Friday, 18 November 2016
Thursday, 10 November 2016
Old Man and The Sea
Name: Poojaba S. Gohil
Class: M.A. Sem. 3
Paper no.: 9
Topic: Symbolism in Old Man and The Sea
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Old Man And Sea is a great novella with many philosophical ideas. Hemingway is very careful while portraying characters in his works. The novella is centred on one major character Santiago. As the title suggest Santiago is an old man. He is of 75 years old Cuban fisherman. Hemingway has presented the character of Santiago with strong determination will power, hope and confidence.
Class: M.A. Sem. 3
Paper no.: 9
Topic: Symbolism in Old Man and The Sea
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Old Man And Sea is a great novella with many philosophical ideas. Hemingway is very careful while portraying characters in his works. The novella is centred on one major character Santiago. As the title suggest Santiago is an old man. He is of 75 years old Cuban fisherman. Hemingway has presented the character of Santiago with strong determination will power, hope and confidence.
Hemingway has borrowed a surprisingly abundant supply of facts from his own life for his novels. The books have therefore something autobiographical about them. Something of the author's character and personality is attributed to the hero of the Hemingway novel. But in The Old Man and the Sea the identification between the author and the hero is complete: and the story is an interesting personal allegory. ( Hemingway)
What is the Symbolism
The word symbolism is derived from the Greek word “symbollein” which means ‘to throw together, mark, emblem, token or sign’. The verb symbol is an object which can be animate or unanimated. Symbols represent or stand for something different.Definitive to manifesto of symbolism was published in September 1886 in an article ‘le Figaro’written by Jean Mores’. He founded the symbolist school whose members were Baudelaire, Mallarme, and Verlaine etc. Other famous followers include Reme Ghil, Griffith and Gustavo khan.
According to Oxford Dictionary
"Symbolism means use of symbols like Object, character use of figure of color to represent abstract idea concept or quality."
The element of symbolism is presented in all the works of Hemingway. However, the word symbolism came to be associated with him only after the appearance of his novel “Old man and the sea”. Hemingway’s use of symbols comes to climax in this novel. As a result,the novel is reach in symbolism images and motifs that enhance both the plot and the themes.
“In the usage of literary historian, symbolist movement designates specifically a group of French writers beginning with Charles Baudelaire”.
According to critic M.H.Abrahm
According to critic M.H.Abrahm
Now there might be question that what can be effective and universal symbols in literary writing. To answer the question critic J.A.Cuddon suggest that any object and action can be symbol in literary writings. EXAMPLE in literature there are many objects commonly used as symbols by writers.
1) SCALE symbol of justice2) MONARCHY symbol of rule3) DOVE symbol of peace4) A GOAT symbol of lust5) THE LION symbol of strength and courage6) THE ROSE symbol of beauty7) THE LILY symbol of purity8) CROSS symbol of christianity9)THE SWASIKA Nazi in German10) BLOOD mourn and violence
Symbolism is an essential literary device used by Ernest Hemingway in his book the old man and the sea. Hemingway uses numerous forms of symbolism but a recurring contour id biblical allusion. Hemingway filled this story with biblical allusion to create a deeper meaning within the text. Knowing biblical allusion allows a reader to have wider perspective of the story.
vSymbolic use of sea.
vSymbolic use of sea.
The major symbol used by Hemingway in distinctive way is the wide sea. This sea is symbol of life itself. Man has to sail either it is sea or life to go through. According to Hemingway, in both the sea and in life, there are many possibilities and similarities that the eye cannot see. The first similarity between them is that, both the sea and life are full of mystery, surprise, shock and challenge. However man has to fight bravely and nobly until the end.
Accordingly, it the man is lucky enough, and then he may discover treasure from sea. Likewise if the man is lucky then he will gain love, good family, peace and education. However, if he is unlucky than he may not find even single small fish from the greatest and wide sea.Same case with life.If the person is unfortunate then he struggle and suffer, a lot even for one time meal.
However, either it is like or sea, man has to embark journey and go through it amid all possible odes.
For example- Santiago goes for eighty four days without a single fish but he does not give up. He even continues his journey on eighty fifth days and brings a giant Marlin which shows his victory.
vSymbolic use of Baseball and lion.
The novel introduces two important symbols of baseball and lion. These are recurring reference to DiMaggio who symbolizes Santiago’s determination, will- power enthusiasm and physical strength at the age of 75 year. In American baseball history, DiMaggio is the greatest player of baseball of all time. Though he was handicapped physically, he was determined and strong mentally. Santiago’s frequent returns to baseball players DiMaggio empires him to win the battle in spite to old age. The image of the baseball hero playing in pain, giver Santiago renewed vigor and stamina to bear his own pain.
Thus, DiMaggio in the role model for Santiago and he symbolize triumphant survival.
Hemingway has presented lions. They are little cubs who symbolize youthful possibility and great thing to come Santiago often dreams lion playing on African beach. The image of them always makes Santiago happy. They have his good company just like mandolin. The appearance of lion suggests great strength, nobility, aspiration, victory and ambition. According to the novelist Hemingway,
“He no longer dreamed of storms, or of woman, nor of accordance nor of great fish… did he only dream of places now and then lion on the beach.”
Santiago’s dreams of lion suggest circular nature of life and harmony between two opposite force like death, love and hate, destruction and regeneration of nature
v symbolic use of Marlin and Shark.
Accordingly, it the man is lucky enough, and then he may discover treasure from sea. Likewise if the man is lucky then he will gain love, good family, peace and education. However, if he is unlucky than he may not find even single small fish from the greatest and wide sea.Same case with life.If the person is unfortunate then he struggle and suffer, a lot even for one time meal.
However, either it is like or sea, man has to embark journey and go through it amid all possible odes.
For example- Santiago goes for eighty four days without a single fish but he does not give up. He even continues his journey on eighty fifth days and brings a giant Marlin which shows his victory.
vSymbolic use of Baseball and lion.
The novel introduces two important symbols of baseball and lion. These are recurring reference to DiMaggio who symbolizes Santiago’s determination, will- power enthusiasm and physical strength at the age of 75 year. In American baseball history, DiMaggio is the greatest player of baseball of all time. Though he was handicapped physically, he was determined and strong mentally. Santiago’s frequent returns to baseball players DiMaggio empires him to win the battle in spite to old age. The image of the baseball hero playing in pain, giver Santiago renewed vigor and stamina to bear his own pain.
Thus, DiMaggio in the role model for Santiago and he symbolize triumphant survival.
Hemingway has presented lions. They are little cubs who symbolize youthful possibility and great thing to come Santiago often dreams lion playing on African beach. The image of them always makes Santiago happy. They have his good company just like mandolin. The appearance of lion suggests great strength, nobility, aspiration, victory and ambition. According to the novelist Hemingway,
“He no longer dreamed of storms, or of woman, nor of accordance nor of great fish… did he only dream of places now and then lion on the beach.”
Santiago’s dreams of lion suggest circular nature of life and harmony between two opposite force like death, love and hate, destruction and regeneration of nature
v symbolic use of Marlin and Shark.
Marlin a magnificent and glorious fish symbolizes the mysterious world of sea which is full of surprise and challenge.
Secondly, the marlin symbolizes the ideal and worthily opponent. Even Santiago finds him lucky to match against a creature like marlin because it is his battle with marlin that brings out the best in him. Santiago realizes his strength, courage, love and respect due to marlin.
Thirdly, it is only due to marlin, both Santiago and even we realize the unexpected world of sea. Santiago is shocked when he realize marlin’s size power and determination. He is pulled by marlin for a large portion.
A part from this, marlin is even presented as a Christian allegory. Marlin is as calm and cool as lord as Jesus was. Though it is hooked by Santiago, it is not attacked on him instead of tries to guide its followers to win him over. Moreover marlin is also described as s great source of food for other. It means it sacrifices itself so that other may live and survive.
However the sheiks are in great contrast to marlin. The shoved nose shark has attacked the marlin thoughtlessly. They symbolize the destructive force of the universe. They stand for evil.
Fish can resemble the Christian faith in this book. Fish are the antagonist of Santiago. Santiago may find the fish as his brother but through the tension of opposites within destruction and defeat fish bring out the best in Santiago. This tension makes Santiago feel a love for fish the fish while struggling against the fish. He has to work hard for them and they are the force that pain him through his crucifixion and allows for his later resurrection.
Throughout the story Santiago has faith and perseveres that he will catch fish like the other entire fisherman. Near the end sharks start killing all of the fish. The shark resembles the evil of the world trying to pick away at him. Santiago never gives up on catching his faith though even if the flesh is eaten off he still wants to finish what he started. Santiago finally catches his fish on Monday also known as “Good Friday’’ the day of sacrifice. When he caught the fish he did not do it for the pride of the fish itself, he did it for a personal sense. This can portrays the image that evil may be able to try and break apart people and their faith. Evil can never truly take away the bones or the morals that are the structure of the real faith.
Secondly, the marlin symbolizes the ideal and worthily opponent. Even Santiago finds him lucky to match against a creature like marlin because it is his battle with marlin that brings out the best in him. Santiago realizes his strength, courage, love and respect due to marlin.
Thirdly, it is only due to marlin, both Santiago and even we realize the unexpected world of sea. Santiago is shocked when he realize marlin’s size power and determination. He is pulled by marlin for a large portion.
A part from this, marlin is even presented as a Christian allegory. Marlin is as calm and cool as lord as Jesus was. Though it is hooked by Santiago, it is not attacked on him instead of tries to guide its followers to win him over. Moreover marlin is also described as s great source of food for other. It means it sacrifices itself so that other may live and survive.
However the sheiks are in great contrast to marlin. The shoved nose shark has attacked the marlin thoughtlessly. They symbolize the destructive force of the universe. They stand for evil.
Fish can resemble the Christian faith in this book. Fish are the antagonist of Santiago. Santiago may find the fish as his brother but through the tension of opposites within destruction and defeat fish bring out the best in Santiago. This tension makes Santiago feel a love for fish the fish while struggling against the fish. He has to work hard for them and they are the force that pain him through his crucifixion and allows for his later resurrection.
Throughout the story Santiago has faith and perseveres that he will catch fish like the other entire fisherman. Near the end sharks start killing all of the fish. The shark resembles the evil of the world trying to pick away at him. Santiago never gives up on catching his faith though even if the flesh is eaten off he still wants to finish what he started. Santiago finally catches his fish on Monday also known as “Good Friday’’ the day of sacrifice. When he caught the fish he did not do it for the pride of the fish itself, he did it for a personal sense. This can portrays the image that evil may be able to try and break apart people and their faith. Evil can never truly take away the bones or the morals that are the structure of the real faith.
v Symbolic use of numbers like three, seven, forty and eighty five.
The numeric symbolism in the novel ‘’the old man and the sea’’ seen to be religious. Numbers of figure like three, seven, forty and eighty five have special significant I the bible.
Example-when the novel opens, we come to know that Santiago has unsuccessfully fished for forty days. This figure is considered unlucky in the Bible.
Then Santiago’s fight with great fish marlin lasts for three days. Thus figure symbolizes struggle in the bible.
There is reference to figure eighty five which is considered to be lucky and good figure. Even Santiago remarks;
“Eighty five is a lucky number’’
Example-when the novel opens, we come to know that Santiago has unsuccessfully fished for forty days. This figure is considered unlucky in the Bible.
Then Santiago’s fight with great fish marlin lasts for three days. Thus figure symbolizes struggle in the bible.
There is reference to figure eighty five which is considered to be lucky and good figure. Even Santiago remarks;
“Eighty five is a lucky number’’
Thus, such figures are biblical allegory in the novel.
v Santiago; symbol of crucifixion and Christianity.
Many times, stories by Hemingway have much religious influence and symbolism. In the old man and the sea, by Ernest Hemingway, numerous occurrences in the life of Santiago the fisherman are similar to the incident recorded in the life of Jesus of Nazareth. The names of the character translated from Spanish to English are just one of those many similarities.
In the story, there are many references to the crucifixion of Jesus. Santiago’s badly injured hand evokes the hands of the crucified Jesus and three other situations reinforce this theory first, Santiago’s marlin is approached by a pair of shovel nosed sharks.
According to Carlos Baker
“Santiago shows certain qualities of mind and heart;which are clearly associated with the character and personality of Jesus Christ in the gospel stories."
In the story, there are many references to the crucifixion of Jesus. Santiago’s badly injured hand evokes the hands of the crucified Jesus and three other situations reinforce this theory first, Santiago’s marlin is approached by a pair of shovel nosed sharks.
According to Carlos Baker
“Santiago shows certain qualities of mind and heart;which are clearly associated with the character and personality of Jesus Christ in the gospel stories."
To wind up
This novella, the symbolism has far deeper significance. The book is representation of life as struggle against unconquerable force of nature. In this novella Hemingway symbolized person , place or thing to represent the real meaning of his writing In every day struggle of old man there is deep meaning behind it. Hemingway is very much connected with the nature .
This novella, the symbolism has far deeper significance. The book is representation of life as struggle against unconquerable force of nature. In this novella Hemingway symbolized person , place or thing to represent the real meaning of his writing In every day struggle of old man there is deep meaning behind it. Hemingway is very much connected with the nature .
Indian writing in English
Name: Poojaba S.Gohil
Class: M.A. Sem. 3
Paper no.: 12 A
Topic:Issues of English language in india
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Issues of teaching of English at the elementary stage:-
Included points:-
Influence of English language and beginning of English language teaching
Issues of teaching English in a multilingual/multi social/multicultural society
Some suggestions to improve English language in a multilingual and multicultural classrooms
Affected facts to acquisition of second language
Introduction:-
India is a multilingual country.there are so many different languages that mostly people from various States using in their day today rutine life. There are approximately 122 languages existed now a days. These all languages mainly affected by 5 language families-
Indo-Aryan,Dravidian, Austro-Asiatic,Tibato-Barman and Cemito-Hemitic and even uncountable dialects effects them largely. As a result, our Indian classrooms becomes a multicultural and multilingual classroom in which to give equal and proper justice to English language is become a task or challenge itself.
Introduction of English studies in India:-
Generally if we try to see then we can say that the routes of Indian culture spreads initially from Mohenjodaro or Hadappa-Lothal.during this time India which was like a small plant started to become a wide Ajubaa.in which approximately one million and billion people living human lives. (Population) here various languages,different ways of eating-making foods, uncountable rituals, customs are caring & serving side by side.no matter what if there are various reasons such as cultural variety or linguistic differences or any how if it's about dressing or rituals or variation in lifestyle based reasons-but yet India remains always an attractive culture for voluntaries or foreigners especially for foreign countries.
European were the first exited people who migrated from urban up from. Afterwards some of the representation of British people came to india for filled the aim of business.after observing India's that time's political condition they easily planned to highjack polititions in india.to gain people's respects through enough serving and policies they means Britishers had required a huge trainee class for that "Baabu Class."
"A class of persons,India in blood and colors.But English in taste in in of India, in morals and in interests."
For that parliament Britishers entered teaching methods that was based on British strategies.
So this way, such types of teaching methods has intension to create or establish such tribal class that can help them to rule over India and by using it they can take help to earn in their business.
Pre-independance English language teaching in India:-
Initially British East India company had no such interest that required the establishment of English teaching process except business or trade only. No doubt some attempts were done at that too such as Warren Hearings A British man permitted to open Madressa in kalkatta in 1781 and after that in 1800 Lord Wellesley established fort William cottage with intension to be aware as well as inform company's clients about Indian language and rituals. But those all attempts were at individuals no social or political force was there that can support to give it light. Apart from this Christian missionary leads for some opportunities to spread and flows of Christianity by English medium teaching,because that was the time when in India a particular crash was established that wanted such teaching methods from where they can get support of earning.
For that in 1813,British parliament prepared a law or chart in which every year about 1,00,000/-Rs.were decided to purchase for books publications and education. But there also some issues raised, like is this money can use for English literature and science education only..? Or it can be take in use in Indian language such as Sanskrit and other..? What about it's spread and flows..? In 1835,when Lord Macaulay granted English as official, educational and progressive language after that some universities were established in the cities some special courses and training were started to promo English education.
Post independent India and English language teaching in India:-
Unfortunately after independence also there was no change towards English education and it's objects and priorities and afert independence also English education continued as before. Today our relations with foreigne countries are increasing and that almost deals in English and that's why may be interest towards English learning of people is increasing that shows glory or importance and significance of English language. There were so many confusions regarding the position of English language as well as other language and due to that many issues were created at that time. In 1961's counseling or meeting of state governance there was a decision was passed of Tribhasha that later on accepted in schools regularly.
1)Regional language
2)Hindi or any Indian language
3)English or any European language
To decrease the burden of learning and teaching various languages this may be tried but some each other's mentality towards particular language it also can not work properly.yet some organizations continued to work on it by suggesting particular rules and regulations. Such as in 1952,under Madras English language teaching it was attempted throughout was in 1954 with the corporation of British counselling in Allahabad English language teaching institute was started.
Aacharya Rammurti commission also worked to support Tribhasha Sutra and recommended some institutions to bring actuality in learning various languages to students.
At present, in India we can observe that people are willing to learn English and by using that to fulfill means of earning. That's why in India 18 official regional languages are existed but yet English considers as India's associate official language.
Multilingualism and multiculturalism is the biggest problem for Indian classrooms for English education. Let's know these two problems creates distances in classroom and how English language become a challenge.
Issues of teaching English in a multilingual or multi social or multicultural society:-
India means a country of versatility and wider heritage of culture. Not only in culture and social variation it has but also with it has also variations in regional rules and rituals, casts, religions, trades, way of living life and there is also versatility in language.
Annamalia 2001 quoted:-
"Indian multilingualism is huge in size, having 1620 mother tongues reduced to 200 languages with the population of many minorities longer than European countries."
Indian language basically comes or driven from main English families such as Info Aryan,Tibato Burman and Austro Asiatic. Superiority and versatility between different languages based on it's social, cultural and geometrical differences this shows that every language has it's own social and cultural heritage. To keep in mind this multilingual and multicultural or multi social classrooms are imagined.
-Multilingualism
Three language formula was suggested by Indian government in Indian education council. Under this students have to compulsorily learn two other languages apart from their own first language or mother tongue. These two languages are starting to learn during higher secondary education. If student's mother tongue is Gujarati then he has to learn Hindi and English except that Sanskrit also learn in higher secondary education so this way, our classroom is multilingual classroom.in which two types of languages learning can find. Pupils learn two languages through two ways:Oral and Practical.
Being language teacher, they have to pass some challenges in classroom they do multilingualism.
Issues in teaching English in a multilingual classrooms:-
Natural flow that students use to learn mother tongue can not be as same as in learning second language.in fact, to learn L2 and L3 he take support of mother tongue,so on new language there may be remains some pronunciations of mother tongue's words and structures of sentences which can be obstacle for them to learn English language.
Sentence patterns:-
The another problem of multilingual classroom is of sentence patterns.
Sentence structure of English language is quite different from the sentence structure of Gujarati language and that's why may be students feels problems in learning English language in multilingual classroom.
English sentence pattern:-SVO
Subject Verb Object
Gujarati sentence pattern:-SOV
Subject Object English sentence patterns:-
For example:-
English structure
Reshma (S) is playing (V) cricket (O).
Gujrati structure
Reshma (S) Cricket (O) rami rahi che (V).
In Gujarati language,simple sentence can be turn to introgative sentence after adding question mark only.(?)
For example:-
Kale shala ma raja che.(Simple sentence)
Kale shala ma raja che..? (Introgative sentence)
While in English language, there are some required changes also has to do while turn simple sentence into introgative sentence.
For example:-
Dhawani is in standard 10th. (Simple sentence)
Is Dhawani in standard 10th..? ( Introgative sentence)
Even in English language order of words means position of words in sentence is most important. If we try to change the position of word then it may happen that the meaning of sentence may be also changed.
For example:-
Housewives love watching TV in the afternoon.
Here in this sentence if we try to change words such as we change the word Housewives then it will change the meaning of the sentence but the same sentence we can use in Gujarati language as without change in meaning even.
For example:-
Bapore Gruhinio ne TV jovu game che.
Gruhinio ne bapore TV jovu game che.
Tv jovu Gruhinio ne game che.
Class: M.A. Sem. 3
Paper no.: 12 A
Topic:Issues of English language in india
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Issues of teaching of English at the elementary stage:-
Included points:-
Influence of English language and beginning of English language teaching
Issues of teaching English in a multilingual/multi social/multicultural society
Some suggestions to improve English language in a multilingual and multicultural classrooms
Affected facts to acquisition of second language
Introduction:-
India is a multilingual country.there are so many different languages that mostly people from various States using in their day today rutine life. There are approximately 122 languages existed now a days. These all languages mainly affected by 5 language families-
Indo-Aryan,Dravidian, Austro-Asiatic,Tibato-Barman and Cemito-Hemitic and even uncountable dialects effects them largely. As a result, our Indian classrooms becomes a multicultural and multilingual classroom in which to give equal and proper justice to English language is become a task or challenge itself.
Introduction of English studies in India:-
Generally if we try to see then we can say that the routes of Indian culture spreads initially from Mohenjodaro or Hadappa-Lothal.during this time India which was like a small plant started to become a wide Ajubaa.in which approximately one million and billion people living human lives. (Population) here various languages,different ways of eating-making foods, uncountable rituals, customs are caring & serving side by side.no matter what if there are various reasons such as cultural variety or linguistic differences or any how if it's about dressing or rituals or variation in lifestyle based reasons-but yet India remains always an attractive culture for voluntaries or foreigners especially for foreign countries.
European were the first exited people who migrated from urban up from. Afterwards some of the representation of British people came to india for filled the aim of business.after observing India's that time's political condition they easily planned to highjack polititions in india.to gain people's respects through enough serving and policies they means Britishers had required a huge trainee class for that "Baabu Class."
"A class of persons,India in blood and colors.But English in taste in in of India, in morals and in interests."
For that parliament Britishers entered teaching methods that was based on British strategies.
So this way, such types of teaching methods has intension to create or establish such tribal class that can help them to rule over India and by using it they can take help to earn in their business.
Pre-independance English language teaching in India:-
Initially British East India company had no such interest that required the establishment of English teaching process except business or trade only. No doubt some attempts were done at that too such as Warren Hearings A British man permitted to open Madressa in kalkatta in 1781 and after that in 1800 Lord Wellesley established fort William cottage with intension to be aware as well as inform company's clients about Indian language and rituals. But those all attempts were at individuals no social or political force was there that can support to give it light. Apart from this Christian missionary leads for some opportunities to spread and flows of Christianity by English medium teaching,because that was the time when in India a particular crash was established that wanted such teaching methods from where they can get support of earning.
For that in 1813,British parliament prepared a law or chart in which every year about 1,00,000/-Rs.were decided to purchase for books publications and education. But there also some issues raised, like is this money can use for English literature and science education only..? Or it can be take in use in Indian language such as Sanskrit and other..? What about it's spread and flows..? In 1835,when Lord Macaulay granted English as official, educational and progressive language after that some universities were established in the cities some special courses and training were started to promo English education.
Post independent India and English language teaching in India:-
Unfortunately after independence also there was no change towards English education and it's objects and priorities and afert independence also English education continued as before. Today our relations with foreigne countries are increasing and that almost deals in English and that's why may be interest towards English learning of people is increasing that shows glory or importance and significance of English language. There were so many confusions regarding the position of English language as well as other language and due to that many issues were created at that time. In 1961's counseling or meeting of state governance there was a decision was passed of Tribhasha that later on accepted in schools regularly.
1)Regional language
2)Hindi or any Indian language
3)English or any European language
To decrease the burden of learning and teaching various languages this may be tried but some each other's mentality towards particular language it also can not work properly.yet some organizations continued to work on it by suggesting particular rules and regulations. Such as in 1952,under Madras English language teaching it was attempted throughout was in 1954 with the corporation of British counselling in Allahabad English language teaching institute was started.
Aacharya Rammurti commission also worked to support Tribhasha Sutra and recommended some institutions to bring actuality in learning various languages to students.
At present, in India we can observe that people are willing to learn English and by using that to fulfill means of earning. That's why in India 18 official regional languages are existed but yet English considers as India's associate official language.
Multilingualism and multiculturalism is the biggest problem for Indian classrooms for English education. Let's know these two problems creates distances in classroom and how English language become a challenge.
Issues of teaching English in a multilingual or multi social or multicultural society:-
India means a country of versatility and wider heritage of culture. Not only in culture and social variation it has but also with it has also variations in regional rules and rituals, casts, religions, trades, way of living life and there is also versatility in language.
Annamalia 2001 quoted:-
"Indian multilingualism is huge in size, having 1620 mother tongues reduced to 200 languages with the population of many minorities longer than European countries."
Indian language basically comes or driven from main English families such as Info Aryan,Tibato Burman and Austro Asiatic. Superiority and versatility between different languages based on it's social, cultural and geometrical differences this shows that every language has it's own social and cultural heritage. To keep in mind this multilingual and multicultural or multi social classrooms are imagined.
-Multilingualism
Three language formula was suggested by Indian government in Indian education council. Under this students have to compulsorily learn two other languages apart from their own first language or mother tongue. These two languages are starting to learn during higher secondary education. If student's mother tongue is Gujarati then he has to learn Hindi and English except that Sanskrit also learn in higher secondary education so this way, our classroom is multilingual classroom.in which two types of languages learning can find. Pupils learn two languages through two ways:Oral and Practical.
Being language teacher, they have to pass some challenges in classroom they do multilingualism.
Issues in teaching English in a multilingual classrooms:-
Natural flow that students use to learn mother tongue can not be as same as in learning second language.in fact, to learn L2 and L3 he take support of mother tongue,so on new language there may be remains some pronunciations of mother tongue's words and structures of sentences which can be obstacle for them to learn English language.
Sentence patterns:-
The another problem of multilingual classroom is of sentence patterns.
Sentence structure of English language is quite different from the sentence structure of Gujarati language and that's why may be students feels problems in learning English language in multilingual classroom.
English sentence pattern:-SVO
Subject Verb Object
Gujarati sentence pattern:-SOV
Subject Object English sentence patterns:-
For example:-
English structure
Reshma (S) is playing (V) cricket (O).
Gujrati structure
Reshma (S) Cricket (O) rami rahi che (V).
In Gujarati language,simple sentence can be turn to introgative sentence after adding question mark only.(?)
For example:-
Kale shala ma raja che.(Simple sentence)
Kale shala ma raja che..? (Introgative sentence)
While in English language, there are some required changes also has to do while turn simple sentence into introgative sentence.
For example:-
Dhawani is in standard 10th. (Simple sentence)
Is Dhawani in standard 10th..? ( Introgative sentence)
Even in English language order of words means position of words in sentence is most important. If we try to change the position of word then it may happen that the meaning of sentence may be also changed.
For example:-
Housewives love watching TV in the afternoon.
Here in this sentence if we try to change words such as we change the word Housewives then it will change the meaning of the sentence but the same sentence we can use in Gujarati language as without change in meaning even.
For example:-
Bapore Gruhinio ne TV jovu game che.
Gruhinio ne bapore TV jovu game che.
Tv jovu Gruhinio ne game che.
So sometimes some changes in words can also not effect the meaning of the sentence. But the difference between these two English and Gujrati language learning can effect our learning process of students also.and they may done mistakes that can be problem in learning as well.
Difference between the sound system of two languages:-
Student's multilingualism techniques sometimes become obstacle in pronunciation of words of English language.students pronunciate words of learning language. In Gujrati language pronunciation of English ang L1 has no difference so not only in classrooms but also in day today conversation when we listen pronunciated words from someone we get mispronunciation also and that may be turn to misinterpretation also.
For example:-
The snakes get serverd in the hole instead of snakes in the Hall.
Difference between written and spoken words:-
Like Indian languages Gujrati language is also written words with the same pronunciation while in English words writing and pronunciation looks different. Even some words of English language are silent.
For example:-
Budget (D)
Listen (T)
Science (E)
Island (S)
Psychology (P)
Knight (K)
It may create problem in learning English language for students.
Change of verb according to the number or gender:-
In Indian languages the verbs changes according to the gender and number, but in English it is not so.
For example:-
Kavya is drawing a picture.
Ved is drawing a picture.
Kavya and Ved are drawing pictures.
The change of objective according to the gender.
In Gujrati and other Indian language the objectives change according to the gender but in English language it does not.
Gujarati syntax:-
Aa kevo bhavya mahel che..!
Aa kevi sundar savar che..!
Aa maja drashya che..!
English syntax:-
What a beautiful scene is this..!
What a lovely picture..!
What a magnificent palace is this..!
So in this way after looked upon the challenges and problems in learning English language multilingual classroom let's turn to think on the effects on students of multiculturalism or multisocialism in classroom during language learning.
Multiculturalism or multisocialism:-
Each language shows it's user's social tequireme,rituals, religious, sentiments,emotions, cultural heritage and so that's why it is rightly quoted that,
"Language are the expressive dimension."
If a person know more than one society or culture then he can communicate with same sign I finance during teaching of learning English language as L2 second language there are so many possible challenges are before a teacher. And out of them multiculturalism or multisocialism is one.students are come from different social environment in our classrooms, they also differ from each other in the matter of social,emotional, cultural, economical, regional etc..their understanding, meditative attitude and mentally social requirements are mostly differ from each other. To teach such types of multisocial and multicultural Indian students is become a challenge for teachers.
Issues involved in a multicultural or multisocial classrooms or differences in social cultural classrooms:-
In this multisocial classrooms some rural or some semirural or some urban students studies sitting with each other. In each environment some students of English language reading and writing are clever and talented but due to lack of proper atmosphere they can't communicate in English and other and having different sociocultural background they can't even match with students.
Gap between kinship terms:-
In Indian language and English language we can find some differences in relatively nouns. In indian family we call each relatives differently while in English this can not be find.
For example:-
Gujrati language-Mama Mami
Kaka Kaki
Dada Dadi
Nana Nani
Bhai Bhabhi
Hindi language-Mama Mami
Chacha Chachi
Dada Dadi
Nana Nani
English language-Uncle Aunty
Uncle Aunty for kaka kaki
GrandMother Grandfather
Gap in pronominal structure inter personal relations:-
"Every language has its unique system of linguistic etiquettes and formalities."
Our Indian language also follow some rules to show interpersonal relationship.
Here plural forms means Bahuvachan is used to show feelings towards someone.
Especially if he is elder or older or unknown or has special position or special stage.
Such as Lata Mangeshkar ek pratishthit gayakkaar che. Temne sangit khetra ma potanu aagvu yogdaan apyu che.
While in English no such courses are use to show respects. That's why may be sometimes students uses he or she instead of they for olders too.
Pronominal structure interpersonal relations:-
English-I or We
You or You
He She It
This or These
That or Those
Gujarati-Hu Ame
Tu Tame
Te
Teni Teo
Aa
Pelu Peli
By above table we can see that in Indian language second person pronounce has different forms while in English language we can't find the same.
Let's see some of the suggestions to face challenges of multilingual and multisocial or multicultural classrooms:-
Language structure should have varietal personality and his way of teaching should be new and fresh it's even important.
The teaching learning process in English should be more interactive and communicative in which students should be equal participants.
To level or rather decrese the effects of multiculturalism and multisocialism in classrooms English language teacher should be inspires to students for participants in classrooms activities.
English language teacher should not only concerns with chalk and talk method in classrooms but with that he also should use various initiative teaching methods.
In language learning classrooms with the method of teaching learning theory teacher should be enough basic on listening speaking activities more.
Learners of English language can also get the opportunities of oral work in classrooms and out of the classrooms and such responsibilities teach should handel.
In classrooms students can get enough chance of listening and thinking particular answer and also do different activities and answering it well and on for that teacher should plan accordingly.
English classrooms should be more interactive. If English language teacher can creates such atmosphere for students to communicate in English. And take part in classrooms activities without any shy or hesitation.
English language teacher should be plan for such classrooms activities in which more and more refrences,authentical material and various related specimens from different literature can be provided to the students and by that they can part in maximum activities and that English language more and more.
Factors affecting acquisition of second language:-
Inputs-Result
Language evidences
Provided time for education
Quality
Teaching aids
Characteristics-Student's age
First language is knowledge
Different capacity
Personality
Social factors
Sum up,attempts to reach upto the meaning in their inter communication.
Conclusion:-
Multilingualistic and multisocialism and multiculturalism is one of the most effected problem of English language education in classrooms and outside.and special in indian countries where such social culture geometric regional and some other versatality are based to control for english language teacher.but yet,by understanding classroom's atmosphere and changing it accordingly.with the changing of his own teaching methods by including some different ideas and techniques being a english language teacher such obstacles or challenge solve at some major points and can make english language teaching effective.
Difference between the sound system of two languages:-
Student's multilingualism techniques sometimes become obstacle in pronunciation of words of English language.students pronunciate words of learning language. In Gujrati language pronunciation of English ang L1 has no difference so not only in classrooms but also in day today conversation when we listen pronunciated words from someone we get mispronunciation also and that may be turn to misinterpretation also.
For example:-
The snakes get serverd in the hole instead of snakes in the Hall.
Difference between written and spoken words:-
Like Indian languages Gujrati language is also written words with the same pronunciation while in English words writing and pronunciation looks different. Even some words of English language are silent.
For example:-
Budget (D)
Listen (T)
Science (E)
Island (S)
Psychology (P)
Knight (K)
It may create problem in learning English language for students.
Change of verb according to the number or gender:-
In Indian languages the verbs changes according to the gender and number, but in English it is not so.
For example:-
Kavya is drawing a picture.
Ved is drawing a picture.
Kavya and Ved are drawing pictures.
The change of objective according to the gender.
In Gujrati and other Indian language the objectives change according to the gender but in English language it does not.
Gujarati syntax:-
Aa kevo bhavya mahel che..!
Aa kevi sundar savar che..!
Aa maja drashya che..!
English syntax:-
What a beautiful scene is this..!
What a lovely picture..!
What a magnificent palace is this..!
So in this way after looked upon the challenges and problems in learning English language multilingual classroom let's turn to think on the effects on students of multiculturalism or multisocialism in classroom during language learning.
Multiculturalism or multisocialism:-
Each language shows it's user's social tequireme,rituals, religious, sentiments,emotions, cultural heritage and so that's why it is rightly quoted that,
"Language are the expressive dimension."
If a person know more than one society or culture then he can communicate with same sign I finance during teaching of learning English language as L2 second language there are so many possible challenges are before a teacher. And out of them multiculturalism or multisocialism is one.students are come from different social environment in our classrooms, they also differ from each other in the matter of social,emotional, cultural, economical, regional etc..their understanding, meditative attitude and mentally social requirements are mostly differ from each other. To teach such types of multisocial and multicultural Indian students is become a challenge for teachers.
Issues involved in a multicultural or multisocial classrooms or differences in social cultural classrooms:-
In this multisocial classrooms some rural or some semirural or some urban students studies sitting with each other. In each environment some students of English language reading and writing are clever and talented but due to lack of proper atmosphere they can't communicate in English and other and having different sociocultural background they can't even match with students.
Gap between kinship terms:-
In Indian language and English language we can find some differences in relatively nouns. In indian family we call each relatives differently while in English this can not be find.
For example:-
Gujrati language-Mama Mami
Kaka Kaki
Dada Dadi
Nana Nani
Bhai Bhabhi
Hindi language-Mama Mami
Chacha Chachi
Dada Dadi
Nana Nani
English language-Uncle Aunty
Uncle Aunty for kaka kaki
GrandMother Grandfather
Gap in pronominal structure inter personal relations:-
"Every language has its unique system of linguistic etiquettes and formalities."
Our Indian language also follow some rules to show interpersonal relationship.
Here plural forms means Bahuvachan is used to show feelings towards someone.
Especially if he is elder or older or unknown or has special position or special stage.
Such as Lata Mangeshkar ek pratishthit gayakkaar che. Temne sangit khetra ma potanu aagvu yogdaan apyu che.
While in English no such courses are use to show respects. That's why may be sometimes students uses he or she instead of they for olders too.
Pronominal structure interpersonal relations:-
English-I or We
You or You
He She It
This or These
That or Those
Gujarati-Hu Ame
Tu Tame
Te
Teni Teo
Aa
Pelu Peli
By above table we can see that in Indian language second person pronounce has different forms while in English language we can't find the same.
Let's see some of the suggestions to face challenges of multilingual and multisocial or multicultural classrooms:-
Language structure should have varietal personality and his way of teaching should be new and fresh it's even important.
The teaching learning process in English should be more interactive and communicative in which students should be equal participants.
To level or rather decrese the effects of multiculturalism and multisocialism in classrooms English language teacher should be inspires to students for participants in classrooms activities.
English language teacher should not only concerns with chalk and talk method in classrooms but with that he also should use various initiative teaching methods.
In language learning classrooms with the method of teaching learning theory teacher should be enough basic on listening speaking activities more.
Learners of English language can also get the opportunities of oral work in classrooms and out of the classrooms and such responsibilities teach should handel.
In classrooms students can get enough chance of listening and thinking particular answer and also do different activities and answering it well and on for that teacher should plan accordingly.
English classrooms should be more interactive. If English language teacher can creates such atmosphere for students to communicate in English. And take part in classrooms activities without any shy or hesitation.
English language teacher should be plan for such classrooms activities in which more and more refrences,authentical material and various related specimens from different literature can be provided to the students and by that they can part in maximum activities and that English language more and more.
Factors affecting acquisition of second language:-
Inputs-Result
Language evidences
Provided time for education
Quality
Teaching aids
Characteristics-Student's age
First language is knowledge
Different capacity
Personality
Social factors
Sum up,attempts to reach upto the meaning in their inter communication.
Conclusion:-
Multilingualistic and multisocialism and multiculturalism is one of the most effected problem of English language education in classrooms and outside.and special in indian countries where such social culture geometric regional and some other versatality are based to control for english language teacher.but yet,by understanding classroom's atmosphere and changing it accordingly.with the changing of his own teaching methods by including some different ideas and techniques being a english language teacher such obstacles or challenge solve at some major points and can make english language teaching effective.
A Tempest
Name: Poojaba S.Gohil
Class: M.A. Sem. 3
Paper no.: 11
Topic: Post Colonial text Cesaire’s A Tempest
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
'A Tempest'-Post Colonial Text
Bird view on the meaning of 'A Tempest':-
-A violent windstorm, especially one with rain, hail or snow.
-A violent commotion,disturbance or tumult.
-An unclassified term referring to technical investigations for compromising emanations from electrically operated information processing equipment;these investigations are conducted in support of emanations and emissions security.
Literary:-Storm,hurricane, gale, tornado, cyclone,typhoon, squall
Torrential rain and howling tempest
Brief about Colonialism:-
Colonialism is the establishment of a colony in one territory by a political power from another territory,and the subsequent maintenance, expansion and exploitation of that colony.the term is also used to describe a set of unequal relationships between the colonial power and the colony and often between the colonists and the indigenous peoples.
Collins English Dictionary defines Colonialism as "The policy and practice of a power in extending control over weaker peoples or areas."
Colonialism is a relationship between an indigenous majority and a minority of foreign invaders. The fundamental decisions affecting the lives of the colonized people are made and implemented by the colonial rulers in pursuit of interests that are often defined in a distant metropolis.rejecting cultural compromises with the colonized population, the colonizers are convinced of their own superiority and their ordained mandate to rule.
Class: M.A. Sem. 3
Paper no.: 11
Topic: Post Colonial text Cesaire’s A Tempest
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
'A Tempest'-Post Colonial Text
Bird view on the meaning of 'A Tempest':-
-A violent windstorm, especially one with rain, hail or snow.
-A violent commotion,disturbance or tumult.
-An unclassified term referring to technical investigations for compromising emanations from electrically operated information processing equipment;these investigations are conducted in support of emanations and emissions security.
Literary:-Storm,hurricane, gale, tornado, cyclone,typhoon, squall
Torrential rain and howling tempest
Brief about Colonialism:-
Colonialism is the establishment of a colony in one territory by a political power from another territory,and the subsequent maintenance, expansion and exploitation of that colony.the term is also used to describe a set of unequal relationships between the colonial power and the colony and often between the colonists and the indigenous peoples.
Collins English Dictionary defines Colonialism as "The policy and practice of a power in extending control over weaker peoples or areas."
Colonialism is a relationship between an indigenous majority and a minority of foreign invaders. The fundamental decisions affecting the lives of the colonized people are made and implemented by the colonial rulers in pursuit of interests that are often defined in a distant metropolis.rejecting cultural compromises with the colonized population, the colonizers are convinced of their own superiority and their ordained mandate to rule.
Brief about Post Colonialism:-
Post Colonialism or Post Colonial studies is an academic discipline that analysis,explains and responds to the cultural legacy of colonialism and imperialism. Post colonialism speaks about the human consequences of external control and economic exploitation of a native people and its lands.
Post colonialism is the critical destabilization of the theories that support the ways of western thought-deductive reasoning, rule of law and monotheism by means of which colonialists Perceive, Understand and Know the world.
Post colonial literature is the literature of countries that were colonized by European countries and which exists on all continents,but Antarctica. Post colonial literature often addresses the problems and consequences of the decolonisation of a country, especially questions relating to the political and cultural independence of formerly subjugated people and themes such as racialism and colonialism. A range of literary theory has evolved around the subject.
Notable Theorists:-
Edward Said,
Gayatri Spivak,
Frantz Fanon,
Bill Ashcroft,
Chinua Achebe..and many more.
Definition of Post colonialism:-
As an epistemology ,as an ethics and as a politics the field of post colonialism address the politics of knowledge-the matters that constitutes the post colonial identity of a decolonized people which derives from-the coloniser's generation of cultural knowledge about the colonized people and how that western cultural knowledge was applied to subjugate a non-European people into a colony of the European mother country which after initial invasion was effected by means of the cultural identities of Coloniser and Colonised.
Brief about the play:-
A Tempest
A Tempest was originally written in 1969 in French by Aime Cesaire and translated into English in 1985 by Richard Miller. It is written as a post colonial response to the Tempest by William Shakespeare. The story is the same:-a big storm,an angry Duke who's been usurped by his brother, all the devoted courtesans and of course the natives. This play deals mostly with the natives, Ariel and Caliban. It is Cesaire's comment on the colonization of the "New World".He has many of the same ideas as C.L.R. James and Franz Fanon and he as inspired newer Caribbean writers like Michelle Cliff.
About the author:-
Aime Cesaire was born in Martinique in 1913.He is renown poet,playwright and essayist. He began a movement called Negritude Modernisme involving the work of native Caribbean writers and artists. His work has influenced other writers as well as sociologists like Franz Fanon.
How can we compare Shakespeare’s The Tempest with A Tempest?
Post Colonialism or Post Colonial studies is an academic discipline that analysis,explains and responds to the cultural legacy of colonialism and imperialism. Post colonialism speaks about the human consequences of external control and economic exploitation of a native people and its lands.
Post colonialism is the critical destabilization of the theories that support the ways of western thought-deductive reasoning, rule of law and monotheism by means of which colonialists Perceive, Understand and Know the world.
Post colonial literature is the literature of countries that were colonized by European countries and which exists on all continents,but Antarctica. Post colonial literature often addresses the problems and consequences of the decolonisation of a country, especially questions relating to the political and cultural independence of formerly subjugated people and themes such as racialism and colonialism. A range of literary theory has evolved around the subject.
Notable Theorists:-
Edward Said,
Gayatri Spivak,
Frantz Fanon,
Bill Ashcroft,
Chinua Achebe..and many more.
Definition of Post colonialism:-
As an epistemology ,as an ethics and as a politics the field of post colonialism address the politics of knowledge-the matters that constitutes the post colonial identity of a decolonized people which derives from-the coloniser's generation of cultural knowledge about the colonized people and how that western cultural knowledge was applied to subjugate a non-European people into a colony of the European mother country which after initial invasion was effected by means of the cultural identities of Coloniser and Colonised.
Brief about the play:-
A Tempest
A Tempest was originally written in 1969 in French by Aime Cesaire and translated into English in 1985 by Richard Miller. It is written as a post colonial response to the Tempest by William Shakespeare. The story is the same:-a big storm,an angry Duke who's been usurped by his brother, all the devoted courtesans and of course the natives. This play deals mostly with the natives, Ariel and Caliban. It is Cesaire's comment on the colonization of the "New World".He has many of the same ideas as C.L.R. James and Franz Fanon and he as inspired newer Caribbean writers like Michelle Cliff.
About the author:-
Aime Cesaire was born in Martinique in 1913.He is renown poet,playwright and essayist. He began a movement called Negritude Modernisme involving the work of native Caribbean writers and artists. His work has influenced other writers as well as sociologists like Franz Fanon.
How can we compare Shakespeare’s The Tempest with A Tempest?
There is not much difference between Shakespeare’s The Tempest and Aime Cesaire’sA Tempest. But ‘A Tempest’ presents colonial aspect and mentality of master-slave relationship. Here in the play Caliban and Ariel portrays as a different way. Prospero is also a good example of the role power plays in the story. Character of Stephano is another example of power in the play. Miranda plays very innocent role in the play and she is only one character who presents woman role in the island.
Prospero asked question to Caliban.
Prospero: What would you be without me?
Caliban: Without you? I’d be the king, that’s what I’d be, the king of the Island. (Original text A Tempest, Page no. 12)
So, in this question we can find that how Prospero overpower and make his self superior to Caliban. But Caliban also very talkative and give appropriate answers to the questions of Prospero and can’t bear him. Here, Aime Cesaire gives voice to Caliban, the subaltern identity of The Tempest. Caliban tells Prospero that “I am not interested in peace; I am interested in free will.” Here Caliban presented as free individualistic person and rebel.
Prospero asked question to Caliban.
Prospero: What would you be without me?
Caliban: Without you? I’d be the king, that’s what I’d be, the king of the Island. (Original text A Tempest, Page no. 12)
So, in this question we can find that how Prospero overpower and make his self superior to Caliban. But Caliban also very talkative and give appropriate answers to the questions of Prospero and can’t bear him. Here, Aime Cesaire gives voice to Caliban, the subaltern identity of The Tempest. Caliban tells Prospero that “I am not interested in peace; I am interested in free will.” Here Caliban presented as free individualistic person and rebel.
Post- Colonial Reading of 'A tempest'
“When the work was done, I realized there was not much Shakespeare left.”
–Aimé Césaire
Interpreted as white man’s burden, colonization was a means of conquering new lands and imposing the colonizer’s culture from on the native people. Prospero’s capture of Sycorax’s land and his treatment of the natives of the island have prompted many critics to interpret the play as working out the drama of colonization. Caliban’s protest against Prospero and his resistance to colonial power using the language taught by the colonizer helps us interpret the play as a postcolonial text.
The Tempest has often been interpreted as a play about colonialism primarily because Prospero comes to Sycorax’s island, subdues her, rules the land and imposes his own culture on the people of the land. Pushing the native to the side, he places himself at the helm of affairs. He displaces Caliban’s mother and treats her as a beast. He has full control over everything on the island. He makes Caliban work as his servant and calls him a thing of darkness. Caliban is being dehumanized or treated as subhuman. This shows the colonizer’s attitude of looking down on the colonized people. Caliban is seen as a despicable entity. The whites looked down on the people of other color. Some are born to dominate while others are born to be dominated. Caliban is treated as inferior. The colonizer used words like light, knowledge and wisdom to refer him while he used terms like darkness, ignorance and elemental to describe the colonized. This binary opposition shows how Prospero as a colonizer creates essences about the colonized people. Prospero sees himself as a ruler carrying out the project of civilization mission. Prospero as a colonizer educates and civilizes Caliban but without much success. The civilizing mission is always accompanied by the politics of domination over the colonized. These elements allow us to study the play in the light of colonialism.
A Tempest by Aime Cesaire is an attempt to confront and rewrite the idea of colonialism as presented in Shakespeare’s The Tempest. He is successful at this attempt by changing the point of view of the story. Cesaire transforms the characters and transposes the scenes to reveal Shakespeare’s Prospero as the exploitative European power and Caliban and Ariel as the exploited natives. Cesaire’s A Tempest is an effective response to Shakespeare’s The Tempest because he interprets it from the perspective of the colonized and raises a conflict with Shakespeare as an icon of the literary canon.
We can read the text with certain means and certain ideas presented in the text itself.
Prospero Complex
Fanon has coined the term ‘ Prospero Complex. Europeans in Madagascar exhibit the need to feel highly regarded by others. The dependence versus inferiority relationship has already been established prior to each individual European entering a colonial situation. An inferiority complex occurs specifically for those colonizers whose “grave lack of sociability combined with a pathological urge to dominate” urges them to seek out a situation with servile people. This complex falls into place especially for the colonizer with self-esteem that is not quenched, or more specifically raised, while in the presence of his own people, where he feels that he cannot compete. They have sexual guilt in their minds. The guilt constantly challenges the masculinity of the white man. The inferior they feels, the more they dominates. They dominate the natives and tries to mould them as their convenience in power politics. Moreover they would rather like to dominate from.
–Aimé Césaire
Interpreted as white man’s burden, colonization was a means of conquering new lands and imposing the colonizer’s culture from on the native people. Prospero’s capture of Sycorax’s land and his treatment of the natives of the island have prompted many critics to interpret the play as working out the drama of colonization. Caliban’s protest against Prospero and his resistance to colonial power using the language taught by the colonizer helps us interpret the play as a postcolonial text.
The Tempest has often been interpreted as a play about colonialism primarily because Prospero comes to Sycorax’s island, subdues her, rules the land and imposes his own culture on the people of the land. Pushing the native to the side, he places himself at the helm of affairs. He displaces Caliban’s mother and treats her as a beast. He has full control over everything on the island. He makes Caliban work as his servant and calls him a thing of darkness. Caliban is being dehumanized or treated as subhuman. This shows the colonizer’s attitude of looking down on the colonized people. Caliban is seen as a despicable entity. The whites looked down on the people of other color. Some are born to dominate while others are born to be dominated. Caliban is treated as inferior. The colonizer used words like light, knowledge and wisdom to refer him while he used terms like darkness, ignorance and elemental to describe the colonized. This binary opposition shows how Prospero as a colonizer creates essences about the colonized people. Prospero sees himself as a ruler carrying out the project of civilization mission. Prospero as a colonizer educates and civilizes Caliban but without much success. The civilizing mission is always accompanied by the politics of domination over the colonized. These elements allow us to study the play in the light of colonialism.
A Tempest by Aime Cesaire is an attempt to confront and rewrite the idea of colonialism as presented in Shakespeare’s The Tempest. He is successful at this attempt by changing the point of view of the story. Cesaire transforms the characters and transposes the scenes to reveal Shakespeare’s Prospero as the exploitative European power and Caliban and Ariel as the exploited natives. Cesaire’s A Tempest is an effective response to Shakespeare’s The Tempest because he interprets it from the perspective of the colonized and raises a conflict with Shakespeare as an icon of the literary canon.
We can read the text with certain means and certain ideas presented in the text itself.
Prospero Complex
Fanon has coined the term ‘ Prospero Complex. Europeans in Madagascar exhibit the need to feel highly regarded by others. The dependence versus inferiority relationship has already been established prior to each individual European entering a colonial situation. An inferiority complex occurs specifically for those colonizers whose “grave lack of sociability combined with a pathological urge to dominate” urges them to seek out a situation with servile people. This complex falls into place especially for the colonizer with self-esteem that is not quenched, or more specifically raised, while in the presence of his own people, where he feels that he cannot compete. They have sexual guilt in their minds. The guilt constantly challenges the masculinity of the white man. The inferior they feels, the more they dominates. They dominate the natives and tries to mould them as their convenience in power politics. Moreover they would rather like to dominate from.
The Caliban Complex
There is the dependence complex. After being forced out of the stable routine of their tribal society by colonizers, they are able to do the thing. It is believed that the lack of stability caused a strong reliance on the colonizers. There are differences in how each group of people handle a difficult situation. When the Europeans entered a difficult situation they were more concerned in proving that they were not inferior. Colonised were more interested in avoiding The drive to avoid a sense of abandonment results in dependence.
Language
Language is essential. Whether written or spoken, the need for human beings to communicate is intrinsic to our social development and so language is the first thing to be passed on from coloniser to colonise. This we see in The Tempest as Caliban has been taught English by Prospero and Miranda and seems to speak it with a certain amount of fluency. But this an entirely positive experience?
“CALIBAN: Call me X. That’s best. Like a man without a name. Or, more precisely, a man whose name was stolen. You speak of history. Well that’s history, known far and wide! Every time you’ll call me that will remind me of the fundamental truth, that you stole everything from me, even my identity! Uhuru !” (Act 1, Scene 2)
The language is the part of identity. Due to the language of Prospero Caliban felt that he has lost his own identity. Then he uses the language of protest and rebale.
“Ay, that I will, and I’ll be wise hereafter
And seek for grace. What a thrice-double ass
Was I to take this drunkard for a god
And worship this dull fool!”
Caliban is conscious for his identity and race. He is also well known about his colonisation. He is not sorry for hus rebel and wants freedom. These all the rebel he presented through his language.
Miranda obviously believes it to be a great honour and reminds Caliban how she "took pains to make thee speak" and describes Caliban's previous way of speaking as "gabble". However Caliban himself obviously takes a very different view and in a quote that is often cited by anti-colonialist critics he tells them, "You taught me language; and my profit on't is I know how to curse" and he goes on further to wish "the red plague rid you for teaching me your language!" clearly not sharing Miranda's view that she has done him a great service.
Caliban however does recognise the importance of education, citing Prospero's books as the source of all of his magical power and when Stephano and Trinculo fail to see the importance of the books and are more interested in the fine clothes they find, Caliban is incredibly scathing of them.
Thus, we can conclude that ‘A Tempest’ is the Caliban represents the more Black Nationalist ideas. He wants his ideas, his culture and his identity back. The emergence of postcolonial rebel is given flame in the work.
There is the dependence complex. After being forced out of the stable routine of their tribal society by colonizers, they are able to do the thing. It is believed that the lack of stability caused a strong reliance on the colonizers. There are differences in how each group of people handle a difficult situation. When the Europeans entered a difficult situation they were more concerned in proving that they were not inferior. Colonised were more interested in avoiding The drive to avoid a sense of abandonment results in dependence.
Language
Language is essential. Whether written or spoken, the need for human beings to communicate is intrinsic to our social development and so language is the first thing to be passed on from coloniser to colonise. This we see in The Tempest as Caliban has been taught English by Prospero and Miranda and seems to speak it with a certain amount of fluency. But this an entirely positive experience?
“CALIBAN: Call me X. That’s best. Like a man without a name. Or, more precisely, a man whose name was stolen. You speak of history. Well that’s history, known far and wide! Every time you’ll call me that will remind me of the fundamental truth, that you stole everything from me, even my identity! Uhuru !” (Act 1, Scene 2)
The language is the part of identity. Due to the language of Prospero Caliban felt that he has lost his own identity. Then he uses the language of protest and rebale.
“Ay, that I will, and I’ll be wise hereafter
And seek for grace. What a thrice-double ass
Was I to take this drunkard for a god
And worship this dull fool!”
Caliban is conscious for his identity and race. He is also well known about his colonisation. He is not sorry for hus rebel and wants freedom. These all the rebel he presented through his language.
Miranda obviously believes it to be a great honour and reminds Caliban how she "took pains to make thee speak" and describes Caliban's previous way of speaking as "gabble". However Caliban himself obviously takes a very different view and in a quote that is often cited by anti-colonialist critics he tells them, "You taught me language; and my profit on't is I know how to curse" and he goes on further to wish "the red plague rid you for teaching me your language!" clearly not sharing Miranda's view that she has done him a great service.
Caliban however does recognise the importance of education, citing Prospero's books as the source of all of his magical power and when Stephano and Trinculo fail to see the importance of the books and are more interested in the fine clothes they find, Caliban is incredibly scathing of them.
Thus, we can conclude that ‘A Tempest’ is the Caliban represents the more Black Nationalist ideas. He wants his ideas, his culture and his identity back. The emergence of postcolonial rebel is given flame in the work.
The Waste Land
Name:Poojaba S.Gohil
Class: M.A. Sem. 3
Paper no.: 8
Topic: Reflection of the modern age in The Waste Land
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Class: M.A. Sem. 3
Paper no.: 8
Topic: Reflection of the modern age in The Waste Land
Submitted to: Smt.S.B. Gardi
Department of English
M.K. Bhavnagar University
Introduction of T. S. Eliot:
Born - 26th September, 1888
Died - 4th January 1965
T. S. Eliot is one of the major poets of the Modern age in English literature.He has written greatest poems in the twentieth century. His influence has been very great on English poetry.He uses the different language like effectively to communicate the predicament of modern world and modern man. The waste land is considered one of the most important poetic documents of the age. It expresses poignantly a desperate sense of the poet, and the age’s lack of positive spiritual thinking.
Born - 26th September, 1888
Died - 4th January 1965
T. S. Eliot is one of the major poets of the Modern age in English literature.He has written greatest poems in the twentieth century. His influence has been very great on English poetry.He uses the different language like effectively to communicate the predicament of modern world and modern man. The waste land is considered one of the most important poetic documents of the age. It expresses poignantly a desperate sense of the poet, and the age’s lack of positive spiritual thinking.
Introduction:
The Modern Age
The modern age is very different from the other ages in English Literature. The modern age is known as “Modernist Movement” in English Literature. The period of modern age is 1915 to 1945 and this age is totally different from the Victorian age.
The people of modern age reject old forms and trying to do a new technique and new style. Even in literature also many of the poet and writer wants to do different and bring something new in their writing.
The term “Modern” is generally known as an adjective expressing the state of being contemporary or possessing the qualities of current style. In art and culture, however, the terms modern and modernism pertain to the beliefs and philosophy of the society during the late 19th to the early 20th century. Because the concept has two different accepted meaning,
The Modern Age
The modern age is very different from the other ages in English Literature. The modern age is known as “Modernist Movement” in English Literature. The period of modern age is 1915 to 1945 and this age is totally different from the Victorian age.
The people of modern age reject old forms and trying to do a new technique and new style. Even in literature also many of the poet and writer wants to do different and bring something new in their writing.
The term “Modern” is generally known as an adjective expressing the state of being contemporary or possessing the qualities of current style. In art and culture, however, the terms modern and modernism pertain to the beliefs and philosophy of the society during the late 19th to the early 20th century. Because the concept has two different accepted meaning,
“The Modern Age a period of sudden and unexpected breaks with traditional ways of viewing and interacting with the world. Experimentation and individualism became virtue, where in the past they were often heartily discouraged”.
Introduction
The Waste Land
The Waste Land
The Waste Land was quickly recognized as a major statement of modernist poetics, both for its broad symbolic significance and for Eliot’s masterful use of formal techniques that earlier modernists had only begun to attempt. The critic I. A. Richards influentially praised Eliot for describing the shared post-war “sense of desolation, of uncertainty, of futility, of the groundlessness of aspirations, of the vanity of endeavour, and a thirst for a life-giving water which seems suddenly to have failed.” Eliot later complained that “approving critics” like Richards “said that I had expressed ‘the disillusionment of a generation,’ which is nonsense. I may have expressed for them their own illusion of being disillusioned, but that did not form part of my intention.” Nonetheless, it was as a representative of a postwar generation that Eliot became famous. To compare Eliot’s comments on the poem with the way it was received illustrates strikingly the fact that, as William K. Wimsatt and Monroe Beardsley put it, “The poem is not the critic’s own and not the author’s (it is detached from the author at birth and goes about the world beyond his power to intend about it or control it). The poem belongs to the public.” The Waste Land made use of allusion, quotation (in several languages), a variety of verse forms, and a collage of poetic fragments to create the sense of speaking for an entire culture in crisis; it was quickly accepted as the essential statement of that crisis and the epitome of a modernist poem.
Eliot’s age itself was symbolic of an entry into mid-life. It was at 33, “in the middle of our life’s way,” that Dante had the vision of heaven and hell recorded in his Divine Comedy. It was at the same age that Christ was crucified. His death and resurrection form a major symbolic framework for The Waste Land. Although its first lines suggest an aversion to “mixing / Memory with desire” and to “stirring / Dull roots with spring rain,” the poem’s success results largely from Eliot’s ability to mix modes and tones. The originality of The Waste Land, and its importance for most poetry in English since 1922, lies in Eliot’s ability to meld a deep awareness of literary tradition with the experimentalism of free verse, to fuse private and public meanings, and to combine moments of lyric intensity into a poem of epic scope.
Eliot’s use of allusion and quotation seems in part a response to the dilemma of coming at the end of a great tradition. The poet seeks to address modern problems—the war, industrialization, abortion, urban life—and at the same time to participate in a literary tradition. His own imagination resembles the decaying land that is the subject of the poem: nothing seems to take root among the stony rubbish left behind by old poems and scraps of popular culture. The method of assembling “fragments” or “broken images” from the past into a sort of mosaic allows him at once to suggest parallels between contemporary problems and earlier historical situations and to disorient the reader, turning the reading process into a model of modern, urban confusion. It parallels the cubist use of collage, calling attention to the linguistic texture of the poem itself and to the materials—literary and popular—out of which it is constructed. Eliot’s allusive method is a distinctive feature of his poetry, but he developed it in part on the model of some of Pound’s earlier poems, and Pound’s editing of The Waste Land greatly increased its fragmentation. An even more important influence was Joyce. Eliot read the early episodes of Ulyssesthat appeared in the Little Review; as assistant editor at The Egoist, he read the original drafts of five episodes that were published there in 1919. He also read other parts of the novel in manuscript and corresponded with Joyce about it. He later confessed to having felt that Joyce’s Ulysses did “superbly” what Eliot himself was “tentatively attempting to do, with the usual false starts and despairs.” Allusion would become a favorite modernist technique for reconciling formal experiment with an awareness of literary tradition.
The land is cursed because people killed Son of Man and hanged him. So, it’s cursed on the land. People are not happy. Darkness, decay, fragmentation and death are because of that cursed.
‘‘A rat crept softly through the vegetation
Dragging its slimy belly on the bank
While I was fishing in the dull canal
On a winter evening round behind the gas house
Musing upon the king my brother’s wreck
And on the king my father’s death before him.’’
Second thing is about Fisher king. Fisher king was responsible for the barrenness of the land.
In short we cannot say that definitely that whether people are or land itself is responsible for wasteland. Because both are interwoven. Both are responsible for each other.
Some other examples of fragmentation and non-linear also find out in the poem. The waste land itself, a fragment open to interpretation. The waste land seems to lack coherence because of its fragmentation. All the images are broken, not well organized that’s why it’s look like fragmented images/poem.
‘‘Goodnight Bill. Goodnight Lou. Goodnight May. Goodnight.
Ta ta Goodnight. Goodnight.
Goodnight, Ladies, good night, sweet ladies, good night, good night.’’
‘‘Speak to me. Why do you never speak. Speak.
What are you thinking of? What thinking? What?
I never know what you are thinking. Think.’’
These lines not goes into linear way rather these are remain uncompleted, abstract or in fragment way. These lines indicates the life of modern people. They think in a fragment way. They speak in a fragment way. They lived life in a fragment way. This is the reason of fragmentation of culture which is leads towards despair, nothingness, and hopelessness.
Eliot’s use of allusion and quotation seems in part a response to the dilemma of coming at the end of a great tradition. The poet seeks to address modern problems—the war, industrialization, abortion, urban life—and at the same time to participate in a literary tradition. His own imagination resembles the decaying land that is the subject of the poem: nothing seems to take root among the stony rubbish left behind by old poems and scraps of popular culture. The method of assembling “fragments” or “broken images” from the past into a sort of mosaic allows him at once to suggest parallels between contemporary problems and earlier historical situations and to disorient the reader, turning the reading process into a model of modern, urban confusion. It parallels the cubist use of collage, calling attention to the linguistic texture of the poem itself and to the materials—literary and popular—out of which it is constructed. Eliot’s allusive method is a distinctive feature of his poetry, but he developed it in part on the model of some of Pound’s earlier poems, and Pound’s editing of The Waste Land greatly increased its fragmentation. An even more important influence was Joyce. Eliot read the early episodes of Ulyssesthat appeared in the Little Review; as assistant editor at The Egoist, he read the original drafts of five episodes that were published there in 1919. He also read other parts of the novel in manuscript and corresponded with Joyce about it. He later confessed to having felt that Joyce’s Ulysses did “superbly” what Eliot himself was “tentatively attempting to do, with the usual false starts and despairs.” Allusion would become a favorite modernist technique for reconciling formal experiment with an awareness of literary tradition.
The land is cursed because people killed Son of Man and hanged him. So, it’s cursed on the land. People are not happy. Darkness, decay, fragmentation and death are because of that cursed.
‘‘A rat crept softly through the vegetation
Dragging its slimy belly on the bank
While I was fishing in the dull canal
On a winter evening round behind the gas house
Musing upon the king my brother’s wreck
And on the king my father’s death before him.’’
Second thing is about Fisher king. Fisher king was responsible for the barrenness of the land.
In short we cannot say that definitely that whether people are or land itself is responsible for wasteland. Because both are interwoven. Both are responsible for each other.
Some other examples of fragmentation and non-linear also find out in the poem. The waste land itself, a fragment open to interpretation. The waste land seems to lack coherence because of its fragmentation. All the images are broken, not well organized that’s why it’s look like fragmented images/poem.
‘‘Goodnight Bill. Goodnight Lou. Goodnight May. Goodnight.
Ta ta Goodnight. Goodnight.
Goodnight, Ladies, good night, sweet ladies, good night, good night.’’
‘‘Speak to me. Why do you never speak. Speak.
What are you thinking of? What thinking? What?
I never know what you are thinking. Think.’’
These lines not goes into linear way rather these are remain uncompleted, abstract or in fragment way. These lines indicates the life of modern people. They think in a fragment way. They speak in a fragment way. They lived life in a fragment way. This is the reason of fragmentation of culture which is leads towards despair, nothingness, and hopelessness.
Conclusion:
In short the waste land at every angle reflected as a modern poem. Poem is feather on the hat of modern literature and also of modern people. But the poem has its own pros and cons. Pros in the sense it is gave the direction to the people. And cons in the sense that poem first announced as a depersonalizing of the poet but later on the secret was revealed that poem is totally depends on poet’s own experiences. Poet and his personal life fully reflected in the poem. Though it’s not the life of only T.S.Eliot instead of that it is reflected all the life of modern people.
The waste land considered as a modern epic of the English literature. The best example of modernist literature is T. S. Eliot’s “The waste land”. Throughout this poem Eliot shows us the real image of culture and society after the World War 1 and 2.
This poem depicts an image of the modern world through the perspective of a man finding himself hopeless and confused about the condition of the society.
“The waste land illustrates the contemporary waste land as a metaphor of modern Europe.”
Eliot’s the waste land is very hard to describe and analysis because this poem mainly deals with the idea of modern age and its new technique. In this poem the waste land there are so many features and influence of the modern age, and we can apply some of the characteristics of the modern age in this poem the waste land.
The modern age is the most complex, complicated and revolutionary age in the history of the world. The people of this age challenges everything like,
The Modern Age
T. S. Eliot said that modernist literature is….
“…. A way of controlling, of ordering, of giving a shape and significance to the immense panorama of futility and anarchy which is contemporary history….instead of narrative method, we may now use the mythical method. It is, I seriously believe, a step toward making the modern world possible for art”
Characteristics of the modernist literature in the waste land:
oThe waste land made a tremendous impact on the post war generation, and is considered one of the most important documents of the modern age.
oThe poem is difficult to understand in detail, but its general aim is clear. Based on the legend of the Fisher King in the Arthurian cycle, it presents modern London as an arid, waste land.
oThe poem is built round the symbols of drought and flood, representing death and rebirth, and this fundamental idea is referred to throughout. Other symbol in the poem are, however, not capable of precise explanation.
oIn a series of disconcertingly vivid impression, the poem progress by rather abrupt transition through five movements.
The waste land considered as a modern epic of the English literature. The best example of modernist literature is T. S. Eliot’s “The waste land”. Throughout this poem Eliot shows us the real image of culture and society after the World War 1 and 2.
This poem depicts an image of the modern world through the perspective of a man finding himself hopeless and confused about the condition of the society.
“The waste land illustrates the contemporary waste land as a metaphor of modern Europe.”
Eliot’s the waste land is very hard to describe and analysis because this poem mainly deals with the idea of modern age and its new technique. In this poem the waste land there are so many features and influence of the modern age, and we can apply some of the characteristics of the modern age in this poem the waste land.
The modern age is the most complex, complicated and revolutionary age in the history of the world. The people of this age challenges everything like,
The Modern Age
T. S. Eliot said that modernist literature is….
“…. A way of controlling, of ordering, of giving a shape and significance to the immense panorama of futility and anarchy which is contemporary history….instead of narrative method, we may now use the mythical method. It is, I seriously believe, a step toward making the modern world possible for art”
Characteristics of the modernist literature in the waste land:
oThe waste land made a tremendous impact on the post war generation, and is considered one of the most important documents of the modern age.
oThe poem is difficult to understand in detail, but its general aim is clear. Based on the legend of the Fisher King in the Arthurian cycle, it presents modern London as an arid, waste land.
oThe poem is built round the symbols of drought and flood, representing death and rebirth, and this fundamental idea is referred to throughout. Other symbol in the poem are, however, not capable of precise explanation.
oIn a series of disconcertingly vivid impression, the poem progress by rather abrupt transition through five movements.
Friday, 1 April 2016
Thursday, 31 March 2016
Tuesday, 8 March 2016
Cultural Studies And Features of Cultural Studies
Roll No:18
Std:M.A.Sem:2
Sub:Paper No 8(C)
The Cultural Studies
Assignment Topic:Cultural
Studies And Features Of Cultural Studies
Submitted To:M.K.Bhavnagar University
Year:2015:2017
Brief About Culture:
It is clear that Cultural
Studies involves studying culture,what may not be nearly so obvious is just
what culture is.The ambiguity of the concept of culture is notorious.some
anthropologists consider culture to be social behaviour.for others,it is not
behaviour at all,but an abstraction from behaviour.To some,stone axes and
pottery,dance and music,fashion and style constitute culture;while no material
object can be culture to others.yet still for others,culture exists only in the
mind.
American anthropologist
Margaret Mead says that:
“Culture is the learned
behaviour of a society or a subgroup.”
Raymond Williams,one of the
founders of cultural studies says that:
“Culture includes the
organization of production,the structure of the family,the structure of the
institutions which express or govern social relationships,the characteristics
forms through which members of the society communicate.”
We can conclude that:
Culture is the ensemble of
social processes by which meanings are produced,circulated and exchanged.
Culture is the site of the
production of meanings,not the expression of meanings,which exist
elsewhere.some meanings may be quite stable,os course,but others may be highly
and rapidly variable.
Meanings migrate from one
context to another,sometimes ending up very far from where it was started.they
are always getting,displaced,diverted,reworked and exchanged.
We should add that culture is
not a single unified process,but an ensemble of processes.they may work
together tightly,but in other cases they may be in considerable conflict with
one another.we shall have to keep the disparate nature of cultural processes
clearly in mind as we proceed.
Cultural Studies:
Cultural Studies is an
exciting field of study.it has become the rage amongst progressive of all
sorts:not least because culture as a theme or topic of study has replaced
society as the general subject of inquiry among progressives.Cultural studies
has made its presence felt in academic work within the arts,the humanities,the
social science and even science and technology.it appears to be everywhere and
everyone seems to be talking about it.but what exactly is “Cultural
Studies..?”The term “Studies” suggests a broad field of inquiry like:business
studies or management studies.
Cultural Studies does not
habe a clear defined subject area.its starting point is a very broad and all
inclusive notion of culture that is used to describe and study a whole range of
practices.this makes cultural studies radically different from such
conventional disciplines as physics or sociology or philosophy,each of which
has its own clearly demarcated subject area or object of study.apart from the
ambiguous nature of its subject area,cultural studies also lacks its own
principals,theories and methods.but it does not have its own very distinct and
distinctive history.
Cultural studies functions by
borrowing freely from social science disciplines and all branches of humanities
and the arts.it appropriates theories and methodologies from
anthropology,psychology,lingustics,literary criticism,musicology,philosophy,political
science and art theory.Almost any method from textual analysis,ethnography and
psychoanalysis to survey research can be used to do cultural studies.cultural
studies takes whatever it needs from any discipline and adopts it to suit its
own purposes.
All this makes it very
difficult,if not impossible,to agree on any basic definition of the natyre of
the beast that is cultural studies.cutural studies is not one thing,it is many
things.it straddles the intellectual and academic landscape from old
established disciplines to new political movements,intellectual practices and
modes of inquiry such as Marxism,Post:colonialism,Feminism and Post
structuralism.it moves from discipline to discipline,methodology to
methodology,according to its own concerns and motivations.
This is why cultural studies
is often described as an Anti Discpline:a mode of inquiry that does not
subscribe to the straitjacket of institutionalized disciplines.
Features Of Cultural Studies:
1)Power Relation & its influence
& shape on Cultural Practices:
Cultural critics assumes
‘Oppositional’roles in terms of power structures,wherever they might be
found.Veeser credited the new historicists with dealing with ‘Questions of
politics,power,indeed on all matters that deeply affected people`s practical
lives.’and of course there are the large emphases on power in the matter of
Jonathan Swift`s Laputa.
Let us turn towards the
approach Shakespeare`s “Hamlet”,with a view to seeinh power in its cultural
context.
Rosrencrantz &
Guildenstern:
Two characters that can study
unde the approach of Cultural Studies.After the play within the play,Claudias
is taking privetly with Rosencrants and Guilsenstern,who were Hemlet`s fellow
friends and students from Wittenberg.in reaction to Claudias`s plan to send
Hemlet to England,Rosencrants delivers a speech that:if read out of context:is
both an excellent set of metaphors and a summation of the Elizabethan concept
of the role and power of Kingship.
Some passage is a thought and
imagistically successful passage,worthly of a wise and accomplished statement.
Guildenstern had just agreed
that he and Rosencrantz would do the king`s bidding.the agreement is only a
reaffirmation of what they had told the king when he first received them at
court.both speeches are wholly in character,for Rosencrantz and Guildenstern are
among the jellyfish of Shakespeare`s character.easy it is to forget which of
the two speaks which lines indeed easy it is to forget most of their lines
altogether.
If ever we wished to study
two characters who are marginalized,then let us glimps upon Rosencrantz and
Guildenstern.
The meanings of their names
hardly match what seems to be the essence of their characters.Murray J.
Levith,for example,has written that “Rosencrantz and Guildenstern are from the
Dutch German:literary,’Garland Of Roses’and ‘Golden Star’.Although of religious
origin,both names together sound singsong and odd to English ears.their
jingling gives them lightness,and blurs the individuality of the characters they
label.”
In short,Rosencrantz and
Guildenstern are no more than what Rosencrantz called a “Small Annexment”,a
“Petty Consequence”,mere nothings for the “Massy Wheel” of kings.through this
we can conclude that that type of characters have same speech as hero has
though they have not much attention as hero has.we seemed in various movies
that supporting characters sometimes gave the idea that hoe to meet hero to
heroine and then hero take action on that.sometimes what happen that supporting
characters are more important than hero.For Example:
In the novel:’Tughlaq’ by
Girish Karnad.
2)Cultural Studies is not
simply the study of cultural as though it was a discreat entity divorced from
its social or political context.its objective is to understand culture in all
its complex forms and to analyse the social and political context within which
it mainifests itself.
3)Culture in cultural studies
always performs Two Functions:it is both the Object of study and the Location
of political criticism and action.cultural studies aims to be both an
intellectual and a pragmatic enterprise
4)Cultural studies attempts
to expose and reconcile he division of knowedge,to overcome the split between
tacit and objectives (first that is intuitive knowledge based on local cultures
and secondly universal),forms of knowledge.it assumes a common identity and
common intrest between the knower and the known,between the observer and what
is being observed.
5)Cultural studies is
commited to a moral evaluation of modern society and to a radical line of
political action.the tradition of cultural studies is not one of value free
scholarship but one commiited to social reconstrauction by critical political
involvement.thus,cultural studies aims to understand and change the structures
of dominance everywhere,but in industrial capitalist societies in particular.
6)Features of Cultural
Studies is that it share four goals:
1)Cultural Studies transcends
the confines of a particular discipline such as literary criticism or history.
2)Cultural studies is politically
engaged as we discussed above the power relation which is related with
political things.
Cultural critics see
themselves s ‘Oppositional’,not only within their own displines but to many of
the power structures of society at large.they question inequlities within power
structures and seek to discover models for restructuring relationships among
dominant and ‘Minority’ or ‘Subaltern’discourses.
3)Cultural studies denies the
sepration of ‘High’and ‘Low’or elite and popular culture.
4)Cultural studies analyse
not only the cultural work,but also the means of production.
Conclusion:
In short,we can say that as
we dicussed the characteristics of cultural studies.it also have some own
limitations.the weaknesses of cultural studies lie in its very strengths,particularly
its emphasis upon diversity of approach and subject matter.cultural studies can
at times seem merely an intellectual smorgasbord in which the critic blithely
combines artful helpings of texts and objects and then “Finds’deep connections
between thrm,without adequently researching what a culture means or how
cultures have interacted.
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Rasa Theory And Natyashastra
Roll No.:18
Std:M.A.Sem:2
Sub:Paper No 7
Literary Theory And Criticism
Assignment Topic:Rasa Theory
& Natyashastra
Summited To:M.K.Bhavnagar University
Year:2015:2017
Introduction:
“Our emotions are the gastric
juices which transform this world of appearance into the more intimate world of
sentiments.on the other hand,this outer world has its own juices,having their
various qualities,which excite our emotional activities.this is called in our
Sanskrit Rhetoric,Rasa,which signifies outer juices having their responses in
inner juices of our emotions.and a poem,according to it,is a sentence or
sentences containing juices,which stimulate the juices of emotion.it brings to
us ideas vitalized by feelings,ready to be made into the life style of
nature.”(Rabindranath Tagore)
The very core of the Sanskrit
Natya theory is the creation of “Rasa”.every dramatic presentation was aimed at
evoking in the minds of the audience a particular kind of aesthetic
experiences,which is described as “Rasa”.the concept of “Rasa” is the most
important and significant contribution of the Indian mind to aesthetics.the
study of aesthetics deals with the realization of beauty in art,its relish or
enjoyment and the awareness of joy that accompanies an experience of
beauty.Rasa has no equivalent in word or concept in any other language or art
of the world hitherto known to us.the closest explanation can be ‘Aesthetic
Relish’.
The word Rasa is derived from
the root Rasah meaning sap or juice,taste,flavour,relish.the extract of a fruit
is referred to us Rasa,which itself is the essence of it,the ultimate flavour
of it.Bharata succinctly encapsulates the theory of Rasa in his most famous
formula like Rasa sutra thus:
“VibhavanubhavvyabhicharisanyogatRASAnishpattih”.
The aesthetic relish is
produced by a combination of the determinants,consequents and transitory states
or fleeting emotions.he explains Rasa as the essence derived from the various
ingredients.he gives the parallel of the extract,rasa,got from various
condiments,having different tastes when combined becomes delectable to
taste.hence,that which can be tasted or flavoured can be termed as Rasa.
This aesthetic relish,which
is possible only through mental perception,is termed as ‘Natyarasa’.even the terms
Vibhava,Anubhava,and Vyabhicharibhava refer only to stage representations,not
to realities of life.it naturally follows that what they produce should only be
Natya Rasa.
Bharata classifies the Rasa
under eight categories and gives the corresponding Bhava which gives rise to
the rasa.these are known as Sthayi Bhava or pervading stable emotion.they
are:Rati(Love),Hasa(Mirth),Shoka(Grief),Krodha(Anger),Utsaha(Heroism),Bhaya(Fear),Jugupsa(Disgust),and
Vismaya(Wonder).
The corresponding eight Rasa
are Sringara(Amorous),Hasya(Humourous),Karuna(Pathetic),Raudra(Furious),Vira(Valorous),Bhayanaka(Horrific),Bibhatsa(Repugnant),and
Adbhuta(Wondrous).
There are three types of
Bhava,namely Sthayi,Vyabhichari and Satvika totaling to forty nine.The Satvika
bhava are the physical manifestation of intense emotion.they are
Sthamba(Petrification),Sveda(Perspiration),Romancha(Horripilation),Svarabheda(Voice
change),Vepathu(Trembling),Vaivarnya(Facial colour change),Asru(Weeping) and
Pralaya(Fainting).it is an amazing analysis of human emotions put in a
nutshell.
For instance,in the
play,Abhijnanshakuntalam,Kalidasa uses King Dushyanta`s coming to the hermitage
to pay respect to the sage,as the alambana vibhava.The girl`s talk,the
bee,their attire,the flower garden,and such other become the uddipana
vibhava.on Dushyanta`s entry,fleeting emotions like
confusion,wonder,fear,curiosity,bashfulness and such others seems to fill the
minds of all the characters present.The blossoming of love between Shakuntala
and Dushyanta is gradually established through the reactions of both of them to
the conversation of the Sakhis with the king.if the ‘Patra’enacting as
Shakuntala is able to show the Satvika bhava of horripilation or vepathu out of
the new experience of love which is strange to an ashramite and Dushyanta is
able to portray sthambha on seeing her beauty and romancha on knowing her
lineage,then the rati sthayi bhava gets established in the mind of the people
who can experience the sringara rasa.
Bharata says that Bhava and
Rasa are mutually dependent.the performer or producer,be it an
actor,dancer,singer,instrumentalist,or stage craftsmen,should be conscious of
the sthayi bhava and the rasa that they are striving to establish.this will
help them realize their Sidhdhi through Rasotpatti.
The Natyasashastra:
A key text which deals with
the emotional theory of Rasa is the Natyasashastra,attributed to Bharata
Muni.Bharata ascribed a divine origin to drama and considered it to be a fifth
veda.the Natyasashastra primarily deals with theatre,dance & musical
performance.According to the Natyasashatra,the major purpose of the
dance,drama,ritual and poetry is catalytic in that aesthetic performance should
provoke an emotion that is already present in members of the audience.the
various elements of a performance combine to create a sympathetic response in
those who experience them.Moreover,a member of the audience who has cultivated
his or her own aesthetic response may experience a transformation of their own
emotion into a purely aesthetic,transcendental feeling:an experience of divine
bliss.this is the transformation of Bhava into its essence Rasa.
Natyaveda or Natyashashtra
were divided into four parts:
1)Art of effective speech or
recitation
2)Art of music
3)Art of acting and
4)Rasas
With the science or theory of
which the Natyaveda is concerened,primarily presents Rasa,and the three acts
are the means of its effective presentation.thus,it is an organic whole.so the
Natya is divided into two parts mainly:Rasa & Presentation of Rasa.
The presentation of Rasa can
be done in four ways:
1)Angika (Acting consiting
part of body)
2)Vachika (Acting of speech
organs)
3)Sattvika (The art of
involve oneself in character and feel it which adds involuntary expressions
& gestures.
4)Aharya (The other supportive
create atmosphere for play.
Sthayi bhava and vyabhachari
bhava are the two types of bhavas.Rasas sre engendered from the combination of
these three elements.
Vibhav,Anubhav,Vyabhichari
bhav and Sanyog are essential for Rasa.
In brief let`s glimps on it:
Vibhav:it has two elements.
1)Alamban (It is the means of
expression of feelings through which feelings reaches to the viewer.
2)Udipan (They are the events
happens in the drama and the stage decoration as well as the atmosphere created
by musis,light effect on the stage and depiction of the atmosphere through
words in text.
Anubhav:it is the physical
changes due to the rise of an emotion.these changes are voluntary as they can
be produced by an effort of the will.they are called Anubhavas.
Vyabhichari Bhav:these are
transient emotions.they are like waves,which rise from the ocean of the basic
mental state and subside into the same.
There are five aspects of
Staus of mind Srasti,Stithi,Samhar,Tirobhava and Anugraha involved in the
composition of a poem.
Srasti is aesthetic intuition
that charges the poet.
Stithi denotes objects of
inspiration which captivate the mind of the poet.
Samhar is indication of
expression which is the depth of the poet.
Tirobhava is resulting
stimulation which diffuses illusion.
Anugraha is the manifestation
of the universal rhythm.
All these aspects are not
found in every poem.Kavya which has these aspects offers truth,meaning and
knowledge,kavya lacking them is not a poem but merely a verse.
According to Dimock Indian
poetics may be appropriated for Indian Literature.he belives ‘Sanskrit critics
have taxonomic approach to the psychology of emotions.the taxonomic involves to
more from the personal to transpersonal.there is a highly particular level.it
is the level of interpersonal aesthetic delight.
“An exhibition and enjoyment
that is more like spiritual realization is very much present in Indian
Literature.”
Further Dimock includes that
the translation of Sanskrit Literature only consist the Sthayi Bhava but can
not take the reader or viewer to the Rasa.
T.S.Eliot`s theory of
objective corrective and the Rasa theory can be compared.Eliot even believes
that a set of objects,a situation,a chain of event are responsible for the
portrayal of the emotion in poetry.the feeling of the character is shown by
surroundings and it is made objective that can be seen by eyes and felt by
heart.the sahradaya cab feel the exact emotions and connect himself with the
character.
Rasa theory has its own
limitations as well as so many versions in Indian literatures such as Ramayana
has.it is like gigantic tree having many branches.the vague interpretations of
various Indian scholars about the rasa theory demand more attention to study an
emphasis for the criticism of Indian text.
Abhinavgupta`s theory of Rasa:
For Abhinavgupta,all
experiences leave ‘Traces’in the mind.these traces have two components:the
Representational and the Emotional.the representational element can be visual
image or a propositional fact,the emotional element is a re experiencing of the
original feeling.
For example:
In recalling a deceased
friends,one may recall an image of them,recall certain facts about them but
even re experience the sadness felt at their passing.
These traces are latent in
our minds,according to Abhinavagupta.at certain times,they may be fully
activated.we recall the memories and re experience the emotions associated with
them.However,ther are also times when these traces are activated but not
brought into self reflecting awareness,yet there is some affect.
For example:
I might enter a particular
place and feel suddenly sad.i might reflect on the sudden surge of sadness and
recall a prior experiences of sadness in that place,but what is important here
is that the representational content of the memory was initially not present.
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According to Matthew Arnold Concept of Culture And Meaning of Anarchy in Society
Roll No.:18
Std:M.A.Sem:2
Sub:Paper No 6
The Victorian Age
Assignment Topic:According To
Matthew Arnold Concept Of Culture & Meaning Of Anarchy In Society
Submitted To:M.K.Bhavnagar University
Year:2015:2017
“Culture is properly described as the love of
perfection;it is a study of perfection”.
Brief about Matthew Arnold:
Matthew Arnold was a poet of
Victorian period.he was born on 24th of December,1822 in England.he
was a British poet and cultural critic who worked as an inspector of school.he
was the son of Thomas Arnold,The Headmaster of Rugby School.he had two brothers
namely Tom Arnold &William Delafield Arnold.Tom Arnold was a literary
professor and William Delafield Arnold was a novelist and colonial
administrator.he was famous in genres such as poetry:literary social and
religious criticism.Matthew Arnold has been characterized as a Saga writer,a
type of writer who chastises and instructs the reader on contemporary social
issues.
Culture And Anarchy is a
series of periodical essays by Matthew Arnold.which was first published in
Cornhill magazine in 1867:68.Anarchy is a controversial philosophical work.the
essay argues for a restructuring of England`s social ideology.it reflects
Arnold`s passionate conviction that the uneducated English masses could be
modeled into conscientious individuals who strive for human perfection through
the harmonious cultivation of all their skills and talents.Arnold`s famous
piece of writing on culture established his high Victorian cultural agenda that
remained dominant in debate from the 1860s until 1950s.a cultural condition of
Arnold`s thesis is that a state administrated system of education must be
replace the ecclesiastical programmed which emphasized rigid individual moral
conduct at the expense of free thinking and devotion community.
What is Culture:
In Culture And Anarchy,in the
essay Matthew Arnold tries to say the idea of culture.he introduces Culture as,
“The whole scope of essay is
to recommend culture as the great help out of our present difficulties;culture
being a pursuit of our total perfection by means of getting to know,on all the
matters which most concern us,’The best which has been thought and said in the
world.’and through this knowledge,turning a stream of fresh and free thought
upon our stock notions and habits,which we now follow staunchly but
mechanically.”
To show the significance of
culture he gave an example of American culture.he proposes to try and enquire
in in the simple unsystematic way,what culture really is,what good it can
do,what is our own particular need of it.and he seeks to find some plain ground
on which a faith in culture may rest securely.Arnold believes that culture is a
study of perfection.
He further adds that,
To conceive of true human
perfection as a harmonious perfection,as a general perfection,developing all
sides of our humanity and as a general perfection,developing all sides of
society.
Culture is considered not
merely as the endeavour to see and learn this,but also to make it prevail,the
moral,social and beneficent character of culture becomes manifest.as
religion,culture is also places in an internal condition.character perfection
is recommended in culture.perfection of culture is not possible while the
individuals remains isolated.
Thus,the notion of perfection
as culture brings us to conceive it:a harmonious perfection,a perfection in
which the characters of beauty and intelligence are both present,which unites
‘The two noblest of things:Sweetness and Light’.
Sweetness and Light:
The disparagers of culture
make its motive curiosity,sometimes,indeed,they make its motives mere
exclusiveness in vanity.the culture which is supposed to plume itself on a
smattering of Greek and Latin is a culture which is begotten by nothing so
intellectual as curiosity;it is valued either out of sheer vanity and
ignorance,or else as an engine of social and class distinction,separating its
holder like a badge or little from people who have not got it.no serious man
would call this culture or attach any value to it,as culture at all.
But there is of culture
second view,in which not solely the scientific passion,the sheer desire to see
things as they are,natural and proper in intelligent beings that appear as the
ground of it.there is a view in which all the love of our neighbours,the
impulses towards action help and beneficence the desire for removing human
error,clearing human confusion and diminishing human misery,the noble
aspiration to live the world better and happier than we found it,motives
eminently such as are called social come is as the part of grounds of culture
and the main and pre eminent part.
Then culture is properly
described not as having its origin in curiocity,but as having its origin in the
love of perfection,that is the study of perfection.it moves by the force,not
merely or primarily of the scientific passion for pure knowledge but also of
the moral and social passion for doing well.
The movement for culture is
of service,culture which believes in making reason and the will of God
prevail,believes in perfection,is the study and pursuit of perfection that is
no longer debarred by a rigid invincible exclusion of whatever is new from
getting acceptance for its ideas,simply just because they are new.
Religion says:
The kingdom of God
Like manner culture places
human perfection in an internal condition,in the growth and predominance of our
humanity proper as distinguishing from our animality.it places it in the ever
increasing efficiency and the general harmonious expansion of those gifts of
thought and feeling,which make the peculiar dignity,wealth and happiness of
human nature.
The idea of perfection as an
inward condition of the mode and spirit is at variance with the mechanical and
material civilization.the ides of perfection as a general expansion of the
human family is as variance with our strong individualism,our hatred of all
limits to the unrestrained swing of the individual`s personality our maxim of
every man for himself.
Doing As One Likes:
Culture is to be study and
pursuit of perfection that of perfection as pursued by culture,beauty and
intelligence.on the other words,sweetness and light are the main characters.
Arnold`s theory of sweetness
and light is full of antipathy against the rougher or coarser movements going
on around him.
Matthew Arnold started to
speak of culture,by insisting on our bondage to machinery,on our proneness to
value machinery as end itself,without looking it to the end for which alone,in
reality,it is valueable.in our common notions and talk about freedom,we
eminently show our idolatry of machinery.
Our middle class,the great
representative of trade and dissent,with its maxims of every man for himself in
business,every man for religion,dreads a powerful administration which might
somehow interfere with it.
After then to our working
class.that pressed constantly by the hard daily compulsion of material wants,is
naturally the very center and stronghold of our national idea,that it is man`s
ideal right and felicity to do as he likes.
Culture which simply means an
attempt to perfect oneself,if we light it shows us that there is nothing so
very blessed in merely doing as one likes.worship of the mere freedom to do as
one likes is worship of machinery,that really blessed thing to like what right
reason ordains.
Culture confers upon us,if in
embarrassed times like the present it enables us to look at the ins and outs of
things in this way,without hatred and without partially and with disposition to
see the God in everybody all round.
Two excellent rules of Bishop
Wilson`s for man`s guidance:firstly never go against the best light you
have,secondly take care that your light be not darkness.
Anarchy in Society:
Anarchy in Society:
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Three Classes:
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Barbarians
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Philistines
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Populace
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In the very beginning Matthew
Arnold says that from a man without a philosophy no one can expect
philosophical completeness.therefore,he observes that in trying to get a
distinct notion of our aristocratic,our middle and our working class with a
view of testing the claims of each of these classes to become a center of
authority.
Philistines conveys a sense
which makes it more peculiarly appropriate to our middle class than to our
aristocratic.Aristocratic class called The Barbarians.The Barbarians had the
passion for asserting one`s personal liberty and the great natural stronghold.
Arnold Says that it is
notorious that our middle class liberals have long looked forward to this
consumption when the working class shall join forces with them.division of
English society two things are to be borne in mind.the first is that
since,under all our class divisions,ther is common basis of human nature.the
second things to be borne in mind that so far as we are
Barbarians,Philistines,or Populace,imagine happiness to consist in doing what
one`s ordinary self likes.
Finally,we can summaries that
from every walk of life some people must dedicate themselves to the pursuit of
perfection.the doors of perfection and culture are wide open to any really
dedicated soul from any three great divisions which Arnold
finds proper to sort out the people of England
But then it is essential that
man must strive to seek human perfection to establish his best self,and culture
would in the end,can find its public recognition.
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