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Wednesday, January 12, 2011

Subjectivity - Notes of Anup Dhar's Lecture



Following is are the lecture-notes prepared by Nikita Naresh of II Yr JPEg based on Anup Dhar's interactive lecture on Subjectivity delivered on 8 January 2011 between 2 and 6 pm at Christ University. The lecture was organised by Padmakumar to orient the students and the faculty to forthcoming conference on Subjectivity in the University.
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The session began with questions from the audience about the nature of subjectivity and various other concepts related to it. The most prominent ones were:
What is subjectivity?
What is inter-subjectivity?
What is agency and does the subject have it?
What is the self/identity/individual/body (as opposed to the subject)?
What is structure?
Who is a subject?
Is there a free subject?
What role does experience or personal narratives play in subjectivity?
Is subjectivity ideal-dependent?

Subjectivity in law
Can a judge be neutral? Can we legally take into account the subjectivity of the perpetrator? What is objective evidence?

In the case of rape, the law requires evidence of forced penetration and also resistance from the ‘victim’. But traces of penetration are virtually impossible to find, and the examination involved to find it could be regarded the second rape of the woman. There could also easily be situations where under duress she could not resist the attack. In such cases then, the court turns to the subjective narrations of the woman and her personal experience of the rape. A true ‘narrative’ is one which goes against all odds, one that comes with a strong emotional attachment. This narrative is understood by the judge by virtue of his comprehension of the language, or the ability to hear. Subjective narrations can only be known through inter-subjectivity.

If the woman was experienced in sex, or was a sex worker, what differentiates this experience from any other? If we combine this situation with an inability to resist the advances of the perpetrator and there is no evidence of penetration, then according to objective law, there was no rape.

But the subject (the woman) knows that she has in fact been raped. How does she know this? How does she distinguish her experiences and provide her narrative? She must have had some prior knowledge of sexual violence. How does she identify herself with the role of victim?

Another case of rape was mentioned where the woman claimed that she did not resist the attack because the very act of been stripped of her clothes was indignity enough. She claimed that she knew that she had been raped even before there was penetration, there was no need for her to resist after this initial ‘rape’ had already been committed? Her experience then is different from that of other women, by cracking the basic ‘ideal’ of rape which is penetration. But if her experience of being stripped is in fact the same as that of a woman being penetrated forcefully, then should that qualify as rape? Her consciousness of sexual violence comes before that of the court (which ruled against her). Her agency ended when she was stripped and her free-subject essentially died at the point when she was subjected to rape.

Understanding this from an I/me/mine position of this woman,
I was raped.
My me was raped.
My mine was not in my genitals but in my clothes.

The mix of subjective and objective in law is a difficult one. Neutrality of a court is impossible, because there is no way of eliminating the subjectivity of the judge. Law itself is framed on the pervading morals of society. The court can only ever pretend to be objective, but cannot at any point provide a judgement which is not influenced by subjectivity. On the other hand the subjectivity of the defendant and prosecutor are never taken into consideration. The subjectively created constitution is upheld objectively regardless of the specific experience or narrative of the subjects involved.

Subjectivity and the body
In the case of a dead person, whom does the body belong to? The body exists without the subject, or without an ‘I’. We all have two bodies-the live body with the I and the dead body without it.

Our many subject positions all share one anatomical body of which we are not consciously aware of. We cannot feel our internal organs, the firing of neurons, the chemical reactions taking place within us. Only if there is injury or or a malfunctioning of the organ, can we sense its presence-through the subjective experience of pain. The depths of our anatomical body is known to us through pain, while the surface is known through pleasure.

The anatomical body is universal to all people (with a structuralist understanding), the lived body however is subjective to each of us. They do not arise on their own, but only through their relationship with others and the sensorial world. These relationships determine our own life-worlds, our choices and individual ‘destinies’.

The woman mentioned earlier faced an indignity at the surface of her body itself, before it reached the depths. At the moment she felt she was raped, it was her subjective body that had been attacked, not her anatomical one, which is why the court could not recognize it for rape.

At this point, the mind-body relationship was brought up as an erroneous western idea. One cannot exist without the other. When we discuss subjectivity, we are discussing both the mind and the body. There is no/can’t be any distinction between the two, because at any point there are several bodies which could be referred to. The mind is in a way transcendental over each of these bodies, brought together by human anatomy. There is a mental pole and a bodily pole which coexist in the lived body in a sort of continuum. A dead brain means a dead body.

In the case of phantom limbs (a sensation experienced by someone who has had a limb amputated that the limb is still there), the subjective body experiences and is conscious of the missing limb, even though the anatomical body or the objective body is not. The limb then is on the cusp of real-unreal.

In an ideal-driven world and a structural world, subjectivity will cause disruptions. Knowledge systems are wary of subjectivity because it contests their basic principles. But if we give free reign to it, there would be a proliferation of subjectivities which would not be compatible with each other and a functioning world would not be possible.

The thermometer (Subjectivity of beliefs)
If A claims to have a fever and B wants to verify this, then how would s/he do so?
Through her senses of touch, vision (of symptoms), hearing (A’s narration), by use of a thermometer and relating these findings to her own experience of fever.

After this analysis, if B agrees that A has a fever, there is a common inter-subjective result. If B comes to the conclusion that A does not actually have a fever then how do we reach a consensus?

The thermometer provides an objective measure of temperature, but at what temperature one is said to have a fever is again a subjective decision. These are the objective standards that we have today. before thermometers however, people measured fevers in different ways, the standards used change over time (as the notion of rape changes over time) which is why subjective understandings across cultures are so different.

There are only two possibilities in the earlier scenario. A either has a fever or doesn’t. In a Newtonian world, there are always only two options. The world is divided into binaries and the subject must choose between them. Good and bad, right and wrong etc. are conundrums, which cannot likely be solved because Dharma is uncanny.

The story of Mahabharata is essentially about the violation of Draupadi. But we often forget Duryodhana’s earlier humiliation, when Draupadi laughed at him. His order to strip her in the court was intended to humiliate her in return. In Ramayana, Ravan kidnaps Sita but treats her unlike any other woman in his life, with kindness and respect with the hope that she would eventually fall in love with him and would then turn down Ram’s hand in the same way that Ram turned down Soorpanika. An eye for an eye seems fair, in the sort of the objective world that we have created today, but right and wrong in these stories is difficult to clearly pin down. To understand subjectivity or the conundrums of right and wrong, we need to abandon Newton’s world and go inwards or antharmukhi according to Hindu philosophy.

It is difficult to deliberate over objective universals, especially when we acknowledge subjectivity. Universals of the thermometer kind may not always suffice. Then what do we do?

After reading A’s temperature, the mark on the thermometer will remain for millions of years, unchanged until an external subject shakes it back to normal. The thermometer requires human agency to revert back. The reading is created from A, but exists thereafter without any need of the world.

Coming back to A and B, the dialogue between them takes place in 3 stages:
I A has fever and a thermometer measure her temperature
II B says that A doesn’t have fever
III A says that she does in fact have fever, it’s her experience of fever.

The first stage is that of a third person and therefore objective. The second stage is one of inter-subjectivity with a need for a hyphen between the two. The third is one of intra-subjectivity and one of loneliness. This point, of acknowledging your own experience is the point of creation. It is the primal loneliness of god, which is present in all of us. This loneliness exists despite the fact that at any given time a subject is both speaker and listener within his/her own mind, because language functions in such a way that speaker and listener are always coexistent. The subject then is never ‘alone’ but lonely.

Newton and Identities
Western cultures were impoverished cultures because they were incapable of abstract thought, especially in numbers. The idea of 10, with a zero after one to depict a higher number required an immense amount of abstract thought and inter-subjectivity to symbolically represent 10 in this way.

Newton began as a lover of alchemy and with a secret affair with a great alchemist at the time. He stifled these passions with the aim of getting into the Royal Society and since then could only think straight and mechanistic, ignoring the subjective, as opposed to Einstein’s bent space and relativity.

Newton’s world is a billiards table, with a hard, even surface, solid balls and definite pockets. Einstein messed up this table by imagining the table made of a rubber sheet, that would bend under the weight of the balls and rock them of its own accord. Heisenberg messed this up even further by imagining each ball to be as small as an electron, so small that any attempt to look at it, would shift its position.

Today quantum theory still does not know if electrons exist, because it is impossible to see them. They believe that they exist because the physics involved suggests that there is a particle of negative charge present in the orbits around the nucleus of an atom. The structure of logic in a newtonian world is + and -, binary opposites.
It is a numerical world of 9 and 10, but our subjective mind can create a platform 9 3/4 between them.”
The electron in quantum physics lies somewhere between this 9 and 10.

The Jains in contrast believed in a 7-fold world of logic (positively negative, really unreal, cause as well as effect etc.) It went between the binaries and beyond them. This is where subjectivity lies.

The subjective world is an intimate world. A pen is bent in water. This information may not be true, but it is still relevant. Lifting it out of water is like lifting it out of context/history/society. It is a phenomenal experience.

Who am I?
Answering this question requires self-reflection/ knowledge. In Hinduism to answer this question would again call upon antharmukhi.

Kunti was giving Karna an identity by telling him that he was a Pandava. But he could not just pick himself out of his ‘water’ and join a new context. His life and struggles had brought him to Duryodhana and he chose to fight alongside him even though it meant death. it is based on what you see inwards that tells you how to live your life. Karna chose death.

There is always an other or mirror upon which you ‘bounce off’ your reflections. Arjun had Krishna through the pages of the Bhagavad Gita. This is subjectivity, a dialogue. A dialogue cannot have morals or Newtonian logic. Definite identity frames cannot cater to the real identity. This universal world cannot be enough as it tries to label and categorize us. It attempts an objectivity which is not compatible with our multiple subjective bodies.

Reference:
Dhar, Anup. 'Subjectivity'. Bangalore: Christ University. 8 Jan. 2011. Lecture.

Sunday, January 09, 2011

Bhoomi Conference

There is a conference on Sustainable Living organised on the 21st and 22nd of January in St Johns Auditorium by The Bhoomi Network.

For more information visit their website www.bhoomiconference.org

From their website:
This conference is a space to ask questions about the Connections between our notions of a good life and relationships, happiness, economics and ecology. It is also a space to explore leads and directions offered by various thinkers, scientists and philosophers.

* What is the Good Life we really want for ourselves?
* How do we decide what is too much consumption?
* Is our drive to succeed as individuals harmful to our civilization and planet earth?
* Climate change is also a global, political issue – does individual change matter then?
Keynote addresses by Vandana Shiva, Gopinath Menon, Meera Shiva, Devinder Sharma, Nandita Shah, and V S Shreedhara.

Friday, January 07, 2011

Human Rights Certificate Course. Wednesday 5/1/11.


Reading session and discussions
Why Wikipedia?
The collaborative editing process followed by Wikipedia allows frequent verification of facts and approaches an issue from various angles giving an understanding from different contexts. This method of regular updating and rechecking by different people ensures quick correction of errors. Other useful elements of Wikipedia include the Criticism/Reception section for most articles where the topic’s negative and positive criticism is acknowledged and discussed. Furthermore, the nature, quality and process of the editing and writing of the article itself is evaluated to give the reader an idea of the way the article has been written and by whom and what the reader should keep in mind while using the article as a reference.
For more on the process of editing at Wikipedia:
http://en.wikipedia.org/wiki/Reliability_of_Wikipedia
What is a declaration?
A declaration is an acknowledgement. UDHR is not a law but a declaration. International covenant on women’s rights is still not sighed by India and so can’t impose sanctions.
Eleanor Roosevelt mentions the need for the UDHR as a declaration as opposed to a treaty, because treaties as an agreement on an issue, give space for revolt, debate and retaliation and like rules, are eventually broken. For example, Sati became more widespread after it was banned. After Sati was noticed in 1700s it was debated over for 50 years, as the British did not want to interfere in a religious practice. Its root in the Hindu religion was questioned and researched into, leading to the translation of Hindu scriptures. After the British translated the Bhagvad Gita, that was announced as the Holy book of the Hindus as the Bible was to the Christians, they could not find the religious root to back the practice of Sati and thereby banned it, as they could track no religious grounds. Ironically, the ban resulted in a wider spread of Sati. It was first banned in 1829 but after resurgence, it had to be banned again in 1956. There was another revival of the practice in 1981 with another prevention ordinance passed in 1987. (Source: http://www.hindustantimes.com/Sati-Belief-beyond-the-law/Article1-345245.aspx )

The Age of Enlightenment and Immanuel Kant
The Age of enlightenment and the works of European philosophers during this time are vital while tracing the origin of the idea of human rights and the drafting of UDHR. Documents include; Bill of Rights of England, Bill of Rights of United States and Declaration of the Rights of Man and of the Citizen in France.
One of the men to be immediately associated with this age is Immanuel Kant. The division of human knowledge into disciplines like Arts, Commerce, Humanities, Social Sciences etc was an idea propagated by him and is used in Universities today. He also explores and states the purpose of a University and its role in the development of a student.
Practicality and application of Human Rights
Why is Human Rights part of our Holistic classes?
It is mandatory for the Supreme Court to take the responsibility of teaching the citizens human rights. All UGs must essentially teach HR.
“Items once purchased cannot be returned”Such a practice is illegal. There is a law in India that protects the consumer such that compensation can be demanded if a store doesn’t refund your money on return of a purchased item.
Julian Assange and Afzal Guru, whose works involved huge controversies, could not directly be arrested, as their actions do not violate any law. Being arrested for Assange’s contribution to Wikileaks would go against the UDHR and the right to freedom. So instead, Assange and many others are being charged on account of rape, sexual harassment and spam mail with obscene content and in spite of lack of evidence and unfair trials are being held in custody.

Marxism and Labor
One of Marx’s biggest contributions is considered to be his theories on “Labor”. Readers of Marx today are Feminists and Environmentalists. Feminists explore the relevance of labor and its association in the fields of child bearing (woman in labor, labor room etc)
Environmentalists approach Marx’s concept of labor with the question, where did capital come from? Their argument extends to nature being the primary source of capital. 

What is Slavery?
Slavery is an economical concept, not social. It is covered under economics and not sociology, as an economical phenomenon.
Capital does not suggest the richest, but simple small activities like a roadside tea stall also involve dealing with capital. Capital primarily involves ownership not money; Ratan Tata paid ndian Rupee ₹ 1 for acres of land, Infosys in Mysore was given the land for its campus for close to nothing, it is the process of owning the land that gives capital.
The Material that comes from Capital is labored upon to form the final product. This laboring upon which transforms the capital into a product with higher utility value is rewarded with wages. A slave in this process can be located at the end of the laboring process, minus the wage payment; a slave is one who is not paid for his/her labor.
A mother cooks a stew; the raw vegetables are labored upon to produce the stew. She is not paid for this labor. Is mother a slave?
Child labor in India when put into this context cannot be termed as slavery because the children are paid, however minimally.
Further reading:
·      Right to refuse to kill and conscientious objection
http://en.wikipedia.org/wiki/Conscientious_Objector#United_Nations
Reference:
Pinto, Anil. Introduction to Human Rights. Jan 5th 2011. Lecture.

STRUCTURALISM- FERDINAND SAUSSURE (Mr. Pinto's lectures in II CEP)

13th December 2010
STRUCTURALISM
FERDINAND SAUSSURE

Main concepts:
1.       Signifier and Signified
2.       Sign
3.       Signifying system
4.       Sign is arbitrary
5.       Diachronic, synchronic
6.       Langue, Parole
7.       Time
8.       Value, Difference

The relation between the signifier and the signified is arbitrary.
Diachronic means across time. Studies how language was and has evolved across the centuries.
Synchronic: studies language of the present. Not interested in studying how it used to be and how it should be, but how it is at this given point of time.
Language:
1.       Surface Structure  or Parole
2.       Deep Structure or Langue               

Noam Chomsky
When a child learns a language, it does not learn the surface structure but the deep structure and hence produces words that it has never heard or learnt before.
Saussure called the surface structure as “Parole” and the deep structure as “Langue”.
Chomsky said that every language has a deep structure, but not the same deep structure.

Saussure did not use the word semiotics but the word Semiology.
Semiotics-Charles Sanders Pierce. Saussure and Pierce worked around the same time on similar concepts but they did not know each other.
A signifier is always expressed in time. Only one word is written at a time.

Thoughts and Language:
You have access to thoughts through language and your thoughts are structured in language.
There is no thought beyond language.
HEGEL-gave the concept of dialectic (for more information on this topic: http://www.crossroad.to/articles2/05/dialectic.htm )
Each history has a spirit of its time and one cannot view it beyond its spirit.

Naming process- calling the object into your world.
The origin of the word in not important to structuralits.
Deleuze- Psychoanalyst, Zizek believed that the origin of a word was perpetually not to be answered.
Only fundamentalists go back to origins.
Origin-no point in arguing how or why it exists. The fact is that it exists.
Language does not require humans to exist. It is independent but it cannot exist despite us. We cannot explain why certain languages are spoken in two completely unrelated places.
“Language of the Gods” (book by B. John Zavrel) maps the history of Sanskrit.
 3rd and 4th century- Sanskrit spread to the west without any conquests or trade. Language requires only one person to exist.

18th December 2010
One signifier in the system has value because it is not any of the other signifiers in the system.
Language cannot have synonyms because each word has a different value.
E.g: ” bachelor” is different from “unmarried man”
Performance studies- speech act. Study speech as an act.

20th December 2010
1.       Syntagm
2.       Paradigm/ associative.
“Student”= one who studies. No flexibility.
Meaning = value and difference.

A word gets its meaning because of the relationship between syntagm and paradigm in a science system.
Horizontal or Syntagmatic relations- One cannot replace the other. E.g: MENU: Starters, Main course, Desserts- starters cannot be replaced by desserts.
Vertical or Associative relations-  One can be replaced by the other. E.g: MENU: Starters>Soup, momos, fries etc;

Plato's Republic

Notes by Simran Purokayastha , 2nd PSEng.


‘The safest generalization that can be made about the history of Western Philosophy is that it is all a series of footnotes to Plato.’

-Alfred North Whitehead

Plato occupies a central place in European philosophical tradition, for various reasons. He is the first Western philosopher whose works have survived (the fire of Alexandria) intact. These works remain significant in their wide scope, impact, undeniable logic, incisive reasoning and undoubtedly, their power to engage readers.

Plato uses the dialogic form of writing to bring his views to light. Plato does not speak in his own voice, but has the characters of these dialogues speak for themselves, opening up numerous philosophical perspectives in the process. By doing this, he leaves his readers room to interpret his works in radically different ways, which is perhaps why there is little in Philosophy that isn’t covered in Plato’s works. Philosophy therefore, has so far only explained Plato, not challenged him.

In The Republic, one of his most celebrated works and the last book (X) of which is the object of our study, Plato sets out to answer numerous questions in his attempt to define the Ideal State. In the process, he deals with matters not only pertinent to the State and its smooth functioning but also those relevant to the individual and his/her well being.

In order to better understand Plato’s views, one must grasp the propositions he puts forward in his ‘Theory of Forms’, one of primary tenets of Plato’s philosophy. This theory proposes that the world that we perceive around us is a copy or reproduction of another realm, which is perfect (the world of the Ideal). It is a purely intelligible sphere of existence. These Forms of the ideal world are stable and unchanging and define all that exists fleetingly and imperfectly in the world of our senses. The Forms provide knowledge of objective truth. Plato used the term 'nature' to describe the physical world that we perceive through our senses. And, since nature is a copy of the Ideal, it is less perfect. Plato argues that art is only a mere representation or copy of the Physical World (which is already a copy of the Ideal) and is therefore twice removed from reality.

The theory may be reduced to six fundamental propositions. *

First, for every kind, there is a single nature common to things of the kind. For example, beautiful things all possess beauty. Or, humans all possess humanity.

Second, it is having these natures (or characters) that makes things be of the kinds that they are. Using the same example, and by extension, beauty makes beautiful things beautiful.

Third, these natures are necessarily as they are, and have necessary relations to one another. Beauty, for example, is always and necessarily the opposite of ugliness.

Fourth, philosophy is, at least primarily, the inquiry into these natures.

The fifth proposition is that it is by means of reason, and not our senses, that we discover the truth about these natures.

And the last general principle is that this discovery is possible only because the inquirer had prior knowledge of these natures.

Only those whose minds are trained to grasp the Forms—the philosophers—can know anything at all. In particular, what the philosophers must know in order to become able rulers is the Form of the Good—the source of all other Forms, and of knowledge, truth, and beauty. Plato cannot describe this Form directly, but he claims that it is to the intelligible realm what the sun is to the visible realm.

The metaphysical hierarchy proposed by Plato, to summarize, is as follows:

· Ideal

· Physical World (copy)

· Art (copy of the copy)

Based on these beliefs, Plato argues that art needs to be banned in an Ideal State since it gives a false picture of reality to the people. It appeals to the basest part of the soul and allows strong emotions to take control of a person and cloud their ability to reason making it difficult to reach the ultimate reality or Ideal. Furthermore, he has three reasons for regarding the poets as unwholesome and dangerous. First, they pretend to know a lot of things, but they really know nothing at all. It is widely considered that they have knowledge of all that they write about, but, in fact, they do not. The things they deal with cannot be known: they are images, far removed from what is most real. By presenting scenes so far removed from the truth poets, pervert souls, turning them away from the most real toward the least. Worse, the images the poets portray do not imitate the good part of the soul. The rational part of the soul is quiet, stable, and not easy to imitate or understand. Poets imitate the worst parts—the inclinations that make characters easily excitable and colorful. Poetry naturally appeals to the worst parts of souls and arouses, nourishes, and strengthens these base elements while diverting energy from the rational part.

Poetry corrupts even the best souls. It deceives us into sympathizing with those who grieve excessively, who lust inappropriately, who laugh at base things. It even goads us into feeling these base emotions vicariously. We think there is no shame in indulging these emotions because we are indulging them with respect to a fictional character and not with respect to our own lives. But the enjoyment we feel in indulging these emotions in other lives is transferred to our own life. Once these parts of ourselves have been nourished and strengthened in this way, they flourish in us when we are dealing with our own lives. Suddenly we have become the grotesque sorts of people we saw on stage or heard about in epic poetry.

He includes poets along with atheists and contact with foreigners in a list of corrupting influences that stand in the way of an Ideal State.

Despite the clear dangers of poetry, Socrates regrets having to banish the poets.

He feels the aesthetic sacrifice acutely, and says that he would be happy to allow them back into the city if anyone could present an argument in their defense.

All these ideas become clearer through Plato’s cave allegory.

(Please access the following link for an interesting representation and explanation of the same:

http://www.youtube.com/watch?v=d2afuTvUzBQ)

It is evident that each of the elements in the allegory stands for something greater. The chained prisoners represent the uneducated mass of humankind. The shadows on the wall are dim representations of imitations of real things. The reality for the prisoners is the people’s poor understanding of the nature of the things they see. The released prisoner’s forced, steep ascent out of the cave into the sunlight is akin to the difficulty of an education in Mathematics that, according to Plato, is essential in one’s preparation for philosophy. The reluctance of the prisoners to make the steep climb is like students’ inclination to think that hard work is not worth the effort. The bright sunlit world outside is actually the abstract realm that reason reveals to the soul. And the prisoner who is acclimatized to the outside world is a symbol for the philosopher who has mastered the dialectic. The parallels are numerous!

Plato, in the voice of Socrates then outlines a brief proof for the immortality of the soul. The proof is essentially this: X can only be destroyed by what is bad for X. What is bad for the soul is injustice and other vices. But injustice and other vices obviously do not destroy the soul or tyrants and other such people would not be able to survive for long. So nothing can destroy the soul, and the soul is immortal.

Plato’s arguments are extremely convincing and often deal with and outline inscrutable nuances of human life and eternal quest. It is not in the least surprising, therefore, that his works continue to be relevant in today’s times and definitely more engaging than most other philosophical treatises.

References:

· Pinto, Anil. Plato. Christ University. Dec. 2010. Lecture.

· The Sparknotes piece on Plato’s ‘The Republic’ http://www.sparknotes.com/philosophy/republic/section10.rhtml

· The sources mentioned below.

* The books ‘Coffee with Plato’ by Donald R. Moor and ‘The Cambridge Companion to Plato’ edited by Richard Kraut (both available in the Christ University Library, UG Section (Philosophy)) were extremely helpful in understanding Plato’s works. Strongly recommended.

Thursday, January 06, 2011

National Conference on ELT: Language and Culture’

English Language Teaching Institute of Symbiosis (ELTIS) is organizing a National Conference in collaboration with English Language Teachers’ Association of India (ELTAI) on February 11 & 12, 2011. The theme of the conference is ‘ELT: Language and Culture’.


For further details click here
(Information sent by Shardool Thakur, Pune)

BA IV Semester EST 431 Literary Theory Syllabus for Mid Sem for PSE, JPE, CEP

Unit 1
Terry Eagleton 'What is Literature?'
What is Literary Theory?
Humanist Literary Theory: Plato from Repulic "Book 10" ;Aristotle, Horace, Sir Philop Sidney, Sir Francis Bacon,Joseph Addison,Edmond Burke, Samuel Johnson, Sir Joshua Reynolds, William Wordsworth, Samuel Taylor Coleridge. John Keats, Edgar Allan Poe, Mathew Arnold.

Unit 2
Structuralism: Ferdinand de Saussare "Nature of linguistic Sign" . Excerpts from 'Course in General Linguistic' Claude Levi-Strauss and 'The Structural Study of Myth';
Humanism, Structuralism, Poststructuralism
Deconstruction: Binay Opposition; The Role of the Centre; Bricolage

Unit 3
Psychoanalysis: Sigmund Freud 'Creative Writers and Day Dreaming'

Wednesday, January 05, 2011

Human Rights Certificate Course. Tuesday 4/1/11.



UN and Human Rights and Duties
What are human rights?
Most of the class agreed with ‘they are the basic rights an individual should have by the virtue of being a human.’ 
If they are rights given to an individual, who gives him/her these rights?

Others answered that any issue against an individual would be a human rights issue. With the example of the Sufi shrine in Shimoga it was explained how religious issues (in terms of claiming land) are not treated as human rights violations.
Another response was that human rights are the rights acquired at conception. This brought us to discussing the ‘inalienable’ nature of human rights.
Mapping out Human Rights
The most important concept that is the foundation of the understanding of Human Rights: is the role of the state.
It is essential to understand that Human rights violations are charged against the state.

Many have claimed the existence of human rights in Indian history. But the acceptance of human rights would suggest a neglect of the ‘divine right’, which was the dominant guiding force through the history of Indian society.
John Locke and Natural rights

Challenging the then predominant belief of original sin and the inheritance of this sin by every individual of the human race, Locke propagated the idea of Tabula Rasa. This marked the shift from the Divine right of the King and the Christian Monarchy. This suggested that a child is born with a clean slate and it is society that ‘writes’ on this slate. The Lockean doctrine of natural rights approached the individual as free to define his/her character based on interaction with society.  To read about the understanding of Tabula Rasa from the 11th C Ibn Sina, and following through St. Thomas Aquinas, Locke and Freud, and its application in different fields: http://en.wikipedia.org/wiki/Tabula_rasa

Social Contract Theory

The relationship between the individual and the state, which involves the rights of an individual, is no longer considered a divine rule; it is a contract. This introduced the concept of the contract theories, a broad class of theories that explain the ways in which people form states to maintain social order. It implies that people give up sovereignty to a government to receive social order through the rule of law. (Law can only be enforced on a body, it cannot function without a physical human body; someone has to be held responsible, a face to represent.)
For further references to the social contact theories of Hobbes, Locke and Rousseau; http://en.wikipedia.org/wiki/Social_contract#Philosophers .

It is in a way, legitimate state authority, derived from consent of the governed. For example, Hitler is often seen as a dictator who forcefully took over Germany. But we forget that he was democratically elected and that it was a state sponsored violence. Once at power, he claimed that the Jews are his people and he is free to do with them as he pleases, even sending them to concentration camps in a similar way that a parent claims authority over his/her child defending their reasons and power to beat the child when they feel right.
The contract between you and state is to be protected by the police. So violation of our rights happens when the state steps past its role as protectors to exploiters; Fence eating the grass.
Theoretically, no citizen can say no to war and is expected to pick up a gun and fight for the state at a war situation. This sweeping power that is allowed to be imposed upon us by the state began to be questioned; the protection of human rights from the state.
The question of Human rights only comes into the picture in a state that enforces control. Universal Declaration of Human Rights (UDHR) declares a protection of the people against violation by the state. (Declaration, not law) The situation of mass violation of people’s rights by different states, brought the need for a UDHR and for the United Nations, an international body that would keep a watch on the governments of countries, ensuring they don’t overstep their power and violate citizens.
Context of UDHR
By questioning the claim that ‘human rights are western rights’, the argument of the drafting of UDHR was discussed. 
The developing countries including Latin America, Africa, India etc drafted the declaration that reflected the fundamental beliefs shared by countries around the world regarding human rights, in an attempt to ensure they avoided a situation such as the suffering of Germany. These declarations were later inculcated and the provisions of human rights were made part of the Indian constitution.

The allies supported these third world countries; (Atlantic Charter 1941) a joint statement by Franklin D Roosevelt and Winston Churchill of their mutual goals for post WWII. It explained the objectives of the war and reaffirmed the four freedoms; “the freedom of opinion, of expression, of religion and the right to basic needs”. This was an ‘assurance that all men in all the lands may live put their lives in freedom from fear and want’, that promised an evolution, avoiding another Germany of repressed citizens.
The UDHR was drafted in 1948 after WWII as the first global expression of rights that every human being is entitled with.
Hence the UN and the UDHR was created with the purpose of watching over and protecting the citizens of countries.
RSA and ISA
The Repressive State Apparatus and the Ideological State Apparatus was discussed in response to categorizing human rights violation in public schools and private schools.  The RSA includes Heads of State, government, police, courts, army etc. that can intervene and act in favor of the ruling class by repressing the ruled class, while the later includes ideological practice by institutions like the media and education systems.
For further details of RSA and ISA and the difference between their functions, http://en.wikipedia.org/wiki/Louis_Althusser#Ideological_state_apparatuses
Questioning the fundamentals
The previous discussion led to another, which pointed out that the media is always for the government; commenting on their ideologies but never questioning them. For example, though the Times of India might comment on the slow or poor development of the metro, it will not question if the metro is required in the first place. Similar questions can be raised with respect to every field; in Social work for instance; Why should the poor be uplifted? Why must a boy in the slum be educated? 
This highlights the importance of developing a critical faculty of thought as an approach.

Further reading:
·      Upendra Baxi and PIL
·       Non-human persons rights; Animal rights.
·       Alternative Law Forum: http://www.altlawforum.org/
Reference:
Pinto, Anil. 'Introduction to Human Rights.' Christ University. 4 Jan 2010. Lecture.

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