Thinking Outside the Box: Plato & Sartre

Plato, through his "Allegory of the Cave," expresses that our senses, a primary mode of attaining our knowledge of our world, cannot be trusted.  What we sense, isn't always the whole truth.  What we perceive is an imitation of the truth and thus we must not rely entirely on our senses.  We must look from different perspectives; we must turn around.  Our senses are narrow, we must use all senses to determine from one point what something is, then change our location entirely and perceive all over again.  Again and again.  In order to attain more truth of what it is we are sensing.  In order to change our location, in order to carry out this search action as described, we must be free of binds.  The prisoners in the cave were comfortable with their binds and their location and thus did not free ourselves.  Our comfort is our self-set limitation on our knowledge.  By stepping outside our comfort zones we expand them, permitting more truth.  Often times thinking differently is uncomfortable and difficult, and more than often this is what changes your thinking and attains knowledge.  Plato expresses that thinking differently and searching for knowledge is an acquired skill, as staring into the bright sun got easier as the one prisoner continued to do it.  Our limitations are self-created, self-accepted.

"GARCIN: Inez, they've laid their snare damned cunningly-- like a cobweb. If you make any movement, if you raise your hand to fan yourself, Estelle and I feel a little tug. Alone, none of us can save himself or herself; we're linked together inextricably. So you can take your choice. Hullo? What's happening?"

This quote from Sartre's play, "No Exit" can be interpreted to say that our knowledge is dependent upon the knowledge of those around us.  Our knowledge has been accumulated by the distributed information from others, albeit false, true or otherwise.  In a sense, the knowledge of others is both our limitation and our expansion.

"Alone, none of us can save himself or herself; we're linked together inextricably."

Alone, we can question and ponder, we can experiment and reason, but our thoughts and enterprises can never be validated without others, we can never know how close to the truth our thoughts and opinions are without the scrutiny of others.

AP Term: Anachronism

Defined by AP to be "something that shows up in the wrong place or the wrong time."

Perhaps this could mean a plate of food showing up in a public restroom or a character wearing sunglasses in a time period when sunglasses did not exist.

Here are some visual examples of Anachronism:

Anachronism often creates a sense of displacement with various effects:  either humor, discomfort, sadness, or maybe for symbolic meaning.

Big Question: Has One Ever Wondered

Do People choose to think a certain way or is it a habit that has been formed over time?  How much of our thoughts are dictated by our conscience and sub-conscience minds?

Literature Analysis: The Scarlet Letter

1.)  The Scarlet Letter, by Nathaniel Hawthorne begins with an introduction entitled The Custom-House, which introduces the narrator and the setting of the story (which is in Salem, Massachusetts, 200 years prior to this narration).  The narrator while working in this house discovered documents and other papers which he then decided, in his life, to compile into a story called The Scarlet Letter.  The novel begins with the main character, Hester Prynne stepping out before a crowd in a plain gown adorned with a lavishly and extravagantly embroidered scarlet letter A.  The A is the symbolic of Prynne's sin; Adultery.  In this Puritanical Massachusetts colony, Prynne is set before all the public to be ridiculed and shamed for her sin.  Here, it is revealed that Prynne's husband was lost at sea and presupposed to be dead.  She, under this notion, fell in love and had a child with another man, whose identity at this point is unknown.  Standing before the crowd, Prynne holds tight to her daughter Pearl, another symbol of Prynne's guilt.  Fathers and other clergymen of the colony essentially publicly try Prynne, attempting to break her and pry from her the identity of her partner sinner.  It is conveyed here, that this colony is very strict, rigid, dogmatic, and vicious against all sinners to the point of making it a duty to find the second sinner and bring him the punishment he deserves.  Towards the end of this scene, Roger Chillingsworth is introduced.  He is a physician and Prynne's husband.  He has come seeking revenge on Pearl's father.  Only Prynne knows this.

Now, Prynne is found in a cottage-like house isolated from the rest of the colony; Prynne and Pearl have been shunned and ostracized.  Prynne learns to cope with her new circumstances, she cares for Pearl, her only happiness, and works as the local seamstress.  When Prynne does enter the town most people fear her, some children tease and harass her.  Pearl grows into an impish child and eventually harasses her mom as well.  Pearl is characterized as very intelligent, devilish, impish, yet with an aura of beauty and happiness about her which fuels Prynne to strive through her adversity.  As time passes, the town settles and Prynne's Scarlet letter becomes a regular site to all.  In addition, Prynne receives help from the one sympathetic character, Arthur Dimmesdale.  He defends Prynne against the other clergymen who try to take Pearl away from Prynne.

How Hamlet's use of Language Differentiates Himself from Epic Heroes such as Beowulf: Essay

             Hamlet stands out as a character because he was one of the first, if not the first, to provide us with a window into his thinking.  Characters before Hamlet were very simple in their use of language; using language to describe, direct, and reveal.  Hamlet deviated from this in using his language indirectly, to conceal and deceive, and to analyze his own thinking.  In other words, Hamlet uses language to convey his thoughts and thus he diverges from the epic hero, such as Beowulf, who uses language to communicate his actions.  By using his language indirectly and to hint, to veil and to mislead, and to analyze himself and his thoughts, Hamlet’s use of language differentiates himself from epic heroes such as Beowulf.

             Early heros, such as Beowulf, use language in a very direct manner; stating every deliberate meaning to their intentions.  For example, in this quote, “Our errand is a great one, our business with the glorious King of the Danes is no secret; there’s nothing dark or hidden in our coming.” Beowulf, to the Watchman upon the Danish shore, deliberately delivers a concrete and direct message with his language.  Hamlet is dramatically different.  “I am myself indifferent honest, but yet I could accuse me of such things that it were better my mother had not borne me: I am very proud, revengeful (italics mine), ambitious, with more offenses at my beck that I have thoughts to put them in, imagination to give them shape, or time to act them in.”  Here, Hamlet states everything he plans to do, he announces to the audience, who, under popular misconception may believe Hamlet has not made up his mind, that he has decided on revenge, however, this is not stated directly to either Ophelia or the audience, all Hamlet says directly is that he is revengeful.  Nevertheless, with this single word it is spoken indirectly that Hamlet is marching towards revenge and has contrived a brilliant mouse trap in which to execute it.  In doing this, Hamlet differentiates himself from the epic hero, Beowulf.  Beowulf even goes far enough to use his language to state that there is nothing hidden or concealed in his actions or language, Hamlet, quite differently, conceals a lot with his language.

The Most Important Concept that I've Learned So Far...

             So far, a lot has been learned this year even though I have the same teacher and have learned his philosophies in the previous years.  But the most important item of knowledge that I have taken away as of this time in the year, wasn't from him.  It was Roy Christopher and other Internet Giants that we had the honor to speak with via Blackboard.  The incredible experience broke the generational boundary and made that point, "That my generation isn't careless, isn't snotty and spoiled, and is appreciative of the new technology and desirous of learning it to a full understanding."  So many people in my senior class that are enrolled in Dr. Preston's Ap Literature course wrote how important they felt, "Program or be Programmed" was to them.  This demonstration we made to Roy Christopher and the rest told them that there is hope in us, we're not all what everyone says we are.  We are not all what Louis C.K. says we are.  However, he is, to my understanding, entirely right about everyone's unhappiness.  We should all take a step back, and actually look at the new horizon we've reached.  Otherwise we can't, no matter which generation, appreciate this advancement.

Internet Giants - Blackboard Conference: Roy Christopher, Ted Newcomb, and Howard Rheingold Alumni

We started off with Ted Newcomb asking some questions for Roy Christopher after short introductions.  This led to the real, pioneering discussion.  So, here are the main points:

1. Relating this period in history to Hip-Hop; this is a technological revolution.
2. It is impossible to surpass the medium itself:
1. Society cannot make something, like an app, on mobile technology that will become more important than the fact that Society has mobile technology.
3. "Program or be Programmed"
1. It isn't necessary to know how the technology works to use it, however, knowing how it does work, and knowing the best ways to use it, makes you a more mature user.
4. Advent Horizons create challenges in intergenerational communication, however, these challenges provide opportunities to teach those of older generations how to use the new technology and essentially cross their Advent Horizons.
5. We must find balance in our lives between digital and analog technologies.
6. With technology changing so rapidly, people can pick and choose the technology they use.  
7. The goal with using technology in education is to find the perfect blend of theory and academics with practical and technological use.

Literature Analysis: Gulliver's Travels

1.)  Gulliver's Travels, written by Jonathan Swift, is a Four Part satirical adventure novel narrated by the main character Lemuel Gulliver.  The novel begins at sea.  Gulliver's business as a professional surgeon failed and now he is off at sea.  A storm hits and he is shipwrecked on a tiny island here he is held captive by a native people the size of his index finger.  These people, the Lilliputians, feed Gulliver and are very hospitable.  After being caught in a war between the natives on this island Gulliver fixes a bought and leaves.  He intends to reach England.

             After staying shortly in England with his family, Gulliver sets sail again to an island of giants, known as the Brobdingnagians.  He quickly meets the royal family and court which are delighted by him.  He is very entertaining to them for he is so tiny and musical to them. During his stay he becomes very disgusted by them for their flaws are magnified due to their gargantuan size.  Towards the end of his stay here, Gulliver, while caged, is caught by an eagle and taken off the island.  He lands in the ocean where he sets sail yet again.

            Next, Gulliver lands on a floating island called Laputa.  This island is full of intelligent, academic people called Theoreticians.  These people oppress the people of the island they float above called, Balnibarbi.  After this he goes to Glubbdubdrib where he witness the recreation of historical heros which he finds rather boring and unimpressive.  He then visits the Luggnaggians and the Struldbrugs after which, he is then able to travel to Japan where he finds a way to get back to England.

Tools That Change the Way We Think

             "Back in 2004, I asked [Google founders] Page and Brin what they saw as the future of Google search. 'It will be included in people's brains,' said Page. 'When you think about something and don't really know much about it, you will automatically get information.'

             'That's true,' said Brin. 'Ultimately I view Google as a way to augment your brain with the knowledge of the world. Right now you go into your computer and type a phrase, but you can imagine that it could be easier in the future, that you can have just devices you talk into, or you can have computers that pay attention to what's going on around them and suggest useful information.'

            'Somebody introduces themselves to you, and your watch goes to your web page,' said Page. 'Or if you met this person two years ago, this is what they said to you... Eventually you'll have the implant, where if you think about a fact, it will just tell you the answer."

-From In the Plex by Steven Levy (p.67)

             I agree with what Page said about Google becoming part of our way of thinking.  I can clearly see it being a part of mine.  When I am curious about a topic I immediately check Google and see what comes up.  If I really get interested I will dig more and even go to the library to get some books.  However, it never starts with books for me.  Unlike my parents.  

In Search Of

After watching the TED video on Filter Bubbles, I wasn't surprised.  I did really enjoy the illustrations though and the overall quality of the speech.

After re-doing my William Shakespeare search with Filter Bubbles in mind, (I used Dogpile instead) I got all the same results with a few new sources.  I got sources from Google that I got on Bing and on Yahoo.  It is as if all of the search engines use and collect the same signals I give off.  I never use Bing and Yahoo, yet I get from them what I get from Google.  Almost, like there is some big library all about me, that these engines go to to make the best tailored search.

Notes on Hamlet

My thinking and view of Hamlet has changed a lot since the first scene of Act I.  I still view Hamlet as a young adult/ teenager of 18-25 or so that still is prone to deep emotion conflict and turbulence; more so than an adult of 30.  However emotional, Hamlet isn't immature about it, like most teenagers, as i thought he was.  He isn't out of control, indecisive, and volatile.  He isn't anything Cliff notes or Spark notes says he is.  He isn't anything that most people think he is.  He is very smart and emotional and uses the two to make a ruthless plan of revenge on Claudius.  He is emotionally driven and intellectually focussed making him very powerful.  Why else would Claudius fear him and desire to ship him off in a box?  Hamlet has turned out to be a dynamic character that I really enjoy.

Like one of my favorite artists, who from age 19 to 35 wrote about his sadness, isolation, anger, and love; turning his emotions into art.  This demonstrates control or at least channeling.  I find this very similar to Hamlet who channeled his grief and anger into a plan.

I am excited to see where the play goes from here.  What is to be of Hamlet now that Claudius has the upper hand due to Hamlet's murder of Polonius.  I am thrilled to see where Hamlet goes as a character.

Who Was Shakespeare?

In this search I went as follows:

1.)  Google.com

2.)  Wikipedia.com

3.) Back to Google and on to www.william-shakespeare.info

4.)  From there to link:  William Shakespeare Identity Problem

5.)  Back to Google and to www.online-literature/shakespeare/

Shakespeare was a poet and playwright who is known as the greatest writer in the English language.  We know quite a bit about him as far as the plays he wrote and his family.  But so much more is either vague or completely unknown and fervidly disputed.  Such as his physical appearance, religion, and authorship.

To Facebook or Not to Facebook?

My initial thoughts on reading the article were very against Mark Zuckerberg.  The fact that he wants 12 year old children on Facebook, where those children who know nothing about a positive or negative internet footprint, what information to share and not share, and the sometimes lasting results of posting very bad things, I dislike.  These children are exposing themselves too early and are being exposed too early to internet trends and influence.  It is like I am seeing a trickle down effect where fashions and behavior is working its way into younger generations.  Teenagers were having sex, now it is pre-teens having sex, and eventually 8 year olds will be having sex when they're too physically immature to even ejaculate.

In addition, M. Zuckerberg is pushing for his agenda, against protecting 12 year old children and under, with triple the amount of lobbying that Facebook already takes part in.  He clearly has plenty of money to spend so much on lobbyists, yet he wants more money from the 7.5 million Facebook users that are 12 and under.  Zuckerberg even has a political committee composed of ex-Bush and Obama officials to push against constricting Facebook age requirement.

Literature Analysis: To the Lighthouse

1.)  To the Lighthouse, begins with The Window.  James, Mr. and Mrs. Ramsay's son is watching the lighthouse through the window; he wants to go tomorrow.  Mrs. Ramsay tells James they will, however, critical and rational Mr. Ramsay says they will not; it is going to rain as the clouds indicate.  This bluntness of Mr. Ramsay, James hates.  Mrs. Ramsay is knitting a stocking for the man in the lighthouse's son.  Days past and guests arrive at the Ramsays house: Charles Tansley, Lily Briscoe, Mr. Carmichael, Paul Rayley, Minta, and others. For the majority of The Window, Virginia Woolf speculates on love, the disingenuous and tenuous relationships of adults, and the impact of one's childhood.  Her narration is stream of conscience, jumping from each character's mind to another's in fluid train of thought.  The largest event of this section of the novel is the huge dinner Mrs. Ramsay hosts.  All of the guests are there and interacting.  Here, Woolf plays with her observations of human social tendencies and falsities.

If this were a movie, here, the screen would dim, time would fade on this table, and Time Passes, would begin.

(Don't) Be Hamlet

To clutch one’s honor from others, or to prevent plaguing one’s family with dishonor; these are justifications of suicide dating back to the time of Dynasties and the Samurai.  Others may be the absence of Will and the failure of achieving anything.  In all of these examples, Hamlet grasps onto none. He has failed at nothing; in fact, his life has barely begun, since he is just desiring to attend college.  Hamlet has caused no dishonor to his royal family and he is in no position in which his honor may be lost.  When held up in this light, Hamlet has absolutely no rationale to carry out suicide, and, thus, must he “suffer the slings and arrows of outrageous fortune.”

A marionette, melancholic and broken, manipulated by his own volatile, puppeteering emotions, wishing to kill himself for no other reason than, “life, is so cruel.”      This portrait of Hamlet portrays him much in the likeness of Holden Caulfield, or, more ecumenically, in the likeness of an adolescent, a youth, a young adult, who still immaturely and unwisely considers suicide at all.  Hamlet, to overwrite the wrongs of Claudius, must seek life, not death.  Diving off the ice burg will not equilibrate the two sides; Wrong and Right.  It will only give way to Wrong, tipping it further into the depths.  Only through remaining on the ice burg, only through life, could one set the balance.  In this position, Hamlet finds himself, and yet, through the veil of immaturity, he looks to suicide, and fancies it.  After all, he sees no reason not to end his life other than the uncertainty of what will be lying in wait for him in Death.  However, this reason bears minute magnetism when held against the more compelling reason to live; revenge.

Coming Soon: To the Lighthouse by Virginia Woolf

AP Literature Analysis in the near future.