Sunday, March 15, 2015
"when the door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one which has opened for us".
"If people trying to bring you down, it only means that you are above them."
There are two mistakes one can make along the road to truth: not going all the way and not starting
"If people trying to bring you down, it only means that you are above them."
There are two mistakes one can make along the road to truth: not going all the way and not starting
Saturday, March 14, 2015
Thursday, April 17, 2014
Reflection on The Tempest.
I have known about Shakespeare for a long time. In world literature class,
I had an opportunity to learn about him and his play The Tempest, one of the
last plays Shakespeare wrote before he retired from the theatre.
First of all, let me tell you about the roles of characters in The Tempest. There are three groups of characters in this play. Group 1, called The Deposed, including Prospero and Maranda, a daughter of Prospero. Group 2, named The Newly Shipwrecked, including Alonso (a king of Naples), Ferdinand (the son of king), Stephano (the drunk), and Trinculo (the king’s clown who also is a drunk). Group 3, called Supernatural Creatures, including Ariel (a magical shaped spirit in the air), and Caliban (son of Sycorax).
Second, what are themes in The Tempest? There are several themes which Shakespeare wants to focus on in this play: appearance vs reality, colonization, cultural exchange, power, and magic. In this reflection, I want to explore the theme of magic. What is magic? How does Shakespeare use magic in his play, and what is the purpose for that? The Webster Dictionary defines magic as “A possessing or using or characteristic appropriate to supernatural powers.” The Tempest begins with Prospero's magic, with the deafening noise of thunder and lightning “confused noise within.” The island is “full of noises” to create a storm. Prospero also has the ability to control the storm, and the splitting ship ensures that nobody gets hurt. Prospero, with the help of his book, is able to use to seek his revenge and to control Caliban and Ariel. Another type of magic used by Prospero with the aid of Ariel is the production and disappearance of the banquet, and the arrival and dance of the spirits. In addition, Prospero uses magic to create illusions and control situations. His magic and his control over the supernatural elements are to regain his Dukedom, punish those who are evil, and reconcile those capable of repentance. Prospero, at the end of the play, rejects his magic so he can return to society; he says, “I’ll break my staff, bury it certain fathoms in the earth, and deeper than did ever plummet sound I’ll drown my book” (The Tempest 5.1.54-57).
The play also ends with Prospero's magic when he commands that Ariel send the ship safely back to Italy. Moreover, Prospero uses magic to create illusions and resolve conflicts. The most important thing that I really liked in The Tempest was at the end; real magic happened in human heart. Instead of getting revenge on his brother, Prospero reconciles with him. Prospero also pardons and grants freedom to Caliban and Ariel.
It is said that “knowledge is useful and good if you use it in the right ways;” at the end of the play, Prospero renounces his magic and, as a result, can return to a world where his knowledge is valued but where magic has no place.
In conclusion, “all is well that ends well.” Prospero now uses his magic power only to do good. Prospero proves that the magic in itself is neither good nor bad. It is the use we make of it that determines which it will be.
First of all, let me tell you about the roles of characters in The Tempest. There are three groups of characters in this play. Group 1, called The Deposed, including Prospero and Maranda, a daughter of Prospero. Group 2, named The Newly Shipwrecked, including Alonso (a king of Naples), Ferdinand (the son of king), Stephano (the drunk), and Trinculo (the king’s clown who also is a drunk). Group 3, called Supernatural Creatures, including Ariel (a magical shaped spirit in the air), and Caliban (son of Sycorax).
Second, what are themes in The Tempest? There are several themes which Shakespeare wants to focus on in this play: appearance vs reality, colonization, cultural exchange, power, and magic. In this reflection, I want to explore the theme of magic. What is magic? How does Shakespeare use magic in his play, and what is the purpose for that? The Webster Dictionary defines magic as “A possessing or using or characteristic appropriate to supernatural powers.” The Tempest begins with Prospero's magic, with the deafening noise of thunder and lightning “confused noise within.” The island is “full of noises” to create a storm. Prospero also has the ability to control the storm, and the splitting ship ensures that nobody gets hurt. Prospero, with the help of his book, is able to use to seek his revenge and to control Caliban and Ariel. Another type of magic used by Prospero with the aid of Ariel is the production and disappearance of the banquet, and the arrival and dance of the spirits. In addition, Prospero uses magic to create illusions and control situations. His magic and his control over the supernatural elements are to regain his Dukedom, punish those who are evil, and reconcile those capable of repentance. Prospero, at the end of the play, rejects his magic so he can return to society; he says, “I’ll break my staff, bury it certain fathoms in the earth, and deeper than did ever plummet sound I’ll drown my book” (The Tempest 5.1.54-57).
The play also ends with Prospero's magic when he commands that Ariel send the ship safely back to Italy. Moreover, Prospero uses magic to create illusions and resolve conflicts. The most important thing that I really liked in The Tempest was at the end; real magic happened in human heart. Instead of getting revenge on his brother, Prospero reconciles with him. Prospero also pardons and grants freedom to Caliban and Ariel.
It is said that “knowledge is useful and good if you use it in the right ways;” at the end of the play, Prospero renounces his magic and, as a result, can return to a world where his knowledge is valued but where magic has no place.
In conclusion, “all is well that ends well.” Prospero now uses his magic power only to do good. Prospero proves that the magic in itself is neither good nor bad. It is the use we make of it that determines which it will be.
Works Cited
Snider, D. J. Shakespeare's Tempest. The Journal of
Speculative Philosophy. Vol. 8. 1 July. 1874. Shakespeare Online. 2 Aug.
2013. < http://www.shakespeare-online.com/plays/tempest/notetempest.html
http://www.shakespeare-online.com/plays/tempest/notetempest.html
Cultural Conflict and Exchange
I recognizes that LAS 201 and World Literature Class share a
common theme which is cultural conflict and exchange.
In LAS 201, I learned about cultural exchange. The material we used for this purpose is Intercultural Development Inventory (IDI) written by Dr. Milton Bennett in which he points out the fundamental attitude of people towards different cultures. His theory is based on six stages of attitudes which include denial, which means there is no reason to know about other cultures; defense, the idea that there is nothing to learn from them; minimization, the idea that people are similar; acceptance, it is interesting to know different cultures; adaptation and integration, which means people from different cultures can live and work together.
In World Literature Class, I also learned about cultural exchange in The Tempest by Shakespeare. A great example for this case is the relationship between Prospero and Caliban. Before Prospero and his daughter came to the Island, Caliban was the inhabitant of the Island. When Prospero came, Caliban showed friendship to Prospero; in return, Prospero taught his language to Caliban. After that, Prospero makes Caliban become his servant. From this point, we can see the result of cultural conflict and exchange. Exchange from relationship of “Friend” to relationship of “Superior and servant.” Because of that, Caliban wants to kill Prospero.
In LAS 201, I learned about cultural exchange. The material we used for this purpose is Intercultural Development Inventory (IDI) written by Dr. Milton Bennett in which he points out the fundamental attitude of people towards different cultures. His theory is based on six stages of attitudes which include denial, which means there is no reason to know about other cultures; defense, the idea that there is nothing to learn from them; minimization, the idea that people are similar; acceptance, it is interesting to know different cultures; adaptation and integration, which means people from different cultures can live and work together.
In World Literature Class, I also learned about cultural exchange in The Tempest by Shakespeare. A great example for this case is the relationship between Prospero and Caliban. Before Prospero and his daughter came to the Island, Caliban was the inhabitant of the Island. When Prospero came, Caliban showed friendship to Prospero; in return, Prospero taught his language to Caliban. After that, Prospero makes Caliban become his servant. From this point, we can see the result of cultural conflict and exchange. Exchange from relationship of “Friend” to relationship of “Superior and servant.” Because of that, Caliban wants to kill Prospero.
Shakespeare also focuses on
discrimination. Prospero treats Caliban in a different way because Caliban is
not of the same race as Prospero and Marian. Prospero considers Caliban an
“Unhuman shape”
This knowledge makes me think
about the history of America. There is a similarity between Prospero and Caliban
and the Europeans and Indians. Before Europeans came to America, the Indians were there. But when Europeans
came, they took over the Indians’ land, language, and culture.
Besides that, the relationship
between Prospero and Caliban also represents the relationship between white
people and black people. The Whites treat Blacks in a different way because of
their color of skin.
In conclusion, cultural conflict
and exchange is the theme that both LAS 201 and World Literature want to
deliver to students in different ways. Cultural conflict and exchange take
place in world history. On one side, cultural conflict and exchange can bring
benefit to people such as civilization, one the other side, it can bring
conflict and destroy cultures.
Wednesday, April 16, 2014
Connection Between LAS 201 and World Literature Class Regarding the Theme of Social Justice
Coming to the end of semester, I
recognize that there is a connection between the liberal arts class LAS 201
and the world literature class. The reason for this is that both classes focus
on several themes such as creation, cultural exchange, and social justice. In
this piece of wiring, I want to emphasize the theme of social justice.
First of all, in liberal art class, I learned a lot about the concepts of prejudice and racial and ethnic discrimination. These issues began with the importation of African Slaves in the 17th century. The Civil War and 14th amendment ended American slavery, but the prejudice and discrimination it created still exist in the modern world. I also learned that these issues usually form in very early life; they are shaped by family, school, and society.
In world literature class, I continue to learn about social justice, not in documents and articles, but in stories, plays, and poems. I have come to believe that literature has the ability to reflect the issues of society. The evidence for saying that is the novel The Icarus Girl by Helen Oyeyem. This is one of books we read in class. The author of the book talks about how the girl, Jess, was born in Nigeria in 1984 to a Nigerian mother and an English father. They lived in London since their daughter was a little girl. In this novel, the author mentions Jess’s experience of discrimination in an educational environment. She was treated in a different way because of her color and race.
I also learned about these sensitive issues in another book in class is called July’s People by Nadine Gordimer. This book was a rewarded Nobel Prize in 1991. In her book, the author talks about anti-apartheid struggle, racism, prejudice, gender, and domination of people in South Africa. To achieve this goal, the author uses the comparisons between white families and black families. The white family has very good living conditions. They have room for every different living function (Gordimer 19). On the other hand, the black family has a single room, and everyone must sleep together on the single floor and use the restroom outdoors.
The author also gives some examples of the economic inequalities that come from racial differences. During apartheid, black people had very few opportunities for jobs. The black men had to leave families behind to go to the city to find jobs. White men and women had greater access education and jobs.
There are inequalities that are noticed in July’s People, as well. The first relationship is between husband and wife in the white family. This is a type of patriarchal household (Gordimer 11). The second relationship is July and his wife. They are likely a more matriarchal family because the woman has to take care of the family while the man goes far from home for work. Even though there is an opportunity for equality between July and his wife, it seems like July is still very much in charge, and July is a person who makes made final decisions. (Gordimer 22)
In conclusion, both classes give me an opportunity to learn and understand the concepts of prejudice, racial and ethnic discrimination, and social justice. I would like to borrow an idea from Henry David Thoreau; “it is never too late to give up prejudice, discrimination in any way.” These concepts have a “strong energy” to bring hurt, stress, and pain to people who are victims of discrimination and create “dark color” in a beautiful picture of our society. In contrast, to make this picture more attractive, we need to think and act not just by our minds but also by our hearts. To do that is not easy for many people, but this is a mission that the Creator gave to each person who is living and working as a human being.
First of all, in liberal art class, I learned a lot about the concepts of prejudice and racial and ethnic discrimination. These issues began with the importation of African Slaves in the 17th century. The Civil War and 14th amendment ended American slavery, but the prejudice and discrimination it created still exist in the modern world. I also learned that these issues usually form in very early life; they are shaped by family, school, and society.
In world literature class, I continue to learn about social justice, not in documents and articles, but in stories, plays, and poems. I have come to believe that literature has the ability to reflect the issues of society. The evidence for saying that is the novel The Icarus Girl by Helen Oyeyem. This is one of books we read in class. The author of the book talks about how the girl, Jess, was born in Nigeria in 1984 to a Nigerian mother and an English father. They lived in London since their daughter was a little girl. In this novel, the author mentions Jess’s experience of discrimination in an educational environment. She was treated in a different way because of her color and race.
I also learned about these sensitive issues in another book in class is called July’s People by Nadine Gordimer. This book was a rewarded Nobel Prize in 1991. In her book, the author talks about anti-apartheid struggle, racism, prejudice, gender, and domination of people in South Africa. To achieve this goal, the author uses the comparisons between white families and black families. The white family has very good living conditions. They have room for every different living function (Gordimer 19). On the other hand, the black family has a single room, and everyone must sleep together on the single floor and use the restroom outdoors.
The author also gives some examples of the economic inequalities that come from racial differences. During apartheid, black people had very few opportunities for jobs. The black men had to leave families behind to go to the city to find jobs. White men and women had greater access education and jobs.
There are inequalities that are noticed in July’s People, as well. The first relationship is between husband and wife in the white family. This is a type of patriarchal household (Gordimer 11). The second relationship is July and his wife. They are likely a more matriarchal family because the woman has to take care of the family while the man goes far from home for work. Even though there is an opportunity for equality between July and his wife, it seems like July is still very much in charge, and July is a person who makes made final decisions. (Gordimer 22)
In conclusion, both classes give me an opportunity to learn and understand the concepts of prejudice, racial and ethnic discrimination, and social justice. I would like to borrow an idea from Henry David Thoreau; “it is never too late to give up prejudice, discrimination in any way.” These concepts have a “strong energy” to bring hurt, stress, and pain to people who are victims of discrimination and create “dark color” in a beautiful picture of our society. In contrast, to make this picture more attractive, we need to think and act not just by our minds but also by our hearts. To do that is not easy for many people, but this is a mission that the Creator gave to each person who is living and working as a human being.
Sunday, February 23, 2014
Masks by Fumiko Enchi
Masks by Fumiko Enchi which is the first Japanese novel I have ever
read. Some of the main characters in this novel are the
widowed Mieko, Yasuko, the widowed daughter in-law of Mieko. Harume, twin
sister of Yasuko’s husband, who pretty but retarded. Besides Mieko and Yasuko, two
men play important roles. Ibuki, a professor of Japanese literature and a
friend of Yasuko’s deceased husband, is married and has a young daughter.
Mikame is a bachelor psychiatrist. Both men are in love with Yasuko.
What is a mask? A mask is just a decoration or article worn on the face for disguise, entertainment purposes or even as a form of protection . Noh is derived from the Japanese word for "skill" or "talent" Noh is a major form of classical Japanese musical drama that has been performed since the 14th century. Many characters are masked, with men playing male and female roles. (http://www.coreofculture.org/noh.html )
In the section of the novel- from pages 21 to 26, I realized the significance of Masks. The masks were mainly feminine in nature and had striking features about the eyes and mouth. When a person puts on the mask , all the normal characteristics of that individual seemed to be taken away. A man could put on the mask of a woman and he would no longer appear masculine in his face.
How do the characters react to these masks? There are three types of masks that Enchi mentions in her novel. The first mask is Ryo no onna which is mentioned in page 25 as “the finest mask in the Yakushiji collection … and represents the vengeful spirit of an older woman.” On page 26, Yasuko tells Ibuki, “I see those masks must be my own mother - in -law not because she sees Noh performed so often …..but because of that look of utter tranquility they have- a deeply inward sort of look. I think Japanese women long ago must have had that look. And it seems to me she must be one of the last women who lives that way still-like the masks-with her deepest energies turned inward.” The author describes Meiko’s character as being like a Noh Mask. We can see this in another place in novel, “She is like the face on the Noh Mask, wrapped in her own secrets (p 31).
The second mask is Masugani. This mask is “that of a young woman in a state of frenzy” (61) Ibuki is sure that he went to bed with Yasuko but in the middle of the night, he saw Harume beside him instead Yasuko. The Harume’s face is a “face of Masugani”.
The last Noh Mask is Fukai. It means “deep well.”This mask was presented to Meiko. The mask stands for the heart of old woman (p.141).
Each kind of mask plays a role in the life of the characters of this novel. I recognized that Meiko used masks in order to fulfill her own revenge. She wants to payback her husband and men in her society.
From this story, I can see how in real life, many people often use technique that Meiko used for the purpose of her revenge. They wear masks not in drama, but in daily life. They have the ability to show kindness in front of people, but, behind the backs of people they do evil things. They wear whatever kind of mask they have to get their plans.
In conclusion, masks are used in many cultures for decoration, making fun, and relaxing. However, masks are also tools for many people to use to do bad things to others. I think people should wear masks only for purposes of fun not to hide behind.
Reference:
Mask
by Enchi http://www.jstor.org/discoverhttp://www.coreofculture.org/noh.html )
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