Answer:
One must begin with a sense of the richness and variety of traditional Vietnamese religion. Time was when the Vietnamese believed they inhabited a world alive with gods and spirits. Little distinction was made between the worlds of the living and the dead, between the human, the vegetable, the animal, and the mineral realms. If fate smiled upon one, nature, too, would be kind; but if one was cursed by fate, then even the elements would be hostile. The stones, the mountains, the trees, the streams and the rivers, and even the very air were full of these deities, ghosts and spirits. Some were benevolent, some were malicious; all had to be conciliated through ritual offerings and appropriate behavior.
So life was regulated by a vast array of beliefs and practices, taboos and injunctions, all designed to leash in these powers that held sway over human life. How much and in what way religion guided one's daily conduct depended on one's background. Confucian scholars, who prided themselves for their rationality, often scoffed at what they considered the superstitious nature of peasant religion. But they, too, were ruled by religious ideas. Different occupational groups had their own beliefs and practices. Fishermen, who pursued a much more hazardous livelihood than the peasants, were notorious for the variety and richness of their taboos. Some beliefs were shared by all Vietnamese. Others were adhered to only in one region or a small locality. Some were so deeply embedded in the culture as to be considered a part of tradition, holding sway over believers and non-believers alike.
Explanation:
His theory is called the Social constructivism.
According to this theory, the potential development varies according to the level at which the learning takes place. It is composed of cognitive structures that are in the process of maturation, but that can only be developed with the guidance and collaboration of third parties. Vygotsky was a cognitivist, but he disagreed with the assumption that learning was independent of the social context. He considered that all cognitive functions originate in social interactions and that learning not only ivolves the assimilation and adaptation of new knowledge by students. For Vygotsky it is a process in which the learners are integrated into a community of knowledge.
Answer:
Tamara believes that Aisha acted positively toward her for only one reason.
Explanation:
The impression that Aisha has only one reason for acting all nice and cool as well as being dedicated to her friends won’t be correct as a lot of reasons gravitate two different individuals together and make them act nice and dedicated to one another, things like background, psychological state, aspiration and a host of others.
Answer:
England's conquest of America
Hope this helps ❤️
