War Poetry (Bridge Course)

 Hello everyone!! Welcome to my Blog! I'm Priyanshi, and I'm thrilled to be part of this bridge course on war poetry, and it was given by Vaidehi mam. I've always been captivated by the emotive power of poetry, especially when it comes to expressing the complex realities of war. I'm here to deepen my understanding of the genre, explore diverse perspectives, and engage in meaningful discussions with all of you. Looking forward to this enriching experience!


❐ About War Poetry:

 

   War poetry is a type of poetry that explores the impact of war and conflict on individuals, communities, and society as a whole. These poems can be written from a variety of perspectives, including soldiers on the front lines, civilians caught in the crossfire, and those left behind to mourn the loss of loved ones. War poetry can also reflect on the complexities of war, questioning its necessity and highlighting its lasting scars on societies and individuals. These poems often convey a plea for peace, emphasizing the futility of violence and the longing for a world free from the ravages of war. They are powerful reminders of the importance of empathy, compassion, and understanding in times of conflict, urging readers to work towards a more harmonious and peaceful coexistence.

War poetry is not necessarily ‘anti-war’. It is, however, about the very large questions of life: identity, innocence, guilt, loyalty, courage, compassion, humanity, duty, desire, death. Its response to these questions, and its relation of immediate personal experience to moments of national and international crisis, gives war poetry an extra-literary importance.

War poetry has been written throughout history, from ancient times to the present day. Some of the most famous war poets include Homer, Virgil, Wilfred Owen, Siegfried Sassoon, Rupert Brooke, Isaac Rosenberg, Walt Whitman, Emily Dickinson, Pablo Neruda, Cesar Vallejo, WH Auden, and Maya Angelou.


❃ Difference of all the war poets:


Wilfred Owen:

  • Wilfred Owen is one of the most famous and influential war poets. He wrote about the horrors and futility of war, exposing the lies and propaganda that glorified it. He used realistic and graphic imagery, as well as irony and sarcasm, to convey his message. His poem “Dulce et Decorum Est” is a powerful example of his anti-war stance, as he criticizes the Latin phrase that means “it is sweet and fitting to die for one’s country.”
Rupert Brooke:


  • Rupert Brooke is often contrasted with Owen, as he wrote more idealistic and patriotic poems about war. He died early in the war, before he experienced the full extent of its horrors. He expressed a romantic and sentimental view of war, as well as a sense of duty and sacrifice for his country. His poem “The Soldier” is a famous example of his pro-war attitude, as he celebrates the idea of dying for England. 

Wilfrid Wilson Gibson:


Wilfrid Wilson Gibson was another war poet who wrote about the realities of war, but in a more detached and objective way than Owen. He focused on the ordinary lives and experiences of soldiers, rather than the political or moral aspects of war. He used simple and direct language, as well as narrative and dialogue, to create vivid portraits of the soldiers. His poem “Back” is an example of his realistic style, as he describes the return of a wounded soldier to his home.


Siegfried Sassoon:
Siegfried Sassoon was a friend and mentor of Owen, and also a prominent war poet. He shared Owen’s disillusionment and anger with war, and also used irony and satire to mock the authorities and the public who supported it. He wrote about the brutality and waste of war, as well as the psychological and emotional damage it caused to the soldiers. His poem “Glory of Women” is an example of his bitter tone, as he contrasts the idealized image of women with the harsh reality of war.

Ivor Gurney:

  • Ivor Gurney was another war poet who suffered from mental illness and shell shock. He wrote about the war from a personal and emotional perspective, expressing his love for his homeland and his nostalgia for peace. He also wrote about the beauty and horror of nature, and how it was affected by war. He used lyrical and musical language, as well as imagery and symbolism, to create his poems. His poem “To His Love” is an example of his mournful mood, as he laments the death of his friend in war.
❃ Compare The Soldier by RUPERT BROOKE and The Fear by Wilfrid Wilson Gibson poems with reference to the subject, style of writing and patriotism:


The Soldier by Rupert Brooke and The Fear by Wilfrid Wilson Gibson are both poems written during the First World War, but they have very different perspectives on the war and the role of the soldier.

The Soldier is a sonnet that expresses a patriotic and idealistic view of dying for one’s country. The speaker imagines that if he dies in a foreign land, he will leave behind a part of England in the soil, and his soul will return to England’s heaven. He praises England as the source of his life, his love, his dreams, and his gentleness. He does not mention any of the horrors or realities of war, but rather focuses on the glory and honor of sacrifice.

The Fear is a free verse poem that depicts a realistic and grim view of the war and the fear that haunts the soldier. The speaker describes how he is constantly tormented by the fear of death, and how he sees the faces of his dead comrades in his dreams. He also reveals how he has lost his faith in God, and how he feels guilty for killing other men. He does not glorify the war or his country, but rather exposes the suffering and futility of it.

The two poems have very different styles of writing and use of language. The Soldier uses a formal and elevated tone, with poetic devices such as rhyme, alliteration, assonance, and metaphor. The language is rich and lyrical, creating a sense of beauty and nobility. The Fear uses a colloquial and conversational tone, with poetic devices such as repetition, imagery, and contrast. The language is simple and direct, creating a sense of urgency and realism.

The two poems also have very different attitudes towards patriotism and nationalism. The Soldier portrays patriotism as a positive and noble sentiment, that gives meaning and value to the soldier’s life and death. The speaker feels a strong connection and loyalty to his country and believes that his sacrifice will benefit his country. The Fear portrays patriotism as a negative and irrational sentiment, that leads to violence and destruction. The speaker feels a detachment and resentment towards his country and questions the purpose and outcome of the war.


"Border"(Movie) Similar to the poem "The Soldier" by RUPERT BROOKE:

 movie that can be compared to the poem “The Soldier” by Rupert Brooke is Border, a 1997 Hindi war film that depicts the Battle of Longewala in 1971. The movie and the poem share some common themes, such as patriotism, sacrifice, and love for one’s homeland. Both the movie and the poem portray the soldiers as brave and loyal, who are willing to die for their country in a foreign land. Both the movie and the poem also idealize the country as a nurturing and beautiful place, that gives the soldiers a sense of identity and belonging. For example, in the poem, the speaker says:

That there’s some corner of a foreign field
That is for ever England. There shall be
In that rich earth a richer dust concealed;
A dust whom England bore, shaped, made aware,
Gave, once, her flowers to love, her ways to roam;
A body of England’s, breathing English air,
Washed by the rivers, blest by suns of home.

Similarly, in the movie, the soldiers sing a song called “Sandese Aate Hai”, which expresses their longing for their families and their homeland. The song says:

Sandese aate hain
Humein tadpaate hain
To chitthi aati hai
To pooch jaati hai
Ke ghar kab aaoge
Ke ghar kab aaoge
Likho kab aaoge
Ki tum bin yeh ghar soona soona hai

(Translation: Messages come
They torment us
Then a letter comes
It asks
When will you come home
When will you come home
Write when you will come
Because this home is empty without you)

Both the poem and the movie also suggest that the soldiers’ deaths are not in vain, but rather a contribution to a greater cause. The poem says:

And think, this heart, all evil shed away,
A pulse in the eternal mind, no less
Gives somewhere back the thoughts by England given;
Her sights and sounds; dreams happy as her day;
And laughter, learnt of friends; and gentleness,
In hearts at peace, under an English heaven.

The movie also shows the soldiers’ courage and determination in the face of overwhelming odds, and how they manage to hold off the enemy’s attack until reinforcements arrive. The movie ends with a tribute to the real-life heroes of the battle, and a message that says:

This film is dedicated to those brave soldiers who laid down their lives for the honour of their motherland. Their supreme sacrifice will always inspire the future generations of India.

Therefore, the movie Border and the poem The Soldier can be compared in terms of their similar portrayal of war, patriotism, and sacrifice. However, they can also be contrasted in terms of their different perspectives, contexts, and styles. The movie is based on a historical event, while the poem is a personal expression. The movie is set in the Indo-Pakistani War of 1971, while the poem is written during the First World War. The movie is a Hindi-language film, while the poem is an English-language sonnet. The movie uses realistic and dramatic elements, while the poem uses poetic and romantic devices. These differences also reflect the different cultural and historical backgrounds of the movie and the poem.

Thank you!

Northrop Frye (TH)

 Hello everyone!! I'm Priyanshi and welcome to My blog. Here we discuss about some questions which were related to Northrop Frye .This blog was part of the thinking Activity which was given by Dilip barad sir.!! Firstly, we discuss about what is the concept of Northrop Frye.

Thinking Activity:


1)What is Archetypal Criticism? What does the archetypal critic do?

Archetypal criticism is a type of literary criticism that interprets a text by focusing on recurring myths and archetypes in the narrative, symbols, images, and character types in literary works. Archetypes are universal patterns or prototypes that evoke deep responses from the collective unconscious of human beings. Archetypal criticism draws on the theories of Carl Jung, a Swiss psychologist who proposed that the human psyche is composed of three components: the ego, the personal unconscious, and the collective unconscious. The collective unconscious contains the inherited memories, instincts, and experiences of the human race, which are expressed through archetypes. Archetypal criticism also incorporates the ideas of Northrop Frye, a Canadian literary critic who classified different genres and modes of literature according to their archetypal patterns. Archetypal criticism can reveal the universal themes and meanings of a text, as well as its cultural and historical context.

An archetypal critic does the following:

  • Identifies the archetypes that are present in a text, such as the hero, the villain, the trickster, the mentor, the quest, the initiation, the death and rebirth, the creation, the apocalypse, etc.
  • Analyzes how the archetypes function and interact in the text, and how they relate to the author’s intention, the genre, the audience, and the historical and cultural background.
  • Explores the psychological, emotional, and spiritual effects of the archetypes on the reader, and how they connect to the collective unconscious of humanity.
  • Compares and contrasts the archetypes in different texts and traces their origins and transformations across time and space.
  • Evaluates the significance and value of the text in terms of its archetypal richness and relevance.

2) What is Frye trying to prove by giving an analogy of 'Physics to Nature' and 'Criticism to Literature'?

Frye is trying to prove that criticism, as a systematic and organized study of literature, should have the same status and rigor as physics, which is a systematic and organized study of nature. He argues that literature, like nature, is not something that can be learned directly, but only through the lens of a critical framework. He also suggests that criticism should be based on the inherent patterns and structures of literature itself, rather than on external sources such as history or philosophy. He believes that criticism can reveal the archetypes of literature, which are the universal and elemental forms that recur in various works of literature, myths, dreams, and rituals. By using this analogy, Frye aims to establish criticism as a central and expanding discipline that can encompass and integrate the various ancillary critical sciences.

To support his analogy, Frye draws on the concepts of Jungian psychology, which posits the existence of a collective unconscious that contains the archetypes of human experience. Frye also uses the analogy of the seasons to classify the different modes and genres of literature, from comedy and romance to tragedy and irony, according to their emotional tone and symbolic meaning. He further develops his analogy by proposing four levels of criticism, corresponding to the four elements of nature: historical criticism (earth), ethical criticism (water), archetypal criticism (air), and rhetorical criticism (fire) He claims that each level of criticism has its own principles and methods, but they are all interconnected and interdependent, just like the elements of nature.

Frye’s analogy of physics to nature and criticism to literature is an ambitious and influential attempt to create a comprehensive and coherent theory of literature that can account for its diversity and complexity. His analogy also challenges the conventional views of criticism as a subjective and impressionistic activity and asserts its scientific and objective nature. Frye’s analogy has been widely praised and criticized by various scholars and critics and has inspired many further developments and debates in the field of literary criticism.


3) Share your views of Criticism as an organized body of knowledge. Mention the relation of literature with history and philosophy.


Criticism is a broad term that encompasses various forms of evaluation, analysis, interpretation, and judgement of different aspects of human culture, such as art, literature, philosophy, politics, science, and so on. Criticism can be seen as an organized body of knowledge in the sense that it follows certain methods, principles, criteria, and standards that are derived from various disciplines, traditions, and perspectives. Criticism can also be seen as a way of producing new knowledge, as it challenges, questions, and explores the meanings, values, and implications of various phenomena.

One of the domains where criticism plays a significant role is literature. Literature is a form of artistic expression that uses language to create fictional or non-fictional narratives, poems, dramas, essays, and other genres. Literature is closely related to history and philosophy, as it reflects, influences, and interacts with them in various ways. Some of the possible connections between literature and history and philosophy are:

  • Literature can be a source of historical information, as it records, represents, or reimagines events, people, places, and cultures of the past. Literature can also be a subject of historical inquiry, as it reveals the social, political, economic, and cultural contexts and changes of different periods and regions.
  • Literature can be a mode of historical thinking, as it offers alternative perspectives, interpretations, and explanations of historical phenomena. Literature can also be a means of historical intervention, as it challenges, criticizes, or subverts dominant or official histories, and creates counter-narratives, alternative histories, or utopian visions.
  • Literature can be a form of philosophical expression, as it explores, illustrates, or questions various philosophical concepts, themes, problems, and arguments. Literature can also be a source of philosophical inspiration, as it stimulates, provokes, or enriches philosophical reflection and dialogue.
  • Literature can be a tool of philosophical analysis, as it employs, exemplifies, or tests various philosophical methods, such as logic, rhetoric, dialectic, or hermeneutics. Literature can also be a target of philosophical critique, as it exposes, challenges, or evaluates various philosophical assumptions, claims, or implications.
4) Briefly explain the inductive method with an illustration of Shakespeare's Hamlet's Grave Digger's scene.

The inductive method is a way of reasoning that starts from specific observations and moves to general conclusions or theories. It is also called bottom-up reasoning, because it builds up from the particular to the universal.

An example of the inductive method in Shakespeare’s Hamlet is the Grave Digger’s scene in Act 5, Scene 1. In this scene, Hamlet and Horatio encounter a gravedigger who is digging a grave for Ophelia. The gravedigger engages in a witty dialogue with Hamlet, using riddles and jokes to make inferences about various topics, such as the nature of death, the status of the dead, and the profession of gravedigging. For instance, he asks Hamlet:

What is he that builds stronger than either the mason, the shipwright, or the carpenter.

The gravedigger then answers his own question, saying that it is the gallows-maker, because his frame outlives a thousand tenants. He then corrects himself, saying that it is actually the gravedigger, because his “houses” will last until Doomsday.

The gravedigger’s reasoning is inductive, because he starts from specific examples of builders (the mason, the shipwright, the carpenter) and then moves to a general conclusion about who builds the strongest (the gallows-maker, the gravedigger). He does not use any formal logic or rules to derive his answer, but rather relies on his own observation and experience. His conclusion is not necessarily true or certain, but rather probable or plausible, based on the evidence he has.

The inductive method is often used in research, especially when there is little or no existing theory or literature on a topic. It allows researchers to explore new phenomena, discover patterns, and generate hypotheses that can be tested later. However, the inductive method also has some limitations, such as the risk of making hasty generalizations, overlooking exceptions, or being influenced by biases.


5) Briefly explain the deductive method with reference to an analogy to Music, Painting, rhythm, and pattern. Give examples of the outcomes of the deductive method.

The deductive method is a way of reasoning that starts from a general principle or truth and derives a specific conclusion from it. For example, if we know that all humans are mortal and that Socrates is a human, we can deduce that Socrates is mortal. This is a valid deductive argument, meaning that the conclusion must be true if the premises are true.

One way to understand the deductive method is to compare it to music and painting, which are both forms of art that rely on rhythm and pattern. Rhythm is the regular repetition of sounds or movements, while pattern is the arrangement of shapes or colors in a predictable way. Both rhythm and pattern create a sense of order and harmony in music and painting, and they can also be used to convey meaning and emotion.

Similarly, the deductive method uses rhythm and pattern in logic and language to create a coherent and consistent argument. The rhythm of a deductive argument is the sequence of premises and conclusion, which follow a standard form such as modus ponens or syllogism. The pattern of a deductive argument is the relation of terms and propositions, which follow the rules of validity and soundness. A valid deductive argument has a pattern that guarantees the truth of the conclusion from the premises, while a sound deductive argument has a pattern that is valid and has true premises.

Some examples of the outcomes of the deductive method are:

  • Mathematical proofs, which use deductive reasoning to demonstrate the truth of a theorem or a formula from a set of axioms or definitions. For example, the Pythagorean theorem, which states that

    a^2 + b^2 = c^2

    for a right triangle with sides

    a

    ,

    b

    , and

    c

    , can be proved deductively using Euclidean geometry.
  • Scientific laws, which use deductive reasoning to generalize the results of observations or experiments to a universal statement. For example, Newton’s law of universal gravitation, which states that

    F = G \frac{m_1 m_2}{r^2}

    for the force of attraction between two masses

    m_1

    and

    m_2

    separated by a distance

    r

    , can be derived deductively from Kepler’s laws of planetary motion and the concept of inertia.
  • Philosophical arguments, which use deductive reasoning to support or challenge a claim or a theory. For example, Descartes’ ontological argument, which attempts to prove the existence of God from the concept of a perfect being, is a deductive argument that relies on the principle of sufficient reason and the definition of perfection.
6) Refer to the Indian seasonal grid (in the blog). If you can, please read a small Gujarati, Hindi, or English poem from the archetypal approach and apply the Indian seasonal grid to the interpretation.

The Indian seasonal grid is a way of understanding the archetypal patterns of literature based on the six seasons of the Indian subcontinent: spring, summer, monsoon, autumn, winter, and prevernal. Each season corresponds to a mood, a stage of life, a time of day, and a literary genre. For example, spring is associated with love, youth, morning, and lyric poetry. The grid can be used to analyze the themes, symbols, and characters of different literary works.

One example of a poem that can be interpreted using the Indian seasonal grid is “The Rainy Day” by Rabindranath Tagore, a Nobel laureate in literature from Bengal. The poem is written in English but reflects the influence of Tagore’s native Bengali culture and language. Here is the poem:

The Rainy Day

Sullen clouds are gathering fast over the black fringe of the forest. O child, do not go out! The palm trees in a row by the lake are smiting their heads against the dismal sky; the crows with their dragged wings are silent on the tamarind branches, and the eastern bank of the river is haunted by a deepening gloom.

Our cow is lowing loud, tied at the fence. O child, wait here till I bring her into the stall.

Men have crowded into the flooded field to catch the fishes as they escape from the overflowing ponds; the rainwater is running in rills through the narrow lanes like a laughing boy who has run away from his mother to tease her. Listen, someone is shouting for the boatman at the ford.

O child, the daylight is dim, and the crossing at the ferry is closed.

The sky seems to ride fast upon the madly rushing rain; the water in the river is loud and impatient; women have hastened home early from the Ganges with their filled pitchers. The evening lamps must be made ready. O child do not go out!

The road to the market is desolate, the lane to the river is slippery. The wind is roaring and struggling among the bamboo branches like a wild beast tangled in a net.

The poem can be seen as belonging to the monsoon season, which is characterized by rain, storm, darkness, and anxiety. The monsoon is associated with old age, night, and tragedy in the Indian seasonal grid. The poem depicts a father’s concern for his child, who wants to go out in the rain. The father tries to dissuade the child by describing the dangers and discomforts of the weather, the nature, and the society. The poem creates a contrast between the safety and warmth of the home and the chaos and violence of the outside world. The poem also suggests a sense of isolation and helplessness, as the father and the child are cut off from the rest of the community by the flooded river and the closed ferry. The poem evokes a mood of fear, sadness, and despair, which are typical of the monsoon season. The poem also uses imagery and symbols that are common in the monsoon literature, such as clouds, rain, palm trees, crows, tamarind, cow, fish, lamps, bamboo, etc. The poem can be seen as a lyrical expression of the father’s love for his child, as well as a tragic reflection of the human condition in the face of nature’s fury.

thank you!



For Whom the Bell Tolls by Earnest Hemingway (Th)

 Hello everyone! I'm Priyanshi and welcome to my blog! Here we discuss about some questions which were connected to For Whom the Bell Tolls by Earnest Hemingway. This blog was the part of the Thinking Activity which was given by Megha ma'am! So, let's discuss about it!!


For Whom the Bell Tolls:


Introduction:

For Whom the Bell Tolls is a novel by Ernest Hemingway published in 1940. The novel is set near Segovia, Spain, in 1937 and tells the story of American teacher Robert Jordan, who has joined the antifascist Loyalist army. Jordan has been sent to make contact with a guerrilla band and blow up a bridge to advance a Loyalist offensive. The action takes place during Jordan’s 72 hours at the guerrilla camp. During this period, he falls in love with María, who has been raped by fascist soldiers, and befriends the shrewd but cowardly guerrilla leader Pablo and his courageous wife, Pilar. Jordan manages to destroy the bridge; Pablo, Pilar, María, and two other guerrillas escape, but Jordan is injured. Proclaiming his love to María once more, he awaits the fascist troops and certain death. The title is derived from Meditation 17 of John Donne’s Devotions upon Emergent Occasions (1624). “No man is an island,” Donne observes, “entire of itself; every man is a piece of the continent, a part of the main…. Any man’s death diminishes me, because I am involved in mankind, and therefore never send to know for whom the bell tolls; it tolls for thee.”


Thinking Activity:

❏ Questions:

1) Critical Analysis of the end of the novel "For Whom the Bell Tolls".

2) Explain: Robert Jordan as a Typical Hemingway Hero.


❏ Questions & Answers:

1) Critical Analysis of the end of the novel "For Whom the Bell Tolls".

         The ending of "For Whom the Bell Tolls" is tragic, but also heroic and meaningful. Robert Jordan, the protagonist, sacrifices his life to ensure the success of his mission and the escape of his comrades. He also proves his love for María, whom he met and fell in love with during his three days at the guerrilla camp. The novel ends with him lying on the forest floor, waiting for the enemy soldiers to arrive and kill him.

 The ending reflects some of the major themes and motifs of the novel, such as courage, loyalty, death, and love. Robert Jordan shows courage by facing his fate with dignity and resolve, even though he is afraid and in pain. He shows loyalty by fulfilling his duty to the cause of the Spanish Republic, even though he knows that the war is hopeless and that his death will not make much difference. He also shows loyalty to his friends, especially Anselmo, who died while blowing up the bridge, and Pablo and Pilar, who helped him carry out the mission.  He faces death with a sense of acceptance and resignation, knowing that he is not alone and that his death is connected to the larger human community. He also thinks of his grandfather, who was a brave and honorable man, and tries to emulate him. He expresses his love for María by telling her to leave him and live on, and by promising to meet her again in the afterlife. He also thinks of their brief but intense relationship, and how it gave him happiness and meaning in his life.
   The ending also echoes the epigraph of the novel, which is a quote from John Donne's Meditation 17. The quote states that no man is an island, and that any man's death diminishes the whole of mankind. Therefore, one should not ask for whom the bell tolls, because it tolls for everyone. This quote suggests that Robert Jordan's death is not in vain, but rather a part of a larger human drama. It also suggests that he is not isolated, but rather connected to everyone else, especially to María, who represents his hope and his future. The ending of the novel, therefore, is both sad and inspiring, as it shows the power of human spirit and the value of human life.

2) Explain: Robert Jordan as a Typical Hemingway Hero.

Robert Jordan is the protagonist of For Whom the Bell Tolls, a novel by Ernest Hemingway set during the Spanish Civil War. He is a young American who volunteers to fight for the Republican side against the fascist Nationalists. He is assigned to blow up a bridge behind enemy lines, a mission that he knows is doomed to fail. He falls in love with Maria, a Spanish girl who has suffered trauma and abuse at the hands of the Nationalists.

Robert Jordan is considered a typical Hemingway hero because he exhibits the traits of courage, stoicism, honor, and individualism that Hemingway admired and embodied in his own life. He follows a code of conduct that values action over words, duty over fear, and loyalty over self-interest. He does not complain about his fate but accepts it with dignity and grace. He does not seek glory or fame, but serves a cause that he believes in. He does not let his emotions cloud his judgment but acts rationally and decisively. He does not surrender to despair but finds meaning and joy in his love for Maria.

Robert Jordan also represents Hemingway’s disillusionment with the political and ideological conflicts of his time. He is not a fanatic or a dogmatist, but a pragmatist and a humanist. He is not a communist, but an anti-fascist. He is not a nationalist, but an internationalist. He is not a hero, but a man. He realizes that the war is not a noble crusade, but a brutal and senseless tragedy. He sees that the leaders of both sides are corrupt and cynical, and that the common people are the ones who suffer the most. He understands that the cause he fights for is doomed, and that his sacrifice will be in vain. He knows that the world he lives in is cruel and unfair, and that his life has no cosmic significance. Yet he does not give up on his ideals, his values, or his love. He chooses to live and die with dignity, honor, and integrity. He chooses to be a man, and not a pawn. He chooses to be a Hemingway hero.


Thank you!


Transcendentalism (Thinking Activity)

                                  Transcendentalism 


Hello everyone! I'm Priyanshi and welcome to my blog! Here we discuss about some questions which were connected to the Philosophy of Transcendentalism. This blog was the part of the thinking Activity which was given by Vaidehi ma'am.!! 


❏ About Transcendentalism  


Transcendentalism is a 19th-century school of American theological and philosophical thought that combined respect for nature and self-sufficiency with elements of Unitarianism and German Romanticism. Writer Ralph Waldo Emerson was the primary practitioner of the movement, which existed loosely in Massachusetts in the early 1800s before becoming an organized group in the 1830s.


❏ The philosophy of Transcendentalism

The philosophy of transcendentalism originated in Unitarianism, the predominant religious movement in Boston in the early 19th century. Unitarianism was a liberal Christian sect that emphasized rationality, reason, and intellectualism; it was especially popular at Harvard. The transcendentalists who established the Transcendental Club in Cambridge, Massachusetts in 1836 mostly Unitarian clergy and Boston-area intellectuals did not reject Unitarianism but yearned for a more spiritual experience to balance out the emphasis on pure reason. The very word transcendentalism refers to a spirituality that transcends the realm of rationality and the material world. Transcendentalists believed that humans were fundamentally good but corrupted by society and that they should therefore strive for independence and self-reliance.

    Ralph Waldo Emerson and Henry David Thoreau were two of the most famous transcendentalists. In 1845, Thoreau moved to a cabin that he built on Walden Pond in Massachusetts and lived there for two years, two months, and two days. He chronicled the experience in his book Walden, published in 1854, which explored the themes of nature, spirituality, self-reliance, and the simple life. Thoreau acknowledged the debt transcendentalism owed to Indian religious beliefs by paying homage to the Bhagavad Gita, a Sanskrit epic that is one of the foundational texts of Hinduism: “In the morning I bathe my intellect in the stupendous and cosmogonic philosophy of the Bhagvat Geeta, since whose composition years of the gods have elapsed, and in comparison, with which our modern world and its literature seem puny and trivial.”


❏ Thinking Task:-

 1.)  Transcendentalists talk about the Individual’s relation with Nature. What is Nature for you? Share your views.


 Nature is a fascinating and complex concept that has been interpreted in various ways by different people throughout history. For me, nature is a source of inspiration, wonder, and awe. It is a place where I can find peace, solace, and tranquility. Nature is a reminder of the beauty and diversity of life on our planet, and it is a testament to the power and resilience of the natural world.

Transcendentalists believed that nature was a source of spiritual insight and that it was essential for individuals to connect with nature in order to achieve a deeper understanding of themselves and the world around them. I agree with this view and believe that nature has the power to heal, transform, and enlighten us. By immersing ourselves in nature, we can gain a new perspective on life, and we can learn to appreciate the simple things in life that are often overlooked.

Nature is also a reminder of our interconnectedness with the world around us. We are not separate from nature; we are a part of it. Our actions have an impact on the environment, and it is our responsibility to protect and preserve the natural world for future generations.

In conclusion, nature is a multifaceted concept that has different meanings for different people. For me, nature is a source of inspiration, wonder, and awe, and it is a reminder of our interconnectedness with the world around us. I believe that it is essential for individuals to connect with nature in order to achieve a deeper understanding of themselves and the world around them.


2.) Transcendentalism is an American Philosophy that influenced American Literature at length. Can you find any Indian/Regional literature or Philosophy that came up with such similar thoughts?


Transcendentalism was a philosophical movement that emerged in the 19th century in America. It emphasized the role of intuition, individualism, and nature in the quest for spiritual and moral truths. Some of the main figures of transcendentalism were Ralph Waldo Emerson, Henry David Thoreau, Margaret Fuller, and Walt Whitman.

There are some similarities and differences between transcendentalism and Indian philosophy. Both traditions explored the concepts of the self, the soul, the divine, and the nature of reality. However, they also had different sources, methods, and goals. Transcendentalism was influenced by various Western and Eastern schools of thought, such as Platonism, Neoplatonism, German idealism, Romanticism, Buddhism, Hinduism, and Taoism. Indian philosophy, on the other hand, was mainly based on the Vedas, the Upanishads, the Bhagavad Gita, and the systems of Nyaya, Vaisheshika, Samkhya, Yoga, Mimamsa, and Vedanta.

Some of the Indian philosophers and writers who expressed ideas similar to transcendentalism were Sri Aurobindo, Rabindranath Tagore, Mahatma Gandhi, and Jiddu Krishnamurti. Sri Aurobindo was a visionary poet, philosopher, and yogi who developed a system of integral yoga that aimed at the transformation of human consciousness and the evolution of a divine life on earth. Rabindranath Tagore was a Nobel laureate poet, novelist, and musician who celebrated the harmony of nature, humanity, and the divine in his works.


3) Short Notes:


1. "Self-Reliance" by Ralph Waldo Emerson:

I’ll try to write a short summary of the essay “Self-Reliance” by Ralph Waldo Emerson which were nicely presented by our classmates Akshay, Darshan, Jatin, Hardi, Hiral, Nanda, Reshma, Asha, Divya, Hemali. Here is what I came up with: 

             "Self-Reliance" is an essay that urges readers to trust their own intuition and common sense rather than blindly following the opinions and values of others. Emerson argues that conforming to the expectations of society diminishes one's individuality and creativity, while being self-reliant allows one to express one's true self and achieve greatness. Emerson also discusses the nature of genius, virtue, and the divine spark within each person, and how they can be cultivated through self-reliance. He encourages readers to be independent, confident, and bold in their thoughts and actions, and to resist the pressure of tradition, custom, and convention. He asserts that self-reliance is the essence of American culture and identity, and the source of personal and social progress.


2.) "Solitude" from Waldon by Henry David Thoreau:

Here is my short summary of the essay “Solitude” from Walden by Henry David Thoreau and this essay also presented by me and my friends Jay S, Jay M, Riya, Khushi, Jayshri, Vishwa, Jayshri, Rahul.

Thoreau describes his experience of living alone in the woods, near Walden Pond, and how he finds joy and peace in being one with nature. He argues that solitude is not a matter of physical distance, but a state of mind that allows him to connect with the universal spirit of all things. He contrasts his simple and serene life with the busy and noisy society of his fellow men, who are often lonely and unhappy despite being surrounded by people and comforts. He claims that he is never truly alone, because he has the company of animals, plants, and the elements, which provide him with constant stimulation and inspiration. He also enjoys the occasional visits of his friends and neighbors, but he does not depend on them for his happiness. He believes that solitude is the best way to cultivate one’s inner freedom, wisdom, and creativity.


3.) "The Great Lawsuit" Margaret Fuller:

I’ll try to write a short summary of the essay "The Great Lawsuit" Margaret Fuller which were nicely presented by our classmates Akash, Dhatri, Unnati, Pallavi, Bhumiba, Maya, Yashraj, Trupti, Kusum, Kavita.

My understanding of the essay “The Great Lawsuit” by Margaret Fuller is that it is a powerful and influential work of feminist and transcendentalist thought. Fuller argues that all human beings, regardless of sex or race, are endowed with equal rights and dignity by the divine, and that they should be able to pursue their own individual development and happiness. She criticizes the social and legal barriers that prevent women and slaves from achieving their full potential and calls for a radical reform of the institutions and customs that oppress them. She also envisions a harmonious and spiritual relationship between men and women, based on mutual respect and love, that would benefit both individuals and society as a whole.

in simple way, we can say that. Fuller argues for the equality of men and women, both intellectually and spiritually, and criticizes the social and legal barriers that prevent women from achieving their full potential. She draws on various sources, such as history, mythology, religion, and literature, to support her claim that women have the same rights and capacities as men, and that they should be allowed to pursue their own interests and vocations. She also advocates for the abolition of slavery and the recognition of the dignity and worth of all human beings. She calls her essay “The Great Lawsuit” because she sees it as a legal case that has been going on for ages, and that needs to be resolved in favor of justice and truth. She hopes that her essay will inspire more people to join the cause of reform and progress.


T.S. Eliot -Criticism- Tradition and Individual Talent

               T.S. Eliot -Criticism- Tradition and Individual Talent 


        Hello everyone! Welcome to My blog! I'm Priyanshi and this blog is part of bridge course which was given by Dilip sir.


 Eliot's concept of Tradition: -

 
 T.S. Eliot, a renowned poet and critic, had a profound and complex view of tradition, which he articulated in his influential essay "Tradition and the Individual Talent" and reflected in his poetry. For Eliot, tradition was not merely the adherence to past forms or the uncritical repetition of what came before. Instead, he saw tradition as a dynamic force that shapes an artist's creative process and influences their work.

Eliot believed that tradition was not about blindly following the past but engaging with it actively and creatively. He argued that for an artist to create something new and meaningful, they must have a deep understanding and appreciation of the literary and cultural heritage that preceded them. This understanding of tradition doesn't imply imitation but rather a profound assimilation and transformation of the existing artistic and cultural conventions.

In "Tradition and the Individual Talent," Eliot introduced the concept of the "historical sense," emphasizing the importance of the artist's awareness of the literary tradition. He suggested that every new work of art should be seen in the context of the entire artistic tradition. The artist, according to Eliot, is a part of this continuous tradition, and their work is influenced by the past while also contributing to the ongoing evolution of art.

Eliot introduced the idea of the "dissociation of sensibility," pointing out a perceived separation between thought and feeling in the modern world compared to earlier periods. He believed that a restoration of this unity was crucial for the artist to engage with tradition effectively. This reintegration involved the artist's ability to blend their personal emotions and experiences with the larger cultural and historical consciousness.

Furthermore, Eliot emphasized the concept of the "impersonal theory of poetry," suggesting that true artistry involves transcending the personal ego and expressing universal truths and emotions. This idea connects to his view of tradition, as he believed that by immersing oneself in the tradition, an artist gains a deeper understanding of these universal elements and can convey them through their work.

Eliot’s own poetry reflects his ideas on tradition. In "The Waste Land," for instance, he weaves together various literary allusions and cultural references, creating a fragmented yet interconnected narrative that draws from myth, history, and contemporary society. His poetry embodies his belief in the interplay between the individual artist and the vast cultural inheritance.

In briefly we can say that Eliot's concept of tradition encompasses a deep respect for the past, a continuous engagement with the artistic and cultural heritage, and a transformative approach that allows the artist to contribute to the ongoing evolution of art. Tradition, for Eliot, is not static but a living, evolving force that shapes and informs the creative process, guiding the artist in their endeavor to produce work that resonates across time and speaks to the universal human experience.

Relationship between "Tradition" and "Individual talent", according to the poet T.S Eliot: 


   T.S. Eliot's exploration of the relationship between "Tradition" and "Individual Talent" is a central theme in his essay titled "Tradition and the Individual Talent." In this essay, Eliot delves into the intricate connection between the two seemingly contrasting concepts, emphasizing how they are interdependent rather than mutually exclusive.

    Tradition, according to Eliot, is not a mere accumulation of the past; rather, it's a living continuum that shapes and influences the present and the future. It encompasses the entirety of literary and cultural heritage passed down through generations. Eliot sees tradition as an organic process that evolves over time, containing the accumulated wisdom, experiences, and artistic expressions of the past.

       On the other hand, individual talent represents the unique creativity and artistic expression of the individual. Eliot recognizes the importance of the artist's personal contribution to the artistic world. However, he does not view individual talent as something isolated or detached from the broader context of tradition.

    Eliot asserts that an artist's relationship with tradition is fundamental to the development and expression of their individual talent. He argues that true originality or creative genius doesn't emerge from a complete break with the past but rather from a profound engagement with it. The individual talent is not just a product of personal inspiration; it is deeply influenced by and in dialogue with the existing tradition.

      Eliot's concept of tradition suggests that an artist's creativity is enriched and shaped by their immersion in the literary and cultural heritage. Understanding and respecting the tradition provide the artist with a framework, a set of references, and a foundation upon which they can build their own creative contributions.

    Ultimately, Eliot's perspective on the relationship between tradition and individual talent suggests that the most innovative and profound artistic creations emerge from a fusion of the artist's individuality with a deep understanding and engagement with the rich tapestry of tradition. Individual talent finds its truest expression when it is in dialogue with and emerges from the dynamic and evolving continuum of tradition.



☆ Explain: "some can absorb knowledge; the more tardy must sweat for it. Shakespeare acquired more essential history from Plutarch than most men could from the whole British Museum."


   This quote is all about how different people learn. It says that some folks are really good at picking up information easily - they can absorb knowledge without much effort. On the other hand, there are people who need to work a lot harder to learn things; they have to put in a lot of effort and work hard to understand and remember stuff.

    Now, it brings up Shakespeare, the famous playwright. It's saying that Shakespeare was someone who could learn a ton from a single source, like the historian Plutarch. He got so much valuable history and understanding from Plutarch's writings that it was like he learned more than what most people could gather from exploring the entire British Museum. And that's a big deal!

   The British Museum is this huge place full of all sorts of historical things - old artifacts, documents, and lots of information. It's like a treasure trove of history. But even with all that stuff in the British Museum, the quote suggests that Shakespeare, through his ability to deeply understand and learn from Plutarch, gained more essential knowledge than most people could get from exploring all of that museum's collection.

In simpler words, it's like saying some people are like super sponges for knowledge - they can soak up a lot with ease. Others have to work really hard to get the same amount of understanding. Shakespeare was praised for being a super sponge when it came to learning from Plutarch, getting so much valuable info from one source that it seemed like he'd learned more than what most folks could from exploring an entire treasure trove of history like the British Museum.


☆ Explain: "Honest criticism and sensitive appreciation are directed not upon the poet but upon the poetry."

    This quote is all about how we look at and talk about poems or any kind of writing. It says that when we talk about a poem, we should focus on the actual words and meaning in the poem itself, not so much on the person who wrote it.

   So, instead of judging or talking about the poet's character or personal life, we should really pay attention to the poem itself - the words, the feelings it creates, and what it's trying to say. It's like looking closely at a painting and talking about the colors, shapes, and feelings it evokes, rather than discussing the painter's life.

  When the quote mentions "honest criticism," it means giving fair and truthful feedback about the poem. It's about saying what you really think about the poem itself - whether you liked it or didn't, what parts you found strong or weak - without bringing in personal judgments about the poet. And "sensitive appreciation" means understanding and valuing the emotions and thoughts that the poem expresses. It's about really feeling and understanding what the poem is trying to communicate.

in briefly, this quote is saying that when we talk about poems or any written work, we should focus on discussing and critiquing the actual writing and its meaning, rather than talking about the person who wrote it. It's like separating the painting from the painter and appreciating the art for what it is, without getting caught up in who made it.


☆Eliot's theory of depersonalization:

  T.S. Eliot's theory of depersonalization in poetry is about how a poet should strive to remove their personal emotions and experiences from their work. Instead, they should aim to create a piece of art that stands on its own, separate from the poet's individual feelings and life.

   Now, imagine a chemical reaction as a way to understand this idea. Think of a chemical reaction where two substances, let's say substance A and substance B, combine to form a new substance, substance C. Normally, this reaction might happen slowly or might not even occur without some help. Here's where the catalyst, like platinum, comes into play. A catalyst is something that speeds up a reaction without getting used up in the process. So, in our reaction, platinum helps substance A and substance B react faster and more efficiently to form substance C, but the platinum itself remains unchanged.

     In Eliot's theory, the poet is like the catalyst. The poet's personal emotions and experiences are substance A and substance B - they're important ingredients, just like in the reaction. But the poet should act like the catalyst, the platinum. Instead of the poet's emotions being the main focus or getting 'used up' in the poem, they should catalyze the creation of something new, which is the poem itself - substance C.

   So, Eliot's theory suggests that a poet's personal feelings and experiences should be used to catalyze the creation of a poem, but the final result, the poem, should stand independently, almost as if it has its own life and meaning apart from the poet.

  Much like how platinum helps the reaction without being changed itself, the poet's personal emotions should aid in creating the poem without the poem becoming solely about the poet's feelings. It's about creating a piece of art that lives and breathes on its own, beyond the poet's individual experiences.

   In simple terms, Eliot's theory of depersonalization is like a poet being a catalyst in a chemical reaction: they use their emotions to speed up the creation of a poem, but the final poem should exist independently, separate from the poet's personal feelings, just like the platinum doesn’t change in the chemical reaction.


☆ Explain: "Poetry is not a turning loose of emotion, but an escape from emotion; it is not the expression of personality, but an escape from personality." write two points on which one can write a critique of T.S Eliot as a critic."


 T.S. Eliot's perspective on poetry as an escape from emotion and personality can be critiqued in a couple of ways:

1. Emotional Disconnect: Eliot's view that poetry serves as an escape from emotion rather than an expression of it can be criticized for creating a distance between the poet and the readers. Poetry, for many, is a means of connecting with emotions, both for the poet and the audience. By suggesting that poetry is an escape from emotion, Eliot's perspective might undermine the empathetic and emotional resonance that poetry can create. Critics argue that the richness of poetry often lies in its ability to evoke and share emotions, fostering empathy and understanding among readers. By advocating an escape from emotions, Eliot's view might limit the emotional depth and impact that poetry can have on its audience.

2. Depersonalization and Authenticity: Eliot's emphasis on escaping from personality in poetry might face criticism for potentially sacrificing authenticity and relatability. Poetry often draws from personal experiences, perspectives, and unique voices, allowing readers to connect with the poet's individuality. By advocating for depersonalization, Eliot's perspective could be seen as suppressing the authenticity of poetic expression. Critics argue that removing the poet's personality from their work might result in poems that feel detached or lacking in genuine emotion. The personal touch and authenticity in a poet's work are often what resonate deeply with readers, allowing them to relate and find meaning in the verses. Eliot's approach might be criticized for overlooking the significance of the poet's voice and experiences in creating impactful and relatable poetry.

  In essence, while Eliot's viewpoints provided a different lens to perceive poetry, they can be critiqued for potentially disconnecting the emotional resonance between the poet and the audience and sacrificing the authenticity and relatability that often characterize powerful poetic works. Critics might argue for a more balanced approach that acknowledges the importance of emotions and the poet's personality in creating meaningful and impactful poetry.

Thank you!!

Assignment: 4 What is Plagiarism? Its Consequences and Forms

This blog is part of an assignment for Paper 209 - Research Methodology  - Sem - 4, 2025. What is Plagiarism? Its Consequences and Forms TAB...