He finds it difficult to understand the role of God in the world, and poses many questions to try and understand why God would stand by and watch the horrors of the Holocaust. When the Jews of Sighet first heard of the crimes of the Nazis, they strengthened their faith in God, and believed that God would provide them with security from such horrifying things, as Wiesel stated, “And we, the Jews of Sighet, were waiting for better days, which would not be long in coming now” (5).
The Jews, Wiesel included, believed that God had greater plans for everyone, and everything that happened was for their benefit, since God was both their defender and righter of wrongs. The faith that Wiesel had in God was enormous, in spite of the increasing abuse and hatred that the Nazis had for the Jews (Wiesel 5).
Just like the other believers, he believed that their suffering was a punishment from god for their evil deeds, and therefore they did not resist or fight back. God was supposed to present himself at the last moment and show his glory for their perseverance, but this did not happen. “God is testing us. He wants to find out whether we can dominate our base instincts and kill the (Wiesel 42) within us. We have no right to despair. And if he punishes us relentlessly, it’s a sign that he loves us all the more” (Wiesel 42).
Eventually, Wiesel got to a point where he did not want to praise and thank God anymore. His fellow men were suffering and dying, yet God was still not manifesting his power. `For the first time I felt revolt rise in me. Why should I bless His name? The Eternal, Lord of the Universe, the All-Powerful and Terrible, was silent.
What had I to thank Him for?” (Wiesel 31). The Jews had lost faith in God, and despair crept in, since they wondered who would save them. By this point, Wiesel was already feeling betrayed, and at the hanging of the angel-faced pipel, he declared that God was dead to him, bringing an end to his long lived faith in God (Wiesel 62).
The events of the Holocaust brought a lot of anger to Wiesel, which he directed to both God and men, for their cruelty. He could not understand the numerous killings, and it appeared that the lack of intervention from God implied that he approved the killings. Many believers had died, but Wiesel was alive and hurting.
Get your 100% original paper on any topic done in as little as 3 hours Learn More He therefore redirected his energy to accusing God and asking for him to explain his ignorance of the cries of his people (Douglas 5). In addition to the Jews doubting the love that God had for his people, and amidst all the questions, Wiesel and other Jews decided to become God (Douglas 7).
This meant taking charge of their lives and doing things that they had never done before, and the most significant one was to hate. The Jews had been humiliated and killed while believing that God has a greater plan for them. They believed that hate would lead them to fight back, as they no longer believed in suffering and persevering for a God who failed to answer the cries of his people (Douglas 7).
The questions raised by Wiesel bear no answers. What comforted him were the words that he had received from Moshe during his childhood, telling him that the relationship between man and God was based on question and answer, where the answers for the questions that people asked God came from the depths of the soul, where they stayed till death (Wiesel 2-3).
The variety of questions came from his childhood observations, whereby the people initially shared their possessions but eventually became violent towards each other, killing for food, and not caring for others.
Wiesel’s lack of faith led him to stop fasting when Jews were required to, and he no longer observed the Sabbath day. He believes that the many questions that he has will be answered one day, by God himself, and hopes that no other Holocaust will happen, as he continues to wonder why the first one was, in the first place. One thing that Wiesel advices is that faith alone is not enough to stop tragedy, but the decisions and active participation of people.
Works Cited Douglas, Robert. “Elie Wiesel’s Relationship with God.” 1995. Web.
Wiesel, Elie. Night. United States: Bantam Books, 1982.
We will write a custom Essay on Wiesel’s Changing Understanding of God specifically for you! Get your first paper with 15% OFF Learn More
Childhood Development and Sexual Behavior Essay
Nursing Assignment Help In as much as every infant is naturally endowed with physical, cognitive, linguistic and social faculties at and even before birth, even so is it endowed with inherent sexual dispositions which of necessity are bound to develop as the infant grows to adulthood.
It is crucial; therefore, that parents and caregivers should not turn a blind eye towards childhood sexuality, rather they need to ensure a supportive and thriving environment in which these innate sexual endowments would be nurtured for the child’s healthy sexual development. Irrespective of individual differences in children, some common sexual behaviors are exhibited in each of the distinct childhood stages of development.
The infantile sexual stage of a child is marked by tender curiosity and inquisitiveness about the uniqueness of their bodily physique, the wonder of noticing the sexual difference between males and females in the social world around the infant.
Generally, after birth, the infant explores its body parts through touch and fondle, best observed when baby is being nursed (McHenry, 2009). Such genital reactions as erections as it is case with a boy child and vaginal lubrication as evident for a girl child are the key features in this stage- it is arguable that the inception of these responses occurs even before birth.
At the early childhood stage, the baby’s curiosity is heightened; he/she is sensitized about sexual stimulation and thus establishes his/her gender identity (Rich, 2002).
This phase is marked by an increased awareness of gender differences as evident in varied spontaneous childhood games as playing mother-daddy, doctor-patient and teacher-pupil games. The child at this stage begins asking objective sexually oriented and self-searching queries as ‘Where did I come from?’ resulting to a greater appreciation of his/her sexual endowments.
The preadolescence stage is characterized by active sex play with a progressive awareness about sexually related issues as pregnancy, sexually transmitted diseases and the like. It is also evident in this stage that same-sex social group associations are developed and children assume respective gender roles. At the very threshold of puberty, children maintain a reserved but objective personal privacy coupled with heightened autonomy poses the delicate challenge of steering the child’s sexual life to its desired haven.
Get your 100% original paper on any topic done in as little as 3 hours Learn More The child at this stage is exposed to the reality of the sexual world through the use of media and interaction with both the community and peers, thus his/her sexual inclination takes the form of identifying and courteously dating a opposite sex child of the same age (Guy, 2006). Although, parent involvement should be maintained throughout the child’s sexual life, it should take the center stage at this delicate and fragile phase of the child’s sexual development by engaging the child in open discussions on healthy sexual matters.
At the adolescence stage, the child’s sexual faculties are fully developed and there is an increased desire to date and fall in love. This is primarily triggered by increased peer pressure, inherent sexual drive with a fully fledged sexual system and the reserved societal controversies of the ideal sexual expectation/outlook (McHenry, 2009).
Physical and emotional maturity, coupled with a deepened intimacy usher the adolescent child to the characteristic sexual romance of dating, kissing and in some situations sexual intercourse as evident in this stage. Of necessity, therefore, parents would need to accord social support and accommodation in honoring adolescent privacy and nurture the development of the child’s assertive and decision-making proficiency.
Reference List Guy, J. (2006). What is normal childhood sexual development? Web.
McHenry, D. (2009). Sexual Development and Behavior in Children. Web.
Rich, P. (2002). Child Sexual Behaviours: What is Considered “Normal” Sexual Development and Behavior? Web.
Essay Writing at Epic Essay Help
Review This Service