Group+1

__TYS Group1__ Adina Bresge Robbie Mingay  __ASV Group1__ Beatriz Suay Alex Molina Javi Navarro

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 * __Definitions__**


 * Truth --** The perceived reality.
 * Beauty --** The qualities that are perceived to be appealing.
 * Ethics** -- The beliefs and principles that affect our perceptions of right and wrong.

Art

Art will be a very important factor in achieving our goal. Through art we can teach them not only the meaning of the pieces, but history, the different cultures around the world and other useful information they might need while coming in contact with their surroundings. Therefore we must be very careful to choose what art we'll show them.  1) Paintings can usually be understood better than other visual arts (their meaning, what they represent, etc.) Therefore we should concentrate in paintings more than sculptures and other forms of visual arts; at least in the beginning.          Through paintings we can teach why things around the world are the way they are. History. An example is Delacroix's "Liberty Leading the People".      Through that painting we can explain the French Revolution.           A section of history is religion which is very closely linked to culture. Through the many paintings (specially from the baroque period) which represent     the Virgin, Christ, angels, Buddha, etc. our students will be able to appreciate why different countries have different customs.     We can teach them our established values too.  <span style="font-family: 'Times New Roman', Times, serif;"> 2) Inside paintings, we should concentrate more on pictures from baroque, renaissance, classic and all the other periods than on abstract paintings. I assume we are starting from nothing, so paintings whose meanings can be seen in the painting itself will be more helpful in this situation.

Music

There are two instruments that would be perfect to bring to these people but because we can only bring 1 the arguments for both must be stated. 1. The acoustic guitare. The guitare is an instruments that can produce all the notes on any scale for almost every single octave. It is the type of instrument that brings people together and inspires songs to be written or sung. A mere novice can learn 2 or 3 chords and use them to entertain for hours. An instrument that deals with notes and key signatures can be used to tach even more musical theory. Also there are many songs that can be played by an acoustic guitare. Because of the vast amount of music from different cultures it could help the people of the tribe realize that everyone in the world has similarities. This realization through music may even affect their relationship with the other tribes. All in all the guitare is a musical instrument with many social ramifications.

2. A drum. Percussion is the backbone of almost all music. It drives the beat and moves the song forward. Complex rhythms that can only be played with percussion can change the mood of a song in an instant. Percussion is also about as "primitive" as one can go with percussion. The act of hitting an object to make a sound goes as far back as humans have been around. There is therefore a certain attraction to percussion by all people. The "beat" or the "groove" of a song can make people want to dance and sing just as much as a guitare. Many African tribes only used drums and their music is exciting and can be adapted to fit any mood. In conclusion, the drums,or a percussion instrument,would provide the tribe with another universal way of expression, one that crosses all political boundaries.

Reviewing these instruments it should be noted that there is one major difference between the two. A guitare is a result of hours of construction and work and are very fragile. Percussion on the other hand could be anything from a stick hitting a log to a tightened hide being struck. It was therefore decided that the guitare should be the instrument brought in with the NGO because there would be no way to create one when inside the Amazon. Drums could be created with the aid of even crude tools after the workers had settled into the tribe. It should be noted that almost every single culture has a form of percussion that they use so it is unlikely that these people do not have their own type of percussion instruments.

Language

Languages are the only way people have to communicate between themselves. We would teach them English and Portuguese. Portuguese would be our priority since the first people they would have contact with would be other Brazilians who would speak Portuguese. In other words, Portuguese is the oficial language in Brazil so we have to prepare them so they are able to survivie in their immediate outside world. The second language we'd teach them would be English just because it is the most internationally spoken language. This way they would be able to communicate with people form practically anywhere on Earth. Once they realized that they were able to communicate they would understand the level of international relations that media have made possible.

Map

The map that we put on the wall of the school will in effect be the only real way that the tribes people have a view of the outside world. In history they will be learning how the countries came to be and how people, ideas, and technology spread across the world. They will learn in their classes why the borders of countries are where they are. It is therefore noted that a standard politcal map would be the most effective way of teaching the people of the tribe about the outside world. It could be taught in history how the settlers came across the Atlantic to the New World and what were the implications of these new settlers. This map would help explain to them why the people who want to cut down their trees as well as the people who want the furniture, speak a different language then they do.

It could also be beneficial to show the people of the tribe maps with a particular theme. The maps below show the changes in population over history. [|7. Population Year 1] || [|8. Population Year 1500] || [|9. Population Year 1900] || [|10. Population Year 1960] || [|11. Population Year 2050] || 12. Population Year 2300 || This would be beneficial in teaching the people about colonization and the effects it has other cultures.
 * [[image:http://www.worldmapper.org/images/thumbs/007_population_year1.png width="140" height="68" caption="Population Year 1" link="http://www.worldmapper.org/display.php?selected=7"]]
 * [[image:http://www.worldmapper.org/images/thumbs/009_population_year1900.png width="140" height="68" caption="Population Year 1900" link="http://www.worldmapper.org/display.php?selected=9"]]


 * __History__**

When deciding which history we should share with the tribe, it would be best if we taught them about the events which have defined truth, shaped ethics and have contributed beauty. While the histories we choose to teach will likely be focused on the Western culture which has defined our interpretations of these concepts, as global citizens we will also incorporate the histories of other cultures. Some may argue that the truths and histories that are relevant to other countries do not apply in this culture, and that we should focus solely on their own history. Only teaching the natives about their own history will limit their understanding of truth, beauty and ethics to their own community, when we know that these concepts extend beyond their small community. In order for this tribe to attain a full understanding of these concepts, we must present a global view. That being said, one must understand their immediate environment before they can understand truth on a global scale, so with that in mind, we have included lessons we feel are relevant to them.


 * Renaissance** -- The Renaissance was a period of great innovation. Many of our greatest accomplishments in art, literature, music, science, technology and philosophy were born out of this period. It is very important that we teach them about the scientific and technological developments that have contributed to our continued pursuit of understanding the truth, the cultural developments that have contributed beauty, and the philosophical developments which have contributed to the global understanding of ethics.


 * Age of exploration/ Colonization --** The age of exploration has our shaped our truth immeasurably. Knowledge of the the age of exploration is vital in understanding our current geopolitical landscape. Studying the age of exploration is especially relevant for these people, due to the correlation between colonization and our role in this community. By studying colonization, we will analyze actions of both the colonizers and the natives, evaluate the morality of these actions and make improvements within the community.


 * Contemporary history of human rights --** In recent history, we have made significant strides in establishing a framework for human rights. For the first time in history, most countries have adopted legislation that outlines the rights of every human being and resolves to protect them. These documents have largely defined our ethics and interpretation of human rights. By sharing these documents with them, we will teach them about our interpretation of ethics and about how we places human life above all. Also, due to the looming threat of the logging companies, it is important that these people be aware of their rights to protect their property as stated in Article 17 in the United Nations Declaration of Human Rights. It is also important that we evaluate the perception and protection of human rights within Brazil, to see if they abide by the same code and whether or not that is enforced. By protecting this land, we are contributing to the greater good of the people. We protecting the people in the tribe and their way of life. We are conserving the habitat of thousands of species. We are also protecting trees that are needed to produce oxygen and sequester carbon, thus improving the quality of life. By protecting this environment, we are also preserving the natural beauty of the jungle.


 * Cultural history** -- While we perceive some of their practices to be wrong and immoral, we should still celebrate the history of these people out of respect for their culture. In the near future when they are confronted by the logging companies, it is important these people have a sense of identity and history, something they would want to protect even when tempted by money. Studying one's own history is also important for the ethical development of these people. By confronting their past and evaluating their past ethical decisions, they will be able to change their habits in the future. (AB)


 * __Ethics__**

The concept of ethics is inherently subjective, so the ethical lessons that we teach them will be grounded in our personal beliefs. That being said, when teaching our beliefs we would acknowledge that these ethical claims are simply broad guidelines of what we view as ethical behaviour, and that all claims are relative to circumstance.


 * Respect for human life**-- The preservation of human life is fundamental to the existence of mankind. It is vital to the progression of truth and beauty, it is the ultimate moral belief. I know this, because I have life, and my life is equally valuable as everyone else's life, and I believe my life should be preserved. The right to life also includes the right to live without fear of losing one's life or one's dignity.


 * Equality** -- All people, regardless of sex, religion or race, should be treated with equal respect.


 * Freedom of expression, religion and organization --** Everyone has the right to their own identity, beliefs and religion and should live without fear of persecution. That being said, if these beliefs pose a threat to the preservation of human life and dignity, they are wrong and immoral. (AB)


 * __The Ethics of Intervention__**

One cannot know for certain if it ethical to intervene in this culture, because right and wrong are completely relative concepts. Our perceptions of right and wrong are largely shaped by our culture and our environment and vary from person to person. Even if one could know right and wrong, we would still not be able to know whether this course of action is ethical because we could not possibly know what would happen alternatively.

Even though we cannot be certain our ethics are correct, if we want to continue to progress as a society we need to make these tough decisions. Here, we are confronted by an ethical dilemma: is it ethical to intervene in these people's culture? After careful evaluation, we have concluded that according to our ethical code, we have a responsibility to aid this tribe, and peacefully and tactfully correct their inhuman practices of warring, cannibalism and infanticide. Some argue that by intervening in this culture we are ourselves are acting immorally by violating their right to their own culture and imposing our own values. The flaw in this argument is that every human's right to life is the ultimate ethical belief. It is only when human life is protected that culture can thrive, so by preserving these lives we are ensuring the protection of culture.

Some are also concerned that our intervention in these cultures would pose a threat to their culture and their lives, and often cite examples such as the Iraq war and colonialism. While this is a legitimate concern, what distinguishes between our role in this culture and these instances is that in history, most of the people's actions were made for their own personal gain (resource extraction, personal security, etc.), while every decision we have made has been in the best interest of the people. Also, our ultimate guiding principle is respect from people's rights and freedoms, so force will not be used. (AB)