Skip to main content

the-dream-of-a-ridiculous-man hand painted Fyodor Dostoevsky’s

http://youtu.be/Bn1wEt-JNEA

Published in 1864, Fyodor Dostoevsky’s Notes from the Underground has a reputation as the first existentialist novel. It established a template for the genre with a portrait of an isolated man contemptuous of the sordid society around him, paralyzed by doubt, and obsessed with the pain and absurdity of his own existence. Also true to form, the narrative, though it has a plot of sorts, does not redeem its hero in any sense or offer any resolution to his gnawing inner conflict, concluding, literally, as an unfinished text. Thirteen years later, the great Russian writer, his health in decline but his literary reputation and financial prospects much improved, wrote a similar story, “The Dream of a Ridiculous Man.”
In this tale, an unnamed narrator also meditates on his absurd state, to the point of suicide. But he observes this spiritual malaise at a distance, recalling the story as an older man from a vantage point of wisdom: “I am a ridiculous person,” the story begins, “Now they call me a madman. That would be a promotion if it were not that I remain as ridiculous in their eyes as before. But now I do not resent it, they are all dear to me now.” This character, unlike Dostoevsky’s bitter underground man, has had a transformative experience—a dream in which he experiences the full moral weight of his choices on a grand scale. In a moment of instant enlightenment, our protagonist becomes a kinder, more humane person concerned with the welfare of others.

Comments

Popular posts from this blog

BUL 2241 Business Law Study guide exam One through Four

1) Law is B a)       A body of religious principles held by all members of society.    b)       A body of principles that society establishes to keep things running smoothly. c)       Always the result of case law decisions. d)       Derived solely form the U.S. Constitution. 2) Law consists of A a)       Principles that govern conduct.   b)       Mere guidelines.    c)       Arbitrary rules. d)       None of the above. 3) Our rights flow from D a)       The U.S. Constitution. b)       Federal statutes.   c)       City ordinances. d)       All of the above. 4) Individual rights guaranteed in the U.S. Constitution: D a)  ...

SEVEN 7 components-Teacher and Leader Effectiveness (TLE)

The Department believes that strengthening educator practice can be achieved by improving talent management systems. The Teacher and Leader Effectiveness (TLE) Continuum is made up of seven components that should be used in comprehensive and systematic ways to improve the quality, quantity, and diversity of the teacher and principal workforce, and most importantly – improve student outcomes. Within the context of a comprehensive TLE system, data about educator practice and student learning obtained from evaluation systems can help inform decisions to prepare, recruit, develop, retain, and ensure equitable access to effective educators. Preparation  – Collaboration or formal partnership between LEAs and Institutions of Higher Education (IHEs) or other eligible partners. Recruitment and Placement  – Activities to attract the most effective educators to LEAs and the schools that need them. Induction and Mentoring  – Individualized support for new and early career ed...

I want to do the right thing, White teachers...Black schools

Culturally Relevant Pedagogy Ladson-Billings wrote that culturally relevant teachers exhibit confidence in African American students' ability to learn by maintaining high academic expectations and affirming "their cultural identity . . ." (Ladson-Billings, 1995). Culturally relevant teachers harness the power inherent to their occupation to confront institutional and systemic practices which disempower students of color. For these instructors, education becomes a liberatory exercise where classroom assignments become opportunities to teach for social justice. Additionally, culturally relevant instructors place tremendous emphasis on supporting African American students' of academic achievement (Ladson-Billings, 2006). Far from sympathetic, this support represents a sincere desire to take the necessary measures so the educational experience is germane to these students' lived experiences. Lastly, Ladson-Billings asserts that culturally relevant instructor...