November 19, 2012

Journal

Compare yourself to the denizens of Plato's Cave. Describe something you learned during the mind map experience (about Queenan's article, about the process, about yourself) that will help you break the chains and see more than shadows.

- If I ever was in the position of the prisoners then I'd feel weak and small. I wouldn't feel as filled with knowledge like others are so informed and enlightened by reality. It would feel discouraging at first, but knowing myself I will put myself out there to try and learn something new. I am a strong believer in trial and error. You must learn how to fail a couple of times in order to improve until you finally get it right. During the whole process of the mind map, I figured out how to learn a new tool that i can use in the future. It was a struggle trying to understand the how mindmeister worked and just dealing with it. Must I say, in my opinion, that it wasn't the best of the best. But in the end it worked out and we all managed to collaborate and put out all the information of Queenan's article. By learning how to use a new tool to help our process of learning it was a good experience for every student that took part in it. We learned how to use something new and put it into action. Nothing better than learning something and finally putting it to work so others can learn from us.  Slowly but surely we are breaking the shackles that the school system has locked us in. We are discovering a whole new world that practices many different styles of learning. Now dare I speak the truth, but don't we all learn differently? Well why not show the different styles of learning so everyone can touch on their style of learning.

Plato's Allegory to the Cave !

1. According to Socrates, what does the Allegory of the Cave represent?
-It would be the transitioning of ignorance in ones life to seeing and understanding knowledge and the truth. An example would be when the prisoners are not aloud to see reality because they are chained up. so the only "reality" that they perceive to be "reality" would be what they know from being inside the cave all there life.

2. What are the key elements in the imagery used in the allegory?
-The raging fire that stands behind them is the representation of the natural "sun". The shadows present themselves to be the images of or figures of animals, people, any outside living. The shackles/ chains represent the restriction of life that prevents us from seeing and knowing what is real. Darkness is the lack of truth/Knowledge that the prisoners know.

3. What are some things the allegory suggests about the process of enlightenment or education?
- Shouldn't people accept the truth when they are exposed to it? The thing is that ignorance isn't so wrong when reality hasn't really been available to them. People should go and put themselves out there in order to seek the education, so they will become informed and have the knowledge of the truth rather than metaphorically living in darkness without the knowledge that is being given so close.

4. What do the imagery of "shackles" and the "cave" suggest about the perspective of the cave dwellers or prisoners?
- The shackles represent that the prisoners are not completely ignorant, because the prisoners were born into  the darkness. They were just simply physically unable to seek the outside knowledge because of the restraint they were in. The cave is dark with a muggy feel to it, and  is very closed off. It personifies the ignorance as something unpleasant because of its dark feel to it. Turns out to be complete opposite of the feeling towards light and brilliance.

5. In society today or in your own life, what sorts of things shackle the mind?
- Technology plays a key role in our lives today. Ever since the invention of electronics we have relied on its advancements more and more. I would say that we are slowly loosing the rich knowledge of knowing how to depend on natural resources, learning how to work with nature to benefit ourselves or others, compared to the dependency of technology. Our minds are becoming shackled because you can see little babies playing with toys that are filled with technology to enhance the play for the kids. There are video games that will "enhance" the learning at an even earlier age. Children are being born into the "cave"  and are slowly shying away from the works of life.

6. Compare the perspective of the freed prisoner with the cave prisoners?
- The perspective of the cave prisoner was much more closed minded because they haven't had the chance to be enlightened like the freed prisoner. The cave prisoners are much more likely to shy away from the opportunity because it is out of their norm. That are already accustomed to what is comfortable for them and if it comes to adjusting to something new, then they'd feel outside of there "reality". For the freed prisoner who feels enlightened by what new world there is out there compared to being inside the cave. He feels that there is something new outside and is willing to learn about the reality outside the cave in order to enhance his knowledge of what the world has to offer.

7. According to the allegory, lack of clarity or intellectual confusion can occur in two distinct ways or contexts. What are they?
- You can either choose to accept the truth and enhance your knowledge about such things. Or you can also shy away from the truth and choose to now accept the truth. But by not accepting and learning from the truth then you will not become enlightened with knowledge.

8. According to the allegory, how do cave prisoners get free? What does this suggest about intellectual freedom?
- Someone lead a prisoner outside in showing them reality. He was able to learn and adjust to something new. By learning from others he is able to teach others and share the knowledge he now holds. It is just like a teacher student relationship. The teacher shows his ways to the student and he learns off of them to soon lead for himself, and then lead others in teaching what he has learned. It is like a cycle.

9. The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not?
- . . .
10. If Socrates is incorrect in his assumption that there is a distinction between reality and appearances, what are the two alternative metaphysical assumptions?
- . . .

Literature Anal # 3

The Color Purple  by Alice Walker

1. The Color Purple is a novel about an African American woman named Cecil who struggles throughout life. She had to take the part f her mother when she passed away, and during that time her father rapped. She had two children which she never met. Soon after that she is forced to marry another man who already has children. The children as well as her husband are cruel to her and do not respect her. After a couple of years she adjusts to the life. Her sister Nettie moved in with them for a while but when she refused to have a relationship with Cecil’s husband she was told she could no longer live there. When Nettie left the house she went to be a servant for an African couple and later became a missionary with them in Africa. Cecil not only morns with the loss of her sister but also with the fact that her husband cheats on her with a singer named Shug. After years of having Shug live with them Cecil begins to form a physical as well as emotional relationship with Shug. Together Shug and Cecil discover letters from Nettie to Cecil that her husband had been hiding from her. When Shug announces that she is leaving Cecil says that she will leave as well, she gets the courage to tell her husband how she really feels about him. Cecil begins her own store and becomes very successful. She goes back to the town to discover that her husband is a changed man and while there she is reunited with her sister.

2. The theme of this novel is that strength can be hidden in the people that appear to be weak. This theme mainly applies to Cecil because she started off as a push over and ends up being independent. She is pushed around by everyone at first and then comes out being strong. She dealt with her father abusing her and then with the abuse of her husband. Shug was the person that Cecil needed to push her to be strong.

3. The tone of the novel is serious and tragic. Though there are a couple of happy moments, it is mainly filled with saddness. Since the very beginning Cecil introduces the fact that she was raped and her tone was very somber. She had a very difficult life and spoke of it with a serious tone. The majority of her life was not very good and enjoyable for her. Even when Nettie sent the letters they always contained serious topics and a tragic tone to all she said. Toward the end of the novel it begins to brighten up a bit but Cecil still speaks with a tragic tone.

4. The literary elements in this novel were diction, zenith, and characterization. The diction was used with the slang that Cecil spoke in. It was effective by making this novel more realistic as well as making Cecil more realistic. The zenith occurred when Shug and Cecil found the letters from Nettie. This was a turning point for the way the story took place because Cecil’s attitude changed after this. The characterization added a better idea f the characters. It helped make sense of why they did what they did. For example the death of Cecil’s husbands ex wife explained his cruel attitude.

Sonnet Analysis ( part 1) 

Sonnet Characteristics

- 14 lines. All sonnets have 14 lines which can be broken down into four sections called quatrains.

- A strict rhyme scheme. The rhyme scheme of a Shakespearean sonnet is ABAB / CDCD / EFEF / GG (note the four distinct sections in the rhyme scheme).

- Written in iambic Pentameter. Sonnets are written in iambic pentameter, a poetic meter with 10 beats per line made up of alternating unstressed and stressed syllables.


- A sonnet can be broken down into four sections called quatrains. The first three quatrains contain four lines each and use an alternating rhyme scheme. The final quatrain consists of just two lines which both rhyme.


1) Each quatrain should progress the poem as follows:
First quatrain: This should establish the subject of the sonnet.
Number of lines: 4. Rhyme Scheme: ABAB

2) Second quatrain: This should develop the sonnet’s theme.
Number of lines: 4. Rhyme Scheme: CDCD

3) Third quatrain: This should round off the sonnet’s theme.
Number of lines: 4. Rhyme Scheme: EFEF

4) Fourth quatrain: This should act as a conclusion to the sonnet.
Number of lines: 2. Rhyme Scheme: GG

Big Question ? ? 

It is saddening seeing someone not appreciate their culture and where the ancestors come from. Why do some people just push all that aside, in order to "fit in" with society? Why not take pride in where you come form and show society itself to love their heritage?
After all...this place we call earth is full of diversity, why not Love ourselves first before we can love others...

Vocab # 11

1. affinity- (n) a liking or sympathy for someone or something, especially because of shared characteristic

2. bilious- (adj) relating to an illness caused by too much bile, which can cause vomiting

3. cognate- (adj) describes languages and words that have the same origin, or that are related and in some way similar

4. corollary- (n) something that results from something else

5. cul-de-sac- (n) a short road which is blocked off at one end, a situation which leads nowhere

6. derring-do- (n) brave action taken without considering the danger involved

7. divination- (n) the skill or act of saying or discovering what will happen in the future

8. elixir- (n) a substance, usually a liquid, with a magical power to cure, improve or preserve

9. folderol- (n) a showy but worthless trifle, foolish nonsense

10. gamut- (n) the whole range of things that can be included in something

11. hoi polloi- (plural noun) ordinary people

12. ineffable- (adj) causing so much emotion, especially pleasure, that it cannot be described

13. lucubration- (n) laborious work, study, thought, etc.. especially at night.

14. mnemonic- (n) something such as a very short poem or a special word used to help a person remember something

15. obloquy- (n) censure, blame or abusive language aimed at a person or thing, especially by numerous persons or by the public.

16. parameter- (n) a set of facts or a fixed limit which establishes or limits how something can or must happen or be done

17. pundit- (n) a person who knows a lot about a particular subject and is therefore often asked to give an opinion about it

18. risible-(adj) not effective or useful; stupid

19. symptomatic-(adj) If something bad is symptomatic of something else, it is caused by the other thing and is proof that it exists

20.volte-face- (n) a sudden change from one set of beliefs or plan of action to the opposite

Sonnet!

Soneto XVII by Pablo Neruda

o te amo como si fueras rosa de sal, topacio

o flecha de claveles que propagan el fuego:

te amo como se aman ciertas cosas oscuras,

secretamente, entre la sombra y el alma.

Te amo como la planta que no florece y lleva

dentro de sí, escondida, la luz de aquellas flores,

y gracias a tu amor vive oscuro en mi cuerpo

el apretado aroma que ascendió de la tierra.

Te amo sin saber cómo, ni cuándo, ni de dónde,

te amo directamente sin problemas ni orgullo:

así te amo porque no sé amar de otra manera,

sino así de este modo en que no soy ni eres,

tan cerca que tu mano sobre mi pecho es mía,

tan cerca que se cierran tus ojos con mi sueño.

Translation

Love Sonnet 17

I don't love you as if you were the salt-rose, topaz
or arrow of carnations that propagate fire:
I love you as certain dark things are loved,
secretly, between the shadow and the soul.
I love you as the plant that doesn't bloom and carries
hidden within itself the light of those flowers,
and thanks to your love, darkly in my body
lives the dense fragrance that rises from the earth.
I love you without knowing how, or when, or from where,
I love you simply, without problems or pride:
I love you in this way because I don't know any other way of loving
but this, in which there is no I or you,
so intimate that your hand upon my chest is my hand,
so intimate that when I fall asleep it is your eyes that close.