Robinson cusoe
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This document summarizes the topic "Robinson Crusoe as a colonizer" submitted by Smt. S.B. gardi of the English Department at MK Bhavangar University. It discusses how Robinson Crusoe exhibits aspects of colonialism through his sense of power and control over the island as the sole inhabitant, naming the people and places to assert possession, and establishing a master-slave relationship with Friday through language. The document analyzes Crusoe's role as a colonizer and founder of a new world through the lens of colonialism and post-colonial theorists like Edward Said.
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Robinson Crusoe is a novel by Daniel Defoe that was published in 1719. The story is based on the real life experiences of a sailor. The protagonist, Robinson Crusoe, wishes to go to sea against his parents' wishes to study law. After being shipwrecked on an uninhabited island, Crusoe establishes himself as the master and founder of the island, regarding it as his personal property. Later, he encounters another native inhabitant named Friday, whom he names and treats as his servant rather than as an equal. The relationship between Crusoe and Friday represents colonialism, with Crusoe taking on the role of colonizer and Friday as the colonized. Through these characters and their interaction
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This document provides an analysis of Daniel Defoe's novel Robinson Crusoe. It examines Crusoe's character and the various themes present in the novel, including:
1) Crusoe represents the typical heroic Englishman who is self-reliant and resourceful in the face of adversity through his solitary survival on the island.
2) The novel can be read as an adventure story, moral tale, spiritual autobiography, and fictional autobiography that comments on various Puritan concepts like original sin.
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This summary provides the key details and events from the document:
Robinson Crusoe spent 27 years as the sole survivor on an island after being shipwrecked. During this time, he encountered signs of other humans like bones on the beach but never saw anyone. He eventually rescued and befriended Friday, teaching him English and Christianity. After several more years and encounters with other people, including the arrival of English sailors, Robinson and Friday left the island on an English ship after Robinson had been away for 35 years.
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This document summarizes the novel "Robinson Crusoe" and compares the characters of Robinson Crusoe and Friday. It discusses their master-slave relationship, their spiritual and religious bond as Crusoe teaches Friday about Christianity, and their strong friendship and loyalty to one another as they survive together on the deserted island for many years. The document analyzes how their relationship evolves from one of master and slave to more of a father-son dynamic through their mutual cooperation, respect, and trust in one another.
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This document provides an analysis of capitalism in Daniel Defoe's novel Robinson Crusoe. It discusses how Crusoe exemplifies early capitalism through his self-sufficiency, record keeping, and employing Man Friday to work. Crusoe stockpiles goods and sets up production on the island, acting as the "true prototype of the British colonist." The document also notes how Marx critiqued Defoe's work from his own economic perspective, seeing Crusoe's experiences as symbolic of capitalism.
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- Daniel Defoe was an English writer born in 1659/1660 who was known for his novels and poems. His most famous novel was Robinson Crusoe published in 1719.
- Robinson Crusoe tells the story of a man who is shipwrecked on a deserted island, where he must learn to survive on his own. He comes to view himself as the ruler and god of the island.
- When Crusoe later rescues a native man called Friday, who he forces to obey him, it allows him to establish himself as the powerful myth maker and ruler on the island, teaching Friday his language, religion and customs to exert control over the domain he sees himself as owning.
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This document summarizes Frantz Fanon's book "Black Skin, White Masks". It discusses Chapter 3 which analyzes the relationship between black men and white women in colonial societies. Fanon argues that black men desire to be with white women not out of love, but to prove they are equal to white men. Black men want to join the white world, but are held back by the prejudices that relegate them to an inferior status based on their black skin. The chapter also references the work of Rene Maran which portrayed a biracial man who was raised in a boarding school and withdrew into himself and books.
The Old Man and the Sea
This document summarizes and analyzes Ernest Hemingway's novel "The Old Man and the Sea". It discusses the main character, Santiago, an old fisherman who goes 84 days without catching a fish. Despite his age, poverty, and loneliness, he perseveres with humble and determined spirit. After catching a giant marlin, he engages in a long struggle to survive against the marlin and a shark attacking his catch. Though he loses the fish, the document argues that through his continued struggle against adversity, Santiago demonstrates that a man can be destroyed but not defeated.
The Waste Land Part -2
This document provides an analysis of the second part of T.S. Eliot's poem "The Waste Land" titled "A Game of Chess". It summarizes that this section contrasts two opposing scenes - a wealthy woman surrounded by luxury versus a conversation between two women in a bar. The first scene depicts a richly decorated woman preparing for sex, while the second features a discussion of a woman named Lil who had five kids and took pills for an abortion. Both women are portrayed as frustrated and unhappy, with their lives and sexuality treated as meaningless games.
Language Learning Skills
The document discusses the four key language learning skills - listening, speaking, writing, and reading. It provides definitions and quotes about each skill. For listening, an important quote notes that giving others our attention is one of the most important things we can do. For speaking, the definition is the process of exchanging information and ideas. Writing allows one to organize thoughts and communicate beliefs to others. Reading brings one into contact with great minds and experiences from literature. The conclusion is that all four skills support each other and are interconnected in the language learning process.
Hawthrone and his market &Chetan Bhagat and his market
This document compares the markets of Nathaniel Hawthorne and Chetan Bhagat. It summarizes that Hawthorne's works were considered part of the Romantic movement in America, but his market was down because the language and intellectual level of his works were high and the themes were not widely acceptable. In contrast, Chetan Bhagat's market is up because he writes simplistic novellas focused on youth themes and messages, without complex sentences or heavy language. He also effectively promotes and markets his works through various means like movies and speaking engagements.
Rasa Theory
This document discusses the Indian concept of Rasa theory, which identifies nine aesthetic emotions or rasas that can be elicited in the audience of artistic works. It defines each of the nine rasas - Shringara, Hasya, Adbhuta, Veera, Shanta, Karuna, Bhayanaka, Bhibastsya, and Shorya. For each rasa, it provides a brief definition and example from classical Indian literature to illustrate how that emotion is expressed. The overall document serves to outline the key elements of the traditional Indian theory of rasa as an important contribution of Indian aesthetics.
Failed idealism in Middlemarch
Dorothea and Lydgate pursue their ideals in Middlemarch but ultimately face frustration and failure. Dorothea's idealistic nature leads to inner frustration and suffering as her dreams are not fulfilled. Lydgate takes on financial burdens that become a tragic flaw, also leading to frustration. Bulstrode tries to hide his past but is blackmailed by Raffles, destroying his idealism and forcing him to leave Middlemarch. Several other characters like Rosamond, Fred, Casaubon, and Ladislaw also have their ideals fail in the novel.
VictorV/S Monster
- The document is a paper submitted by Parmar Shubhda A. to S B GardiMaharaja Krishnakumarsinhji Bhavnagar University on the topic of "Victor V/S Monster" from Mary Shelley's Frankenstein.
- It compares Victor Frankenstein and his creation, analyzing their differing levels of intelligence, emotions of guilt on Victor's part and shame on the monster's part, and their positions in society as the monster is isolated due to its appearance.
- Key quotes from Frankenstein show Victor's initial joy in creation and later guilt, as well as the monster's hatred of its creator and feeling of being a hideous creation.
Different between Tragedy and Epic
The document is a paper submitted by Parmar Shubhda A. to Smt. S.B. gardi at M k bhavnagar university on the topic of the differences between tragedy and epic. It defines tragedy as a dramatic form that invokes catharsis in its audience through human suffering. Epic is defined as a long narrative poem focused on heroic or divine figures that the fate of tribes or nations depends on. The paper then outlines some key differences between the two forms - tragedy focuses on a single plot over a short time period with unity of place and action, while epic covers many plots over a longer time without those same unities.
Hamlet play within play
This document is a paper about Shakespeare's tragedy Hamlet that was submitted by Parmar Shubhda A. for an English literature course. It discusses tragedy as a dramatic form focused on human suffering that provides catharsis for audiences. It also examines the cosmological and supernatural elements in Hamlet, the internal conflict and struggle of characters, and the play within a play scene in Act III that has psychological impact and reveals truth to Hamlet.
myth in kanthapura
This document discusses myths in the novel Kanthapura by Raja Rao. It defines myth as stories that demonstrate the inner meaning of the universe and human life according to Joseph Campbell and Alan W. Watts. It discusses the mythical elements in Kanthapura such as the goddess Kenchamma who protects the village from a monster, and provides examples of how political figures like Gandhi and Nehru are portrayed through mythical characters like Ram and Bharat. The significance of myths in Indian life and their role in political movements that followed Gandhi's principles are also mentioned.
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Robinson cusoe
- 1. Name - Parmar shubhda A. Paper - 2 Roll no - 35 Topic - ‘ Robinson Crusoe’ as a colonizer Submited by – Smt.S.B gardi Department of English MK bhavangar university
- 2. What is Colonialism ? As dictionary meaning gaining control countries occupying
- 3. View of Edward said , protagonist Founder of a new world which he rules Christianity and England
- 4. Robinson Crusoe: governer ,ruler ,authority Sense of power • A related aspects of the colonial theme is the sense of power . He believes they owe their life to him sacrifice their lives for him . Fantasy of power and control • “ that this was all my own that I was king and lord of all this country indefeasibly and had a right of possession”.
- 5. Naming: possession and power Relation of Crusoe and Nature • • lonely being on island Nature in the form of goat ,parrot Relation of Crusoe and Friday “I made him know his name should be Friday ,which was the day I saved his life”.
- 6. Language: Power and politics Master-slave relationship o First o In word teaches “master” chapter - 15
- 7. Thank you
Editor's Notes
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