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kgould's picture

Fact, Fiction, Syllabus

 

ckosarek's picture

syllabus, a potentiality.

Our coursework so far has given us a smattering of samples across the nonfiction genre. We've dissected graphic memoirs, criticized criticisms of copyright law, tried to define the nature of reality in a genre that is (let's face it) not exactly real. In light of this, I think it would be interesting to look at reality from a scientific and psychological perspective. If something is a work of creative nonfiction but focuses on scientific "facts," what does that work become (faction? fiction?)? Or if a work focuses on a specific case or example - an isolated incidence - , can it be a "factual" representation of an illness or phenomena as a whole?

Notes Towards a Roundtable

Anne Dalke, Alice Lesnick and Paul Grobstein
with assistance from Elizabeth Catanese,

ckosarek's picture

Naess and pragmatism wouldn't get along.

 Though I could easily nitpick the entirety of Naess' The Ecology of Wisdom, I am only going to do as much with his essay, "Population Reduction: An Ecosophical View." Naess starts with a true enough observation: that we, the human race, have overpopulated this planet to the detriment of our ecosphere. Logically he says, we must then work on reducing our population over the next few centuries, despite that current politics advocate doing otherwise. He states that "[o]n average, no very great population is required of each culture . . . [and that] huge numbers tend to reduce the manifold" (304). So by increasing our population, we not only destroy the environment, but our cultures as well (more people lead to more fractures).

kgould's picture

Places and maps

 

LizJ's picture

Gender Inequalities in the Classroom

             There is a lot that can be said about the current state of education. There is a lot to be said about what is wrong with the current state of education. In particular, there is still a lot to say about different types of inequalities apparent within the classroom. While I could talk about racial or socioeconomic inequalities, I would like to focus on the gender inequalities of males and females. Even more specifically, I will argue that these gender inequalities are brought about through the ways in which people (teachers, students, etc.) have been socialized to look at gender and education and the fact that males and females just learn differently.

Owl's picture

Naess and his (what seems to be) attack on Capitalism

In Naess's Ecology of Wisdom, his section entitled "A Place of Joy in a World of Fact", begins with a description of Marx's Communist society. He states in other words, that in a communist society, the "society does the general production and thus allows the individual to can partake in the life of a community through his own inclination, with joy, and within the framework of his own values." What stuck me about this passage was that it seemed to be an attack on our capitalist society by and for the deep ecology movement, and so lead me back to think about our class discussion and how we all seemed to be conflicted as to whether Naess was trying to tell us how to live our lives or whether he was just stating his own opinion.

Smacholdt's picture

A Sense of Place

After Tuesday’s discussion, I read some more of Naess’s essays with the thought that he was writing with the idea that his environmental outlook was better than everyone else’s, or that he was trying to indoctrinate people into his way of thinking. However, while reading the essay about Tvergastein I found that he was simply expressing his own profound respect for nature and sharing his ideas about why this respect is important.

AyaSeaver's picture

Are we told what to think?

      One of the most confusing topics that came up in discussion on Monday was the disagreement in how different readers felt when they read "The Ecology of Wisdom".  Is there a didactic strand to Naess's argument or is he simply revealing one way to live. 

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