Movies are in a way modern way to analyse the society and literature , we movie screening committee organized "A Disability themed movie screening series" at Department of English for deep study of Disability studies in literature.
disability themed movie screenings
As we all knows that Movies, often considered a modern extension of literature, play a significant role in the study of various subject matters. They bring written narratives to life, offering a visual and auditory dimension that can enhance understanding and engagement. They also provide cultural context and emotional depth, which can enrich the study of literature, history, sociology, and psychology. In the realm of disability studies, movies are particularly impactful.
So in this blog we are going to discuss that how movies provide a visual representations of disabilities, showcasing the lived experiences of individuals and challenging stereotypes. Through character development and storytelling, films can highlight the societal barriers and prejudices faced by people with disabilities, fostering empathy and deeper analysis. This multimedia approach helps viewers to better understand and critically assess issues related to disability, making movies a valuable tool for education and advocacy.
For exploration of Disability studies through Cinema firstly we we have to know about disability study and the history about particular topic. let's have a look upon what is disability study ?
The answer of this particular question is, Disability studies, an interdisciplinary area of study based in the humanities and social sciences that views disability in the context of culture, society, and politics rather than through the lens of medicine or psychology.(Britannica)
Disability studies is an interdisciplinary field that examines the social, cultural, political, and economic factors that define and affect disability. This field emerged from the activism of disabled people in the 1970s and involves both academics and activists. It challenges the traditional medical model, which views disability as a defect that needs to be corrected, and instead promotes the social model, which sees disability as a result of societal barriers and discrimination. Critical disability studies emphasize the lived experiences of disabled people, advocating for their rights and full inclusion in society. The importance of disability studies in literature lies in its ability to provide a nuanced understanding of disability. Literature often reflects societal attitudes and can either reinforce stereotypes or challenge them by presenting disabled characters in a more complex and humanized manner. By incorporating disability studies into literary analysis, scholars can uncover the ways in which narratives perpetuate or contest the marginalization of disabled people, thus contributing to broader social and cultural change. This approach is essential for analyzing how disability is represented and understood in different contexts, and for promoting a more inclusive and equitable society. It allows for a deeper exploration of themes related to identity, autonomy, and social justice, and provides tools to advocate for the rights and dignity of disabled individual.
For more exploration of Disability study you can read these all materials :
5) Changing Representation of Disability in Hindi Cinema (PDF)
Hope now you have enough knowledge about Disability study, for exploration of this we have planned a "Disability themed based screening series" in which we are going to watch several movies like..... Margarita With A Straw , Fanna , Iqbal , Khamoshi , Paa and many more.
Today on 13th of July we have screening of the movie "Margarita with straw" which was released in 2014 from here you can read some study materials.
Margarita with A Straw (2014)
2014
A rebellious young woman with cerebral palsy leaves her home in India to study in New York, unexpectedly falls in love, and embarks on an exhilarating journey of self-discovery.
3) Representation of Intersectionality in the Film Margarita with A Straw :- (PDF)
Quest Journals Journal of Research in Humanities and Social Science Volume 9 ~ Issue 3 (2021)pp: 37-40 ISSN(Online):2321-9467 www.questjournals.org
4) Margarita with a Straw: Female Sexuality, Same Sex Love, and Disability in India (PDF)
by Priyam Sinha (priyam5694@gmail.com) is a PhD candidate at the National University of Singapore. Vol. 55, Issue No. 14, 04 Apr, 2020. Economic and political weekly publication: ISSN (Online) - 2349-8846
(Stay tuned for more movies)
Conclusion:-
In conclusion, the "Disability Themed Movie Screening Series" serves as a vital platform for exploring disability studies through the lens of cinema. By showcasing films we engage with narratives that challenge societal stereotypes and illuminate the complexities of disability. This series not only enhances our understanding of disability within cultural and social contexts but also fosters empathy and advocacy for marginalized voices. As we analyze these films, we gain valuable insights into the lived experiences of individuals with disabilities, promoting a more inclusive society and encouraging critical discussions on identity and social justice. Through film, we can inspire meaningful change and a deeper appreciation of diverse narratives in literature and beyond.
Hope this blog helps you to enhance your knowledge.
This blog post is written as a response to a lab activity assigned by Professor Dilip sir Barad. The task involved creating an AI-generated poem and providing study materials on deconstruction or post-structuralism to prompt an analysis of the poem. I've asked ChatGPT to perform a deconstruction of the poem generated in this activity.
Poem : 1 Ephemeral Drizzle
Poem 1
In whispers soft, the rain descends from high,
A gentle touch upon the earth, a sigh.
Each droplet dances, kissed by wind's embrace,
A fleeting waltz upon the land's embrace.
The rooftops shimmer, bathed in silver hue,
As raindrops weave their tales of morning dew.
In gardens, petals glisten, fresh and bright,
Reflecting skies of softened, misty light.
The world is hushed, in quiet reverence,
To nature's gentle, soothing cadence.
A symphony of rain upon the eaves,
Awakens life, from slumber softly weaves.
O rain, ephemeral yet ever kind,
You bless the earth, with beauty intertwined.
In every drop, a story to unfold,
Of love and life, in mysteries untold.
Deconstructive Three Stages Analysis of "Ephemeral Drizzle":
Verbal Stage:
Paradox and Contradiction: In "Ephemeral Drizzle," a line like "Each droplet dances, kissed by wind's embrace" suggests a romantic, gentle imagery. However, the word "drizzle" typically implies light rain, contradicting the idea of dancing droplets, which are more associated with heavier rain.
Language's Unreliability: The phrase "gentle touch upon the earth, a sigh" implies a peaceful interaction, yet rain can also evoke melancholy or disturbance, showing language's slipperiness in conveying a singular emotion.
2. Textual Stage:
Shifts and Breaks: The poem progresses from describing rain as a gentle touch to portraying it as a symphony and a storyteller. These shifts reflect an unstable attitude towards rain, moving from a physical sensation to a metaphorical narrative.
Omissions and Contradictions: The poem omits the potential disruptive or destructive aspects of rain, focusing instead on its poetic and serene qualities, thereby omitting a fuller, more complex view.
3. Linguistic Stage:
Language's Adequacy Questioned: Despite portraying rain as gentle and soothing, the poem's language indirectly suggests an inadequacy in capturing the full complexity of rain's impact, both positive and negative.
Deconstructive Analysis of "Ephemeral Drizzle":
Primacy of the Signifier : The poem uses signifiers like "droplets," "wind's embrace," and "petals," which construct meaning through their arrangement and relationships rather than directly representing a factual reality.
Parallels and Connections: It connects natural elements ("droplets," "petals") with sensory experiences ("gentle touch," "whispers"), highlighting visual and tactile similarities and differences.
Nature of the Signifiers: "Petals" and "droplets" evoke imagery and sensations rather than directly referring to physical objects, emphasizing the poetic comparison and associations.
Associations and Differences:The poem's power lies in delicate associations between natural elements and human experiences, contrasting themes of gentleness ("gentle touch") with potential disruption ("rain").
Effect of the Word "Ephemeral": The term "ephemeral" suggests fleetingness and transience, enhancing the poem's exploration of impermanence and the passing nature of beauty.
Form and Structure: Isolated lines and rhythmic patterns ("droplets dance," "symphony of rain") on the page emphasize the poem's form, creating a musical quality that resonates with Julia Kristeva's concept of the semiotic.
The Semiotic: Kristeva's semiotic, involving rhythmic and musical aspects of language, is evident in the poem's aesthetic appeal and emotional resonance beyond literal meaning.
Absent Images:
The poem focuses on the imagery of rain ("droplets," "petals," "gentle touch"), creating vivid sensory experiences. However, it also suggests what is absent or not explicitly stated:
Absence of Disruption: While rain is often associated with disturbance or chaos, the poem emphasizes the gentle and soothing aspects ("gentle touch," "whispers soft"), omitting the potential disruptive effects.
Temporal Absence: The term "ephemeral" implies the transient nature of beauty and life, highlighting what is fleeting and impermanent in the natural world.
Power Struggle Between Binary Oppositions:
Nature vs. Civilization: The poem subtly challenges the binary opposition between nature (represented by rain and petals) and human civilization (implied but not directly confronted). It suggests a harmonious relationship ("petals glisten"), yet avoids overt conflict or resolution, leaving the tension between these binaries unresolved.
Beauty vs. Disruption: By focusing on the beauty of rain and petals ("symphony of rain," "petals glisten"), the poem indirectly contrasts with the potential disruptive force of rain, highlighting the power struggle between tranquility and chaos inherent in natural phenomena.
Poem : 2 Death in Rain
Poem 2
In monsoon's grasp, where rain and thunder meet,
Death whispers softly, in the storm's heartbeat.
Beneath the clouds, where darkness starts to creep,
Life yields to silence, in the rain's sweep.
The earth receives its tears, in mourning gray,
As nature mourns the souls that fade away.
Yet in the storm, a solemn beauty lies,
A fleeting grace before the spirit flies.
In monsoon's embrace, where endings softly fall,
Death finds its peace, amidst the rain's soft call.
Deconstructive Three Stages Analysis of "Monsoon's Embrace":
Verbal Stage:
Paradox and Contradiction: The title itself, "Monsoon's Embrace," suggests an intimate or comforting relationship with the monsoon, yet the poem explores death within this context, questioning the nature of such an embrace.
Privileging Darkness: The poem contrasts light and darkness, where darkness is portrayed as generative ("seen as engendering life"), which reverses the conventional privileging of light over darkness.
2. Textual Stage:
Shifts and Breaks: The poem shifts between images of death in the monsoon and reflections on life, creating instability in its thematic focus and emotional tone. This reflects a lack of fixed position or narrative coherence.
Omissions and Contradictions: It omits clear reasons for refusing to mourn, leaving the reader to navigate through shifts in perspective without a unified narrative stance.
3. Linguistic Stage:
Language's Adequacy Questioned: The poem challenges the adequacy of language to express grief and mourning ("refuses to mourn" versus the act of mourning depicted in the poem itself), highlighting the limits and contradictions inherent in poetic expression.
Deconstructive Analysis of "Monsoon's Embrace":
Primacy of the Signifier: Signifiers like "death whispers softly," "monsoon's embrace," and "end of the world" construct meaning through their arrangement and thematic relationships.
Parallels and Connections: It connects the forces of nature ("monsoon") with existential themes ("death"), highlighting the interplay between natural and human cycles.
Nature of the Signifiers: The poem's imagery of "embrace" and "death" evoke complex emotional and philosophical reflections rather than straightforward representations.
Associations and Differences: It explores the association between natural power ("monsoon's embrace") and human mortality ("death whispers softly"), challenging conventional interpretations of nature and life.
Effect of the Word "Monsoon": "Monsoon" symbolizes both renewal and destruction, emphasizing the cyclical nature of life and the passage of time.
Form and Structure: The poem's structure shifts between contemplative reflections ("death whispers softly") and expansive imagery ("end of the world"), creating a thematic continuity punctuated by emotional intensity.
The Semiotic: Similar to "Ephemeral Drizzle," the poem's use of language and imagery evokes Kristeva's semiotic, inviting emotional engagement and aesthetic appreciation beyond literal meanings.
Absent Images:
The poem explores the absent images through its thematic and symbolic elements:
Absence of Clarity: The poem's use of "death whispers softly" and "monsoon's embrace" suggests a blurred line between natural renewal and human mortality, leaving room for ambiguity and interpretation.
Existential Absence: The absence of clear answers or resolutions regarding life and death invites contemplation on existential themes, challenging readers to confront uncertainties and complexities.
Power Struggle Between Binary Oppositions:
Life vs. Death: The poem navigates the binary opposition between life ("monsoon's embrace") and death ("death whispers softly"), suggesting a cyclical relationship rather than a clear separation. This blurring of boundaries challenges traditional dichotomies and reflects on the continuous cycle of existence.
Strength vs. Vulnerability: Through its imagery of monsoon as both a powerful force of nature and a metaphor for mortality, the poem explores the dynamic interplay between strength and vulnerability, questioning which force ultimately prevails in the human experience.
Conclusion:
In analyzing the AI-generated poems "Ephemeral Drizzle" and "Monsoon's Embrace" through deconstructive methods, we uncover layers of complexity within their language and imagery. By examining paradoxes, contradictions, and the instability of meaning, we see how both poems juxtapose themes of gentleness and disruption, life and death, and nature and civilization. This deconstructive approach reveals the inherent fluidity and multiplicity of interpretations, emphasizing the limitations of language in capturing the full spectrum of human experience and natural phenomena. The poems' evocation of transient beauty and existential reflection underscores the interplay between presence and absence, highlighting the nuanced dance between opposing forces that define our perception of the world. Ultimately, these analyses showcase the power of deconstruction to deepen our understanding of poetic texts, inviting readers to engage with the rich, often contradictory layers of meaning embedded within the verses.
we might wonder about the real value of a name. This blog is based on the pre-thinking activity, assigned by Vaidehi Hariyani ma'am. In this blog I'm going to deal with the topic, “Names” are much more than mere labels. We all holds significant meaning. Let's brainstorm in an enjoyable and creative way about the importance of our names.
Once Charles Spurgeon says that….
"There is a great deal in a name. It often signifies much, and may involve a great principle. Indeed, a good name is what Shakespeare calls it - a precious jewel."
"I"
• Firstly let's see what is the importance of name in day-to-day life:
We all know that names are very important in many parts of life. One can say that they helps us to shape who we are and how we see ourselves, as well as how others see us. Also we can say that names often have cultural meanings, showing our heritage and family ties. They are crucial for talking to and identifying each other. Names can also affect our self-esteem and how we are treated. Legally, they are needed for identification and official documents.
Meaning of my Name
• Let's dive into some interesting activity based questions:
1) What is your name? What is the meaning of it?
Ans:
• My name is Riya.
• The meaning of my name "Riya" has Indian origin and has several meanings depending on the cultural context. Say for example if we see in Sanskrit language then we come to know that "Riya" means "singer" or "graceful."
It is also associated with the meanings "gem" or "goddess." Apart from India my name found in Japanese, arabic and philipino cultures as well.
In Japanese language the meaning of my name is "jasmine" or "village of jasmine.” If we look into Arabic language then we find that the meaning of my name is "scent" or "fragrance.”This is how the meaning of my name that one can find. And lastly in Philipino culture my name Riya often use as a fancy name or someone who wants to follow Indian tradition thay often select this name.
2) What qualities commonly linked with your name do you believe reflect your attributes?
Ans:
• If one wants to know about quality then , Qualities commonly linked with my name "Riya", includes gracefulness, creativity, and a pleasant, friendly nature.
• Yes somehow I believe that my name reflects my character or we can say that it attributes. Because I feel like my pleasant nature makes everyone feel welcomed and valued , as I effortlessly connects with others and fosters a sense of belonging wherever I goes. My genuine kindness and innate ability to see the beauty in the world is what makes me understanding towards every person. And what I personally think that my graceful nature helps me to deal with every single situation.
3) Why do you think the name is important?
Ans:
• As we have already discussed previously that names hold significance because they often carry cultural, familial, and personal meanings. They are not just labels but can shape perceptions and expectations. The names are important one can say that it astablished our confidence and self-esteem.
In conclusion I just want to say that it was thrilling to delve into the significance of our names in today's world, where existential crises are common. Understanding the meaning and importance of one's name is truly fascinating. I had a great time writing this blog and hope you enjoyed reading it as well. Lastly I just want to quote something and that is….
"A name represents identity, a deep feeling and holds tremendous significance to its owner."
This blog is based on the Sunday reading task which explores the life and facts about Socrates, this task is assigned by Dilip sir Barad. So let's delve into the life of Socrates.
Socrates, an unusually talkative philosopher by the standards of his time in ancient Greece, faced trouble in 399 BC due to his famous—or some might say notorious—habit of incessant questioning. No subject was off-limits to his probing, which earned him a reputation as somewhat eccentric. However, there's more depth to Socrates than initially perceived.
Here's another interesting tidbit: Socrates wasn't just a philosopher; he also served with distinction as a soldier. Despite coming from a well-off family, he wasn't the typical wealthy youth. His curiosity and quest for understanding drove him to challenge conventional beliefs about wisdom, virtue, and how to lead a fulfilling life. Interestingly, Socrates held reservations about democracy, and some speculate that his outspoken criticisms may have contributed to his troubles.
Socrates, known for his humility encapsulated in the phrase "the only thing I know is that I know nothing," often used his probing questions to navigate social situations with wit and charm, possibly to avoid awkward silences. However, later in life, he faced serious accusations of impiety for not adhering to traditional Athenian religious practices, and of corrupting the youth with his unconventional ideas. Behind these charges, there were whispers of political motives driving his trial, suggesting his influence posed a threat to established powers.The Socratic method, now widely acclaimed, involves a teacher engaging students in dialogue through provocative questions. This method aims to stimulate critical thinking and foster deeper understanding by encouraging students to question assumptions and explore ideas collaboratively. In educational settings today, it remains a powerful tool for learning, albeit sometimes intimidating, as it requires students to actively engage and articulate their thoughts or face the teacher's probing questions, akin to the challenges faced by Socrates' own disciples.
In the tumultuous times of ancient Athens, marked by plague, internal strife, and military setbacks, the populace sought explanations for their misfortunes, often attributing them to divine displeasure. Amidst this backdrop, Socrates, known for his unconventional ideas and introspective musings, became a convenient scapegoat. Accused of disrespecting traditional Athenian gods and corrupting the youth through his philosophical inquiries—effectively the Socratic method of questioning and answering—he faced a trial that underscored the tensions between free expression and societal norms.The trial of Socrates is viewed by many as a pivotal moment reflecting the pitfalls of unchecked democracy. Athenians, deeply entrenched in their belief in appeasing the gods, saw in Socrates an embodiment of unsettling ideas that challenged the status quo. His steadfast adherence to his principles, even when facing grave charges, including the mocking suggestion of a minimal fine as punishment, highlighted his ironic stance towards the Athenian legal system. Despite having the opportunity to flee and escape his sentence of death by hemlock poisoning, Socrates chose to uphold the rule of law, however flawed, thereby sealing his fate and cementing his legacy as a martyr to intellectual freedom.Today, parallels can be drawn between the Athenian trial of Socrates and contemporary issues surrounding freedom of speech and dissent. In a hypothetical modern context, where Socrates might engage in similar philosophical provocations, the reactions of authorities could echo the intolerance seen in historical narratives. His plight serves as a cautionary tale about the precarious balance between societal norms and the right to question and challenge prevailing beliefs, resonating across cultures and epochs.Ultimately, Socrates' defiance in the face of unjust condemnation underscores enduring debates about the limits of state authority over individual expression and the profound sacrifices made in defense of intellectual inquiry and integrity. His legacy persists not only through philosophical teachings but also as a symbol of courage in confronting societal orthodoxy, transcending his era to inspire reflection on the nature of justice and the responsibilities of citizenship in any age.
At the age of 70, Socrates, having lived a life marked by philosophical inquiry and defiance of societal norms, faced his demise through the ingestion of hemlock, a fatal poison. Lamentably, his philosophical insights remain largely undocumented, relying instead on the accounts of contemporaries and disciples like Plato for historical understanding. His trial and subsequent execution symbolize more than mere punitive action against an intellectual; it encapsulates a narrative intertwined with themes of ill fortune, divine wrath, and the ironic fate of a philosopher whose wry wit and unconventional views brought him into conflict with prevailing authorities.Reflecting on Socrates' trial reveals a complex tableau of societal dynamics and the precarious position of intellectual dissent within democratic governance. Beyond the surface portrayal of punishment for philosophical inquiry, it underscores broader implications of justice, societal tolerance, and the inherent risks of challenging established norms. Socrates' legacy endures as a cautionary tale and a source of contemplation on the interplay between intellectual freedom, governance, and the capriciousness of historical fortune.
This blog is based on screening of the Movie "Black" which was released in 2005 by Sanjay Leela Bhansali. But firstly let's have a look upon the importance of movie screening in classroom.
Movie Screening
About the movie :-
Movie :- "Black"
Released in 2005
Director :- Sanjay leela Bhansali
In 2003, Bhansali announced the production of his new project, Black. Its idea first came up when he met several physically disabled children while shooting Khamoshi: The Musical in the 1990s. The story was inspired by the activist Helen Keller's life and her 1903 autobiography, The Story of My Life.
Importance of movies in classroom :-
Movie screenings in the classroom play a crucial role in enhancing the teaching process. They capture students' attention, making learning more engaging and accessible by illustrating complex concepts and abstract ideas in a relatable manner. By catering to different learning styles through visual and auditory elements, films help a broader range of students understand and retain information. Analyzing movies fosters critical thinking and analytical skills, while exposure to diverse cultures and perspectives promotes empathy and global awareness. In language classes, movies provide authentic language usage examples, improving listening and comprehension skills. Furthermore, films can spark discussions and debates, encouraging active participation and collaborative learning. The emotional connection created through storytelling in films can enhance motivation and memory retention. Therefore, incorporating thoughtfully chosen movies aligned with educational objectives can significantly reinforce and expand upon the lessons taught in class.
Now let's see some basic information about 'Black' movie. As I previously mentioned that the movie released in the year 2005 , we're organising this movie screening in a context of the most famous pre-independent Indian writer R.K.Narayan's Short story Crime and Punishment. Through this screening we want to analyse the methods of teaching , and try to connect this story with child psychology. We want to connect litrature with the cinema. Hope you will enjoy.
Black (2005)
• Pre watching :-
Before watching the movie, you must have to read some articles which are give here....
While writing your blog on 'Black', also mention the play written by American playwright Wiliam Gibson 'The Miracle Worker' (1959).
In 1962 a film was based on this play.
This link is another teleplay based on it.
Also read about Anne Sullivan and Hellen Keller.
'Black' is based on all these informations.
Kindly go through these all things it might gives you an insight to watch movie in particular direction.
• While watching :-
While watching you have to focus on some points like....
Key Concepts to Focus On:
Film Studies: Cinematography, narrative structure, character development, and thematic elements.
Child Psychology: Helen Keller's influence, the psychological impact of disability, and the importance of effective communication and education.
Teaching Methods: The role of innovative teaching methods in special education, the teacher-student relationship, and the portrayal of learning processes.
( Make some notes)
• After watching :-
After watching this movie write a blog on your personal opinion about this movie as well as how teaching methods are followed in this movie, critical evaluation and child psychology and how far do you consider this movie as Inspirational and worth watching. Give your views.
Conclusion:-
Writing a blog post about "movie review" will enhance analytical and writing skills, deepens understanding of disability and education, promotes empathy, and encourages critical evaluation of teaching methods. It fosters personal reflection, stimulates discussions, and bridges theoretical knowledge with practical application, preparing students for academic and professional challenges.
This blog is based on how to Deconstruct the text ! This blog is assigned by Dilip sir Barad as a part of thinking activity. In which I'm going to share my thoughts about how to Deconstruct the text through some examples.
How to Deconstruct Text ?
Deconstruction, a term created by Jacques Derrida, is about examining texts to find hidden contradictions and unclear meanings. It challenges the idea that meanings are fixed and stable, suggesting instead that meanings are always changing and influenced by context. By revealing these complexities, deconstruction aims to question and break down established ideas and assumptions in language and texts. In the 1970s the term was applied to work by Derrida, Paul de Man, J. Hillis Miller, and Barbara Johnson, among other scholars. In the 1980s it designated more loosely a range of radical theoretical enterprises in diverse areas of the humanities and social sciences, including—in addition to philosophy and literature—law, psychoanalysis, architecture, anthropology, theology, feminism, gay and lesbian studies, political theory, historiography, and film theory. In polemical discussions about intellectual trends of the late 20th-century, deconstruction was sometimes used pejoratively to suggest nihilism and frivolous skepticism. In popular usage the term has come to mean a critical dismantling of tradition and traditional modes of thought.
Before discussing our main opic let's have a look on writer Derrida.
Jacques Derrida :-
Jacques Derrida (1930-2004) was a French philosopher known for his influential and controversial critiques of Western philosophy and his analyses of language, writing, and meaning. Born to Sephardic Jewish parents in Algeria, he was educated in France and taught at prominent institutions like the Sorbonne and Yale University. Derrida is best known for developing deconstruction, a method for critically examining and revealing the inherent contradictions in binary oppositions (e.g., speech/writing, mind/body) within texts. He argued that these oppositions are constructed rather than natural, and his work aimed to demonstrate that neither term in the opposition is fundamentally primary.
Let's have a some examples of deconstruction on the poems .....
1) Sonnet 18 by William Shakespeare:-
Sonnet 18 by William Shakespeare
"Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm'd;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st;
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st:
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee"
Sonnet 18 starts by comparing the beloved to a summer's day, asserting that the beloved is superior. Unlike summer, which suffers from strong winds, extreme heat, and fading beauty, the beloved’s beauty is eternal, immortalized through the poem's praise.
The poem uses words like "temperate," "rough wind," "decline," "nature's changing course," and "fade" to emphasize the transient nature of beauty. Although the beloved's beauty is also subject to this natural decay, it is preserved within the poem. The poem suggests that the beloved’s beauty is immortal only because it is captured in writing. As long as people read the poem, the beloved’s beauty endures.
At first, the poem seems to completely contrast the beloved with summer. However, both are ultimately temporary compared to the poem itself. Everything that lives eventually dies, including the beloved, but the poem and its message of love are eternal. This implies that while summer and love are both ephemeral, the poem might also hint that love, like summer, has its imperfections. The "rough winds" that damage flowers could symbolize the passionate and chaotic aspects of love.
Moreover, the poet assumes a central and authoritative role in the poem. It implies that the beloved's beauty achieves immortality only through the poet’s writing. The poem evaluates beauty by certain standards and bestows praise accordingly.
2) In a station of the metro by Ezra pound
Deconstructive meaning of the poem
This short poem may initially appear confusing due to its lack of straightforward imagery. The individual images might not make sense on their own, but they contribute to a cohesive overall impression. For an Indian reader, particularly one from a non-metro area, the absence of familiar metro station imagery can be perplexing. In the poem, the words are structured to first mention the "crowd" and then "petals." The comparison of "faces in the crowd" to "petals on a wet, black bough" exemplifies modernist visualization techniques similar to those used by T.S. Eliot in The Waste Land and W.H. Auden in September 1, 1939.
The poem also sets up a binary opposition between urban and rural life. As Ferdinand de Saussure discusses the metaphysics of presence, interpreting the absence is challenging. The poem does not mention "noise," contrasting with the isolation of the lines, akin to petals on a black bough. The word "apparition" creates a ghostly atmosphere and conveys a sense of modern life.
The comparison between faces and petals departs from traditional metaphors. Just as the crowd at the station is fleeting, petals and flowers have a short-lived existence. This underscores the fragile and fragmented nature of the modern world.
3) The Red wheelbarrow by William Carole Williams
The Red wheelbarrow by William Carole Williams
This poem vividly captures a clear image without any interruptions, emphasizing the tangible nature of objects. It references a wheelbarrow and chickens, both familiar items. The colors red and white help create a distinct atmosphere. The red color might symbolize something robust, practical, and attention-grabbing, while the white chickens could signify tranquility or simplicity. This contrast enhances the visibility of both elements.
However, the poem's depiction of a shiny and clean environment may reflect the poet's idealized vision, possibly influenced by a book. The absence of mud, dust, and dung separates the image from reality, rendering it more idealized. The central interpretation could be a celebration of everyday life and an appreciation of one's surroundings.
Ultimately, the poem underscores the complexity of meanings, the significance of binary oppositions, and the fluidity of interpretation. When one interpretation is prioritized, others are relegated to the margins, providing alternative ways to read the poem.
Conclusion:
Deconstructing texts, as illuminated by the works of Jacques Derrida, reveals the intricate complexities and shifting meanings within literature. Derrida's philosophy exposes the constructed nature of binary oppositions, demonstrating that meanings are not fixed but fluid and context-dependent. This approach can be applied to various texts, such as Shakespeare's "Sonnet 18," which juxtaposes the eternal beauty of the beloved with the fleeting nature of summer, ultimately questioning the stability of its own assertions of permanence. Similarly, Ezra Pound's "In a Station of the Metro" contrasts urban and natural imagery to highlight the ephemeral and fragmented nature of modern life. William Carlos Williams' "The Red Wheelbarrow" celebrates the simplicity of everyday objects while idealizing their surroundings, emphasizing the beauty in the mundane. Through deconstruction, these texts reveal deeper layers of meaning, challenging traditional interpretations and encouraging readers to appreciate the inherent contradictions and ambiguities that define literary works. This method underscores the fluidity of meaning and the importance of context, reshaping our understanding of language and literature.
this blog is a part of Flip learning activity assigned by Dilip sir Barad. In which I am going to answer some Question based on this particular videos. Before diving into our main topic Deconstruction you might have question that what is flip learning ..! The answer of this question is ,
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group pace is transformed in to a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.
Deconstruction, form of philosophical and literary analysis, derived mainly from work begun in the 1960s by the French philosopher Jacques Derrida, that questions the fundamental conceptual distinctions, or “oppositions,” in Western philosophy through a close examination of the language and logic of philosophical and literary texts. In the 1970s the term was applied to work by Derrida, Paul de Man, J. Hillis Miller, and Barbara Johnson, among other scholars. In the 1980s it designated more loosely a range of radical theoretical enterprises in diverse areas of the humanities and social sciences, including—in addition to philosophy and literature—law, psychoanalysis, architecture, anthropology, theology, feminism, gay and lesbian studies, political theory, historiography, and film theory. In polemical discussions about intellectual trends of the late 20th-century, deconstruction was sometimes used pejoratively to suggest nihilism and frivolous skepticism. In popular usage the term has come to mean a critical dismantling of tradition and traditional modes of thought.(Britannica)
Let's discuss Q&A part....
Video - 1
1.1.. Why is it difficult to define Deconstruction?
Deconstruction is actually a difficult term to define just because we are habituated for the clear cut definition, we want definition, whereas it is not possible to define. It also reveals the hidden complexities and contradictions in language, rather finding one clear meaning. The term Deconstruction suggests that the meaning is always fluid and open to different reading. Derrida also have a question like a same and he refuses yo define. This is the only reason why to define Deconstruction is difficult.
1.2.. Is Deconstruction a negative term?
No, Deconstruction is not a negative term but actually Derrida is inquiring in to the condition or what causes philosophical system or meaning to stand up on its own and fall down. He is inquiring into the foundation. It may happen that in the process, it destroyed itself. In short its i not a negative term but Derrida wanted to transform the way people think.
1.3.. How does Deconstruction happen on its own?
Deconstruction happens on its own because language and texts inherently contain ambiguities and contradictions. In a sense that the conditions which give 'meaning' to the system, that very conditions put a limit to it. So, when the foundations of meanings are inquired, it break free the limitations. Thus, an inquiry into foundations destroys the institution. So we can say that deconstruction happens on its own. This is how Deconstructions happens.
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2.1.. The influence of Heidegger on Derrida
Heidegger significantly influenced Derrida's work, particularly through Heidegger's exploration of being, language, and interpretation. Heidegger's idea that language shapes our understanding of existence and his critique of traditional metaphysics resonated deeply with Derrida. Heidegger's concept of "destruction" (Destruktion) of metaphysical traditions inspired Derrida's development of "deconstruction," which extends and transforms Heidegger's ideas by focusing on the inherent instabilities within texts. Derrida adopted and adapted Heidegger's methods to show how meanings are always contingent and open to reinterpretation, thus continuing and expanding the critical examination of language and meaning.
2.2..- Derridean rethinking of the foundations of Western philosophy
Derrida's rethinking of the foundations of Western philosophy involves questioning and destabilizing the core assumptions and binaries that have traditionally underpinned philosophical thought. Through his method of deconstruction, Derrida challenges the idea of fixed, universal truths anda the clear-cut distinctions between concepts such as presence as well as absence, speech and writing, and reality or we can sat that representation. He argues that these binaries are not natural but constructed through a language, and that they hide complexities and contradictions. By exposing these hidden instabilities, Derrida aims to show that meaning is always fluid and contingent, thus encouraging a continuous re-examination and reinterpretation of philosophical concepts and texts. This approach a fundamentally reshapes our understanding of knowledge, truth, and the nature of philosophical inquiry.
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3.1.. Ferdinand de Saussureian concept of language (that meaning is arbitrary, relational, constitutive)
Ferdinand de Saussure's concept of language posits that meaning is arbitrary, relational, and constitutive. He argued that the link between a word (signifier) and its meaning (signified) is arbitrary, determined by social convention rather than any inherent connection. Meaning arises relationally, through the differences and relationships between words within a language system. Additionally, language is constitutive, shaping how we perceive and understand reality, rather than merely reflecting it. Saussure's ideas revolutionized linguistics and laid the foundation for structuralism, profoundly influencing how we study language, culture, and communication.
3.2. How Derrida deconstructs the idea of arbitrariness?
Derrida deconstructs the idea of arbitrariness in language, as proposed by Ferdinand de Saussure, by emphasizing the instability and fluidity of meaning even further. While Saussure asserts that the connection between signifier and signified is arbitrary and based on social convention, Derrida goes a step further to argue that this relationship is not only arbitrary but also constantly shifting and never fixed. Derrida introduces the concept of "différance, which combines the ideas of "difference" and "deferral." He argues that meaning is. always deferred through an endless chain of signifiers, with no final, stable signified. This means that the meaning of any sign is always dependent on its context and its difference from other signs, leading to an infinite play of meanings. By highlighting this perpetual deferral and the inherent contradictions within language, Derrida shows that meaning is never stable or fully present, thus challenging the notion of arbitrariness by revealing a deeper level of complexity and indeterminacy in the construction of meaning.
3.3. Concept of metaphysics of presence
The concept of the "metaphysics of presence" is a central critique in Derrida's philosophy. This idea refers to the traditional Western philosophical tendency to privilege concepts like presence, immediacy, and being over absence, mediation, and becoming. Philosophers from Plato onwards have often sought a foundational, unchanging essence or truth that is fully present and accessible, whether in terms of the presence of meaning, consciousness, or reality itself. Derrida critiques this metaphysical framework by arguing that presence is always accompanied by absence and that meaning is always deferred through a play of differences (a concept he terms "différance"). He demonstrates that what we consider to be present and immediate is always mediated by language and context, which are inherently unstable and shifting. Thus, Derrida deconstructs the metaphysics of presence by showing that the quest for a pure, unmediated presence is an illusion, and that all concepts and meanings are intertwined with their opposites and dependent on a network of differences. This challenges the traditional hierarchical binaries and calls for a more nuanced understanding of meaning and reality.
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4.1. Derridean concept of DifferAnce
DifferAnce, a central concept in Jacques Derrida's philosophy, merges the French words "différer" (to differ) and "d'aller" (to defer), emphasizing the inherent instability and deferral of meaning in language. Derrida argues that meaning is not fixed or centered but is constantly deferred to other words, contexts, and interpretations, creating a play of differences that underpins linguistic and philosophical inquiry. This concept challenges traditional notions of a stable, absolute truth by highlighting the fluidity and multiplicity of meanings, inviting a continual questioning and reevaluation of linguistic structures and their philosophical implications.
4.2.. Infinite play of meaning
The concept of the "infinite play of meaning" is integral to Derrida's deconstruction. It refers to the idea that meanings in language are never fixed or final but are always in flux, endlessly deferred through a chain of signifiers. This infinite deferral, which Derrida terms. "différance," suggests that no term or concept has a stable, intrinsic meaning; instead, each term's meaning depends on its differences from other terms and the context in which it is used. As a result, the quest for an absolute, unchanging meaning is futile because every interpretation can be reinterpreted in another context, leading to new meanings. This continuous, dynamic process undermines the traditional philosophical pursuit of definitive, foundational truths and emphasizes the fluid, relational nature of language and meaning. By exposing this infinite play, Derrida challenges the metaphysics of presence and invites a more open-ended and flexible approach to understanding texts, concepts, and reality.
4.3 DifferAnce to differ + to defer
DifferAnce, as Jacques Derrida formulated it, indeed combines the meanings of "to differ" (différer) and "to defer" (d'aller), reflecting his philosophical stance on the dynamic and deferred nature of meaning within language and discourse.
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5.1. Structure, Sign and Play in the Discourse of the Human Sciences
"Structure, Sign, and Play in the Discourse of the Human Sciences" is a famous essay by Jacques Derrida, originally presented as a lecture at the Johns Hopkins University in 1966. In this work, Derrida critiques structuralist approaches to language and meaning, particularly those of Claude Lévi-Strauss and Ferdinand de Saussure. He argues that traditional structuralism assumes fixed, stable structures of meaning and binary oppositions, which he challenges by introducing the idea of "play." Derrida suggests that meaning is inherently unstable and is produced through a play of differences rather than through fixed structures or essences. This essay is foundational to Derrida's philosophy of deconstruction, which seeks to reveal and destabilize the assumed certainties and hierarchies within language and thought.
5.2.. Explain: "Language bears within itself the necessity of its own critique."
The statement "Language bears within itself the necessity of its own critique" encapsulates Jacques Derrida's perspective on the inherent self-referential and self-critical nature of language. Derrida argues that language, as a system of signs and symbols, not only conveys meanings but also carries within it the potential for questioning and examining its own structures, assumptions, and limitations. Firstly, language operates through a network of signifiers (words, symbols) and signifieds (meanings or concepts). This relationship is not fixed but is dynamic and context-dependent, allowing for multiple interpretations and ambiguities. Derrida's concept of deconstruction seeks to uncover these ambiguities and contradictions within language, showing how meanings can be deferred or differ from one context to another. Secondly, language is not a transparent medium for communication but rather shapes and constrains our understanding of the world. The very act of using language involves choices, omissions, and exclusions that can influence how we perceive reality. Derrida's critique encourages us to reflect on how language constructs our knowledge and ideologies, thereby necessitating a critical examination of its underlying assumptions and biases.
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6.1. The Yale School: the hub of the practitioners of Deconstruction in the literary theories
The Yale School, centered around Yale University in the 1970s and 1980s, emerged as a pivotal hub for practitioners of deconstruction within literary theory. Led by influential figures like Paul de Man, J. Hillis Miller, Geoffrey Hartman, and Harold Bloom, this group applied Jacques Derrida's deconstructive methods to literary texts with profound implications. Their approach involved meticulous textual analysis aimed at revealing the inherent ambiguities, contradictions, and multiple layers of meaning within texts. The Yale School critiqued traditional structuralist interpretations by highlighting the fluidity and undecidability of language, challenging fixed meanings, and advocating for a more dynamic understanding of literature. Through their philosophical engagement and innovative readings, they reshaped literary criticism by emphasizing the complex interplay between language, interpretation, and textual representation, leaving a lasting impact on literary studies worldwide.
6.2. The characteristics of the Yale School of Deconstruction
Yale School focused on meticulous textual analysis aimed at uncovering the inherent ambiguities and contradictions within literary texts. They challenged traditional interpretations by emphasizing the instability of language and the impossibility of achieving fixed meanings. Central to their method was the notion of deconstruction, which involved dismantling binary oppositions and revealing how texts undermine their own apparent meanings through internal tensions and paradoxes. This approach not only critiqued structuralist assumptions but also expanded the scope of literary theory by integrating philosophical insights and fostering a deeper understanding of the complex interplay between language, interpretation, and representation in literature. The Yale School's influence reverberated widely, shaping subsequent developments in literary criticism and establishing deconstruction as a foundational perspective within literary studies globally.
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7.1. How other schools like New Historicism, Cultural Materialism, Feminism, Marxism and Postcolonial theorists used Deconstruction?
Other schools of literary theory, such as New Historicism,Cultural Materialism, Feminism, Marxism, and Postcolonial theory, have integrated deconstruction into their methodologies to enrich their critical analyses of literary texts. New Historicists, for instance, employ deconstructive techniques to unveil underlying power dynamics and ideologies within historical contexts, revealing how texts both reflect and shape cultural norms and values. Cultural Materialists utilize deconstruction to critique dominant discourses and expose socio-economic inequalities embedded in literature, emphasizing the material conditions influencing literary production. Feminist theorists apply deconstruction to challenge patriarchal structures and gender norms encoded in texts, exploring how language constructs and perpetuates gendered identities and experiences. Marxists use deconstruction to analyze how literature reflects class struggle and ideological hegemony, unveiling contradictions and tensions that illuminate societal inequalities. Postcolonial theorists employ deconstruction to critique colonial representations and empower marginalized voices, interrogating how literature reinforces or subverts colonial hierarchies and stereotypes. Across these diverse approaches, deconstruction serves as a critical lens to uncover complexities, contradictions, and alternative interpretations within literary texts, enriching understandings of power dynamics, identity formation, and social change in literature and culture.
Conclusion :
Derrida's philosophical contributions, particularly through deconstruction, have fundamentally reshaped how we interpret texts and concepts within Western philosophy. By challenging fixed meanings and revealing the complexities within language, Derrida emphasizes interpretation's fluidity and openness. His concept of "différance" highlights that meaning is continually deferred through an interplay of signifiers, disrupting traditional binaries and hierarchies. This deconstructive approach invites ongoing reexaminations of ideas, emphasizing the contextual and relational nature of knowledge. Across disciplines, from literary theory to cultural studies, Derrida's legacy persists, inspiring critical inquiry and enriching our understanding of reality's nuances and complexities.
