Thinking Activity: colonialism, imperialism , post colonialism, Globalization and environmental studies

 Hello  readers! 

Welcome  on my blog.  This  blog related to  colonialism, imperialism, post colonialism  , Globalization  and environmental  studies. 

● Introduction: 

"Imperialism, colonialism and the differences between them are defined differently depending on their historical mutations. . . . These fluctuations also complicate the meanings of the term ‘postcolonial’, a term that is the subject of an ongoing debate”

Postcolonial study  deals with the effects of colonization on cultures and societies and those societies' responses. ... The term “postcolonial” per se was first used in literary studies by The Empire Writes Back in 1989 to refer to cultural interactions within colonial societies. Colonialism generally refers to the period when European countries would formally take control of another country of black or brown people.imperialism refers to the political and monetary dominance, either formally or informally.Colonialism and imperialism are often used interchangeably. The word colonialism, according to the Oxford English Dictionary (OED), comes from the Roman ‘colonia’ which meant ‘farm’ or ‘settlement’, and referred to Romans who settled in other lands but still retained their citizenship. Accordingly, the OED describes it as: 

a settlement in a new country … a body of people who settle in a new locality, forming a community subject to or connected with their parent state; the community so formed, consisting of the original settlersand their descendants and successors, as long as the connection withthe parent state is kept up.Loomba argues that the postcolonial marker is often placed too liberally for many cultures or areas on the Earth. It’s often used as a be all end all term, but this shouldn’t be so because, first, the definition for “colonialism” itself has gone through multiple changes through the history of the word; second, the effects of colonization on a culture or society are not universal. The effects of colonization can range greatly and vary from area to area, culture to culture, origin of the colonizers, and many more factors.

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☆   Ania Loomba 's view on situating colonialism / post colonialism: Loomba is a professor of English at Jawaharlal Nehru University, New Delhi and a specialist in renaissance drama, and it is understandable that among the best pages of Colonialism/Postcolonialism are the ones on colonialism and literature. She thus discusses how literary texts have not only reflected colonial tendencies but have also contained elements subversive of such tendencies. It is fascinating to follow Loomba as she traces rape as a key trope in colonial writing and uncovers the devices through which literary texts were taught to prop up racist ideologies and literature itself advocated as a tool for colonisation as in Macualay's famous Minute on Indian Education. This last point, of course, was made by Gauri Viswanathan in Masks of Conquest (1990).

■ Definition of  colonialism: 

" a settlement  in a new country… a body of people  who settle in a new locality, forming  , community  subject  to or  connected  with  their  parent  state; the community  is formed,consisting  of the  original  settlement  and  their descendant  and successors, with the parent  state  is  kept up." 

There is no hint that the ‘new locality’ may not be so ‘new’ and that the process of ‘forming a community’ might be somewhat unfair. Colonialism was not an identical process in different parts of the world but everywhere it locked the original inhabitants and the newcomers into the most complex and traumatic relationships in human history. In The Tempest, for example, Shakespeare’s single major addition to the story he found in certain pamphlets about a shipwreck in the Bermudas was to make the island inhabited before Prospero’s arrival . That single addition turned the adventure story into an allegory of the colonial encounter. The process of ‘forming a community’ in the new land necessarily meant unforming or re-forming the communities that existed there already, and involved a wide range of practices including trade, plunder, negotiation, warfare, genocide, enslavement and rebellions. Such practices produced and were produced through a variety of writings-public and private records, letters, trade documents, government papers, fiction and scientific literature. These practices and writings are an important part of all that contemporary studies of colonialism and postcolonialism try to make sense.

The cultural and historical past of the natives in a “postcolonial” land are often forgotten when labeling something as such, and only through consideration of what a culture has held onto, evolved into, or separated from can an accurate judgment be made on what type of society it is. Essentially, “postcolonial” is too vague and “a word that  useful only if we use it with caution and qualifications” (Loomba 1109) rather than liberally applying it to any place that has seen a colonizing force. One of the main qualifications seems to be how transformed a culture is. As Loomba says in “Situating Colonial and Postcolonial Studies,” not all cultures are affected by the colonizing force, while some will remain dependent on the country even after with drawing from the area.

The title of Ania Loomba's Colonialism/ Postcolonia-lism indicates the lien she will take in introducing us to postcolonial studies: she will not see them as binaries, locked in permanent opposition, but as categories whose boundaries must be broken down so that we can see how the one inheres within the other. In other words, Loomba approaches colonial cultural studies in the wake of deconstruction, and other contemporaneous movements such as feminism and Foucaldian discourse analysis. Her intention, then, is not to give us a superficial picture of a settled site, but a detailed analysis of a fast-evolving subject located at an intriguing intersection of theory.

Ania Loomba's book is also notable for the rigor, the conciseness, and the lucidity with which she traces the contexts of contemporary colonial discourse analysis. Starting with Maxim's intense critique of the collusion of capital and colonisation, and the way Marxist concepts such as deification found their way into the indictment of colonialism carried out by intellectuals such as Aime Cesair and Frantz Fanon, Loomba moves on to discuss the relevance of Antonio Gramsci's concept of "hegemony" for the analyst of colonisation. She also notes the subterranean ways in which colonial domination was carried out through the unwitting participation of the colonised in the process of their enslavement. Louis Althusser's concept of interpellation has been crucial in this respect as is Foucault's archaeology which focuses attention on the discursive practices of colonial regimes.

Ania Loomba's book is also notable for the rigor, the conciseness, and the lucidity with which she traces the contexts of contemporary colonial discourse analysis. Starting with Maxim's intense critique of the collusion of capital and colonisation, and the way Marxist concepts such as deification found their way into the indictment of colonialism carried out by intellectuals such as Aime Cesair and Frantz Fanon, Loomba moves on to discuss the relevance of Antonio Gramsci's concept of "hegemony" for the analyst of colonisation. She also notes the subterranean ways in which colonial domination was carried out through the unwitting participation of the colonised in the process of their enslavement. Louis Althusser's concept of interpellation has been crucial in this respect as is Foucault's archaeology which focuses attention on the discursive practices of colonial regimes.

 Certainly, to this reviewer reading a postcolonialist of the deconstructionist sort such as Bhabha and Gayatri Chakravarti Spivak is often like being witness to a display of "radicalchic." One corrective to this, Loomba implies, is to relate the text to its economic and historical contexts and to always take stock of the "intricate, subtle, and even contradictory, connections between colonial representations, institutions, and policies."

Chapter 2 of Colonialism/Postco-lonialism discusses issues such as the construction of racial and cultural difference, the roles of gender and sexuality in colonial discourse, and concepts such as hybridity. Following Said, Loomba details the stereotyping inherent in colonialist discourse. For example, she comments on the depiction of the colonised either as barbaric and degenerate on the one hand and childlike and primitive on the other. Either ways, such characterisations were often made to further imperialist projects: the ignoble savage deserved to be conquered and the noble one subjected to a "civilising" scheme! Indeed, Loomba stresses that colonisations was to a great extent an "enlightenment" project, as the discourses of the human sciences such as ethnography were deployed to subjugate other races directly or indirectly. In the process, colonial categories were constructed, such as the one of martial races . Similarly, Loomba explains how class division were constituted to serve imperialist projects. For instance, a certain group within colonial society was elevated on the basis of, let us say, their lighter skins, and this group was then privileged as agents of imperial rule and were allowed to lord it over another group.

Loomba cautions against over-theorisation and urges for a practice which combines "socio-political critique and activism with an analysis of colonial and anti-colonial subjectivities."

British government on india it's called colonialism.The colonizer  to remain it's  defency complex.  The defencey  complex  for the colonized  is a fantasy. It's  fantasy  the colonized  does nit need the colonizes the member  . For the  colonized  is the material  idea. As needes   to  trade he needs to make money  number  of things  out of .

☆   Concluding  part : 

This concluding chapter offers an inevitably partial examination of challenges, indicating some new directions postcolonial studies has either taken, or must take. It highlights four areas: the environment; the history and present of indigenous peoples and societies; premodern histories and cultures; and the ongoing colonisation of territories, labour and peoples by global capitalism. All of these demand fresh thinking about colonial history, the shape of freedom, racial hierarchies, gender dynamics, and community. It suggests that such thinking is taking place, in the academy and beyond. Many commentators have suggested that postcolonial studies should not be thought of as a discrete field so much as an approach that has been honed by work on colonial dynamics and legacies in several disciplines; nevertheless, it is also a formation within the academy, shaped largely within English departments. The chapter also discusses some recent scholarship and political movements that show why that the colonial past and the globalized present are deeply interconnected.

Thank you...

Thinking Activity: Orientalism

  

Hello readers! 

  Here on  my blog.this  blog related to the " Orientalism."

Click here

☆ Brief summary of Said's interview on " Orientalism " :

☆ Introduction about  Edward Said :  

Said’s major studies have made a major contribution to breaking down the assumption that the aesthetic is a realm of autonomous values by demonstrating literature’s complex affiliations with European colonialism and Western imperialism. Yet Said is also renowned for developing a vocabulary enabling us to theorize the ethos of the critic and the proper vocation of the intellectual. Said insists that critics are humanists engaged in worldly struggles, expressing solidarity with the oppressed, and furthering the project of human emancipation. His fierce but by no means uncritical advocacy of the Palestinian cause in historical and theoretical studies and more topical commentaries and journalism exemplified the commitments he idealized. His corpus encompasses nine important theoretical studies, numerous books, articles, and opinion pieces dedicated to the history and politics of the Palestinian and Arab–Israeli conflict and representations of Islam and the Middle East in Western media and scholarship. He was one of the most prominent analysts of the Oslo peace process and Palestinian politics under the Palestine Liberation Organization (PLO) while striving to encourage dialogue between Palestinians/Arabs and Israel. His work has generated a prolific response from academics and commentators in fields such as postcolonial studies and histories of imperialism, literary criticism and studies of the novel, theories of the intellectual, Israel/Palestine and Middle Eastern studies, feminist studies of Orientalism and gender studies more broadly, and regional area studies including the Balkans and Greece. The particular inflections he has given an ensemble of concepts such as humanism, secularism, and philology has increasingly become the focus of separate studies of his work. His work remains important in a world in which globalization and theories of neo-imperialism remain vital contexts in which to understand the relationship between aesthetic, critical, and economic spheres of activity.  

☆ Interview of Edward Said on 'Orientalism:

 This  video  related to  This video presents a lot of ideas. For example, many ideas have been presented on the issue of fighting for rights and living under the hands of others. The problem seen in the society is very well explained. Click here this video .

☆ What is Orientalism?

"Orientalism” is a way of seeing that imagines, emphasizes, exaggerates and distorts differences of Arab peoples and cultures as compared to that of Europe and the U.S. It often involves seeing Arab culture as exotic, backward, uncivilized, and at times dangerous. Edward W. Said, in his groundbreaking book, Orientalism, defined it as the acceptance in the West of “the basic distinction between East and West as the starting point for elaborate theories, epics, novels, social descriptions, and political accounts concerning the Orient, its people, customs, ‘mind,’ destiny and so on.”

According to Said, Orientalism dates from the period of European Enlightenment and colonization of the Arab World. Orientalism provided a rationalization for European colonialism based on a self-serving history in which “the West” constructed “the East”as extremely different and inferior, and therefore in need of Western intervention or “rescue”.

☆ My view on Israel- Palestinism Issue:

This video represents history, religion and nationalism. We can Watch this video . Some image represent history and religion.

People also follow to the rules. Aslo this video represents Roman people's problem. We can see education system in this video.

Thank you...

Thinking Activity: "To the Lighthouse"

Hello  readers!

Here on my blog. This blog related  to the thinking activity  on "To the Lighthouse."

 Question : 1can you explain that 'what' Virginia Woolf wanted to say (for example, the complexity of human relationship, the everyday battles that people are at in their relationship with near and dear ones, the struggle of a female artist against the values of middle/upper class society etc) can only be said in the way she has said? (Key: The 'How' of the narrative technique is to be discussed along with features of Stream of Consciousness technique which helps Woolf to put in effective manner what she experienced in abstractions.)

Answer : 

yes Virginia Wolf has used this technique very well.In earlier times it was believed that a woman could do nothing.But the power of this novel woman is shown that a woman can do anything and Virginia Woolf has also used human relationships very well in this novel and has also used a lot of techniques.If we look at today's times, there are many such conflicts that a woman can do this work and can do this work.

For example we can take "Jhansi Ki Rani."

Question:2 Do you agree: "The novel is both the tribute and critique of Mrs. Ramsay"? (Key: Take some clues from the painting of Mrs Ramsay drawn by Lily Briscoe and the article by Andre Viola and Glenn Pedersen. Can we read Mrs. R in context of the idea of Ideal Indian Woman - Karyeshu dasi, Karaneshu manthri; Bhojeshu mata, Shayaneshu rambha; Kshamayeshu dharithri, Roopeshu lakshmi; Satkarma yukta, Kuladharma pathni. )

Answer:

 Yes, the novel both critique and tribute to Mrs. Ramsay. We can criticize her through the perspective of feminism because she fit more in patriarchal mindset, she obey her husband and also give respect to men rather women.

Karyeshu Dasi : -

means not exactly one who works like maid. But what is the main quality we look in maid is loyality. So, we can say that Mrs. Ramsay is very loyal to her household and to her family who obey her husband and nurture her children very loyally.

Karaneshu Mantri :-

Mrs. Ramsay also a very good adviser. She gives very good advise to her husband and her children for what is good or bad.

Bhojyeshu Mata :-

She is very good at cooking and feeding food to her family even her husband get anger for the test of food but she keep calm and when we see the dinner party in which she arranged many delicious foods item and show her unconditional love for feeding food.

Shayaneshu Rambha :-

Rambha means Apsara who is very beautiful and give comfort to man. We can see this kind of quality in Mrs. Ramsay also, she is very beautiful and comfort giver to her husband and we can see through the numbers of her children that how she fulfilled sexual desire of her husband.

Roopeshu Laxmi:-

Mrs. Ramsay also Goddess of dedication and Humility. Her dedication towards her family and household make her gorgeous. 

Kshmayeshu Dharithri:-

Mrs. Ramsay is like mother earth who forgive every misbehavior of her husband. So, here we can find the quality boundless compassion. So, here we can say that Mrs. Ramsay is a Kula Dharma Patni(Perfect house wife) she possess the qualities like loyalty, intelligence, unconditional love, cheers for good causes, dedication, humility and boundless compassion.

Question:3 Considering symbolically, does the Lighthouse stand for Mrs. Ramsay or the narrator (Virginia Woolf herself who is categorically represented by Lily)? (Key: Take help from the presentation on Symbolism to connect Mrs. Caroline Ramsay with Lighthouse. Secondly, the narrator / author cannot fully disappear from the novel and thus the stoicism of Lily to paint and thus prove that she can paint, is symbolically presented in stoicism of Lighthouse. Read 'lighthouse' symbol from presentation slide with this insight to connect lighthouse with the narrator. Give your concluding remarks in the comment below in this blog )

 

Answer: Much has been suggested by Mrs. Ramsay in this novel. The lighthouse is a symbol that can be said to be a beacon that shows the right way to a scattered family.Furthermore, we can say that Virginia portrayed her character in the Lily's character because Woolf also was  a stoic personality in her time as an artist so she is connected with the Lily throughout the novel.

Question:4 In the article by Joseph Blotner, two myths are patterned together. Name the myths? How they are zeroed down to the symbols of 'Window' and 'Lighthouse'? How does the male phallic symbol represent feminine Mrs. Ramsay? (Key: The strokes of light-beams. . . )

Answer: "To the lighthouse" is based on greek myth. In this novel woolf use various myth joseph blotner has also use the famous myth the of knows and rhea is relation between father and mother knows has children . but they are so. Innocent. Here, rhea is represented as mother . myth of homeric hymns it is the praise if divinity or god. in this reference we find that how metaphor became reality . use in the Homeric hymns metaphor is more important, literature is full of metaphor .

Question:5 What do you understand by the German term 'Künstlerroman'? How can you justify that 'To The Lighthouse' is 'Künstlerroman' novel?

Answer: Künstlerroman is a German term which can be translated as "artist novel". Basically this term means a novel where the growth of artist is shown, mainly as a painter, musician or poet.In this type of novels the biographical elements are strong, because they describe their struggle as a writer or artist. In Virginia Woolf's " To The Lighthouse" we can see the growth of poet and painter is shown. Augustus Carmichael as poet and Lily Briscoe as painter. In both the cases it is shown that how a artist struggle for one thought or feeling that can lead towards the creation or how it is hard to paint our mind on canvas. At the end of the novel both the artist have their own creation.

Question:6 "... the wages of obedience is death, and the daughter that reproduces mothering to perfection, including child-bearing, already has on her cheeks the pallor of death. One reminded here of various texts by Lucy Irigaray, in which she attacks mothers for being, however unwillingly, accomplices in the patriarchal system of oppression." (Viola). In light of this 

Answer:The novel presents the ideas of Mrs. Ramsay's daughters. There are many differences in these ideasIn To the Lighthouse, Mrs. Ramsay’s daughters are represented s sporting with infidel ideas; there is also mute question in their mind about difference and chivalry, they are also credited with “Manliness in their girlish hearts.” Mrs. Ramsay’s three daughters are mentioned namely Nancy, Rose and Prue. But two of them of them, Nancy ands Rose are to speak non-existence but Prue, dies from too complete an obedience to her mother’s wishes. Others are Lily and Cam. Lily is adopted child. Here Lily symbolizes her fight against patriarchy and its ministering figure of the Angel in the House, with the death of the mother; it was to be fought against her image.

Question:7  Movie Screening.

Answer: We can see the link of this blog: Click here

Question:8 You have compared the 'beginning' and the 'ending' of the novel and the film adaptation of the novel directed by Colin Gregg (you can see it again in the embedded video below this). Do you think that the novel is more poignant than the movie? If yes, do you ascribe the fact that the power of words is much greater than that of the screen / visuals?

Answer : Yes it is. The novel is more poignant than the movie.  Both words and screen have its own advantages but words are more powerful than the screen. In reading novel one has chance to imagine the things with various aspects with various colours but it is not possible in the screening the movie. Screening movie is restricted the power of imaginations. Novel has poetic charm which movie can't provide to readers or audiences. And  movie is always directed as director wants, not as writer actually described in novel. No doubt screening movie also help us to clarify the ideas and some confusion but it harms readers pictorial quality

Question: 9 How do you interpret the last line of the novel (It was done; it was finished.

Yes, she thought, laying down her brush in extreme fatigue, I have had my vision.) with reference to the ending of the film (After the final stroke on the canvass with finishing touch, Lily walks inside the house. As she goes ante-chamber, the light and dark shade makes his face play hide-and-seek. She climbs stairs, puts her brush aside, walks through the dark and light to enter her room. Gently closes the door - speaks: "Closed doors, open windows" - lies on the bed and with some sort of satisfaction utters: "Dearest Briscoe, you are a fool".) 

Answer: The last lines " It was done; it was finished.Yes, she thought, laying down her brush in extreme fatigue, I have had my vision." It interprets with two aspects with two aspects. first one as literal meaning of the words now painting is completed and finished means work is done by her successfully. And metaphorically, it suggests that  she completed the painting of Mrs.Ramsay who is alive in her painting for womanhood and her qualities.

Question: 10   What does the catalogue named as 'Army and Navy' signify? What does cutting of 'Refrigerator'  signify?

Answer:

The last lines " It was done; it was finished.Yes, she thought, laying down her brush in extreme fatigue, I have had my vision."

It interprets with two aspects with two aspects. first one as literal meaning of the words now painting is completed and finished means work is done by her successfully. And metaphorically, it suggests that  she completed the painting of Mrs.Ramsay who is alive in her painting for womanhood and her qualities

Question:11  Why did Virginia give such prominence to the tale of the “Fisherman’s Wife”? In particular, why did she weave such a misogynist tale into the fabric of a book which so eloquently challenges received patriarchal notions about the roles and capabilities of women?

Answer:

Today’s “rickety and ramshackle fabric” will be run up around the framework of “The Fisherman’s Wife.” My construction method will be similar to the one I used for the refrigerator, and my experiences in making sense of the refrigerator should help me round my fairytale investigations into something “sufficiently like the real object to allow of affection, laughter, and argument.” As always I am trying to be a good “common reader.”

Enough throat clearing. As with the refrigerator, my starting point is why? Why did Virginia give such prominence to the tale of the “Fisherman’s Wife”? In particular, why did she weave such a misogynist tale into the fabric of a book which so eloquently challenges received patriarchal notions about the roles and capabilities of women? The emotional and moralizing weight of “The Fisherman’s Wife” seems totally at odds with the strong feminism expressed in To the Lighthouse. What is the tale doing and how is it working in the novel?

The answers to these questions are various and complex. Structural parallels between tale and novel abound, yet the parallels are not always easy to interpret. Take, for instance, the parallel between the fisherman’s wife and Mrs. Ramsay. Both make unreasonable demands upon their husband. The wife keeps asking her husband to return to the sea and request more and more from the flounder–while, in opposition to Mr. Ramsay’s rejecting the possibility of a sea excursion, Mrs. Ramsay repeatedly and unreasonably insists on the possibility of fair weather. In her desire to protect James’s sensibilities, she opposes hopes and wishes against Mr. Ramsay’s “accuracy of judgment” and Charles Tansley’s insistence that “There’ll be no landing at the lighthouse.”

In telling her tale, Mrs. Ramsay is harming herself and her society. Virginia makes this self-harm explicit when she has Mrs. Ramsay consider her husband while she resumes reading the tale to James. As Mrs. Ramsay reads aloud, she feels not just physical fatigue but some undefined “faintly disagreeable sensation.” Even if she does not know precisely where the sensation comes from, and even if she does not “let herself put into words her dissatisfaction,” she realizes that she is bothered by her husband’s dependence upon her, and also by the burden which that dependence puts on her. To protect her husband and to keep him happy, she feels driven to conceal the truth and possibly even tell lies. She not only hides the small daily problems, she conceals her doubts about his accomplishments. Her support of her husband and her manipulation of public perception make her physically unwell. Though she seems to triumph and to create a harmonious world by her acquiescence at the end of “The Window” section of the novel, in the subsequent “Time Passes” section we find her mysteriously dead and the world at war.

Question 12  How is India represented in 'To The Lighthouse'? (Read this blog for passing reference) 

Answer:

“Yes, of course, if it’s fine tomorrow,

Said Mrs.Ramsey.” But you’ll have to be up with the lark. ”she

added ” 

                     This dialogue proves that she is a loving and traditional mother who loves her child a lot. And, to give him consolation that tomorrow is whether will good we will go for the ‘Lighthouse’. In that time Mr. Ramsey said that-

“ but.” said his father, stopping in front of the drawing room window”

“It won’t be fine.”

                     This dialogue is the image of father image in the ‘patriarchal society.’ And second dialogue about the ‘power position’ of men in the house. India is ruled by the men.

Question:13 Write summaries of these articles:

(1)Mythic Patterns in To The Lighthouse.

(2)Fluidity vs Masculinity: Lily's Dilemma in Woolf's To The Lighthouse

(3)Vision in To The Lighthouse by Glenn Pedersen

Answer:

Mythical Patterns in ' To the Lighthouse ' by Joseph L. Blotner :

                      According to Joseph the most useful myth for interpreting the novel is that of the Primordial Goddess, who is threefold in relation to Zeus: Mother ( Reha ), wife ( Demeter ) and daughter ( Persephone ). One of the major source of the myth is the Homeric ' Hymn to Demeter'. May be she consciously  used myth in the writing. In the novel the myth of Oedipus and the kore whose provide framework and this novel can be explained in the term of christian myth. Sigmund Freud's interpretation of the Oedipus myth is almost as famous as the myth itself. in the novel James jealousy and feelings of rivalry with his father are intensified by his perhaps unconscious knowledge of the sexual aspects of the relationship between his parents. As Mrs. Ramsay gives love, stability and fruitfulness to her family and those in her orbit.

Fluidity vs Masculinity: Lily's Dilemma In Woolf's ' To the lighthouse ' by Andre Viola :-

                                             According to Andre Viola in the novel character of Lily Briscoe's reaction when Mrs. Ramsay was died. Her reactions are same to those of another daughter. In the novel one phrase spoken by Tansley that,

" Women can't Paint...."

                                              Mrs. Ramsay betrays a similar ambivalence at dinner. No doubt she is the presiding hostess who smooths over tensions between people over tensions between people and offers them exceptional nature.

                                              Virginia Woolf it must be stressed in view of the conditions of her early life in late Victorian england, fought an extremely courageous battle against these conditions and formulated audacious and far seeing position on gender issues.

Vision in ' To the Lighthouse ' by Glenn Pedersen :-

                                                 According to Gelenn Pedersen , In the novel ' To the Lighthouse ' the vision of Lily Briscoe reveals that it was Mrs. Ramsay. She was matriarch whose dominion lives ten years  but Mr. Ramsay experience it and Lliy Briscoe finally comes to know her vision. Moreover She has relations with ,ale members of the household her to self- centered. Another thing was that Mrs. Ramsay had attitude towards others is determined by their attitude towards her. When Mr. Ramsay demanded sympathy, Mrs.Ramsay became animated and alive. at the last part of the novel Mr. Ramsay went to lighthouse with family members and Lily is continuously confrnted with the necessity of remarking her vision. As Lily stood looking thoughtfully towards the lighthouse for her vision, She said,

" He must have reached it..."

In the Picture included Mrs. Ramsay and the past and attempt at integrity but it was not yet complete.

" The steps...were empty...her canvas...was blurred. With a sudden intensity, as  if she saw clear for a  second, she drew a line there in the center.

☆ Reference:

https://www.jstor.org/stable/pdf/460303.pdf?seq=1#page_scan_tab_contents

Thank you...

Thinking Activity:E .A. Poe's short stories

 Hello readers!

Here on my blog. This blog  related to the E.A. Poe's short stories.

☆ Few Introductions about E.A. Poe:

Edgar Allan Poe  was an American writer, poet, editor, and literary critic. Poe is best known for his poetry and short stories, particularly his tales of mystery and the macabre. He is widely regarded as a central figure of Romanticism in the United States and of American literature as a whole, and he was one of the country's earliest practitioners of the short story. He is also generally considered the inventor of the detective fiction genre and is further credited with contributing to the emerging genre of science fiction. Poe was the first well-known American writer to earn a living through writing alone, resulting in a financially difficult life and career.

In many Poe stories, we aren't completely sure whether the narrator is asleep, awake, or somewhere in between. "The Black Cat" is one of those stories. The narrator admits to nodding off frequently, and to sleep deprivation. His dream life and his waking life combine to form an almost seamless nightmare-scape.

☆ psychology in " The Black Cat":

The psychology or mental state of the narrator of Edger Allan Poe’s short story “The Black Cat” is a broad area to analyze. The human mind is one of the most articulate system that is made in this world. It’s difficult to understand everybody’s actions and doings because everyone possesses their own unique patterns of thinking. Today, the world of psychology is hard at work to try to figure out the best answers to the questions we have about the mid. Even before the subject of psychology was produced, some writers loosely described the psychology and everything that goes into it. Edger Allan Poe was one of them who portrayed his characters in way that the reader could look further in to their actions and their behaviors to understand the mind better. Poe seemed to have an understanding and fascination for the human, and “The Black Cat” is one of them. The protagonist of the story and his psychology has brought into light in this short story. In this work, Edgar Allan Poe presents the main character, the protagonist, who becomes victim to many complex mind issues such as guilt, perversity, superstitions, revenge, and reverse psychology.

We see the reverse psychology in the narrator as he gradually changes from someone gentle to a murderer in the story.

From the beginning of the story we find that the narrator is in prison for the crimes that he recently committed and he is writing down his crime to “unburden his soul”. In this story, we see how gentle the narrator was as a kid. “From my infancy, I was noted for the docility and humanity of my disposition. My tenderness of heart was even so conspicuous as to make me the rest of my companions."

Superstition, prejudice, bringer of good or bad luck

Most of Europe considers the black cat a symbol of bad luck, particularly if one walks across the path in front of a person, which is believed to be an  omen of misfortune and death.

Symbols are a key component of Poe's dark tale, particularly the following ones. The black cat: More than just the title character, the black cat is also an important symbol. Like the bad omen of legend, the narrator believes Pluto and his successor have led him down the path toward insanity and immorality.

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Role of teachers and learners

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 Here on my blog.  This blog related to the teaching  field. And also related  to the role of the  learners and  the  teachers.

☆ Role of  teachers and learners:

Many of the changes students will see in our teaching approach can be explained by our desire to bring our teaching into harmony with the new discoveries about how the human brain learns. For example, we want students to do more firsthand learning, group learning, practicing, reflecting, teaching of others, and presentations because all of these learning activities require active learner engagement. We know from neuroscience research that the dendrites of our brain cells only grow when the brain is actively engaged and the neuron-networks formed in our brains only stay connected when they are used repeatedly. We need to continually reinforce to our students that the learning tasks we are asking them to take on, which require them to adopt new learning roles, are done to optimize the development of the neuron-networks they need to be successful college learners.

 The role of the teacher in this method is the role of the leader who leads an orchestra that plays a nice and regular tune that wins the admiration of the audience in a theatre because of its harmony. He starts his presentation with a warm-up, then he does his presentation. The presentation process must address the 5 senses and the inner feelings of the learner. The teacher uses his mouth, gestures, motion, smiles, miming, acting, classroom management, pointing and signals.

☆Role of teachers: 

        The teacher uses real situations as a practical means to present his vocabulary. He uses choral reading and individual reading to present the new words. He talks to the ears, eyes and the interest of his learners. The presentation must satisfy the psychological and emotional side of the learners. The teacher uses visual aids and audio aids beside the real things . He uses 4 skills, namely, listening, speaking , reading and writing to function the vocabulary in sentences, situations and dialogues. 

        The teaching aids include the role of technology in teaching. The teacher claps once to proclaim the time of individual work then, twice to proclaim the time of pair work in which the learners work in pairs or in peers. One asks and one answers in a format of a mini-dialogue or a small interview. Others correct their mistakes at the time, the teacher monitors, guides and checks.Thus teachers must be a learner.  He must learn how to create an environment in which students feel free to openly express and share their ideas. The perception that learning is a mutual experience in which they participate with the instructor has also been shown to contribute to higher cognitive skills in students .

[1] The Controller: 

The teacher is in complete charge of the class, what students do, what they say and how they say it. The teacher assumes this role when a new language is being introduced and accurate reproduction and drilling techniques are needed.

In this classroom, the teacher is mostly the center of focus, the teacher may have the gift of instruction, and can inspire through their own knowledge and expertise, but, does this role really allow for enough student talk time? Is it really enjoyable for the learners? There is also a perception that this role could have a lack of variety in its activities.

[2] The Prompter: 

The teacher encourages students to participate and makes suggestions about how students may proceed in an activity. The teacher should be helping students only when necessary.

When learners are literally ‘lost for words’, the prompter can encourage by discreetly nudging students. Students can sometimes lose the thread or become unsure how to proceed; the prompter in this regard can prompt but always in a supportive way.

[3] The Resource: 

The teacher is a kind of walking resource center ready to offer help if needed, or provide learners with whatever language they lack when performing communicative activities. The teacher must make her/himself available so that learners can consult her/him when (and only when) it is absolutely necessary.

As a resource the teacher can guide learners to use available resources such as the internet, for themselves, it certainly isn’t necessary to spoon-feed learners, as this might have the downside of making learners reliant on the teacher.

[4] The Assessor: 

The teacher assumes this role to see how well students are performing or how well they performed. Feedback and correction are organized and carried out.

There are a variety of ways we can grade learners, the role of an assessor gives teachers an opportunity to correct learners. However, if it is not communicated with sensitivity and support it could prove counter-productive to a student’s self-esteem and confidence in learning the target language.

[5] The Organizer:

 Perhaps the most difficult and important role the teacher has to play. The success of many activities depends on good organization and on the students 5knowing exactly what they are to do next. Giving instructions is vital in this role as well as setting up activities.

The organizer can also serve as a demonstrator, this role also allows a teacher to get involved and engaged with learners. The teacher also serves to open and neatly close activities and also give content feedback.

[6]The Participant:

 This role improves the atmosphere in the class when the teacher takes part in an activity. However, the teacher takes a risk of dominating the activity when performing it.

Here the teacher can enliven a class; if a teacher is able to stand back and not become the center of attention, it can be a great way to interact with learners without being too overpowering.

[7] The Tutor: 

The teacher acts as a coach when students are involved in project work or self-study. The teacher provides advice and guidance and helps students clarify ideas and limit tasks.

☆Characteristics of  learners :

The concept of learner characteristics is used in the sciences of learning and cognition to designate a target group of learners and define those aspects of their personal, academic, social, or cognitive self that may influence how and what they learn. Learner characteristics are important for instructional designers as they allow them to design and create tailored instructions for a target group. It is expected that by taking account of the characteristics of learners, more efficient, effective, and/or motivating instructional materials can be designed and developed.

Learner characteristics can be personal, academic, social/emotional, and/or cognitive in nature. Personal characteristics often relate to demographic information such as age, gender, maturation, language, social economic status, cultural background, and specific needs of a learner group such as particular skills and disabilities for and/or impairments to learning.

☆Characteristics of teachers:

《1》 Good Teachers Are Strong:

  

A teacher leaning over a student's shoulder as they look at a laptop screen and the text Effective Teaching.

A good teacher can make a world of difference in a student's life, impacting everything from their classroom learning to their long term success. If you're considering a career in education, it's important to explore the qualities of a good teacher.

Research shows that good teachers are the single most important factor that contributes to student achievement in the classroom, more important than facilities.

《2》 Good Teachers Are Strong Communicators:

By communicating with students at the beginning of the year about how math applies to their favorite hobbies, sports and future careers, Tanguay said his students were able to approach the subject in a more enjoyable way that better supported their learning.

“I’m a firm believer in communication in all forms,” he said. “As a leader, communication is a tool for overcoming fear.”

《3》Good Teachers Listen Well:

Great communication doesn't stop when the teacher is done talking. Listening well is one of the most important skills needed to be a teacher.“Teachers that are skilled in listening and observing often pick up on what isn’t being said, such as any anxieties a student may have, and can then help the student build their skills and confidence levels."

《4》Good Teachers Focus on Collaboration :

Working in education means you’re never truly working alone. 

From paraprofessionals and teaching assistants to other classroom teachers and school leaders, working as a teacher often means working effectively in a group.

《5》Good Teachers Are Adaptable:

Effective teachers need to be able to work in a constantly evolving environment and adjust their teaching methods based on the age of their students, the resources available and changing curriculum, practices and requirements.

《6》Good Teachers Have Patience:

No matter what grade level you're teaching, your patience will be tested while working as an educator.

Whether you’re managing classroom behavior, working with colleagues with different views or communicating student issues or progress with parents, patience is one of the most important skills to practice as a teacher.

“More often than not you actually have to have more patience with the parents than you do with the students.”

《7》 Students as producers: 

Today’s students have the latest and greatest tools, yet the usage in many cases barely goes beyond communicating with family and friends via chat, text, or calls. Even though students are now viewed as digital natives, many are far from producing any digital content. They own expensive devices with capabilities to produce blogs, infographics, books, how-to videos, and tutorials, just to name a few, but in many classes they are still asked to turn those devices off and work with handouts and worksheets.

Sadly, often these papers are simply thrown away once graded. Many students don’t even want to do them, let alone keep or return to them later. When given a chance, students can produce beautiful and creative blogs, movies, or digital stories that they feel proud of and share with others.

《8》 Learn new technologies:

 In order to be able to offer students choices, having one’s own hands-on experience and expertise will be useful. Since technology keeps developing, learning a tool once and for all is not an option. The good news is that new technologies are new for the novice  and experienced teachers alike, so everyone can jump in at any time.

Thank you ...