993 to deal with new
emerging issue like a. Universality of human rights and b. Application of non-selective standard.

An extract from the document agreed upon in the Vienna Conference is given below:

“All human beings are universal, indivisible, interdependent and interrelated. The International
Community must treat human rights globally in a fair and equal manner on the same footing and
with the same emphasis.

While significance of national and regional particularities and various historical, cultural and
religious backgrounds must be born in mind, it is the duty of the state regardless of their political,
economic and cultural system to promote and protect all human rights and fundamental freedoms”.

The scope of right to equality and the right to life and personal liberty have caused wider areas like
right to speedy trial, free legal aid, right to live with dignity, right to earn livelihood, right to
education, housing, medical care, clean environment, right against fortune, sexual harassment,
solitary confinement, bondage, servitude exploitation and the like.

Human rights are inherent to all human beings, whatever nationality, place of residence, sex, national
or ethnic origin, color, language, or any other status. We are all equally entitled to our human rights
without discrimination. These rights are interrelated, interdependent and indivisible.

To protect human rights is to ensure that people receive some degree of decent, humane treatment.
Because political systems that protect human rights are thought to reduce the threat of world conflict,
all nations have a stake in promoting worldwide respect for human rights. International human rights
law, humanitarian intervention law and refugee law all protect the right to life and physical integrity
and attempt to limit the unrestrained power of the state. These laws aim to preserve humanity and
protect against anything that challenges people's health, economic well-being, social stability and
political peace. Underlying such laws is the principle of nondiscrimination, the notion that rights
apply universally.

Responsibility to protect human rights resides first and foremost with the states themselves.
However, in many cases public authorities and government officials institute policies that violate
basic human rights. Such abuses of power by political leaders and state authorities have devastating
effects, including genocide, war crimes and crimes against humanity. What can be done to safeguard
human rights when those in power are responsible for human rights violations? Can outside forces
intervene in order to protect human rights?

In some cases, the perceived need to protect human rights and maintain peace has led to
humanitarian intervention. There is evidence that internationally we are moving towards the notion
that governments have not only a negative duty to respect human rights, but also a positive duty to
safeguard these rights, preserve life and protect people from having their rights violated by others.
Many believe that states' duties to intervene should not be determined by proximity, but rather by
the severity of the crisis.

There are two kinds of humanitarian intervention involving the military: unilateral interventions by
a single state, and collective interventions by a group of states. Because relatively few states have
sufficient force and capacity to intervene on their own, most modern interventions are collective.

There is much disagreement about when and to what extent outside countries can engage in such
interventions. More specifically, there is debate about the efficacy of using military force to protect
the human rights of individuals in other nations. This sort of debate stems largely from a tension
between state sovereignty and the rights of individuals. Some defend the principles of state
sovereignty and nonintervention, and argue that other states must be permitted to determine their
own course.

This argument suggests that different states have different conceptions of justice, and international
coexistence depends on a pluralist ethic whereby each state can uphold its own conception of the
good. Among this group, there is "a profound skepticism about the possibilities of realizing notions of
universal justice." States that presume to judge what counts as a violation of human rights in another
nation interfere with that nation's right to self-determination. Suspicions are further raised by the
inconsistent respect for sovereignty.

In addition, requiring some country to respect human rights is liable to cause friction and can lead to
far-reaching disagreements. Thus, acts of intervention may disrupt interstate order and lead to
further conflict. Even greater human suffering might thereby result if states set aside the norm of
nonintervention.

Others point out that humanitarian intervention does not, in principle, threaten the territorial
integrity and political independence of states. Rather than aiming to destabilize a target state and
meddle in its affairs, humanitarian intervention aims to restore rule of law and promote humane
treatment of individuals.
Furthermore, people who advocate this approach maintain that only the vigilant eye of the
international community can ensure the proper observance of international standards, in the interest
not of one state or another but of the individuals themselves. They maintain that massive violations
of human rights, such as genocide and crimes against humanity, warrant intervention, even if it
causes some tension or disagreement. Certain rights are inalienable and universal, and taking basic
rights seriously means taking responsibility for their protection everywhere.

If, through its atrocious actions, a state destroys the lives and rights of its citizens, it temporarily
forfeits its claims to legitimacy and sovereignty. Outside governments then have a positive duty to
take steps to protect human rights and preserve lives. In addition, it is thought that political systems
that protect human rights reduce the threat of world conflict. Thus, intervention might also be
justified on the ground of preserving international security, promoting justice and maintaining
international order.

Nevertheless, governments are often reluctant to commit military forces and resources to defend
human rights in other states. In addition, the use of violence to end human rights violations poses a
moral dilemma insofar as such interventions may lead to further loss of innocent lives. Therefore, it is
imperative that the least amount of force necessary to achieve humanitarian objectives be used, and
that intervention not do more harm than good. Lastly, there is a need to ensure that intervention is
legitimate, and motivated by genuine humanitarian concerns. The purposes of intervention must be
apolitical and disinterested. However, if risks and costs of intervention are high, it is unlikely that
states will intervene unless their own interests are involved. For this reason, some doubt whether
interventions are ever driven by humanitarian concerns rather than self-interest.

Many note that in order to truly address human rights violations, we must strive to understand the
underlying causes of these breaches. These causes have to do with underdevelopment, economic
pressures, social problems and international conditions. Indeed, the roots of repression,
discrimination and other denials of human rights stem from deeper and more complex political, social
and economic problems. It is only by understanding and ameliorating these root causes and
strengthening both democracy and civil society that we can truly protect human rights.

In the aftermath of conflict, violence and suspicion often persist. Government institutions and the
judiciary, which bear the main responsibility for the observation of human rights, are often severely
weakened by the conflict or complicit in it. Yet, a general improvement in the human rights situation
is essential for rehabilitation of war-torn societies. Many argue that healing the psychological scars
caused by atrocities and reconciliation at the community level cannot take place if the truth about
past crimes is not revealed and if human rights are not protected. To preserve political stability,
human rights implementation must be managed effectively. Issues of mistrust and betrayal must be
addressed, and the rule of law must be restored. In such an environment, the international
community can often play an important supporting role in providing at least implicit guarantees that
former opponents will not abandon the peace. Because all international norms are subject to cultural
interpretation, external agents that assist in the restoration of human rights in post-conflict societies
must be careful to find local terms with which to express human rights norms. While human rights
are in theory universal, ideas about which basic needs should be guaranteed vary according to
cultural, political, economic and religious circumstances. Consequently, policies to promote and
protect human rights must be culturally adapted to avoid distrust and perceptions of intrusion into
internal affairs.

To promote human rights standards in post-conflict societies, many psychological issues must be
addressed. Societies must either introduce new social norms or reestablish old moral standards. They
must design programs that will both address past injustice and prevent future human rights
violations. Human rights must not become just another compartmentalized aspect of recovery, but
must be infused throughout all peacebuilding and reconstruction activities. Democratization implies
the restoration of political and social rights. Government officials and members of security and police
forces have to be trained to observe basic rights in the execution of their duties. Finally, being able to
forgive past violations is central to society's reconciliation.

As violent conflict begins to subside, peacekeeping strategies to physically separate disputants and
prevent further violence are crucial. These measures, together with violence prevention mechanisms,
can help to safeguard human lives. Limiting the use of violence is crucial to ensuring groups' survival
and creating the necessary conditions for a return to peace.

Education about human rights must become part of general public education. Technical and financial
assistance should be provided to increase knowledge about human rights. Members of the police and
security forces have to be trained to ensure the observation of human rights standards for law
enforcement.

Dialogue groups that assemble people from various ethnicities should be organized to overcome
mistrust, fear and grief in society. Getting to know the feelings of ordinary people of each side might
help to change the demonic image of the enemy group. Dialogue also helps parties at the grassroots
level to discover the truth about what has happened, and may provide opportunities for apology and
forgiveness.

Specialists can offer legislative assistance and provide guidance in drafting press freedom laws,
minority legislation and laws securing gender equality. They can also assist in drafting a constitution,
which guarantees fundamental political and economic rights.

Humanitarian aid and development assistance seeks to ease the impact that violent conflict has on
civilians. During conflict, the primary aim is to prevent human casualties and ensure access to basic
survival needs. These basics include water, sanitation, food, shelter and health care. Aid can also assist
those who have been displaced and support rehabilitation work. Once conflict has ended,
development assistance helps to advance reconstruction programs that rebuild infrastructure,
institutions and the economy. This assistance helps countries to undergo peaceful development rather
than sliding back into conflict.

Those who perpetrate human rights violations find it much easier to do so in cases where their
activities can remain secret. International witnesses, observers and reporters can exert modest
pressure to bring violations of human rights to public notice and discourage further violence.
Monitors should not only expose violations, but also make the public aware of any progress made in
the realization of human rights. In order to ensure that proper action is taken after the results of
investigations have been made public, effective mechanisms to address injustice must be in place.

The expansion of international human rights law has often not been matched by practice. Yet, there
is growing consensus that the protection of human rights is important for the resolution of conflict
and to the rebuilding process afterward. To achieve these goals, the international community has
identified a number of mechanisms both to bring an end to human rights abuses and to establish an
environment in which they will be respected in the future. They are not alternatives, but each
provides important benefits in dealing with the past and envisioning a brighter future.

COMMENT ON THE FOLLOWING QUOTATIONS:

 War both needs and generates certain virtues; not the highest, but what may be called the
preliminary virtues, as valor, veracity, the spirit of obedience, the habit of discipline. Any of
these, and of others like them, when possessed by a nation, and no matter how generated,
will give them a military advantage, and make them more likely to stay in the race of nations.
Walter Bagehot
 Conquest is the missionary of valor, and the hard impact of military virtues beats meanness
out of the world. Walter Bagehot
 It takes twenty years or more of peace to make a man; it takes only twenty seconds of war to
destroy him. Baudouin I
 War is regarded as nothing but the continuation of politics by other means. Karl von
Clausewitz
 There is nothing that war has ever achieved we could not better achieve without it. Havelock
Ellis
 Unless they are immediate victims, the majority of mankind behaves as if war was an act of
God which could not be prevented; or they behave as if war elsewhere was none of their
business. It would be a bitter cosmic joke if we destroy ourselves due to atrophy of the
imagination. Martha Gellhorn
  What has kept the world safe from the bomb since 1945 has not been deterrence, in the sense
of fear of specific weapons, so much as it's been memory. The memory of what happened at
Hiroshima. John Hersey
 What a country calls its vital economic interests are not the things which enable its citizens
to live, but the things which enable it to make war. Petrol is more likely than wheat to be a
cause of international conflict. Simone Weil
 There are two things which will always be very difficult for a democratic nation: to start a
war and to end it. Alexis de Tocqueville
 There is no such thing as a man being too proud to fight; there is such a thing as a nation
being so right that it does not need to convince others by force that it is right. Woodrow
Wilson

ROLE PLAYING

DISCUSSION LEADER

The discussion leader’s job is to …

 read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
 guide the discussion and keep it going.

SUMMARIZER

The summarizer’s job is to …

 read the text and make notes about the ideas.

 find the key points that everyone must know to understand and remember the text.
 retell the text in a short summary in your own words.
 talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

WORD MASTER

The word master’s job is to …

 read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
 explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.
Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:
 repeated often;
  used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON

The passage person’s job is to …

 read the text, and find important, interesting, or difficult passages;

 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.
You might choose a passage to discuss because it is:

*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

emerge out of human needs and capabilities

_____________________________________________________________________________________
_____________________________________________________________________________________
essential for a dignified and a decent human living
_____________________________________________________________________________________
_____________________________________________________________________________________
realization of the innate characteristics
_____________________________________________________________________________________
_____________________________________________________________________________________
right to fulfillment of basic human needs
_____________________________________________________________________________________
_____________________________________________________________________________________
inalienable and inseparable
_____________________________________________________________________________________
_____________________________________________________________________________________
universally applicable to one and all
_____________________________________________________________________________________
_____________________________________________________________________________________
legitimate right to overthrow a Government
_____________________________________________________________________________________
_____________________________________________________________________________________
resistance to oppression
_____________________________________________________________________________________
_____________________________________________________________________________________
right to freedom from slavery and servitude;
_____________________________________________________________________________________
_____________________________________________________________________________________
right to freedom from inhuman torture or punishment
_____________________________________________________________________________________
_____________________________________________________________________________________
right to judicial remedies
_____________________________________________________________________________________
_____________________________________________________________________________________
right to freedom from arbitrary arrest, detention or exile
_____________________________________________________________________________________
_____________________________________________________________________________________
right to fair trial
_____________________________________________________________________________________
_____________________________________________________________________________________
right to social security during old age, sickness, widowhood and unemployment
_____________________________________________________________________________________
_____________________________________________________________________________________
right to preserve and propagate one’s culture
_____________________________________________________________________________________
_____________________________________________________________________________________
application of non-selective standard
_____________________________________________________________________________________
_____________________________________________________________________________________
right to speedy trial, free legal aid
_____________________________________________________________________________________
_____________________________________________________________________________________
right to earn livelihood
_____________________________________________________________________________________
_____________________________________________________________________________________
right against sexual harassment, solitary confinement, bondage and servitude exploitation
_____________________________________________________________________________________
_____________________________________________________________________________________
inherent to all human beings
_____________________________________________________________________________________
_____________________________________________________________________________________
interrelated, interdependent and indivisible
_____________________________________________________________________________________
_____________________________________________________________________________________
receive some degree of decent, humane treatment
_____________________________________________________________________________________
_____________________________________________________________________________________
have a stake in promoting worldwide respect for human rights
_____________________________________________________________________________________
_____________________________________________________________________________________
attempt to limit the unrestrained power of the state
_____________________________________________________________________________________
_____________________________________________________________________________________
have devastating effects
_____________________________________________________________________________________
_____________________________________________________________________________________
safeguard human rights
_____________________________________________________________________________________
_____________________________________________________________________________________
humanitarian intervention
_____________________________________________________________________________________
_____________________________________________________________________________________
determined by proximity
_____________________________________________________________________________________
_____________________________________________________________________________________
severity of the crisis
_____________________________________________________________________________________
_____________________________________________________________________________________
efficacy of using military force
_____________________________________________________________________________________
_____________________________________________________________________________________
inconsistent respect for sovereignty
_____________________________________________________________________________________
_____________________________________________________________________________________
cause friction
_____________________________________________________________________________________
_____________________________________________________________________________________
disrupt interstate order
_____________________________________________________________________________________
_____________________________________________________________________________________
threaten territorial integrity and political independence
_____________________________________________________________________________________
_____________________________________________________________________________________
restore rule of law
_____________________________________________________________________________________
_____________________________________________________________________________________
ensure proper observance of international standards
_____________________________________________________________________________________
_____________________________________________________________________________________
motivated by genuine humanitarian concerns
_____________________________________________________________________________________
_____________________________________________________________________________________
driven by humanitarian concerns rather than self-interest
_____________________________________________________________________________________
_____________________________________________________________________________________
war-torn societies
_____________________________________________________________________________________
_____________________________________________________________________________________
reconciliation at the community level
_____________________________________________________________________________________
_____________________________________________________________________________________
norms are subject to cultural interpretation
_____________________________________________________________________________________
_____________________________________________________________________________________
avoid distrust and perceptions of intrusion into internal affairs
_____________________________________________________________________________________
_____________________________________________________________________________________
address past injustice and prevent future human rights violations
_____________________________________________________________________________________
_____________________________________________________________________________________
peacebuilding and reconstruction activities
_____________________________________________________________________________________
_____________________________________________________________________________________
reestablish old moral standards
_____________________________________________________________________________________
_____________________________________________________________________________________
compartmentalized aspect of recovery
_____________________________________________________________________________________
_____________________________________________________________________________________
law enforcement
_____________________________________________________________________________________
_____________________________________________________________________________________
provide opportunities for apology and forgiveness
_____________________________________________________________________________________
_____________________________________________________________________________________
offer legislative assistance
_____________________________________________________________________________________
_____________________________________________________________________________________
provide guidance in drafting press freedom laws
_____________________________________________________________________________________
_____________________________________________________________________________________
laws securing gender equality
_____________________________________________________________________________________
_____________________________________________________________________________________
slide back into conflict
_____________________________________________________________________________________
_____________________________________________________________________________________
prevent human casualties
_____________________________________________________________________________________
_____________________________________________________________________________________
perpetrate human rights violations
_____________________________________________________________________________________
_____________________________________________________________________________________
exert modest pressure
_____________________________________________________________________________________
_____________________________________________________________________________________
discourage further violence
_____________________________________________________________________________________
_____________________________________________________________________________________
end to human rights abuses
_____________________________________________________________________________________
_____________________________________________________________________________________
envision a brighter future
_____________________________________________________________________________________
_____________________________________________________________________________________
GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.

 ___________________________________

1. Human rights are held by all human beings and human rights exist as long as human beings
exist. Both are inalienable and cannot be separated. Precisely, human rights imply availability
of “Such conditions which are essential for the fullest development and realization of the
innate characteristics which nature has bestowed him/her with, as a human being”.

 ___________________________________

2. Every human being, as a social being, lives in a group in the society. As an individual, he has a
right to life and right to a decent living. As a social being, and an inseparable part of the
society/community, he too has other rights, like: right to freedom of speech, expression,
thought, belief and faith and right to move freely.

 ___________________________________

3. The scope of right to equality and the right to life and personal liberty have caused wider
areas like right to speedy trial, free legal aid, right to live with dignity, right to earn
livelihood, right to education, housing, medical care, clean environment, right against
fortune, sexual harassment, solitary confinement, bondage, servitude exploitation and the
like.

 ___________________________________

4. To protect human rights is to ensure that people receive some degree of decent, humane
treatment. Because political systems that protect human rights are thought to reduce the
threat of world conflict, all nations have a stake in promoting worldwide respect for human
rights. International human rights law, humanitarian intervention law and refugee law all
protect the right to life and physical integrity and attempt to limit the unrestrained power of
the state.

 ___________________________________

5. In some cases, the perceived need to protect human rights and maintain peace has led to
humanitarian intervention. There is evidence that internationally we are moving towards the
notion that governments have not only a negative duty to respect human rights, but also a
positive duty to safeguard these rights, preserve life and protect people from having their
rights violated by others. Many believe that states' duties to intervene should not be
determined by proximity, but rather by the severity of the crisis.
UNIT 7. IDEAS RULE THE WORLD

CHALLENGES OF OUR CENTURY

What’s the most serious or in other words, the biggest problem in the world today? If you ask this
question to random people on streets, you’re most likely to get a bunch of diverse answers.

No doubt, our world has gone through several disasters over the past decades. Even today, we have
some serious and severe problems that have been subjected to raise huge global issues. According to
the Global Risks report, the world is risked critically under 5 classifications – environmental,
economic, societal, geopolitical and technological. These problems are global in nature and they hold
a strong potential to cause powerful negative impacts across the entire world.

These are the problems that we, together as the human race, face in present times. It concerns some
of the ominous circumstances of the current age that threaten wellbeing of collective humanity.

By James Martin

Historically, evolution has been in nature’s hands. Now, suddenly, it is largely in human hands, but
we need to be cautious, using our scientific know-how as responsibly as possible. The job of today’s
young people, or the "Transition Generation," will be to get humanity through the coming period of
chaos, peril, and opportunity. A massive transition is needed, and the agenda should be created for
the generation that will bring about this transition. Much of what needs to be done is not happening.

Today's young people will collectively determine whether civilization survives or not. We need to
give them a foundation for making wise choices by helping them understand humankind's likely
possible, probable and preferred futures.

What can humanity become? Our future wealth will increasingly relate to knowledge in the broadest
sense of the term. Here are the 17 great challenges for us and for our children:

1. Saving the Earth – A change in humans' capability to manage the Earth well is coming in
micro-instruments that feed voluminous data to computer networks. We are beginning to
gain vast amounts of information about the planet linked into computer models. This will
help us learn to live with nature's trust fund. The planet's climate will change and we have to
learn to live with changes.

2. Reversing Poverty – While rich nations become richer, billions of people live in extreme
poverty with short, brutal lives.

3. Steadying Population Growth – Extreme poverty can be tied to population problems. There
are now non-oppressive ways to lower the birthrate. Population declines in countries where
 women can read and full women's liberation is in effect. Population also declines when GDP
rises. Improving lifestyles equates with controlling population growth.

4. Achieving Sustainable Lifestyles – All of the people on the planet cannot have affluent
lifestyles in 20th century terms and still sustain resources. We need high-quality lifestyles
that don't strain the environment.

5. Preventing All-Out War – All-out war in the 21st century could end everything. Nuclear and
biological weapons are a threat. This century contains more threats from more weapons of
mass destruction than ever before.

6. Dealing Effectively with Globalism – The planet is "shrinking" and bandwidth is increasing,
but globalism should be designed to allow local cultures to thrive and be protected. The right
balance between global and local should be achieved. Failing nations must be helped to
become developing nations.

7. Protecting the Biosphere – We are losing species of plants and animals. Many endangered
species can be protected by identifying and preserving "hot spots" – those places with a high
density of endangered species. Today, 90 percent of the edible fish in the oceans have been
caught. Well-designed marine protection areas can help begin a slow recovery. Laws are
needed to replenish depleted oceans.

8. Defusing Terrorism – The age of terrorism is rising with the availability of weapons of mass
destruction that are becoming increasingly less expensive and easier to access. It is vital to
address the reasons why people want to become terrorists and to achieve cooperation among
potentially hostile cultures.

9. Cultivating Creativity – Technology will lead to an era of extreme creativity. Exciting jobs
will develop and rich countries will help young people around the planet to become
entrepreneurs. New supply chains and electronically connected businesses will bring value.

10. Conquering Disease – We must thwart the rapid spread of infectious diseases that could kill
many millions of people, as has happened already many times in history. We now have
sensors that can detect the existence of a dangerous virus in the air and we are creating
medical procedures to prevent illnesses from spreading. Pandemics require preparation.

11. Expanding Human Potential – Most people today fall outrageously short of their potential. A
goal of the 21st century should be to develop the capability latent in everybody by harnessing
powerful technologies that accelerate learning potential.
 12. The Singularity – Sometime decades from now computer intelligence that is quite different
from human intelligence will feed on itself, becoming more intelligent at a rapidly
accelerating rate. Humanity needs to discover how to avoid being overwhelmed by
accelerating change that is totally out of control and harmful. Technical controls will be
needed to ensure that our machines act in our best interests. The Singularity will enable
many different self-evolving technologies to become "infinite in all directions."

13. Confronting Existential Risk – This type of risk is one that could terminate Homo sapiens,
including such possibilities as the release of a dangerous genetically modified pathogen.

14. Exploring Transhumanism – This is the first century in which we will be able to radically
change human beings, and this fact alone gives it special meaning. Technology will enable us
to live longer, learn more, and gain the ability to connect our brains to other external devices.
Transhumanism will be highly controversial. It will raise major ethical arguments. We might
lose some of the qualities we now see as making us "human." There will also be extreme
differences between those who have the technology and those who don't. We need to make
changes without suffering overall-negative consequences. Transhumanism can lead us to
build a civilization far more advanced than today’s one.

15. Planning an Advanced Civilization – Sooner or later machines will do all the work and there
will be a major increase in real wealth. What we do with our leisure will be a big issue.
Because of transhumanism changes will be more extreme than most people can understand.
We need to be asking ourselves now, "What kind of civilization would we build if we could
do anything?"

16. Modeling the Planet's Systems – We need to be sure we do not go beyond the point at which
global warming cannot be reversed, earth system science must be meticulously modeled and
monitoring must be precise.

17. Bridging the Skill and Wisdom Gap – A serious problem right now is the gap between our
skill and our wisdom. Science and technology are accelerating furiously, but wisdom is not.
Today, deep reflection about our future circumstances is eclipsed by the rush to build faster,
cheaper, smarter, more-efficient gadgets that will increase corporate profits. The skill-wisdom
gap is enlarged because skills offer the ways to get wealthy. Society's best brains are saturated
with immediate issues that become ever more complex, rather than reflecting on why we are
doing this and what the long-term consequences will be.

The 17 challenges provide a framework to assess the global and local prospects for humanity. The
mentioned challenges are transnational in nature and transinstitutional in solution. They cannot be
addressed by any government or institution acting alone. They require collaborative action among
governments, international organizations, corporations, and creative individuals.

Most of the problems are the consequences of bad management and absence of foresight. There is no
silver bullet. Many different factors have to be brought into play to deal with the problem.

Just as the problems are the result of bad management, so the solutions need to be the application of
excellent management.

Our century is the time for human seeking harmonizing with environment and carrying out
sustainable development strategy. But sustainable development is facing many challenges. They may
mainly include the follows: challenge comes from the contradiction between human and the earth,
challenge of local benefit conflict to human common goal, challenge of competition to fairness,
challenge of unbalanced development in regions and countries, challenge of diversity and challenge
of calamity. Challenges are not only pressure, but also the motive force. Challenge exists, the motive
force would never stop. Sustainable development was born in challenges, is developing in
contradiction and will sustain in conflict.

(Abridged)

The list of problems is not exhaustive. What we have tried to do is to describe some of those problems
which are most global in scope. When the inter-locking and mutually reinforcing nature of the
Problems of this world are taken into account then any overall solution to any of these main concerns
of the present age may seem like an impossible dream.

When we deeply analyze all the problems of the world and fully understand the causal relationships
that exist between them, then we discover a central problem from which all the other problems
ultimately derive.

So where does the ultimate solution to the problems of the world today lie? - The root cause of the
major problems of this world lies in the realm of ideas and with what people believe. In order to fix
the problems of this World then it is necessary to fix the ideas that rule this world and which shape
human attitudes and behavior.

In order to change the world, change how people behave, in order to change the way people behave
change what they think and in order to change what people think you have to change what they
believe. The only way to change what people believe is to present them with compelling and
convincing new ideas. Therefore the solution to problems of this world lies in the power of the idea.

Many people are familiar with the aphorism that “The Pen is Mightier than the Sword.” And it’s also
often true that the sword fights on behalf of the pen. What this means is that it is the ideas expressed
by the Pen which have a power which is more effective and far reaching than the power of physical
force and even whole armies. So in order to solve the problems of this World we need to evoke the
power of the idea. Victor Hugo wrote, “Nothing is as powerful as an idea whose time has come.”

But of course the idea without action is impotent, just as action without the idea is often misguided.
And action on its own without the idea behind it isn’t sustained. Also the idea is more powerful than
action on its own because the idea alone can inspire people to act and motivate further action.
Furthermore ideas can be communicated and thereby inspiring more and more people to take action.

Ideas really rule this world. Ideas shape politics, structure economic activity, influence social
organization and determine human behavior. So in order to solve the problems of this world you
really need to evolve or replace all the bad, sometimes terrible and often outdated dominant ideas of
this World, from which these problems are ultimately derived from.

So the process of truly solving the problems of this world, involves a battle in the realm of ideas. If
you lose this battle then all is lost. If you can win this battle then everything becomes much easier.

This battle in the Realm of Ideas and the struggle to fix the problems of this World is really a battle
for hearts and minds. And it’s also really a battle to change the behavior of people of a sufficient
number of people such that they become part of the solution rather than part of the problem.
Behavior derives from thoughts, and thoughts derive from beliefs and these beliefs derive from and
consist of ideas. So in order to change people’s behavior and get them to act in ways that are
conducive towards solving the problems of this world, then you need to give people powerful,
exciting and relevant new ideas. It’s really ideas that change us and it’s really ideas that can transform
society. By changing the ideas we believe we change what we think and we change what we are. If
you change the thoughts of enough people then you can change the world.

COMMENT ON THE FOLLOWING QUOTATIONS.

 Ideas, as distinguished from events, are never unprecedented. Hannah Arendt

 An idea is never given to you without you being given the power to make it reality. You
must, nevertheless, suffer for it. Richard Bach
 In every great time there is some one idea at work which is more powerful than any other,
and which shapes the events of the time and determines their ultimate issues. Francis Bacon
 New ideas come into this world somewhat like falling meteors, with a flash and an
explosion.Sarah Bernhardt
 It is the nature of thought to find its way into action. Christian Nevell Bovee
 The most important thing in science is not so much to obtain new facts as to discover new
ways of thinking about them. Sir William Bragg
 It is useless to send armies against ideas. George Brandes
  We are governed not by armies, but by ideas. Mona Caird
 It doesn't matter how new an idea is: what matters is how new it becomes. Elias Canetti
 Nothing is more terrible than activity without insight. Thomas Carlyle
 Every revolutionary idea seems to evoke three stages of reaction. They may be summed up by
the phrases: (1) It's completely impossible. (2) It's possible, but it's not worth doing. (3) I said
it was a good idea all along. Arthur C. Clarke
 The wise only possess ideas; the greater part of mankind are possessed by them. Samuel
Taylor Coleridge
 An idea is the only level which moves the world. Arthur F. Corey
 Old ideas give way slowly; for they are more than abstract logical forms and categories, they
are habits, predispositions, deeply ingrained attitudes of diversion and preference. John
Dewey
 Ideas are the roots of creation. Ernest Dimnet
 The value of an idea lies in the using of it. Thomas Alva Edison
 We are prisoners of ideas. Ralph Waldo Emerson
 Man's fear of ideas is probably the greatest dike holding back human knowledge and
happiness. Morris L. Ernst
 You can kill a man but you can't kill an idea. Medgar Evers
 Men who accomplish great things in the industrial world are the ones who have faith in the
money producing power of ideas. Charles Fillmore
 Ideas control the world. James Garfield
 Ideas not coupled with action never become bigger than the brain cells they occupied. Arnold
Glasgow
 Very simple ideas lie within the reach only of complex minds. Remy De Gourmont
 Sometimes the best, and only effective, way to kill an idea is to put it into practice. Sydney J.
Harris
 Ideas move fast when their time comes. Carolyn Heilbrun
 Ideas... they have the power. Napoleon Hill
 All achievements, all earned riches, have their beginning in an idea. Napoleon Hill

ROLE PLAYING

DISCUSSION LEADER

The discussion leader’s job is to …

 read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
 guide the discussion and keep it going.
SUMMARIZER

The summarizer’s job is to …

 read the text and make notes about the ideas.

 find the key points that everyone must know to understand and remember the text.
 retell the text in a short summary in your own words.
 talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

WORD MASTER

The word master’s job is to …

 read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
 explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.
Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:
 repeated often;
 used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON

The passage person’s job is to …

 read the text, and find important, interesting, or difficult passages;

 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.
You might choose a passage to discuss because it is:

*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

get a bunch of diverse answers

_____________________________________________________________________________________
_____________________________________________________________________________________
go through several disasters
_____________________________________________________________________________________
_____________________________________________________________________________________
raise huge global issues
_____________________________________________________________________________________
_____________________________________________________________________________________
cause powerful negative impacts across the entire world
_____________________________________________________________________________________
_____________________________________________________________________________________
ominous circumstances of the current age
_____________________________________________________________________________________
_____________________________________________________________________________________
get humanity through the coming period of chaos
_____________________________________________________________________________________
_____________________________________________________________________________________
in the broadest sense of the term
_____________________________________________________________________________________
_____________________________________________________________________________________
non-oppressive ways to lower birthrate
_____________________________________________________________________________________
_____________________________________________________________________________________

equate with controlling population growth

_____________________________________________________________________________________
_____________________________________________________________________________________
strain the environment
_____________________________________________________________________________________
_____________________________________________________________________________________
allow local cultures to thrive
_____________________________________________________________________________________
_____________________________________________________________________________________
high density of endangered species
_____________________________________________________________________________________
_____________________________________________________________________________________
well-designed marine protection areas
_____________________________________________________________________________________
_____________________________________________________________________________________
begin a slow recovery
_____________________________________________________________________________________
_____________________________________________________________________________________
replenish depleted oceans
_____________________________________________________________________________________
_____________________________________________________________________________________
rise with the availability of weapons of mass destruction
_____________________________________________________________________________________
_____________________________________________________________________________________
achieve cooperation among potentially hostile cultures
_____________________________________________________________________________________
_____________________________________________________________________________________
lead to an era of extreme creativity
_____________________________________________________________________________________
_____________________________________________________________________________________
new supply chains
_____________________________________________________________________________________
_____________________________________________________________________________________
rapid spread of infectious diseases
_____________________________________________________________________________________
_____________________________________________________________________________________
detect the existence of a dangerous virus in the air
_____________________________________________________________________________________
_____________________________________________________________________________________
harness powerful technologies
_____________________________________________________________________________________
_____________________________________________________________________________________
accelerate learning potential
_____________________________________________________________________________________
_____________________________________________________________________________________
at a rapidly accelerating rate
_____________________________________________________________________________________
_____________________________________________________________________________________
avoid being overwhelmed by accelerating change
_____________________________________________________________________________________
_____________________________________________________________________________________
infinite in all directions
_____________________________________________________________________________________
_____________________________________________________________________________________
precise monitoring
_____________________________________________________________________________________
_____________________________________________________________________________________
meticulously modeled
_____________________________________________________________________________________
_____________________________________________________________________________________
eclipsed by the rush to build faster, cheaper and smarter
_____________________________________________________________________________________
_____________________________________________________________________________________
saturated with immediate issues
_____________________________________________________________________________________
_____________________________________________________________________________________
assess the global and local prospects for humanity
_____________________________________________________________________________________
_____________________________________________________________________________________
consequences of bad management and absence of foresight
_____________________________________________________________________________________
_____________________________________________________________________________________
challenge of unbalanced development in regions and countries
_____________________________________________________________________________________
_____________________________________________________________________________________
challenge of competition to fairness
_____________________________________________________________________________________
_____________________________________________________________________________________
local benefit conflict to human common goal
_____________________________________________________________________________________
_____________________________________________________________________________________
contradiction between human and the earth
_____________________________________________________________________________________
_____________________________________________________________________________________
carry out sustainable development strategy
_____________________________________________________________________________________
_____________________________________________________________________________________
inter-locking and mutually reinforcing nature of the problems
_____________________________________________________________________________________
_____________________________________________________________________________________
causal relationships
_____________________________________________________________________________________
_____________________________________________________________________________________
shape human attitudes and behavior
_____________________________________________________________________________________
_____________________________________________________________________________________
compelling and convincing new ideas
_____________________________________________________________________________________
_____________________________________________________________________________________
evoke the power of the idea
_____________________________________________________________________________________
_____________________________________________________________________________________
evolve or replace all the bad
_____________________________________________________________________________________
_____________________________________________________________________________________

outdated dominant ideas

_____________________________________________________________________________________
_____________________________________________________________________________________
GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.

 ____________________________________

1. Historically, evolution has been in nature’s hands. Now, suddenly, it is largely in human
hands, but we need to be cautious, using our scientific know-how as responsibly as possible.
The job of today’s young people, or the "Transition Generation," will be to get humanity
through the coming period of chaos, peril, and opportunity. A massive transition is needed,
and the agenda should be created for the generation that will bring about this transition.
Much of what needs to be done is not happening.

 _____________________________________

2. Our century is the time for human seeking harmonizing with environment and carrying out
sustainable development strategy. But sustainable development is facing many challenges.
They may mainly include the follows: challenge comes from the contradiction between
human and the earth, challenge of local benefit conflict to human common goal, challenge of
competition to fairness, challenge of unbalanced development in regions and countries,
challenge of diversity and challenge of calamity.

 ___________________________________

3. In order to change the world, change how people behave, in order to change the way people
behave change what they think and in order to change what people think you have to change
what they believe. The only way to change what people believe is to present them with
compelling and convincing new ideas. Therefore the solution to problems of this world lies in
the power of the idea.

 ___________________________________

4. Many people are familiar with the aphorism that “The Pen is Mightier than the Sword.” And
it’s also often true that the sword fights on behalf of the pen. What this means is that it is the
ideas expressed by the Pen which have a power which is more effective and far reaching than
the power of physical force and even whole armies.

 ___________________________________

5. Ideas really rule this world. Ideas shape politics, structure economic activity, influence social
organization and determine human behavior. So in order to solve the problems of this world
you really need to evolve or replace all the bad, sometimes terrible and often outdated
dominant ideas of this world, from which these problems are ultimately derived from.
UNIT 8. THE NEED FOR CHANGE

WORLD PROBLEMS

With continuous economic crisis on one hand, the world has also been bashed by terrorism like
never before. Several people are losing their life everyday due to terrorist attacks. However, that’s not
everything at all. Our world does have a lot of more problems coming on the scene every day:

 Drug abuse - Drug addiction is actually a frustrating disease and giving it up can take much
more than good motives or even an intense willpower.

Believe it or not, drugs affect our brain in such a way that instills compulsive drug use, as a result
walking away from it is not easy, even for people who are completely ready to give up the addiction.
With scientific breakthroughs, we all know more details on how drugs influence the brain, and we
likewise are aware that drug abuse could be effectively handled to help individuals give up misusing
drugs.

 Refugee problems - A person’s racial background, political opinion, religious views and many
other reasons forces them to seek livelihood in other nations making it a huge issue faced by
the world today.

Across the world, millions of people have already been compelled to look for refuge away from home.
It is the responsibility of the governing bodies to support them.

 Political and social instability - Many countries are experiencing significant problems of trust
and mutual obligations between states and citizens. This has resulted in state collapse,
internal violence, regional instability and military conflicts.

The possibility that a nation will be affected from different types of political instability springs up
dramatically when economic process is slow-moving.

Several nations are having major problems of trust and shared responsibilities between government
and people. It has brought about state failure, physical violence, territorial instability and militaristic
clashes. The interrelated issues may result in disturbance in government functions and in acute
situations, the breakdown of businesses entirely, where the state and people are compelled to leave
their homelands because of political violence.

 Spread of infectious diseases - People nowadays are much terrified of epidemic diseases. They
fear that such diseases would wipe out the mankind in the coming future.

In the last few years, we have seen a great deal of handwringing and fretting over swine flu, bird flu
and various health problems.
  War and terrorism - Over the years, different types of wars like civil wars, cold wars, and
identity wars have been ruining human civilization.

We are faced with the problem of global terrorism which has been called the shadow of the process
of Globalization. As the world is becoming one place, so it is that the effects of terrorism have global
effects.

A global “war on terror” has been announced but terrorism still is one of the growing problems in the
world today. People still live in terror in some countries where freedom has been totally ditched.

 Unequal distribution of financial resources - Severe income disparity is amongst the most
worrying issues in today’s time.

The disproportionate distribution of income affects the whole economy of a nation. Similarly, the
financial crisis has led in disparities in developed as well as developing nations. If only the leaders of
the world made an effort to balance the distribution of financial resources, the world would be a
much better place to live in.

 High unemployment or underemployment - Unemployment is one of the biggest crises the

world is facing today. The problem of unemployment is not only limited to third world
countries. People even in advanced and emerging countries are struggling to find job today.

The higher unemployment rates are evident from the studies in the past couple of years. There’s yet
another indicator, that could be even more crucial – underemployment. The essential difference in
unemployment and underemployment comes up placing two groups together: part-time schedule
workers and marginally hooked workers. For several economic reasons, high unemployment and
underemployment are the biggest challenges across the world today.

 Population growth - With growing population, the world has to suffer from other bigger
issues like unemployment, poverty and shortage of natural resources.

Over the past fifty years, world population has increased a lot quicker than ever, and more instantly
than it’s estimated to increase in the coming years.

 Poverty, hunger and water crisis - Poverty, hunger and lack of pure drinking water represent
the biggest threat facing the world today. Millions of people in the world are living in
absolute poverty. Similarly, there are lots of people who are forced to drink contaminated
water in order to relieve their hunger.

Alleviating starvation from the world has to start with the accessibility of clean drinking water. It
might appear to be pretty easy, but we overlook the fact that with no access to a dependable source of
water, foods are challenging to grow and much more hard to conserve and cook.
As participants of a global society, we should keep ourselves educated about the current issues that
affect us all. These issues are global and have the ability to escalade rapidly. Without a doubt, like no
time before in recorded history, the world is becoming one place.

The Coming One World Order is characterized by integration and coming together of all the people
and spheres of human activity around the world through trade, economic integration, political union
and cultural exchange. This process of the coming together of humanity is facilitated by modern
technologies such as the Internet which is gradually molding the entire human race into a single
entity.

However this coming togetherness of humanity is accompanied by a host of difficulties and seemingly
intractable problems that derive partly from cultural and religious differences. Though humanity is
coming together, we still live in a world of ideological disharmony differences, mutual distrust and
enmity.

The problems of the world are myriad and varied. It may seem over simplistic and too ambitious to
suggest a single solution to all problems. No single specific solution may be able to appropriately
tackle all the multitude of different problems in all these realms of human activity. The suggestion
that a mere idea can solve the major problems of this world may seem farfetched.

ENVIRONMENTAL PROBLEMS

Our environment is constantly changing. However, as our environment changes, so does the need to
become increasingly aware of the problems that surround it. With a massive influx of natural
disasters, warming and cooling periods, different types of weather patterns and much more, people
need to be aware of what types of environmental problems our planet is facing.

Global warming has become an undisputed fact about our current livelihoods; our planet is warming
up and we are definitely part of the problem. However, this isn’t the only environmental problem
that we should be concerned about. All across the world, people are facing a wealth of new and
challenging environmental problems every day. Some of them are small and only affect a few
ecosystems, but others are drastically changing the landscape.

Our planet is poised at the brink of a severe environmental crisis. Current environmental problems
make us vulnerable to disasters and tragedies, now and in the future. We are in a state of planetary
emergency, with environmental problems piling up high around us. Unless we address the various
issues prudently and seriously we are surely doomed for disaster.

Many different factors come into play. These factors are:

 Pollution: Pollution of air, water and soil require millions of years to recoup. Industry and
motor vehicle exhaust are the number one pollutants. Heavy metals, nitrates and plastic are
toxins responsible for pollution. While water pollution is caused by oil spill, acid rain, urban
runoff; air pollution is caused by various gases and toxins released by industries and factories
and combustion of fossil fuels; soil pollution is majorly caused by industrial waste that
deprives soil from essential nutrients.

 Climate Change: The problem has surfaced in last couple of decades. A climate change like
global warming is the result of human practices. Global warming is considered to be one of
the most dangerous threats that our culture has ever faced. Global warming leads to rising
temperatures of the oceans and the earth surface causing melting of polar ice caps, rise in sea
levels and also unnatural patterns of precipitation such as flash floods, excessive snow or
desertification. Climate change has various harmful effects but not limited to melting of polar
ice, change in seasons, occurrence of new diseases, frequent occurrence of floods and change
in overall weather scenario.

 Overpopulation: The population of the planet is reaching unsustainable levels as it faces

shortage of resources like water, fuel and food. Population explosion in less developed and
developing countries is straining the already scarce resources.

 Natural Resource Depletion: Fossil fuel consumption results in emission of Greenhouse gases,
which is responsible for global warming and climate change. Globally, people are taking
efforts to shift to renewable sources of energy like solar, wind, biogas and geothermal energy.

 Waste Disposal: The over consumption of resources and creation of plastics are creating a
global crisis of waste disposal. Developed countries are notorious for producing an excessive
amount of waste or garbage and dumping their waste in the oceans and, less developed
countries. Nuclear waste disposal has tremendous health hazards associated with it.

 Loss of Biodiversity: Human activity is leading to the extinction of species and habitats and
loss of biodiversity. Ecosystems are in danger when any species population is decimating.
Balance of natural processes is crucial to the survival of the ecosystem.

 Deforestation: Our forests are natural sinks of carbon dioxide and produce fresh oxygen.
Deforestation simply means clearing of green cover and making that land available for
residential, industrial or commercial purpose.

 Ozone Layer Depletion: The ozone layer is an invisible layer of protection around the planet
that protects us from the sun’s harmful rays. Depletion of the crucial Ozone layer of the
atmosphere is attributed to pollution caused by toxic gases.
  Water Pollution: Clean drinking water is becoming a rare commodity. Water is becoming an
economic and political issue as the human population fights for this resource. Industrial
development is filling our rivers seas and oceans with toxic pollutants which are a major
threat to human health.

 Urban Sprawl: Urban sprawl refers to migration of population from high density urban areas
to low density rural areas which results in spreading of city over more and more rural land.
Urban sprawl results in land degradation, increased traffic, environmental issues and health
issues. The ever growing demand of land displaces natural environment consisting of flora
and fauna.

 Public Health Issues: The current environmental problems pose a lot of risk to health of
humans, and animals. Dirty water is the biggest health risk of the world and poses threat to
the quality of life and public health. Run-off to rivers carries along toxins, chemicals and
disease carrying organisms. Pollutants cause respiratory diseases, high temperatures
encourage the spread of infectious diseases.

 Genetic Engineering: Genetic modification of food using biotechnology is called genetic

engineering. Genetic

Modification of food results in increased toxins and diseases as genes from an allergic plant can
transfer to target plant. Genetically modified crops can cause serious environmental problems as an
engineered gene may prove toxic to wildlife. Another drawback is that increased use of toxins to
make insect resistant plant can cause resultant organisms to become resistant to antibiotics.

Humans are arguably playing a major role in the destruction of Mother Nature’s systems and inherent
balance. To fight against pollution, we will need to change our way of thinking and extent to how we
consume resources. If we do not take any action against pollution, we will continue to alter the
chemical composition of this planet and compromise the stability and sustainability of life itself.

The need for change in our daily lives is growing. If humans continue moving forward in such a
harmful way towards the future, then there will be no future to consider. Although it’s true that we
cannot physically stop our ozone layer from thinning, there are still so many things we can do to try
and put a dent in what we already know.

COMMENT ON THE FOLLOWING QUOTATIONS:

 The civilized are those who get more out of life than the uncivilized, and for this we are not
likely to be forgiven. Cyril Connolly
 The ultimate tendency of civilization is towards barbarism. David Hare
  Without winners, there wouldn't even be any civilization. Woody Hayes
 The path of civilization is paved with tin cans. Elbert Hubbard
 A civilization in which there is not a continuous controversy about important issues is on the
way to totalitarianism and death. Robert Maynard Hutchins
 Civilization is just a slow process of learning to be kind. Charles L. Lucas
 A civilized man is one who will give a serious answer to a serious question. Civilization itself
is a certain sane balance of values. Ezra Pound
 The human race has improved everything, but the human race. Adlai Stevenson
 Civilizations die from suicide, not by murder. Arnold J. Toynbee
 Civilization is a movement and not a condition, a voyage and not a harbor. Arnold J. Toynbee
 Civilization is a limitless multiplication of unnecessary necessities. Mark Twain
 Any power must be an enemy of mankind which enslaves the individual by terror or force,
whether it arises under a facets government or communist flag. All that is valuable in human
society depends upon the opportunity for development accorded to the individual. Albert
Einstein
 The terrible thing about terrorism is that ultimately it destroys those who practice it. Slowly
but surely, as they try to extinguish life in others, the light within them dies. Terry Waite
 Fighting terrorism is like being a goalkeeper. You can make a hundred brilliant saves but the
only shot that people remember is the one that gets past you. Paul Wilkinson

ROLE PLAYING

DISCUSSION LEADER

The discussion leader’s job is to …

 read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
 guide the discussion and keep it going.

SUMMARIZER

The summarizer’s job is to …

 read the text and make notes about the ideas.

 find the key points that everyone must know to understand and remember the text.
 retell the text in a short summary in your own words.
 talk about your summary to the group, using your writing to help you.
MY KEY POINTS:

MY SUMMARY

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________

WORD MASTER

The word master’s job is to …

 read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
 explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.
Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:
 repeated often;
 used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON

The passage person’s job is to …

 read the text, and find important, interesting, or difficult passages;

 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.
You might choose a passage to discuss because it is:
*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

bashed by terrorism
_____________________________________________________________________________________
_____________________________________________________________________________________
drug abuse
_____________________________________________________________________________________
_____________________________________________________________________________________
drug addiction
_____________________________________________________________________________________
_____________________________________________________________________________________
intense willpower
_____________________________________________________________________________________
_____________________________________________________________________________________
scientific breakthroughs
_____________________________________________________________________________________
_____________________________________________________________________________________
spring up dramatically
_____________________________________________________________________________________
_____________________________________________________________________________________
disturbance in government functions
_____________________________________________________________________________________
_____________________________________________________________________________________
breakdown of business
_____________________________________________________________________________________
_____________________________________________________________________________________
wipe out the mankind
_____________________________________________________________________________________
_____________________________________________________________________________________
handwringing and fretting
_____________________________________________________________________________________
_____________________________________________________________________________________
marginally hooked workers
_____________________________________________________________________________________
_____________________________________________________________________________________
shortage of natural resources
_____________________________________________________________________________________
_____________________________________________________________________________________
drink contaminated water
_____________________________________________________________________________________
_____________________________________________________________________________________
in order to relieve their hunger.
_____________________________________________________________________________________
_____________________________________________________________________________________
escalade rapidly
_____________________________________________________________________________________
_____________________________________________________________________________________
togetherness of humanity
_____________________________________________________________________________________
_____________________________________________________________________________________
intractable problems
_____________________________________________________________________________________
_____________________________________________________________________________________
tackle all the multitude of different problems
_____________________________________________________________________________________
_____________________________________________________________________________________
massive influx of natural disasters
_____________________________________________________________________________________
_____________________________________________________________________________________
vulnerable to disasters and tragedies
_____________________________________________________________________________________
_____________________________________________________________________________________
reach unsustainable levels
_____________________________________________________________________________________
_____________________________________________________________________________________
take efforts to shift to renewable sources of energy
_____________________________________________________________________________________
_____________________________________________________________________________________
extinction of species and habitats
_____________________________________________________________________________________
_____________________________________________________________________________________
become resistant to antibiotics
_____________________________________________________________________________________
_____________________________________________________________________________________
inherent balance
_____________________________________________________________________________________
_____________________________________________________________________________________
alter the chemical composition of this planet
_____________________________________________________________________________________
_____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.

  ____________________________________

1. Several nations are having major problems of trust and shared responsibilities between
government and people. It has brought about state failure, physical violence, territorial
instability and militaristic clashes. The interrelated issues may result in disturbance in
government functions and in acute situations, the breakdown of businesses entirely, where
the state and people are compelled to leave their homelands because of political violence.

 ____________________________________

2. The disproportionate distribution of income affects the whole economy of a nation. Similarly,
the financial crisis has led in disparities in developed as well as developing nations. If only the
leaders of the world made an effort to balance the distribution of financial resources, the
world would be a much better place to live in.

 ____________________________________

3. The Coming One World Order is characterized by integration and coming together of all the
people and spheres of human activity around the world through trade, economic integration,
political union and cultural exchange. This process of the coming together of humanity is
facilitated by modern technologies such as the Internet which is gradually molding the entire
human race into a single entity.

 ____________________________________

4. Our planet is poised at the brink of a severe environmental crisis. Current environmental
problems make us vulnerable to disasters and tragedies, now and in the future. We are in a
state of planetary emergency, with environmental problems piling up high around us. Unless
we address the various issues prudently and seriously we are surely doomed for disaster.

 ____________________________________

5. Humans are arguably playing a major role in the destruction of Mother Nature’s systems and
inherent balance. To fight against pollution, we will need to change our way of thinking and
extent to how we consume resources. If we do not take any action against pollution, we will
continue to alter the chemical composition of this planet and compromise the stability and
sustainability of life itself.

UNIT 9. THE WORLD OF MARKETING

ADVERTISING

You'll never believe it, but there was a time when humans lived without being blasted by advertising
everywhere they turned. In fact, before brands started cramming messages into every communication
channel on earth (some even in outer space), "advertising" was simply a helpful suggestion for
something you might need -- like soap, for instance.

But over the span of several centuries, basic human needs were met. Industry niches filled up with
multiple companies, each competing for a few seconds of your time to meet every conceivable need
you had (or that they claimed you had). Suddenly, advertising became ubiquitous, appearing
everywhere you looked, listened, moved, called, read, drove, flew, worked, and played. Buy this! Buy
that! Free sample! Call us! Email us! Visit us! Follow us!

Imagine a peace treaty drawn up on Madison Avenue, signed by companies and consumers
everywhere. It would surely quote the following:

 “If the truth isn’t tellable, fix it so it is.” - John E. Powers, 1870

 “A wealth of information creates a poverty of attention.” - Herbert Simon, 1971

 “You have to turn attention into permission, permission into learning, and learning into
trust.” - Seth Godin, 1998

These thinkers tell us all we need to know. First, create great products so your marketing rings true.
Being full of baloney simply doesn’t work anymore.

Second, understand that in a world so full of information, the consumer has all the power. They can
choose where they spend their time because options are everywhere -- overwhelming, but also
empowering them. This means that if they don’t want to pay attention to an interruptive
advertisement or marketing message, they can simply choose to spend their time elsewhere.

Lastly, once we build great companies and products and understand that consumer choice trumps
marketing, we can begin to build real trust. We can attract attention by creating content that
consumers actually want. We can then connect and engage with our customers by adding value in
that content through learning or entertainment. And we thus delight our customers because they feel
their choice was well worth it and their time well spent.

This is how real trust and loyalty are built. Quite literally, centuries of human evolution are begging
companies to do this.

COMPARATIVE ADVERTISING: TIPS AND TRAPS

By Chris Mcleod, James Neil

It can be a powerful way of selling your products or services, but you must tread carefully when
venturing into the world of comparative advertising.

Comparative advertising has always been a valuable weapon in the arsenal of a skilled marketer. In
times of economic uncertainty, price comparisons can be a particularly effective way to target
increasingly cost-sensitive consumers.

However, you need to tread carefully when engaging in comparative advertising. Although the laws
prohibiting misleading and deceptive conduct apply equally to all forms of advertising, when you
publish a comparative advertisement you can always be sure that at least one business will carefully
scrutinize the advertisement.

It might seek legal advice on whether it has a legal right to demand the advertisement be withdrawn
and commence legal proceedings against you, seeking remedies like injunctions, damages and
corrective advertising.

A misleading comparative advertisement may also attract the attention of a regulator like the
Australian Competition and Consumer Commission.

In this article, we set out some tips and traps for businesses considering using comparisons
(particularly as to price) in their advertisements.

 Be accurate on price, but don't sell yourself short!

Any advertisement which contains a price comparison must accurately state the difference in price,
whether it be in the form of a "pay $X less" or "save X%" comparison. However, not only should an
advertisement avoid overstating the difference in price between the advertised product and the
competitor's product, advertisers should also be careful not to understate that price difference. This is
because the focus of the law in this area is the protection of consumers, not the protection of one
business over another.

Being conservative about prices and price savings in comparative advertising is not necessarily the
risk-free approach. Any error on price may render an advertisement misleading or deceptive –
accuracy is the key.

 Make sure the comparison remains valid for the life of the campaign!

To avoid being misleading, a comparative advertisement must be accurate for the life of the relevant
campaign – being accurate at the start of the campaign won't usually be good enough. This issue is
particularly problematic for price comparisons.
In many cases a competitor can quickly react to a comparative price advertisement by altering the
price of its relevant product at short notice (particularly if its product is sold directly via the
Internet). An accurate comparative advertisement one day can therefore be misleading on the next.

Although disclaimers stating that a price or calculation was accurate as at a certain date can mitigate
the risk, the ideal strategy is to buy short but intensive media coverage. This reduces the risk that
your competitor will change its prices while the advertisement is being published.

 Clearly identify and accurately describe the relevant products!

The traditional view of comparative advertising was that advertisers had to compare "apples with
apples". However, some Australian court decisions now make it clear that there is no such general
obligation. The test is only whether the comparison is accurate and not misleading or deceptive.

Accordingly, in some circumstances businesses can lawfully compare one of their "superior" products
against a competitor's "inferior" products, as long as it does so accurately – even if the competitor also
produces a more comparable superior product.

 Making "value for money" claims!

You must always be cautious when suggesting that your product is better value for money than a
competitor's.

For instance, in an Australian case concerning car insurance, the advertising insurer used a table to
suggest that customers could achieve a significant saving by purchasing its product over a
competitor's product and stated that unless you insured through them: "you could be paying too
much for your car insurance."

However, the advertisement did not make sufficiently clear that the competitor's policy had
significantly superior benefits and features than the advertiser's. To this, the Court said that while
general statements in advertising might be legitimate, "the comparison of costs… in this matter go
much further and have a very significant impact". The advertisement was therefore found to be
misleading and the advertiser was ordered to stop publishing it.

 Releasing the same advertisement across different media!

Many advertisers run broad advertising campaigns across different media. However, what might be
fine in one medium might be misleading or deceptive in another.

Television commercials and radio advertisements, for example, are transient in nature and therefore
have a very different impact on consumers than print advertisements, which are more permanent and
can be studied and examined by the consumer. A disclaimer, for example, is more likely to be read
and understood in a print advertisement than in a television commercial, because it is more obvious,
and the consumer has more time.

This is particularly true for price comparisons, where it is vital to correctly identify the product and
any inputs into the price calculation. In particular, if a disclaimer is necessary to explain the price
calculation process or correctly identify the competitor's product, it must be large enough and, if a
television commercial, on the screen for long enough to be effectively communicated to the
consumer. In some cases, a voice-over is the safest way to provide consumers with a disclaimer in
television commercials.

Caution should also be exercised when using billboard advertising, as the courts have found that
consumers often pass billboards at speed and therefore cannot effectively read and examine any
disclaimer.

Even if a comparative advertisement is likely to fall on the legal side of the line, a business which
engages in comparative advertising needs to at least be prepared for a legal complaint from a
disgruntled competitor, and/or regulator in some cases. For example, a well prepared advertiser will
be ready to deal with any letter of demand received from an aggrieved competitor and any
subsequent legal proceedings seeking, in most cases, an urgent injunction to prevent the relevant
advertisement being repeated. Comparative advertising is not for the faint-hearted.

(Abridged)

Some specific examples of comparative advertising are listed below:

 A Pepsi ad portrayed young people in the distant future finding a relic (a Coke bottle) so
ancient they could not identify it.
 Wendy's, a fast-food restaurant, jibed McDonald's hamburgers by asking, "Where's the beef?"
 General Mills successfully launched its breakfast cereal "Total" by saying it was the same as
Kellogg's corn flakes but with more vitamins. A later comparison used number of bowls of
cereal a person would need to eat to get nutritional equivalency.
 The Duracell bunny kept going while Eveready cannot keep up.
 Beef ads touted that the saturated content of several leaner beef cuts is comparable to chicken
breasts, and beef exceeds chicken in some vitamins and minerals.
 Subway claimed its sandwiches were healthier than McDonalds.
 Advil claimed it is faster and stronger than Tylenol.
 Quizno compared its generous quantities of meat and cheese on their sandwiches to Subway’s
skimpy amount, hence, Subway being called low-fat and low calorie.
 A television ad for Bristol-Myers' Body on Tap shampoo featured model Christina Ferrare
saying: "In shampoo tests with 900 women like me, Body on Tap got higher ratings than
Sassoon."
  Jovan's Second Debut Moisture Retention products claimed to maintain higher levels of
moisture in the skin than "the leading beauty fluid."
 Motrin IB pain reliever started with a direct comparative claim that Motrin is "more effective
than Extra-Strength Tylenol." This was immediately followed with a non-comparative claim
that Motrin offers "long lasting pain relief."
 A small Vermont detergent maker emphasized its "green" environmentally safe products by
mentioning Proctor & Gamble's Tide detergent with the message "our 'green' product is as
good as the major product, costs the same and also is environmentally safe."

BRAND WARS

The world of marketing is fiercely competitive. While creative advertisement might be entertaining,
comparative advertisement, one of the aggressive forms of marketing, is a whole new ball game
altogether.

Comparative advertising can be a great way to make your company stand out in the marketplace and
can also help consumers decide which product or service is best for them. But it can be an area that
generates complaints, both from your competitors and members of the public.

Comparisons can help consumers judge the relative merits of competing products and choose the one
which best suits their needs and budgets. As with all advertising, comparative advertising must not
mislead or deceive. The comparisons made must be accurate, should clearly indicate what comparison
is being made and must be of 'like' products or services available in the same market.

Inaccurate comparisons risk misleading consumers and breaching the Fair Trading Act.

Example: A furniture manufacturing company made a comparison between its product, which was
finished in plain custom wood, and that of a competitor. The competitor's product was laminated, and
the court decided that the comparison was misleading. The competitor obtained an injunction
stopping the advertisements being run.

A business is in the best position to know whether its product can reasonably be compared to a
competitor's. If comparisons are used in advertising, they must tell the full story and not leave out
information that is necessary for a true and fair comparison to be made.

We've all come across advertisements when brands take on one another, and openly mock the rival
brand through print, digital or broadcast media. When there’s a clash between two titans of industry,
the line between healthy competition and all-out war is a very fine one. Inevitably, due to either
ingenuity or luck, there’s a winner and loser even if the latter doesn’t necessarily go belly up.

ADIDAS VS. PUMA

When you pair brothers and business, it can either end up with strengthening a family bond, or
become a Cain and Abel-like situation where one or both individuals want to shed the shared blood
that is pumping through each other’s veins.

Prior to the war, the brothers were in business together and operated under the Dassler Brothers
Sports Shoe Company banner – working out of their mother’s laundry room in Herzogenaurach,
Germany – and receiving their first taste of success when they managed to get Jesse Owens to wear
their Waitzer model shoes as he competed and won four gold medals in the 1936 Olympics. While it
may seem a strange notion for the Germans to help out an American runner, the head coach of the
German track team, Jo Waltzer, and friend of Adi, saw the Olympics as a “fair play” display of
sportsmanship. Thus, despite risking being found out by the Nazis, he got the shoes to Owens who
“wanted those shoes or none at all.”

As the war escalated, there’s one particular instance that many suggest was the root of the feud.
According to Fortune, “when the Allies were bombing Herzogenaurach, Adi and his wife climbed
into a bomb shelter already occupied by Rudi and his wife. Adi exclaimed, “The dirty bastards are
back again,” referring to the Allied forces. Rudi was convinced the remark was directed at him and
his family.” Continuing, “When Rudi got called up for service, he suspected Adi and his wife had
schemed to get him sent to the front so they could have him out of the way at work. Later, Rudi was
arrested first for deserting his post and then by the Allies on suspicion of working for the Gestapo. On
both occasions, Rudi was convinced that Adi was the one ratting him out, his suspicions were
confirmed by a report filed by an American investigating officer. While Rudi languished in a prisoner
of war camp, Adi rebuilt the business.

By 1948, the companies had been split between Adi’s “adidas” and Rudi’s “Ruda” (which would later
be changed to the more athletic sounding “PUMA”) with the Aurach River separating the two
factories.

Herzogenaurach became known as the “the town of bent necks” because everyone would
immediately look to see what kind of shoes you were wearing.

While there is ample room in the footwear world, even in death the two brothers couldn’t stand each
other as they were buried at opposite ends of the cemetery from one another.

APPLE VS. SAMSUNG

When Apple and Samsung decided to lock horns in a legal battle over patent infringements
pertaining to cell and tablet technology, many assumed it would not only be a lengthy fight, but one
where each side was willing to pony up plenty of money for judicial victories given how lucrative the
tech space was.

Focused heavily on the glaring similarities between Apple’s iPhone and Samsung’s Galaxy S, Samsung
and their executives denied any theft, but Apple steamed forward by claiming that 22 more Samsung
products ripped off Apple. Two juries have found that Samsung did indeed plot to steal the iPhone’s
appearance and technology, which is why a California jury, in 2012, awarded Apple more than a
billion dollars in damages from Samsung (reduced to $890 million in late 2013 after the judge found
that some of the calculations were faulty). But, as the litigation drags on, Samsung has grabbed an
increasing share of the market (currently 31 percent versus Apple’s 15.6 percent), not only by
pumping out Apple-ish, only cheaper technology but by creating its own innovative features and
products.

FERRARI VS. LAMBORGHINI

You know you have the foundation for a spicy rivalry when the dissatisfaction with one company
results in the creation of another. Such is the case between Ferrari and Lamborghini. Founded by
Enzo Ferrari in 1929 as Scuderia Ferrari, the Italian manufacturer thrived during the War despite
having his factory bombed by the Allies in 1944. Twenty years later and Ferruccio Lamborghini
would have something idling to challenge Ferrari’s supercar supremacy.

Lamborghini was an Italian tractor magnate whose dissatisfaction with his own Ferrari birthed the
brand. As legend has it, Ferruccio approached Enzo regarding a noisy clutch to which Ferrari
proclaimed, “if you don’t like it, go build your own!” While both companies have become
synonymous with automotive luxury, they have achieved their successes by sticking to their initial
guns.

MERCEDES-BENZ VS. JAGUAR

Mercedes-Benz started a viral ad campaign in September 2013 to showcase their Intelligent Drive
Magic Body Control which ensures optimum driving comfort. The message they wanted to get across
was "What do chickens and Mercedes-Benz have in common? Stability at all times."

3 months later, Jaguar decided to challenge Mercedes-Benz’s chicken ad with their "Jaguar vs.
Chicken" ad. They used a similar concept of a chicken showing its stability throughout the video but
with a twist at the end: "Magic Body Control? We prefer cat-like reflexes, don’t you?"

It did not take long for Mercedes-Benz to hit back. In fact, it took them only 3 days to come up with a
simple yet effective poster. The feud between Mercedes-Benz and Jaguar is certainly heating up.

MICROSOFT VS. GOOGLE CHROME

Longtime rivals Microsoft and Google are constantly looking for ways to top one another. In March
2013, Google released an ad titled Chrome: Now Everywhere to promote their browser. It was to
showcase the power of chrome unanimously. Though Microsoft could not take it head on head vs IE
Internet Explorer).

2 months later, Microsoft came up with an ad campaign titled Scroogled (SCREW+GOOGLE) to warn
Chrome users that Google is breaching their privacy. Microsoft parodied Google Chrome’s ad by
releasing an ad titled Microsoft Internal Google Chrome Bouncing Ball Now Everywhere, claiming
that Chrome tracks everything they do.

In mid-November, Microsoft’s Scroogled campaign even started selling merchandise with anti-Google
messages. Google responded with a few witty remarks, saying "Microsoft’s latest venture comes as no
surprise; competition in the wearable’s space is really heating up." Google also suggested that while
Microsoft was busy selling t-shirts, Google was working hard on Google Glass.

FAST FOOD WAR

The fast food industry is extremely competitive and ripe with comparative advertising. Burger King
and McDonald's constantly deliver messages emphasizing claims of "flame-broiled" or quality, as in
the case of BK, or value, as with McDonald's. Wendy's has also participated and been a target.
Subway used comparative ads to point out its benefits relative to McDonald's and other fast food
burger shops in general.

COKE VS. PEPSI

The Cola Wars looked to fight for beverage supremacy and the ability to lubricate your taste buds
with sugary goodness. While Coca-Cola has been around since 1886 and PepsiCo since 1893, things
didn’t really start to heat up until 1975 when the latter introduced the “Pepsi Challenge” which
showed that most people favored the taste of Pepsi in a blind taste test. Coke reformatted Coke’s
formula and launched “New Coke” in 1985.

Pepsi seemed to have Coke reeling, and also happened to have the support of some of the biggest stars
in the world.

In October 1996, the cover of Fortune read, “How Coke Is Kicking Pepsi’s Can” who asserted, “Coca-
Cola makes mistakes too. But in general, Coke devises strategies, oversees operations, and develops
talent in ways virtually antithetical to PepsiCo’s. Instead of a sprint, Coke opts for the long run.”

Many assume the official signal to the end of the Cola Wars was when Diet Coke surpassed Pepsi as
the second most popular soft drink in 2011.

COFFEE WAR
Coffee shops have boomed in the early 21st century as Americans have become more inclined to
drink coffee both as a morning beverage and a social drink or splurge later in the day. Dunkin’
Donuts, a retail chain known for fresh donuts and related food products, aggressively pursued coffee
customers beginning in 2008. Part of its foray was a campaign targeting coffee shop giant Starbucks.
Dunkin' Donuts tried to appeal to more budget-conscious blue-collar workers by suggesting that
Starbucks, with higher price points, was for more aristocratic and "high class" people.

Marketers don't always play nice, especially when they're trying to take on one of their closest rivals.
Often the most brutal battles come in the form of comparative advertising - the direct comparison of
one company's product to another. Once the line is drawn, it's up to the opposition to either fire back
or ignore its competitors.

COMMENT ON THE FOLLOWING QUOTATIONS:

 Advertising is the very essence of democracy. Bruce Barton

 Telling lies does not work in advertising. Tim Bell
 I do not read advertisements. I would spend all of my time wanting things. Archbishop of
Canterbury
 We read advertisements to discover and enlarge our desires. We are always ready - even
eager - to discover, from the announcement of a new product, what we have all along wanted
without really knowing it. Daniel J. Boorstin
 Make it simple. Make it memorable. Make it inviting to look at. Make it fun to read. Leo
Burnett
 Sanely applied advertising could remake the world. Stuart Chase
 Now that I'm a client, I understand what a jerk I was. Jay Chiat
 The very first law in advertising is to avoid the concrete promise and cultivate the
delightfully vague. Bill Cosby
 You can tell the ideals of a nation by its advertisements. Norman Douglas
 The aim of marketing is to know and understand the customer so well the product or service
fits him and sells itself. Peter Drucker
 We grew up founding our dreams on the infinite promise of American advertising. I still
believe that one can learn to play the piano by mail and that mud will give you a perfect
complexion. Zelda Fitzgerald
 Doing business without advertising is like winking at a girl in the dark. You know what you
are doing, but nobody else does. Stuart Henderson
 The headline is the most important element of an ad. It must offer a promise to the reader of a
believable benefit. And it must be phrased in a way to make it memorable. Morris Hite
 Promise, large promise, is the soul of an advertisement. Samuel Johnson
 The trouble with America isn't that the poetry of life has turned to prose, but that it has
turned to advertising copy. Louis Kronenberger
  Advertising may be described as the science of arresting the human intelligence long enough
to get money from it. Stephen Leacock
 Advertising is a valuable economic factor because it is the cheapest way of selling goods,
particularly if the goods are worthless. Sinclair Lewis
 What you say in advertising is more important than how you say it. David Ogilvy
 Advertising is the modern substitute for argument; its function is to make the worse appear
the better. George Santayana
 Many a small thing has been made large by the right kind of advertising. Mark Twain
 Thank God for competition. When our competitors upset our plans or outdo our designs, they
open infinite possibilities of our own work to us. Gil Atkinson
 Becoming number one is easier than remaining number one. Bill Bradley
 What counts is not necessarily the size of the dog in the fight; it's the size of the fight in the
dog. Dwight D Eisenhower
 The biggest things are often the easiest to do because there is so little competition. William
Van Horne

ROLE PLAYING

DISCUSSION LEADER

The discussion leader’s job is to …

 read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
 guide the discussion and keep it going.

SUMMARIZER

The summarizer’s job is to …

 read the text and make notes about the ideas.

 find the key points that everyone must know to understand and remember the text.
 retell the text in a short summary in your own words.
 talk about your summary to the group, using your writing to help you.
MY KEY POINTS:
MY SUMMARY

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

WORD MASTER

The word master’s job is to …

 read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
  explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.
Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:
 repeated often;
 used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 5. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON

The passage person’s job is to …

 read the text, and find important, interesting, or difficult passages;

 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.
You might choose a passage to discuss because it is:

*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.

blasted by advertising
_____________________________________________________________________________________
_____________________________________________________________________________________
meet every conceivable need
_____________________________________________________________________________________
_____________________________________________________________________________________
become ubiquitous
_____________________________________________________________________________________
_____________________________________________________________________________________
trump marketing
_____________________________________________________________________________________
_____________________________________________________________________________________
create content
_____________________________________________________________________________________
_____________________________________________________________________________________
add value in the content
_____________________________________________________________________________________
_____________________________________________________________________________________
venture into the world of comparative advertising
_____________________________________________________________________________________
_____________________________________________________________________________________
economic uncertainty
_____________________________________________________________________________________
_____________________________________________________________________________________
cost-sensitive consumers
_____________________________________________________________________________________
_____________________________________________________________________________________

scrutinize the advertisement

_____________________________________________________________________________________
_____________________________________________________________________________________
commence legal proceedings
_____________________________________________________________________________________
_____________________________________________________________________________________

risk-free approach
_____________________________________________________________________________________
_____________________________________________________________________________________
avoid being misleading
_____________________________________________________________________________________
_____________________________________________________________________________________
mitigate the risk
_____________________________________________________________________________________
_____________________________________________________________________________________
buy intensive media coverage
_____________________________________________________________________________________
_____________________________________________________________________________________
achieve a significant saving
_____________________________________________________________________________________
_____________________________________________________________________________________
transient in nature
_____________________________________________________________________________________
_____________________________________________________________________________________
inputs into the price calculation
_____________________________________________________________________________________
_____________________________________________________________________________________
fall on the legal side of the line
_____________________________________________________________________________________
_____________________________________________________________________________________
legal complaint from a disgruntled competitor
_____________________________________________________________________________________
_____________________________________________________________________________________
aggrieved competitor
_____________________________________________________________________________________
_____________________________________________________________________________________

fiercely competitive
_____________________________________________________________________________________
_____________________________________________________________________________________
stand out in the marketplace
_____________________________________________________________________________________
_____________________________________________________________________________________

judge the relative merits of competing products

_____________________________________________________________________________________
_____________________________________________________________________________________
due to either ingenuity or luck
_____________________________________________________________________________________
_____________________________________________________________________________________
go belly up
_____________________________________________________________________________________
_____________________________________________________________________________________
end up with strengthening a family bond
_____________________________________________________________________________________
_____________________________________________________________________________________
root of the feud
_____________________________________________________________________________________
_____________________________________________________________________________________
lock horns in a legal battle
_____________________________________________________________________________________
_____________________________________________________________________________________
pony up plenty of money for judicial victories
_____________________________________________________________________________________
_____________________________________________________________________________________
stick to one’s initial guns
_____________________________________________________________________________________
_____________________________________________________________________________________
ensure optimum driving comfort
_____________________________________________________________________________________
_____________________________________________________________________________________
top one another
_____________________________________________________________________________________
_____________________________________________________________________________________
ripe with comparative advertising
_____________________________________________________________________________________
_____________________________________________________________________________________
either fire back or ignore its competitors
_____________________________________________________________________________________
_____________________________________________________________________________________

GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.

 ________________________________
 1. Any advertisement which contains a price comparison must accurately state the difference in
price, whether it be in the form of a "pay $X less" or "save X%" comparison. However, not
only should an advertisement avoid overstating the difference in price between the advertised
product and the competitor's product, advertisers should also be careful not to understate that
price difference. This is because the focus of the law in this area is the protection of
consumers, not the protection of one business over another.

 ___________________________________

2. However, the advertisement did not make sufficiently clear that the competitor's policy had
significantly superior benefits and features than the advertiser's. To this, the Court said that
while general statements in advertising might be legitimate, "the comparison of costs… in this
matter go much further and have a very significant impact". The advertisement was therefore
found to be misleading and the advertiser was ordered to stop publishing it.

 ___________________________________

3. Comparisons can help consumers judge the relative merits of competing products and choose
the one which best suits their needs and budgets. As with all advertising, comparative
advertising must not mislead or deceive. The comparisons made must be accurate, should
clearly indicate what comparison is being made and must be of 'like' products or services
available in the same market.

 ____________________________________

4. A business is in the best position to know whether its product can reasonably be compared to
a competitor's. If comparisons are used in advertising, they must tell the full story and not
leave out information that is necessary for a true and fair comparison to be made.

 ____________________________________

5. Marketers don't always play nice, especially when they're trying to take on one of their
closest rivals. Often the most brutal battles come in the form of comparative advertising - the
direct comparison of one company's product to another. Once the line is drawn, it's up to the
opposition to either fire back or ignore its competitors.

UNIT 10. MODERN AND POSTMODERN ART

GENERAL IDEOLOGY
All trends become clearer with time. Modern art is the cultural expression of the historical moment
of modernity. Traditional academic painting and sculpture was about perfect, seamless technique and
using that perfect, seamless technique to execute very well-established subject matter. There was a
hierarchy of genres, and very strict notions of beauty. According to some experts “Part of the triumph
of modernism is overturning academic values.”

In somewhat of a backlash to traditional academic art, modern art is about personal expression. Now
it seems almost natural that the way you think of works of art are as an expression of an individual
vision. With modern art, there is this new emphasis put on the value of being original and doing
something innovative.

Shortly, after World War II, however, the ideas driving art again began to change. Postmodernism
pulls away from the modern focus on originality, and the work is deliberately impersonal.

Labels like “modern” and “postmodern,” and trying to pinpoint start and end dates for each period,
sometimes irk art historians. Some experts believe that modernity didn’t happen at a particular date.
It was this gradual transformation that happened over a couple hundred of years.

Postmodernism is hard to define, because it is a concept that appears in a wide variety of disciplines
or areas of study, including art, architecture, music, film, literature, sociology, communications,
fashion, and technology. It's hard to locate it temporally or historically, because it's not clear exactly
when postmodernism begins.

Perhaps the easiest way to start thinking about postmodernism is by thinking about modernism, the
movement from which postmodernism seems to grow or emerge.

Postmodernism overturned the idea that there was one inherent meaning to a work of art or that this
meaning was determined by the artist at the time of creation. Instead, the viewer became an
important determiner of meaning, even allowed by some artists to participate in the work as in the
case of some performance pieces. Other artists went further by creating works that required viewer
intervention to create and/or complete the work.

The idea of breaking down distinctions between high and low art, particularly with the incorporation
of elements of popular culture, was also a key element of postmodernism that had its roots in the late
nineteenth and early twentieth centuries in the work of Edgar Degas, for example, who painted on
fans, and later in Cubism where Pablo Picasso often included the lyrics of popular songs on his
canvases. This idea that all visual culture is not only equally valid, but that it can also be appreciated
and enjoyed without any aesthetic training, undermines notions of value and artistic worth.

The hallmark of "postmodernist art" is its rejection of the aesthetics upon which its predecessor -
"modern art" - was based. One of these rejected values is the idea that "art" is something "special"
which should be "elevated from" popular taste. Coinciding with a raft of new technological
developments, postmodernism has led to almost five decades of artistic experimentation with new
media and new art forms, including "Conceptual art", various types of "Performance art" and
"Installation art", as well as computer-aided movements.

"Postmodernism" is not a movement, it's a general attitude. So there is no agreed list of characteristics
that define "postmodernist art". But we must start somewhere, so here are a few selected pointers.

Postmodernism reflects a widespread disillusionment with life, as well as the power of existing value-
systems and/or technology to effect beneficial change. As a result, authority, expertise, knowledge
and eminence of achievement have become discredited. Artists are now far more wary about "big
ideas" (e.g. all progress is good). Most important, "Modernist art" was seen not only as elitist but also
as white, male-dominated and uninterested in minorities. Despite its supposed "rejection" of big ideas,
the postmodern movement seems to have lots of big ideas of its own. Examples include: "all types of
art are equally valid"; "art can be made out of anything"; "the democratization of art is a good thing".

To paraphrase Andy Warhol, "anyone can be famous for 15 minutes". This idea, more than any other,
sums up the postmodernist age. Faced with a new nonsensical world, the postmodernist response has
been: Okay, let's play around with this nonsense. We accept that life and art no longer have any
obvious intrinsic meaning, but so what? Let's experiment, make art more interesting, and see where it
leads. Who knows, maybe we can be famous for 15 minutes!

Postmodern artists have junked the idea that a work of art has only one inherent meaning. Instead,
they believe that the spectator is an equally important judge of meaning. Some artists even permit
spectators to participate in their 'art works', or even require intervention by spectators in order to
complete their work.

USE OF TECHNOLOGY

The era of "postmodernist art" has coincided with the arrival of several new image-based technologies
(eg. television, video, screen-printing, computers, the Internet) and has benefited hugely from them.
The new range of video and photographic imagery has reduced the importance of drawing skills, and
by manipulating the new technology, artists have been able to short-cut the traditional processes
involved in "making art," but still create something new.

MEETING CONSUMER NEEDS

The growth of consumerism has also had a huge impact on visual art. Consumers now want novelty.
They also want entertainment and spectacle. In response, many postmodernist artists have taken the
opportunity to turn art into an "entertainment product". The introduction of new types of art, for
instance - such as Performance, Happenings and Installations - along with new subject-matter -
including things like dead sharks, dying flies, huge ice-sculptures, crowds of nude bodies, buildings
that appear to be in motion, islands wrapped in pink polypropylene fabric, painted bodies, and so on -
have provided spectators with a range of new, sometimes shocking experiences. Whether these new
so-called art forms actually constitute "art" remains a hotly-contested issue. The postmodern
conceptualists say "Yes", the traditionists say "No".

PRINCIPLES OF POSTMODERNIST ART

No more oil paintings depicting events from Greek mythology! Postmodernist painting and sculpture
was bold, bright and instantly recognizable.

Postmodernists typically have a stronger belief in the concept behind the finished product, rather
than the product itself. Just for this reason, a lot of "postmodernist art" is known as "Conceptual Art".

The term postmodernism, was first used in around 1970. As an art movement postmodernism to some
extent defies definition – as there is no one postmodern style or theory on which it is hinged. It
embraces many different approaches to art-making. It is therefore perhaps easiest to define
postmodernism by looking at its main characteristics. Anti-authoritarian by nature, it refuses to
recognize the authority of any single style or definition of what art should be. It collapses the
distinction between high culture and mass or popular culture and it tends to get rid of the boundary
between art and everyday life. Resultantly, postmodern art can be characterized by its self-conscious
use of earlier styles and conventions, and an eclectic mixing of different artistic and popular styles
and media.

Postmodernism was a reaction against modernism. Modernism was generally based on a utopian
vision of human life and society and a belief in progress. It assumed that certain ultimate universal
principles or truths such as those formulated by religion or science could be used to understand or
explain reality. Modernist artists believed that by negating the subject and experimenting instead
with form, technique and processes they could find a way of purely and simply understanding and
reflecting the modern world.

If modernism was based on idealism and reason, postmodernism was born of skepticism and a
suspicion of reason. It challenged the notion that there are universal objective certainties or truths
that will explain everything for everybody. Postmodern art advocates that individual experience and
interpretation of our experience is more concrete than abstract principles and is the best way of
understanding and responding to reality. While the modernists championed clarity and simplicity;
postmodernism embraces complex and often contradictory layers of meaning.
“All my analyses are against the idea of universal necessities in human existence… It is meaningless
to speak in the name of- or against - Reason, Truth, or Knowledge.” - Michel Foucault

Instead of thinking of postmodern as a characteristic, think of postmodernism as an umbrella under

which a lot of different groups are huddled. These groups have one thing in common: They reject
modernism. Specifically, these movements huddled under the postmodern umbrella make the
following claims:

 It is impossible to speak about a reality independent of the self.

 Good or bad are outdated terms, what matters is authenticity.

Postmodernism postulates that many, if not all, apparent realities are only social constructs and are
therefore subject to change. It claims that there is no absolute truth and that the way people perceive
the world is subjective and emphasizes the role of language, power relations, and motivations in the
formation of ideas and beliefs. In particular it attacks the use of sharp binary classifications such as
male versus female, white versus black, and imperial versus colonial; it holds realities to be plural and
relative, and to be dependent on who the interested parties are and the nature of these interests.

Postmodernism is skeptical of explanations that claim to be valid for all groups - cultures, traditions,
or races - and instead focuses on the relative truths of each person. In the postmodern understanding,
interpretation is everything; reality only comes into being through our interpretations of what the
world means to us individually.

While postmodernism seems very much like modernism in some ways, it differs from modernism in
its attitude toward a lot of these trends. Modernism, for example, tends to present a fragmented view
of human subjectivity and history, but presents that fragmentation as something tragic, something to
be lamented and mourned as a loss. Many modernist works try to uphold the idea that works of art
can provide the unity, coherence, and meaning which has been lost in most of modern life; art will
do what other human institutions fail to do. Postmodernism, in contrast, doesn't lament the idea of
fragmentation, or incoherence, but rather celebrates that. The world is meaningless? Let's not pretend
that art can make meaning then, let's just play with nonsense.

Another way of looking at the relation between modernism and postmodernism helps to clarify some
of these distinctions. According to Frederic Jameson, modernism and postmodernism are cultural
formations which accompany particular stages of capitalism. Jameson outlines three primary phases
of capitalism which dictate particular cultural practices (including what kind of art and literature is
produced). The first is market capitalism, which occurred in the eighteenth through the late
nineteenth centuries in Western Europe, England, and the United States. This first phase is associated
with particular technological developments, namely, the steam-driven motor, and with a particular
kind of aesthetics, namely, realism. The second phase occurred from the late nineteenth century until
the mid-twentieth century; this phase, monopoly capitalism, is associated with electric and internal
combustion motors, and with modernism. The third, the phase we're in now, is multinational or
consumer capitalism (with the emphasis placed on marketing, selling, and consuming commodities,
not on producing them), associated with nuclear and electronic technologies, and correlated with
postmodernism.

One of the problems in dealing with postmodernism is in distinguishing it from modernism. In many
ways, postmodern artists and theorists continue the sorts of experimentation that we can also find in
modernist works, including the use of self-consciousness, parody, irony, fragmentation, generic
mixing, ambiguity, simultaneity, and the breakdown between high and low forms of expression. In
this way, postmodern artistic forms can be seen as an extension of modernist experimentation;
however, others prefer to represent the move into postmodernism as a more radical break, one that is
a result of new ways of representing the world including television, film (especially after the
introduction of color and sound), and the computer.

Postmoderns are suspicious of those who make universal truth claims. All claims of universal
meaning are viewed as imperialistic efforts to marginalize and oppress the rights of others. The most
important value of postmodernity is the inadmissibility of all totalizing ways of viewing any
dimension of life.

Postmodernity, as a worldview, refuses to allow any single defining source for truth and reality. The
new emphasis is on difference, plurality and selective forms of tolerance. Postmodern thinking is full
of absurdities and inconsistencies. It is, for example, the worldview that says no worldview exists.

Postmodern concern for plurality, diversity and tolerance has not led to a more stable and secure
society. Instead, the postmodern era exchanged one misguided mood for another. Postmodernity was
fueled by a shift from the human optimism of modernity (based on scientific certainty and
technological progress), to a pessimistic mood of skepticism and uncertainty.

One observer noted that, “Modernity was confident; postmodernity is anxious. Modernity had all the
answers; postmodernity is full of questions. Modernity reveled in reason, science and human ability;
postmodernity wallows in mysticism, relativism, and the incapacity to know anything with certainty.

COMMENT ON THE FOLLOWING QUOTATIONS:

  There are no hard distinctions between what is real and what is unreal, or between what is
true and what is false. A thing is not necessarily either true or false; it can be both true and
false. Harold Pinter
 This is the postmodern desert inhabited by people who are, in effect, consuming themselves
in the form of images and abstractions through which their desires, sense of identity, and
memories are replicated and then sold back to them as products. Harold Pinter
 In our postmodern culture which is TV dominated, image sensitive, and morally vacuous,
personality is everything and character is increasingly irrelevant. David F. Wells
 Life beats down and crushes the soul and art reminds you that you have one. Stella Adler
 Art, in itself, is an attempt to bring order out of chaos. Stephen Sondheim
 Art is the most intense mode of individualism that the world has known. Oscar Wilde
 Art enables us to find ourselves and lose ourselves at the same time. Thomas Merton
 A guilty conscience needs to confess. A work of art is a confession. Albert Camus
 Imagination is more important than knowledge. Albert Einstein
 Art is anything people do with distinction. Louis Dudek
 The greatness of art is not to find what is common but what is unique. Isaac Bashevis
 Vision is the art of seeing what is invisible to others. Jonathan Swift
 Art is not what you see, but what you make others see. Edgar Degas
 An empty canvas is a living wonder... far lovelier than certain pictures. Wassily Kandinsky
 Some painters transform the sun into a yellow spot, others transform a yellow spot into the
sun. Pablo Picasso
 Treat a work of art like a prince. Let it speak to you first. Arthur Schopenhauer
 What makes photography a strange invention is that its primary raw materials are light and
time. John Berger
 I don't want life to imitate art. I want life to be art. Ernst Fischer
 The art of art, the glory of expression and the sunshine of the light of letters, is simplicity.
Walt Whitman
 The purpose of art is washing the dust of daily life off our souls. Pablo Picasso

ROLE PLAYING

DISCUSSION LEADER

The discussion leader’s job is to …

 read the text twice, and prepare at least five general questions about it;
 make sure that everyone has a chance to speak and joins in the discussion;
 guide the discussion and keep it going.

SUMMARIZER
The summarizer’s job is to …

 read the text and make notes about the ideas.

 find the key points that everyone must know to understand and remember the text.
 retell the text in a short summary in your own words.
 talk about your summary to the group, using your writing to help you.

MY KEY POINTS:

MY SUMMARY

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________

WORD MASTER
The word master’s job is to …
 read the text, and look for words or short phrases that are new or difficult to understand, or
that are important in the text;
 choose five words that you think are important for this text;
 explain the meanings of these five words in simple English to the group;
 tell the group why these words are important for understanding this text.
Your five words do not have to be new or unknown words. Look for words in the story that really
stand out in some way. These may be words that are:
 repeated often;
 used in an unusual way;
 important to the meaning of the text.

MY WORD: 1. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 2. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 3. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

MY WORD: 4. _______________________

MEANING OF THE WORD

REASON FOR CHOOSING THE WORD

PASSAGE PERSON

The passage person’s job is to …

 read the text, and find important, interesting, or difficult passages;

 make notes about at least two passages that are important for the text;
 read each passage to the group;
 ask the group one or two questions about each passage.
You might choose a passage to discuss because it is:

*important *informative *confusing *well-written

MY PASSAGE: 1

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

MY PASSAGE: 2

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

REASONS FOR CHOOSING THE PASSAGE

QUESTIONS ABOUT THE PASSAGES

OTHER GENERAL IDEAS (Questions about the theme):

Make sentences using these phrases and translate them from English into Georgian.
historical moment of modernity
_____________________________________________________________________________________
_____________________________________________________________________________________
seamless technique
_____________________________________________________________________________________
_____________________________________________________________________________________
hierarchy of genres
_____________________________________________________________________________________
_____________________________________________________________________________________
strict notions of beauty
_____________________________________________________________________________________
_____________________________________________________________________________________
overturn academic values
_____________________________________________________________________________________
_____________________________________________________________________________________
individual vision
_____________________________________________________________________________________
_____________________________________________________________________________________
pull away from the modern focus on originality
_____________________________________________________________________________________
_____________________________________________________________________________________
pinpoint start and end dates for each period
_____________________________________________________________________________________
_____________________________________________________________________________________
gradual transformation
_____________________________________________________________________________________
_____________________________________________________________________________________
become an important determiner of meaning
_____________________________________________________________________________________
_____________________________________________________________________________________
require viewer intervention
_____________________________________________________________________________________
_____________________________________________________________________________________
incorporation of elements of popular culture
_____________________________________________________________________________________
_____________________________________________________________________________________

appreciate and enjoy without any aesthetic training

_____________________________________________________________________________________
_____________________________________________________________________________________
undermine notions of value and artistic worth
_____________________________________________________________________________________
_____________________________________________________________________________________
rejection of the aesthetics
_____________________________________________________________________________________
_____________________________________________________________________________________
reflect a widespread disillusionment with life
_____________________________________________________________________________________
_____________________________________________________________________________________
eminence of achievement
_____________________________________________________________________________________
_____________________________________________________________________________________
junk the idea
_____________________________________________________________________________________
_____________________________________________________________________________________
inherent meaning
_____________________________________________________________________________________
_____________________________________________________________________________________
instantly recognizable
_____________________________________________________________________________________
_____________________________________________________________________________________
embrace many different approaches
_____________________________________________________________________________________
_____________________________________________________________________________________
get rid of the boundary between art and everyday life
_____________________________________________________________________________________
_____________________________________________________________________________________
based on a utopian vision of human life and society
_____________________________________________________________________________________
_____________________________________________________________________________________
negate the subject
_____________________________________________________________________________________
_____________________________________________________________________________________
ultimate universal principles
_____________________________________________________________________________________
_____________________________________________________________________________________
respond to reality
_____________________________________________________________________________________
_____________________________________________________________________________________
champion clarity and simplicity
_____________________________________________________________________________________
_____________________________________________________________________________________
embrace complex and often contradictory layers of meaning
_____________________________________________________________________________________
_____________________________________________________________________________________
outdated terms
_____________________________________________________________________________________
_____________________________________________________________________________________
be subject to change
_____________________________________________________________________________________
_____________________________________________________________________________________
attack the use of sharp binary classifications
_____________________________________________________________________________________
_____________________________________________________________________________________
present a fragmented view of human subjectivity and history
_____________________________________________________________________________________
_____________________________________________________________________________________
be lamented and mourned as a loss
_____________________________________________________________________________________
_____________________________________________________________________________________
lament the idea of fragmentation, or incoherence
_____________________________________________________________________________________
_____________________________________________________________________________________
extension of modernist experimentation
_____________________________________________________________________________________
_____________________________________________________________________________________
marginalize and oppress the rights of others
_____________________________________________________________________________________
_____________________________________________________________________________________
inadmissibility of all totalizing ways of viewing any dimension of life
_____________________________________________________________________________________
_____________________________________________________________________________________
absurdities and inconsistencies
_____________________________________________________________________________________
_____________________________________________________________________________________
GIVE APPROPRIATE TITLE TO EACH PARAGRAPH.
 _________________________________

1. Postmodernism is hard to define, because it is a concept that appears in a wide variety of

disciplines or areas of study, including art, architecture, music, film, literature, sociology,
communications, fashion, and technology. It's hard to locate it temporally or historically,
because it's not clear exactly when postmodernism begins.

 ___________________________________

2. Postmodernism was a reaction against modernism. Modernism was generally based on a

utopian vision of human life and society and a belief in progress. It assumed that certain
ultimate universal principles or truths such as those formulated by religion or science could
be used to understand or explain reality. Modernist artists believed that by negating the
subject and experimenting instead with form, technique and processes they could find a way
of purely and simply understanding and reflecting the modern world.

 ____________________________________

3. Postmodernism postulates that many, if not all, apparent realities are only social constructs
and are therefore subject to change. It claims that there is no absolute truth and that the way
people perceive the world is subjective and emphasizes the role of language, power relations,
and motivations in the formation of ideas and beliefs. In particular it attacks the use of sharp
binary classifications such as male versus female, white versus black, and imperial versus
colonial.

 _____________________________________

4. Postmoderns are suspicious of those who make universal truth claims. All claims of universal
meaning are viewed as imperialistic efforts to marginalize and oppress the rights of others.
The most important value of postmodernity is the inadmissibility of all totalizing ways of
viewing any dimension of life.

 ______________________________________

5. Postmodern concern for plurality, diversity and tolerance has not led to a more stable and
secure society. Instead, the postmodern era exchanged one misguided mood for another.
Postmodernity was fueled by a shift from the human optimism of modernity (based on
scientific certainty and technological progress), to a pessimistic mood of skepticism and
uncertainty.

CONTENTS
UNIT 1.WOULDN'T IT BE NICE IF WE LIVED IN A WORLD OF NON-VIOLENCE? 3

 WAR IS NOT THE ANSWER

 A CALL TO WELCOME PEACE AND DIVERSITY

UNIT 2. SOCIETY AND INDIVIDUAL 22

 SOCIAL ORDER OF THE STATE AND THE LIBERTY OF THE INDIVIDUAL

 MAN AND SOCIETY

UNIT 3. CHALLENGES OF OUR CENTURY 38

 MUCH OF WHAT NEEDS TO BE DONE IS NOT HAPPENING

 THE CALL AND THE CHALLENGE

UNIT 4. HOW THE INTERNET IS CHANGING

INTERNATIONAL POLITICS AND DIPLOMACY 53

 THE RISE OF “NETPOLITIK”

 THE INVISIBLE SCAFFOLDING FOR CONSTRUCTING MEANING
 STORIES

UNIT 5. GROWTH AND DEVELOPMENT 71

 ECONOMIC DEVELOPMENT
 OBSTACLES OR CONSTRAINTS ON ECONOMIC DEVELOPMENT

UNIT 6. HUMAN RIGHTS 93

  RIGHTS, NEEDS AND RESPONSIBILITIES

UNIT 7. IDEAS RULE THE WORLD 111

 CHALLENGES OF OUR CENTURY

UNIT 8. THE NEED FOR CHANGE 127

 WORLD PROBLEMS
 ENVIRONMENTAL PROBLEMS

UNIT 9. THE WORLD OF MARKETING 141

 ADVERTISING
 COMPARATIVE ADVERTISING: TIPS AND TRAPS
 BRAND WARS

UNIT 10. MODERN AND POSTMODERN ART 159

 GENERAL IDEOLOGY
 PRINCIPLES OF POSTMODERNIST ART

CONTENTS 173