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Imagination in Coleridge's poetry
Imagination in Coleridge's poetry
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Introduction
Is it possible, fruitful, or confusing to view Coleridge's aesthetic ideas as fragments (parts) toward the composition of a kind of larger theoretical poem (whole)? In other words, can one use Coleridge's art criticism to comment upon his practice as a theorist? Are his aesthetic ideas applicable to his practice as a critic of the practice of poetic composition? Is it possible that some leverage could be obtained by torquing Coleridge's theoretical statements about poetry in particular and art in general to comment on his own compositional practice as a critic? Quite simply, is Coleridge's theory true to the ideals of his critical practice? The caveat here is that it is precisely my intention to answer these questions indirectly. The idea is to use these problems as the hub of a wheel of a widening set of questions whose fragmentary sections, like the spokes of the "old coach wheel," radiate outward from a central ambiguity (Genial 472). The method is guided by Adorno's thoughts on the subject of the essay itself, which he suggests "incorporates the anti-systematic impulse into its own way of proceeding and introduces concepts unceremoniously, 'immediately,' just as it receives them. They are made more precise only through their relationship to one another" (12). Though the argument appears to be circular it would be more accurate to say that it circulates, and thus reflects upon a process of reciprocal exchanges. One might say of Coleridge that his intuition unfolds over thinking, rather than under-standing.
The presentational aspect of the work of art works form. Form is never static, it is always forming and being formed ("forma informans"-- shaping form). Imagination takes on, spreads out and ove...
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... the problem between the poles of activity and passivity through the "intermediate" faculty of the imagination. Perhaps it is obvious to state that this nuances the distinction between immediate and mediate. Somehow the poem is then the aesthetic object of mediation in which immediate intuition is made manifest through the intermediate faculty of the imagination.
Works cited
Adorno, Notes to Literature. vol. I. New York: Columbia UP, 1991.
Benjamin, Walter. The Origin of German Tragic Drama. London: New Left Books, 1977.
Coleridge, Samuel Taylor. Biographia Literaria. London: Everyman, 1991.
On the Principles of Genial Criticism. Critical Theory Since Plato. Ed. Hazard Adams. New York: Harcourt Brace Jovanovich, 1992. 471-76.
The Statesman's Manual. Critical Theory Since Plato. Ed. Hazard Adams. New York: Harcourt Brace Jovanovich, 1992. 476.
...he imagery of the more intensely-felt passages in the middle of the poem. Perhaps the poet is like someone at their journey's end, `all passion spent', recollecting in tranquillity some intimations of mortality?
"Plato." The Norton Anthology of World Masterpieces, Volume I. 6th ed. NY: W.W. Norton and Co., 1992. 726-746.
Marjane Satrapi’s graphic novel, Persepolis, is a story based on her own childhood in Iran. The story consists of the struggles her family and friends are forced to deal with, changing Marji’s view of Iranian life and its people. The book starts during a revolution, the Iranian people are trying to overthrow the emperor and when they finally do, war breaks out between Iraq and Iran. During the war thousands of people’s lives were taken, women, children and men of all ages. During this Marji’s parents forced her to leave Iran because they know it is too dangerous for a child of her age to live in the middle of a war so severe and life threatening. During the time Marji did live in Iran, she heard many tales about the umpteen conflicts and struggles that lower class people were faced with. Marji saw her maid whom she loved and cared for, not being able to date her love, their neighbor, because she was embedded in a different social class. She experienced the harsh realities of divergence between men and women. Women were compelled to wear a veil in order to not “distract” men with their hair. Younger boys in the lower end of the class system were given a “golden” key to take to war, which was actually plastic; this key meant that if they were killed fighting for what they believed in, it would guarantee their entrance to heaven. In Iran, there were a variety of ways in which the people of Iran can be distinguished between social classes. Your social class affected you in every way there was during this horrible time in Iran.
Plato. The Republic. Trans. Sterling, Richard and Scott, William. New York: W.W. Norton & Company, 1985.
During our class discussions, the issue of identity in Marjane Satrapi’s novel, Persepolis (2004), became a contentious issue. The question was asked whether Persepolis might be understood to being in-dialogue with western ways of seeing and did the effects of modernization influence the identity of Marjane’s protagonist in Persepolis. How does the novel involve the issue of identity? I will extend the argument and, through the exploration of Marji’s changing ideologies, I will attempt to prove that Marji is caught between the traditional eastern culture and western modernization.
Throughout Marjane Satrapi's autobiographical graphic novel, Persepolis, education is an important theme. The main messages are that education is essential for a person to have true freedom, but also that institutionalized education cannot always be trusted. This is shown through Marjane's questioning of authority at school and her constant self-education through reading and spending time with her family's circle of highly-educated and progressive
Firstly, I would be discussing the role of Marjane Satrapi the female character in the Persepolis. Marjane grows up in Iran during the Iranian revolution period. From childhood Marjane grew up with all the freedom compared to the other children who grew up in her home town. In Marjane house she had the freedom to express her views and thoughts whereas when she goes outside the house she knows she will get in trouble. Even then she never hesitated to express her opinions in school and got in trouble several time and finally she even got expelled from school. Throughout the story, Marjane never lets go of her roots she kept on reminding herself who she is and where she’s from. When her parents sent her to Vienna for
Plato. "Apology." The Longman Anthology of World Literature. Ed. David Damrosch and David L. Pike. Compact ed. New York: Pearson, 2008. 559-75. Print.
The book, The Complete Persepolis by Marjane Satrapi, set during the Iranian revolution, details the life of a girl and her coming of age during a volatile political struggle. Marji, the protagonist, starts out as a young girl, and we accompany her on her journey to adulthood, through tragedy and triumph. Through the course of the novel we see her rebelling against those in power in her country, as the government is oppressing her and her people. Marji employs several tactics as a defense mechanism to avoid severe punishment while sporadically undercutting the authority of her government in order to survive in a deeply patriarchal society that suppresses basic human rights. Therefore, a recurring theme in the novel is her environment affecting the way she responds to a perceived unjust authority.
The purpose of this paper is to analyze the effect of an oppressive regime on the child Marjane Satrapi as depicted the graphic novel Persepolis by Marjane Satrapi.
Plato. (1992). Plato Republic. (G. Grube, & C. Reeve, Eds.) Indiana: Hackett Publishing Company Inc.
Plato. Republic. Trans. G.M.A. Grube and C.D.C. Reeve. Plato Complete Works. Ed. John M. Cooper. Indianapolis: Hackett, 1997.
middle of paper ... ... Together, it seems as if tension dominates resolution. Resolution can be established at a minor degree, but tension and opposition of ideas plays an initial and grand role in the entertainment of the poem. Works Cited Clarke, R. (n.d.).
"The point of view which I am struggling to attack is perhaps related to the metaphysical theory of the substantial unity of the soul: for my meaning is, that the poet has, not a personality' to express, but a particular medium, which is only a medium and not a personality, in which impressions and experiences combine in peculiar and unexpected ways."
During the time-period when they authored this essay, the commonly held notion amongst people was that “In order to judge the poet’s performance, we must know what he intended.”, and this notion led to what is termed the ‘Intentional fallacy’. However, Wimsatt and Beardsley argue that the intention, i.e., the design or plan in the author’s mind, of the author is neither available nor desirable for judging the success of a work of literary art. It is not available because the author will most certainly not be beside the reader when he/she reads the text, and not desirable because intention as mentioned already is nothing but the author’s attitude towards his work, the way he felt while writing the text and what made him write that particular piece of writing and these factors might distract the reader from deciphering the meaning from the text. This method of reading a text without any biographical or historical background of either the poem or the poet practiced by the New Critics was known as ‘Closed Reading’. This stemmed from their belief in the autonomy of the text.