Othello and the Virtue of Love Essay -- GCSE Coursework Shakespeare Ot

Othello and the Virtue of Love  Ã‚        Ã‚  Ã‚  The love of the protagonist and his wife in William Shakespeare’s trgedy Othello can not stand up against the repeated assaults of the sinister Iago. Let us in this essay search for and comment on the examples of love found in the play.    Helen Gardner in â€Å"Othello: A Tragedy of Beauty and Fortune† highlights the love between the hero and his beloved:    The love between Othello and Desdemona is a great venture of faith. He is free; she achieves her freedom, and at a great cost. Shakespeare, in creating the figure of her wronged father, who dies of grief at her revolt, sharpened and heightened, as everywhere, the story in the source. Her disobedience and deception of him perhaps cross her mind at Othello’s ominous ‘Think on thy sins.’ If so, she puts the thought aside with ‘They are loves I bear you.’ . . . Othello is a drama of passion and runs to the time of passion; it is also a drama of love which, failing to sustain its height of noon, falls at once to night. (141)    The ideal love within the drama is the one existing initially between the hero and Desdemona. Francis Ferguson in â€Å"Two Worldviews Echo Each Other† describes the love existing between the protagonist and his wife and how it is an easy prey for the antagonist:    When Othello sums up their innocent infatuation, we must feel that he is more accurate than he knows:    She loved me for the dangers I had passed, And I loved her that she did pity them.    Othello and Desdemona are so attractive that we tend to see them only as they see each other: the noble Moor, the pure white maiden. But Shakespeare shows their love, even here at the very beginning, as dreamy, utterly defensele... ... Giants. Rindge, New Hampshire: Richard Smith Publisher, 1957.    Ferguson, Francis. â€Å"Two Worldviews Echo Each Other.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970.    Gardner, Helen. â€Å"Othello: A Tragedy of Beauty and Fortune.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.   

Analysis on Personal Philosophy

As defined by Webster†s Dictionary, a teacher is â€Å"one who instructs, directs, and disciplines other individuals.† This definition is correct, however, teaching encompasses much more. A teacher is an integral part of the learning process of a child. A teacher also aids the child in personal growth and life development. Teaching has always been my lifetime desire. I look forward with great anticipation to the day when I teach my own class. This will give me the opportunity to instill in the children a thirst for knowledge. This is also a chance for me to make the children realize their unique potential for greatness and open their eyes to the beautiful world around them. Before getting involved in my formal education classes and field experiences in Elementary Education at Pennsylvania State University, I thought being an educator involved teaching the students basic skills, assigning homework, and testing their knowledge. I soon found out that this monotonous routine does not maximize student interest and learning. Through my valuable student teaching experience, I have come to identify with a teaching paradigm known as Inquiry learning. In this particular paradigm, knowledge is viewed as functional and pleasurable. Children learn from the questions they pose. Key skills are learned in context and focus on child interest rather than artificial and made-up. This type of education concentrates on student interest. Children are focused and on-task because they are directly involved in their own learning. The Inquiry Paradigm also allows for numerous hands-on learning experiences. Another aspect of Inquiry learning is that the teacher is viewed as a â€Å"partner along the journey† instead of â€Å"Supreme Being†. I firmly believe that a teacher should treat her students as partners on a journey. This allows students to feel independent and responsible for their own learning.

Literary Perspectives - 1379 Words

English september 8, 2009 Literary Perspectives The following information was excerpted from The Bedford Introduction to Literature, 8th edition, 2079–2098 Formalist critics are primarily concerned with the language, structure, and tone of a work, otherwise known, as it’s â€Å"formal elements†. Formalists gravitate towards â€Å"intrinsic† matters in a piece of literature, in simpler terms, diction, irony, paradox, metaphor, and symbol. In a similar fashion, they emphasize larger elements, for instance, plot, characterization, and narrative technique, in order to derive meaning from a literary work. The work must stand by itself, and any information that goes beyond the text, for example, biography, history, politics, and†¦show more content†¦A historical approach to literature emphasizes the link between the historic context of a work and a modern reader’s understanding and interpretation of the work. The 1960’s saw the development of â€Å"New Historicism† which places the text firmly in the period in which it was written, and examines that period from a political, economic, soci al, and aesthetic standpoint. For example, a new historicist might examine Chopin’s â€Å"The Story of an Hour† within the context of prevailing attitudes toward women at the time, as well as medical diagnoses of â€Å"nervousness† and â€Å"hysteria† as common, for women of that era, who led lives considered overly independent by their contemporaries. The doctors who diagnose Mrs. Mallard’s death as having been caused by â€Å"the joy that kills† are not delusional or ignorant; they represent a contrasting set of values that are historic and very much steeped in reality. New historicists therefore sensitize us to the fact that the history on which we choose to concentrate is tainted by our examination of it from our own present â€Å"truth†; This reconstruction of the past undeniably affects the meaning we derive from a literary work. Mythological critics may specialize in history, classical literature, psychology, cultural history, and classical literature, but the chief emphasis is on the assumptions and values of various cultures. Mythological readings represent the broadest approachShow MoreRelatedPerspectives Effecting Personal Beliefs630 Words   |  3 PagesPerspectives Effecting Personal Beliefs Consider how the effect of a new perspective has been reflected and developed in a literary text or texts you have studied. Discuss the ideas developed by the text creator about the effect an individual’s perspective has on personal beliefs. 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In the poem, â€Å"Boy at the Window†, the first way that the theme of as one grows older they will start to understand the world more is shown in the context of the poem. An example of how the context of the poem helped