Showing papers on "Shadow (psychology) published in 1969"

Swift's Tory Anarchy

Abstract: SWIFT'S WORK is a persisting miracle of how much commentary an author's writing can accommodate and still remain problematic. The efforts on his behalf have been mainly restorative, since few major authors in English have presented themselves so resolutely as a long series of occasional pieces that defy easy classification. One way of checking this intransigeance is to note how much more certainly we can use the adjective "Swiftian" than we can identify, locate, and see "Swift". The latter seems often to be little more than an adjunct to the former, even as "Swift" somehow projects and energetically covers thirteen volumes of prose, three of poetry, seven of correspondence, and innumerable pages of strange jottings. Thus Swift is restored by editors to a definitive text, by biographers to a chronology of events, by psychological critics to a set of characteristics, by historians to an age, by literary critics to a genre, a technique, a rhetoric, or a tradition, and by moralists to the norms he is said to have defended. His identity has been very much in the shadow of claims made on his work, and if this is always true with major authors it doesn't, in Swift's case, make it seem any less of what Norman 0. Brown has called a housebreaking and domestication of the tiger of English literature. Yet despite their differences each of these restorations, consciously or not, is also taking Swift as a resistance to the order in which he will come to be placed. In no author do the regulations of order and the challenging anarchy of dispersion cohabit with such integrity. R. P. Blackmur's remark that "true anarchy of spirit should always show (or always has showed) a tory flavor" 1 is, I think, best applied to Swift. My essay then is a preliminary investigation of how Swift's work can be approached and characterised as the highly dramatic encounter between the anarchy of resistance (agraphia) to the written page, and the abiding tory order of the page. This is the most literally basic form of the encounter: it

Image, Symbol, and Person: The Strategy of Psychological Defense

Abstract: Image as Phenomenologic Substrate THE flux of private mental events, part of our universal psychological experience, has intrigued and baffled philosophers, psychologists, and artists. It has become almost commonplace to observe that along with speech and thought goes a simultaneous flow of dreams—or daydreams. 1-4 Manifest systems of communication, using relatively well-defined units and rules, have a shadow counterpart—persistent, ambiguous, silent. The cardinal vehicle of this inner language can be called images, a term with many connotations. I use as core definition: "a representation... or imitation of sensible experience, with or without accompanying feelings, the reproduction in memory or imagination of sensations of sight, touch, or hearing, etc." 5 The dictionary supplies multiple interrelated additional meanings—testimony to the many phenomena related to imagery. Images may translate themselves directly into outer expressive patterns, such as emotional display, pantomine, or the endless variety of art forms. This paper, however, will deal

The Rutherford Memorial Lecture, 1968: Some problems of the growth and spread of science into developing countries

Abstract: For a physicist brought up in New Zealand, it is a special honour, and especially humbling, to be asked to speak in memory of Ernest Rutherford. Whatever we may think of the subsequent applications of nuclear physics, we cannot fail to class him among the immortals for his brilliant voyages of discovery in that vast and unsuspected realm of Nature. How could I present my own little scholarly pastime —that agreeable game called the theory of the solid state—under the shadow of his achievement. He dominated the scientific life of his day; and there are too many distinguished scholars who remember him personally for me to dare to say anything about him at second hand. The story of the poor farmer’s son, from the backblocks of distant little New Zealand, who won a scholarship to Cambridge and became world famous, is still one of the inspirational epics of the life of the mind. Many another young man, from many another far-off land, has taken it as his model, and gone to seek his fortune thus, in the great intellectual metropolises of Europe and North America. The urge to contend and make ones mark in the great game of ‘high science’ is as strong as ever among the ideals and ambitions of gifted youth.

The Rutherford Memorial Lecture, 1968: Some Problems of the Growth and Spread of Science into Developing Countries

Abstract: For a physicist brought up in New Zealand, it is a special honour, and especially humbling, to be asked to speak in memory of Ernest Rutherford. Whatever we may think of the subsequent applications of nuclear physics, we cannot fail to class him among the immortals for his brilliant voyages of discovery in that vast and unsuspected realm of Nature. How could I present my own little scholarly pastime—that agreeable game called the theory of the solid state—under the shadow of his achievement. He dominated the scientific life of his day; and there are too many distinguished scholars who remember him personally for me to dare to say anything about him at second hand. The story of the poor farmer’s son, from the backblocks of distant little New Zealand, who won a scholarship to Cambridge and became world famous, is still one of the inspirational epics of the life of the mind. Many another young man, from many another far-off land, has taken it as his model, and gone to seek his fortune thus, in the great intellectual metropolises of Europe and North America. The urge to contend and make ones mark in the great game of ‘high science’ is as strong as ever among the ideals and ambitions of gifted youth.

Whither the German AP Program

Abstract: When I agreed to speak to this year's Advanced Placement Conference on the pedagogical value of the German Program, I only vaguely realized the difficulty of the assignment.1 As a loyal, dues-paying member of the AATG I had of course received and perused the September, 1965 issue of the German Quarterly with its several articles on the subject, but when setting out to restudy the issue in preparation for the present conference I soon became aware of how very important, in fact how exemplary that collection of articles still is, not only for the German AP Program, but also as evidence of really effective cooperation between people who work at all levels of German teaching in the U.S.A. In particular, since I was selected to represent a college teacher's perspective on AP in German, I was again impressed and this time not a little frightened by the quality of Professor Ryder's contribution to that number of the GQ, his thoughtful and humane discussion of "Literature in High School--A College Point of View."2 Of course, since that issue of the GQ appeared three years ago the Program itself has changed--a little. The reading lists have been modified--somewhat; the testing procedure has undergone shifts in emphasis--one or two; and as we have found out over the past couple of days here in Rochester, the concept and logistics of the AP Program are not without problems and difficulties. Yet that classic issue of our journal casts a broad shadow indeed--perhaps you can understand if at this moment I confess that I empathize strongly with Strapinski at the house of the Amtsrat in Goldach: "Er nahm jetzt seine Gedanken zusammen und hielt den rechten Zeitpunkt einer geraiuschlosen Beurlaubung fiir gekommen." Let me begin by repeating that word "empathize," and attaching a few remarks to its function in AP work in high school. There are few words in the vocabulary of criticism that young people latch onto with greater ease and rapidity than this one, unless it is "relevance" or "identify" or "impact." All of these terms you have surely heard and read from your students and probably even used yourselves, as I have, when discussing works of literature in and out of the classroom. We do use them, though I suspect that we hate ourselves for it each time, for we are tired of hearing them in their jargonized form as BIG WORDS that you're supposed to use in BIG SENTENCES when you talk in a BIG WAY about LITERATURE. This is a shame, because there is nothing inherently onerous about any of the words in question. The ones I

Background and Holocaust

Abstract: “There are those who leave their native land in a spirit of high adventure or aglow with the joy of escape ... there are others who leave with a shadow in their souls, the unspoken fears of permanent separation from the home that saw their birth ... others have dwelt on the nostalgia that, from the moment of departure, grows steadily and inexorably until it forces the immigrants away from the new land to the country of their birth ....” 1