The bright and blistering sun beats down on the small communities of Amaya, Torencio, and El Porvenir in Nicaragua. The dress code for guys: long pants, closed toed shoes, t-shirt with sleeves, and hats optional. The dress code for the girls is similar to the guys, but the girls can wear capris, but cannot wear tight fitting articles of clothing. In the morning the leaders hand out the tasks of digging a trench, installing a water purification system, home visits, and of course playing with the kids. The team works hard in the morning and plays even harder in the afternoon. Then the team boards two small buses/vans and returns to a fairly nice hotel with a pool and dinner waiting. There are the nightly team debriefs and the team goes to bed shortly after in preparation to do it again the next day. Then, before you know it, you are standing…show more content… The students realized in their evaluations the consumerist and materialistic influences of their cultures yet as Linhart would argue, “they favored the appearances over the authentic understanding” (Linhart 456). I agree with Linhart’s assertion of students favoring appearances. However, Linhart’s argument is unjust because the students were quick to decipher what they were observing and experiencing, due to the lack of knowledge and or instruction. The students maintained the inability to know and merely made speculations. These speculations, Debord argues, isolates the people of society from each other and images and events produce an even greater sense of isolation creating a “lonely crowd” (Linhart 456). I believe that the role of the ministry leader is to avoid these speculations and quick judgments. Furthermore, proper training and education would help students to deconstruct the meanings of their experiences and help them look beyond the imagery to understand the bigger picture, or the deeper
