“Ocular Proof” in Othello and its Source

PMLA ◽  
1964 ◽  
Vol 79 (3) ◽  
pp. 234-241 ◽  
Author(s):  
Maurianne S. Adams
Keyword(s):  
Interracial Marriage ◽  
Critical Perspective ◽  
Critical View ◽  
Source Studies ◽  
Words And Images ◽  
As If

Shakespeare's selectivity in adapting a novella from Giraldi Cinthio's De Gli Hecatommithi into his own Othello has long been apparent; students of Shakespeare's play have stressed his transformation of the source by speeding up the action, condensing the plot, reassessing the characterization, and transfiguring the commonplace attitudes toward an interracial marriage presented in the source into a tragedy of love. But no one has demonstrated how a close comparison of single words and phrases in Othello and in the novella can help us to understand how the transformation took place, how words and phrases such as vedere cogl' occhi, vendetta, satio, and la giustizia divina are translated imaginatively into the thematic imagery of ocular proof, the configuration of revenge, satisfaction, and satiation, and the movement from justice to mercy which Desdemona offers to Othello. Clearly, such a comparison of the play and its source affords a critical perspective upon the verbal drama especially. But studies of the imagery in Othello neglect its source entirely, and source studies, merely footnoting the verbal parallels as they appear, seem to maintain the critical view that marvels how Shakespeare could have created so much out of so little. It is as if Shakespeare's characteristic ingredient, the poetic interplay of words and images in the verbal fund of his drama, had no parallel in the verbal fund of his source.

The event, the messianic and the affirmation of life. A post-critical perspective on education with Agamben and Badiou

2017 ◽  
Vol 15 (7-8) ◽  
pp. 849-860 ◽  
Author(s):  
Joris Vlieghe ◽  
Piotr Zamojski
Keyword(s):  
Saint Paul ◽  
Giorgio Agamben ◽  
Critical Perspective ◽  
Political Issue ◽  
Alain Badiou ◽  
Critical View ◽  
Pedagogical Expertise ◽  
Starting Point ◽  
Affirmation Of Life ◽  
Education Today

In this article, we read together the work of two philosophers, Alain Badiou and Giorgio Agamben, as profound educational thinkers. This means that their philosophical approaches help us to articulate what is at stake in education today. As a starting point for this discussion we take their work on Saint Paul. This is because, throughout his Letters, Paul has found the appropriate words to think and speak about the fate of our world and about new ways of beginning with this world. Therefore, with their reading of Paul, Badiou and Agamben can be said to develop fresh ideas about the contemporary challenges of education. We argue that this joint educational reading of their work, opens a post-critical view on education. This is to say, the alternative we suggest is not just a criticism of the existing system, but an entirely affirmative one. It is about fidelity to an event which has the force to install a particular attitude towards life and which installs a messianic interruption of time. With Badiou and Agamben it can be shown that education is about the possibilities we have at our disposal to begin anew with our world – which turns education into an important political issue too. Following that thread, we give an ontological account of teaching, which defines the teacher not in terms of pedagogical expertise, but in terms of passion for a subject matter.

Ælfric and Smaragdus

1992 ◽  
Vol 21 ◽  
pp. 203-237 ◽  
Author(s):  
Joyce Hill
Keyword(s):  
Source Studies ◽  
Catholic Homilies ◽  
Do So ◽  
As If

In his Latin preface to the First Series of Catholic Homilies, Ælfric lists six source authors: Augustine, Jerome, Bede, Gregory, Smaragdus and Haymo. The fact that Haymo is named in a phrase of his own at the end, ‘et aliquando Haymonem’, and is specified as being used ‘aliquando’, suggests that he was in some sense a supplementary source, as modern studies have tended to confirm. Smaragdus, by contrast, stands with Augustine, Jerome, Bede and Gregory as if Ælfric, in thinking back over the work he had done for the Catholic Homilies, had found Smaragdus as useful as the others and had consulted him about as frequently. Yet it is a puzzling fact that modern source studies have identified very little material drawn from Smaragdus's exegetical Expositio libri comitis. It is possible, of course, that Ælfric's claim to have used Smaragdus was unjustified, but although medieval writers often made false claims, Ælfric did not habitually do so; on the contrary, he was very conscious of his relationship to authoritative sources and, when he named an authority, his claims were usually as reliable as contemporary traditions allowed.

scholarly journals Early Warning: Much Ado About Nothing?

Refuge ◽  
1996 ◽  
pp. 8-10
Author(s):  
Sharon Ruso
Keyword(s):  
Early Warning ◽  
Conflict Prevention ◽  
Critical Perspective ◽  
Critical View ◽  
Much Ado About Nothing ◽  
Early Warning Mechanism ◽  
History Of

This article provides a critical view of the history of early warning as well as existing early warning efforts. The author scrutinizes the "early earning debate," including what early warning is and who the actors might be. The paper surveys existing efforts on early warning from a critical perspective and raises many questions concerning the institutional obstacles that still need to be addressed before we can arrive at a functional early warning mechanism for the purpose of conflict prevention.

scholarly journals The Critical Perspective of English Language Testing and Assessment within Framework of Elana Shohamy

2018 ◽  
Vol 9 (5) ◽  
pp. 92
Author(s):  
Ali Siddiqui ◽  
Shabana Sartaj ◽  
Syed Waqar Ali Shah
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Practical Aspect ◽  
Learning Processes ◽  
Critical Perspective ◽  
Teaching Process ◽  
Critical View ◽  
Testing Procedures ◽  
Language Testing And Assessment ◽  
Language Assessments

The language assessments and testing are the crucial aspects of teaching and learning processes. Therefore, the following study is aimed to focus on these two most important aspects with refer to a critical view on its practical aspect that is after passing through a tactful teaching process. The crucial notion of practicing language assessments as well as testing towards a critical sense was initiated by Elana Shohamy in her critical works. It was after her thorough observations and experimentations of testing within various learning disciplines, the present study is designed as a review on some of particular testing structures that has been observed under influence of power, hegemony and biasedness with respect to social elements that encounters it. Therefore, it is quite necessary to highlight a prospective of Elana Shohamy, who has tried her best to arrange a valuable platform in order to discuss the related issues critically regarding testing procedures. In the end, reasons provided by Elana Shohamy has been highlighted that can verily show that test itself cannot be a fully trusted authority. It can be a challenging aspect at any rate that could be dealt accordingly in order to restore its very nature of being neutral in every respect.

scholarly journals Anthropomorphizing Technology: A Conceptual Review of Anthropomorphism Research and How it Relates to Children’s Engagements with Digital Voice Assistants

2021 ◽  
Author(s):  
Janik Festerling ◽  
Iram Siraj
Keyword(s):  
Social Cognition ◽  
Review Article ◽  
Critical Perspective ◽  
Research Perspective ◽  
Research Perspectives ◽  
Child Voice ◽  
Philosophical Pragmatism ◽  
As If

Abstract‘Anthropomorphism’ is a popular term in the literature on human-technology engagements, in general, and child-technology engagements, in particular. But what does it really mean to ‘anthropomorphize’ something in today’s world? This conceptual review article, addressed to researchers interested in anthropomorphism and adjacent areas, reviews contemporary anthropomorphism research, and it offers a critical perspective on how anthropomorphism research relates to today’s children who grow up amid increasingly intelligent and omnipresent technologies, particularly digital voice assistants (e.g., Alexa, Google Assistant, Siri). First, the article reviews a comprehensive body of quantitative as well as qualitative anthropomorphism research and considers it within three different research perspectives: descriptive, normative and explanatory. Following a brief excursus on philosophical pragmatism, the article then discusses each research perspective from a pragmatistic viewpoint, with a special emphasis on child-technology and child-voice-assistant engagements, and it also challenges some popular notions in the literature. These notions include descriptive ‘as if’ parallels (e.g., child behaves ‘as if’ Alexa was a friend), or normative assumptions that human-human engagements are generally superior to human-technology engagements. Instead, the article reviews different examples from the literature suggesting the nature of anthropomorphism may change as humans’ experiential understandings of humanness change, and this may particularly apply to today’s children as their social cognition develops in interaction with technological entities which are increasingly characterized by unprecedented combinations of human and non-human qualities.

scholarly journals Estranging Objects and Complicating Form: Viktor Shklovsky and the Labour of Perception

2017 ◽  
Vol 13 (2) ◽  
pp. 160-176
Author(s):  
Asiya Bulatova
Keyword(s):  
Russian Revolution ◽  
Real Object ◽  
Surrounding World ◽  
The Arts ◽  
The Creation ◽  
The Senses ◽  
Words And Images ◽  
Viktor Shklovsky ◽  
The Relationship ◽  
As If

In Viktor Shklovsky’s essay “Art as Device” habitual perception is described as a dangerous practice, which renders one insensitive to the experiences of modernity. Importantly, the subjects’ automatized relationship with the surrounding world disrupts their ability to engage with objects. Rather than being experienced through the senses, the object is recognized through an epistemological (preconceived) framework. As a result, Shklovsky argues, “we do not see things, we merely recognize them by their primary characteristics. The object passes before us, as if it were prepackaged.” By making the usual strange Shklovsky’s technique of estrangement promises a relief from an alienating, consumerist experience of modernity, which “automatizes the object” instead of enabling perception: “in order to return sensation to our limbs, in order to make us feel objects, to make a stone feel stony, man has been given the tool of art.” In this article I trace the development of Shklovsky’s views on literature and the arts as an alternative way of experiencing objects in his writings during and after the Russian Revolution. I will pay particular attention to the relationship between things and words in Shklovsky’s writings produced during his exile in Berlin in 1923. The publication of the Berlin-based magazine Veshch/ Objet /Gegenstand in 1922, shortly before Shklovsky’s arrival, signals a rejection of both recognition and observation as passive consumerist practices. Instead, the manifesto published in the first issue of the magazine invites its readers to create new objects, which here is inseparable from the creation of new social formations. I will argue that Shklovsky’s 1923 writings provide a rethinking of the word “object” in society, literature and the arts. The function of art is not to “express what lies beyond words and images,” in other words, not to point to a referent that exists as a ‘real’ object, but rather to create a world “of independently existing things.”

scholarly journals Resepsieteorie: Konkurrent of Komplement van die Teksimmanemte Eksegese?

1989 ◽  
Vol 10 (2) ◽  
pp. 113-127
Author(s):  
P. J. Botha
Keyword(s):  
Reception Theory ◽  
Critical View ◽  
As If

Reception theory: competitor or complement of text-immanent exegetical methodology? Due to the underlying principles on which it was based and which suggest a critical view of positivism and its idea of applying an exegetical “method” to a text, it seems as if the reception theory could only be regarded as an alternative to text-immanent exegesis. This paper reflects on the possibility of incorporating the insights of the reception theory into a text-immanent model so as to form a comprehensive exegetical approach.

Improvement of an artificial test substrate technique for evaluation of em immunocytochemical labeling

1987 ◽  
Vol 45 ◽  
pp. 762-763
Author(s):  
G. D. Gagne ◽  
M. F. Miller
Keyword(s):  
Bovine Serum Albumin ◽  
Serum Albumin ◽  
Bovine Serum ◽  
Artificial Substrate ◽  
Chemical Fixation ◽  
As If

We recently described an artificial substrate system which could be used to optimize labeling parameters in EM immunocytochemistry (ICC). The system utilizes blocks of glutaraldehyde polymerized bovine serum albumin (BSA) into which an antigen is incorporated by a soaking procedure. The resulting antigen impregnated blocks can then be fixed and embedded as if they are pieces of tissue and the effects of fixation, embedding and other parameters on the ability of incorporated antigen to be immunocyto-chemically labeled can then be assessed. In developing this system further, we discovered that the BSA substrate can also be dried and then sectioned for immunolabeling with or without prior chemical fixation and without exposing the antigen to embedding reagents. The effects of fixation and embedding protocols can thus be evaluated separately.

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