In this essay, Oliver Stone’s film Platoon is compared to Herman Melville’s classic Moby Dick as stories in which two protagonists, Chris and Ishmael, leave their homeland on a perilous voyage. Ishmael joins the whaling Pequod, seeking whales in the world’s oceans, while Chris goes to combat in the Vietnam woods. The conflicts of their split homeland, the United States of America, are present in both storylines. Platoon depicts the daily battle of a small unit in a military film where fighting sequences are central. Multi-ethnic troops conducting search and destroy operations reflect socioeconomic tensions in the US. Platoon is on the lookout for a tenacious and defiant foe of American science and military might. The novel Moby Dick is a metaphorical depiction of a divided America and Captain Ahab, who is obsessed with avenging himself on the White Whale. Platoon and Pequod are destroyed by American policy in Vietnam, much like Moby Dick. Using Michel Onfray as a guide, we view both stories as journeys that begin in a library and whose heroes imitate the Greek Achilles’ gesture of fleeing a comfortable home life for the dangers of the world on their way to immortality. Whether in Pequod or Platoon, our heroes take the risk of eventually maturing with the help of a metaphorical family of brothers. Ahab and Barnes, their symbolic parents, are castrating, tyrannical, and oppressive. The heroes’ complete independence occurs when they meet and eliminate their symbolic parents, bringing an end to their round trip back to the home from which they had set out.
Author (S) Details
Jose Mauricio Saldanha-Alvarez
Cultural Studies and Media Department, Federal Fluminense University, Brazil.
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The primary goal of this study is to see how successful Computer-Supported Collaborative Learning (CSCL) is in teaching Modern Greek in Lyceum. With one experimental group and one control group, the survey was conducted as a field experiment. A didactic intervention was carried out in the form of a training scenario. The poll included fifty (50) students from the Prefecture of Attica’s Second Class of Lyceum. The survey was carried out between the dates of The event lasted thirteen hours and took place from October 10th to December 20th, 2016. The findings of the study revealed that following the trial, the experimental group’s pupils’ attitudes toward the use and utility of the computer had improved.
Author (S) Details
Vassilios Giannakos Philologist, Secondary School Teacher, Med Education Sciences, University of the Aegean, Frinonos 14, 11632, Athens, Greece.
Dr. Maria Darra University of Aegean, Dimokratias 1, 7th March Building, 85100, Rhodes, Greece.
When Jacques Derrida accuses the Enlightenment project of being totalitarian, illusive, racist, imperialist, and devoid of any intellectual merit or moral ground, Jürgen Habermas unexpectedly responds that Derrida’s deconstruction undermines reason, destroys universality, and renounces any hope of emancipation. From a contemporary perspective, Derrida fails to establish judgmental norms, misunderstands the Enlightenment’s roots, and exhibits no critical responsibility; modernity, in Derrida’s logic, is logically contradictory and dictatorial in nature. Deconstructionism is more than terrible than the Enlightenment. Accordingly, deconstructionism appears to have a “tragic fate,” as no one knows when it began, where it is now, or how it has progressed. This paper presents an epistemic dive into the structures of thinking that lie underlying Derrida’s deconstructionism, using an archeological method and a genealogical design. It discusses deconstructionism in relation to its descendants, to put it another way. The concepts of the Enlightenment, modernity, postmodernity, philosophy, literature, post-theory, and the extinction of theory become critical in tracing Derrida’s thinking trajectory and growth. Derrida has served as a rebellious interpreter and hunter to history itself, with the tradition of metaphysics serving as the legislator for deconstructionism.
Author (s) Details
Department of English, Faculty of Letters, Arts and Humanities, University of Manouba, Manouba, Tunisia.
Literature, society and culture cannot be separated from each other. This paper is concerned with the role that oral literature holds in society with particular interest in Rwandan wedding and burial ceremonies. The researcher reflects on oral genres as a product of society. Observation was used as research instrument besides translation, interpretation and contextual analysis hinged on two literary theories namely expressive theory and didactic theory of literature as spearheaded by Muleka’s Performer Centric Approach. The paper revealed that oral literary genres such as proverbs, elegy, pastoral poems and songs, religious and wedding songs, rhetorical and skillful expressions play a socio-cultural role. They depict the culture and reflect socio- cultural values among Rwandan citizens at a particular occasion. In wedding context, some of these genres reflect a “give and take” culture, thus building the social ties among people of the same society but from different clans. In the death context, the oral genres are didactic as they express the message of the role that the departed one(s) played, their deeds and how they behaved for the community stayed behind to ape.
Department of Humanities and Language Education, University of Rwanda, P.O.Box 55, Rwamagana, Rwanda.
This book tries to draft a historical route through Western Literature (particularly European, from Middle Ages to Stendhal) focusing the matter of love. Is such a trail a journey to glory, or a descent down to failure? The author leans heavily toward the second hypothesis. By failure we mean a progressive lowering of love sublimity, a gradual loss of sense, an opaque rising dullness. The unlucky love has been the glory of passion for Courtly and Petrarchan ages. But the desacralization of love will be the actual destiny of this culture, in diffraction and delusion. Even the adulterous liaison, tragic and sublime to the full extent in Paolo and Francesca or Tristan und Isolde, becomes boring, worthless and indecisive in novels by Constant or, later, Eça de Queiros. This essay deepens some of the countless ways in which love fails in Western tradition.