Dryden's Essay on Dramatic Poesy

Dryden's Essay on Dramatic Poesy

This blog is written as a task assigned by the head of the Department of English (MKBU), Prof. and Dr. Dilip Barad Sir. Here is the link to the professor's research article for background reading: Click Here

1.Discuss any differences you observe between Aristotle's definition of Tragedy and Dryden's definition of Play.

Aristotle’s Definition of Tragedy:

What Aristotle Said:

• Tragedy is an imitation of an action.
• It should be serious and complete in itself.
• The language used should arouse pity and fear in the audience.
• Tragedy aims to achieve catharsis, which means purging or cleansing of emotions.

Example:

Think of Shakespeare’s “Hamlet.” The play follows a tragic hero’s journey, evoking emotions like pity and fear as we witness Hamlet’s internal struggles and ultimate downfall.

Dryden’s Definition of Play:

What Dryden Said:

• A play is a lively representation of human nature.

• It depicts changes in people’s fortunes.

• Plays should both delight and instruct the audience.

Example:

Consider Oscar Wilde’s comedy “The Importance of Being Earnest.” It humorously portrays societal norms and human foibles while entertaining us.

In summary, Aristotle emphasized emotional impact and catharsis in tragedy, while Dryden highlighted entertainment and moral lessons in plays. Their differing perspectives reflect the evolution of dramatic theory across different historical periods.

2.If you were to express your personal preference, would you side with the Ancients or the Moderns? Provide reasons for your choice.

Personal Preference: I appreciate both perspectives. However, if I had to choose, I’d lean toward the Ancients (Aristotle’s view). Here’s why:

Emotional Depth: Aristotle’s emphasis on evoking pity and fear resonates with me. Tragedies allow us to explore profound emotions and reflect on the human condition.

Catharsis: The idea of catharsis—purging emotions through art—is powerful. It provides a sense of release and understanding.

Serious Themes: Serious themes in tragedy often lead to introspection and empathy.

Language: The skillful use of language to evoke emotions adds depth to the experience.

Structured Plot: The emphasis on a well-structured plot with a clear beginning, middle, and end ensures a cohesive and impactful story.

Moral Lessons: The tragic hero’s journey often imparts significant moral lessons, making the experience both educational and reflective.

While Dryden’s focus on entertainment and instruction is valuable, I find the emotional impact of tragedy more compelling. Ultimately, both approaches contribute to the richness of dramatic literature! 

 3.Evaluate whether the arguments presented in favour of French plays and against English plays are appropriate. For example, consider the portrayal of death, duel fights with blunted swords, the representation of large armies by a few actors, the mingling of mirth and serious tones, and the use of multiple plots.

 Portrayal of Death

French Plays: In French classical drama, death is often reported rather than shown. For example, in Pierre Corneille’s play “Le Cid,” the death of Don Rodrigue’s father is described by other characters rather than depicted on stage.

English Plays: In contrast, English plays frequently show death scenes. For instance, in Shakespeare’s “Macbeth,” the death of King Duncan is a pivotal moment that is described in vivid detail by Macbeth and Lady Macbeth, and the aftermath is shown on stage.

Evaluation: Dryden appreciates the French restraint, which maintains decorum, but he also acknowledges the dramatic impact of the English approach, which can be more engaging for the audience.

 Duel Fights with Blunted Swords

French Plays: French dramatists often depict duels in a stylized manner. In Corneille’s “Le Cid,” the duel between Don Rodrigue and Don Sanche is described rather than shown, maintaining a sense of elegance and avoiding graphic violence.

English Plays: English plays, like Shakespeare’s “Hamlet,” show duels more realistically. The duel between Hamlet and Laertes is intense and ends in multiple deaths, adding to the drama and tension of the play.

Evaluation: Dryden admires the French elegance but also sees the value in the English realism, which can heighten the dramatic effect.

 Representation of Large Armies by a Few Actors

French Plays: French dramatists often use a few actors to represent large armies. In Racine’s “Phèdre,” the presence of armies is suggested through dialogue and the reactions of characters rather than shown directly.

English Plays: English plays, like Shakespeare’s “Henry V,” use a few actors but employ more elaborate staging and dialogue to create the illusion of a larger force. The Chorus in “Henry V” asks the audience to imagine the vast armies, enhancing the immersive experience.

Evaluation: Dryden appreciates the French subtlety but also values the English creativity in staging, which can make the scene more vivid for the audience.

 Mingling of Mirth and Serious Tones

French Plays: French drama tends to keep comedy and tragedy separate. In Racine’s “Andromaque,” the tone remains consistently serious and tragic throughout the play.

English Plays: English plays often mix serious and comic elements. For example, in “Hamlet,” the gravedigger scene provides comic relief amidst the tragedy, adding depth to the emotional experience.

Evaluation: Dryden sees merit in both approaches. The French consistency maintains a sophisticated tone, while the English mixture of tones reflects the complexity of real life and adds richness to the narrative.

 Use of Multiple Plots

French Plays: French dramatists typically focus on a single, unified plot. In Racine’s “Phèdre,” the story revolves around the central conflict of Phèdre’s forbidden love, maintaining clarity and focus.

English Plays: English plays often feature multiple plots and subplots. For instance, in “King Lear,” the main plot of Lear and his daughters is complemented by the subplot involving Gloucester and his sons, adding layers to the narrative.

Evaluation: Dryden appreciates the clarity of the French single plot but also values the complexity and richness of the English multiple plots, which provide a more intricate and layered story.

Conclusion

Dryden presents a balanced view, recognizing the strengths and weaknesses of both French and English plays. He appreciates the French refinement and adherence to classical rules but also values the English dynamism and emotional engagement. His arguments highlight the different artistic philosophies and cultural contexts that shape these two dramatic traditions.

Wordsworth's Preface

      William Wordsworth :

Early Life:

April 7, 1770: Born in Cockermouth, Cumberland, England.

1778: Mother dies.

1779: Moves to the Lake District, where he developed a deep love for nature that would later influence his poetry.

1787: Begins university.

1791: Graduates from university.

Literary Career:

1798: "Lyrical Ballads," co-written with Samuel Taylor Coleridge, is published. This groundbreaking work marked the beginning of the Romantic era in English poetry.

1803: Marries Mary Hutchinson.

1805: "The Prelude," a long autobiographical poem, is completed. It is considered one of Wordsworth's greatest works.

1843: Becomes Poet Laureate, the highest official position in English poetry.

Later Life:

April 23, 1850: Dies at Rydal Mount, Westmorland. Wordsworth's poetry continues to be celebrated for its exploration of nature, memory, and the human condition.

Questions-Answers:

1.Why does Wordsworth ask "What is a poet?" rather than "Who is a poet?"

When Wordsworth asked "What is a poet?", he wasn't just curious about the profession. He wanted to understand what makes someone a poet, not just who they are. He was interested in the qualities that define a poet, not just their name or background.

He was more concerned with the poet's ability to create and express emotions through language. He believed that being a poet is about more than just writing words. It's about having a special ability to connect with people on a deep emotional level.

2.What is poetic diction,and What type of poetic diction does Wordsworth suggest in his?

Poetic diction is the way a poet uses words. It includes the choice of words, the way they are arranged, and the use of figures of speech like metaphors and similes.

Wordsworth believed that poets should use simple, everyday language. He thought this would help them express their feelings more clearly and honestly. He didn't like the idea of using fancy or complicated words just to sound impressive.

He believed that the best poetry is written in a way that anyone can understand. He wanted to connect with his readers on a personal level, and he thought that using simple language was the best way to do that.

3. How does Wordsworth define poetry? Discuss this definition in relation to his poetic philosophy. 

Wordsworth defines poetry as "the spontaneous overflow of powerful feelings recollected in tranquility". This definition highlights the importance of emotion and experience in poetry. Wordsworth believes that poetry is not simply a product of the imagination, but rather a reflection of the poet's own life and experiences.

This definition is closely related to Wordsworth's poetic philosophy, which emphasizes the value of simple language and the importance of nature. Wordsworth believes that poetry should be accessible to all people, and that it should be used to express the beauty and wonder of the natural world.

Wordsworth's definition of poetry has been influential on subsequent generations of poets. It has helped to legitimize the use of emotion and experience in poetry, and it has encouraged poets to write about the natural world in a way that is both accessible and meaningful. 

4.Wordsworth states, “A language was thus insensibly produced, differing materially from the real language of men in any situation.” Explain and illustrate this with reference to your reading of Wordsworth’s views on poetic diction in the .

Wordsworth believed that poetic diction should be "the real language of men in any situation." He argued that poets should use language that is natural and understandable to their readers, rather than using artificial or elevated language. This is because he believed that poetry should be a reflection of the human experience, and that using language that is too far removed from everyday life would make it difficult for readers to connect with the poems.

Wordsworth's views on poetic diction can be illustrated by comparing his poetry to that of earlier poets. For example, in his poem "Tintern Abbey," Wordsworth uses simple, everyday language to describe the natural world. This is in contrast to the more ornate and elevated language that was often used by poets in earlier periods.

Wordsworth's views on poetic diction were influential and helped to shape the development of Romantic poetry. His emphasis on the use of natural language helped to create a more accessible and relatable form of poetry.

Socrates

 This blog written as a task assigned by Dilip Barad Sir.

For background reading visit professor's blog: Click here

                  Socrates :

Socrates, the ancient philosopher who would change the world, now sits in a jail cell in a cave just outside of Athens. In a few moments, a guard will bring him a cup of poison hemlock to drink. After doing so, he will become sleepy, and soon after, he will take his last breaths. But before that happens, Socrates reflects on his life and legacy.

Born in Athens, Socrates kept much of his history and early life a mystery. Known as one of the first philosophers of the Western world, he never saw himself in that light. While philosophers often believed they understood much about the world, Socrates was different; he was convinced he knew nothing at all.

After returning to Athens following his participation in the Peloponnesian War, Socrates engaged in deep contemplation. At the time, many men were regarded as wise, but he was skeptical of their wisdom. His life experiences led him to believe that those who appeared or claimed to be wise were often not truly wise. This was a significant problem because when people believed a man was wise, they tended to follow him blindly, often with disastrous results. Without questioning this so-called wisdom, knowledge would remain stagnant, like a stone, rather than grow and evolve like a tree.

Socrates began asking questions. He discovered that when someone claimed something to be true, the best way to test that truth was by posing a series of challenging questions. For example, if a man asserted that it was virtuous to love the god Zeus, Socrates would ask, "What is virtue? What is love? Are there other gods to love?" If the man could not even define virtue, how could he claim it was virtuous to love Zeus? If he could not explain what love was, how could anyone be sure they were truly loving Zeus and therefore being virtuous? Socrates believed that if those making such claims could not answer these challenges, then they could not truly know the truth of their claim.

Throughout his life, Socrates did not publish any works or write much down for others to read. However, many young men in Athens, including a bright student named Plato, followed him closely as he questioned some of the city's "wisest" men. Plato would later pass down this method to his student Aristotle, who became the tutor of Alexander the Great. Alexander, in turn, spread Greek thought throughout his vast kingdom. When the Romans took over Alexander’s empire, they expanded it even further, spreading the Greek tradition across an even larger territory. Unfortunately, when the Roman Empire fell, the world entered a long, dark period where knowledge once again became stagnant. But eventually, something remarkable occurred.

There was a renaissance of thought and knowledge as people began to revive the works of Socrates' students. Science flourished when people realized the power of methodical questioning and testing of claims. In modern times, Socrates' method of questioning is known as the Socratic method and is the foundation of contemporary scientific and philosophical inquiry. This profound impact on human thought and progress stemmed from Socrates simply asking a few questions. 

Many people believe that those who ask questions, especially as persistently as Socrates did, are unwise. But Socrates thought the opposite. He believed that true wisdom was the awareness of how little one actually knows. This realization was what allowed people to start asking questions and ultimately uncover the truth.

However, asking questions, while effective in seeking truth, also proved to be a fast way to make enemies. Socrates embarrassed quite a few influential men in Athens, who saw him as a professional smart-aleck. When they noticed that young men in the city were beginning to question as Socrates did, he was arrested for corrupting the youth of Athens. His student Plato later documented the trial.

History of English Literature: Chaucer to Shakespeare

This blog is part of a thinking activity task assigned by Dilip Barad Sir for the paper 105A - History of English Literature: Chaucer to Shakespeare, Unit 1.

2.Comparative Analysis of Chaucer, Spenser, and Shakespeare as PoetsConduct a comparative analysis of Geoffrey Chaucer, Edmund Spenser, and William Shakespeare. Focus on their poetic styles, themes, contributions to English literature, and their influences on subsequent literary traditions.

Chaucer, Spenser, and Shakespeare: A Poetic Tapestry:

Geoffrey Chaucer, Edmund Spenser, and William Shakespeare are the cornerstones of English poetry. Each brought a unique voice and vision, shaping the literary landscape in profound ways.

Poetic Styles:

Chaucer was a master storyteller who wrote in a style that was accessible to a wide audience. His poetry often incorporated humor, satire, and vivid descriptions of everyday life, as seen in his Canterbury Tales. For instance, the Wife of Bath's Prologue offers a humorous and candid exploration of marriage and women's roles.

Spenser was a poet of ornate beauty and complex allegory. His poetry is filled with rich imagery and symbolism, as exemplified in The Faerie Queene. A line like "Her mantle green she long had trailed behind, That swept the nether world, in darkest shade" showcases his ability to create vivid, sensory experiences.

Shakespeare was a versatile poet who excelled in both dramatic and lyrical forms. His poetry is characterized by its psychological depth, rich language, and mastery of poetic devices. His sonnets, for example, explore themes of love, loss, and the passage of time with profound insight.

Themes:

Chaucer was interested in the complexities of human nature, often satirizing the foibles of society. His poetry explores themes of love, marriage, and social class.

Spenser focused on moral and ethical themes, often using allegory to convey his message. The Faerie Queene is a moral and spiritual allegory that explores virtues like holiness, temperance, and justice.

Shakespeare delved into the depths of the human psyche, exploring universal themes of love, loss, ambition, and power. His plays and sonnets offer profound insights into the complexities of human experience.

Contributions to English Literature:

Chaucer helped establish English as a literary language, demonstrating its potential for poetic expression. He pioneered the use of storytelling and character development, laying the foundation for later narrative poetry.

Spenser expanded the possibilities of English verse, experimenting with form and language to create a highly ornate and musical style. His influence can be seen in the work of later poets, such as Milton.

Shakespeare is often hailed as the greatest writer in the English language. His unparalleled mastery of language, characterization, and dramatic structure has had a profound and enduring impact on Western literature.

Influence on Subsequent Literary Traditions:

All three poets have had a lasting influence on English literature. Chaucer's emphasis on storytelling and characterization laid the groundwork for later novelists. Spenser’s experimentation with form and language inspired subsequent poets, while Shakespeare's genius has been a constant source of inspiration for writers across genres.

In conclusion, Chaucer, Spenser, and Shakespeare represent three distinct yet interconnected peaks in the history of English poetry. Their contributions have shaped the course of literature for centuries, and their works continue to be studied, admired, and imitated today.

Bridge Course: Aristotle's Poetics

This blog is written as a task assigned by Dr. Dilip Barad Sir

For backgroung reading visit professor's work : Click here

1.To what extent do you agree with Plato's objection to the freedom of expression and artistic liberty enjoyed by creative writers? Identify texts (novels, plays, poems, movies, TV soaps, etc.) that can be justifiably objected to and banned based on Plato's objections.

Answer :

Plato’s Objection to Freedom of Expression and Artistic Liberty:

Plato, in his seminal work The Republic, argued that artistic expression should be censored because it can negatively influence people’s emotions and behavior. He believed that art should promote moral and virtuous behavior, and anything that doesn’t align with these values should be restricted. Plato was particularly concerned about the impact of poetry and drama on the youth, fearing that they might imitate the immoral actions depicted in these works.

Extent of Agreement with Plato’s Objections

While Plato’s concerns about the moral and emotional impact of art are valid to some extent, modern perspectives on freedom of expression and artistic liberty often differ significantly. Today, many argue that art should challenge societal norms and provoke thought, even if it depicts controversial or uncomfortable subjects. However, there is also a recognition of the need for responsible portrayal, especially when it comes to sensitive topics.

Contemporary Bollywood Examples

Based on Plato’s objections, here are some Bollywood movies that could be justifiably objected to and potentially banned:

Moral and Ethical Concerns

Kabir Singh (2019): Criticized for its portrayal of toxic masculinity and abusive behavior, which could be seen as promoting immoral behavior. The film’s protagonist engages in violent and controlling behavior, which has sparked debates about its impact on societal norms.

Emotional Influence

Gangs of Wasseypur (2012): Contains graphic violence and intense scenes that could stir up harmful emotions and desensitize viewers to violence. The film’s depiction of gang wars and brutality can have a strong emotional impact on the audience.

Imitation and Deception

Baahubali: The Beginning (2015): This film creates an exaggerated and unrealistic portrayal of historical and mythological elements, which could mislead viewers about reality. Its grandiose settings and larger-than-life characters contribute to a fantastical narrative.

Dhoom 3 (2013): Features elaborate heists and stunts that defy the laws of physics, creating a deceptive and unrealistic portrayal of action and crime. The film’s depiction of technology and human capabilities can mislead viewers about what is possible in real life.

Educational Impact

Student of the Year (2012): Portrays a glamorous and unrealistic view of high school life, which might not be suitable for younger audiences and could negatively influence their expectations and values. The film’s focus on luxury and competition can create unrealistic aspirations.

Philosophical Dominance

PK (2014): Questions religious beliefs and practices, which could be seen as challenging societal norms and stirring up emotions. The film’s satirical take on religion and its practices can provoke strong reactions from different sections of society.

OMG: Oh My God! (2012): This satirical comedy-drama critiques blind faith and the commercialization of religion. The protagonist, Kanji Lalji Mehta, sues God after his shop is destroyed by an earthquake, leading to a courtroom drama that questions religious practices and the role of religious leaders12.

Historical Movies

Padmaavat (2018): Controversial for its portrayal of historical events and characters, which could be seen as distorting historical facts. The film faced protests and legal challenges due to its depiction of Queen Padmavati and historical events.

Jodhaa Akbar (2008): Faced objections for historical inaccuracies. The film’s portrayal of the relationship between Emperor Akbar and Jodhaa Bai was criticized for not aligning with historical records.

Bajirao Mastani (2015): Criticized for distorting historical facts. The film’s depiction of the Maratha Peshwa Bajirao and his relationship with Mastani sparked debates about its historical accuracy.

Panipat (2019): Received backlash for misrepresenting history. The film’s portrayal of the Third Battle of Panipat and its characters led to objections from certain communities.

2. Referring to the literary texts you studied during your B.A. program, write a brief note on the texts that followed the Aristotelian literary tradition (i.e., his concepts of tragedy, catharsis, tragic hero with hamartia, etc.).

Answer:

Texts Following the Aristotelian Literary Tradition:

King Lear by William Shakespeare

Reason: Follows the Aristotelian concept of tragedy with a tragic hero (King Lear) who has a hamartia (his pride and blindness to the truth). The play evokes catharsis in the audience through the intense emotional journey and downfall of Lear.

Julius Caesar by William Shakespeare

Reason: Adheres to Aristotelian principles with a tragic hero (Brutus) whose hamartia (his idealism and naivety) leads to his downfall. The plot follows a clear chain of cause and effect, and the play aims to evoke catharsis.

Death of a Salesman by Arthur Miller

Reason: Follows the Aristotelian tradition with Willy Loman as the tragic hero whose hamartia (his delusions and misplaced values) leads to his downfall. The play evokes catharsis through the emotional impact of Willy’s struggles and ultimate demise.

3.Referring to the literary texts you studied during your B.A. program, write a brief note on the texts that did not follow the Aristotelian literary tradition (i.e., his concepts of tragedy, catharsis, tragic hero with hamartia, etc.).

Answer:

Texts Not Following the Aristotelian Literary Tradition:

Pygmalion by George Bernard Shaw

Reason: Does not follow the traditional structure of a tragedy. It is more of a social critique and comedy, focusing on themes of transformation and social class rather than evoking catharsis through a tragic hero’s downfall.

Beloved by Toni Morrison

Reason: Employs a non-linear narrative and focuses on themes of memory, trauma, and identity rather than a structured tragic plot with a clear tragic hero.

Animal Farm by George Orwell

Reason: An allegory and satire rather than a traditional tragedy. It critiques political systems and human nature without following the Aristotelian structure of a tragic hero and catharsis.

Heart of Darkness by Joseph Conrad

Reason: A complex exploration of colonialism and human nature, with a fragmented narrative and ambiguous moral conclusions.

Lord of the Flies by William Golding

Reason: A dystopian allegory exploring inherent evil in human nature and societal breakdown without a clear tragic hero or structured plot leading to catharsis.

The God of Small Things by Arundhati Roy

Reason: Employs a non-linear narrative and focuses on themes of forbidden love, social discrimination, and family dynamics. Does not follow the Aristotelian structure of a tragedy.

Naga-Mandala by Girish Karnad

Reason: Blends folklore and contemporary issues, focusing on themes of gender and identity. Does not adhere to the Aristotelian principles of tragedy and catharsis.

4.Have you studied any tragedies during your B.A. program? Who was/were the tragic protagonist(s) in those tragedies? What was their 'hamartia'?

Answer:

Tragic Protagonists and Their Hamartia:

King Lear by William Shakespeare

Tragic Protagonist: King Lear

Hamartia: His pride and inability to see the true nature of his daughters.

Julius Caesar by William Shakespeare

Tragic Protagonist: Brutus

Hamartia: His idealism and naivety.

Death of a Salesman by Arthur Miller

Tragic Protagonist: Willy Loman

Hamartia: His delusions and misplaced values.

5. Did the plots of those tragedies follow the necessary rules and regulations proposed by Aristotle? (e.g., chain of cause and effect, principle of probability and necessity, harmonious arrangement of incidents, complete, certain magnitude, unity of action, etc.)

Answer:

Aristotelian Rules in Tragedies:

King Lear and Julius Caesar by William Shakespeare

Reason: Both plays follow the necessary rules and regulations proposed by Aristotle, including a chain of cause and effect, the principle of probability and necessity, and unity of action.

Death of a Salesman by Arthur Miller

Reason: Adheres to many Aristotelian principles, including a structured plot and the evocation of catharsis through the protagonist’s downfall.

Nirja's Journey

        Nirja's Journey 

             

 This morning, as I was about to leave, a familiar voice greeted me from behind, "Hey Nirja, how are you? Happy 30th birthday." It was Vrinda. I turned around, smiling, "Hey Vrinda, thank you. I'm doing well, how about you?" Vrinda suggested, "Let's go to the temple of Ramdev Pir and sit. Our old friends are already there."

Neerja: “So much has changed. A new temple has been built, and new idols of gods have been consecrated. When I first came here, there was only the idol of Ramdevpir.”

Varinda: “Yes, now the idol of Rameshwar Mahadev has also been consecrated. A small temple for Kalbhairav Dada has been built. Every year, the celebration of Krishna Janmashtami takes place. Small trees have been planted next to the temple, adding to its beauty.”

Neerja: “And there’s been so much development at the Bapa Sitaram shrine nearby too.”

Varinda: “Yes, there’s the Bapa Sitaram shrine, Hanumanji temple, Mahadev temple, and Bahuchar Mata temple. In the evenings, children come to play there. A new platform has been built for birds to feed and drink water. At night, aarti is performed at both places, creating a joyful and devotional atmosphere. People celebrate all festivals together in harmony, without any discrimination. Everyone works together as well.”

As Nirja and Vrinda walked towards the temple, they were met with a lively scene. The temple grounds were decorated with beautiful colors, and there was a lot of activity around. The air was filled with the pleasant scent of incense and prayers.

They spotted their old friends waiting for them, and they greeted each other warmly. They caught up on each other's lives, sharing stories and laughter. The atmosphere was joyful and filled with friendship as they enjoyed being together in the peaceful setting of the temple.

Nirja asked her friends, "How's everyone?"

Raaghav noticed her mood and said, "Nirja, it's your birthday. Why do you seem down?"

"Just remembering some things from the past," Nirja replied sadly.

Varaa, concerned, asked, "What happened in the past that's bothering you now?"

Nirja hesitated before saying, "It's a long story."

Her friends assured her, "We're here to listen."

Taking a deep breath, Nirja began her tale.

"Once, we were a big family, living happily together," she started. "But then, everything changed. My grandfather decided we should live separately, so we moved. My father worked hard for us, but my mother, who was disabled, struggled."

"Then," Nirja continued, her voice quivering, "my mother died when I was just seven. Before I could understand what happened, my father remarried. My stepmother cared for me like her own, but then one day, both she and my father were gone."

"I became an orphan," Nirja concluded, her heart heavy with the weight of her past. “I went to live with my uncle. When I was twelve, I was sexually abused by a distant uncle, but I couldn’t tell anyone. I left home and went to live in a hostel. 

After completing grade 12, I decided to go to college. In college, I befriended a boy named Shrikant. Over time, our friendship turned into love.”                   

 

She continued with a sob, “I loved Shrikant with all my heart. But he took advantage of my love. He started a business selling alcohol, creating nude photos, and blackmailing girls, which I didn’t know about. When I found out, I left him and filed a police complaint. But the police didn’t pay attention to the case because of greed for money. Since then, I’ve been living alone and working as a social worker. When I turned 20, I found out that my mother had committed suicide because of my father’s affair. My father had a love marriage, but my stepmother’s family didn’t like it, so they killed them both.”

Vrinda, touched by Nirja's story, spoke up, her voice filled with empathy. "Nirja, your journey has been filled with pain and challenges. It's truly heart-wrenching to hear. But despite everything, you've chosen to dedicate your life to helping others as a social worker. That's incredibly commendable."

She continued, her words a testament to Nirja's resilience, "Your story is an inspiration to us all. It shows that even in the darkest of times, there's hope and courage to move forward. I'm truly sorry for all you've been through, but I salute your bravery and perseverance."

Vrinda's words shifted to a message of support and celebration, "Even though today is your birthday and you're feeling sad about your past, remember that your friends are here with you. We want to celebrate with you and help you start a new chapter in your life. Knowing that you have us by your side should bring you joy."

She concluded with warm wishes for Nirja's future, "Your story and your courage inspire everyone around you. Happy birthday, Nirja. May your future be filled with brightness and happiness."

Click here to navigate to the Index/Main Page Kavisha Alagiya Ma'am

NATIONAL SEMINAR - 2024

National Seminar on Convergence of AI, DH, and English Studies

The Department of English at Maharaja Krishnakumarsinhji Bhavnagar University hosted the 'National Seminar on Convergence of AI, DH, and English Studies' on March 29, 2024. The seminar delved into the intersection of Artificial Intelligence (AI), Digital Humanities (DH), and English Studies, exploring topics such as:

1. How AI can help analyze literature
2.  Using Digital Humanities for studying texts
3. AI's role in teaching and learning language
4.  Considering ethical issues in AI and DH research

Keynote speakers of distinction were:

• Prof. (Dr.) Nigam Dave from Pandit Deendayal Energy University, Gandhinagar

• Dr. Richa Srishti from CHRIST (Deemed to be University), Lavasa

• Dr. Richa Mishra from Nirma University, Ahmedabad

• Dr. Shobha K. N. from the National Institute of Technical Teachers Training and Research (NITTTR), Chennai

Dilip Barad talked about how new ideas face resistance before being accepted, using Plato's words about truth and lies as an example. He also mentioned a story about a Greek god. Most of the seminar participants were girls, and he talked about the importance of empowering girls in digital literacy. 

1.Prof.Dr.Nigam Dave 

Topic  :"Value Neutrality of Deepfakes and Its Positive Implications."

Nigam Dave, shed light on the value neutrality of deepfakes and their positive implications. 

Dr. Dave delved into the definition of deepfakes, describing them as edited images, videos, or audio recordings that replace the original person with someone else, often a public figure, in a manner that appears authentic. He highlighted various terms associated with deepfakes, including digital avatars, AI image swaps, face swaps, cheap fakes, shallow fakes, and text fakes.

Expanding the discussion, he explored the concept of fake identities in literature, citing examples from stories like those of Chyavan Rushi. He also touched upon the prevalence of altered content in memes, body doubles, celebrity look-alikes, mimicry artists, singers mimicking known voices, and the existence of fake products in places like Chor Bazaar. Notable mentions included the holographic representation of Michael Jackson and historical resistance to new technologies.

However, Professor Dave also emphasized the positive aspects of deepfakes, such as the recreation of historical figures like Evil Prestey through rotoscoping and the emergence of synthetic literature generated by AI, exemplified by apps like Words by Words. He highlighted practical applications like synthetic voices for navigation and aiding individuals who have lost their ability to speak due to medical conditions.

Furthermore, he discussed innovative projects like Microsoft's Mr. Mix the Reality, which utilizes the HoloLens for blending virtual and real environments, and the rise of virtual influencers. Throughout his presentation, he referenced figures like Christopher Marlowe, Doctor Foster, Helen of Troy, and Sam Pitroda to provide context and depth to his arguments.

In summary, Professor Dave's discourse encouraged attendees to adopt a nuanced perspective on deepfakes, recognizing both their potential negative implications and the transformative possibilities they offer.

2.Dr.Richa Mishra

Topic: "Engaging with Digital Humanities Tools, Techniques, and Scope"

Dr. Richa Mishra, Her talk was all about how we engage with Digital Humanities, focusing on tools, techniques, and its scope.

She explained that Digital Humanities is basically about using digital data, visualization, interaction, context, and various methods to understand human culture and history. She mentioned some key figures in the field like father Busa, Willard McCarty, Franco Moretti, Johanna Drucker, and Lev Monoich.

The whole idea behind Digital Humanities is that it came about because academics wanted to explore how newly emerging digital technologies could enhance our understanding of human constructs, social relations, and what it means to be human.

Dr. Mishra emphasized that in Digital Humanities, details are like the new soil. It's where we plant our ideas and grow our understanding.

She talked about the traditional research flow, how we go from gathering materials to analyzing them, debating their significance, and then disseminating our findings.

Then she delved into techniques like text mining and analysis, data visualization, geospatial analysis, networking analysis, corpus linguistics, text encoding and markup, topic modeling, digital storytelling and narrative analysis, and data curation and preservation. These techniques help us make sense of vast amounts of digital information.

She also highlighted some tools that are commonly used in Digital Humanities, making it more accessible for researchers.

She shared examples of Digital Humanities in action, comparing it to a digital love story. One interesting reference she made was to the Verse by Verse App, showing how technology can enhance our understanding and appreciation of literature and culture.

3. Dr. Richa Shristi 

Topic: "The Role of AI in Creative Process: Rethinking Authorship " 

Dr. Richa Srishti , talked about how AI is changing the creative process and the concept of authorship. She discussed how AI can foster creativity, create art, and even write stories, raising ethical and legal concerns. She demonstrated human-AI collaborations in creating poetry and emphasized the importance of ethical considerations in using AI.

During her talk, Dr. Srishti showcased a picture and a story created by both humans and AI, highlighting the blurred lines between human and AI creativity. She raised questions about whether AI can truly replicate human creativity or if it's just imitation.

Dr. Srishti also discussed the impact of AI on literature, such as the rise of e-literature, democratization of publishing, and the blurring of genres. She pondered on the future of creativity, questioning if true originality and emotional depth can only be achieved by humans.

4.Dr. Shobha K. N. 

Topic: " AI for Teaching and Learning " 

Dr. Shobha K.N. explored AI's role in learning and teaching, questioning whether technology is accessible to everyone or just a select few. He referenced historical technological advancements like the printing press and typewriters and how they changed education. He mentioned figures like Benjamin S. Bloom, Sal Khan, and Sam Altman.

Dr. Shobha emphasized that AI education isn't just about technical skills but also about nurturing critical thinking and ethical considerations. He used sports examples to illustrate how technology has changed the way we learn and teach, ultimately advocating for responsible AI use in education.