Kierkegaard's Repetition As a Comedy in Two Acts. University of Hartford
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Robert R. Cook S~Ren Kierkegaard
EQ 87:4 (1987), 311-327 Robert R. Cook S~ren Kierkegaard: Missionary to Christendom It was, we understand, Professor Gordon Rupp who coined the usejUl word 'rebunk' to denote a more positive activity than the much more common practice of 'debunking' ideas and people. Mr Cook, a teapher at the Scott Theological College in Kenya, offers an essay which falls into this helpful category of showing us what we may learn from a figure who has not always been appreciated by evangelical Christians. I. A Reappraisal Evangelicals have tended to be very wary of Kierkegaard. His profound influence on the early Barth is well known and the consequent Neo-Orthodox obsessions with God as utterly trans cendent and revelation as irrational and non-propositional have been profoundly regretted. Similarly Bultmann's lamentable disinterest in the Jesus of history can clearly be traced back to Kierkegaard,1 In fact a wide variety of modernist themes are embryonically present in lesser known strands of his thought. For example, does not the following sound like an extract from a Tillich sermon?: '.. while the jesting phrase winds its way drolly through the rest of the conversation, the speaker may privately have a rendezvous with the deity, who is present as soon as the uncertainty of all things is thought infinitely.'2 Or when Kierkegaard asserts that the sincere idol worshipper is enjoying a relationship with the living God for ' ... if only the mode of this relationshp is in the truth, the individual is in the truth even if it should happen to be thus related to what is not true',3 he is surely an unwitting precursor of such religious pluralists asJ. -
Kierkegaard on Selfhood and Our Need for Others
Kierkegaard on Selfhood and Our Need for Others 1. Kierkegaard in a Secular Age Scholars have devoted much attention lately to Kierkegaard’s views on personal identity and, in particular, to his account of selfhood.1 Central to this account is the idea that a self is not something we automatically are. It is rather something we must become. Thus, selfhood is a goal to realize or a project to undertake.2 To put the point another way, while we may already be selves in some sense, we have to work to become real, true, or “authentic” selves.3 The idea that authentic selfhood is a project is not unique to Kierkegaard. It is common fare in modern philosophy. Yet Kierkegaard distances himself from popular ways of thinking about the matter. He denies the view inherited from Rousseau that we can discover our true selves by consulting our innermost feelings, beliefs, and desires. He also rejects the idea developed by the German Romantics that we can invent our true selves in a burst of artistic or poetic creativity. In fact, according to Kierkegaard, becom- ing an authentic self is not something we can do on our own. If we are to succeed at the project, we must look beyond ourselves for assistance. In particular, Kierkegaard thinks, we must rely on God. For God alone can provide us with the content of our real identi- ties.4 A longstanding concern about Kierkegaard arises at this point. His account of au- thentic selfhood, like his accounts of so many concepts, is religious. -
Surrealist Documentary As a Mode of Confrontation
2021 THE PROVOCATIVE SCREEN: Surrealist Documentary as a Mode of Confrontation BY MACY MEYER Senior Honors Thesis Department of English & Comparative Literature University of North Carolina at Chapel Hill 03/29/2021 APPROVED: ____________ Acknowledgments I would like to start by thanking my thesis advisor, Rick Warner, for encouraging me to write this thesis and for supporting me every step of the way. Writing this thesis has been extremely difficult as I navigated both my senior year and the global pandemic, so I can only say that I finished this thesis thanks to Rick. I also must thank him for being such a significant influence on my ungraduated experience as a film major – through the six courses I have taken with him – from my first-year to my last. I also must thank Martin Johnson and Richard Langston for reading and evaluating my thesis, and providing support along the way. I must acknowledge that it is only with Dr. Langston’s instruction that I fell in love with experimental films after taking his course studying avant-garde cinema. I will forever appreciate my first introduction to surreal cinema. I have to thank my parents, Todd and Kathy, who have given me everything and beyond. Your love and guidance has been instrumental in accomplishing this thesis. Lastly, I must also thank my sister, Meredith, and my dear friend, Meg, for always taking my phone calls and providing moral support through all of the moments I was on the verge of quitting, or perhaps, insanity. This thesis is dedicated to my parents who simply said, “OK, great” when I told them I want to be a film major, who always believed I was capable of anything, and for being my biggest cheerleaders in life. -
Worms, Shadows and Whirlpools: Science in the Early Childhood Classroom
DOCUMENT RESUME ED 481 899 PS 031 648 AUTHOR Worth, Karen; Grollman, Sharon TITLE Worms, Shadows and Whirlpools: Science in theEarly Childhood Classroom. INSTITUTION Education Development Center, Inc., Newton,MA. SPONS AGENCY National Science Foundation, Washington, DC. ISBN ISBN-0-325-00573-7 PUB DATE 2003-00-00 NOTE 183p.; Foreword by Gretchen Owocki. CONTRACT ESI-9818737 AVAILABLE FROM Heinemann, Orders/Customer Service, P.O. Box6926, Portsmouth, NH 03802-6926 ($21) . Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site:http://www.heinemann.com. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC08 Plus Postage. DESCRIPTORS Academic Standards; Biological Sciences; ChildCare; Developmentally Appropriate Practices; *EarlyChildhood Education; Earth Science; Educational Practices; Kindergarten; National Standards; Physical Sciences; *Preschool Curriculum; Preschool Education; Science Curriculum; *Science Education; ScientificAttitudes; Scientific Concepts; Teacher Role; TeacherStudent Relationship; Teaching Methods; *Young Children IDENTIFIERS Content Learning; Project Head Start ABSTRACT Young children develop science knowledgeas they observe and act on the world, asking questions, making predictions,testing those predictions, and reflecting on their experiences. Thisbook offers guidance in integrating inquiry-based science into the earlychildhood curriculum, focusing on content and providing examples ofthe work of children and teachers from a variety of early childhood settings,including Head Start, kindergarten, day care, and preschoolprograms. Part 1 of the book provides an overview of important characteristics of a high-qualityscience program for children ages 3 to 5 and some of the importanttasks teachers perform to make it a reality. Part 2 concerns the content ofscience education for young children and begins with a chapteron inquiry, describing the important skills, ways of thinking, and attitudes thatare at the heart of scientific understanding and at the core of an effective early childhoodscience program. -
Søren Kierkegaard's View of Faith Found in Fear And
SØREN KIERKEGAARD’S VIEW OF FAITH FOUND IN FEAR AND TREMBLING AND PRACTICE IN CHRISTIANITY David Pulliam Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements for the degree Master of Arts in the Department of Philosophy Indiana University September 2016 ii Accepted by the Graduate Faculty, Indiana University, in partial fulfillment of the requirements for the degree of Master of Arts. Master’s Thesis Committee __________________________________ Dr. Samuel J.M. Khan, PhD __________________________________ Dr. Cornelis de Waal, PhD __________________________________ Dr. David Pfeifer, PhD iii David Pulliam Søren Kierkegaard’s view of Faith found in Fear and Trembling and Practice in Christianity In this paper I discuss two key works written by Søren Kierkegaard, Fear and Trembling and Practice in Christianity, under the pseudonyms Johannes de Silentio and Anti-Climacus respectively. I focus on three questions: what is Johannes view of faith, what is Anti-Climacus’ view of faith and how are these Kierkegaard’s conclusions? I argue that stemming from Johannes’ and Anti-Climacus’ points of view, Kierkegaard’s view of faith is the aligning of the self in a trusting relationship with the God-man. One outside of faith can perceive faith to be a paradox or find faith offensive; one must have faith to avoid offense and overcome the paradox. Chapter 1 focuses on the connection between Kierkegaard and his pseudonyms using his work The Point of View. In this chapter I map out Kierkegaard’s method of communication and the purpose for his use of pseudonyms. Chapter 2 focuses on Johannes’ view of faith in Fear and Trembling. -
Medieval Arabic Shadow Plays: Ibn Dāniyāl and Others
chapter 7 Medieval Arabic Shadow Plays: Ibn Dāniyāl and Others Of the vast territories of the premodern Islamicate world, from Central Asia to Muslim Spain, Egypt is the only region that boasts an un-interrupted tradi- tion of shadow play production and performance. This chapter and the next two present an analytical documentation of all known Egyptian shadow plays. To begin: in many ways, the Mosul born and Cairo based Ibn Dāniyāl remains the sole representative figure of the entire history of Arabic shadow theatre in the pre-Ottoman time. The study of Ibn Dāniyāl has also largely been the primary focal point of modern scholarship on Arabic shadow theatre and has been summarized in the previous part of this book (especially chapters 2 and 3). This chapter is devoted to the documentation of his texts. As far as medieval Arabic shadow plays are concerned, an unconfirmed self-claimed “Mamluk era play” that was published in the 1960s will be briefly mentioned just for the record. 1 Ibn Dāniyāl’s Three Plays These plays depict the life and mores of Mamluk Cairo, with an outrageous comic flavor, featuring naïve storylines, caricatured characters, and foul lan- guage. A rare textual reservoir, they retain the special traits of the living lan- guage of the time, with elements of the so-called “tongue of the Banū Sāsān,” a hybrid of slangs and argot, a fusion of Arabic, Persian, and Turkic, attributed to a confederation of itinerant shysters. The title of each play contains the name(s) of the protagonist(s), and also alludes to the implied meanings of the words and the metaphorical significance of the subject of the play. -
Chinese Women's Poetry Enacted
Internationale Zeitschrift für Kulturkomparatistik Band 2 (2021): Contemporary Lyric Poetry in Transitions be- tween Genres and Media Herausgegeben von Ralph Müller und Henrieke Stahl Jaguścik, Justyna: New Dynamics: Chinese Women’s Poetry Enacted. In: IZfK 2 (2021). 195-224. DOI: 10.25353/ubtr-izfk-02b7-8f50 Justyna Jaguścik (Zürich) New Dynamics: Chinese Women’s Poetry Enacted The article offers a preliminary investigation of the phenomenon of female- authored ‘poetry theater’ (shige juchang)1 in the People’s Republic of China. It discusses cross-genre explorations by a group of female poets, theater directors and artists who are all associated with the movement of ‘women’s poetry’ (nüxing shige) that emerged in the 1980s in China. The discussion focuses on two perfor- mances based on female-authored poems, “Riding a Roller Coaster Flying To- ward the Future” (2011) and “Roaming the Fuchun Mountains with Huang Gongwang” (2016), which resulted from the joint efforts of four women: the poet Zhai Yongming, the poet-scholar Zhou Zan, and the theater directors Cao Kefei and Chen Si’an. Their avant-garde experiments with poetical theater document the different ways in which poetry is being translated into images, sounds, or bodily movements on stage. The paper argues that poetic exploration of writing and reciting practices has gained new momentum from emerging intermedial, visual- verbal experiments. Furthermore, it claims that interest in ‘poetry theater’ is also driven by the search for new forms of cross-genre stage performances that could be different from the previously politicized or commercialized ones. Keywords: Chinese poetry, women’s poetry, intermediality, avant-garde theatre, performance art 1 ‘Poetry theater’ is a concept that is not precisely defined. -
Glossary of Literary Terms
Glossary of Critical Terms for Prose Adapted from “LitWeb,” The Norton Introduction to Literature Study Space http://www.wwnorton.com/college/english/litweb10/glossary/C.aspx Action Any event or series of events depicted in a literary work; an event may be verbal as well as physical, so that speaking or telling a story within the story may be an event. Allusion A brief, often implicit and indirect reference within a literary text to something outside the text, whether another text (e.g. the Bible, a myth, another literary work, a painting, or a piece of music) or any imaginary or historical person, place, or thing. Ambiguity When we are involved in interpretation—figuring out what different elements in a story “mean”—we are responding to a work’s ambiguity. This means that the work is open to several simultaneous interpretations. Language, especially when manipulated artistically, can communicate more than one meaning, encouraging our interpretations. Antagonist A character or a nonhuman force that opposes, or is in conflict with, the protagonist. Anticlimax An event or series of events usually at the end of a narrative that contrast with the tension building up before. Antihero A protagonist who is in one way or another the very opposite of a traditional hero. Instead of being courageous and determined, for instance, an antihero might be timid, hypersensitive, and indecisive to the point of paralysis. Antiheroes are especially common in modern literary works. Archetype A character, ritual, symbol, or plot pattern that recurs in the myth and literature of many cultures; examples include the scapegoat or trickster (character type), the rite of passage (ritual), and the quest or descent into the underworld (plot pattern). -
The Effects of Diegetic and Nondiegetic Music on Viewers’ Interpretations of a Film Scene
Loyola University Chicago Loyola eCommons Psychology: Faculty Publications and Other Works Faculty Publications 6-2017 The Effects of Diegetic and Nondiegetic Music on Viewers’ Interpretations of a Film Scene Elizabeth M. Wakefield Loyola University Chicago, [email protected] Siu-Lan Tan Kalamazoo College Matthew P. Spackman Brigham Young University Follow this and additional works at: https://ecommons.luc.edu/psychology_facpubs Part of the Musicology Commons, and the Psychology Commons Recommended Citation Wakefield, Elizabeth M.; an,T Siu-Lan; and Spackman, Matthew P.. The Effects of Diegetic and Nondiegetic Music on Viewers’ Interpretations of a Film Scene. Music Perception: An Interdisciplinary Journal, 34, 5: 605-623, 2017. Retrieved from Loyola eCommons, Psychology: Faculty Publications and Other Works, http://dx.doi.org/10.1525/mp.2017.34.5.605 This Article is brought to you for free and open access by the Faculty Publications at Loyola eCommons. It has been accepted for inclusion in Psychology: Faculty Publications and Other Works by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. © The Regents of the University of California 2017 Effects of Diegetic and Nondiegetic Music 605 THE EFFECTS OF DIEGETIC AND NONDIEGETIC MUSIC ON VIEWERS’ INTERPRETATIONS OF A FILM SCENE SIU-LAN TAN supposed or proposed by the film’s fiction’’ (Souriau, Kalamazoo College as cited by Gorbman, 1987, p. 21). Film music is often described with respect to its relation to this fictional MATTHEW P. S PACKMAN universe. Diegetic music is ‘‘produced within the implied Brigham Young University world of the film’’ (Kassabian, 2001, p. -
Søren Kierkegaard Newsletter
Søren Kierkegaard Newsletter A Publication of the Howard and Edna Hong Kierkegaard Library NUMBER 66: December 2016 Contents ‘ ANNOUNCEMENTS AND NEWS 2 BOOK REVIEWS The Isolated Self: Irony as Truth and Untruth in Søren Kierkegaard's On the Concept of Irony by Brian Söderquist 2 Reviewed by Will Williams Kierkegaard and the Refusal of Transcendence by Steven Shakespeare Reviewed by Lucas Piccinin Lazzaretti 5 Unto the Abyss of Despair—Kierkegaard’s Aesthetic Sphere of Existence (走向绝望的深渊——克尔凯郭尔的美学生活境界) by Wang Qi (王齐) 6 Reviewed by Chingshun J. Sheu ARTICLES Philosophical Fragments: The Infinite Comic Drama Anthony Eagan 8 Tribute to David Kangas Martin Kavka 16 Tribute to Per Lønning Rune Engebretsen 18 Editor: Gordon D. Marino Editorial Intern: Lucas Shurson Assistant Editorial Intern: Emily Shimota Managing Editor: Eileen Shimota Assistant Editor: Begonya Saez Tajafuerce Assistant Editor: Rafael García Pavón Assistant Editor: Catalina Elena Dobre Assistant Editor: Leo Stan Assistant Editor: Christina Danko 1 ANNOUNCEMENTS AND NEWS Professor Anthony Rudd will deliver the lecture in spring 2017. International Kierkegaard Conference Though an exact date has not been established yet, the Library will host the Eighth International Kierkegaard Conference in the summer of 2018. Dr. Richard Purkarthofer will give the plenary lecture. In addition, for more information from the Hong Kierkegaard Library and other news from Kierkegaard scholars and related groups around the world, please see the website of the Hong Kierkegaard Library at http://wp.stolaf.edu/kierkegaard/. K. Brian Söderquist. The Isolated Self: Irony as Truth and Untruth in Søren Kierkegaard's On the Concept of Irony Copenhagen: Søren Kierkegaard Research Centre and C. -
Søren Kierkegaard Philosophical Fragments, Concluding Scientific Postscript – Excerpts1 PHIL101 Prof
Søren Kierkegaard Philosophical Fragments, Concluding Scientific Postscript – excerpts1 PHIL101 Prof. Oakes updated: 3/18/13 10:24 AM Section III: How do I know? Reading III.5 Søren Kierkegaard (1813-1855) was a Danish philosopher who is best known for his interpretation of Christian faith and for his contributions to what would become known as ‘existentialism’. In both cases, a primary focus of Kierkegaard’s work is the immediate quality of our lived experience. What, exactly, is it like to be a human? What constitutes the best form of human life? As we will see, both in the following excerpts and in those in our Ethics section (Section IV), Kierkegaard thinks that our conceptual thought poses a significant potential obstacle to living well – or, more precisely, an obstacle to our living at all, in a sense. Not that Kierkegaard is anti-intellectual in either the theological or ethical context: conceptual thought plays a crucial role in proper human life, he maintains. But we can become “lost” in our concepts, he thinks, and thus fail to live the vital, vivid lives that are otherwise possible for us. In the following passages, Kierkegaard calls attention to this dualism in our relationship with God, the dualism of our objective, conceptual form of thought, on the one hand, and a subjective, “inner” state, on the other. Conceptual thought is the province of reason, and so Kierkegaard first considers belief in God in terms of what reason and the conceptual mind can tell us. Finding this approach unsatisfactory, Kierkegaard then considers belief in God in subjective terms. -
ELEMENTS of FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms That Indentify Components of Narratives “Fiction
Dr. Hallett ELEMENTS OF FICTION – NARRATOR / NARRATIVE VOICE Fundamental Literary Terms that Indentify Components of Narratives “Fiction” is defined as any imaginative re-creation of life in prose narrative form. All fiction is a falsehood of sorts because it relates events that never actually happened to people (characters) who never existed, at least not in the manner portrayed in the stories. However, fiction writers aim at creating “legitimate untruths,” since they seek to demonstrate meaningful insights into the human condition. Therefore, fiction is “untrue” in the absolute sense, but true in the universal sense. Critical Thinking – analysis of any work of literature – requires a thorough investigation of the “who, where, when, what, why, etc.” of the work. Narrator / Narrative Voice Guiding Question: Who is telling the story? …What is the … Narrative Point of View is the perspective from which the events in the story are observed and recounted. To determine the point of view, identify who is telling the story, that is, the viewer through whose eyes the readers see the action (the narrator). Consider these aspects: A. Pronoun p-o-v: First (I, We)/Second (You)/Third Person narrator (He, She, It, They] B. Narrator’s degree of Omniscience [Full, Limited, Partial, None]* C. Narrator’s degree of Objectivity [Complete, None, Some (Editorial?), Ironic]* D. Narrator’s “Un/Reliability” * The Third Person (therefore, apparently Objective) Totally Omniscient (fly-on-the-wall) Narrator is the classic narrative point of view through which a disembodied narrative voice (not that of a participant in the events) knows everything (omniscient) recounts the events, introduces the characters, reports dialogue and thoughts, and all details.