The Philosophy Of Criticism : The Ontological, Psychological, And Pedagogical

Kim Brooks, we know has been “teaching composition at state universities and liberal art colleges and community colleges as well,” (Brooks 2) however what makes her truly passionate about the situation is her love for literature since she was a teenager. “Like so many, depressive, creative, extremely lazy high-school students, I was saved by english class” (1). Brooks demonstrates through these quotes her credibility, not only because she’s a teacher but because she truly loves writing and believes others should receive the education which she was fortunate enough to get. She was not apart of any clubs or extracurriculars, she wasn’t interested in other academic classes, so she knows how beneficial having the skills to converse, to write and to properly articulate one's self are. Brooks shares this personal anecdote, otherwise known as pathos, to relate to those reading, most specifically high school students like she once was. While focusing this piece mainly on English it can also be associated with other classes in high school as well. She is trying to illustrate how one can use what is learned in high school in their life if given the proper tools and taught skills which can be applied

In the novel, The Hate U Give, author Angie Thomas discusses the internal, interpersonal, and societal discord of justice by analyzing the internal chaos that consumes Starr’s life, and how it affects her community and humanity as a whole. Starr is a 16-year-old black girl who is navigating through a multitude of tumultuous events in her teenage life. One of Starr’s best friends, Khalil, was shot unjustly by a white police officer. This sparks mass controversy within Starr’s gang-ridden community, Garden Heights, and eventually the entire nation. In addition, Starr faces her own identity crisis, as she lives in a low-income neighborhood but goes to a high school that educates upper-class students. Between these two environments, she finds herself adjusting her

My English Literature major has helped me to achieve an outstanding level of appreciation, enjoyment, and knowledge of both American and British Literature. As a high school AP English student, I struggled through great works like Hamlet and To the Lighthouse. My teacher’s daily lectures (there was no such thing as class discussion) taught me merely to interpret the works as critics had in the past. I did not enjoy the reading or writing process. As a freshman at Loras, I was enrolled in the Critical Writing: Poetry class. For the first time since grade school, my writing ability was praised and the sharing of my ideas was encouraged by an enthusiastic and nurturing professor. Despite the difficulty of poetry, I enjoyed reading it.

Art History is the study of objects of art in their historical development and stylistic contexts. The history of art, we feel, can sometimes be confused with art criticism. However, Art History is concerned with finding the value of the artistic piece in respect with others in the same category of art or movement, and art criticism is more of an evaluation of art. The art examined best represents the culture during the time period, visions the artist imagined, and history behind an event. It also represents society in a specific area, beliefs the people may have, writing that tells a story, the natural world and environment, conflict between people and areas, and the human body. With these representations, artwork overall represents the life in which we live (d). Each piece has its own genre, design, format and style to it. This makes each piece extremely different, yet pleasing to the eye. They also vary between paintings, sculptures and architecture. These different types also make a variety of artwork to be seen by all people. The art pieces that I chose, Jar, Bottle and Glass by Juan Gris, The Persistence of Memory by Salvador Dalí, and Starry Night by Vincent Van Gogh, seemed interesting to me and I believe to best represent the context in which they were created, along with the major artistic movements of the time. I went on to research them more thoroughly to better understand the history behind them,

Appiah spends more than half of his introduction describing how complicated the word cosmopolitanism truly is. He keeps revolving around the overlapping idea that we as a people, are not confined to the limits of what our eyes can see. Our strengths, our experiences and our knowledge comes from more than where we were born or how we were raised. We cannot and should not be limited to those

He must decide between pursuing a music career or giving up on his music. Johnson chooses to continue music and he goes toward the indian reservation, where he not only changes his life but also the lives of several indians. Johnson is different, he is an puriah in a place full of outcasts. He has a profound effect on the Indians because they see someone who is different, but is not afraid to be different. They see someone who has many obstacles in his way, but still wants to pursue his goals.

In literary education, from childhood to maturity, individuals are taught how to write not to improve themselves as critical thinkers, but to fulfill the requirements given to them in a prompt. Whether to analyze or argue, this form of writing has led to a cease of literary improvement in students today, making many question the effectiveness of writing classes. Mike Bunns, in his article “To Read like a Writer”, explores this topic and stresses the necessity for young readers to critically examine the author’s choices in order to improve their own pieces of work. Bunns effectively argues to his audience of college students that improved comprehension comes from focusing on the rhetorical choices authors decide to make in their compositions by tying personal narratives with repetitive questioning throughout his article.

In “Re-Composing Space: Composition’s Rhetorical Geography,” Binkley and Smith discuss the origin and limitations of rhetorical theory used within Anglo-American composition. The authors provide five detailed sections to inform the reader. The first section introduces the Greek origin of rhetorical theory used in western civilization, while conversing less dominant rhetorical approaches. The following section, further examines classical rhetoric and the limitations imposed by ancient Greek civilization. The third section provides detail as to how higher education in Anglo-American society emulates the exclusionary practices of the Greek agora. To illustrate this point, a quote from Don Mitchell explains that the Agora, or public, was a specifically

In the Republic, Plato proposes the complete censorship of imitative poetry from his ideal city, arguing that it corrupts individuals’ souls and therefore has a negative effect on society, resulting in injustice within the city. Although seemingly trivial at first, when considered within its proper context, the censorship of imitative poetry from the city would result in severe consequences. Throughout this essay I will discuss the political and psychological implications of its censorship, and will also refute Plato’s argument, showing how it lacks soundness: notably, through a criticism of his epistemology. Regarding the political implications of the censorship of poetry, I will draw from the ideas of Karl Popper, who argued Plato to be one of the most influential philosophers on the emergence of totalitarian regimes in the 20th century, laying the foundations for their very existence (K. Popper, 1945). I will also show how poets themselves have an important political role within cities, in that they enable the general population to hold the state accountable for their actions. To discuss the psychological implications of poetry’s censorship, I will compare the contrasting views of Plato and Aristotle regarding its effect on the soul, whereby Aristotle claims that poetry actually has beneficial, cathartic effects. Following these criticisms, it will become apparent that Plato’s proposed ban of imitative poetry is indefensible.

At the end of chapter 20 in Coleridge’s Biographia Literaria, Coleridge describes his own experience with poetry and its effect on others’ imagination from an outsiders point of view:

One of the potential weaknesses for Narrative criticism is a little concern for authorial intention. It is clear that, someone who engaged in narrative criticism approach and cannot emphasize the plot, the character, and lose the historical background or the historical reference of the text. In addition, in narrative criticism approach there is a high tendency to look scripture as any other literature and fiction, because they used a methodology of the same kind.

Canonical criticism is an interpretative strategy that focuses on reading the final form of the biblical text in relation to its context in the biblical canon, constitutes one of the major critical methodologies that has challenged the predominance of historically based or diachronic biblical exegesis in the latter portion of the twentieth century.

By writing a literary analysis it allows readers to criticize and survey an author’s work. It lets the readers truly be appreciative and to be able to comprehend what the writings meaning is. Analyzing the poems, short-stories, and anything else the author has written, may show the readers what factors helped shape how they wrote. It could also determine the themes given, how the character’s act amongst each other, and how certain scenes are presented. Overall, a literally analysis is written to let the readers really dig into the information given throughout the author’s work.

Americans have embraced debate since before we were a country. The idea that we would provide reasoned support for any position that we took is what made us different from the English king. Our love of debate came from the old country, and embedded itself in our culture as a defining value. Thus, it should not come as a surprise that the affinity for debate is still strong, and finds itself as a regular feature of the mainstream media. However, if Deborah Tannen of the New York Times is correct, our understanding of what it means to argue may be very different from what it once was; a “culture of critique” has developed within our media, and it relies on the exclusive opposition of two conflicting positions (Tannen). In her 1994 editorial,

The chance to draw parallels, between philosophers such as John Locke with educational writers such as Howard Gardner, is important in our ever-evolving educational landscape. This program allows educators the opportunity to consider multiple perspectives in education. Exposing teachers to a variety of high quality writings creates dynamic and dimensional professionals. This type of study reduces the likelihood that a static style of teaching will be perpetuated. It provides an alterative to