Thirteenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Lecture 14: The Beginning Is the End Is the BeginningPatrick Mooney
Fourteenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Lecture 08 - “the walking dead in a horror film”Patrick Mooney
Eighth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Third lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
This list will help teachers find resources for teaching civics and government in their classrooms.
A great deal of information is available to help teachers improve their content understanding of civics and government; locate lesson plans, materials and activities for classroom use; and provide information about groups and organizations involved in citizenship and law related education efforts. This guide has been developed to help classroom teachers access this information. Organizations have been listed alphabetically followed by a website address and a brief summary of what is included on each website.
It is hoped that this resource guide will be helpful to elementary and secondary teachers in planning effective inquiry lessons to help their students gain a better understanding of and a genuine interest in citizenship and government.
Lecture 14: The Beginning Is the End Is the BeginningPatrick Mooney
Fourteenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Lecture 08 - “the walking dead in a horror film”Patrick Mooney
Eighth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Third lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
This list will help teachers find resources for teaching civics and government in their classrooms.
A great deal of information is available to help teachers improve their content understanding of civics and government; locate lesson plans, materials and activities for classroom use; and provide information about groups and organizations involved in citizenship and law related education efforts. This guide has been developed to help classroom teachers access this information. Organizations have been listed alphabetically followed by a website address and a brief summary of what is included on each website.
It is hoped that this resource guide will be helpful to elementary and secondary teachers in planning effective inquiry lessons to help their students gain a better understanding of and a genuine interest in citizenship and government.
Lecture 15 - "It will go fast, now": Time and Place in 'salem's Lot (21 May 2...Patrick Mooney
Fifteenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Eleventh lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Web Design for Literary Theorists III: Machines Read, Too (just not well) (v ...Patrick Mooney
Third (and last) in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/IwuS0K21ZoU
Tenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Rostros diferentes, comunidades cambiantes: Immigración y racismo, empleos, e...Everyday Democracy
Esta guía para diálogos comunitarios ayuda a comunidades diversas a enfrentar retos relacionados a los inmigrantes, diferencias de idioma, los empleos, y las escuelas. La meta de esta guía es de crear un mejor entendimiento, eliminar estereotipos, y promover mejores relaciones entre diferentes grupos en las comunidades.
Seventeenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Slideshow for the eighteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Fourth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Sixteenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Eighth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Lecture 10 - What Language Does: Gender in Lonely Hunter (2 May 2012)Patrick Mooney
Tenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Lecture 07 - Purity, Deviation, and JudgmentPatrick Mooney
Seventh lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Twenty-second (and last!) lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Fourteenth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Gender Essentialism in Day of the Triffids (extra credit presentation)Patrick Mooney
Extra credit presentation given by Ben Craske, one of my students, at the beginning of lecture 6 for students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Posted with Ben's permission.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Lecture 15 - "It will go fast, now": Time and Place in 'salem's Lot (21 May 2...Patrick Mooney
Fifteenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Eleventh lecture for my students in English 140, UC Santa Barbara, Summer 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/su12/index.html
Web Design for Literary Theorists III: Machines Read, Too (just not well) (v ...Patrick Mooney
Third (and last) in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/2013-2014/
YouTube screencast with audio: http://youtu.be/IwuS0K21ZoU
Tenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Rostros diferentes, comunidades cambiantes: Immigración y racismo, empleos, e...Everyday Democracy
Esta guía para diálogos comunitarios ayuda a comunidades diversas a enfrentar retos relacionados a los inmigrantes, diferencias de idioma, los empleos, y las escuelas. La meta de esta guía es de crear un mejor entendimiento, eliminar estereotipos, y promover mejores relaciones entre diferentes grupos en las comunidades.
Seventeenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Slideshow for the eighteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Fourth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Sixteenth lecture for my students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Eighth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Lecture 10 - What Language Does: Gender in Lonely Hunter (2 May 2012)Patrick Mooney
Tenth lecture for my students in English 104A, UC Santa Barbara, spring 2012. Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/s12/index.html
Lecture 07 - Purity, Deviation, and JudgmentPatrick Mooney
Seventh lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Twenty-second (and last!) lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Fourteenth lecture for my students in English 192, "Science Fiction," summer 2013 at UC Santa Barbara.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/m13/
Gender Essentialism in Day of the Triffids (extra credit presentation)Patrick Mooney
Extra credit presentation given by Ben Craske, one of my students, at the beginning of lecture 6 for students in English 165EW, "Life After the End of the World," winter 2013 at UC Santa Barbara.
Posted with Ben's permission.
Course website: http://patrickbrianmooney.nfshost.com/~patrick/ta/w13/
Literary AnalysisExplanation and BackgroundLiterary anal.docxSHIVA101531
Literary Analysis
Explanation and Background
Literary analysis: The Island of Doctor Moreau
Rough draft due: October 2nd at the start of class
Final draft due: October 7th at the start of class
requirements
1,800 – 2,400 words (approx. 6-8 pgs.) + Works Cited Page
Pose an original interpretation of The Island of Doctor Moreau.
Reference one of the historical or critical readings from the Broadview editions (these are what we read on Sept. 18).
prompt
So what? This is the question that we always ask in relation to literature. A conversation that you may have with an English instructor might go as follows:
Hetty was so tragic.
So what?
I mean, she had no one to turn to.
So what?
She was like, abandoned by her society for her affair with Arthur, but he wasn’t even punished.
So what?
It’s a real double-standard, you know. Hetty is punished for her desire.
Now you’re getting somewhere.
A literary analysis should offer your analysis of a text’s relevance to greater culture. What is this text saying about one’s experience of the world around us? This is what you’ll seek to answer. To support your interpretation, you will draw on the language of the text, meaning direct quotations (you will need a minimum of one quotation per paragraph).
Examples
You will have access to examples on Blackboard, so I recommend you look there. However, you might also review the chapter “Strategic Reading.” The authors illustrate what aspects of a text you might analyze and how to form an argument. Consider their reading of animals in Frederick Douglass narrative. They do NOT just say, “Frederick Douglas uses animals to represent the slave holders.” This is the type of statement to which you might reply, “So what?” It doesn’t tell you anything significant about the novel. Rather than make a general (and unexciting) statement like this, they argue, “Frederick Douglas uses animal imagery to represent the character of the slave holders, inverting the traditional association of animals with slaves to suggest that the slave holders are the true uncivilized monsters.” Which statement is better? Which one tells you more? Which one can you argue with? If Douglas refers to the slave holders as animals, you can’t argue with that, but you might argue that, rather than suggesting that the slave holders are monsters, Douglas inverts the traditional trope to suggest that the slave holders are not that different from the slaves from whom they want to distinguish themselves.
Your job is to do this with The Island of Doctor Moreau. Pick an attribute of the story or text that you found particularly interesting and explain it in your literary analysis.
Learning objectives
At the end of this assignment you should have demonstrated your ability to do the following:
Analyze the language of a text.
Incorporate terms that illustrate your familiarity with the genre of writing.
Reference and analyze the language of the text to support your analysis.
Write a clear thesis statement.
Pro ...
Transcending Death During COVID-19: Are Near Death Experiences "Proof of Heav...Paul H. Carr
Neurosurgeon Eben Alexander’s NDE convinced him we are more than bodies, and death is not the end of consciousness. Neurologist Sachs gave a naturalistic, scientific explanation, and St. Francis of Assisi reminds us, “In dying we are born to eternal life.”
Classic and Modern Philosophy: Rationalism and EmpicismMusfera Nara Vadia
Rationalism and the rationalists, such as Plato, Descartes, and so on.
Empiricism and empiricists, such as Aristotle, Locke, Hume, Kant, William James.
Five Ancient Secrets to Modern Happiness - Tamar Gendler @ espell THINK!espelltranslation
What are the secrets to authentic happiness? What sorts of activities and experiences contribute to human flourishing? Tying together cutting-edge work in contemporary psychology and neuroscience with the profound writings of ancient philosophers, Professor Gendler will focus on the insights of five major Greek and Roman thinkers: Socrates on self-knowledge, Plato on self-harmony, Aristotle on habit, Epictetus on self-reliance, and Cicero on friendship.
Slideshow for the twenty-second lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the twenty-first lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the twentieth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the nineteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the seventeenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the sixteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the fifteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 14: "To speke of wo that Is in mariage"Patrick Mooney
Slideshow for the fourteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the thirteenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the eleventh lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 10: Who's Speaking, and What Can They Say?Patrick Mooney
Slideshow for the tenth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 09: The Things You Can't Say (in Public)Patrick Mooney
Slideshow for the ninth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the eighth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the seventh lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the sixth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Slideshow for the fifth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 04: Dishonesty and Deception, 25 June 2015Patrick Mooney
Slideshow for the fourth lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 03: A Gentle Introduction to TheoryPatrick Mooney
Slideshow for the third lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Lecture 02: Poetics and Poetry: An IntroductionPatrick Mooney
Slideshow for the second lecture in my summer course, English 10, "Introduction to Literary Studies: Deception, Dishonesty, Bullshit."
http://patrickbrianmooney.nfshost.com/~patrick/ta/m15/
Introduction to Web Design for Literary Theorists I: Introduction to HTML (v....Patrick Mooney
First in a series of workshops for graduate students in the Department of English at UC Santa Barbara.
More information: http://patrickbrianmooney.nfshost.com/~patrick/ta/lead-ta/web-design/
YouTube screencast with audio: http://youtu.be/ZyYRmJXbT4o
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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 Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s 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 Empire’s 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.
Operation “Blue Star” 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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
1. Lecture 13: “Endless quantities of the Real”*
English 165EW
Winter 2013
25 February 2013
“Of course it is happening inside your head, Harry, but why
on earth should that mean that it is not real?”
— Albus Dumbledore in Harry Potter and the Deathly Hallows, ch.
35.
* Rem Koolhaas, “Junkspace,” p. 189
2. Louis Althusser (1918-1990)
● Held prisoner by the Third
Reich for five years before
entering the prestigious
École Normale Supérieure.
● Commonly referred to as a
“structuralist Marxist,” though
he was critical of both the
PCF and the structuralist
movement.
● Best known for Reading
Capital and For Marx (both
1965).
3. Althusser's first thesis
“Ideology represents the imaginary relationships of
individuals to their real conditions of existence.”
(1264)
– For those who are external to an ideological practice, it
seems that an ideology is a false “world outlook,” and
therefore needs to be “interpreted” to “get at” reality.
– Althusser notes: “ideology=illusion/allusion.”
“What is represented in ideology is therefore not
the system of the real relations which govern the
existence of individuals, but the imaginary relation
of those individuals to the real relations in which
they live.” (1265)
4. Althusser’s second thesis
“Ideology has a material existence.” (1265)
– Ideology is not (only) a set of ideas that then have real-world
implications, but is, rather, inscribed in a set of practices.
● Althusser’s primary example: the Christian ( Catholic, for this≅
particular Frenchman) ideology is not merely a set of beliefs, but
the practice of attending Mass, receiving the sacraments, kneeling
to pray, etc. (1266)
● Other examples are provided on 1269.
● Everyone is obliged to act according to his/her beliefs. “If he does
not do so, ‘that is wicked’” and implies ideas contrary to those that
the individual professes. (1266-67)
– “actions inserted into practices […] governed by the rituals
in which these practices are inscribed, within the material
existence of an ideological apparatus.” (1267)
5. Some implications
● “There is no practice except by and in an
ideology.”
● “There is no ideology except by the subject and for
subjects.” (1268)
– One of the primary functions of ideology is to constitute
subjects as subjects. (Althusser sketches out a quick
history of the idea of “the subject,” noting that it goes
by different names in different ideological systems.)
● More specifically, ideology has the function of
producing subjects who live “spontaneously” within
the bounds sketched out by the ideology.
6. “The elementary ideological effect”
As St. Paul admirably puts it, it is in the “Logos,” meaning in
ideology, that we “live, move, and have our being.” It follows
that, for you and for me, the category of the subject is a primary
“obviousness” (obviousnesses are always primary); it is clear
that you and I are subjects (free, ethical, etc. …). Like all
obviousnesses, including those that make a word “name a
thing” or “have a meaning” (therefore including the obviousness
of the “transparency” of language), the “obviousness” that you
and I are subjects – and that that does not cause any problems
– is an ideological effect, the elementary ideological effect. It is
indeed a peculiarity of ideology that it imposes (without
appearing to do so, since these are “obviousnesses”)
obviousnesses as obviousnesses, which we cannot fail to
recognize and before which we have the inevitable and natural
reaction of crying out (aloud or in the “still, small voice of
conscience”): “That’s obvious! That’s right! That’s true!” (1268)
7. “Let us summarize …”
“… what we have discovered about ideology in
general.
The duplicate mirror-structure of ideology
ensures simultaneously:
1. the interpellation of ‘individuals’ as subjects.
2. their subjection to the Subject;
3. the mutual recognition of subjects and Subject,
the subjects’ recognition of each other, and finally
the subject’s recognition of himself;
4. the absolute guarantee that everything really is
so, and that on condition that the subjects recognize
what they are and behave accordingly, everything
will be all right: Amen – ‘So be it.’” (1271)
8. Blindness and ideology
“Pay attention, I’m going to switch off the light and
you can tell me, now, Nothing, What do you mean
nothing, Nothing, I always see the same white, it’s
as if there were no night.” (9; ch. 1)
“Perhaps only in a world of the blind will things be
what they truly are, said the doctor.” (126; ch. 8)
“He [the guard at the third ward] had been waiting
for ages for one of his comrades to come and
relieve him, but for this to happen it was necessary
that the other, on hearing the inner voice of duty,
should wake up by himself.” (157; ch. 10)
9. Identity and blindness
“Were we not trying to reduce her [the girl with the dark
glasses] to some primary definition, we should finally
say of her, in the broad sense, that she lives as she
pleases and moreover gets all the pleasure she can
from life.” (23; ch. 2)
“he [the doctor] simply stretched out his hands to touch
the glass, he knew that his image was there watching
him, his image could see him, he could not see his
image.” (29; ch. 3)
“dear God, how we miss having our sight, to be able to
see, to see, even if they were only faint shadows, to
stand before the mirror, see a dark diffused patch and
be able to say, That’s my face.” (69; ch. 5)
10. “it seemed he was about to give his name, but
what he said was, I’m a policeman, and the
doctor’s wife thought to herself, He didn’t give
his name, he too knows that names are of no
importance here.” (59; ch. 5)
“No one seemed interested in knowing who
had died.” (87; ch. 6)
“Who is speaking, asked the doctor, A blind
man, replied a voice, just a blind man, for that
is all we have here.” (129; ch. 8)
“our names, what do names matter”*
* 58; ch. 5
11. “many ways of becoming an animal”*
“any day now, we shall no longer know who we are, or
even remember our names, and besides, what use would
names be to us, no dog recognizes another dog or
knows the others by the names they have been given, a
dog is identified by its scent and that is how it identifies
others, her we are like another breed of dogs.” (57; ch. 5)
“Someone protested at the far end of the ward. Pigs,
they’re like pigs.” (93; ch. 6)
“Thieving dogs, that’s what they are, commented a rough
voice.” (105; ch. 7)
The doctor’s wife: “If we cannot live entirely like human
beings, at least let us do everything in our power not to
live entirely like animals.” (116; ch. 8)
* 93, ch. 6
12. “Blindness = [X]” constructions ...
● … are never given in the novel. We are never
told, “interpret blindness allegorically in this way.”
● However, there are a number of partial
constructions that move in the other direction, of
the form “[X] is [also] blindness”:
– “who can say that this white blindness is not some
spiritual malaise” (85; ch. 6)
– “to be dead is to be blind” (108; ch. 7)
– “we were already blind the moment we turned blind,
fear struck us blind, fear will keep us blind.” (129; ch.
8)
13. – The rapists in the third ward are “blinded by lust.”
(167; ch. 11)
– The doctor’s wife: “Perhaps I’m the blindest of all,
I’ve already killed and I’ll kill again if I have to.” (191;
ch. 12)
– “The blind are always at war, always have been at
war, Will you kill again, If I have to, I shall never be
free from this blindness.” (193; ch. 12)
– “in death, blindness is the same for all.” (210; ch. 12)
● The doctor’s wife comes to realize that
continuing to counterfeit blindness is pointless:
“blindness is also this, to live in a world where all
hope is gone.” (209; ch. 12)
14. “we ought to start getting organised
without delay”*
The recorded announcement: “the internees
must organize themselves as the see fit” (43;
ch. 4)
“The blind moved as one would expect of the
blind, groping their way, stumbling, dragging
their feet, yet as if organised, they knew how
to distribute tasks efficiently.” (86; ch. 6)
“Unless we organise ourselves in earnest,
hunger and fear will take over here.” (91; ch.
6)
* the doctor, 45; ch. 4
15. “They [the occupants of the third ward]’re
organized, he [the doctor] thought to himself,
this has not suddenly been improvised.” (145;
ch. 9)
“are we agreed that the hand that stabbed him
was the hand of all of us, or to be more precise,
the hand of each one of us. No one replied.”
(197; ch. 12)
“In this place, age is of no account, nor sex,
therefore don’t forget the women.” (203; ch. 12)
“And how can a society of blind people organise
itself in order to survive, By organising itself, to
organise oneself is, in a way, to begin to have
eyes” (296; ch. 16)
16. A preliminary and a final thought
“Faltering, as if his lack of sight had weakened
his memory, the [first] blind man gave his
address, then he said, I have no words to thank
you, and the other replied, Now then, don’t give it
another thought, today it’s your turn, tomorrow it
will be mine, we never know what might lie in
store for us.” (3; ch. 1)
The girl with the dark glasses: “Inside us there is
something that has no name, that something is
what we are.” (276; ch. 15)
17. Media credits
The photo of Louis Althusser (slide 2) is from
https://en.wikipedia.org/wiki/File:Althusser.jpg.
Wikipedia’s rationale for the use of that photo,
which I believe also applies to my use here, is:
Fair use is claimed because there is no
free-license equivalent, the image is widely
available and has no commercial value,
and is being used for educational
purposes to illustrate an article about the
subject.