The document contains excerpts from multiple sources discussing various topics related to the Enlightenment era, including analyses of works by Rousseau, Shelley, and Jefferson. It also includes questions about whether certain statements or facts need to be cited and explanations/examples of citation practices.
“The Archetypal Lens” is a presentation exploring the preliminary application of an Integral approach to archetypes and archetypes in the cinematic arts. Presented at MetaIntegral Academy for the Advanced Meta‐Movieology Course on April 16, 2015. (DOI: 10.13140/RG.2.1.3885.0724)
This document discusses the archetypal approach to analyzing literature. The archetypal approach examines universal patterns and symbols like "the hero's journey" that are common across different cultures and time periods. It identifies archetypes like water, gardens, deserts, and colors that evoke shared meanings among all people. Analyzing how these archetypes function in a work can provide insight into why certain literature remains powerful over time. However, this approach risks overlooking the artistic qualities of individual works by focusing too much on identifying archetypes.
This document outlines Northrop Frye's theory of archetypal criticism, which examines common patterns and symbols in literature that are derived from myths and rituals. Frye discusses two types of criticism - meaningful criticism that analyzes archetypes using tools from philosophy and history, and meaningless criticism. He also describes the inductive and deductive methods of archetypal criticism, where the inductive method uses specific examples to identify common themes and the deductive method examines how individual works fit into overarching patterns and phases of myth.
An archetype refers to universal symbols, themes, characters and images found across literature that reveal basic human truths. Archetypal criticism seeks to identify these recurring patterns and interpret them as manifestations of universal human experiences. Examples of archetypes include common literary tropes like the hero's journey, conflicts between order and chaos, and stock characters like the innocent youth, bully, or wise old man. Archetypal critics believe these patterns resonate with all people regardless of time or place.
This document discusses archetypal criticism and provides examples of common archetypes and symbols. It defines archetypal criticism as analyzing recurring patterns in literature, myths, and rituals. Some common character archetypes described are the hero, outcast, scapegoat, star-crossed lovers, shrew, and femme fatale. Common situation/symbol archetypes discussed include the task, quest, loss of innocence, and symbols like water and rivers. Examples are given for each to illustrate what they represent in stories.
Mythological criticism analyzes texts through recurring myths and archetypes. It combines anthropology, psychology, history, and religion. Key figures who developed this theory include James Frazer, Carl Jung, and Northrop Frye. A Doll's House by Henrik Ibsen can be interpreted through this lens. Situational myths in the play include light vs. darkness. Nora's tarantella dance symbolizes her inner turmoil. Character archetypes include the trickster (Helmer), the initiate (Nora), and the loyal sidekick (Mrs. Linde).
Northrop Frye was a highly influential Canadian literary critic known for his theories of archetypal criticism. He argued that literature depicts recurring myths and narrative patterns reflective of universal human experiences. Frye broke from Jung's theories of archetypes residing in the collective unconscious, and instead focused on how archetypes function within literature itself. He proposed that all literature fits within four genres - comedy, romance, tragedy, satire - corresponding to the four seasons and depicting recurring plots of birth, struggle, death and rebirth. Frye's 1957 book Anatomy of Criticism established archetypal criticism as a major approach and influenced generations of critics.
Northrop Frye developed a theory of literature based on archetypes and myths. He believed that literature is not merely a reflection of life or expression of personality, but rather transformations of universal myths and symbols. Frye identified four archetypes that appear across different genres of literature - spring, summer, autumn, and winter - which correspond to the solar cycle, seasonal changes, and stages of life. According to Frye, all branches of literature and their genres are transformations of basic myths that fall under these four archetypes, including myths of birth, sacred marriage, fall, and dark power.
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Thesis and citation
1. Is this a good thesis statement? In this paper I am going to talk about barn owls and their various flight patterns
2. Is this a good thesis statement? An analysis of barn owl flight behavior reveals two kinds of flight patterns: patterns related to hunting prey and patterns related to courtship.
3. Is this a good thesis statement? Jean Jacques Rousseau lived in the eighteenth century and wrote a book entitled “Emile.”
4. Is this a good thesis statement? In Emile Rousseau both denies and admits natural human sociability … The suppression of innately social sentiments and the corresponding denial of original human sociability, I argue, are essential to foster the conviction of freedom. This conviction proves both to be necessary to moral virtue, as the premise of binding moral commitment, and a reflection of the condition of asocial man in the original state of nature. Virtue accords with man's nature--justice has a natural basis--and recaptures freedom within civilization (Lorna Knott, Boston College).
5. Is this a good thesis statement? I will talk about the ways that Mary Shelley critiqued the Enlightenment in her novel, Frankenstein.
6. Is this a good thesis statement? I argue that the way Shelley presented education in Frankenstein is key to her critique of both the Enlightenment and Romanticism. Viktor Frankenstein’s insistence on the purely mechanical and scientific indicates Shelley’s discomfort with the Enlightenment rational tradition. However, Viktor’s rejection of the ugly but learned M. Krempe as a teacher in favor of the attractive but outdated M. Waldman, as well as his ultimate rejection of the creature based on an emotional dislike of its appearance suggest that Shelley distrusted the Romantic cult of emotion and beauty.
7. Is this a good thesis statement? Thomas Jefferson’s actions, specifically his continued ownership of slaves, compromises his credibility as a representative Enlightenment thinker, because he failed to put his ideals into practice despite the fact that he lived in a revolutionary setting where many other facets of the Enlightenment, such as equality and representation, were imposed.
8. Is this a good thesis statement? Thomas Jefferson’s actions, specifically his continued ownership of slaves, do not compromise his credibility as a representative Enlightenment thinker, but rather enhance his status. The Enlightenment was marred by deep contradictions, especially over the practice of Enlightenment ideals and their potentially revolutionary consequences, and in general most Enlightenment figures erred on the side of maintaining existing institutions.
9. Does This Need a Citation? Laqueur’s arguments, and those of the historians who follow his lead about the increasing tendency to define gender as absolute difference through biological and medical ‘evidence” sound convincing.
10. YES. It is taken directly from p. 86 of Outram. If it were taken from a web site (not that you should use one), it would still need to be cited. Laqueur’s arguments, and those of the historians who follow his lead about the increasing tendency to define gender as absolute difference through biological and medical ‘evidence” sound convincing (Outram, 86).
11. Does This Need a Citation? Outram argued that the Enlightenment debate about gender was important precisely because it highlighted inconsistencies and problematic areas in Enlightenment thinking. In particular, the debate about gender shows that Enlightenment thinkers had trouble universalizing its claims to all social classes and across genders, and instead used science to buttress claims of difference between these groups to justify inequalities.
12. YES. Although this is a paraphrase of Outram’s argument, readers need to know where it was made in the text. (Outram, 94-5). “Whenever you quote, paraphrase, summarize, or otherwise refer to the work of another, you are required to cite its source, either by way of parenthetical citation or by means of a footnote” ( Citing Sources, http://library.duke.edu/research/citing/). Outram argued that the Enlightenment debate about gender was important precisely because it highlighted inconsistencies and problematic areas in Enlightenment thinking. In particular, the debate about gender shows that Enlightenment thinkers had trouble universalizing its claims to all social classes and across genders, and instead used science to buttress claims of difference between these groups to justify inequalities (Outram, 94-5).
13. Does This Need to be Cited? Although Rousseau’s Emile exemplifies the contradictions within the Enlightenment, it was not universally popular in its own time, and in fact it was openly burnt.
14. YES. It is a specific fact, and not part of the average student’s general knowledge. Note that this is a “grey area” citation, dependent on the knowledge level of the writer. Steven Shapin would have chosen not to footnote this sentence, but Dorinda Outram did (see note 33). Although Rousseau’s Emile exemplifies the contradictions within the Enlightenment, it was not universally popular in its own time, and in fact it was openly burnt ( Outram, 94).
15. Does this need to be cited? Although eighteenth-century people argued about the definition of the Enlightenment, from the modern perspective we can see several uniting themes: faith in the power of reason, a belief in progress, and a focus on human worth and human dignity.
16. Not really. You can cite it, of course, but in general this is (or should be, after last class) common class knowledge. It is broad and general, not specific. In general, the broader the knowledge – the more it is like an overview—the less it needs to be cited; conversely, the more precise and specific the knowledge, the more it needs to be cited.
17. Other Stylistic Things to Know Write out numbers under 101. Example: Write one hundred, not 100. Write out century names. Example: Write eighteenth , not 18 th . Do not use contractions: Example: write did not instead of didn’t. If you use the word “this,” in general follow it with a specific noun. EXAMPLE: write, This presentation is boring but will help my writing, not This is boring but will help my writing.
18.
19. William Wordsworth: I Wandered Lonely As A Cloud I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced; but they Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed - and gazed - but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.