Existentialism(SR)(Bridge Course)

 

This blog is part of the task on Bridge Course, Flipped Learning and Sunday Reading Task- "Existentialism". "Existentialism"  topic was given by professor Dr. Dilip Barad and for the reference of the task detail reading click here. Certainly, here's a unique and intriguing answers so, this blog is given under this topic...

1. Your task, while watching videos, is to take note of at least one 'thought' that you like the most from all the videos. Do not worry if the 'thought' is repeated. Please type in this manner - "I am impressed by these thoughts or I like the following thoughts from video 1: . . . .; video 2: . . ... and similarly for all videos. All these 'thoughts' are to be published as a blog post, and the link to the post shall be submitted as an assignment submission.

2. Which video do you like the most? Why? (Give at least one reason in your blog post.).

3. How would you describe the 'learning outcome' of this activity? (Do you think that your understanding of Existentialism has increased or is there clarity about this philosophy in your mind or do you feel confident about speaking / writing on extempore on 'Existentialism' after this activity?) (Write your views in your blog- post.)

4. Most Important Task: Ask Questions: Type your questions in the Google Classroom as 'Class Comment'. You are supposed to ask at least 5 questions from all these videos and reading resources.

Here are the answers of given Questions:

 

1. Your task, while watching videos, is to take note of at least one 'thought' that you like the most from all the videos. Do not worry if the 'thought' is repeated. Please type in this manner - "I am impressed by these thoughts or I like the following thoughts from video 1: . . . .; video 2: . . ... and similarly for all videos. All these 'thoughts' are to be published as a blog post, and the link to the post shall be submitted as an assignment submission.

Ans:

     videos which was given for watch and observe it so my points and observations are here ...

1st Video:

I am impressed by these thoughts from video that it's talked about the base of existentialism. and how it's discuss Individuality, Passions, Freedom.

2nd Video:

I am impressed by these thoughts from video that starts with the concept of myth of Sisyphus and it's also discuss about the the absurd reasoning and also talked with reference of the movie "Stay".

The Video also talked with great lines like...

"You suicide when you thinking about life is full from absurdity."

"When you think that life is meaningless and and not worth living then you think about suicide"

"Camus answer to the absurdity is not a suicide"

3rd Video:

I am impressed by these thoughts from video that how it's connect suicide with philosophy and discuss "Philosophical  Suicide"

The Video also talked with great lines like...

"Absurd not in the man and not in the world but it takes place when both comes together."

"Albert Camus gives the idea about Philosophical Suicide."

Talked about absurd mind "Reason is useless and there is nothing beyond reason."

"Camus gave the reason behind that why he wants to be in list of absurdist not in existentialist."

4th Video:

I am impressed by these thoughts from video the concept of video which I like that how it compares "The Dada Movement" concept with "The Existentialism Movement"

The Video also talked with great lines like...

"Dadaism about being all time being artistic and it's also an art movement."

"Existentialism forces you to  become who you are and not to accept what others impose on you."

"Dadaism pushes you towards questioning the values which other have created."

"Dadaism as a way of becoming free of everything here is the chance to make your own values."

"Dadaism was just a response to World War I, Where existentialism response to World War II."

Dada Movement Artists: Hugo Ball, Janco, Jean Arp, Trirtan Tzara.

5th Video:

I am impressed by these thoughts from video that it's talks about existentialism is gloomy philosophy.

The Video also talked with great lines like...

"Existentialism movement was response of the war time after emptiness(World War II)."

6th Video:

I am impressed by these thoughts from video how it discusses The concept of "Nihilism".

The Video also talked with great lines like...

"According to Kierkegaard nihilism can be defined as a loss of individuality his whole project summed up as effort to promote subjectivity."

"For the contrast Camus wrote myth of Sisyphus and Arabella to argue why rebellion is the only proper response to the absurdity."

7th Video:

I am impressed by these thoughts from video that the video talks about the pioneer of existentialism, like Kierkegaard and Nietzsche. Also it's talked  about the connection of existentialism with human life. 

The Video also talked with great lines like...

"Nihilism - There is no meaning or purpose to life."

8th Video: 

I am impressed by these thoughts from video that how they talked with children and from that age they want to taught them what is existentialism which in India we discuss in Masters. So because of the talk session type concept the message they want to give that was in very simplify and cleared language.

9th Video:

I am impressed by these thoughts from video that through the speaker's own life example like live example and experiences him talked a lot about the existentialism, also took some religious responses.

The Video also talked with great lines like...

" 2 Sides of Existentialism- Intellectual,

                                              Way of life" 

 10th Video:

I am impressed by these thoughts from video and how it discusses the concept with the example of war and mother and also good use of war reference because "The Existentialism Movement" was a response to World War II.

2. Which video do you like the most? Why? (Give at least one reason in your blog post.).

Ans:

I liked the video 8th video because in the video they talking with children and that age they discussed it with them which we discuss in Master so the concept of existentialism was not for any particular age group that I learned from that video so the progressive thinking without any age restrictions lead to bright and skillful future that we need to learn and apply it in the education system and society which in youth's hand also so it's our responsibility to take step towards that kind of progressiveness.

3. How would you describe the 'learning outcome' of this activity? (Do you think that your understanding of Existentialism has increased or is there clarity about this philosophy in your mind or do you feel confident about speaking/writing on extempore on 'Existentialism' after this activity?) (Write your views in your blog- post.)

Ans:

So My learning outcome of engaging in this activity has been immensely valuable in enhancing my understanding of Existentialism. Through thoughtful exploration and analysis, I have gained a deeper insight into the core tenets and philosophical nuances of Existentialism. This experience has not only increased my knowledge but has also brought about a heightened clarity regarding this profound philosophy.

I can confidently assert that I now feel well-equipped to speak and write extemporaneously on Existentialism. The activity has provided me with the intellectual tools to articulate its principles, its impact on various aspects of life, and its relevance in contemporary discourse. This newfound confidence in expressing my thoughts on Existentialism is a testament to the efficacy of the learning process undertaken during this activity.

The engagement has not only expanded my understanding but has also instilled a sense of assurance in my ability to communicate effectively about Existentialism. I look forward to sharing my enriched insights with others, fostering meaningful discussions, and contributing to the broader discourse on this compelling philosophical framework.

4) Most Important Task: Ask Questions: Type your questions in the Google Classroom as 'Class Comment'. You are supposed to ask at least 5 questions from all these videos and reading resources. 

Ans: 

4th video (01:20) Dadaism was an art movement, but why did it oppose the concept of artistic expression throughout all time?

7th video (07:51) Can we consider Aristotle as an existentialist? 

8th video(00:49) How is it possible to create one's own rules and live contrary to the world, especially in a country like India, which is deeply rooted in beliefs and religiousness, primarily known for its caste dimensions?

9th video(03:51) The speaker mentioned the honesty of existentialism and how it remains straightforward throughout. However, can we always consider it to be good and perfect? 

10th video(07:02) The speaker states that, according to Sartre, no one provides an answer to one's problems; one has to decide for oneself. In this context, what is more important: individual choice or circumstance?

Conclusion:

The journey through the diverse array of videos on Existentialism has been both enlightening and enriching. Each video offered unique perspectives and profound insights into this complex philosophical framework, shedding light on its fundamental concepts and their applications in human life. From discussions on individuality, freedom, and passions to explorations of philosophical suicide and the existential response to absurdity, the videos provided a comprehensive exploration of Existentialism from various angles.

Among the videos, the eighth stood out as particularly impactful. Its approach of engaging with children on the topic of Existentialism not only showcased the philosophy's universality but also highlighted the importance of fostering progressive thinking from a young age. This resonated deeply, emphasizing the need for inclusive and accessible education that transcends age barriers, fostering a society where critical thinking and philosophical inquiry are valued and nurtured.

Through this activity, my understanding of Existentialism has undoubtedly deepened, and I now feel more confident in articulating its principles and engaging in discussions about its relevance in contemporary society. The exploration of Existentialism's existential response to historical events such as World War II provided valuable context, highlighting how philosophical frameworks evolve in response to the challenges of their time.

so for me, this activity has been instrumental in broadening my intellectual horizons and equipping me with the tools to navigate discussions on Existentialism with clarity and confidence. It has underscored the importance of continuous learning and critical inquiry in grappling with complex philosophical concepts, reaffirming the timeless relevance of Existentialism in understanding the human condition and shaping our perceptions of existence and meaning.

Words:1729

                                Thank You.

The Great Gatsby(Th)

 

This blog is part of the task on Thinking Activity - "The Great Gatsby". "The Great Gatsby"  topic was given by professor Dr. Dilip Barad and for the reference of the task detail reading click here. Certainly, here's a unique and intriguing answers so, this blog is given under this topic...

Critical Perspectives: 

* Investigate different critical perspectives on "The Great Gatsby," such as feminist, Marxist, or postcolonial interpretations. Analyze how these perspectives offer unique insights into the text and challenge traditional readings. Discuss the strengths and limitations of each perspective in understanding the novel.

Information About F. Scott Fitzgerald:-

     While "The Great Gatsby" is arguably F. Scott Fitzgerald's most famous work, gleaning information solely about the author from the novel can be limiting. However, we can certainly explore some aspects of Fitzgerald's life and writing style reflected in the book:

Personal Connections:

• Lost Love: Gatsby's relentless pursuit of Daisy echoes Fitzgerald's own unrequited love for Ginevra King, a socialite he met in his youth. This yearning for a lost love became a recurring theme in his work.

• Jazz Age: The novel's setting and atmosphere directly reflect Fitzgerald's own experiences living in the extravagant and carefree society of the 1920s, capturing both its excitement and underlying disillusionment.

• Social Commentary: Fitzgerald's personal observations of wealth, class, and social climbing in the Jazz Age are woven into the narrative, creating a subtle critique of American materialism and societal barriers.

Themes:

• The American Dream: Gatsby's pursuit of wealth and Daisy, a symbol of the upper class, reflects the allure and potential pitfalls of the American Dream. Fitzgerald himself grappled with the idea, of achieving early success but struggling later.

• Social class and prejudice: The stark contrast between Gatsby's "new money" and the established wealth of the Buchanan's highlights the social divisions of the era. Fitzgerald, while born into a well-off family, faced financial challenges and understood these dynamics.

• Loss and Illusion: Gatsby's obsession with the past and the elusiveness of his dream embody themes of loss and illusion. Fitzgerald's own failed marriage and yearning for a lost past may have influenced these themes.

• The Roaring Twenties: The Jazz Age backdrop of lavish parties and moral ambiguity reflects Fitzgerald's own immersion in the era's excesses. He captured its spirit while critiquing its emptiness and materialism.

Writing Style:

• Vivid Imagery: Fitzgerald's lyrical prose and evocative descriptions bring Gatsby's extravagant parties, Daisy's luxurious world, and the stark contrast between East and West Egg to life.

• Symbolism: The novel is rich in symbolism, using the green light at the end of Daisy's dock, Gatsby's extravagant parties, and the eyes of Doctor T.J. Eckleburg to convey deeper themes and emotions.

• Moral Complexity: The characters in "The Great Gatsby" are not simply heroes or villains. They are flawed individuals caught in a web of desire, ambition, and social pressures, reflecting Fitzgerald's own nuanced view of human nature.

• First-person narration: Nick Carraway's perspective provides both intimacy and distance, allowing readers to see Gatsby through his eyes while also questioning his interpretations. This was a deliberate choice by Fitzgerald to explore the complexities of Gatsby's character and the story itself.

Beyond "The Great Gatsby":

Remember, "The Great Gatsby" is just one piece of Fitzgerald's literary puzzle. To fully understand him as a writer, exploring other works like "Tender is the Night," "This Side of Paradise," and his short stories would provide a richer perspective on his themes, style, and personal influences.

Summary Of The Great Gatsby:

Nick Carraway, a young Midwesterner, arrives on Long Island in the roaring 1920s. He becomes drawn into the dazzling world of his enigmatic neighbor, Jay Gatsby, a self-made millionaire known for his extravagant parties. Nick soon discovers that everything about Gatsby is shrouded in mystery, including his past and the source of his immense wealth.

Gatsby's obsession consumes him. He yearns to rekindle a lost love with Daisy Buchanan, Nick's beautiful cousin, now married to the wealthy and arrogant Tom Buchanan. Daisy represents everything Gatsby desires – wealth, social status, and a past he desperately clings to. Nick, caught in the middle, facilitates a reunion between the two, reigniting a passionate but ultimately doomed affair.

Their web of deceit unravels as Tom, fueled by suspicion and prejudice, exposes Gatsby's illegal activities and threatens to reveal the affair. Tragedy strikes when Gatsby, trying to protect Daisy, becomes entangled in the death of Myrtle Wilson, Tom's mistress. Grief-stricken and blinded by rage, Myrtle's husband mistakenly murders Gatsby.

Nick, disillusioned, watches as the American Dream crumbles around him. Gatsby's relentless pursuit of wealth and status ultimately leads to his downfall, highlighting the emptiness and moral decay beneath the glittering facade of the era. He leaves Long Island, reflecting on the tragedy and the lessons learned about love, loss, and the elusive nature of dreams.

Que: Investigate different critical perspectives on "The Great Gatsby," such as feminist, Marxist, or postcolonial interpretations. Analyze how these perspectives offer unique insights into the text and challenge traditional readings. Discuss the strengths and limitations of each perspective in understanding the novel.

Ans:

F. Scott Fitzgerald's "The Great Gatsby" has captivated readers for decades, its enduring appeal lying not just in its captivating prose and Jazz Age setting, but also in its rich tapestry of themes and multifaceted characters. Engaging with the novel through diverse critical lenses reveals layers of meaning often overlooked in traditional interpretations. Let's delve into three distinct perspectives – feminist, Marxist, and postcolonial – and explore their unique contributions, limitations, and how they challenge traditional readings:

1. Feminist Perspective:

Insights: Feminist criticism sheds light on the gender dynamics and power imbalances within the novel. It examines how female characters like Daisy Buchanan and Jordan Baker are confined by societal expectations, forced to perform a specific kind of femininity, and have limited choices due to their gender. Additionally, it analyzes how the narrative privileges the male characters and challenges traditional readings that romanticize Gatsby's pursuit.

Unique Contributions: Feminist critiques offer alternative interpretations of characters and events. Daisy's choices can be seen as acts of resistance within a restrictive system, and Gatsby's obsession can be viewed as a critique of the patriarchal values that prioritize wealth and status. It also sheds light on the experiences of marginalized women like Myrtle Wilson, exposing the exploitation and power imbalances they face.

Strengths: This perspective provides valuable insights into the social context and the lived experiences of female characters. It encourages readers to question traditional gender roles and power dynamics, enriching the understanding of the novel's themes.

Limitations: An exclusive focus on gender analysis can potentially overlook other crucial aspects of the text, such as class and race. Additionally, some feminist interpretations might oversimplify complex characters and their motivations.

2. Marxist Perspective:

Insights: This perspective analyzes the novel through the lens of class struggle and economic inequality. It examines how the wealthy elite, like Tom Buchanan, exploit the working class, represented by George Wilson. It also critiques the emptiness and materialism associated with the American Dream, highlighting the pursuit of wealth and status as a source of societal ills.

Unique Contributions: Marxist readings offer valuable insights into the economic disparities and power dynamics of the era. It connects the character's actions and motivations to larger societal forces, revealing the exploitative nature of capitalism and its impact on individuals.

Strengths: This perspective provides a critical analysis of the social and economic structures that shape the characters' lives and exposes the darker side of the American Dream.

Limitations: An exclusive Marxist interpretation might oversimplify complex characters and their motivations, reducing them solely to representatives of their class. Additionally, it might neglect other important themes of the novel, such as love and loss.

3. Postcolonial Perspective:

Insights: This perspective examines the novel's engagement with colonialism and its impact on American identity. It explores how characters like Gatsby, with his ambiguous past and wealth gained through questionable means, represent the anxieties and contradictions inherent in the American project. Additionally, it analyzes how the novel reflects the power dynamics between the dominant white culture and marginalized groups.

Unique Contributions: Postcolonial readings offer valuable insights into the historical context and the novel's engagement with issues of race and power. It encourages readers to question the assumptions and biases embedded within the narrative and explore the complexities of American identity.

Strengths: This perspective sheds light on the historical context and its influence on the characters' actions and motivations. It encourages critical reflection on the power structures and racial dynamics of the era, enriching the understanding of the novel's themes.

Limitations: An exclusive postcolonial interpretation might overemphasize themes of race and colonialism, neglecting other crucial aspects of the text. Additionally, it might risk simplifying complex characters and their motivations.

Conclusion:

In exploring "The Great Gatsby" through feminist, Marxist, and postcolonial lenses unveils nuanced layers of meaning, challenging traditional readings. Feminist perspectives highlight gender dynamics, offering insights into characters' resistance within societal constraints. Marxist analyses expose economic disparities and critique the hollowness of the American Dream. Postcolonial readings illuminate the novel's engagement with colonialism, questioning American identity. While each perspective enriches understanding, their limitations lie in potential oversimplification and overlooking other crucial themes. Embracing these diverse critical approaches enhances appreciation for F. Scott Fitzgerald's masterpiece, showcasing its timeless relevance and complexity in reflecting societal intricacies.

Citation:

“F. Scott Fitzgerald Society.” F. Scott Fitzgerald Society – The F. Scott Fitzgerald Society is an international forum for the promotion, understanding and enjoyment of the works of F. Scott Fitzgerald., https://fscottfitzgeraldsociety.org/. Accessed 21 February 2024.

Eble, Kenneth. “The Great Gatsby.” JSTOR, https://www.jstor.org/stable/25111007. Accessed 21 February 2024.

“The Great Gatsby Through a Marxist Literary Criticism Lens.” Georgia Goes Global, 7 July 2014, https://greentea2177.wordpress.com/2014/07/07/the-great-gatsby-through-a-marxist-literary-criticism-lens/. Accessed 21 February 2024.

Ruggieri, Colleen A. “Review: Critical Lenses of Learning "The Great Gatsby."” JSTOR, https://www.jstor.org/stable/30046844. Accessed 21 February 2024.

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                                 Thank You.