Saturday, February 26, 2011

A Rambling of Relativity

(*N.B. This fits into the response #3 catagory)
Earlier today admist making a cake (which didn't turn out so well-- it ended up having giant pudding spots in it... don't ask) I was talking to my sister about her Theory of Knowledge class where they had been having a discussion about cultural relativism. She pointed out two theories:
  1. That two people from two different cultures with two different ideas can each be right within their culture within their standards of morality. Basically that the universe defines no "one correct answer". For example, when comparing cultures where eating your grandparent in cannabalistic behavior is accepted in some rural regions as a great honor to yourself and them, versus societies that find cannabalism to be an unacceptable practice, there is no universal force that would say that "eating grandparents is wrong/right". (To clarify, when I refer to universal force we're going to keep this argument away from a religious aspect and more into a scientific perspective where by the laws of nature, there is no force that defines right/wrong in this case).
  2. Even on something where many people had different views, there was still only one right answer. For example, it used to be where there were mixed feelings whether the world was round or flat, but the world ultimately was always round.
At first, I began to argue for #2 that there were some things that were wrong universally, like killing a person-- but then there's a question of whether killing a person is always wrong, if you're doing it for the right reasons.  I'm typically drawn to the idea that doing harm upon another person is wrong (e.g. killing them) because it imposes control over that person. However, if harm is done upon the person that was harming others (e.g. the killer) then the typical standard that "killing is wrong" goes out the window because it will depend on the level of harm they imposed what should happen to them as "justice".  For example, if you had a killer kill a victim, then the killer has imposed their will upon the victim (leading to the victim's death). Because the killer imposed his will upon the victim, he forfits the right to not have others' wills forced upon him (potentially leading to the killer's death). But then there's an issue of whether or not anyone deserves to die brutally. If the killer brutally murders the victim, does the killer deserve to be brutally murdered in return? Some would say yes, but there comes an issue about inhumane treatment towards others and how no matter what that person did to someone else, and no matter how much pain they "deserve" in return, there are certain boundaries of behavior that shouldn't be crossed. But that, would be a cultural perspective, what is "humane" and where the boundaries of action are.

I can't help but wonder as I sift through this scenario in my mind, if "humane" is just a relative term. That depending on what culture you come from, your definition of "humane" changes... I supposed that goes back to the defining point in #1 that two different cultures have their standards based off their own system of morality and ethics.


It makes you wonder if globally then, majority rules. Because the "majority" of the world sees killing as wrong, then it is considered wrong. This whole process for me looking up two videos.

The first is a video about an interview with Armin Meiwes who was a cannibal that ate a willing victim in Germany (view discretion advised).

The second video I found as a follow up to the first was about different cases of "body enhancement" where people have body adjustments made ranging from whiskers attached to their face, horn implants, extensive tattoos, to split reptillian tongues.

In Freaking Out video, there was an interesting quote. The man who was the artist behind the body enhancements was asked what the difference whas between plastic surgery and his body enhancement process. He said that, "plastic surgery is modifying the body towards what society considers normal. My artform is extreme individualism". 

People strive for this "extreme individualism" but I've found from my observations in life that often times you'll see people who are trying to be an "outcast" or "weirdo" end up forming their own clique. Kind of like people striving to be Juggalos (a group of people some of my friends were discussing earlier when wanting to go to the Gathering of the Juggalos as a joke. This video gives you an idea about what the gathering is about if you're curious: http://www.youtube.com/watch?v=bdIby6G6gsw). The Juggalos are basically a group of people trying to go for extreme behavior that wouldn't follow what is deemed proper by the majority of society.

What would happen though if the majority of people became what is considered "weird" or "unique" now? Then the standards of majority rule would flip, and what seems normal to us now would be considered the anomaly. People who then wanted to become an extreme invididualist would try to find something that is toned down since everyone might be lizard people in this universe.



All kidding aside, this all kind of followed a consistent train of thought I had earlier. It basically wraps up to where I'm trying to find the relativity behind these things. Who knew that a conversation with my sister while making an ill-conceived cake would lead to coming up with alternate universes of snake people in my head. All in a day's work.

Monday, February 21, 2011

Ak-centz?

As of the past couple hours, I'm having to start the decision making process on whether I want to learn spanish or french first (because in my lifetime I'm sure I'll learn both at some point). Right now I'm stuck because while spanish is the 4th most spoken language in the world (french is the 12th) I tend to prefer the way French sounds. Regardless, this whole process reminded me of this lovely website I came across when preparing for a short performance I had to do in an arabic accent:

http://accent.gmu.edu/index.php

You can go to "Browse" then "atlas/regions" and click on an area of the world and listen to the accent that someone from that country carries when speaking English. Useful theater tool, but fascinating to check out in general. Enjoy!

Sunday, February 20, 2011

Literature and Butterflies

(*N.B. this is the entry #2 submission)

Literature and butterflies are the two sweetest passions known to man.
-Vladimir Nabokov (1899-1977)


Butterflies (either literally as beauty in the world... or perhaps the butterflies of sensation in our tummy) and literature really do carry massive weight in what makes this world wonderful. When I think of literature, I think of an expansion of capabilities, a growth of empathy-- of understanding. With all of this potential laid within literature, it'd be a shame if we didn't make the most out of it. In order to reap the full benefits of a piece of work, we need to first learn how to harvest the potential of...

Literary Analysis.

I find that there are some basic steps I take when faced with a new piece of literature. To better elaborate on my method of going about with analysis, I would like to reference Emily Dickinson's poem "Because I could not stop for death". Poetry I find tends to be one of the more tricky forms of literature to tackle, so I'd like to give guidepoints behind analyzing a piece using this more challenging form of writing.

Because I could not stop for Death,
He kindly stopped for me;
The carriage held but just ourselves
And Immortality.

We slowly drove, he knew no haste,
And I had put away
My labor, and my leisure too,
For his civility.

We passed the school, where children strove
At recess, in the ring;
We passed the fields of gazing grain,
We passed the setting sun.

Or rather, he passed us;
The dews grew quivering and chill,
For only gossamer my gown,
My tippet only tulle.

We paused before a house that seemed
A swelling of the ground;
The roof was scarcely visible,
The cornice but a mound.

Since then 'tis centuries, and yet each
Feels shorter than the day
I first surmised the horses' heads
Were toward eternity.
  1. Understand the basic meaning of the litarature. Try to block off segments (in the case of a poem, go by stanzas) and read through it and figure out what the whole passage is about. I find that writing a one line summary of the individual sections helps. This way, you can always go back later and quickly refresh yourself on what the poem was about. (In the poem above, it is about a person being taken off by death to their grave, the passage as they travel there, and how as they lie in their grave they can always remember the day they were taken off).
  2. Look for words or phrases you don't understand and look them up. This goes hand-in-hand with step one, because when you figure out what a particular word means, it will help you understand the section of the work. Writers are very particular about their word choice, and chances are there is a specific point to why they chose one word over another. For example, in the fifth stanza, the word "cornice" was used. After looking it up, I found that a cornice is a "decorative band of metal or wood running along a corner or edge". This is something you would expect to find on top of a house by the roof, so when Dickinson says the cornice was a mound, it implies that the house is actually the grave underground. Because I understand this particular word, it brought an understanding to how the person was going to their grave.
  3. Find all the cases where a literary or rhetorical device is being used (from my experience with latin, I found this website was a great aid with understanding the rheotorical devices:<http://www.uky.edu/AS/Classics/rhetoric.html>). When a literary device or tool is used, it typically means the writer is trying to place emphasis on a particular idea in that segment. For example, in fourth stanza, there is an alliteration in "for only gossamer my gown" between gossamer/gown. This drew my attention to this line and after looking up gossamer I discovered there were two meanings present. Gossamer is either "something extremely light and delicate" or a "film of cobwebs floating in the air in calm clear weather". This provides the meaning of a withering sort of fabric but also how there is an allusion to spiders which are usually found in dark places, like a grave. Because I had my attention drawn to this line with the literary device, I was able to pick up on the significant imagery in understanding the passage that the person will wither away in the grave.
  4. Put the passage in context to the whole work. This becomes especially critical in novels (e.g. Harry Potter and the Deathly Hallows), epic poetry (e.g. The Odessy), or plays (e.g. Hamlet) because often times with understanding how it connects to the rest of the work, it will help you understand the work as a whole. Ask yourself "so what?", or why the passage matters at all. If you can answer this for yourself, you will be able to understand the entire work much better and help yourself understand themes and motifs in the literature.
When I go about this process, I tend to use highlighters, underlining, circling, arrows, doodles, etc. all as my aid. Find what makes you most comfortable in this process. The writer's main goal is to have some effect on you, so if you lend yourself to understanding their piece better with proper analysis, you be much more likely to find the worth behind their piece.

 
Who knows? Maybe you will even find some butterflies.



Edit: I forgot to mention, that when it comes to reading someone else's analysis on a work (e.g. KPA, key passage analysis style) you should be open minded to what they have to offer. They've already gone through all of the steps above, so when you read through their analysis it can help has a jumpstart in your own interpretation of a passage.  By getting their perspective versus yours, you may end up being able to see the passage in a whole new light, find a new meaning or better understanding of something. In general, it lends yourself to being more empathetic as a person if you are open minded to taking in a new thought and giving it a chance of seeming valid in your mind. If you don't agree with it, that's fine, but at least you gave it a chance and now afterwards had good reasoning for why you don't agree with it. Kind of like in commercials, don't believe everything you see or read because there can be some false advertising.

Be a concious reader but more importantly-- an active thinker!
(and yes, I'm aware that was incredibly cheesy...)

Tuesday, February 1, 2011

Another Library Visitation

*note: This is the submition for the "entry 1" blog assignment

I love those moments when you think something is going to be plain and ordinary, but then you're proved wrong when it's EXTRAordinary (i.e. beyond-ordinary). Last Wednesday, one of my classes had the class go to the library for a lecture on utilizing library resources. Unlike the several similar-oriented lectures I had in the past-- this visit wasn't showing us how to use the library resources online so much as why we should use them. From a lecturing standpoint, I felt like this was a great angle come from. Worst case scenario, someone could figure out how to use the online resources on their own, but if you convince them to want to go through the effort, I think it leaves a more lasting impact.

The librarian, Kevin, turned out to be a visual learner (similar to myself) and throughout the lecture he would have various images to support his thoughts. For example, when comparing google to a research database, he put up two images; one of a tricycle and another of a car. While at first glance this seemed silly, I have to get him credit-- the image stuck. He also alluded to a deck of cars as the pool for the database, and showed us various tricks on how you would specifically look up either the black row, a particular number, a set of two numbers, or a specific color with a two possible suit matches. Each time he threw out a new combo, it was posed like a riddle, and there were a couple moments where the answer wasn't what I expected. It humbles you in a sense to realize we're not all high and mighty internet searchers despite our google expertise (I still remember the day I got all excited for learning how to search for a specific word using " " haha).

Here's some select pointers that I found especially nice from the lecture:
  • bibme.com is a good MLA citation website (I have used easybib.com in the past, but I like the design on this a bit more)
  • choose keywords that would appear the smallest amount of times (this might seem obvious, but I can't count how many times I'll type alot of unneccesary words that the search engine does recognize, learning to use this tip might save time)
  • To discover 5 sources for a paper, you have to read 15-20 (I already do this basically when I search around databases, but I'll have to keep this in mind for my next English paper)
  • The difference between "and" and "or" in a search engine (and = get both terms in the search; or = search in both piles and combine them)
  • If you put "?" at the end of a work, it opens it up to various endings (e.g. lead paint? = lead painter, painting, paint, etc.)
  • "Computers give you what you ask for, not what you want" -Kevin (in otherwords, becoming knowledgable about how you ask a computer something can mean all the world in terms of researching)
Overall, I had a pleasant experience and I appreciate the new attitude I have on research databases. I can now start applying them to my own personal affairs.