Day: February 9, 2024

Introduction: “The Dew Break”

“The Dew Break” by Edwidge Danticat transports readers to the lush landscapes of Haiti, where the morning mist unveils secrets as delicate as the first light of dawn. Although it is not a conventional novel in the sense that its narrative follows a linear stream of events, “”The Dew Breaker”” by Edwidge Danticat features seven interconnected long stories revolving around a central character and a common theme. Overall, the novel serves as a critique of dictatorial regimes where individuals are compelled to flee into exile.

Common People in “The Dew Break”

Edwidge Danticat vividly portrays the corrupt, severe, oppressive, and barbaric conditions faced by the common people of Haiti in “The Dew Breaker”. Through her characters, she reflects the alienation and yearnings inherent in human nature, crafting them in a way that evokes a sense of dashed hopes, unfulfilled aspirations, and isolated expectations. These characters become ensnared in a web of endless desires, symbolizing not only lost hopes but also the limited horizons of human existence. Danticat adeptly illustrates the chaos pervasive in Haiti under the dictatorial regime, with her characters perpetually striving to erase painful memories. Through her writing, the author underscores the deficiencies of human nature, painting a poignant picture of the human condition.

Characters in “The Dew Break”

The narrative of “The Dew Breaker” underscores the central role played by its eponymous character, portrayed as an average Haitian immigrant residing in Brooklyn with his wife and daughter. Despite living a seemingly resigned life, “The Dew Breaker” harbors knowledge of horrifying incidents, having been involved in the sinister activities of the Tontons Macoute during the 1960s under François Duvalier’s regime.

Named for his brutality, “The Dew Breaker” and his cohorts carried out their nefarious deeds in the early hours of the morning, when dew settled on leaves. Their grim task involved kidnapping residents from their homes, terrorizing neighborhoods, and committing numerous murders. One tragic victim was a beloved preacher who dared to speak out against government atrocities, meeting his demise at the hands of “The Dew Breaker” and his men.

The scar on “The Dew Breaker”‘s face serves as a haunting reminder of his despicable past, bearing witness to the atrocities he once perpetrated. It stands as a testament to the beast he once was, a symbol of the darkness that still lurks within him.

The cast of characters in “The Dew Breaker” extends beyond the immediate family of the titular character to include previous victims and their families. Each character’s circumstances serve as poignant reminders of “The Dew Breaker’s dark past, whether they reside in Port-au-Prince or have relocated to the United States. Despite their efforts to rebuild their lives, the specter of the past looms large, haunting them with memories of torn bodies and shattered dreams.

Whether they choose to remain in Haiti or seek refuge abroad, these characters grapple with the lasting scars of their experiences. The memory of the departed ones remains vivid, serving as both a source of comfort and a painful reminder of the losses they’ve endured. In their hearts, the departed are not merely echoes of the past but integral parts of their present, guiding their actions and shaping their identities. Through their interactions with the dead, these characters navigate the complexities of grief and resilience, finding solace in the enduring bond between the living and the departed.

Dew Breaker

Edwidge Danticat portrays the character as a symbol of the tumultuous existence experienced by Haitian-Americans. By delving into the character’s destructive past, Danticat sheds light on the challenges and disparities faced by this community. Through her writing, she creates a palpable sense of dread, illustrating how the shadows of the past can cast a long and haunting shadow over the present.

In “”The Dew Breaker”,” Danticat explores the darkest facets of human nature, showcasing the ways in which past traumas can continue to reverberate through current circumstances. She underscores the notion that our history shapes our present, emphasizing the profound impact that past events can have on an individual’s life. Through her narrative, Danticat offers a profound meditation on the interconnectedness of past and present, illuminating the complex dynamics that define the human experience.

Narration

The narrative delves into the trials and tribulations faced by the victims, exploring themes of lost hope and shattered aspirations. Through the characters’ tumultuous pasts, Danticat illuminates the dire consequences of a society plagued by unchecked violence and unrest. Despite the pervasive sense of hopelessness that pervades their lives, Danticat emphasizes that there is still room for optimism. Even in the face of adversity, the characters cling to a glimmer of hope for a better future.

In highlighting the resilience of the human spirit, Danticat underscores the inherent strength and optimism that define human nature. She argues that hope is an intrinsic part of the human experience, resilient in the face of even the harshest of circumstances. Through her narrative, Danticat offers a powerful testament to the enduring capacity for hope and resilience that resides within us all.

Characterization in The Dew Break

In “The Dew Breaker”, Edwidge Danticat employs a subtle approach to characterizing “The Dew Breaker”, often revealing aspects of his nature indirectly through the experiences of other characters. It is through the devastating impact he has on the lives of his victims that readers gain insight into the complexities of his character.

One particularly illuminating perspective comes from Anne, whose persistent hope for transformation offers a glimpse into his potential for change. Through Anne’s eyes, “The Dew Breaker” is seen as a figure capable of redemption, adding depth to his character beyond his violent past.

Perhaps the most intriguing portrayal of “The Dew Breaker” is through the lens of his daughter, who remains blissfully unaware of the darker aspects of her father’s past. To her, he is simply a caring father figure, providing a stark contrast to the perception of him held by others. This dynamic adds richness to the character of “The Dew Breaker”, revealing the complexity of his identity and the varying perspectives through which he is viewed.

In “The Dew Breaker”, Dew Breaker affectionately refers to his daughter as “Ka,” drawing from the Egyptian term for soul. For him, his wife and daughter represent a refuge from the haunting memories of his past. However, when his daughter discovers the truth about her father’s past, it shatters her perception of him as a loving father, causing profound shock and disbelief.

Edwidge Danticat masterfully constructs a gripping narrative in “The Dew Breaker”, utilizing the roles of side characters to effectively contextualize the dark past of Dew Breaker. The plight of his victims serves as a stark reflection of the brutality inherent in his nature, highlighting the impact of his actions on those he has harmed.

Flashbacks detailing Dew Breaker’s past form a significant portion of the narrative, offering insight into the haunting memories that torment him. Through these glimpses into his past, Danticat explores the complexity of Dew Breaker’s character and the weight of his remorse for the atrocities he has committed.

Opinion about “The Dew Breaker”

I am of the opinion that “The Dew Breaker” is well-narrated. The author has depicted the characters in a convincing fashion, successfully creating the desired effect through her writing. The narration is well-structured, relying on the interplay between characters to create an enthralling impression of the atrocities within Haitian-American society. Edwidge Danticat follows an organized pattern in the story, grasping the reader’s attention from the very beginning and retaining their interest throughout the narration. The unfaltering action of the story makes it an even more compelling read.

Works Cited: “The Dew Break”

1. Vega González, Susana. “Exiled subjectivities: the politics of fragmentation in Edwidge Danticat’s “The Dew Breaker”.” Revista Canaria de Estudios Ingleses (2007).

Relevant Questions about “The Dew Breaker”

1. How does Edwidge Danticat use the character of “The Dew Breaker” to explore themes of guilt, redemption, and the lasting impact of past actions in “The Dew Breaker”?
2. What role do the side characters play in providing insights into the complex nature of Haitian-American society and its historical traumas in “The Dew Breaker””?
3. In what ways does Danticat employ narrative structure and storytelling techniques to create a sense of tension and intrigue throughout “”The Dew Breaker”, keeping the reader engaged from start to finish?

Introduction: “The Death of Ivan Ilych”

The novella “The Death of Ivan Ilych” beautifully illustrates Tolstoy’s main philosophical paradigm through the story of Ivan. The statement that his life has been “most simple, most ordinary, and most terrible” suggests that Ivan led a life perceived as good and straightforward. The narrative follows Ivan, initially portrayed as a straightforward and ambitious child, as he pursues a career in law, marries an ordinary girl, yet ultimately faces a terrible death accompanied by mental anguish. What resonates with readers throughout the story is Ivan’s adaptation to changing circumstances to attain societal status through pretense. However, when he encounters similar pretense in others, it inflicts mental torture upon him. Thus, Ivan Ilych’s life, though seemingly straightforward and ordinary, serves as a metaphor for the human condition, highlighting the complexities and contradictions inherent in societal expectations and personal fulfillment.

Life of Ivan in “The Death of Ivan Ilych”

Ivan’s life is depicted as “most simple and most ordinary” (Tolstoy 11) as he diligently studies law, successfully completes school, and secures a respectable job without encountering significant obstacles. He effortlessly assimilates into the legal profession, adopting the manners of his colleagues and establishing new connections, a common experience for many individuals. Ivan’s career progresses steadily, marked by promotions and a commitment to his work, until he experiences a setback when he is passed over for a promotion unjustly, leading him to relocate to St. Petersburg in search of better opportunities. Despite this setback, Ivan manages to secure another good job and receives further promotions, keeping himself occupied with work. However, his life takes a drastic turn when he suddenly falls ill with an unknown ailment.

Doctor in “The Death of Ivan Ilych”

It happens that he consults one doctor after another, but each doctor arrives at a different conclusion about his disease. He receives loads of medicines but still feels the same sharp pain and unpleasant taste in his mouth, even when playing. He finally concludes that he is going to die shortly, which plunges him into mental anguish, especially when he realizes that even Praskovya, along with his friends, is not loyal to him, and that everyone who approaches him is merely pretending sympathy, except for Gerasim, his nurse, “who understood him and pitied him” (75). This makes his life unbearable until his most torturous death. Therefore, this simple yet tragically torturous death seems to symbolize the journey of mankind.

“The Death of Ivan Ilych” as a Metaphor

It serves as a metaphor for humanity, illustrating how every individual desires a good life, status, and a respectable position in society. However, friendships often prove conditional, lasting only as long as they benefit the other party. When these relationships dissolve, so does the friendship, sometimes even blood ties. On one’s deathbed, their significance diminishes, becoming merely a burden to others before departing from this world. This narrative resonates with the universal experience of mankind; Ivan is not an exception. Each person confronts the harsh reality that everyone navigates life towards their own end, leaving individuals feeling disillusioned and anguished.

Conclusion: “The Death of Ivan Ilych”

Ivan Ilyich’s life encapsulates a universal journey: starting from humble beginnings, achieving success in his career, marrying for convenience, and experiencing contentment with promotions. However, his life takes a dark turn when he confronts his mortality and realizes the superficiality of human interactions. His experience serves as a metaphor for the common path of humanity, where individuals face similar trials and revelations.

Works Cited: “The Death of Ivan Ilych”

Tolstoy, Leo. The Death of Ivan Ilych. The University of Adelaide, Australia. 2014.

Relevant Question about “The Death of Ivan Ilych”

1. How does “The Death of Ivan Ilych” explore the themes of existential dread and the search for meaning in the face of mortality?
2. In what ways does Tolstoy use Ivan Ilych’s journey towards death to critique societal norms and values, particularly regarding the pursuit of wealth, status, and conformity?
3. How does Tolstoy employ narrative structure and symbolism in “The Death of Ivan Ilych” to convey the psychological and emotional turmoil experienced by the protagonist as he confronts his impending death?

Introduction: The Blade Runner

The Blade Runner film, released in 1982 and set in a speculative future of 2019, serves as a poignant exploration of various themes, including the rise of multinational corporations and the ethical implications of advanced technological innovation. Within this dystopian world, characterized by the omnipresence of towering corporate entities, the Tyrell Corporation stands as a prominent symbol of power and influence. Renowned for its production of Replicants—highly sophisticated androids virtually indistinguishable from humans—the Tyrell Corporation epitomizes the unchecked ambition and moral ambiguity inherent in the pursuit of technological advancement.

Central to the narrative is the plight of these Replicants, whose existence hangs precariously in the balance as they navigate a hostile environment where they are relentlessly hunted down by their human creators. Designated for “retirement”—a euphemism for termination—when deemed non-compliant, these artificially intelligent beings are driven by a primal instinct for self-preservation. Faced with the imminent threat of annihilation, they employ cunning and resourcefulness, utilizing every means at their disposal to evade their pursuers and defy their predetermined fate.

The film’s exploration of the Replicants’ struggle for survival serves as a compelling allegory for the broader themes of autonomy, identity, and the ethical implications of technological progress. Through the lens of science fiction, Blade Runner prompts viewers to confront fundamental questions about the nature of humanity and the moral responsibilities inherent in the creation and control of artificial intelligence. Moreover, it serves as a cautionary tale about the potential consequences of unchecked corporate power and the commodification of life itself.

Flying cars and advertisements in The Blade Runner

If you watch Blade Runner, you’ll witness a futuristic landscape featuring flying cars and innovative forms of advertising billboards. The concept of flying cars has captivated human imagination for generations, and it appears that this aspiration may soon become a reality. However, the realization of flying cars poses significant engineering challenges, as they must be capable of taking off from confined spaces and maneuvering within limited airspace. Numerous companies worldwide are actively exploring the integration of drone technology to develop these airborne vehicles, which would operate efficiently within congested urban environments. Some companies have even pursued licensing for the operation of these aerial vehicles.

Blade Runner offers a visually striking portrayal of urban life characterized by dazzling cityscapes, a vision that has become increasingly commonplace in major cities worldwide. The film’s depiction of a bustling metropolis illuminated by neon lights and towering skyscrapers reflects the evolving urban landscape of modern mega-cities. As technology continues to advance, cities around the globe are embracing innovative infrastructure and architectural designs to accommodate growing populations and foster economic development.

Replicant vs Humans in The Blade Runner

The creators of Blade Runner, Philip K. Dick and director Ridley Scott, likely never anticipated that the future depicted in their 1982 film would bear such striking resemblance to the reality of 2019. Nevertheless, since the release of Blade Runner, remarkable advancements in fields such as computer science, biology, and genetics have propelled humanity into uncharted territory. Today, leading companies, including Google, are not only striving to enhance human capabilities but are also actively exploring avenues to extend human lifespan and even evade death itself.

The convergence of Artificial Intelligence, Nanotechnology, genetic engineering, and computer sciences has revolutionized our understanding of human potential. These advancements have paved the way for the theoretical possibility of creating exact replicas of human beings and even developing superhuman capabilities surpassing those of flesh-and-blood individuals. In the light of modern scientific achievements, the notion of a “New Human” with extraordinary capabilities beyond traditional human boundaries becomes increasingly plausible.

Blade Runner transcends its status as a mere cinematic narrative; it serves as a beacon of inspiration for future generations of thinkers and innovators. By envisioning a world where technology blurs the lines between humanity and artificiality, the film not only invites contemplation but also fosters a sense of exploration and discovery. It challenges us to reimagine the possibilities of human existence and to embrace the potential of emerging technologies to shape a bold and transformative future. In this way, Blade Runner emerges not only as an emotional narrative but also as a catalyst for envisioning and realizing new horizons of human potential.

Works Cited: The Blade Runner

1. Dempsey, Michael. “Blade Runner.” Film Quarterly (ARCHIVE) 36.2 (1982): 33.

Relevant Questions about The Blade Runner

1. How does Blade Runner explore the ethical implications of advanced technology, particularly in relation to the creation and treatment of Replicants?
2. In what ways does Blade Runner depict the impact of corporate power and influence on society, and what commentary does it offer on the consequences of unchecked corporate dominance?
3. How does Blade Runner challenge traditional notions of identity and humanity through its portrayal of Replicants, and what broader philosophical questions does it raise about the nature of consciousness and existence?

Introduction: Tagore and Informal Kuttab System:

Tagore and the Informal Kuttab System revolutionized educational paradigms by emphasizing holistic learning and community engagement over rote memorization. He has based his system on the natural impulses of human beings, wherein children learn while living in close proximity, as opposed to modern educational schools where students are forced to memorize certain information and reproduce it. He argues that “Children’s minds are sensitive to the influence of the world,” meaning they are influenced by their environment (Tagore 41). However, the system suggested here is based on experimentation in most Arab households. It lacks a known published history regarding its origins, but it is evident that it began out of the necessity for each household to have a literate member. It consists of an educated individual who teaches children, primarily Arabic and Quranic texts, within their own household and neighboring houses, typically in the drawing room, during their free time. Additionally, this educator teaches children and adults various skills and may invite other skilled individuals to assist. These learners then apply these skills within their local community free of charge (Wiseman, Saddawi, and Alromi 2008, p. 2). This system, known as the Kuttab system, was once widespread in rural Arab areas, particularly until the 1960s, and remains prevalent in impoverished districts, although it is now dwindling. A single Kuttab may accommodate up to 30 students, with only one person responsible for teaching them. These students, ranging from young toddlers to teenagers and, in some cases, adults and young girls, learn manual labor by assisting their tutor in various tasks such as fieldwork, construction, plantation work, and even digging. The Kuttab system, when integrated with public schooling, has the potential to eradicate illiteracy, promote manual labor and its benefits, and instill in public school students the dignity of work.

Students: Tagore and Informal Kuttab System

As most students in the Kuttab system are either adults or unable to attend regular schools, its professed purpose was to eradicate illiteracy by teaching reading and writing to these individuals (3). In some ways, it shares similarities with Tagore’s system, particularly in its emphasis on natural learning, although it lacks the same degree of freedom for students. Under the Kuttab system, students are given regular tasks by their mentor, who holds them accountable upon their return. Instruction primarily occurs orally, with occasional use of written materials such as copies, although this is infrequent. Despite its official replacement in 1925, the Kuttab system persists privately in some households (3). However, it differs from public schooling in its absence of formal exams and promotions to the next level; its primary objective is simply to teach reading and writing efficiently, thereby contributing to higher literacy rates. Furthermore, it diverges from Tagore’s proposed system in that it relies on a mentor who imparts knowledge through personal experience rather than learning from natural phenomena. Additionally, the timing of instruction is not fixed, occurring either during the day or at night when participants are available. As students learn what their mentor knows, the implicit aim is to combat illiteracy and equip attendees with basic literacy skills.

Features: Tagore and Informal Kuttab System

The Kuttab system’s most crucial aspect is the instruction in manual labor provided to students after their mosque studies. This entails mentors engaging these private students in manual tasks on their own fields to impart the value of labor. Without this exposure, students lack essential skills for fieldwork or coping with the demands of professional life. The primary objective is to instill in students an appreciation for manual work and the understanding that it is integral to livelihoods. Teaching manual labor to children has long been a tradition in Arab culture, as it engages both the mind and the body. In contrast to Tagore’s approach, where students are left to respond to natural occurrences freely, in the Kuttab system, mentors impart their best skills to informal students in a conducive environment devoid of strict discipline, teaching rigor, or classroom etiquette. Consequently, students feel uninhibited in learning and applying these skills, fostering humility and a strong work ethic. Collaborating this system with public schools allows students to learn through diverse approaches, fostering both knowledge acquisition and humility, preparing them to navigate society’s evolving dynamics. In essence, they are groomed to become responsible members of society, adaptable to its changing demands.

Best Practice: Tagore and Informal Kuttab System

One of the most valuable aspects of integrating this practice into public schooling is its emphasis on instilling a strong work ethic in students, particularly through manual labor. Manual labor encompasses various skills such as carpentry, masonry, cobbling, and others, all of which are integral to village and rural life in the Arab world. By learning these skills, young people not only enhance their own lives but also contribute to the improvement of their community. However, the distinguishing factor of Kuttab teaching lies in its departure from the structured format of traditional schools, where the focus is primarily on reading and writing, with limited exposure to practical skills relevant to the immediate community. In contrast, Kuttab practices emphasize responding to immediate needs, aligning with Tagore’s notion that students should engage with natural phenomena and events. For instance, a student proficient in masonry learns how to construct a house for future needs, while a cobbling student can mend shoes, among other essential skills imparted through these informal setups. By collaborating with schools, these setups can expand their offerings to include additional social skills, thereby equipping students to become productive members of society. Furthermore, Kuttab informal skills reinforce the importance of hard work for long-term success, nurturing a mindset of perseverance and resilience among students.

Conclusion: Tagore and Informal Kuttab System

In short, the Kuttab system instills three major objectives in the minds of both students and mentors. It emphasizes the natural and social imperative that everyone contributes to society in some way, understanding that mutual contributions benefit all. For instance, by integrating the Kuttab system with modern public schooling, it can aid in eradicating illiteracy as more individuals collaborate with regular teachers to teach reading and writing to others. Additionally, the collaboration addresses the gap in public schools by introducing manual skills education, imparting the understanding that manual labor is valuable and that hard work leads to long-term rewards. Through the teachings of Kuttab mentors, students grasp the significance of hard work and its eventual benefits. Ultimately, by fostering collaboration between classical and modern schooling systems, Arab society can progress towards development goals, ensuring equal opportunities for all members to acquire the skills needed to become valuable contributors to society.

Works Cited: Tagore and Informal Kuttab System

1. Dutta, Sutapa. “Debates on Schooling the Mind in Colonial Bengal.” Social Change 52.1 (2022): 93-108.

Relevant Questions about Tagore and Informal Kuttab System

1. How did the collaborative efforts between Tagore and proponents of the Informal Kuttab System influence the development and implementation of holistic learning approaches?
2. What were the key principles and methods employed within the partnership of Tagore and the Informal Kuttab System, and how did they differ from traditional educational approaches?
3. What impact did the fusion of Tagore’s philosophy with the Informal Kuttab System have on educational practices and societal attitudes towards learning during their respective time periods?