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Anecdote on Deconstruction : Derrida observing building minutely and obsorbing the structure of the building, abruptly shared his observance with Rita. |
Derrida: Can you see this well constructed building? How it has been built! With proper elevation, structure, well furnishing from outside and inside, nicely colored and insulated, surrounded by garden and seems to be result of proper 'architectural planning', as the building says so..!
Rita: Are you sure, that what you are seeing, is actually a building? It seems to me something different as giving me an indication of absence of something, which perhaps you're unable to look in..
Derrida: Absence! Oh I got you perhaps you want to say that there must be a bungalow/apartment/duplex here..? But here it is building..
Rita: Not that absence. I am talking with reference to this building's being...!...
Derrida: You mean to say "being of this being(building)"? ..
Rita: yes..
Derrida: I got you!
...And he says that the absence of "sand, concrete, cement, bricks, wood, such materials useful in building a capacious and lavish building" are absent here, which I wasn't able to see, but indicated by you.
Thankyou!
Comprehension on "Deconstruction"
Deconstruction can't be defined as said by "Derrida"(The very picture supports the idea of Deconstruction)But he says incase it can be defined then at what limits and what extent? Furthermore he says: this isn't a negative term but " an inquiry into the very foundations of western philosophy and the intellectual system, which is based on binary oppositions". But by rectifying he says that: he doesn't want to subvert the western philosophy as "Heideggar"(as they consider "being of beings" insignificant) wants, he only wants to transform the thinking of those people.Derrida also tries to persuade "Heideggar" a philosopher, to look into the system of philosophy, concerning "phonocentricism" rather than "writing". He says: "Logocentricism is manifestation of phonocentricism". While he himself in his book on Grammatology, emphasises on "writing rather than on speech".
As we move further we also see that there isn't audible difference between "to differ & to defer" but in terms of spelling and writing it has difference. It is a new coined termed which Derrida has taken from German to French. While in English it is as "difference". But difference doesn't imply anything rather than "force" and "force" is suggestive of "differentiation" which keeps the word's meaning postponed rather than giving its ultimate meaning, while it has chances of resuming. If we see this in terms of "sign, structure & play"-Derrida:
Structure of garden/park, sign for playing and signifier as children's playing spot/can be signified as a space in hotel/motel, a space in house, a park where anyone can sit, wander and can do what one likes.
we see that 'word' and 'meaning' is connected with each other. But if we try to get the word's meaning from dictionary it will give an ample of words rather than arriving at its conclusive meaning and likewise it will also keep on recurring with 'signifier' which leads to another 'signifier'(a rose/an ass) though signified but requires for "transcendental significance". Which also has "Opaqueness" rather than "transparency"(as communication has, societal and conventional) so it is in illusion and it has 'aesthetic delight' in it as so it is constituted with "figurative component" as Derrida says referring to "Wordsworthian idea of Romanticism".
Moving further from this, we also come to know that "Derrida" hasn't shown any method, a specific analysis/critique to do "deconstruction" nor it is awaiting for determination or connotating negativity for destroying the system, but it is concerned with demonstration and the entire process is done abstractly so only the thin air is visible in blurring state, but Derrida says: If one knows this thin line then perhaps one will get an idea, on what Derrida is hinting at.
Yale school itself is famous for "Deconstruction" as it is developed there along with its developer; Hoggart, Harold Bloom, Paul De Man and one other, who are known as "Hermeneutic mafias" of this school. Where they introduced "three characteristics of this particular school" which we're not going to discuss in detail. Then lastly we also have some schools; cultural studies, feminism, Marxism, historical etc. These schools are also deconstructed accordingly and we have concerning each and every field "a new established renovated field" which is actually perhaps "postponed" as per its meaning(e.g: As today there is constant deconstruction to establish staunch female identity, rather than giving importance to phalus-a male sexual organ).
Thus we came to know here how "Derrida" by seeing every object, thing, medium which was established on traditional terms are deconstructed, and given a new form by "Derrida" so the people who were unable to see the gaps, absence, deficiency on present being can see it clearly and evaluate and critique on those accordingly.
Application of 'Deconstruction theory' on 'Virtual classroom educational system.
“I always dream of a pen that would be a syringe.”
―
Indicates future of a 'pen' in the form of 'syringe' as the traditional education system suggested forthcoming educational system(absence of the presence, but in prediction mode).
"An inquiry into the very foundation of education" in terms of ancient, medieval, contemporary and forthcoming time".
History of education in India.
(Ancient & Medieval)
Classroom Structure:
In ancient times, students have to go to their 'Guru's home' to gain education, where they were required to study as well as to do 'household activities' for their gurus. While in 'Medieval classroom structure' they were required to go in 'maktabs'(primary level education), 'madrasahs'(higher level education). Where they were only focused on studies. When seeing both the aspects of 'ancient' as well as 'medieval' educational systems, we came to know that today's classroom, though partly virtual and partly physical but technology has much reformed the level of eduaction, where we see from 3rd B.C. to 1500 B.C. and forward have become merged in present times and given a number of steps forward to education system, as a result we have 'virtual' as well as 'physical' classroom. While of future we can only predict that there may be perhaps 'virtual classroom' which may be running by 'robots'.
A man questioning vivid questions to 'Sophia' a robot and "the intellectual personality" is giving answers in turn for each and every question.
Medium of Instruction
Concerning the medium of instruction in education. In ancient times/in times of Vedas, there were two sects; 'Vedas' themselves and 'Buddhists'. Vedas preferring 'Sanskrit' as a medium for instruction, while 'Buddhists' preferred 'Pali language'. In 'medieval times' it was furthered by 'Islam'as they were in power, and so they preferred; Urdu, Arabic, Persian as well as Arithmetic and Science languages. These languages were divided into two sects; concerning secularism and religion. In present time, if we see the same thing we can't find how it has folded its sheets into a technological aspect, where people can get anything required from "internet" rather than relying on "physical books" and as time advances a new field/idea/concept is introduced in education system, sometimes from one field another hidden field is emerging(for example: we have various categories in feminism, if we have imperialism then also we have colonialism not very much, but linear difference in it and etc.).
In medieval period also students were required to learn by themselves, which wasn't so in ancient times. The parallel thing can be seen in existing time but it is now available online, but to search something also academicians are required to cultivate such rationality to develop the sense of searching or surfing on internet level, because "the internet" also understands the human language, and it also serves, what a human wants, sometimes beyond one's understanding, but one needs to sense that sense which internet wants its users to comprehend. Perhaps as we can predict the forthcoming generation would be with "perfect coding language" or "numerical language".
Administration
In ancient times exams wasn't administered, so the exams weren't required to be taken, the purpose of education was only to "self-control" & to develop one's personality", to indulge in "spirituality" and "social activities". On another side, in 'medieval times' administration came into being with law in education, science and medical(as then monitoring system was prevailing in class, where a student was to monitor a class in absence of his/her teacher).
If we see the same thing in prevailing education system, administration can be done in two ways, physically as well as virtually, while virtually many precautions are required to be taken, otherwise the person himself/herself/hirself may be thrashed in danger zone, and without his/her/hir attempt noone will be able to drag oneself out(e.g: Computer ethics).
Established Educational Values
In ancient times, the thinking tendency of mortality/immortality was prevailing, it can be said something of "metaphysics of presence" as said by "Derrida" and perhaps also the question of 'morality' but not much in practice, as it wasn't needed for the sacredity of education system. In medieval times it came into being as said in previous topic also, that then "monitor system was prevailing" and the purpose was to educate people at scholarly level than merely using them for societal benefits, perhaps on the verge of all rounder but not accomplished as wanting.
In present times we found that with the advent of technology, people have become much smarter than technology, where they are fearless of copying in examination and considering their theft as ethically 'righteous thing' as if they were unable to get the right answer, they just got help from someone. In their perspective it may be right, but not in authority's who is observing.
Curriculum
In ancient times, the education system was tutelaged with religious and spiritual scriptures. According to which students were suppose to shape their lives. If we see the same thing in 'medieval times' the main purpose of muslim rulers were to produce more scholarly personalities, out of any institution and so "the pen was given much importance than martyr's blood". Arithmetic, Laws, Science, Urdu, Quran, Medical etc, were included in curriculum of that time, through which the purpose of transmission of 'Islam religion' was also practised.
While we see this in comparison of present times, this era is inclusive of all these then prevailing tendencies and produced a new merged, coloured, variant and an individual entity of this age in various forms; say in arts, commerce, science, social studies, computer science or in any inclusive field, which can be included in it and it happens that as a particular tendency ripens its roots, it transforms into a huge umbrella term.
For example: Cultural studies: which is based on interdisciplinary as well as multidisciplinary studies.
Deconstructive_Analysis_on_the_same_idea
As the "virtual classroom idea" is taken for "deconstruction". We see in its absence 'the traditional as well as medieval times educational system'. In past in absence of 'synchronous system of learning' we had 'asynchronous system'. Where in place of white board, marker and chemical for wiping out black board, there was blackboard, chalk and duster system. In former one, one can easily wipe out without spreading pollution, while in latter one has to rub out and pollution will get spreaded, through the particles of chalk, which is made up of 'calcite mineral' known as 'carbon rock'. It also suggests "the marker of one's history" though it can't be because at that time, technology wasn't existing, so obviously there won't be any device for recording, but we can take this in "foot prints/finger marker", seems to be mere a structure that reveals an identity of utilization, for welfare purpose of its seekers/learners.
Moving to the aspect of curriculum, "synchronically if we look, we're served material through 'academic internet website' along with concerning video and audio clips, to clear our understanding of any uncomprehended topic/subject. In its absence if we see then 'religious scriptures and in medieval times the advent of medical, law faculties etc, will catch our sight, comparatively today we have an ample of disciplines, which are integrated and are interdependant on one another. Likewise are interdisciplinary and multidisciplinary approaches, which can be done by plentiful knowledge of various disciplines with an individual entity, but this is such an entity, which can be transformed in a newer form if utilization is done in a proper way. While predicting future of various faculties, perhaps the coming generation will be replacing or generating "brain apps".
Conclusion
Thus if we look into all three phases, we found that the then prevailing two phases 'medieval as well as in ancient times' both had 'cracks and fractures with gaps' which is perhaps filled by 'the present time' with dissemination of information and science and technology. As in ancient times; 'religion along with spirituality' was standing aloof, while at this time perhaps, science & technology is going to stand apart without any moral, ethical and meditative support. As itself science and technology has acquired such a space that it itself is able to provide all human needed values. Where a human can satisfactorily though smartly has to utilize with what he/she is bestowed with and perhaps will need rigorous meditation than needed in usual life. If we see the same thing in administration/the established values, it seems that at that time as due to ignorance, avoidance and lack of knowledge, in every prospects, shallowness was there, it has been only filled with advent of technology and dissemination of information.
Thankyou
Samiya Kagdi
A Learner at PG center
Department Of English
MKBU
Applied Sources
- http://prasanthvenpakal.blogspot.com/2014/11/education-during-medieval-period.html.
- https://dilipbarad.blogspot.com/2015/03/deconstruction-and-derrida.html.
- https://www.india-a2z.com/education-in-ancient-india.html
- http://www.yourarticlelibrary.com/education/islamic-education-during-medieval-india/84833
Comprehension on "Deconstruction"
Deconstruction can't be defined as said by "Derrida"(The very picture supports the idea of Deconstruction)But he says incase it can be defined then at what limits and what extent? Furthermore he says: this isn't a negative term but " an inquiry into the very foundations of western philosophy and the intellectual system, which is based on binary oppositions". But by rectifying he says that: he doesn't want to subvert the western philosophy as "Heideggar"(as they consider "being of beings" insignificant) wants, he only wants to transform the thinking of those people.Derrida also tries to persuade "Heideggar" a philosopher, to look into the system of philosophy, concerning "phonocentricism" rather than "writing". He says: "Logocentricism is manifestation of phonocentricism". While he himself in his book on Grammatology, emphasises on "writing rather than on speech".
As we move further we also see that there isn't audible difference between "to differ & to defer" but in terms of spelling and writing it has difference. It is a new coined termed which Derrida has taken from German to French. While in English it is as "difference". But difference doesn't imply anything rather than "force" and "force" is suggestive of "differentiation" which keeps the word's meaning postponed rather than giving its ultimate meaning, while it has chances of resuming. If we see this in terms of "sign, structure & play"-Derrida:
 |
Structure of garden/park, sign for playing and signifier as children's playing spot/can be signified as a space in hotel/motel, a space in house, a park where anyone can sit, wander and can do what one likes. |
we see that 'word' and 'meaning' is connected with each other. But if we try to get the word's meaning from dictionary it will give an ample of words rather than arriving at its conclusive meaning and likewise it will also keep on recurring with 'signifier' which leads to another 'signifier'(a rose/an ass) though signified but requires for "transcendental significance". Which also has "Opaqueness" rather than "transparency"(as communication has, societal and conventional) so it is in illusion and it has 'aesthetic delight' in it as so it is constituted with "figurative component" as Derrida says referring to "Wordsworthian idea of Romanticism".
Moving further from this, we also come to know that "Derrida" hasn't shown any method, a specific analysis/critique to do "deconstruction" nor it is awaiting for determination or connotating negativity for destroying the system, but it is concerned with demonstration and the entire process is done abstractly so only the thin air is visible in blurring state, but Derrida says: If one knows this thin line then perhaps one will get an idea, on what Derrida is hinting at.
Yale school itself is famous for "Deconstruction" as it is developed there along with its developer; Hoggart, Harold Bloom, Paul De Man and one other, who are known as "Hermeneutic mafias" of this school. Where they introduced "three characteristics of this particular school" which we're not going to discuss in detail. Then lastly we also have some schools; cultural studies, feminism, Marxism, historical etc. These schools are also deconstructed accordingly and we have concerning each and every field "a new established renovated field" which is actually perhaps "postponed" as per its meaning(e.g: As today there is constant deconstruction to establish staunch female identity, rather than giving importance to phalus-a male sexual organ).
Thus we came to know here how "Derrida" by seeing every object, thing, medium which was established on traditional terms are deconstructed, and given a new form by "Derrida" so the people who were unable to see the gaps, absence, deficiency on present being can see it clearly and evaluate and critique on those accordingly.
 | |
Application of 'Deconstruction theory' on 'Virtual classroom educational system.“I always dream of a pen that would be a syringe.”―Indicates future of a 'pen' in the form of 'syringe' as the traditional education system suggested forthcoming educational system(absence of the presence, but in prediction mode).
"An inquiry into the very foundation of education" in terms of ancient, medieval, contemporary and forthcoming time".
History of education in India.(Ancient & Medieval)Classroom Structure:In ancient times, students have to go to their 'Guru's home' to gain education, where they were required to study as well as to do 'household activities' for their gurus. While in 'Medieval classroom structure' they were required to go in 'maktabs'(primary level education), 'madrasahs'(higher level education). Where they were only focused on studies. When seeing both the aspects of 'ancient' as well as 'medieval' educational systems, we came to know that today's classroom, though partly virtual and partly physical but technology has much reformed the level of eduaction, where we see from 3rd B.C. to 1500 B.C. and forward have become merged in present times and given a number of steps forward to education system, as a result we have 'virtual' as well as 'physical' classroom. While of future we can only predict that there may be perhaps 'virtual classroom' which may be running by 'robots'.
Medium of Instruction Concerning the medium of instruction in education. In ancient times/in times of Vedas, there were two sects; 'Vedas' themselves and 'Buddhists'. Vedas preferring 'Sanskrit' as a medium for instruction, while 'Buddhists' preferred 'Pali language'. In 'medieval times' it was furthered by 'Islam'as they were in power, and so they preferred; Urdu, Arabic, Persian as well as Arithmetic and Science languages. These languages were divided into two sects; concerning secularism and religion. In present time, if we see the same thing we can't find how it has folded its sheets into a technological aspect, where people can get anything required from "internet" rather than relying on "physical books" and as time advances a new field/idea/concept is introduced in education system, sometimes from one field another hidden field is emerging(for example: we have various categories in feminism, if we have imperialism then also we have colonialism not very much, but linear difference in it and etc.).
|
Applied Sources
- http://prasanthvenpakal.blogspot.com/2014/11/education-during-medieval-period.html.
- https://dilipbarad.blogspot.com/2015/03/deconstruction-and-derrida.html.
- https://www.india-a2z.com/education-in-ancient-india.html
- http://www.yourarticlelibrary.com/education/islamic-education-during-medieval-india/84833
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