This document provides context for an apology being written for Hermann Hesse's novel Siddhartha. It discusses how Hesse was exposed to Eastern philosophy from a young age through his missionary parents. While Siddhartha drew on some Eastern concepts like rebirth and the possibility of liberation, it is argued that Hesse used these motifs more as a vehicle to explore his own spiritual struggles rather than accurately representing Indian philosophy. The apology aims to acknowledge that while Siddhartha inspired many to learn about Eastern traditions, Hesse's depictions were a romanticized cultural appropriation rather than a precise representation of South Asian religious concepts.
Prospects for the Development of Tourism Services in the Regionsijtsrd
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The article presents organization of tourist services, development of tourism infrastructure, comprehensive acceptability and possibilities of facilities intended for tourists. Feruza Aziztoeva "Prospects for the Development of Tourism Services in the Regions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33669.pdf Paper Url: https://www.ijtsrd.com/management/other/33669/prospects-for-the-development-of-tourism-services-in-the-regions/feruza-aziztoeva
Description of the Perfect Person in Hesses Creationijtsrd
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The article deals with the characters of high spirited, full fledged human beings in fiction, including the great German writer, international Nobel Laureate Hermann Hesse, their various problems of contributing to the spiritual growth and prosperity of the nation, especially peace, security, cooperation around the world. , the essence of the ideas of achieving harmony and solidarity. That is why Hermann Hesses works are truly life long, because the ideas put forward in them remain relevant regardless of the passage of time. Madiyeva Adina Dovudovna "Description of the Perfect Person in Hesse's Creation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33457.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/33457/description-of-the-perfect-person-in-hesses-creation/madiyeva-adina-dovudovna
A study into selected personalities from arts and sciences nearly past or contemporary , examining the influence these people wielded as to setting positive trends and looking into how they changed our lives for the better .
Whether in novelistic fiction or drama, Werther and Faust are the two foremost characters by whom Goethe has enriched the world of literature, yet how different they are! Werther is commonly understood as a proto-Romantic hero and like others of his kind he ends his own life. Faust, like Goethe himself, lived on to a ripe old age, having lived out his days to the full. A close reader of the novel and the drama will note that both Werther and Faust are identified as 'wanderers.' Goethe himself saw himself as a Wanderer' too. t follows that Goethe himself incorporated two aspects of wandering, a fact reflect by Goethe's habit of contrasting survors like Wilhelm Meister with non-survors like Mignon and the Harper in the novel Wilhelm Mwisters Lehrjahre. Some have supposed that Goethe 'rewarded' those who held an optimistic and constructive attitude to life in line with the author himself and 'punished' those who showed themselves to be irresponsible 'romantics.' It may also be that the co-existence of two wandering propensities within Goethe's psyche, as perhaps within the human psyche itself, complemented each other within an all-embracing all.
Two hundred years before the death of Roger White in 1993, Shaykh Ahmad-i-Ahsai "arose to dedicate the remaining days of his life to the task" of preparing the way, as one of the two critical precursors of the Baha'i Revelation, "for the advent of a new Manifestation." In the next several years of that fin de siecle he began to write a great deal about the metaphorical nature of the prophecies relating to the birth of a new and independent Revelation of God.
There was a strong poetic strain in the Shakyh's writings: symbolism and metaphor abounded. Shaykh Ahmad was very unorthodox and many "professed themselves incapable of comprehending the meaning of his mysterious allusions." This poetic, symbolic, strand has continued through the writings of the two precursors of the Babi Revelation, the Revelation of the two Manifestations of God and the writings of 'Abdu'l-Baha, all part of what you might call the poetic tradition in the Baha'i Era.
There has been, too, a series of poets beginning with Tahireh in the 1840s, to Na'im late in the nineteenth and early in the twentieth centuries, to George Townshend up to mid-twentieth century and later Robert Hayden, Roger White, Bahiyyih Nahkjavani, John Hatcher and Michael Fitzgerald, among others, who have made important contributions to the literature and commentary on the Cause in a poetic idiom. In some ways it could be said that the passing of Roger White in 1993 marks and end of two centuries of intense and significant poetic writing in a tradition centred on the appearance of two Manifestations of God in the nineteenth century. It is not the purpose of this book or this chapter to describe this long history, this tradition, of poetic influence, of poetic writing. The experience of poetry begins anew with each generation.
Since the first teaching Plan, 1937-1944, poetry written by Baha'is has slowly become a part of world literature, first through Robert Hayden and second through Roger White, the subject of this study. The poetry of White is seen as continuation and development, as part of "the decisive, the most significant, contemporary life of tradition," as poetry critic F.R. Leavis once described the poetry of the present. White should be seen, too, as part of that rich treasure of human life which is now stored within the pale of a new and emerging world religion. White had much of the culture of this embryonic Force, this Movement, fermenting, crystallizing, in his head and it took him on a voyage over the deep of poetry with its delicacy and tenderness, with its inexhaustible resources, infinitely new and striking.
Prospects for the Development of Tourism Services in the Regionsijtsrd
Â
The article presents organization of tourist services, development of tourism infrastructure, comprehensive acceptability and possibilities of facilities intended for tourists. Feruza Aziztoeva "Prospects for the Development of Tourism Services in the Regions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33669.pdf Paper Url: https://www.ijtsrd.com/management/other/33669/prospects-for-the-development-of-tourism-services-in-the-regions/feruza-aziztoeva
Description of the Perfect Person in Hesses Creationijtsrd
Â
The article deals with the characters of high spirited, full fledged human beings in fiction, including the great German writer, international Nobel Laureate Hermann Hesse, their various problems of contributing to the spiritual growth and prosperity of the nation, especially peace, security, cooperation around the world. , the essence of the ideas of achieving harmony and solidarity. That is why Hermann Hesses works are truly life long, because the ideas put forward in them remain relevant regardless of the passage of time. Madiyeva Adina Dovudovna "Description of the Perfect Person in Hesse's Creation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33457.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/33457/description-of-the-perfect-person-in-hesses-creation/madiyeva-adina-dovudovna
A study into selected personalities from arts and sciences nearly past or contemporary , examining the influence these people wielded as to setting positive trends and looking into how they changed our lives for the better .
Whether in novelistic fiction or drama, Werther and Faust are the two foremost characters by whom Goethe has enriched the world of literature, yet how different they are! Werther is commonly understood as a proto-Romantic hero and like others of his kind he ends his own life. Faust, like Goethe himself, lived on to a ripe old age, having lived out his days to the full. A close reader of the novel and the drama will note that both Werther and Faust are identified as 'wanderers.' Goethe himself saw himself as a Wanderer' too. t follows that Goethe himself incorporated two aspects of wandering, a fact reflect by Goethe's habit of contrasting survors like Wilhelm Meister with non-survors like Mignon and the Harper in the novel Wilhelm Mwisters Lehrjahre. Some have supposed that Goethe 'rewarded' those who held an optimistic and constructive attitude to life in line with the author himself and 'punished' those who showed themselves to be irresponsible 'romantics.' It may also be that the co-existence of two wandering propensities within Goethe's psyche, as perhaps within the human psyche itself, complemented each other within an all-embracing all.
Two hundred years before the death of Roger White in 1993, Shaykh Ahmad-i-Ahsai "arose to dedicate the remaining days of his life to the task" of preparing the way, as one of the two critical precursors of the Baha'i Revelation, "for the advent of a new Manifestation." In the next several years of that fin de siecle he began to write a great deal about the metaphorical nature of the prophecies relating to the birth of a new and independent Revelation of God.
There was a strong poetic strain in the Shakyh's writings: symbolism and metaphor abounded. Shaykh Ahmad was very unorthodox and many "professed themselves incapable of comprehending the meaning of his mysterious allusions." This poetic, symbolic, strand has continued through the writings of the two precursors of the Babi Revelation, the Revelation of the two Manifestations of God and the writings of 'Abdu'l-Baha, all part of what you might call the poetic tradition in the Baha'i Era.
There has been, too, a series of poets beginning with Tahireh in the 1840s, to Na'im late in the nineteenth and early in the twentieth centuries, to George Townshend up to mid-twentieth century and later Robert Hayden, Roger White, Bahiyyih Nahkjavani, John Hatcher and Michael Fitzgerald, among others, who have made important contributions to the literature and commentary on the Cause in a poetic idiom. In some ways it could be said that the passing of Roger White in 1993 marks and end of two centuries of intense and significant poetic writing in a tradition centred on the appearance of two Manifestations of God in the nineteenth century. It is not the purpose of this book or this chapter to describe this long history, this tradition, of poetic influence, of poetic writing. The experience of poetry begins anew with each generation.
Since the first teaching Plan, 1937-1944, poetry written by Baha'is has slowly become a part of world literature, first through Robert Hayden and second through Roger White, the subject of this study. The poetry of White is seen as continuation and development, as part of "the decisive, the most significant, contemporary life of tradition," as poetry critic F.R. Leavis once described the poetry of the present. White should be seen, too, as part of that rich treasure of human life which is now stored within the pale of a new and emerging world religion. White had much of the culture of this embryonic Force, this Movement, fermenting, crystallizing, in his head and it took him on a voyage over the deep of poetry with its delicacy and tenderness, with its inexhaustible resources, infinitely new and striking.
ENG 100R, Fall 2019 Analytical Essay 4 In this essay, .docxgidmanmary
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ENG 100R, Fall 2019
Analytical Essay 4
In this essay, you are expected to give your own independent, interpretative position on the
question below and to support your thinking with close reading and analysis. You will need to
synthesize both texts and make connections between them. Utilize the skills weâve practiced in
class, especially on the Reading Quizzes.
Texts:
Greene, Jayson. âHow Do We Live With Music Made by Problematic Artists?â Pitchfork,
https://www.pitchfork.com/features/overtones/ho-do-we-live-with-music-made-by-
problematic-artists/.
Hsu, Hua. âWhen White Poets Pretend to Be Asian.â The New Yorker, https://newyorker.com
/books/page-turner/when-white-poets-pretend-to-be-asian/.
Prompt:
We began the semester thinking about the personal histories of two writers, Zadie Smith and
Jean Twenge, and the ways in which information they share about themselves might be linked to
their research methods. We then thought about the influence of historical thinking on the present-
day observations of Michael Greenberg and Jelani Cobb. For Unit 3, our own histories factored
into the ways in which we encountered discussions of higher education written by Alex Carp and
Katy Waldman. Our semester concludes thinking with Jayson Greene and Hua Hsu about the
effects on listeners and readers of artistsâ personal histories, whether brought to light by
creditable accusations or obscured by false identities. Bringing together our skill set assembled
throughout the semester â understanding the text, finding authorsâ assumptions, assessing your
role as a reader, and assessing the text as a whole â synthesize the essays of Greene and Hsu,
along with your own thinking, to answer the following: To what extent and in what ways does
an artistâs background influence the experience of their work?
Thinking to get started:
⢠What kinds of background details does Greene take into account in âHow Do We Live
With Music Made by Problematic Artists? What kinds of background details does Hsu
consider in âWhen White Poets Pretend to Be Asianâ?
⢠How does Greene feel/respond to the background details of musicians in his experience
of their music? What assumptions does he make about the readerâs experience? How
does Hsu feel/respond to the background details of poets in his experience with their
poetry? What assumptions does he make about the readerâs experience?
⢠Do the assumptions of Greene and Hsu apply to you? How do you feel about the cases
they discuss?
⢠What do you think is necessary (or valuable) to consider about an artistâs background?
Does this put you in agreement or disagreement with the examples and arguments of
Greene and Hsu?
Details to remember:
Rough Draft: FOUR full pages, including header + title + introduction. NO CONCLUSION.
Due: Mon 12/2, upload to Canvas before class. Bring laptop or printout for Peer Review.
Final draft: FIVE full pages, added body paragraph(s), c ...
Analyze the Robert Frost Essay - PHDessay.com. Robert Frost Essay English Advanced - Year 11 HSC Thinkswap. Robert Frost Poetry Essay Example Topics and Well Written Essays .... Poems By Robert Frosts Research Paper Essay Example GraduateWay. Essay On Robert Frost The Road Not Taken - Submission specialist Poem .... Robert Frost Essays. A Grade Robert Frost Essay Teaching Resources. Analysis of quot;Into My Ownquot; by Robert Frost. Discovery Robert Frost Essay English Advanced - Year 12 HSC Thinkswap. Deconstruction of Robert Frosts The Road Not Taken Essay. What lessons in life does Robert Frost teach us and how does he do this .... Robert frost essay introduction. Mending Wall Robert Frost Essay .... Robert frost essays - assignmentsabroadtimescombank.web.fc2.com. Robert frost death theme. The Theme of Life and Death in Birches, by .... Robert Frost completed essay Poetry Fiction amp; Literature. Robert Frosts Poetry Analysis Free Essay Sample on Samploon.com. Robert Frost Research Essay Literature - Year 12 WACE Thinkswap. Robert Frost Overview - A-Level English - Marked by Teachers.com. FROST CENTENNIAL ESSAYS by Frost, Robert: 1974 Kay Craddock .... á Essays On Robert Frost Free Argumentative, Persuasive, Descriptive .... Robert Frosts Life and Poems Free Essay Sample on Samploon.com. Robert Frost; Discovery Essay Area of Study English Standard .... Poems of Robert Frost Essay Example Topics and Well Written Essays .... Robert frost the road not taken analysis essay. Poem The Road Not .... Robert frost writing techniques. Free Robert Frost Essays and Papers .... Robert Frost: A Collection of Critical Essays by Robert Frost Reviews .... Essay Example on Robert Frosts The Pasture: Rebirth in the Spring .... Write a note on the art of Robert Frost. Robert Frost essays English Literature - GCSE AQA Thinkswap. Out, out...quot; by Robert Frost. - GCSE English - Marked by Teachers.com. Frost Essay with Extra Texts English Advanced - Year 12 HSC Thinkswap. Essay frost robert. Robert Frost Poetry Philosophical Science Robert Frost Essay Robert Frost Essay
For the last decade I have been writing on the subject of pioneering and travelling, as well as the psychological and the spiritual journey of life. I am not unaware of the significance of such writing as an expression of one's philosophy and religion, of one's sociology and ideology, indeed of the very apparatus of one's life. I have written literally hundreds of prose-poems and essays on the themes of travel interwoven with their variegated personal and societal significances.
My prose and poetry is, if nothing else, a definition of my identity, of the way I see my life, see life in general and the complex society in which I live. What follows in this essay is a collection of several pieces, several prose-poems, that I tie together somewhat tenuously for the sake of this exercise, this special posting on the subject of travel. I hope readers find some of the connections I make, often tangentially, on this subject of travel stimulating and provocative.
Roger White's Book: The Witness of PebblesRon Price
Â
In 1981, two years after the publication of Roger White's first book of poetry, the second of what would eventually be three books of Roger White's poetry from the George Ronald publishers of Oxford was published. This second volume contained nearly three times as many poems as the first. Geoffrey Nash, who had finished his doctorate on Thomas Carlyle and had just completed writing his first book: Iran's Secret Pogrom, wrote the introduction.
The following year, in 1982, Nash was to go on and write the first significant essay on the work of Roger White: The Heroic Soul and the Ordinary Self. The publication of this volume of poetry was timely. Robert Hayden, a Baha'i, and an American poet laureate in the 1970s, had died the previous year. He had been a Baha'i and a poet for over forty years. In some important ways the Baha'i consciousness in world literature that this book is discussing found its first significant poetic expression in the poetry of Robert Hayden. John Hatcher points out that Hayden came of age as a poet in the early forties, during the first teaching Plan, 1937-1944. A Baha'i consciousness slowly grew in his poetic expression beginning in 1943 when he joined the Baha'i Faith, although it did not become obvious, did not express significant Baha'i themes, until at least 1962 in Hayden's collection A Ballad of Remembrance.
'The Voice W.B. Yeats's Poems' P-106 The Twentieth Century Lit._ 1900 to WWII...Rajeshvariba Rana
Â
This PPT is based on Presentation of Semester 2 Submitted to DoE, MKBU.
Paper no. 106 The 20th Century Literature; 1900 to WW II and topic is 'The Voice W.B. Yeats's Poems.'
ENG 100R, Fall 2019 Analytical Essay 4 In this essay, .docxgidmanmary
Â
ENG 100R, Fall 2019
Analytical Essay 4
In this essay, you are expected to give your own independent, interpretative position on the
question below and to support your thinking with close reading and analysis. You will need to
synthesize both texts and make connections between them. Utilize the skills weâve practiced in
class, especially on the Reading Quizzes.
Texts:
Greene, Jayson. âHow Do We Live With Music Made by Problematic Artists?â Pitchfork,
https://www.pitchfork.com/features/overtones/ho-do-we-live-with-music-made-by-
problematic-artists/.
Hsu, Hua. âWhen White Poets Pretend to Be Asian.â The New Yorker, https://newyorker.com
/books/page-turner/when-white-poets-pretend-to-be-asian/.
Prompt:
We began the semester thinking about the personal histories of two writers, Zadie Smith and
Jean Twenge, and the ways in which information they share about themselves might be linked to
their research methods. We then thought about the influence of historical thinking on the present-
day observations of Michael Greenberg and Jelani Cobb. For Unit 3, our own histories factored
into the ways in which we encountered discussions of higher education written by Alex Carp and
Katy Waldman. Our semester concludes thinking with Jayson Greene and Hua Hsu about the
effects on listeners and readers of artistsâ personal histories, whether brought to light by
creditable accusations or obscured by false identities. Bringing together our skill set assembled
throughout the semester â understanding the text, finding authorsâ assumptions, assessing your
role as a reader, and assessing the text as a whole â synthesize the essays of Greene and Hsu,
along with your own thinking, to answer the following: To what extent and in what ways does
an artistâs background influence the experience of their work?
Thinking to get started:
⢠What kinds of background details does Greene take into account in âHow Do We Live
With Music Made by Problematic Artists? What kinds of background details does Hsu
consider in âWhen White Poets Pretend to Be Asianâ?
⢠How does Greene feel/respond to the background details of musicians in his experience
of their music? What assumptions does he make about the readerâs experience? How
does Hsu feel/respond to the background details of poets in his experience with their
poetry? What assumptions does he make about the readerâs experience?
⢠Do the assumptions of Greene and Hsu apply to you? How do you feel about the cases
they discuss?
⢠What do you think is necessary (or valuable) to consider about an artistâs background?
Does this put you in agreement or disagreement with the examples and arguments of
Greene and Hsu?
Details to remember:
Rough Draft: FOUR full pages, including header + title + introduction. NO CONCLUSION.
Due: Mon 12/2, upload to Canvas before class. Bring laptop or printout for Peer Review.
Final draft: FIVE full pages, added body paragraph(s), c ...
Analyze the Robert Frost Essay - PHDessay.com. Robert Frost Essay English Advanced - Year 11 HSC Thinkswap. Robert Frost Poetry Essay Example Topics and Well Written Essays .... Poems By Robert Frosts Research Paper Essay Example GraduateWay. Essay On Robert Frost The Road Not Taken - Submission specialist Poem .... Robert Frost Essays. A Grade Robert Frost Essay Teaching Resources. Analysis of quot;Into My Ownquot; by Robert Frost. Discovery Robert Frost Essay English Advanced - Year 12 HSC Thinkswap. Deconstruction of Robert Frosts The Road Not Taken Essay. What lessons in life does Robert Frost teach us and how does he do this .... Robert frost essay introduction. Mending Wall Robert Frost Essay .... Robert frost essays - assignmentsabroadtimescombank.web.fc2.com. Robert frost death theme. The Theme of Life and Death in Birches, by .... Robert Frost completed essay Poetry Fiction amp; Literature. Robert Frosts Poetry Analysis Free Essay Sample on Samploon.com. Robert Frost Research Essay Literature - Year 12 WACE Thinkswap. Robert Frost Overview - A-Level English - Marked by Teachers.com. FROST CENTENNIAL ESSAYS by Frost, Robert: 1974 Kay Craddock .... á Essays On Robert Frost Free Argumentative, Persuasive, Descriptive .... Robert Frosts Life and Poems Free Essay Sample on Samploon.com. Robert Frost; Discovery Essay Area of Study English Standard .... Poems of Robert Frost Essay Example Topics and Well Written Essays .... Robert frost the road not taken analysis essay. Poem The Road Not .... Robert frost writing techniques. Free Robert Frost Essays and Papers .... Robert Frost: A Collection of Critical Essays by Robert Frost Reviews .... Essay Example on Robert Frosts The Pasture: Rebirth in the Spring .... Write a note on the art of Robert Frost. Robert Frost essays English Literature - GCSE AQA Thinkswap. Out, out...quot; by Robert Frost. - GCSE English - Marked by Teachers.com. Frost Essay with Extra Texts English Advanced - Year 12 HSC Thinkswap. Essay frost robert. Robert Frost Poetry Philosophical Science Robert Frost Essay Robert Frost Essay
For the last decade I have been writing on the subject of pioneering and travelling, as well as the psychological and the spiritual journey of life. I am not unaware of the significance of such writing as an expression of one's philosophy and religion, of one's sociology and ideology, indeed of the very apparatus of one's life. I have written literally hundreds of prose-poems and essays on the themes of travel interwoven with their variegated personal and societal significances.
My prose and poetry is, if nothing else, a definition of my identity, of the way I see my life, see life in general and the complex society in which I live. What follows in this essay is a collection of several pieces, several prose-poems, that I tie together somewhat tenuously for the sake of this exercise, this special posting on the subject of travel. I hope readers find some of the connections I make, often tangentially, on this subject of travel stimulating and provocative.
Roger White's Book: The Witness of PebblesRon Price
Â
In 1981, two years after the publication of Roger White's first book of poetry, the second of what would eventually be three books of Roger White's poetry from the George Ronald publishers of Oxford was published. This second volume contained nearly three times as many poems as the first. Geoffrey Nash, who had finished his doctorate on Thomas Carlyle and had just completed writing his first book: Iran's Secret Pogrom, wrote the introduction.
The following year, in 1982, Nash was to go on and write the first significant essay on the work of Roger White: The Heroic Soul and the Ordinary Self. The publication of this volume of poetry was timely. Robert Hayden, a Baha'i, and an American poet laureate in the 1970s, had died the previous year. He had been a Baha'i and a poet for over forty years. In some important ways the Baha'i consciousness in world literature that this book is discussing found its first significant poetic expression in the poetry of Robert Hayden. John Hatcher points out that Hayden came of age as a poet in the early forties, during the first teaching Plan, 1937-1944. A Baha'i consciousness slowly grew in his poetic expression beginning in 1943 when he joined the Baha'i Faith, although it did not become obvious, did not express significant Baha'i themes, until at least 1962 in Hayden's collection A Ballad of Remembrance.
'The Voice W.B. Yeats's Poems' P-106 The Twentieth Century Lit._ 1900 to WWII...Rajeshvariba Rana
Â
This PPT is based on Presentation of Semester 2 Submitted to DoE, MKBU.
Paper no. 106 The 20th Century Literature; 1900 to WW II and topic is 'The Voice W.B. Yeats's Poems.'
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Â
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Overview on Edible Vaccine: Pros & Cons with Mechanism
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An Apology For Hermann Hesse S Siddhartha
1. Running Title: An Apology
An Apology for Hermann Hesse's Siddhartha
By Rickey Lee Bauman
May 1st
, 2016
California Institute of Integral Studies
Carol Whitfield
2. An Apology 2
The decision to deploy an apologia must be done in earnest. When Theodor Adorno
defended Richard Wagner in his collection of essays about the composer it was obvious that he
was doing so to save the art from the reputation of the artist. Wagner, after all, had been linked
with the âconservative revolutionâ of the 1930sâand antisemitism. By the1950s, Adorno's
German colleagues were in good stead to root out as many national socialists as possible from
the catalog. And though there were many who would not deserve an apology, he presumed that
certain geniuses would find themselves as babies thrown out with the bathwater.
Hermann Hesse's novel Siddhartha has few enemies and it could be asked, why does it
require an apology in the first place? His words were inspired. His concerns for human suffering
were pure. He is not guilty for showing a lyrical interest in the color of life. Nor must one
apologize for his painting with sincere brush strokes the life of Siddhartha, whose name means
âto achieve what is searched for.â He is not guilty in the strict sense. The apologia reveals a deep
concern for ancestors in history and for keeping in check the discriminating powers of
modernism. As the global narrative continues to expand novels like Siddhartha published in 1922
may see a day when they are criticized for their style but their idealization and a misquotation of
south Asian religious motifs.
This apologia must be rooted in the understanding that his literary devise, âIndischen
Dichtungâ (Indian Poetry) was a cultural appropriation. Taken at face value, his âIndianâ style is
is simple and romantic, but not particularly âIndianâ in poetic or philosophical value. When laid
out, side by side, Hesse's various use of Vedic symbols and Buddhist philosophy do not actually
3. An Apology 3
match their representative and well-known meaning in the East. Siddhartha has been acclaimed
for drawing young minds eastward but Hesse, in actuality, used this story as a vehicle to explore
his own disillusionment with western life. His personal struggles and his fruitless passions, all of
these came to life in a fairytale form of India, where there was once an âideal life to live
somewhere faraway,â and where one could speak to Gautama Buddha and sing to Indra and
Brahman.
Part One: The Spiritual Seeker from Calw
Born in Calw, Germany in 1877 to missionary parents Hesse had both a strict and erudite
upbringing. According to his own biographical writings, in his childhood house âhier wurde
gebetet und in der Bibel gelesen, hier wurde studiert und indische Philologie getrieben [âŚ] hier
wusste man von Buddha und Lao Tse.â (Here one prayed and read the Bible. Here one studied
and had the Indian philology forced on them. Here one knew of Buddha and Lao Tzu) (Reclam:
28). His early introduction to the East was unique and as Eastern philosophy grew in popularity
around the turn of the century in Europe it probably offered him an advantage. But early on in
his educational years, we can see that his exposure to Christian dogma and industrial,
materialistic society chaffed him spiritually and almost drove him at times to suicide. To save
himself from neurotic oblivion he seems to have developed a romantic attitude as many pre-war
artists did and followed suit as a poet and novelist.
Early short stories like Der Dichter (1913) begin to reveal that long before writing
Siddhartha he was already using eastern motifs to explore his ideas. The mystical East was, in a
4. An Apology 4
sense, what âByzantiumâ was for W.B. Yeats or âFaust: Part Twoâ for Goethe; it was a spiritual
get-away, a place to go for refuge in the mind. The act of writing toward India, in short, was a
spiritual practice. It was his Morganlandfahrt (Journey to the East). By using the Indian myths
Hesse was able to synthesize his spiritual longings with is spiritual dilemmas. And while he did
so, some of the basic features of the Eastern containing myth would have been applicable.
Concepts such as ignorance (AvidyÄ), ceaseless rebirth (saášsÄra), and a belief in the
possibility of liberation became increasingly important to Hesse. After his visit to India in 1911,
he writes, âdas starke GefĂźhl von der Einheit und nahen Verwandtschaft alles Menschenwesens,
das ich unter Indiern, [âŚ] gewonnen habenâ (I have gained among the Indians [âŚ] a strong
sense of unity and close kinship among all humankind) (Reclam: 102). He seems to have gained
through his experiences a working knowledge of the basic principles. He would have grasped
that, âignorance of reality is the cause of our bondage and sufferings, and liberation from these
cannot be achieved without knowledge of realityâ (Chatterjee: 18). This knowledge can be
found in his troubled character in Klingsorâs Last Summer (1919). In this story, Klingsor
struggles with the need and desire for sensual experience and the gloom that follows it.
Secondly and dominate in the atmosphere of Siddhartha, Hesse explores the possibility of
liberation through knowledge. Siddhartha is like an empty vessel; the first half of the story he
attempts to fill himself with knowledge, taking teachers and practicing a strict form of
asceticism. Clearly, Hesse himself took this to heart and made a life-long study of eastern and
western classics and removed himself progressively from the vanity of society choosing rather to
live in the alps, where his chief hobby would become gardening and water-coloring landscapes.
Again the confines of the Western cosmology halted Hesseâs imagination. Moving away
5. An Apology 5
from a scientific formula or the Christian creation myth of a crass God shaping the world some
6,000 years ago, Hesse shows a preference to âthe vastness of space-time world, which formed
the common back ground of Indian thought and influences its moral and metaphysical outlookâ
(Chatterjee: 22). One must only consider the forward vision of Das Glasperlenspiel (The Glass
Bead Game, 1943) with its narrator speaking from a distant time and place and providing a
biography for the main character, Knecht. Knecht meanwhile has a practice of exploring âpast
livesâ as rainmaker in primitive, per-historic times. The result is a book that seems to reach so far
into the future and past that the story itself feels eternal or limitless. Interestingly, this same
book includes a short story about a young Indian man who âdreams upâ an entire life-time,
showing Hesseâs ability to play with concepts of mÄyÄ and the desire for siddhis. All of these
features, Iâd argue, come from Hesseâs life-long passion for the East and his practice of
morganlandfahren.
But to return to Siddhartha, the most common element of the eastern paradigm which the
tale truly revolves around form start to finish is the quest for liberation (mukti). That real
happiness and perfection could be realized here on earth, in this lifetime (Chaterjee: 18) was
precisely the taboo of Christianity that so bothered Hesse and other spiritual seekers. One Man
âgot itâ and He came and died on a cross. The best one could do was imitate this Christ or merely
wait for the afterlife. What was Hesse to do with that, what was anyone to do with that? Both
these options are obviously flawed in that they deny the innate nature of an individual, the very
thing that Christ pointed to when he asked âfollow me.â That a person could achieve liberation
as an expression of the One, a representation of the One, as the Self, were concepts barred to
common Christianity. Now some thinkers had an inkling of this dilemma and they were the
6. An Apology 6
literaries that influenced Hesse himself: the romantics. As a late-romantic, Hesse would have
been well aware that romantic writers typically ended in early death or sad and bitter
disillusionment. He would have looked therefore at other traditions which promised a more
lasting effect. The romantics could only produce momentary jaunts of enlightenment and bliss
and were capable of producing bliss as an ordinary and worldly experience of everyday. In short,
they could not sustain, hence their emotional crashes and worldly short comings. Thus Hesse's
characters tend to strive for some lasting realization, for the life that would fully express their
longings and nature. Siddhartha was no different; and Hesse would have taken the hints of
Buddhism and Vedanta to explore this 'lasting bliss.'
It was clear in the sadistic and self-destructive events of the early 20th
century that the
Western containing myth was in turmoil, split open, and even shattered. It certainly offered no
practical conclusions for these sufferings. Meanwhile, the East had a different outlook:
Chatterjee expresses, âpractical motive prevails in Indian Philosophy [itâs] moved to speculation
by spiritual disquiet at the sight of the evils that cast a gloom over life in this world and it wants
to understand the source of these evils and incidentally the nature of the universe and the
meaning of human lifeâ (Chatterjee: 13). Its true the cowardice of humanity could be explained
as the workings of a devil or the lovelessness of brothers and sisters in forbidden forms of
sexuality. But for Hesse like so many intellectuals these secular and non-secular platitudes were
unconvincing. The Indian philosophical attitude would have been a breath of fresh air and
provided leverage for him to explore his sufferings.
7. An Apology 7
Part 2: The God that Wore a Mask
Now while Hesse grasped the basic concepts of the Eastern Containing myth, he had
done so as many westerners. He had picked out what worked for him and left the esoteric and
mysterious on the wayside and reinterpreted the symbolic. Vedanta finds its roots in a tradition
that is older than the written word. And "the vedic rishis were mystics who reserved their inner
knowledge for the initiates; they shielded them from the vulgar by the use of an alphabet of
symbols which could not readily be understood without initiationâ (Key to : 1). Hesse's symbolic
understanding of the Vedas was introductory and second-hand. Philosophical meanings which
are to be absorbed through tradition and particularly the tradition known as Advaita Vedanta
were somewhat faraway. Hesse, for instance, never took a teacher (guru) himself. Instead he
gleamed his understandings from books.
It is not entirely suprising that his treatment of Vedantic tradition, therefore, at the
opening of the book falls short and fails to providing vedic symbolism in its proper context.
Hesse recasts the symbolic language of the Vedasâthe Ätman, brahman, the ritual sacrifice, and
the vedic hymnsâand uses them to express his own doubts with Christianity. Consider the
deeply Christian tone of the following passage:
âAnd where was Atman to be found, where did He reside, where did his
eternal heart beat, where else but in one's own self, in its innermost part, in
its indestructible part, which everyone had in himself? But where, where
was this self, this innermost part, this ultimate part? It was not flesh and
bone, it was neither thought nor consciousness, thus the wisest ones taught.
So, where, where was it? To reach this place, the self, myself, the Atman,
there was another way, which was worthwhile looking for? Alas, and
8. An Apology 8
nobody showed this way, nobody knew it, not the father, and not the
teachers and wise men, not the holy sacrificial songs!â (Siddhartha Hesse:
13)
Atman does not reside anywhere. The non-dual existence, the âsole reality,â the undivided One
has no dwelling place that is not every dwelling place, and certainly no âinnermost part.â For
Vedanta Pure being is all-transcendent, âpart-less, action-less, tranquil, flawless, stainless. [And]
being of the nature of Pure Consciousness, Brahman, the Supreme Being is All-Awareness, Self-
manifestâ (Satprakashananda: 41). Clearly the question, âwhereâ would have been a rather
shallow inquiry for the up-starting Siddhartha were his character true to context.
Hesse makes the mistake of subjugating Brahman to the western concept of God.
Actually, this remains a continuous error of many eastern studies. Perhaps the problem lay in the
lack of a good working definition of the word âGodâ and an over-eagerness of commentators to
resonate with western readers. Either way, the concepts of Brahman and an over-seeing
anthropomorphic God are rather far apart. But for Hesse it allowed for him to fix the doubt of
God's existence or importance or relevancy onto Brahman, thereby giving his character
Siddhartha a reason to seek and reason to question authority. Hesse's indignation becomes very
clear at the end the first part of the book, when Siddhartha has his 'awakening' and â[existence]
was no longer a pointless and coincidental diversity of mere appearances, despicable to the
deeply thinking Brahman, who scorns diversity, who seeks unityâ (Hesse:43). Such emotional
attributes are a clear indicator that Hesse really speaks of Jehovah not Brahman.
Siddhartha's concerns with the propriety of his culture and the validity of Brahman really
just echo the European psycho-drama of the father-son conflict and the gross abuses of the
church in maintaining temporal control. For dramatic consistency, the father of Siddhartha must
9. An Apology 9
portray some authority on the subject matter of the Vedas. The Vedas likewise and the rituals
must chaff young Siddhartha, just as the Bible and the Church chaffed Hesse. Like an iron-
buckle, brimstone preacher, Siddhartha's father has to carry the Vedas and its rituals in a rigorous
and tiresome way. Siddhartha must question the sacrifice. The need to leave an authoritative and
traditional father works hand-in-hand with leaving a by-gone structure. Thereby the spiritual
texts and rituals are shown to be dogmaticâlike Christian textual interpretationsâin actuality
hymns of the Vedic texts and their Vedantic translations have been ignored. Sri Aurobindo
describes the significance of the Rg-Veda quiet beautifully,
âIn its esoteric, as well as its exoteric significance, it is the Book of Works, of the
inner and the outer sacrifice; it is the spirit's hymn of battle and victory as it
discovers and climbs to planes of thought and experience inaccessible to the
natural or animal man [...]It is far, therefore, from being an attempt to set down
the results of intellectual or imaginative speculation, nor does it consist of the
dogmas of a primitive religionâ (Aurobindo: 10).
In short, the Vedas are not written like the Bible, in particular the Rg-Veda. The scholar and
teacher GosvÄmÄŤ writes on the transmission of the Vedic symbol, âa good Vedic instructor who
has learned the Vedas is like a competent captain, and the vedic hymns are like favorable
breezes.â There is no mention of 'interpretation' or 'correct meaning,' instead the sounded verse
itself must move the learning. This is in sharp contrast to the pseudo-historical and literal
method of Bible study. And it is at this form of Bible study that Siddhartha shakes his fist.
10. An Apology 10
Part 3: How not to be a Buddhist.
Contrary to the name of the story there is little Buddhism in the novel. Hesse dedicates
one paragraph to the teachings of Gautama, âWith a soft, yet firm voice the exalted one spoke,
taught the four main doctrines, taught the eightfold path, patiently he went the usual path of the
teachings, of the examples, of the repetitionsâ (Hesse: 34). Subsequently after having received
these basic teachings, Siddhartha refutes Gautama's path toward salvation explaining, âThis is
why I am continuing my travelsânot to seek other, better teachings, for I know there are none,
but to depart from all teachings and all teachers and to reach my goal by myself or to dieâ
(Hesse: 39). In a sense, Hesse sets up Buddhism just to knock it down. And yet was this
necessary? Or does it once again show Hesse's own fight with his upbringing and culture? It
appears that âthe Buddha emphasized self-reliance and the experiential testing-out of all
teaching, including his ownâ (Harvey: 30). Siddhartha doesn't actually need to refute the
teachings; the teachings themselves promote his ideals! And yet Hesse is determined to have
Siddhartha go alone and to learn from himself. He thus shows himself a devotee of avidyÄ and
mÄyÄ.
Hesse's preoccupation with images of singular heroic figures so common in European
tradition unfortunately results in a hasty treatment of Buddhism. It is true, as Siddhartha
becomes more attached to the world he employs the concept of saášsÄra to express a mid-life
crisis. But again the connotations are mixed up. When taken in the Buddhist sense, Siddhartha's
psychological breakdown and severe depression are actually the result of avidyÄ. A quote by
11. An Apology 11
D.T. Suzuki will make this clear:
One thing, however, is certain, which is this: Ignorance (avidyÄ) is the
principium individiuum, that creates the multitudinousness of phenomena in the
absolute oneness of being, that tosses up the roaring billows of existence [âŚ]
and leads many confused minds to egoism with all its pernicious corollaries.
(Suzuki: 116).
Meaning that in Siddhartha's case, his own attempts of isolated (egoic) learning have led to his
very crisis and confusion. Hesse makes no attempt to understand the source of this suffering. To
pin it on the succession of souls, saášsÄra, is a weak corollary. Had he actually attempted to find
the cause of Siddhartha's suffering and explored in his novel he would have had to employ the
very teachings that Siddhartha had refused, namely the four noble truths.
1. The truth of suffering (dukkha)
2. The truth of the cause of suffering (samudaya)
3. The truth of the end of suffering (nirhodha)
4. The truth of the path that frees us from suffering (magga)
Having just mediated on these four truths, Siddhartha would have realized that his self-isolation
and his quest for enlightenment were the cause of his suffering. Also that his stubborn attitude
toward authority and lack of self-discipline have led to his indulgences. Siddhartha could have
developed a spiritual practice within the context of his life with his lover Kamala and while
maintaining profession life rather than abandoning them altogether. But it appears that for Hesse
the only valuable release from suffering is the âend-allâ nirvana.
Nirvana is not the means to end suffering, rather it occurs as one liberates themselves
from saášsÄra. And this is another misconception of Hesse's. âTo long for Nirvana and to shun
worldliness are of dualismâ sats suzuki (107). Siddhartha has become attached to an ugly and
pointless world. The answer to this dilemma for Hesse is to leave it; a conclusion which
12. An Apology 12
resembles more of his German romanticism than a Buddhist attitude and temperament.
Hesse tactfully does not give his Siddhartha an awakening. To the very end, Siddhartha is
seeking and not finding. But what Siddhartha is seeking is not quiet the nirvana meant by
Buddhists. Suzuki attributes two aspects to nirvana: one ânegatively, the destruction of evil
passions, and, positively, the practice of sympathy; [âŚ] and when we have one we have the
otherâ (Suzuki: 54). Siddhartha's long hours sitting by the river at the end of the novel are to
capture something quiet different. Hesse writes, âslowly blossomed, slowly ripened in
Siddhartha the realization, the knowledge, what wisdom actually was, what the goal of his long
search was.â Siddhartha's quest is one of exalting suffering to its fullest. âI had to become a
fool,â says Siddhartha, âto find Atman in me again. I had to sin, to be able to live again.â Thus
the path of attachment and the path of suffering is taken by Siddhartha to discover 'wisdom.' This
is not the teachings of the Buddha, these are the teachings of European existentialism and self-
denial like that portrayed in Parsifal or in the sufferings of Christ.
His final utterance on Buddhism is a naive critique: âWhen the exalted Gautama spoke in
his teachings of the world, he had to divide it into Sansara and Nirvana, into deception and truth,
into suffering and salvationâ (Hesse: 130). But Hesse has overlooked what is known as the
Dharma of Non-Duality which is best expressed by Buddha's 'Thunderous Silence.' Buddha
would have actually not made that division arbitrarily. The division itself is illusory, and a
teaching device. As to its actual existence, no comment can be given. But one could say,
âsaášsÄra and nirvana are two. But when we understand the ultimate nature of saášsÄra,
saášsÄra vanishes from our consciousness and there is neither bondage nor releaseâ (Suzuki:
106). That is to say that concepts such as nirvana and saášsÄra are not the ultimate reality, which
13. An Apology 13
is non-dual.
Conclusions
Hesse was a romantic. Siddhartha had been a spiritual practice for him. It had been the
culmination of his entering an inner âland of the east.â Every time he sat to paint Siddhartha he
was in a sense exploring his own psychology. Thus the tale shows a pattern of thought native to
Europe. The Vedic symbols, in a sense, unlocked meanings which as an artist he interpreted but
interpreted in a western context. They carried Christian meanings. Kamala symbolizes the
woman in Hesse's life. Govinda shows us Hesse's way-ward friend, âthe Leo aspect that goes
missing in the Journey to the East.â
Although his name suggests the attainment of his goal, Siddhartha fails to achieve any of
his goals. He wanders around isolated and confused. The final lesson for him is that there is a
lesson in suffering. We are not shown a means by which follow the Buddha's eightfold path.
Instead, we are shown evidence of the Western conflict, of the Western need to suffer to feel. In
the end, Hesse himself expresses to a friend, âSiddharta wird, wenn er stirbt, nicht Nirwana
wollen, sondern neuen Umlauf, neue Gestaltung, Wiedergeburt.â (Siddhartha, when he dies,
won't want nirvana, instead a new cycle, new embodiment, a new rebirth) (Reclam: 159).
After the writing of Siddhartha, Hesse retires his notions of a fruitful 'journey to the east.'
He goes on to write Steppenwolf and Narziss und Goldmund both of which take place in a
European setting. They go on to explore the meaning of suffering, and find several conclusions,
but from a lens more adjusted to Hesse's cultural context.
14. An Apology 14
âThe Bhagavad-gÄŤtÄ describes knowledge as 'accepting the importance of self-realization,
and philosophical search for the Absolute Truthâ (Gosvami: 2). In this way, Hesse is not guilty
of endeavoring artistic catharsis but in presupposing spiritual truths of the East. He made several
mistakes along the way. His âIndischen Dichtungâ bares a misleading title. Upon closer
inspection the dichtung reveals to be a European fairytale. When it is judged as such, it will bare
its fruits on the sufferings of Christians and of âOutsidersâ such as Hermann Hesse. But it leaves
Eastern spiritual practices behind a misconstrued and idealistic veil.
15. An Apology 15
BIBLIOGRAPHY
Chatterjee, S. & Datta, D. (1968). âGeneral Introduction,â An Introduction to Indian Philosophy.
Calcutta; Calcutta University Press. pp. 1-52.
Satprakashananda, Swami. (1974). Methods of Knowledge According to Advaita Vedanta.
Calcutta: Advaita Ashrama. pp. 35-40
Harvey, P. (1990). An Introduction to Buddhism. Boston: Cambridge University Press
Suzuki, D.T. (1907). Outlines of Mahayana Buddhism. Luzac and Co. London, England
Aurobindo, G. (1964). On the Veda. Sri Aurobindo Ashram. Pondicherry, India
Aurobindo, G. (1967). Key to Vedic Symbolism. Sri Aurobindo Ashram. Pondicherry, India
Gosvami, Satsvarupa (1977) Readings in Vedic Literture. Bhaktivedanta Book Trust. Los
Angeles.
Hesse, Hermann (1922) Siddhartha. Suhrkamp Verlag. Frankfurt am Main, Germany
Middell, Eike. (1972) Hermann Hesse. Verlag Philipp Reclam. Leipzig, Germany.