Disabled Non-disabled Differences

Disabled Non-disabled Differences Evaluate the social model of disability as an adequate account of the ‘differences between disabled and non disabled people It has been said that the differences between disabled people and non-disabled people in western society is based on the ideology of ‘normality, implying that disabled people are ‘abnormal. Morris statesthat â€Å"disabled people are not normal in the eyes of non-disabled people.†(1991: 16) Two different models have been coined to explain how society judges disabled people. Historically, the ‘individual or medical model was composed, which implies that it is the individual who is disabled, thus it is the individual who needs to change and adapt to society through medical methods, such as surgery or rehabilitation. Critics of this model such as Oliver (1990), conclude that it was not an adequate model, as it is society who has created disability, rather than a medical condition or physical attribute. Since the ‘international disability movement in the late 1960s this ‘traditional paradigm (Watson, 2002) of disability therefore became archaic, as society has evolved into modernity, and it was seen as an inadequate account of understanding disabled people, and why they are excluded from mainstream society. Therefore expanding on the critique of the ‘individual model; a new model, based on the Marxist foundation was shaped, known as the ‘social model, which stated that it is society who imposes the disability, by creating social barriers for people with impairment. Developing on this idea that we should be able to distinguish oppression that impaired people experience and the impairments they have, thus rather than defining disability as an impairment, it is seen as a ‘social expression. (Shakespeare, 2002) The social models key element, is that it ‘distinguishes between impairment and disability; implying that an impairment is part of the individuals identity it is â€Å"nothing less than a description of the physical body† (Oliver, 1996:35) but disability is something which is socially constructed : â€Å"It tends to relocate the ‘problem from the individual to society. Disability can then be viewed as a social problem caused by social processes.† (Priestley, 2003:13) This became an adequate account because disabled people stopped viewing themselves as ‘the problem†. It has been noted that the main progression in the research for the social model supports the idea that there is no ‘causal relationship between impairment and disability (Crow, 1992). The social model states that the primary cause of ‘disabled peoples marginalisation (Barnes, 1999: 2) is the cultural and environmental structures of society. However as Crow (1992) and Shakespeare(1993) have argued that even if social barriers are removed, the impairment still remains an important aspect of disabled people lives and identities and if we fail to recognise this then we are failing to recognise the ‘subjective reality of disability. The social model has avoided the issue of impairment because: â€Å"†¦it is much better to say people are disabled by society but not their bodies, than to say people are disabled by society and their bodies† (Shakespeare, 2002) Nevertheless the social model has had some positive outcomes, it has been one of the â€Å"major catalyst for the increasing politicization of large numbers of disabled people and their allies throughout the world† (Barnes, 1999: 4). Thus giving disabled people a stance in the world of politics, with this brought about many disability movements that aided towards equality within society. Supporting this model helped society dismantle many social barriers and introduce the ‘Disability Discrimination Act (1995) to gain equality and consequently protect people with accredited impairments from unfair treatment. Barnes (1999) saw this social change a solution to eradicate discrimination and prejudices against disability. It helped explain disablement in terms of ‘social oppression, similar to that of other concepts within society: sexism and racism. This led to less exploitation and more inclusion; a noticeable difference took place in the workplace and educational system. Schemes were set up, under Blairs reign, such ‘welfare to work scheme. Introducing less demeaning benefits, this was the result of the ‘administrative model of disability, which contained a rigid definition of disability affecting the benefits that were received meaning that: â€Å"†¦it would not be uncommon for a severely disabled person being denied benefits because their impairment or disability did not fit the criteria† (French, 1994: 6). This supports the sceptical view that societys response to disability is understood through the medical model, ‘a cure or care theory. Similar to the reaction that created the 1995 Disability Discrimination Act, using the medical model of disability to create its policies, in other words Society has accepted that it was the individual who had the problem, rather than a non-accommodating environment. French (1994) further argued that it was a ‘depressing fact that structural obstacles still remained a prominent part of a disabled person daily routine; ‘built environment, transportation and the communication system. This is reiterating the theory that ‘social barriers result in ‘social oppression. â€Å"Thus it is not ‘disability that non-disabled people fear but impairment, as ‘disabled people remind non-disabled people of their own mortality† (Barton, 1997:11) This gives evidence that oppression is not only a constant struggle with the built environment, but also a relentless struggle to gain inclusion within mainstream society. Due to discrimination and prejudices that have been formed, in large part due to the medical model, it has resulted in the ‘personal tragedy theory, which gives the notion the non-disabled people feel those with impairment should be ‘pitied as they have not got a ‘fulfilling life. It is important to note here that the ‘social oppression stance does not believe that disability is the result of limitation caused by chronic illness, impairment or trauma, but the way in which we as a society categorise individuals into such groups (Barnes, 1996). A debated argument states that the difference between disabled people and non disabled people is not that we are impaired, but that we are a minority oppressed by a disabling society. (Shakespeare, 2002) The ‘labelling theory, or ‘social reaction theory as it is sometimes known (1960), is closely linked as it stated that as a society we ‘categorise individuals into certain groups and treat them accordingly. Therefore as a result to these labels, disabled people will self-prophesise to the non-disabled peoples prejudices and it will become part of their identity. This was an important issue for disabled people, as a main obstacle for both disabled and non-disabled people is ‘inclusion within society. Our society Barnes (1996) states, seems ‘pre-occupied with peoples abilities, and thus we tend to segregate both disabled and non-disabled people. This theory has a massive impact on disabled peoples life, as it has appeared to be the case that historically they are excluded from the workplace and education. With the ‘disabled peoples movement, emerged the independent living era. Normality is linked with the perception of independence and thus binary to this, abnormality must be connected to dependence (Barnes, 1999). However Barnes (1999) continues to state that even by basic necessities we are all interdependent, that is we need to rely on each other in some form, for our society to function positively. â€Å"There is no qualitative difference between disabled and non-disabled people with respect to basic human needs† (Barnes, 1999: 20). The ‘social model was widely accepted amongst disabled people as an adequate account that identified the differences between disabled and non-disabled people. Using the ‘social model, Finkelstein, 1981 argued that if non-disabled people were to be confronted with ‘social barriers then they would become ‘equally disabled, as society is not accommodating to their needs. Plus another view of this is that it is impractical to remove of social barriers from society to accommodate all, as removing obstacles for certain impairment may create more obstacles for others. Furthermore it is not possible to dismantle all barriers created, as some of them are ‘inextricable aspects of impairments and thus were not constructed by the environment. A question asked by Tom Shakespeare â€Å"if someone has an impairment which causes constant pain, how can the social environment be implicated?† (2002) An issue that has been raised is even if we take away the social obstacles to disability, the impairment and the pain still remains dominant as the social model â€Å"does not attempt to deal with the personal restrictions of impairment but the social barriers of disability† (Oliver, 1996: 39).Crow (1996) explained how the model lacks the personal experience of pain which is intrinsic with certain types of impairments. Thus from this stance society, and the environment cannot be blamed for imposing difficulties on all impaired people, because some impairment contain difficulties in their own right and these should not be ignored. For if they are, it may in fact, do more harm than good, and cause more problems for the individual. This critique of the social model does not make it an inadequate account or invalidate the paradigm, but simple states that there is need for improvement. It is not possible for our society to ignore impairments, the same as we should not be causing more problems through social barriers; Crow (1992) debates that full integration of ‘experiences of impairment, with the experiences of disability is the way forward for the social model. The fact that the model did not address the issue of ‘multiple oppression was also as a critique of the ‘social model, other social groups such as feminist have argued that the ‘social model does not take in to account other forms of oppression; sexism or racism, and thus cannot be generalised, as it does not reflect the experiences of all disabled people. Cashling (1993) seems to think that postmodernist thinkers will explain the concept of oppression within disability simply as a manifestation of societys hatred; however this ha s yet to be seen. Some sociologist has explained that the social model needs to be refined, noting that both social disability and medical impairments coexist; thus noting that people are disabled by both social barriers and their bodies. Oliver â€Å"has argued that an adequate social theory model of disability must contain a theory of impairment† (Oliver. 1996: 42) Others have stated that the ‘British social model is outdated and is no longer useful within our society and instead of redeveloping the idea â€Å"supplying alternatives to compensate for the inadequacies of the social model† (Shakespeare, 2002) it should be abolished creating space to begin again. The reason for this radical approach Shakespeare (2002) continues to state that the social model is causing more problems than it is solving and he wishes to construct a â€Å"more adequate approach to disability politics, based on materialist ontology of embodiment† (Shakespeare, 2002) . By more adequate it meant that it needs to take into account every aspect of a disabled person to truly understand and begin to eradicate discrimination and oppression, which is still an important issue for society in all aspects of social categories. For this to happen as Crow (1992) has previously stated, an understanding of pain needs to be produced and not ignored; considering tha t physical attributes of impairment and social construction of disability can coexist and that for the fight towards equality to be successful it needs to be explain that â€Å"normality† should not be classified as the majority. In conclusion it has been noted that the social model of disability has increased awareness and introduced many positive aspects to society. Such as the explanation of oppression for disabled people, giving them a stance within the political society, enabling them to create policies which help ease the problems of certain issues that have been social constructed, through previous models such as the medical model. However neither the medical nor social model creates a complete adequate account of the differences between disabled and non-disabled people because they both have flaws. Thus it would not be a positive direction for society to abolish both models, it would be more successful if they conjoined the important aspects of both models, to form a model that is able to evaluate and explain disability, impairment, and oppression in terms of discrimination, prejudices and structural characteristics of society. Creating a model that makes it possible and plausible to eliminate as much inequality for disabled people as possible. However as Shakespeare (2002) states it is evermore difficult to achieve a complete model of disability, mainly because there is no clear cut definition of disability. Shakespeare (2002) argues that we should focus more on the relationship between impairment and embodiment, rather than the ‘definitional link between impairment and disability. Therefore our main focus for the future should be to eradicate the dichotomies, and encourage more integration within society through changing architecture or benefits. It is an illusion to imply that in post modernity the possibility for all impairments to be ‘barrier free, however if we take the view that no one can do everything, everyone, even non-disabled people have flaws, but if we take into account all impairments and try to eradicate as many barriers as possible, both economically and socially, then we will be heading in the right direction for an equal society, and thus will be able to create an adequate account of disability. References: Barnes, C (1999). ‘Disability at Work in the 21st Century. In journal of ‘Critical Social Policy (Vol 20, No. 4: Pp 441-457) Barton, L and Oliver, M (eds.) (1997). ‘Disability Studies: Past Present and Future. (Pp 3-24). London: Fulton Crow, L (1996). ‘Renewing the Social Model of Disability. In Barnes, C and Mercer, G (eds) ‘Exploring the Divide.(Pp 55-72). Leeds: Disability Press Darring, T, et al (1981). ‘A life Together: The distribution of Attitudes around the Disabled. London: Tavistock French, S (1983). ‘Disability, Impairment or something In-between?. In Swain, J; Finelstein, V; French, S and Oliver, M (eds) ‘Disabling Barriers: Enabling Environments (Ch 1.2). London: Sage French, S (1991). ‘What is Disability? In French, S (ed), ‘On Equal Terms: Working with Disabled People(Ch: 1). Oxford: Butterworth-Heinemann Finkelstein, V (1981). ‘To Deny or not to Deny Disability. In Brechin, A; Liddiard, P and Swan, J (eds), ‘Handicap in a Social World. Sevenoaks: Hodder and Stoughton Morris, J (1991). ‘Pride against Prejudice: Transforming Attitudes to Disability. London: Womens Press Oliver, M (1996). ‘Understanding Disability: from Theory to Practice. London: Macmillan Oliver, M (1996). ‘Defining Impairment and Disability: Issues and Stake . In Barnes, C and Mercer, G (eds) ‘Exploring the Divide (Ch 3, Pp 29-54). Leeds: Disability Press Priestly, M (2003). ‘Disability: a life course approach. Cornwall: Blackwell Silburn, L (1983). ‘A social model in a medical world: the development of the integrated living team as part of the strategy for younger physically disabled people in North Derbyshire. In Swain, J; Finelstein, V; French, S and Oliver, M (eds) ‘Disabling Barriers: Enabling Environments (Ch 1.2). London: Sage Shakespeare, T(2002). ‘The social model of disability: an outdated ideology?. In journal of ‘‘Research in Social Science andDisability.(Vol 2: pp. 9-28) Stone, D (1984). ‘The Disabling State. London: Temple

A theology or philosophy of education

Education is an essential part of our lives. Without education we fail to understand the greater meanings of life. True education does not only contain achievement of academic degrees.It involves learning the meaning of life and the greater virtues of life and unless we understand the virtues and the philosophies of life we will not be in a position to intake the academic knowledge fully. In order to get proper education it is necessary that we get a true mentor who will strive to imbibe the philosophies of life into our minds.A mentor is able to impart academic knowledge only when he or she prepares the mind of students philosophically and morally. Moreover a mentor or an instructor should always walk in the path of virtue. Getting deviated from the path makes him unfit for teaching a bunch of young men.This paper aims to look at the various theories of life and the value of virtues in life and hence tries to relate it with teaching. It tries to focus on the fact that a mentor shoul d believe and follow some theories while he or she is instructing the students.The paper also has tried to tell how the teachers should help their students to understand the meaning of their lives and also guide them in the true path of religion. The main aim of the paper remains in pointing out the role which an educator should play in order to bring about over all human development so that the society is able to get more number of sensible citizens who will adhere to the path of righteousness.There are actually many theories and many views of virtue which can be incorporated by an educator while imparting knowledge to the students. For instance The Divine Command Theory states that morality is associated with God’s commands. Divine Command Theory focuses that anything not approved by God is immoral. Therefore it actually tries to say that we must all carry out acts those are approved by the God. For example torture is an act not approved by the God hence we can say that tor ture is an immoral act.The theory is of prime importance because it gives us a reason as to why we need to be moral in our lives. An important thing which we tend to believe from the theory is that only the persons who are morally upright secure happiness in their lives. Hence we can say that with the help of the Divine Command Theory we get directed towards the path of morality. (Austin, 2006).As an instructor or a mentor we can take cue from this theory and try to imbibe the virtue of morality into their minds. We can use it by making our students understand that the ultimate aim of our lives should be morality.Unless we lead a moral life we will not be in a position to achieve happiness. It should be our attempt as a facilitator to make the students realize that unless they adhere to the path of morality they will not be able to get the blessings of the Almighty and in turn will not be able to get success in their lives. Incorporating of this theory into the teaching curriculum i s important because unless the students are moral by nature they will not be able to take in the academic lessons properly. They will also not be able to use the lessons learnt in their future lives unless they have a moral foundation in them.The theory of virtue ethics is in close association with the Christian philosophy of ethics. The virtue theory is teleological in nature that is true human nature involved in true human good. The virtue ethics is of tripartite structure. It contains firstly human-nature-as-it-exists.Secondly it consists of human-nature-as-it-could-be. And the third element consists of all those habits, desires, perceptions which will transport human from one stage to the other stage. The virtue ethics focuses on the fact that there are certain habits and desires in human beings which prevent our journey towards a true human nature.Thus it is clear that in order to achieve the true good of our lives we may have to renounce certain habits of our lives. The theory deals with the journey from the stage of who we are to what we could be. It goes on to say that human nature is worth only when it is a good human nature and in order to become a good human nature it is absolutely necessary that we carry out functions which are true in nature and which adds to the true well being of humans.Therefore according to this theory we are permitted to carry out only those acts which contribute to the well being of the people and at the same time keep away from those which are not considered as true acts.(Kotva, 1997). Thus we can say that even the theory of virtue ethics can be incorporated within our teaching curriculum.That is we can make the students understand that the ultimate goal of life is well being and well being is only possible when we carry out true acts. True acts in the sense those acts which are virtuous in nature. We should also encourage the students to give up all those acts which are not true acts that are all those acts which do not co ntribute to the well being of man. In this way we can direct the students towards proper acts and keep them away from all ill acts.It is necessary to guide the students in such a direction because unless they carry out acts which are true by nature they will be unable to use their academic learning’s in proper channels. Instead they may use all their academic learning’s for accomplishing acts which are not proper. Hence it is very necessary to develop a moral guard in them right from their tender years so that they do not even get the desire to undertake an act which is improper.According to John Stuart Mill utilitarianism is basically the measure of human action based on the consequence received by that action. He was of the opinion that any human action which produces happiness among the human beings is a morally correct one. On the other hand an action which fails to generate human happiness is termed as morally wrong. Therefore according to Mill all human actions s hould be directed towards generating human happiness.Rather it should be the goal of all human beings to bring in happiness to others and not to one self.(West). Taking cue from the theory of J.S. Mill we can go further to say that the essence of utilitarianism is to maximize social welfare. We can take the happiness of others in a collective form and refer to it as the common good of the society.Thus according to the theory we can say that our ultimate aim should be to bring in the overall welfare of the society through our actions. Utilitarianism can be synonymous with â€Å"welfarism†. Therefore using utilitarianism we can say that all individuals are given an equal status as because a common good of the society has been mentioned. Unless all individuals are given an equal status they will not have a common welfare.Thus utilitarianism also incorporates egalitarianism.(Roemer, 1998). Even the theory of utilitarianism can be of much help in imbibing values within the student s. We can use the theory to make the students understand that the aim of all our actions should be to secure happiness of others.Our actions should not be directed by self interests. By happiness of others it means that we should teach the students to work for the common good of the society because if we do not put effort for the betterment of our society we will also not achieve any betterment in our moral lives. Moreover the ultimate goal of education remains self-enlightenment and that enlightenment do not involve seeking happiness for the self but it comprises bringing in positive transformation of the society through our knowledge and education.Therefore it is a must that the students are made to realize the true purpose of education at a very early stage. It is necessary to make the students realize that the purpose of their education is a great one otherwise they in the later stages of life will not be able to do justice with their education.

A Discussion of Assessment and Feedback Issues Essay

A discussion of assessment and feedback issues Assessment is an important part of teaching and learning, the most obvious reason for carrying out assessment is to evaluate the students learning/achievement s and whether the student is heading toward the course of qualification. Teaching within NVQ the criteria is laid out for me as a teacher my role is to prepare the students to observe their performances, question them, and use assessment to make a decision as to whether my learners are competent or capable. I must also to ensure that the assessment meets the criteria and objectives of the NVQ qualification. We as the teachers/assessors want to know whether learning outcomes have been achieved, or if the student is of a standard required to pass and achieve the grade /qualification. It also helps me as the tutor up most to help determine the development the student needs during the course. Assessment is also a away to provide information on individual teacher or the institution. For example; are the teaching methods affective, are the learning objectives appropriate- are they too easy or to difficult. Assessment within my teaching domain comprises of different components, performances in the work places, the use of realistic working environment. With NVQ teaching we have specific criteria that must be covered and include skills as well as knowledge, we the assessors have the decision as to how and where the assessment takes place. NVQ level 1-2-3 hairdressing comprises of units which must be cover die, Level 3 consists of 53 credits minimum split into mandatory units -48 credits and optional unit of which is 6 credits to pass and obtain the qualification. Following VTCT/HABIA critia guide lines and assessment work book. VTCT/HABIA strongly advocates a holistic approach for assessment of learners. Examples include using one assessment method to gather evidence for a number of criteria integrating knowledge into practical observation (i. e. through oral or evidenced on analysis sheets i. e. consultation forms). I myself as a teacher of hair and beauty believe in Habia and VTCT Assessment learning and teaching strategies I believe in engaging and exciting the learner whether it means I need to change the way I assess or how I bring my knowledge forward for learners to understand and help them complete their course. I measure the achievements against the standards set out. One of the advantages of NVQs is that the whole area to be tested is set out from the start. NVQ assessment is usually internal or external or a combination of the two. Internal assessment means myself is responsible for devising and marking assessments be it using case study’s which also help develop functional/key skills, observation ,oral ,informal,ect. These then tend to be verified by the centre internal verifier. I myself am required to set work that will improve practical skills knowledge and understanding. It’s my responsibility to guide learners on the evidence that is needed to be gathered to satisfy assessment. Within my course criteria (NVQ) we use formative and summative assessment as the main hold of the course. Unlike summative assessment which relates to assessment of learning, feedback relates to assessment for learning. Assessment 1998: Torrance and Pryor 1998) which helps the learners progress (Black and William We use formative assessment as formal or informal. For assessment to function formatively, the results have to be used to adjust teaching and learning. † (Black and William 1998: pp. -16) With formative assessment we use a range of activitys, case studies, multiple choice test, practical test, projects, questioning alone or within a group. To help students understand the frame work and what is needed we use in NVQ or within my institution mile stones of 13 weeks covering formative summative and mandatory test assessment. I strongly believe in formative a ssessment for the students and me the teacher for my own evaluation as well as theses; it contributes to the learner’s progress provided guidance on how to bridge the gaps to achieve the desired results, we use ILPS to also help within this process. ILPs individual learning plans, we use these to encourage the students also for means of developing their own targets and to motivate and encourage the students learning development. These documents are updated by learner and teacher throughout the course and are used as part of the formal course assessment. Summative assessment is used for grading or within my teaching domain it’s a simple pass or fail. As stated in (Teaching skills in the further and adult education 3rd addition David Minton p 288) progression and new technology. There is no reason why a teaching session in a hairdressing salon should not be video-taped or photo graphed and presented with by the teacher to explain whys/he did what, what happened, what was observed in a group or individual work. It’s a valuable tool for evaluation as well as valid evidence. It can be shared with mentor or other tutor to compare and evaluate work, to review Atcual teaching session also and assessment of students. I myself have used this and found it a good tool to be used. In regards to questions and feed back during assessment, It’s important to be specific on what can be improved and how. Effective feedback tells the student what they have achieved and where they need to improve. Questioning is used not only as a pedagogical tool but also as a deliberate way for myself the teacher to find out what knowledge and understanding the leaner’s have gained, also to helps myself the teacher see how successful my teaching has been and what areas need to be improved . Questioning is fundamental to effective teaching and learning. As stated by ( Fisher & Frey 2007) Checking for understanding through questioning should not be thought as a simple two step process but rather as a complex progression as the teacher formulates and then listens to the responses of the learners, IE making them from easy to hard and simplifying them for students own level of learning. Self and peer assessment can also be beneficial in feedback and evaluation on own and peers works. As state many academic teachers still tend to retain all ownership and power in the assessment process (Dorothy spiller teaching development wahonga Feb 2012 assessment matters). Self assessment is used during formative assessment which students reflects and evaluates their own work. Seeing their strengths weaknesses and areas they feel they need to improve, helps set self goals becoming more motivated. Self assessment within my teaching area requires the student to fill out self assessment feedback forms in relation to a practical activities carried out, this help them self –evaluate their work strengths and weaknesses. â€Å"SELF ASSESMENT WITH ITS EMPHASIS ON STUDENT RESPONAIBITIY AND MAKING JUDGMENT IS NECESSARY SKILL FOR LIFE LONG LEARNING â€Å"(Bond, 1995, P. 11,). In the3 same contexts Peer feedback can also be beneficial to individuals or groups of students who are keen to experiment and use new ideas. Peers assessment involving students giving feedback on peers work can help students make sense of gaps in their own work. I see self and peer assessment beneficial where certain points are present. Designed to enhance learning ,involving learners in judging own work, help improve and motivated owns mind and work . Boud, D (1995). Enhancing learning through self-assesment. London:Koger page. Boud, (1995 P. 11. ). (Black and William 1998: pp. 5-16) Douglas Fisher& Nancy Frey 2007 www. reading,org questioning. (Teaching skills in the further and adult education 3rd addition David Minton p 288)

Bauhaus and the Design School Free Essay Example, 1500 words

Under increasing pressure from the Nazis the school closed in 1930 but the ideas of the movement where disseminated throughout the world by its prominent leaders. Walter Gropius and Meyer moved to America and taught at the highly influential Harvard School of Design and essentially laid the basis for the American Bauhaus movement. Others moved to Russia and the United Kingdom and other parts of the world. The persecution by the Nazis and the spread of ideas did much to rescue the high achievements of German design from the stigma of association with its Nazi past. The opening of a design School in the Bauhaus model in Ulm in 1951 did much to reserect the the special achievement of the Bauhaus movement and in turn it did much to offer a new face to German design. Following the horrors of World War II there was a reaction to the the association between science and society as this had been a feature of the rationale for Nazi expansionism as it is put eloquently here: it is crucial to recall that the Ulm project to forge a new post fascist â€Å"industrial culture† diverged markedly from the more general postwar cultural pessimism about the potentially redemptive powers of science and industrial technology. Much of this postwar sentiment was a response to the Nazi legacy of industrialized mass death and destruction, in which the West German right and left joined hands in denouncing Germanys 1930s theology of technology as a central element of the â€Å"German catastrophe. (Betts, 2004, p. 157) There was a fear of the past and it was logical, â€Å" it is crucial to recall that the Ulm project to forge a new post fascist â€Å"industrial culture† diverged markedly from the more general postwar cultural pessimism about the potentially redemptive powers of science and industrial technology. We will write a custom essay sample on Bauhaus and the Design School or any topic specifically for you Only $17.96 $11.86/pageorder now Much of this postwar sentiment was a response to the Nazi legacy of industrialized mass death and destruction, in which the West German right and left joined hands in denouncing Germanys 1930s theology of technology as a central element of the â€Å"German catastrophe†. (Betts, 2004, p. 157) The Bauhaus School and its innovators and thinkers were a way to distance German National image away from the horrors of the Nazis and reassert what had been good about the rationalism of that early design movement. Rationalism then became the guiding force for the New Bauhaus school at Ulm. The school was successful in bringing back the area in where Germany excelled in design at a time when there had been the reactive impulse to withdraw from that tradition.