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Environmental consciousness essay
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Environmental Consciousness from the Days of Moby Dick to Present Day
Melville's oceans do not change: they are inexhaustible and eternal. Not so when we turn away from his pages. Today we see the global commons on the brink of tragedy. We see environmental groups emerging, transcending national boundaries in ways completely unknown to Melville. Through a juxtaposition of then and now, we can trace the process of change from "Moby Dick" to a new global consciousness, through a re-imagining of the oceans.
The stories we tell promote certain ideas and, in so doing, police social norms and construct common sense. At the same time, however, stories can reveal the underpinning categories for our understanding of the world. By naming the nameless, they enable us to recognize, question and critique our "truths" as historical constructions. Literary theorist Jonathan Culler thus posits two claims about literature: that it is both "the vehicle of ideology" and "an instrument for its undoing" (1:38).
Literature not only facilitates social change, but is itself subject to evolution. In spite of this fact, Melville proclaims: "To produce a mighty book, you must choose a mighty theme. No great and enduring volume can ever be written on the flea, though many there be who have tried it" (2:349).
"Moby Dick" commands scholarly attention, yet is it 'great and enduring' in the sense that Melville may have intended? I am not convinced that it holds us in the same grip of relevance that it may have readers of the nineteenth century. Instead, I believe that our interest in the novel reflects an interest in the artifact of a particular historical moment, in this 'vehicle of ideology'. "Moby Dick" is important not because it is a static...
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...is story may turn out to be nothing more than ocean reveries of a different flavor.
References
1) Culler, Jonathan. Literary Theory: A very short introduction. Oxford University Press. (1997)
2) Melville, Herman. Parker, H. and Hayford, H. (Eds.) Moby Dick. Norton Critical Editions (2nd edition). WW Norton & Company. (2001)
3) Buell, L. Writing for an endangered world : literature, culture, and environment in the U.S. and beyond. Harvard University Press. (2001)
4) Strieker, G. "Japan finds whaling moratorium unappetizing." CNN.com http://www.cnn.com/2001/TECH/science/03/28/whale.japan/ (March 2001)
5) "Big whales pass threat of disappearance - round-up." ITAR-TASS News Agency. Retrieved from Lexis-Nexis. (February 2004)
6) Dietz, T., Ostrom, E., and Stern, P. C. "The Struggle to Govern the Commons." Science v302 (5652): 1907-1912. (2003)
These three issues: leadership, organizational structure and communication are further explored in relation to the city zoo case study. We are of the opinion that by restructuring leadership and providing proper training, organizational structure and communication will follow through.
Hester Prynne, Arthur Dimmesdale, Roger Chillingworth, and Melinda are the people of the world with the feelings of deceit, despair, and dejection associated with their faults, troubles, and passion. Hawthorne and Anderson mastered in ensnaring the feelings of deceit, despair, and dejection and writing the feelings into their extraordinary characters. Both authors succeed in creating these characters in such a way that the readers will most likely meet a Hester, Arthur, Roger, or a Melinda in their lifetime.
Rudolfo Anaya’s, Bless Me, Ultima and Guillermo del Toro’s, Pan’s Labyrinth are two coming-of-age stories. Both the novel and the movie are full of events that contribute to the disillusionment of the main character’s childhood idealism and the realization of the real world they live in. Both protagonists absorb themselves in a mythical world full of fantasy and each receives exposure to religious theology and trauma by the violence of men. Despite the fact that Antonio and Ofelia have different familial role models and travel along different paths, their childlike innocence, disillusionment, and initiation into adulthood comes about through similar themes: myth, religion, and violence.
Throughout The Scarlet Letter, Nathaniel Hawthorne attempted to expose the varying ways in which different people deal with lingering guilt from sins they have perpetrated. The contrasting characters of Hester Prynne and Arthur Dimmesdale ideally exemplified the differences in thought and behavior people have for guilt. Although they were both guilty of committing the same crime, these two individuals differed in that one punished themselves with physical and mental torture and the other chose to continue on with their life, devoting it to those less fortunate than they.
Meyer, Michael, ed. The Bedford Introduction to Literature: Reading, Thinking, Writing. 5th ed. Boston: Bedford/St. Martin's, 1999.
Melville, Herman. Moby Dick (Norton Critical Edition, 2nd Ed.). Parker, Hershel and Hayford Harrison (Eds.). New York: W. W. Norton & Company. (2002).
Brodhead, Richard H. "Trying All Things." New Essays on Moby-Dick. Cambridge [Cambridgeshire]: Cambridge UP, 1986. 9. Print.
"Oceans." Opposing Viewpoints Online Collection. Detroit: Gale, 2014. Opposing Viewpoints in Context. Web. 8 May 2014.
The ocean not only engulfs two‑thirds of the earth but two‑thirds of Moby Dick; a literary space penned by Herman Melville which sweeps the reader in its ever‑elusive eddies of symbolic complexity. The symbolism in the novel ceaselessly ebbs and flows like the sea, submerging the reader into Melville’s imaginative sea voyage. This paper will examine the watery depths as a recognizable setting from the corporeal universe, further observing how Melville juxtaposes this element in such a peculiar way, that the reader has no choice but to abandon, “reason, tradition, belief, and rely solely on thought to interpret these images,” which accordingly creates an “opportunity for open imagination” (Glover, 2003:42) (Bachelard,1983: 22). From beginning
Parke, John. "Seven Moby Dicks". Rpt in Discussions of Moby Dick Milton Stern ed. Boston: D.C. Heath Inc., 1960.
Gorton, R. A., & Alston, J. A. (2012). School leadership & administration: Important concepts, case studies, & simulations. (9th ed.). New York, NY: McGraw Hill. [Kindle Version] (pp. 1-323).
With the passage of NCLB, many school reform efforts have been initiated using top-down model in which each school leaders have been charged with initiating bold administrative changes to address the legislation. With the number of leadership theories and models, researchers have become interested in studying those to determine which might bring forth the most significant results for leading such change. Due to the lack of highly qualified administrators and the increasing demands for administrators, Bush, O’Brien & Spangler (2005) studied a program, the Southern Tier Leadership Academy, a collaborative of the New York Education Department. The study included three separate cohorts who completed an eight month program. Whereas, Somech (2005) chose to investigate directive and participative leadership approaches, and which would more significantly impact school effectiveness. Perhaps Somech’s reflect Scherer’s (2009, p.7) understandings as described in Educational Leadership, ‘broom-wielding leadership can indeed be beneficial’ as is putting advocates into positions of power and influence and building teams, both of which are seemingly contrasting opposites.
Moby Dick, written by Herman Melville, is believed by some to be the greatest literary works of all time. The book takes place in the 1840s and seems greatly advanced for its time. Herman Melville uses many literary techniques that bring about severe imagery as well as insight and education to the readers. One concept that is conveyed in Moby Dick is the journey itself. This is broken into the physical journey, the spiritual journey, and life’s journey.
Literature has many purposes, and opens doors to unique worlds. Through Literature, we discover ourselves and world time and again.